UKanTeach 2 Lesson Plan

Author (s): Josh Coulter, Tyler Barnes

Team Members: Josh Coulter, Tyler Barnes
Title of Lesson: I spy with my little eye LIFE
Lesson Source: !ri"inal Lesson
Lesson #: $
%ate lesson will &e tau"ht: $'(2)($*
+entor,s -ame: +rs. -ie/er an/ +rs. 0ola1es
+entor,s 2chool: 3est +i//le 2chool
2u&4ect56ra/e le1el: 7
th
6ra/e Li8e 2cience
Concepts/Main Idea
This lesson will intro/uce stu/ents to microscopes. 2tu/ents will learn the &asics o8 the microscope inclu/in":
how to han/le sa8ely, how to 8ocus the ima"e, how to insert sli/es, how to a/4ust &ri"htness, an/ how properly
use the ma"ni8ications. In a//ition to intro/ucin" stu/ents to the microscope stu/ents will "ain insi"ht on
similarities an/ /i88erences &etween plant an/ animal cells. 2tu/ents will &e a&le to /istin"uish &etween the two
cells an/ also i/enti8y 9ey 8eatures.
Obecti!e/s"
The Students Will Be Able To:
#!aluation
$. !perate a compoun/ microscope.
2. Compare an/ Contrast Plant an/ :nimal Cells.
*. I/enti8y &asic structures in cells.
$) Is this a plant or animal cell%
2) Which is true:
a) plant cells are smaller
b) plant cells have chloroplast
c) animal cells have a cell wall
3) When first looking at an object under a microscope you should:
a) Use the highest magnification
b) Lowest magnification
c) Use the middle magnification
Up/ate/ Fall 2'$*
&'SS and Common Core Standards
PHYSICAL SCIENCE - The students will explore the world by observing nd !nipulting "o!!on ob#e"ts nd !terils in their
environ!ent$
%en"h!r& '( All students will develop s&ills to des"ribe ob#e"ts$
LI)E SCIENCE- The student will begin to develop n understnding o* biologi"l "on"epts$

%en"h!r& '( The student will develop n understnding o* the "hr"teristi"s o* living things$
S(: Obtain) e!aluate * communicate information+
M,: -se appropriate tools strate.icall/+
#0: -se technolo./ * di.ital media strate.icall/ * capabl/+
Materials list

per 'roup:
; +icroscope
Chee9, &utter8ly, an/ plant sli/e
per Student:
<ui=
+a"ni8yin" "lass
Cell wor9sheet
>enn %ia"ram
Ad!ance preparation:
Prepare all sli/es
Prepare 2tations
Accommodations: :ll stu/ents will &e wor9in"
in "roups an/ the teachers will &e wal9in" aroun/
helpin" stu/ents in nee/. I8 a stu/ent is ha1in"
/i88iculty un/erstan/in" a topic one o8 the teachers will
help them out. ELL stu/ents will &e teame/ with a
Para or another En"lish spea9in" stu/ent to help
assist them in the rea/in" an/ comprehension o8 the
lesson. 2pecial attention will &e pai/ to the En"lish
Lan"ua"e Learners to ma9e sure they un/erstan/in".
Safet/:
6eneral sa8ety rules will &e 8ollowe/. Teachers will
e?plain how to properly use to the microscope an/ will
tell the stu/ents to noti8y a teacher i8 somethin"
&rea9s.
#n.a.ement: #stimated Time: 111111, min1111
2hat the teacher does A&3 ho4 4ill the teacher
direct students: @%irectionsA
5robin. 6uestions: Critical
Buestions that will connect prior
9nowle/"e an/ create a CNeed to
know
#7pected Student 8esponses A&3
Misconceptions " think like a student to
consider student responses INCLUDING
misconceptions:
Hand out individual magnifying lenses and ask the
students to view their hang.
2e"ue to the microscope. Intro/uce the microscope
as an instrument that allows one to 1iew enlar"e/
ima"es o8 1ery small o&4ects.
%iscuss the si"ni8icance o8 stu/yin" the worl/ o8 cells
throu"h the microscope. +e/ical a/1ances.
3hat /etails can you see with the
ma"ni8yin" lenses that you can,t
with the na9e/ eyeD
3hat are cellsD
3here are cells presentD
3hy are there cellsD
3ho has cellsD
I8 a cell is too small to see with the
human eye, how /o we 9now so
much a&out themD 3hat else
&esi/es cells can we loo9 atD
( E1erythin" loo9s lar"er
( 3e can see new /etails
(Cells are tiny parts o8 the &o/y.
(Cells help 9eep someone ali1e.
(E1ery&o/y has cells.
(2cientist use a microscope to see cells.
#7ploration: #stimated Time: 111119:min11111
2hat the teacher does A&3 4hat the teacher 4ill
direct students to do: (3irections)
5robin. 6uestions: Critical
;uestions that 4ill .uide students
to a <Common set of
Experiences
#7pected Student 8esponses AND
Misconceptions " thin9 li9e a stu/ent to
consi/er stu/ent responses INCLUDING
misconceptions:
:s a class "o o1er the proper way to mana"e a
compoun/ microscope.
2eparate class into 2 "roupsE ha1e stu/ents wor9in"
with two a/ults who are similar with the microscopes.
:t each "roup ha1e at least * microscopes set up.
Each microscope shoul/ ha1e one o8 the 8ollowin"
sli/es set up:
Butter8ly F stu/ents un/erstan/ the lenses in the
microscope present the sli/e in1ersely
Chee9 an/ plant cells F e?amine an/ i/enti8y
/i88erences &etween the two
0ow can you a/4ust the 8ocus to see
speci8ic aspects o8 each sli/e, which
ma"ni8ication shoul/ you use 8irst.D
(:re the &utter8ly scales cellsD
(3hy /o you thin9 the chee9 cells
are roun/D
(3hy /o the plant cells loo9 more
li9e a &o?D
(3hat similarities /o you see
&etween the two types o8 cellsD
(0i"hest ma"ni8ication 8irst.
(Lowest ma"ni8ication 8irst.
(Ges, &ecause they are tiny.
(They are roun/ &ecause they come 8rom
your mouth where it,s wet.
(The plant cells are more li9e a &o? &ecause
they come 8rom a plant.
( They &oth ha1e a &lac9 /ot in the mi//le.
#7planation: #stimated Time: 1111=mins11111
2hat the teacher does A&3 4hat the teacher 4ill
direct students to do: @%irectionsA
Clarif/in. 6uestions: Critical
Buestions that will help stu/ents
Cclarify their understandingH an/
intro/uce in8ormation relate/ to the
lesson concepts I 1oca&ulary
#7pected Student 8esponses AND
Misconceptions " thin9 li9e a stu/ent to
consi/er stu/ent responses INCLUDING
misconceptions:
(0a1e stu/ents pull out the wor9sheet they use/
/urin" the microscope stations. :s a class "o o1er
8eatures such as:
(-ucleus
(Cell 3all
(Plant cells are lar"er than animal cells
(:nimal cells contain more or"anelles
(Plants ha1e chloroplast
(%urin" this /iscussion ha1e the wor9sheet un/er the
/ot cam, pointin" out the topics on the pictures as they
are /iscusse/ in the class.
(3hat /i88erences /i/ you notice
&etween the plant an/ animal cellsD
(3hat is the /ot in the mi//le o8 the
cellsD
(3hat ma9es a lea8 "reenD
(:re plant or animal cells &i""erD
(Cell wall.
(The animal cells ha/ more stu88.
(-ucleus
(The stu88 insi/e o8 the lea8.
(:nimal Cells
#laboration: #stimated Time: 11111=min11111
2hat the teacher does A&3 4hat the teacher 4ill
direct students to do: @%irectionsA
5robin. 6uestions: Critical
Buestions that will help stu/ents
etend or apply their newly
acBuire/ concepts5s9ills in new
situations
#7pected Student 8esponses AND
Misconceptions " thin9 li9e a stu/ent to
consi/er stu/ent responses INCLUDING
misconceptions:
0an/ out >enn /ia"ram an/ ha1e stu/ents wor9 as a
ta&le "roup to 8ill out the /i88erences &etween plant
an/ animal cells an/ also the similarities. 2ee which
ta&le "roup can come up with the most /i88erences
an/ similarities in 8i1e minutes. Tal9 a&out results.
(0a1e stu/ents relate this &ac9 to
the sli/es they saw an/ ha1e them
recall the /i88erences an/
similarities.
(Plants ha1e a cell wall
(Chee9 cell was an animal cell an/ it ha/
more stu88 in it.
#!aluation: #stimated Time: 11111>min111
Critical ;uestions that as? students to demonstrate their understandin. of the lesson@s performance obecti!es+
Aormati!e Assessment(s): :s9 stu/ents Buestion a&out the similarities an/ /i88erences &etween the plant an/ animal cells /urin"
rotation. Pay close attention to the response when "oin" o1er the rotation wor9sheet to ma9e sure the stu/ents un/erstan/ the
topic 8ully.
Summati!e Assessment: !ro"ide a student copy of the multiple choice #ui$ %a &lank page pro"ided at the end of this document for you to
paste your #ui$'(
#7it 6uestions
$) Is this a plant or animal cell%
2) Which is true:
a) plant cells are smaller
b) plant cells have chloroplast
c) animal cells have a cell wall
3) When first looking at an object under a microscope you should:
a) Use the highest magnification
b) Lowest magnification
c) Use the middle magnification
Microscope 2or?sheet
Obser!ation $: Butterfl/ Scales
3ra4 4hat /ou see
Obser!ation 9: Onion S?in
3ra4 4hat /ou see

Obser!ation >: Chee? cell
3ra4 4hat /ou see