Part 1- Topic 1a- Learning Goal Learners will demonstrate their ability to identify parts of the microscope and

their functions, as well as, set up, use, and clean up a microscope safely and correctly. 1b- Audience The audience for this ID project includes students ages 15 to 17 within a biology course at an alternative school, and home, for children in Laramie, Wyoming. 1c- Rationale The topic for this lesson was chosen based upon a need request from the biology teacher at the alternative school in Laramie, Wyoming. The teacher and I discussed various needs and a timeline that would fit within this project. The topic of microscopes became the best option as students would be introduced to them within this semester of school, allowing me to assess their knowledge and incorporate their understanding. The teacher requested new ideas to incorporate into her unit on the microscope. After investigating learner knowledge, learning gaps were identified as a need that must be addressed. Many misconceptions were identified among learners, calling for changes to be made to current instruction. This need falls under the discrepancy model within Smith & Ragans (2005) text Instructional Design 3rd edition. The overall strategy for this project will be mostly supplantive. Microscopes are very delicate, expensive tools that need to be handled carefully to avoid dangers. Students must get direct instruction on various parts, how to use them, and basic care techniques, before they can work with the microscopes alone. Once students receive proper training and practice, they will be allowed to use the microscopes individually to investigate slides of their choice; this will be the generative portion of instruction. The learning tasks will be simple and well defined. Overall, the strategy will be 90% supplantive and 10% generative. The learning outcomes for this lesson will be both procedural and declarative. Instruction will include pairing of items. For example, microscope parts will be paired with their function. The major instructional strategy will be used for simple procedures, rather than declarative knowledge, because students must be able to apply their knowledge (Smith & Ragan, 2005). Simple procedures are learned through step by step demonstration and instruction. Once instruction is complete, learners must apply their knowledge through practice and receive feedback. Procedural knowledge is gained through straightforward instruction and little discovery learning. This fits well with a supplantive approach. One of the most important steps for this procedural lesson is checking the appropriateness of a completed procedure (Smith & Ragan, 2005). Learners must decide when it is appropriate to use medium and high power objectives, based on the previous results. Part 2- Analysis Report 2a: Needs Assessment Survey Learners were assessed by both a content assessment (Appendix A) and through an individual interview (Appendix B). The assessments were given to sixteen students within the high school

biology course. The content assessment was given through a paper and pencil format. It contained seven short answer, three true/false, and thirteen matching questions, all pertaining to the microscope. The interviews were performed one-on-one and were utilized to gain information about students prior knowledge, educational history, learning styles, and demographics. Microscope functions were also assessed during the interview using the microscope image from the quiz. Students were asked the function for each of the fourteen parts and their results were recorded on their quiz. 2a: Needs Assessment Data Report Through the needs assessment, a number of learning gaps were identified. There were four main areas that students struggled or had misconceptions about regarding microscopes. The first gap identified is a misunderstanding about total magnification. Total magnification is the total amount that a microscope will magnify the slide it is focused on. To find total magnification students multiply the power of the eyepiece by the power of the objective in use. If given the numbers to multiply, most students were capable of determining the final number for total magnification. However, students were unable to tell me what the definition of total magnification is and what it means when working with microscopes. This is a need that must be addressed. The second misconception students have is when to use the fine adjustment knob. Most believe the fine adjustment knob should only be used on high power, rather than on all three powers. In contrast, most students understood that the coarse adjustment knob should only be used on low power. As shown in figure 1, five of the sixteen students missed two or more parts of the microscope while two students missed only one part. Others (9 of 16) were able to identify all fourteen parts by the correct name, or an acceptable alternative. All students were successful identifying the functions of the following parts: arm, base, objectives, stage, light, and eyepiece. The functions of five microscope parts were missed by multiple students. Figure 2 shows how many students missed the function for the five specific microscope parts. During instruction there needs to be more emphasis placed on the parts and functions that are commonly missed by students. Students were not assessed on their actual ability to use a microscope, however, they were asked about their confidence level Fig. 1 Students who missed part questions on microscope quiz
Number os Students 10 8 6 4 2 0 Missed 0 parts Missed 1 part Missed 2 or more parts

Results of Microscope Quiz

Fig. 2 Students who missed function questions on microscope quiz

Number of Students 8 6 4 2 0 Function of these parts missed on quiz Anchors Coarse Adjustment Knob Fine Adjustment Knob Diaphragm Nosepiece

Fig. 3 Student confidence levels with using microscopes

12 10 8 6 4 2 0 Number of students Not Confident Somewhat Confident Confident Student Confidence Levels

when using microscopes. Figure 3 shows that two of the sixteen students do not feel confident using microscopes, four students are somewhat confident, and ten students feel confident enough to use microscopes on their own. 2b: Learning Context Description The learners will stay within the biology classroom and will be taught traditionally, in a face-toface environment. This rooms seats 7 students comfortably with desk space and an additional student with only a chair. The lab equipment available includes 3 microscopes, various blank slides, and 53 sample slides ranging from human cross sections to plant and animal parts. Thirteen laptops are available for student use with checkout from the library. The teacher has two available laptops for showing various media options. Class sizes range from 3 to 6 students per class. Existing curriculum is very flexible. The teacher does not incorporate a lot of media at this time, but is very open to bringing in new forms of media. Students are often removed from class for counseling and medical purposes, resulting in a slower pace, considerable make up work, and review.

2b: Transfer Context Description The knowledge gained from this course will meet Wyoming Science Standard: Science as Inquiry. Specifically, benchmark five which states, Students will use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures (Wyoming State Board of Education, 2003). Students may use this information in future science classes in both high school and college. They may also use this knowledge in future careers. For example, one student stated she had hoped to become an endocrinologist this lesson will help lay a foundation for a future in that career. The content will be transferrable to either of these situations, school or future careers, in that very little changes with steps to using a microscope. Future knowledge will build off the basics learned within this lesson. Extensions can be used to introduce students to different types of microscopes and which career fields they may use them in.

Fig. 4 Student Ethnicity

2c: Description of Learners Learners are of both male and female genders with 56% of students being male and 44% being female. Students vary in age as well. Three of the students are fifteen years of age, nine students are sixteen years of age, and 4 students are seventeen years of age. Figure 4 shows the different ethnicities among students within the biology classes. There are four ethnicities among learners within this setting including Caucasian, Native American, African American, and Hispanic. Students are sent to this school from either Wyoming or California. As shown in figure 5, four students have never
Numner of students 8 6 4 2 0 Student Ethnicity Hispanic Caucasian Native Amderican African American

Fig. 5 Student's Previous Microscope Use

Number of Students 10 8 6 4 2 0

Never One Use Multiple Uses Previous Microscope Use

used microscopes previously to this course. Fig. 6 Students who think they will Eight students have used microscopes one use microscopes in the future time in their life, either in school, at home, 15 or with their parents. Four students have had multiple uses (two or more) with 10 microscopes. All students currently live on Yes campus and have very structured schedules. 5 No Students are pulled from class frequently for 0 various counseling sessions and Personal belief in future microscope appointments. Many of these students have use expressed interest in science, but lack motivation in school. Twelve of the sixteen students have expressed the belief that they will not use microscopes in the future, while four students believe they will (Figure 6). A large portion of these students have expressed they do not work well from textbooks, but rather from hands on activities and visuals. A large portion of these students have been identified to have below grade level reading performance, resulting in very little learning from individual work and reading assignments. Many of these students lack confidence in school and are placed within this school for disciplinary or safety purposes. Therefore, due to other necessary treatment and health surveys, the importance of education is not stressed within this situation.
Number of Students