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Ian Stiles

11/25/2014

7th Grade Bio

EDU 5170

NYSED Standards:
1.1a

Living things are composed of cells. Cells provide structure and carry on major

functions to sustain life. Cells are usually microscopic in size.

Living Environment Skills


1. manipulate a compound microscope to view microscopic objects
2. determine the size of a microscopic object, using a compound microscope
3. prepare a wet mount slide

Next-Gen:
MS-LS11.

Conduct an investigation to provide evidence that living things are made of


cells; either one cell or many different numbers and types of cells.

ISTE Standards
2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote
student learning and creativity.

Lesson Objective(s):
The students will be able to manipulate a microscope in a lab setting.
The students will be able to identify the visual difference between plant and animal cells.
Introduce the Learning Activity:
1. Bell Ringer Students will be asked what is needed to make a wet mount. This could be done
on a SMARTboard to get a better picture, but writing it out on the whiteboard will be an
alternative.
2. Students will be instructed to look over the list of microscope parts and then perform a quick quiz
about the parts of a microscope. The students will screenshot their results and crop it. Students
will paste this into a word document that will be submitted at the end of class via email.
3. To get students interested in the lesson I will reference how this will be a final review before we
actually use the microscopes in class, and students have to be able to complete the simulations in
order to participate in the upcoming labs.

Provide Information:
1. After this the teacher will discuss how the students will go through two different simulations of
using a microscope, and how on the second simulation they would need to view both the onion tip
cell and the cheek cells. The onion tip cell and the cheek cell final images will be screen shot and
submitted with the quiz results in a word document and submit it via email to the teacher.
a. The teacher will check for understanding of the directions by asking two students what
the directions were before allowing students to start the simulations.
Provide Practice:
1. The students will practice manipulating a microscope on the two different websites that are
located on the resources page of the website. This will be individual practice for each student, but
they will be allowed to talk quietly to the students next to them as they perform the assignments.
2. Upon screenshot-ing the final images on the second microscope simulation the students will, in
their own words, describe the difference they saw between the two different types of cells.
Provide Knowledge of Results:
1. Verbal feedback will be given to students as they perform the tasks, and the teacher will monitor
student progress by walking around the computer lab and answering questions.
2. Written feedback will be provided upon completion of the lesson and the students submit their
email with evidence of what they were able to complete during the lesson.
Review the Activity:
1. Students will write 3 things they learned during the lesson and submit it at the bottom of the page
that they submit for the lesson.
Method of Assessment:
1. Email submission
a. The quiz results will be used as a check for understanding of the parts of a microscope
and their functions. Will be used to see if more discussion about the parts and functions
of microscopes are needed.
b. The pictures of the onion root tip and the cheek cells will be a means to make sure that
they were able to use the microscope in the virtual setting, which will indicate if a
student might need extra help during the labs that will be performed in the following
lessons
c. The discussion of what they saw as the difference between plant and animal cells will
indicate if they can visually see the differences.