As scientists it is our duty to fight against obscurantism and loss of rational thinking if we want politicians and citizens to freely make the most intelligent choices for the future generations. With that aim, the scientific education and training of young students is an obvious and urgent necessity. We claim here that Hydra provides a highly versatile but cheap model organism to study biology at any age. Teachers of biology have the unenviable task of motivating young people, who with many other motivations that are quite valid, nevertheless must be guided along a path congruent with a 'syllabus' or a 'curriculum' . The biology of Hydra spans the history of biology as an experimental science from Trembley's first manipulations designed to determine if the green polyp he found was plant or animal to the dissection of the molecular cascades underpinning, regeneration, wound healing, stemness, aging and cancer. It is described here in terms designed to elicit its wider use in classrooms. Simple lessons are outlined in sufficient detail for beginners to enter the world of 'Hydra biology' . Protocols start with the simplest observations to experiments that have been pretested with students in the USA and in Europe. The lessons are practical and can be used to bring 'life' , but also rational thinking into the study of life for the teachers of students from elementary school through early university.
KEY WORDS: ecology, evolution and developmental biology education, science policy, authentic assessment, inquiry-based learning, student portfolio
How the authors met the Hydra model systemIn the USA, Patricia Bossert taught Biology on Long Island for 35 years, making Hydra her accomplice for many of those years. Initially trained as a classroom teacher, she decided to go back to academic studies after 15 years of teaching and, with the support of her family (husband, mother and two young sons), she performed a PhD in Ecology and Evolution in the laboratory of Lawrence B. Slobodkin at Stony Brook University. During this period she gained a deeper appreciation of the amazing potential of Hydra to address ecological and evolutionary issues experimentally (Bossert and Dunn, 1986;Slobodkin and Bossert, 1991) as well as its outstanding value for stimulating the curiosity of even the youngest students while also providing a challenging model for older students to perform authentic investigations. Thanks to her original approach that combined ecology and evolution with molecular strategies, several of them obtained prizes in national and international scientific competitions. This led her to be recruited by Stony Brook University as an expert for mentoring teachers to do research using Hydra; focusing on students from families of lower socio-economic Int. J. Dev. Biol. 56: 637-652 (2012) doi: 10.1387/ijdb.123523pb www.intjdevbiol.com *Address correspondence to: Brigitte Galliot. Department of Genetics and Evolution, University of Geneva, Switzerland. e-mail: brigitte.galliot@unige.ch Abbreviations used in this pa...