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Block 1/A Lesson Plan

Teacher(s): Grade Level: Date Taught:

Rachel Jensen High School
Lesson Title: Subject: Approximate Time Length:
Microscopes Biology 50 minutes

KCCR Standard HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of
interacting systems that provide specific function within multicellular organisms.
Lesson Objective (Blooms Students will be able to locate and identify the different parts of a cell.

Essential Question Using the microscope where is the nucleus of the cell?
How can you identify where a cell starts and stops?
How can you determine the total magnification?
New & Familiar Vocabulary Cell, Cell membrane, Nucleus, Chromosomes, Microscope, Slide, Stage, Ocular
Lens, Objective Lens, Magnification
Assessment/Criteria- (What Students will be able to move the Coarse and Fine Focus, to be able to find an
evidence will you use to see how fully
students met your objective?)
organism and its cell membrane.
Materials Materials
Technology Microscope, Slides with cells, water, coverslips, clean slides,
Resources (include any links) Paper, Petri Dish, colored pencils, pencil
Setting Technology
ED puzzle
Students IPads
In a lab with partners at a lab bench

Est. Lesson Activities

Time Write out detailed lesson procedures. Be sure to include important questions you will ask during the lesson. Your plan should be detailed
of Task enough for another teacher to teach it without having to ask you any questions. Numbering and/or bullets are encouraged.

What will you say? Name the strategies you What will students do? Must have a variety
will use. What questions will you ask? of engagement strategies.
Engage Beginning

8 Introduce the lesson with ED puzzle Students will work on their IPad interactively
minutes microscope video on ED puzzle watching the video on the
projector. Students will answer questions and
look at the pictures connected on the video.
30 Direct students to the microscopes in the Students will trace the petri dish on paper
Explain/Explore Middle
Minutes classroom. Make sure they are they are and draw what they see on the microscope
carrying the microscope correctly. at different magnifications. Students will use
Guide the students in the next activity of different knobs on the microscope to
looking through the microscope. Show manipulate the slide.
students to trace around the petri dish on a
piece of paper. Instruct them to draw what
they see in the microscope.
Guide students on how to find things on the
microscope using different knobs.
Extend/Evaluate End

10 Review and Identify different manipulatives Students will identify each part of a
Minutes on the microscope. microscope on the PowerPoint.
Give PowerPoint to review the microscope Students will share what they found under
the microscope

Adaptations: What could ELL Give a paper to the student with their original language to look off of.
YOU DO to adapt to help Pair with student that is not ELL.
students with learning
disabilities, students
with learning Attention Students will be moving around the lab benches. Guide the student to
exceptionalities, &/or issues stay on task.
ELL students with this
Below Below: Does not matter how many Lab Drawings they do just as long as
and/or they work with the microscope. Teacher may need to guide the
Above student. Work more in the lower powers of the microscope.
grade Above: Students will work to draw more with the higher powers of the
level microscope. Learn how to do X1000 magnification with lens oil.
Modalities: What Visual: Microscope, Video, Lab Drawings
modalities did you utilize Auditory: Video, Teacher guidance
in this lesson? How? Kinesthetic: Standing up and working with a microscope at a lab bench
Tactile: Drawing images from microscope, answering questions on ED Puzzle
Strategies: What Technology Integration of ED Puzzle video
instructional strategies Cooperative learning with Lab Partners
did you utilize in this
lesson? (Ex: graphic
organizer, cooperative
learning, discussion,
technology integration,