How To Use a Microscope
Lesson 7 of 9
Objective: SWBAT navigate an interactive website to learn the parts of a microscope and how to focus a specimen.
"How to correctly use a microscope"
Before I show the video, I ask students to use their Science Journal and as they watch the video, record three (3) things they learned.
After viewing the video, I give students one minute to share with their partner. Students should add two new ideas to their list.
Finally, I ask students to share what they learned with the class. I am looking for answers such as: names of the parts, how to turn the nosepiece with the objectives.
Learning to use a microscope can take students into a "hidden world" and allow them to view microorganisms. During this lesson, I want students to focus on MP5 using appropriate tools strategically. It's important for students to learn the structure, function and how to care for and use a microscope so that they will be successful when using this important tool. This is an appropriate tool for their grade and I want them to make sound decisions about when this tool might be helpful.
At my school, students are provided with Chromebooks in a 1:1 initiative because integrating technology is a school-wide goal. If you don't have Chromebooks, then any device will work that has a camera or provide a link to the website if cameras are not available.
To streamline the process, I provide a QR Code to take students directly to the interactive website How To Use A Microscope. I ask students to use their Science Journal and write the name of three (3) parts of the microscope and its function. Additionally, I want students to write three (3) facts about microscopes.
The most important thing I learned today is . . .
I ask students to reflect on the lesson by having them complete an Exit Slip which uses the sentence starter "The most important thing I learned today is..." Sentence starters provide a frame of a complete sentence. This is especially helpful for Special Education and ELL students.
I want students to write quietly for 2 - 3 minutes. As part of a school wide writing goal, I remind students to use TCA's (Target Correction Areas) such as a capital letter, correct end punctuation, and a complete sentence.
This formative assessment strategy will provide feedback to guide my future instruction. It's important to give students a few minutes to process their thoughts and write their response. It's best practice.