MICROSCOPE EXPLORATION LAB

Topic for lesson: Introduction to the Microscope

Instructional Method: Skills/Demonstration
Standards met:
No standard necessary skill
Objectives:
SWBAT demonstrate proper use of a microscope
Materials:
Class set of microscopes
Newspaper
Slides and coverslips for wet mounts
Prepared slides
Class set of handouts
Introduction: The invention of the microscope allowed for many new
discoveries in science. As new microscopes were invented, new
discoveries followed. To introduce this lesson, the teacher will
show students different microscopic images and ask students
what new things can be learned because of these images.
Procedure:
As students enter the class the teacher will hand out the microscope
lab handout and will divide the students into pairs/groups of three for
the microscope work.
The teacher will begin by showing students the parts of the
microscope and explaining the function of each part of the
microscope. During this time, the students should be labeling the
microscope diagram on their handout.
The teacher will then explain that the total magnification of an
image is achieved by multiplying the magnification of eyepiece and the
objective. The eyepiece is typically 10x and the objective lenses are
usually 4x, 10x and 100x.
Students will practice by calculating the total magnification for each of
the objective lenses as a class. (We do)
The teacher will demonstrate how to prepare a wet mount of a
newspaper letter and of overlapping threads. With one of these
preparations, the teacher will demonstrate how to use a microscope to
view a slide. The teacher will also demonstrate how to clean the slides.
(I do)
Students will then make and view the newspaper and thread
slides. Additional instructions will be provided in the lab handout.
Students will be drawing what they see in the microscope onto the
handout. (You do). As students complete this, the teacher will
circulate the room making sure students are on task and are using
proper protocol (check for understanding)

After making the wet mount slides, students will clean these slides and
return to the microscope to look at and draw prepared slides.

Closure: After the lesson, the students will write an exit ticket on what they
think is the most important part of microscope protocol.

SOCRATIC SEMINAR FRACKING

Topic for lesson: Fracking
Instructional Method: Discussion
Standards met:
CO.HS.3.5
Objectives:
SWBAT make and support evidence based claims in a classroom
discussion about fracking.
Materials:
Articles to be read before class
Science notebooks
Classroom arranged for the fishbowl style discussion.
Introduction: Fracking is a part of our society. There are many ballot issues
regarding fracking and the laws about fracking in and close to
cities. Before students leave the class period prior to the
discussion, ask students to note what they know/think they know
about fracking and its effects.
Procedure:
Before class, students will have read several articles on the arguments
for and against fracking. Students are expected to have taken notes on
these articles. (Pre-reading)
When class begins, ask students to write down one question they have
regarding fracking or the articles.
Students join together to form an inner and outer circle. The students
in the center will have a discussion, and the students in the outer circle
will take notes. The role of the teacher is the moderator for the
discussion.
The teacher will ask one student in the inner group to volunteer a
question. If no one volunteers, the teacher will ask a student in the
inner group to read their question.
The students will discuss the questions and any additional
comments/questions that arise for half of the allotted discussion time.
If a student makes a claim, the teacher should ask that student to
provide evidence if it hasnt been given. (Check for understanding)
After the first group has finished their discussion time, the inner and
outer group switch places and the same discussion protocol is followed
for the inner group.
At the end of the discussion, the teacher will collect the questions
students wrote at the beginning of class as well as the notes taken
during the discussion. (All students are able to show a thought
process and contribute even if they do not speak.)

Closure: After the discussion, students will take five minutes to reflect on
the discussion in their science notebooks.

Inquiry Learning:
I would use the inquiry learning method to allow students to explore how to
break apart cells and extract DNA. I want students to understand how cells
are organized and what the parts of the cells are composed of. I will provide
students with strawberries, meat tenderizer, dish soap, salt and isopropyl
alcohol. Students would then need to use what they know about cells and
their structure to extract the DNA from the strawberries using the materials
given. The students will not be given the order or the process. I want
students to learn to ask questions of themselves to guide the process.
Cooperative Learning:
I would use the cooperative learning technique to have students analyze the
effects of carbon dioxide on the polar ice caps as a habitat. For this lesson I
would assign students into base groups and jigsaw groups. Each jigsaw group
will be assigned the role of a specific scientist (climatologist, oceanographer,
penguin expert, etc.) The students will analyze data in their jigsaw group and
return to their home group to share and collaborate. Using the cooperative
learning method this way ensures that each student will have a unique
contribution.
Concept Teaching:
I would teach organism classification using concept teaching. During this
lesson, students will learn to recognize the patterns and key characteristics
of each phylum of animals. Organism classification would work well because
there are specific examples and non-examples for each classification. There
are rules that can be followed for each classification. For this specific lesson I
would start with a single phylum such as Arthropoda and give examples and
non-examples to help students figure out what the rules are for classifying an
organism as an arthropod.