Reflection: Checks for Understanding Looking Through A Microscope - Section 2: Microscopes & Microorganisms


I use the strategy Draw What You Saw so students don't always have to use words but can instead draw pictures, graphs, charts, or diagrams. It allows flexibility in their thinking and creativity.

I know that my students are successful when I give them a few extra minutes to draw. I also encourage students to use colored pencils to add detail to their drawings. Adding detail helps to add clarity to their work and helps clarify their work to others.

Drawing is an important skill and helps students to visualize what they have learned. It also draws them into the content and helps them remember their work.

Excitement! As students focused their specimen under the low, medium, and high power, you could feel the energy in the classroom. They discovered biodiversity at the pond! Some students had not used a microscope and most had not seen microorganisms. Students shared with each other, taking turns looking at specimens and all loved this engaging activity. They found many wonders in the "hidden world" of pond life. 

As students work through this lesson, they use SP4 (Analyzing and Interpreting Data). As students analyze data from the pond, it brings out the meaning of the data and its relevance to the essential question so that it may be used as evidence in this problem-based learning experience.

  Draw What You Saw
  Checks for Understanding: Draw What You Saw
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Looking Through A Microscope

Unit 2: Pond Study: Collecting Data in the Field
Lesson 8 of 9

Objective: SWBAT prepare a wet mount slide to identify microorganisms in pond water.

Big Idea: Is there biodiversity at the pond? Use a microscope to see things which are too small for the naked eye.

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Science, biodiversity , cause and effect, microscope, Problem Based Learning, Pond Study, inquiry
  40 minutes
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