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By JENNIFER JUDD October 9, 2008 Microscopes and Cells
ACTIVITY   COMMENTS
Teacher is going over previous night's homework: - an organelle data table with the organelles, a description, function, a picture, and if it's in plant or animal cells. Going over the homework as a class allows the students to ask questions of things they struggled with and complete partial answers.  The dialogue that happens also helps students talk out their answers and encourages learning.  I like to call on students to get their input and not just tell them the answers. They learn so much more when they participate.

Students are checking their homework and filling in incomplete answers to use as a study reference,

 

Having the students write out the description, function, and a picture of each organelle helps them learn what it is and does.  Personally checking their work allows them to assess their own learning and see what they missed and what they need to study in the future.
Students were given a Functions of a Microscope worksheet where they matched parts of a microscope to their function. Students worked with their table partner and the textbook to find the functions of the parts of the microscope. I walked around the room helping when needed.
As a class we went over the functions of the microscope parts.  We also labeled each part on our blow up version of the microscope.  Again, students were able to instantly know the correct answers and correct any mistakes they made.  I had the students give the answers so keep them all engaged.
The giant diagram of the microscope with the Velcro is a great way to label the parts of the microscope and discuss their functions.

Students can see and manipulate the diagram for better understanding than just looking at a picture in a textbook.
Students got out a microscope with their table partner.  First they removed the cover. It was important to remind the students how to correctly carry the microscopes.
The students plugged in the microscopes to the power cords and turned them on. 

 
Students were given an Amoeba slide to observe.  They placed the slide on the stage. 

 
The students placed the stage clips over the slide to hold it in place.

 The teacher walked around the classroom, helping students focus on the lowest power using the coarse adjustment knob.    It is so important that as the teacher I walk around helping my students find the amoeba and make sure they are seeing what they should be seeing.
After students have adjusted the coarse adjustment knob, they need to turn the fine adjustment knob to make the image clearer.  The students were amazed at the difference the higher powered lenses had on viewing the amoeba.
 Students move the objective lenses to the other two powers to view the amoeba in greater detail, then go back to the lowest power to remove the slide.   

The whole activity went extremely well.  The students stayed focused and engaged in the lesson.  They enjoyed having the opportunity to work with microscopes and manipulate the materials.
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