Summer

Stevenson
EDUC-4350
November 6, 2017

Lesson Plan


Lesson Title: Under the Microscope: Recording Cellular Observations Grade: 10 Date: Nov. 14, 2017

Subject: Academic Science Strand: Biology Location: Room 115 Time: 75 minutes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

This lesson is designed to give students an opportunity to use a microscope to view plant and animal cells. The final
activity, sketching biological drawings of different cells, is scaffolded with an introduction to microscopes activity and a
mini-lesson on scientific observations. Microscopes play an important role in the study of cells, tissues, and systems
and will be used throughout the unit.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations that this lesson builds towards

A1. Demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating
and planning, performing and recording, analyzing and interpreting, and communicating)

B2. Investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry
skills, including various laboratory techniques

Ontario Curricular Specific Expectations that this lesson addresses (numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match
assessment. Should coincide with Overall Expectations.

A1.6 gather data from laboratory and other sources and organize and record the data using appropriate formats,
including tables, flow charts, graphs, and/or diagrams

B2.3 examine different plant and animal cells under a microscope or similar instrument, and draw labelled biological
diagrams to show how the cells’ organelles differ

Learning Goals Discuss with students: What will we be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today we will learn…

• How to operate a compound light microscope
• The characteristics of a scientific observation
• Plant and animal cells differ
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can use a compound light microscope to view cell slides

I can make scientific observations and record them visually
I can tell the difference between plant and animal cells
Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication;
Application
Assessment For, As, Of Learning (Complete the chart below)

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Assessment Mode: Assessment Strategies: Assessment Tools:
Written, Oral, Performance check out books 1-3 for suggested strategies Instrument used to record data
(Write, Say, Do) i.e., rubric, checklist, observation sheet, exit card, etc.
Please attach tools.

• Write (Draw) • Pre: Fist of Five, Demonstrations • Observation Sheet

• Do • Formative: Observations • Exit Card – Cell sketches students
• Diagnostic: Exit Card completed during class
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
• Discussed how cells form the basis of all living things (Grade 8 & Unit Introduction)
• Observed organelles in human cells (Grade 8)
• Used a microscope (Grade 8)
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

New Vocabulary (for word wall and/or to develop schema)
• Compound Light Microscope
• Magnification
• Objective Lens
• Ocular Lens
• Qualitative
• Quantitative
Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate. Include any relevant web links.
• 15 Compound Light Microscopes
• Cell Slides [four boxes (onion, fern, cheek, and frog) with 14 slides each]
• Observation Sheets
• Box of sharpened pencils
• Powerpoint & Smart Board
• YouTube Microscope Video (https://www.youtube.com/watch?v=Ue-86MDmjns)
Learning Environment (grouping; transitions; physical set up). Sketch a picture on an attached page of classroom setup. Make sure to consider where
materials will be placed if students need to access them. Here, write a short justification of why the classroom will be organized like it is (this matters for learning).

Prior to Class: 2 microscopes will be set up at each lab station (14 microscopes in total). Both activities will have to
take place at these stations due to the distance between the outlets and table desks where the students usually sit.
Each microscope will have several slips of newsprint beside it. This will be used for the first activity. At the front of the
room a microscope will be set up at the teacher lab bench. Two boxes of slides will also be placed open at the front,
and the other two boxes will be closed.

During Class: Students will begin class at their desks to get instructions for the day. Both activities will be performed in
pairs. There are 24 students in the class, or 12 pairs, which means that there will be two empty microscopes. This has
been planned in case there are any students who are adamant about working alone. Students are free to choose their
own partners for this lesson (so far, they haven’t had many chances to work with different peers and I’d like to have an
opportunity to observe them working together with people they are comfortable with first). The only materials
students will bring with them to the lab stations are the observation sheets (that will be given out after the
instructions), a piece of scrap paper, and a pencil. After the pairs complete their first activity they will alert me before
moving on to the second. This way I can take a peek in their microscope and make sure they are on the right track.
After this they will be given the go ahead to access the slides from the front. Only two boxes will be open (one plant,
one animal). If any groups fly through this I will bring out the next set of slides.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Cross Curricular Links (especially important for gr 7/8 lesson plans. Don't agonize over this)

Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 10-15 minutes

Introduction Slides: Introduction Slides:
1. Title Students are not required to take notes as this
2. Video: SciShow, Microscope: The Tube That Changed information will be discussed again in future lessons. A
the World (4:40) – This video introduces students to a piece of chart paper comparing qualitative and
brief history in microscopes and their importance quantitative observations will be posted in the classroom
throughout history at a later time.
3. Learning Goals: Outline how today’s activities are
going to meet with these goals. Today we will be
working in groups and with microscopes that require
special care so respect towards your materials and
peers will be observed and assessed.
4. Making Scientific Observations: Observation does
not just mean “seeing.” There are a few key
differences between making an observation and “just
looking.” We have two main types of observation:
qualitative and quantitative. Qualitative observation
uses the five senses and relies on description of
qualities that what you are observing does or does
not possess (i.e., red, hot, burns quickly). Quantitative
observations are measurable (i.e., 350 degrees
Celsius, 100 cm). Observations are not helpful unless
they are recorded. You can use numbers, words, and
pictures to record what you see. This process is
important because observations need to be revisited,
examined, and analyzed. This is the evidence that will
be used to support your thinking. Not only do you
need to understand what you’ve wrote, recorded, or
drew but it should be clear to others as well.
5. Biological Drawings: Today, we are going to practice
making observations and recording them as biological
drawings. [Picture of a good drawing].
6. Magnification [leave on this slide for Exploring
Microscopes activity]

Pre-assessment: Fist-of-Five used to determine if Pre-assessment: Respond to teacher inquiries using fist-
students have used a microscope before and how of-five method
comfortable they are with them. Question: with a show
of fingers, 5 being very comfortable and 1 being very
uncomfortable, how you do feel using a light microscope
like the one seen here? The responses here will be used to
guide the first activity
Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Time: 10-15 minutes (Activity 1), 30 minutes (Activity 2)

Activity 1: Exploring Microscopes Activity 1: Exploring Microscopes

Magnification Slide: (explain how this is calculated while Magnification Slide: Students will put their personal
demonstrating where to find the components needed) - items and classroom materials in a neat pile at their desk.
Power of eyepiece multiplied by the power of the The only tools required will be a pencil and observation
objective. sheet [sharpened pencils will be available at each station]

Demonstration: Tour of the Microscope – demonstration
of the different pieces and how to set up the microscope
to view the newsprint. This can be brief or more in depth
based on the results from the fist-of-five assessment
done in the pre-activity. Important components to
mention: Ocular Lenses (Eyepiece Lenses), Objective
Lenses, Coarse Focus Knob, Fine Focus Knob, Nosepiece,
Head, Base, Arm, Stage – Magnification

Student Action: Student Action:
Give instructions to the students: In pairs, you will work In pairs, students will bring their pencils and observation
together to set up the microscope to view the piece of sheets to a microscope station. Here they will find the
newsprint at your station. Experiment with different pieces of newsprint and use the microscope to get
objectives and discuss your observations about what familiar with using the apparatus. Students should be
happens and how the image appears under the lens. discussing what happens under the lens when the
Raise your hand when you feel that you have objective changes.
accomplished the task and I will give you a cell slide.

Observe how students are using the microscopes during
the activity. Make sure students notice that the letters
appear backward when using the 4x objective.

Activity 2: Exploring & Observing Cells Activity 2: Exploring & Observing Cells

Transition: After a group has completed the first activity Once students have been given their slides they will
they will be given a slide from one of the boxes at the return to their microscope station and sketch the cells
front. They will formally record their observations of this that they see and relate to any prior knowledge. While
slide on the biological drawing sheet provided. Once they one student sketches the other can be making notes on
have completed one slide they will return it to the box it what the components they are viewing might be.
came from and grab a slide from the other open box.
Explicitly state that the observation sheets will be handed
in at the end of the lesson as an exit card. While students
are working at this task an example of a target biological
drawing will be up on the board.

Visit each group with observation sheet. Recording the
following: interaction with peers, participation, and prior
knowledge.

Students must observe at least 1 plant and 1 animal cell.
If there are groups that get both of these done there will
be two additional slide boxes.

Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013

 Time: 10 -15 minutes

Consolidation: Provide instructions for each component Consolidation: Students will return to their desks and
of consolidation. have 3 minutes to make any additional observations in
the space beside their cell sketches. Students will then
have 3 minutes to turn to the person in front/behind
them to compare their drawings.

Connection: In your unit project, you will have the Connection & Hand In: Students will hand in their
opportunity to examine the impact of disease on either observation sheets before exiting the class. Written
humans or plants. Making observations and examining feedback will be given so that they can improve upon
the impact the disease has on a cellular level can help you their biological drawing skills before submitting one as a
make connections to why people (or plants) experience part of their unit project.
certain symptoms and how seemingly small problems
have an impact on large scales.

Extension Activities/Next Steps (where will this lesson lead to next)

Extension Activities: Use these observations to address the differences in organelles – graphic organizer for plants
versus animals

Up next: Fate of a Cell: From “Birth” to “Death” (Cell Theory + Mitosis)
Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:


The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Drafted by Lakehead University Orillia Faculty of Education Team-August 2013