ADVENTURES WITH A DIGITAL MICROSCOPE
A Guide for Project Teachers by MacGregor Kniseley
Digital Microscope Case Study Project
February – April 2012
Color Photograph in a Newspaper (50x)
ProScope HR
TABLE OF CONTENTS
1. Introduction ................................................................................................................................
2. Aligning with Standards ...................................................................................................................................
3. Introducing Early Childhood Students to Magnifiers ..............................................................................
4. Beginning Digital Microscope Activities ......................................................................................................
5. Additional Digital Microscope Activities .....................................................................................................
6. Ten GEMS Microscopic Explorations Activities .........................................................................................
7. Observing Materials in Life, Earth, and Physical Science .......................................................................
8. Sources of Materials .........................................................................................................................................
9. Living Organisms by Classification in Science Kits ....................................................................................
10. Living and Nonliving Materials in Science Kits ..........................................................................................
11. Activities for Recording Video and Time-Lapse Images .........................................................................
12. Microscopy on the Internet ............................................................................................................................
13. Improving Observation Skills ......................................................................................................
14. The Private Eye Approach ...............................................................................................................................
15. Teachers Resources (Books, Articles, Video, Internet) ...........................................................................
16. Children’s Literature .........................................................................................................................................
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Introduction
Elementary teachers can use different technical resources with their students to engage them
in scientific and creative thinking. Students can use digital microscopes to observe and compare
the finer details of living and nonliving materials. They can develop an understanding about
how scientists use digital microscopes as a scientific instrument to gather data and extend their
senses. During investigations, students can use software to capture evidence as still, video, and
time-lapse images. Teachers can project magnified images for the entire class to view. A
student can interpret a small object projected on a white board by drawing and labeling
different features. And, students can think creatively and create artwork while applying an
interdisciplinary approach called “The Private Eye.”
A handheld digital microscope is easier to use than a traditional compound microscope that
requires greater fine motor control. After a 20-30 minute lesson students and teachers can
begin using a digital microscope. Unlike a compound microscope, a digital microscope with a
computer can record still, video, and time-lapse images, drawing, and measuring.
This document provides tips for using handheld digital microscopes in hands on, elementary
science and other subjects. The document relates national science education and educational
technology standards and explains activities and materials for observing and comparing, and
lists teacher resources and children’s literature.
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Aligning with Standards
Align digital microscope lessons and units to National Science Standards and National
Educational Technology for Standards for Students.
National Science Education Standards Content Standard A: Science as Inquiry
- Abilities Necessary to Do Scientific Inquiry
- Understandings About Scientific Inquiry
KNOWLEDGE
Abilities Necessary to
Do Scientific Inquiry
Understandings About
Scientific Inquiry
GRADES K-6
 Employ simple equipment and tools to
gather data and extend the senses
 Tools include magnifiers to observe
objects and organisms and
microscopes to observe the finer
details of plants, animals, rocks and
other materials
Instruments such as magnifiers can
provide more information than
scientists obtain using only their senses.
GRADES 5-8
 Use appropriate tools to gather,
analyze, and interpret data.
 Tools include microscopes to
view and observe cells and
microorganisms.
 Technology used to gather data
enhances accuracy and allows
scientists to analyze and
quantify results of
investigations.
 Scientists use microscopes to
observe objects and
phenomena that are otherwise
unobservable due to factors
size.
Source: National Research Council. (1996). National science education standards. Washington DC: National
Academy Press. Retrieved from http://www.nap.edu/html/nses/
National Educational Technology for Standards for Students
Standard: Ability to demonstrate creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
Standard: Ability to conduct research and use information
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. evaluate and select digital tools based on the appropriateness to specific tasks.
Source: International Society for Technology in Education. (2007). National educational technology for standards
for students NETS-S. Retrieved from
http://www.iste.org/standards/nets-for-students/nets-student-standards-2007.aspx
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Introducing Early Childhood Students to Magnifiers
Most kindergarten and grade 1 students need to learn about focusing objects and concepts of
part and whole before using magnifiers. Here are three activities:
Blurry vs. Clear (In Focus vs. Out of Focus)
Introduce students to "in-focus" and "out-of-focus." The best way to convey the clarity and
sharpness associated with focus is to place an image on an overhead projector or digital
projector (e.g. a close-up photo of recognizable object) and move it in and out of focus until
kids can verbally recognize which is "in focus" and which is "out-of-focus" What does in focus
mean (clear, sharp)? What does out of focus mean? (blurry, hard to see)
Part and Whole
Teach the concept of part versus whole using an empty paper towel tube or toilet paper tube.
Have students hold the tube up to the bones around the eye and look through an empty paper
towel tube or toilet paper tube at their arm or another student across the room. Describe what
part of the whole you are seeing.
Mystery Picture Challenges
Use the digital microscope and record a set of images for “Mystery Picture Challenge.” Record
images of parts of wholes. Have students guess the “whole.”
For examples, see the following url: http://mason.k12.il.us/havanajh/mystery/
Then have students use the digital microscope and software to create their only mystery
picture challenge.
Beginning Digital Microscope Activities
Here are several activities for introducing digital microscopes to students for the first time. With
only one digital microscope for the classroom, use the microscope with the whole class and in a
learning center. To increase active participation, combine the use of the digital microscope and
a classroom set of low magnification plastic magnifiers.
Single Lens (3x)
Tri-Lens (2X, 6X, 8X)
Set of 30 = $28.50
The Private Eye Loupe (5x) *
Set of 30 = $88.50
.
* Two loupes nested gives 10x magnification.
Proper Use of the Digital Microscope
Use direct instruction to teach students how to set up and operate the digital microscope and
flexible stand.
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To learn how operate Bodelin Technology’s ProScope HR, go to
http://www.bodelin.com/proscopehr/how_it_works/
Click Demonstration Videos (on the right) and PDF Microscope Documentation (on the left).
Create rules together for the safe and responsible use of the equipment. Some ground rules
include:
1. Respect the equipment. Replacement costs are $450.
2. Store and carry the equipment in the plastic case.
3. Supervise the students while they’re using the equipment. Teach students to hold the
digital camera carefully.
4. Keep the lens dry. If the plastic lens comes in contact with any wet or sticky substance,
clean and dry it immediately.
5. Work with the digital microscope on dry tables. Clean up surrounding spills immediately .
Keep beverages away from laptop and digital microscope.
Discover Something New in an Everyday Objects
The Penny
Begin by directing students to draw an enlarged view of the head/tails sides of a penny on an 8
1/2 x 11 inch sheet of paper. Include as much detail as possible. Then, use the digital
microscope to project images of the penny. Before observing the penny, clean the penny with
some vinegar so it’s bright and shiny. You can observe Lincoln inside the Lincoln Memorial,
initials FG representing the designer Frank Gasparro.
Five Dollar Bill
Observe and count the names of states on the Lincoln Memorial. Notice the different ink colors
and patterns of ink, such as the random yellow numbers.
Fingerprints
Use a water-soluble inkpad to stamp your fingerprints and observe the details using the digital
microscope. Create a detective game by having the detective leave the room while one
criminal makes a fingerprint. The detective can examine the fingerprint and compare
everyone’s fingerprints to identify the criminal who made the fingerprint.
Sugar and Salt
Place some sugar and salt on black cardboard. Keep them separate and observe the crystals.
How are they similar and different? Create a Venn Diagram or Same-Different Chart.
Flat Materials First
Observe and draw flat objects such as five-dollar bill, color newspaper photo, or fingerprint.
Then, observe larger, solid objects and living things that move.
Observe Objects Around School
Students don’t need to go far to find interesting materials to observe and compare:
On You: skin, fingernails, hair, pocket lint, fabric, watch, shoe soles
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In the Classroom: chalk, pencil points, pencil shavings, eraser crumbs, paper clips, paper, dust
In the Cafeteria: small pieces of bread, fruit, chips, and salad items
On the Playground: pavement, sides of buildings, rocks, leaves, soil, insects, dandelions, grass
On the Principal’s Desk: paper clips, pens, staples, and “Catch You Being Good” reward slips
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Additional Digital Microscope Activities
Microscopic Explorations Learning Center
Set up a GEMS Microscopic Explorations learning center in the classroom. Rotate small groups
of students through the center. Create small group cooperative roles (e.g., Reader, Starter,
Checker). Students can rotate roles with each new activity. See p. 8.
Source: Brady, Susan & Willard, Carolyn. Microscopic explorations. (2003). Berkeley, CA: Lawrence Hall of Science,
University of California at Berkeley. http://lhsgems.org/GEMmicro.html
The Private Eye Approach
“The Private Eye” is an instructional strategy that includes close observation of everyday
objects using a magnification tool, drawing, and thinking by analogy. The magnifier enhances
the observer’s focus on details and patterns. While observing, the student things by analogy
“What does this remind me of?” The observer “sees with meaning,” connects form with
function, solves problems, and draws inferences. See p. 14.
Source: Ruef, K. (1992). The Private Eye, (5x) Looking/Thinking by Analogy, A Guide to Developing the
Interdisciplinary Mind, Hands-On Thinking Skills, Creativity, Scientific Literacy. Seattle: The Private Eye Project.
Secret Message
Use “Object Palette” in Microsoft Office and make a 3 inch black dot. Insert a text box and type
a secret message inside the black dot. Type the secret message in white font on the dot then
reduce the font size to 4 pt - so the font is too small to read with the naked eye. Print it out
using a laser printer. Read the secret message with a 50x lens.
What did Mars say to Saturn?
Observe black dot with 50x lens and find the
secret message.
Secret Message
Still image (50x) from digital microscope
Microscopic World Bookmark
Insert images recorded from the digital microscope in a table in a Microsoft Word document.
Microscopic
World
Bookmark
50 x images of a
newspaper photo
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Shapes and Colors
Observe different materials and look for shapes and colors in natural materials.
Example of shapes and materials to observe:
 Square – salt crystals, iron pyrite, fabrics
 Rectangle – fabrics
 Triangle – tips of fern fronds, flower (trillium), fish scales, spider webs,
 Circle – drops of water, spores on fern frond, radish seeds, mushroom cap, acorn shell,
whorl patterns on fingerprints
 Heart – red bud, aspen
Patterns in Nature
Observe different materials and look for form and symmetry in nature.
To prepare, view a six-minute video by biologist and photographer Amy Lamb.
http://www.amylamb.com/films.htm
The 6-minute video is based on her 2007 US Botanical Garden exhibition. She used her
photographs to illustrate patterns in a nature. She explains how beauty can be found through
form (branches, layers, spirals) and symmetry (radial and bilateral ) in flowers and other
materials in the natural world. Examples of patterns and materials to observe using the digital
microscope:
Form:
Branches - feathers, branches on twig
Layers - buds, fish scales, snakeskin
Spirals - snail shell, fiddlehead fern
Symmetry:
Radial - snowflake, starfish, sunflower
Bilateral - insects
Draw Fingerprints and Assemble a Fingerprint Quilt
Have students make colorful enlarged drawings from observing their fingerprints.
For examples of drawings by students, see “Fingerprint Gallery” at The Private Eye:
http://www.the-private-eye.com/html/galleries/fp2html/gal2.html
Assemble fingerprint drawings into a “fingerprint quilt.” See “Fingerprint Poster” at The Private
Eye: http://www.the-private-eye.com/html/aboutTPE/WhatsNew.html#fingerprintposter
Sand at the Beach
Collect sand from different parts of the beach. Does it look the same? Collect sand from
different beaches. Do they look the same?
Growing Mold
Grow mold on bread and observe different molds. Place a moist paper towel in bottom of a
plastic container. Place a slice of white bread on top of the wet paper towel. Cover the
container with plastic wrap. Store in a dark place for 3-7 days. There are more than 85,000
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known kinds of mold. Some are beneficial such as manufacturing beverages and cheese
(Roquefort, blue, and Gorgonzola) and production of penicillin. Some are harmful and cause
disease in plants (mildew on grapes, rot on peaches) or in people (ringworm and athlete’s foot).
After a week, you can see a variety of molds growing on the bread. Each color is a different
colony. Black mold called rhizopus is a common variety that can be examined with 10x
magnifier. The small round balls on the end of the slender stalks are cases containing spores.
When the cases ripen, they release the spores into the air, and some fall on the bread to form
new mold.
Drawing Scientifically
Teach students to observe and draw the finer details of an object – to draw like a scientist.
Careful drawing while closely observing can improve observation skills. Drawing slows a student
down and helps them focus on the details of material. Younger students might draw cartoonish
figures that feature the obvious properties color and shape. Demonstrate the difference
between a cartoon and scientific drawing of an object. For example: Make a drawing of a
cartoon drawing of insect or spider with a circle and a dot in the middle represents the eye.
Then draw the eye more scientifically. Have them draw a details of the insect or spider eye
scientifically.
Improving Visual Memory
Students can observe an object using the digital microscope for a period of time and identify
five features to remember to draw. Then, students return to their workstation to draw the
object and label five features they can recall. They can return to the digital microscope and
check to see if the drawing is accurate.
NOTE: This activity relates to a fun visual memory game, called Kim’s Game. In Rudyard
Kipling’s novel Kim, the teenage hero Kim plays a game with a shop owner while training in
secret to be a spy. In the classroom, a leader can present a tray with 20 different objects.
Students observe the objects for several minutes and try to remember all of the objects. Next,
the leader removes one of the objects when students are facing another direction. Then, the
students observe the tray and identify the missing object.
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Ten GEMS Microscopic Explorations Activities
Microscopic Explorations is a Grades 4-8 unit featuring ten learning-station activities designed
to encourage students’ curiosity using different materials representing life, earth, and physical
science. The book includes “behind the scenes” scientific information about the materials used
for observation.
1. Up Close
Construct water drop magnifiers (1 inch by 2 inch cover stock with hole punched, transparent
tape) to observe small print in a newspaper. Drop water on top of non-sticky side of tape and
observe small print of newspaper.
2. Fingerprint Ridges
Make impressions of fingerprints using pencils and a piece of transparent tape. Fin details of
ridge patterns used by forensic scientists to identify fingerprints.
3. Dots and Dollars
Observe and compare the dots on color newspaper photos, magazine pictures, and other
images and other images . Understand how size and distance apart of dots on color photos can
be combined to give the appearance of a range of other colors.
4. Fabrics
Observe and compare a variety of fabrics (.g., light-colored woven, knitted, and pressed).
Understand how fabrics are made by observing their appearance under the digital microscope.
5. Salts
Observe and compare crystals of various salts (e.g., rock salt, table salt, alum, boric acid, Epsom
salt) cardboard “slides” (1 inch by 2 inch cover stock with hole punched, transparent tape).
Observe crystals form by adding Epsom salts to a crystal “suncatcher” (crayon-colored clear
plastic lid)
6. Sand
Observe and compare sand samples from several geographic locations based on the color, size
and shape of the sand grains. Sand samples can be found from the International Sand
Collector’s Society. They locate and mark the source of their sand on a map.
7. Kitchen Powders
Observe and compare color, size and shape of seven white powders found in the kitchen (e.g.,
table salt, cream of tartar, laundry detergent, baking soda, cornstarch, white granulated sugar,
flour).
8. Small Creatures
Observe structures of entire of parts (wings, eyes, legs, antennae) of dried insects, spiders, and
isopods.
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9. Brine Shrimp
Observe and compare the overall appearance, structures (e.g., legs, head, eyes, gills, eggs sacs),
and movement patterns of adults, larvae and eggs of live brine shrimp (also called “sea
monkeys”).
10. Pond Life Compare plant, animal, and one-celled organisms found in a pond.
Source: Brady, Susan & Willard, Carolyn. Microscopic explorations. (2003). Berkeley, CA:
Lawrence Hall of Science, University of California at Berkeley.
http://lhsgems.org/GEMmicro.html
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Observing Materials in Life, Earth, and Physical Science
Observe and compare different materials that relate to your life, earth, and physical science
curriculum. Here are interesting materials to observe.
LIFE SCIENCE
1. Butterfly and Dragonfly: wings
2. Dandelions: flower head, leaves
3. Earthworm: Blood flowing in an earthworm. Using a 10x lens, place an earthworm in a Petri
dish with some water. Record the blood flowing.
4. Earthworms (blood flowing)
5. Feathers: shaft and barbules; different types of feathers
6. Ferns: house ferns - fronds and spores
7. Fingerprints: Prints from different fingers; big toe and thumb; different people’s fingerprints
8. Fish scales
9. Flowers: different reproductive parts (stamen, pistil)
10. Flowers: rose, forget-me-nots; tulips; foxglove
11. Fruit: strawberries, oranges; star fruit, kiwi
12. Fur or hair: dog and cat
13. Granola
14. Human body parts: skin, hand, fingers, arm, leg
15. Insects: stages of development [e.g., larvae of mealworm (darkling beetle) and wax worm
(wax moth); structures (eye, antennae, legs, body parts – head thorax, abdomen)
16. Isopods: pillbugs and sowbugs
17. Lichens, liverworts, moss, mushrooms
18. Movement of Organism: Using a 10x lens, record movement patterns of an invertebrate in
a clear plastic container organism.
19. Owl pellet: bones of prey
20. Plant buds: buds that haven’t opening, that are beginning to open, and buds that have
opened
21. Popped popcorn
22. Rice: basmati, enriched white, long-grained brown
23. Seeds of every day foods: strawberry, peanut, sunflower
24. Shells: quahog, oyster, slipper, scallop, barnacle, periwinkle, razor
25. Spices: peppercorns, anise, dill seed, celery seed
26. Sprouts: fresh, whole, edible sprouts – mung bean, alfalfa.
27. Tree and shrub twigs
28. Tree bark: birch, sycamore, pine, oak
29. Tree clippings: cedar branch, holly
30. Tree leaves: conifer and deciduous leaves (dusty miller, sage, foxglove, ferns
31. Tree seeds: maple, sycamore, acorn, walnut
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EARTH SCIENCE
1. Minerals: quartz, mica, iron pyrite
2. Rocks : granite, limestone, marble
3. Sands from different parts of the beach and geographic locations of the world
4. Soil: sand, clay, humus
5. Water: property of density at different temperatures - cold water in room temperature
water. Position a low power lens to capture the side view of a clear glass. Add a small plastic
vial of red-colored cold water (iced) and empty at the top of the glass filled with clear room
temperature water. Record the downward movement of the denser, red water.
PHYSICAL SCIENCE
1. Clothing: coat, sweater, shirt, soles of shoes
2. Crystal formation: crystals forming from drops of mixture of 1 part Epsom Salt and 1 part
water
3. Crystals: dissolving of salt or sugar (video/time lapse)
4. Fabrics: microfiber cloth, burlap fabric, yarn
5. Kitchen powders: table salt, cream of tartar, detergent, baking soda, cornstarch, white
granulated sugar, flour
6. Paper and ink: printed text/photos: book, newspaper, magazine, wrapping paper
7. Paper chromatography: Make a stripe with a bold black water-soluble ink marker on white
paper towel. Add drops of water on the black ink and record the image of water separating
black ink into different colors.
8. Phase change - liquid to gas: Place a small drop of liquid water on a surface and record the
evaporation.
9. Phase change - solid to liquid: Place a small piece of ice on a surface and record the melting.
10. Postage stamps
11. Salts: rock salt, table salt, alum, boric acid, Epsom salt
12. String: thread, cotton and nylon string
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Sources of Materials
1. Home; Hardware, Fabric, Grocery, Pet Stores
2. Science Supply Companies:
 Connecticut Valley Biological http://www.connecticutvalleybiological.com/
 Carolina Biological http://www.carolina.com/
 Delta Education http://www.deltaeducation.com/
 Pellets, Inc. http://www.pelletsinc.com/
3. The Private Eye Jewelers’ Loupes and Specimen Kits http://www.the-private-eye.com/
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Living Organisms by Classification in Science Kits
Here are organisms classified by kingdoms included in FOSS and STC science kits supplied by
East Bay Educational Collaborative Science Materials Resource Center:
ANIMALS
1. Annelids - earthworms
2. Mollusks – ramshorn snails, pond snails, earthworms
3. Arthropods
 Insects – American painted lady butterfly, wax moth (waxworm), darkling beetle
(mealworm), cricket, and Bess beetle
 Millipede
 Crustacean - crayfish, daphnia, isopods , pill bugs, sowbugs
4. Fish - guppies and goldfish
PLANTS
1. Brassica (mustard), alfalfa, beans, corn, pumpkin, sunflower, variety of fruits and vegetables
2. Pine seedlings
3. Moss
4. Elodea, cabomba, duckweed
FUNGUS
Lichen
PROTISTS
1. Culture of blepharisma
2. Culture of volvox and other algae
STC: Science and Technology for Children.
Developed by National Science Resources Center
Published by Carolina Biological
FOSS: Full Option Science System
Developed by Lawrence Hall of Science
Published by Delta Education
Source: http://ebecri.org/content/kitcon tents
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Living and Nonliving Materials in Science Kits
K
GRADE
SCIENCE MODULE
Animals 2x2
PROGRAM
FOSS
Grade 1
Organisms
STC
Grade 2
Insects
FOSS
Grade 2
Pebbles, Sand & Silt
FOSS
Grade 3
STC
Grade 3
Plant Growth &
Development
Structures of Life
FOSS
Grade 3
Water
FOSS
Grade 3
Changes
STC
Grade 3
Rocks & Minerals
STC
Grade 4
Electric Circuits
STC
Grade 4
Earth Materials
FOSS
Grade 4
Ideas & Inventions
FOSS
Grade 4
Ecosystems
STC
Grade 4
Land & Water
STC
Grade 5
Microworlds
STC
Grade 5
Grade 5
Environments
Landforms
FOSS
FOSS
STC: Science and Technology for Children.
Developed by National Science Resources Center
Published by Carolina Biological
EXAMPLE OF MATERIALS TO OBSERVE
Goldfish, guppies elodea, mystery snails, ramshorn snails, red
worms, earthworms, pillbugs, sowbugs; fish food, shells, potting
soil, aquarium dip net
Lichen/moss mats, pine seedlings, elodea, cabomba, guppies, pond
snails, pillbugs, sowbugs, Bess beetles (Millipedes)
American painted lady butterfly, wax moth (waxworm), darkling
beetle (mealworm), milkweed bugs; screening, pabulum, millet,
shelled sunflower, soil
Basalt, scoria, tuff, clay, cornstarch, humus, fiver rocks, gravel
pebbles, sand, sandpaper, screens
brassica (mustard) – different stages of development; lima beans,
soil, dried honey bees
crayfish; kidney bean, lima bean, pea, popcorn, corn, sunflower,
variety of fruits and vegetables; dry cat food, gravel, nutrient
powder, yarn
profile of water drops on a penny; movement of cold and hot water
through room temperature water
Cover, field corn, pea, radish, soil, Brine shrimp eggs, fish food,
pabulum, antacid tablet, fabric, gravel, pepper, kosher salt, steel
wool pad, sugar cube, granular sugar
calcite, biotite, feldspar, fluorite, galena, gypsum, halite, hematite,
magnetite, muscovite, quartz, sulfur, basalt, conglomerate, gneiss,
granite, limestone, marble ,obsidian, pumice, sandstone, schist,
shale, slate,
D-cell battery, paper fasteners, brass washer, wire insulation, flashlight
bulb, diode, fiberglass screen, wire screen, brass screw, golf pencil, pipe
cleaner, nail, marble
gravel, calcite, feldspar, fluorite, gypsum, hornblende, mica, quartz,
basalt, cumberlandite, limestone, marble, sandstone, sand, shell,
coral pieces,
Fingers (fingerprinting), rubber bands, water-based markers, fabric,
netting,
alfalfa, mustard, rye grass, Algae mix, elodea, duckweed, pond
snails, guppies, crickets, isopods; salt; fiberglass screen, soil
clay, humus, sand, markers, rubber bands, Velcro, mustard seed,
rye grass,
one celled organisms: Blepharisma, Vinegar eels, Feathers, fish
scales, gelatin, grits, hay, marble, microfiche, Epsom salt, table salt,
sand, wire screen , poppy seed, year
darkling beetles, isopods, goldfish, elodea, gammarus/daphnia,
pond snails, duckweed
sand, clay, cotton swab applicator
FOSS: Full Option Science System
Developed by Lawrence Hall of Science
Published by Delta Education
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Activities for Recording Video and Time-Lapse Images
Second Hand Movement on a Wristwatch
Record the second hand movement on a analog wristwatch.
Dissolving Crystals
Using a 50x lens, sprinkle a few crystals of salt or sugar on a surface. Add a drop of water and
use time-lapse video settings to record the particles flying off the crystals into the liquid
solution.
Formation of Crystals
Place a drop of a hot mixture of Epsom salt and water (1 part Epsom salt and 1 part water) on a
hole-punch slide. Record the formation of crystals.
Phase Change: Solid to Liquid
Place a small piece of ice on a surface. Record the melting.
Phase Change: Liquid to Gas
Place a small drop of liquid water on a surface. Record the evaporation.
Adding Cold Water to Room Temperature Water
Add a small plastic vial of red-colored cold water (iced) and empty at the top of the glass filled
with clear room temperature water. Use a 10x lens and record the downward movement of the
denser, red water.
Movement of Organism
Use a 10x lens and record movement patterns of an invertebrate in a clear plastic container
organism.
Blood Flowing in an Earthworm
Place an earthworm in a Petri dish with some water. Use a 10x lens and record the blood
flowing.
Capillary Action
Make a bold black water-soluble ink stripe on white paper towel. Add drops of water on the
black ink. Use a 10x lens record the image of the capillary action of water separating black ink
into component colors.
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Microscopy on the Internet
Rogers, Kirsteen. (2006). The Usborne complete book of the microscope. London, UK: Usborne
Publishing.
The Internet-linked printed book includes recommended URLs to extend the learning from
photographs and information about the microscopic world of the human body, plants, fungi,
invertebrates, rocks, minerals, crystals, and nanotechnology.
http://www.usbornequicklinks.com/usa/usa_entity_pages/usa_select_page.asp?lvl=1&menu=s73&id=797
Magnification Module. Retrieved from
http://micro.magnet.fsu.edu/primer/virtual/magnifying/index.html
Students can explore the effect of increasing magnification (equivalent to changing microscope
objectives) on the ability to resolve features in a sample in his interactive Java tutorial
exploring.
Virtual Scanning Electron Microscopy. Retrieved from
http://micro.magnet.fsu.edu/primer/java/electronmicroscopy/magnify1/index.html
Students can explore how specimens appear when magnified in the virtual SEM in his
interactive Java tutorial exploring.
Microscope Imaging Station. Retrieved from
http://www.exploratorium.edu/imaging_station/index.php
Students can explore high-resolution images and video using research-grade microscopes. A
range of images and movies illustrate the diversity of what can be seen with a microscope. The
Exploratorium’s website includes information about the magnified images and activities.
Microscopy Ideas. Retrieved from
http://members.ozemail.com.au/~macinnis/scifun/micrscop.htm
Teachers and students can learn about materials for microscopy provided by Australian science
writer, Peter Macinnis.
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Improving Observation Skills
Students are often challenged making observations exact and detailed. They jump to
conclusions or confuse observations with inferences.
These are the expected observation abilities for early and later stage development.
Early Stages
 uses more than one of the sense to make observations
 identifies the obvious features of an object or event
Later Stages
 makes use of several senses
 notices relevant details of the object and its surroundings
 identifies similarities and differences
 discerns the order in which events take place
 uses aids to the senses for study of details
 makes measurements or comparisons using appropriate instruments
To improve students’ ability to observe, try these strategies:
1. Facilitate observing of living and nonliving material by asking attention-focusing, measuring,
and comparing questions. See Observing Questions below.
2. Have children draw as part of the process of observing. It slows them down and causes
them to spend more time observing and interpreting the material.
3. Make an observation guide before students observe. See below.
4. Distinguish between observations that are accurate and inaccurate.
5. Distinguish between an observation and an inference.
Questions to Improve Observation
Type of Question
Attention-focusing
Form of Questions
 Have you seen...?
 Do you notice...?
More complicated observation
questions follow: What is it?
What does it do? What does it
show about itself? What
happens? What do you find
inside or outside? What do you
feel, see, hear, and smell?
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


Examples *
Have you seen the carapace
of the crayfish? Show me
where it is.
Do you notice the
swimmerets?
Where on the plant is the
bean pod developing?
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Measuring and
counting
Comparison






How many?
How much?
How long?
How strong?
How heavy?
How often?


In how many ways are ---alike and how do they differ?
Classifying, attribute games,
making identification keys,
Venn diagrams, or tables of
collected data are based on
comparison questions








How many legs does your
crayfish have?
How long is your crayfish?
How long does it take for a
bush bean plant to
complete its life cycle?
How many bean pods do
you see?
How are the seedlings alike
and different?
Which of the fruits has the
fewest seeds?
In what ways are the male
and female crayfish alike?
How do they differ?
Which is the longest
crayfish? the shortest?
* Examples of questions – FOSS Structures of Life science kit
Using an Observation Guide
Before observing an object or material, create a guide with your students and develop relevant
descriptive language. Ask students to anticipate what they might observe with a digital
microscope for features of color, size, number, shape, and shape. Ask students to suggest
language to use for each feature. Provide a chart like this to describe properties they observe.
COLOR
SIZE
SHAPE
Create a guide to encourage students to use other senses .
Other Features to Observe:
 Parts
 Quantity
 Markings
 Wet or dry
 Shadows
 Luster (shiny or dull)
 Patterns - Geometrical Shapes (including vertex, edge, 3-D perspective)
 Lighting/Reflections
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SHAPE
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







Measurement (including mass, volume, length, height, depth, width)
What is happening?
Change
Behavior pattern
Movement, Location
Expressions or gestures
Speed
Sequence in time
Source
Checkovich & Sterling, (2001, January). Oh say can you see. Science and Children. pp. 32-3
Graphic Organizers for Observing and Comparing
Students can observe, compare, and organize their thinking using Venn Diagrams and Same –
Different T charts.
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THE PRIVATE EYE APPROACH
I.
Collecting, Wondering, and Close Observation
The most beautiful thing we can experience
is the mysterious. It is the source of all true art and science.
--Albert Einstein
Tools: loupe, measuring tape, clipboard, zipper bags,
paper, pens, magnifying boxes
Find an object and observe the finer details.
What do you notice? Where is it?
How does it feel? Smell? Hear? Taste (?)
Measure it. Count it. Weigh it.
II.
Looking for Patterns—
Thinking by Analogy and Writing
All perception of truth is the
perception of analogy; we reasons
from our hands to our head.
--Henry David Thoreau
III. Loupe-Drawing
(Close Observation and Aesthetics)
Paleontology is a very visual inquiry. All
paleontologists scribble on napkins at
coffee breaks, making sketches to
explain their thinking.
--Robert Bakker
American Palentologist
Artist
A. What else does it remind me of?
B. What else doe it look like?
It reminds me of…
To draw is to look closely.
It looks like…



Visually explore the object with your loupe, putting
pen to paper. Look, draw, look, draw, look . . .
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V. Theorizing-Hypothesizing
IV. Change the Scale
(More Loupe Drawing, Close Observation, and Aesthetics)
The ability to imagine a change of scale—to imagine
something bigger or small, more or less intense, more
or less crowded is essential to understanding in many
areas: demographics, overpopulation, issues of
ecology, man’s impact on the environment, the impact
o toxins building and passing thresholds, and more.
As a habit of seeing—the ability to change scale is
part of the ability to change paradigms.




Close (1X)
Why did it remind me of that?
Why do I think it is like that?
What do I think is the design’s function?
If it reminds me of that, I wonder if it might function
like that in some way?
From the list of analogies, pick any five and
explain why it reminded you of that. Consider
shape, texture, color, smell, size, movement,
feelings, etc. Use your analogies organism to
survive?
Draw as you see the object with your eye only.
Choose three analogies from above as clues to help
you answer ”Why is it like that?”
Closer (5X)
Search the first view for a small portion to enlarge. Draw a
section as you see it with one loupe



Closest (10X)
Search the second view for a small portion to
enlarge. Draw a section as you see it with two
loupes.
VI. Planning Investigations
NOW, how would you test your theories?
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It could be this because______
It could be this because______
It could be this because______
ADVENTURES WITH A DIGITAL MICROSCOPE - DRAFT: Please Do Not Distribute
Object:
Date:
Observing Closely By Loupe Drawing First, use your senses and explore the object with your loupe, putting pencil to paper.
Look, draw, touch, draw, smell, draw, measure/count/weigh, draw, hear, draw….
Analogizing
Hypothesizing 1
What does it remind me of? What else does it look like?
It reminds me of … It looks like….
Why did it remind me of that?
From your analogy list, pick 3 and explain why it reminded you of
that. Consider shape, texture, color, smell, size, movement, and
feelings.
1.
2.
3.
4.
5.
6.
7.
Hypothesizing 2 Use your analogies as clues.
Ask yourself: If it reminds me of _________, I wonder if it might act like that to help this organism survive?
Choose 1 analogy from above as a clue to help you answer “Why is it like that?”
It could be because . . .
Planning an investigation NOW, how would you test your theories?
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Teacher Resources
Here are suggestions of books, articles, video, and Internet resources for teaching about
magnification and microscopy.
Books
Ahouse, Jeremy & Barber, Jacqueline. (2000) Fingerprinting. Berkeley, CA: Lawrence Hall of
Science, University of California at Berkeley.
Fingerprinting is s 46-page teacher guide for a Grades 4-8 unit where students compare
fingerprints and observe the variations of fingerprints. They learn about fingerprinting as an
aspect of forensic science. They make fingerprints using pencil and transparent tape. They
observe, compare, and classify the fingerprints. They apply ability to classify to solve a crime
using a mystery, Who Robbed the Safe?, developed by the authors or create their own
characters and plots for a mystery.
http://lhsgems.org/GEM180.html
Beals, Kevin & Willard, Carolyn. (1999). Mystery festival. Berkeley, CA: Lawrence Hall of Science,
University of California at Berkeley.
Mystery Festival is 268-page teacher guide for a Grades 2-8 unit using a classroom learningstations. Students investigate a "crime scene," conduct tests on the evidence, analyze the
results, and solve the mystery.
http://lhsgems.org/GEM350.html
Brady, Susan & Willard, Carolyn. Microscopic explorations. (2003). Berkeley, CA: Lawrence Hall
of Science, University of California at Berkeley.
Microscopic Explorations is a Grades 4-8 unit featuring ten learning-station activities designed
to encourage students’ curiosity using different materials from life, earth, and physical science.
http://lhsgems.org/GEMmicro.html
Headstrom, Richard. (2012, March). Adventures with a hand lens. Dover Publications.
A 240-page guide to observing the living world using a magnifier: flowers and grasses, fish
scales, moth and insect wings, egg cases, buds, feathers, seeds, leaf scars, moss, molds, ferns,
common crystals. Includes 209 exact line drawings.
http://www.amazon.com/Adventures-Hand-Lens-Richard-Headstrom/dp/0486233308
Headstrom, Richard. (1977). Adventures with a microscope. Dover Publications.
A 240-page guide to observing the natural world using a simple microscope. Students can
observe structures of numerous microscopic animals, everyday objects and foods really look
like at the cellular level. Students can learn how to prepare specimens and slides.
http://www.amazon.com/Richard-Headstrom/e/B001HMPG90/ref=ntt_athr_dp_pel_1
National Science Resources Center. (1991). Microworlds. Science and Technology for Children.
Washington, DC: Carolina Biological.
Microworlds is a 123-page teacher guide for Grades 5-6 science kit. During the eight-week, 16lesson unit, students learn how to observe, how to record their observations, using both writing
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and drawing. They learn about the properties of magnifiers and observe a variety of living and
nonliving materials. They learn to use 3x-6x hand lenses and 30x microscopes. Using slides,
cover slips, droppers and other related apparatus, they observe organisms found in ponds and
a hay infusion.
http://www.nsrconline.org/curriculum_resources/Mic_overview.html
Ruef, Kerry. (2003). The private eye - (5X) looking / thinking by analogy: A guide to developing
the interdisciplinary mind. Lyle, WA: The Private Eye Project.
A 240-page guide to developing scientific and creating thinking by using The Private Eye
approach. You can view examples of student writing, drawing and theorizing, more than 200
lesson plans, and activities for enhancing different subject areas. The Private Eye process builds
communication, problem solving, and observing skills.
http://www.the-private-eye.com/html/materials/MATmenu.html#book
Articles
Ashbrook, Peggy. (2008, February). Observing with magnifiers. Science and Children. pp. 18-20.
Checkovich & Sterling, (2001, January). Oh say can you see. Science and Children. pp. 32-35.
Coskie, Tracy L. & Davis, Kimberly J. (2009. Summer). Larger than life: Introducing magnifiers.
Science and Children. pp. 64-65.
Farland, Donna. (2008, February). Close, closer, closest. Science and Children. pp. 40-42.
Goode. Laurie & Mullins, Vanessa. Digital microscopes in elementary classrooms. Retrieved
from http://www.oercommons.org/courses/digital-microscopes-in-elementaryclassrooms/view
McNall, Rebecca L & Bell, Randy L. (2004, January). Discovering flowers in a new light. Science
and Children. pp. 35-39.
Tessmer, Michael & Cowlishaw, Richard. (2011, December). Time for slime. Science and
Children. pp. 38-41.
Travaille, Madelaine & Adams, Sandra. (2006, April/May). Using digital microscopy. The Science
Teacher. pp. 50-54.
Video
Eames, Charles & Eames, Ray. (1977). Powers of ten. Retrieved from
http://www.powersof10.com/
A 9-minute film. “Powers of Ten takes us on an adventure in magnitudes. Starting at a picnic by
the lakeside in Chicago, this famous film transports us to the outer edges of the universe. Every
ten seconds we view the starting point from ten times farther out until our own galaxy is visible
only a s a speck of light among many others. Returning to Earth with breathtaking speed, we
move inward- into the hand of the sleeping picnicker- with ten times more magnification every
ten seconds. Our journey ends inside a proton of a carbon atom within a DNA molecule in a
white blood cell. “
Video: http://www.powersof10.com/film
Interactive web site: http://www.powersof10.com/
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Haeckel, Ernest. Art forms in nature. Retrieved from
http://www.youtube.com/watch?v=shqoFrJCU-o
This 7-½ minute video includes images from pages of Ernst Haeckel’s drawings from the book
Art Forms in Nature. Ernst Haeckel (1984-1919) German biologist, naturalist, philosopher,
physician, professor and artist discovered, described and named thousands of new species.
Lamb, Amy. Patterns in nature. Amy Lamb Studies. Retrieved from
http://www.amylamb.com/films.htm
The 6-minute video is based on her 2007 US Botanical Garden exhibition. She used her
photographs to illustrate patterns in a nature. She explains how beauty can be found through
form (branches, layers, spirals) and symmetry (radial and bilateral ) in flowers and other
materials in the natural world.
Website: http://www.amylamb.com
Nuridsany, Claude & Pérennou, Marie. (1996). Microscosmos. Galatée Films.
A documentary of insect life in meadows and ponds, using close-ups, slow motion, and timelapse photography. Examples of images include bees collecting nectar, ladybugs eating mites,
snails mating, spiders wrapping their catch, a scarab beetle relentlessly pushing its ball of dung
uphill, lines of caterpillars, an underwater spider creating an air bubble to live in, and a
mosquito hatching.
Full video: http://www.youtube.com/watch?v=m3JsZMr3NFw&feature=related
Part 1 http://www.youtube.com/watch?v=-BseGLUTkD8
(There are nine segments of the full video on YouTube)
Internet Resources
The Private Eye Project. Retrieved from http://www.the-privateeye.com/html/aboutTPE/Wht1_whatis.html
TPE is a project devoted to materials and training for an interdisciplinary approach to thinking
that begins with close observation. Students develop scientific and creating thinking using
everyday objects, a unique 5x jeweler's loupe (designed by TPE), close observation, drawing,
and simple questioning. View the gallery of images of results of loupe drawing.
Project MICRO - Microscopy Society of America. Retrieved from
http://www.microscopy.org/education/projectmicro/
Books, media, and websites for teaching K-12 students about microscopy.
Exploring the World of Optics and Microscopy. Retrieved from
http://www.micro.magnet.fsu.edu
Color photographs taken by an optical microscope – birthstones, ice cream to integrated
circuits and ceramic superconductors.
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Photo Microscopy. Retrieved from http://www.nikonsmallworld.com/
Images of materials using digital photography through a microscope.
http://www.microscopyu.com/smallworld/gallery/index.html
Microworlds Festival. Retrieved from
http://www.mnmicroscopy.org/ProjectMicro/Stations/Welcome.html
Magnified images of materials from GEMS Microscopic Explorations.
Center for Disease Control and Prevention. Retrieved from http://phil.cdc.gov/phil/home.asp
Photographs, illustrations, multimedia files associated with diseases and pathogens.
Microworlds. Retrieved from http://notes-from-dreamworlds.blogspot.com/
A blog maintained by Daniel Stoupin, a biology student and microscopic photographer
Dennis Kunkel Microscopy Education. Retrieved from http://education.denniskunkel.com/
A web site with images and links to other microscopy web sites. Dennis Kunkel contributed
photographs to Vicki Cobb and Alexandra Siy books.
CSI – The Experience: Web Adventure. Retrieved from http://forensics.rice.edu
An interactive exhibit, activities, focusing on the television show CSI.
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Children’s Literature
Here are titles of children’s literature for teaching about magnification, microscopes,
photographing small objects, and close observation.
Cobb, Vicki, Harris, Andrew & Kunkel, Dennis. (2009). Your body battles a broken bone.
Millbrook Press.
CRRAACK! Breaking a bone hurts! But did you know that it's the start of a battle for your body to
heal itself? That ache happens because damaged nerve cells send out a cry for help. In response,
red blood cells rush in to bring oxygen and nutrients. White blood cells clean up the dead bone
and muscle cells. Blood also brings fibroblast cells. They build a sort of scaffolding around the
break so that new bone will fill in. And stem cells arrive to transform themselves into cells that
will make brand-new bone. The whole area becomes an active construction site as your body
battles the damage and heals itself. Get a close look at this body battle with comic illustrations
and groundbreaking photomicrographs. The photomicrographs magnify the actual cellular
processes tens of thousands of times, offering you a front-row seat for all the action.
Other similar Vicki Cobb Books: Your Body Battles a Cold, Your Body Battles a Skinned Knee, and
Your Body Battles an Earache.
Author’s Web Site: http://www.vickicobb.com/
Martin, Jacqueline Briggs & Azarian, Mary. (1998). Snowflake Bentley. Houghton Mifflin.
From the time he was a small boy, Wilson Bentley saw snowflakes as small miracles. And he
determined that one day his camera would capture for others the wonder of the tiny crystal.
Bentley's enthusiasm for photographing snowflakes was often misunderstood in his time, but his
patience and determination revealed two important truths: no two snowflakes are alike; and
each one is startlingly beautiful. His story is gracefully told and brought to life in lovely
woodcuts, giving children insight into a soul who had not only a scientist's vision and
perseverance but also a clear passion for the wonders of nature. "Of all the forms of water the
tiny six-pointed crystals of ice called snow are incomparably the most beautiful and varied." -Wilson Bentley.
Author’s Web Site: http://www.jacquelinebriggsmartin.com/books/snowflak.html
Simon, Seymour. (2007). Spiders. Collins.
Other Seymour Simon Titles: Over 250 titles on a range of topics: Insects, Human Body,
Author’s Web Site: http://www.seymoursimon.com/index.php
Siy, Alexandra and Kunkel, Dennis. (2011). Bug shots: The good, the gad, and the bugly. Holiday
House.
Bug Shots features “rap sheets” and “wanted posters” of the world’s most wanted insects. Mug
shots created from scientist Dennis Kunkel’s stunning electron micrographs provide the evidence
for this larger than life entomological “case.” Author Alexandra Siy invites readers to join the FBI
(by becoming Fellow Bug Investigators) and reach a verdict themselves: good, bad, or just plain
bugly? The amazing photomicrographs magnify insect parts from 8 to more than 12,000 times
their actual sizes providing close-up views of claws, jaws, eyes, antennae, wings, stingers, and
other specialized parts. A detailed glossary and resource section compliment this fascinating
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book.
Other Similar Alexandra Siy Titles: Mosquito Bites
Author’s Web Site: http://www.alexandrasiy.com/
Van Allsburg, Chris. (1988). Two bad ants. Houghton Mifflin.
Read the story of an ants’ point of view of the perils of the kitchen. Viewing the images reduces
the reader to the size and perspective of an ant.
Author’s Web Site: http://www.chrisvanallsburg.com/flash.html
Wick, Walter. (1997). A drop of water: A book of science and wonder. Scholastic.
Color photographs of water in various states and stages of movement capture moments of
change in beautiful patterns. Photos include water drops; soap bubbles; water condensing and
evaporating; snowflakes, frost, and dew; and water as a prism. There are activities for observing
and experimenting with water.
Author’s Web Site: http://www.walterwick.com/
Rogers, Kirsteen. (2006). The Usborne complete book of the microscope. London, UK: Usborne
Publishing.
Photographs and information about the microscopic world. Includes project ideas and Internet
links to website.
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