Lesson Plan: Microscopes: Wat-er You Looking At? (Lesson 2 of 3)
Topic: Microscopes and Water Properties
Date: 2/10/11
NSES: Content Standard A: As a result of activities in grades 9–12, all students should develop: Abilities necessary to do scientific
inquiry and Understandings about scientific inquiry.
Content Standard F: As a result of activities in grades 9-12, all students should develop understanding of Environmental Quality.
Grade level: 10th
SOL: BIO.1 The student will plan and conduct investigations in which: a) observations of living organisms are recorded in the lab and in the
field; i) appropriate technology including computers, graphing calculators, and probeware, is used for gathering and analyzing data and
communicating results;
BIO.3 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include: a)
water chemistry and its impact on life processes;
Subject: General Biology/Collaborative General Biology
Daily Question: What are some differences and similarities between water samples from four of the five major branches of the
Chesapeake Bay?
Procedures for Learning Experience
Guiding Questions
Materials
Needed
Engagement: Students will come into the
classroom, take their seats and begin reviewing
the Parts of a Microscope diagram projected on
the Promethean board. (Link: http://www.wisconline.com/Objects/ViewObject.aspx?ID=BIO9
What part of the microscope Simulation
focuses the lens more finely?
Promethean
Where is the arm located?
board and pen
Evaluation
(Assessment)
Formative
assessment acting
as a review from
previous material
that scaffolds the
Approximate
Time
Needed
15 minutes
05). They will have studied this material
previously. Only do the fill-in-the-box part!!!
What is the function of that
part?
After ~5 minutes of review (enough time to take
roll, etc.) click through the simulation to the
blank microscope with boxes to fill in answers.
Question one student about where the first word
should go. Allow them to come to the
Promethean board and drag the word to the
correct box. IF AND ONLY IF they get the
right answer, they may choose another student
to do the next problem. If not, the teacher
chooses. Also, periodically ask the student the
function of the part/component.
While I know you may not
know this term, where do
you think it is and what do
you think it does?
NOTE: There will be a few words that students
will not know, or will be under a different name
than the way they learned. If students become
confused, fill in the box yourself and explain the
function/other name. ALTERNATIVELY, the
students may hypothesize what function these
parts have.
Exploration: Group activity involving a USB
What do you see and
video dissecting microscope that is projected
observe under the
onto a Promethean board (or other white
microscope?
surface).
How is this sample
Present a picture of the Chesapeake Bay with
different/similar from that
accompanying labels of the connecting rivers.
sample?
Explain we will be looking at 4 sources, and
show them the containers with the water
Why do you think these
Computer
with
Projector.
learning for the
day dealing with
microscope work.
USB Video
dissecting
microscope
and related
software.
Completion of
data sheet is a
formative
assessment.
Computer
with
Projector,
20 minutes
samples in it.
As a CLASS, facilitate observations involving 4
sources of water, asking students to record
several observations, similarities, and
differences in the various samples on the data
sheet. Place the sample under the microscope so
the class may see the image. Students will
observe and record things they see and contrast
them with other specimens. Go through each
sample with the students as they record
observations.
samples are different? What
makes them different?
Do you recognize and
organisms, or any other
things?
Review each of the specimens afterwards,
asking students what they saw, and offering the
option to illustrate a specific part of the image
under the microscope using the Promethean
board.
1. EXTENSION: Determining the pH,
Turbidity, Dissolved Oxygen (DO), and
4 water
samples from
rivers of the
Chesapeake
Bay (James,
York,
Rappahannoc
k,
Chickahomin
y)
Observation
sheet
Stress the differences and similarities between
the water sources.
Explanation AND Extension: SCIENCE
CIRCUS/STATIONS Activity. Two Stations.
Make sure to give accurate directions, provide
handouts, etc. for BOTH labs with the entire
group before breaking off. Count off by Two’s.
Promethean
board and
pen.
1. What do you think pH,
turbidity, and dissolved
oxygen measure?
What are the pH, turbidity,
and dissolved oxygen of
each?
Picture
illustrating
where the 4
water sources
are.
Vernier
Probeware
device,
installed
software on a
laptop,
required
probe
Both worksheets
will be collected,
as well as active
participation in
the activities
55 minutes
Temperature of the four river water samples.
Using a single Vernier Probeware device,
attached to a computer, students will measure
the pH, Turbidity, Dissolved Oxygen(DO), and
Temperature using various probes, and record
the data for each in a table. A teacher should be
available to set up each probe for students to
measure with. Questions will follow on the
worksheet that analyze the data collected for
each of the four samples.
Which sample has the
highest pH? Does this mean
it is more acidic or more
basic? Why might this be
so?
Which sample has the lowest
dissolved oxygen? Would
you expect to find abundant
living organisms in this
water source or not? Why or
For the purposes of this activity, the teacher will why not?
demonstrate how to record data with the
Probeware and will disconnect and reconnect all 2. What do you observe
probes.
under the microscope?
2. EXPLANATION Using Microscopes in the
Lab. Second day students will have used
microscopes. Today’s work will involve
observing and drawing various specimens under
a microscope. Students will complete 6-8
drawings of various specimens (e.g. bacteria,
onion cells, human blood cells, butterfly
legs/antennae, etc.), making sure to include a
picture, the name on the slide, and the
magnification. Students will work in pairs for
this exercise. Ensure students are using
microscopes properly, and if not, correct any
issues!
If time provides, wrap-up class with a broad
devices.
Four water
samples from
rivers.
Data sheet for
Probeware
activity.
8
Microscopes
(for 16
students)
Various slide
How can you focus what you specimens
see, and how can you see it
from stock
closer?
(bacteria,
fungi, insects,
Is this what you thought
cells, etc.)
these things looked like?
Data sheet for
microscope
activity
review of the Science Circus/Stations activities,
particularly on findings. If not, begin the
following class with the data, and possible
reasons for it.
Notes: Activities with water are based off the assumption that students understand basic water properties.
Technology: Vernier ProbeWare, the USB Video Dissecting Microscope, the Promethean Board, projector, computer, software, and
the standard microscopes in the lab all demonstrate usage of technology throughout this lesson. ProbeWare may have a more difficult
learning curve, so try and facilitate probe measurements.
Inquiry: The focus on water samples in this lesson is based completely on inquiry. The answers are not known about the water
samples ahead of time, so it as if the students are discovering the data at the same time as the teacher is. Questions are formatted so
that students “discover” and construct their own knowledge.
Nature of Science: Experimental and Scientific design are found throughout with an emphasis on microscope usage, and exposure to
various tools and methods to access the material at hand to study/observe. Inquiry-based learning involving water analysis provides
work through real-life data collection.
Context: Part of a unit near the beginning of the course that focuses on the use of tools and equipment in the lab, as well as basic
skills needed to build on the biology curriculum.
Safety: This is a good point in time to set an example for proper lab techniques and behavior, such as refraining from horseplay,
taking care of the equipment, etc.
Differentiation: Possibly break up the teams by skill level, either mixed or common levels. Scaffold students’ learning in the
stations by asking probing/guiding questions appropriate for their skill level.