Note: I recommend that you first check out this resource in order to get the most out of this lesson!
In high school I took several drafting classes and, for a while, I had hoped to become an architect. With respect to planning instruction and teaching, I feel that I can still live out the detailed approach to building something intricate and complex even though the product is a lesson rather than a certain "built environment".
The lesson-planning document that I uploaded to this section is a comprehensive overview of how I approach lesson planning. This template includes the "Big Three" aspects of the NGSS standards: Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices. Of course, there are many other worthy learning goals, skills, instructional strategies, and assessments that can be integrated into a class session. I don't feel compelled to check every box but, rather, use it as a guide to consider various options and tailor the lesson in light of these.
Teaching Challenge: How can I develop a classroom culture that encourages student engagement, curiosity, and a desire to understand the world through scientific exploration?
As I have explained elsewhere (and in particular, the Anticipatory Set of this lesson), my aim is to teach skills that enable students to be the active inquirers in tasks that engage them whereby they discover the target content and standards for the topic. Of course, this may sound very "ivory tower" to some, and this culture and student buy-in may not happen immediately. Furthermore, not all content can be discovered this way; there are a great many concepts that need to be articulated, demonstrated, and reinforced by the instructor however I love seeing the look of surprise in my students' faces which comes, primarily, from them taking the lead in their learning. To do this well, though, requires a lot of intentionality and pre-planning on my part. For example, for students to successfully complete this lab, they must have had several layers of scaffolded content and skills:
1. Knowledge of cell organelles
2. Proficiency in microscope use
3. Criteria used in drawing specimens
4. Preparing fresh specimens via the wet-mount technique
So, with regard to these particular lessons I hope you will find the "bread crumb trail" that I have laid out so that you can see the purpose and planning behind setting up students to successfully use microscopes to gain a sense of wonder about the microscopic world. Furthermore, students ought to see the connection between structure and function of all cells; in particular their very own! Learning can't get much more personal than this...
I hope you get some value from my work! Please find the more intricate details of the included lesson plan.
Back to lab: Students are reminded briefly of the plan for today, which is to complete the Elodea plant drawing, Cell Theory tenets, and functions of each identified organelle.
A quick note is given that no IKI staining is required for this plant and that the nucleus will not be visible due to the high concentration of green chloroplasts that will obscure it from view.
Continued from Day #1:
During this time period, I just circulate to have conversations with students about what new things they are discovering (and completing the Cell Diversity Lab handout) and assist with the technical aspects of the lab. The class vibe is so chill as kids are working together and in pairs. They report back to me how interesting this whole scale of the universe is, especially how minute cells (like this Elodea) look under the microscope!
As the lab activity winds down for today I ensure that students properly store their microscopes and clean and store their slides and cover slips.
I then conduct a quick review (by randomly calling on students) of the organelles found in each cell and ask students to report out what jumped out at them (not literally-that would be traumatizing, for sure!). In this sense, what was memorable.
Student Samples: Here is you will see a small sample of student work (ones that I would rate as meeting or exceeding standard according to the criteria stapled to the back of each document):
[It should be noted that on Cell Lab #2, the phrase "Less is more" is written. This was my directive to students when determining how much of a sample they choose to draw. I recommended that less is more; I would prefer that they draw one to three cells well as opposed to trying to draw every cell and do so poorly. Let the microscope's power work!]