Commission on Higher Education

Region V
CALABANGA COMMUNITY COLLEGE
Calabanga, Camarines Sur
1st Semester

Detailed Lesson Plan

Science Grade 7

I. OBJECTIVES

A. Content The learners demonstrate an understanding of the parts and functions of

Standards the compound microscope.
B. Performance The learner should be able to employ appropriate techniques using the
Standards compound microscope
C. Learning The learner should be able to describe parts of the microscope and
Competencies their functions
Objectives Competency Code: S7LT-IIa-1

At the end of the 60 minutes discussion, the students should be able to:
 Identify the parts and functions of the microscope;
 Identify the different types of microscope
 manipulate the microscope properly.

II. CONTENT

A. Unit Title
B. Topic Microscopy

III. LEARNING RESOURCES

A. References
1. Teacher’s
Guide Pages
2. Learner’s Campbell Biology. 9th.ed.
Materials Pages pages 127 – 129
Author – Reece B. Jane
3. Additional
Materials from
(LR Portal)
B. Other Learning Microscope, Specimens, Extension wire, Charts, Paper, tape and Scissors.
Resources

IV. PROCEDURES Teacher’s Activity Learner’s Activity

A. Reviewing
Previous Review
Lesson or
presenting “Before we start our lesson, let’s recall
The new lesson what we had yesterday. What is our
topic yesterday?” “Our topic yesterday is about
metals and non-metals.”
“Very good! “

“Please give me the difference

between the two based from their
properties.” “Metals can conduct heat and have
a high melting point while non-
metals are insulators and have a
low melting point. “
“Very well said!”

“Give me 1 example for each.” “Example of metal is copper and for

non-metal is chlorine.”

“Great! “
B. Establishing the
purpose of the Motivation
lesson
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 “Before we proceed to our next
lesson, we will play a game first. I will
divide you into two groups. This will
be the group one and this will be the
group two. I will give both groups a
puzzle that you are going to solve.
The first group that will finish the task
will win the game. “Yes, Ma’am.”
Is that clear?”

“I will now distribute to you the

materials.”
(teacher distributes the materials)

At the count of 3, the game will start

1,2,3! (student’s actively participating)

Since group ___ solve the puzzle first,

they are the winners. Let us give them
a “Yes Clap”.
(Students clap)
“What do you think is being portrayed
by the Illustration you formed in the
game?” “Microscope”

“Alright!”

Introduction of Topic

“Today our topic is all about the

Microscope. To understand more about
the topic, here are the objectives.”

(Students will read the objectives)

OBJECTIVES:

At the end of 60 minutes discussion,

the students should be able to:

 Identify the parts and

functions of the
microscope;
 identify the different types
”Okay, thank you for that! of microscope; and
 manipulate the
microscope properly.

C. Presenting
Examples/ Activities
Instances of the
lesson “Before we proceed into our
discussion, let’s have first our activity.
“

“I will show you a video clip about

microscope. You need to identify the
types of microscope and the parts of a
compound microscope. You can use
the materials inside this envelope for
the reporting.”

“You need to choose 1 representative

to explain your output.” “Yes, Ma’am.”

“Here are the rubrics:”

 Content – 25%
 Creativity – 25%
 Presentation – 25%
 Teamwork – 25%
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 Total : 100%

“Any questions before I will play the

video?” “None, Ma’am”

“Okay, I will play the video now.

Please observe properly.” (Students do the activity)

(Videos clip are done)

“Now, I will give you 2 minutes to do

the brainstorming.”
(Students do the brainstorming.)
“Timer starts now.”

“Time is up! Please get ready for the

reporting.”

“Now, each group will present your (Students will present by group)
output.”

“Very good, all of you have very good

observation. I am very happy that
you understand the video. Please give (Students do the fireworks clap)
all of you a FIREWORKS CLAP. “
D. Discussing New
concepts Analysis

“Now, what is a microscope? Any

Idea?” “Ma’am, microscope is a device
used to view small things that
“Very good. Thank you.” cannot be seen by naked eye.”

“Can a microscope be able to view the

plant and animal cell?” “Yes, ma’am.”

“Based from the video clip, what are

the different types of microscope?” “Ma’am, the different types of
microscope are the simple,
compound and electric
microscope.”

“For our lesson today, we will learn

about the compound microscope, its (Student listen attentively)
parts and functions and how to
manipulate it.”

(shows a picture or chart of a

microscope)

•Condenser: This is a system of

different
lens elements which is
mounted beneath the
stage of the
microscope.
•Base: This is the bottom part of the
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 microscope, it contains the
lamp.
•Coarse Focus: Also referred to as
rough focus, this knob
raises and lowers the
microscope stage
quickly. It should only
be
used in connection
with
the low magnification
lenses.
•Eyepiece Lens: Also known as ocular
lenses, they magnify
the
image of the objective.
•Fine Focus: This focus knob moves
the
stage up and down in
small
steps. It is used to focus
at (student listen attentively while
different layers of the taking down notes)
specimens.
•Head: This is the top part of the
microscope. It carries the
eyepiece(s) and other optical
elements.
•Mechanical Stage: This type of stage
is
equipped with a slide
holder
and two knobs to turn.
•Nosepiece (or revolving nosepiece,
turret): This part carries the
objectives. It
can be rotated.
•Objective Lens: This is a highly
magnifying lens system; it is
located close to the specimen
to be observed. The image of
the objective is then
magnified
again, by the ocular lens
which
is close to the eye.
•Stage: This is the flat surface on
which
the slides are placed on. It
can
be moved up and down for
focusing.
•Stage Clips: These are clips that hold
the slide.
•Trinocular Head: This microscope
head
has three exits, two for
viewing (for binocular
vision) and a third exit to
connect a camera.

E. Developing
Mastery Abstraction
(leads to
formative “We will now proceed to the proper
assessment) way of using the microscope.”

(demonstration)

First familiarize yourself with the

microscope.

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 •Inspect the head. The head holds the
optical elements, which
include
the eyepiece and eyepiece
tube, the nose piece, and the
objective lenses (there can
be
as many as 5 lenses).
•Study the arm. The arm connects the
head to the base. The
microscope is usually carried
by
the arm.
•Examine the base. The base holds up
the microscope and provides
the stage onto which
samples
are placed. The base also
contains the illuminator and
the
focusing knobs (both fine and
coarse).

Second, prepare your slide.

•Position your sample between 2

pieces of glass to make a slide.
•Place the slide on the center of the
stage over the glass hole.
•Move the 2 stage clips over the sides
of the slide to secure it into place

Third, arrange the revolving nose

piece and knobs.

•Turn the nose piece turret until the

shortest lens is above your sample. It
should click and feel rigid when it is in
place. The shortest objective lens is
the least powerful and is the easiest
level to begin when magnifying an
object.
•Twist the coarse focus knob (the (Student observe the
large one) on the side of the base so demonstration of the teacher and
the stage moves upward toward the write down important procedure)
short objective lens. Perform this
without looking into the eyepiece. It's
important to make sure the slide does
not touch the lens. Stop twisting the
coarse knob just before the slide
contacts the lens.

Fourth, focus the microscope.

•Look through the eyepiece.

•Arrange the illuminator until you've
arrived at a comfortable level of light.
The brighter the illuminator shines,
the better you will be able to see your
specimen, but do set it to the
maximum brightness if it hurts your
eye.
•Twist the coarse focus knob the
opposite way as you had before, so
the stage moves away from the lens.
Do this slowly until the sample begins
to focus.
•Turn the fine focus knob the perfect
the focus in greater detail.

Fifth, magnify the image.

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 •Reposition the slide as necessary to
situate the area of desire study
directly under you gaze.
•Switch lenses by rotating the nose
piece turret to a longer lens. “None, Ma’am.”
•Perform necessary focusing
adaptations.

Sixth, put the microscope away.

•Turn off the power, lower the stage,

remove your specimen and cover the
equipment with a dust-repellent cover.
“Do you have any questions,
clarifications?”

F. Finding practical
applications of Application
concepts and
skills in “Now, are you prepared to use the
daily living compound microscope?” “Yes, Ma’am.”
“Okay, Very Good!”

“Now let’s do the groupings because we only

have ten pieces of compound
microscope that is available in our
laboratory.”

“Count from 1 -10, number one will stay

here followed by number two and so on
and so forth.” (Student will proceed to their
designated places)
“Here are the instructions. Each group
has one microscope and 5 prepared
slides, your task is to view the 5
specimens under the microscope and
then draw what you have seen. I will
give you 15 minutes to finish the
activity.”

“You may start now.”

(After 15 minutes) (Students present their work)

G. Making Generalization
Generalization
and Abstraction “Can a microscope view the plant and
about the animal cell?” “Yes Ma’am”
lesson
“So, microscope is used to?” “View small things that cannot seen by
naked eye.”
“Correct, Microscope is an apparatus
used in library to view a specimen, it has
different type from simple to compound.”

“Microscope has different parts, that you

need to familiarized to be able to use the
microscope properly”

H. Evaluating Quiz
Learning A. Explain the importance of microscope (10 points)
B. Give or Label the parts that are ask in the picture below (14 points)

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 C. Arrange the following sentence on how to use the microscope properly:
Use 1to 6 number to show your arrangement (6 points)
___a. Turn off the power, lower the stage, remove your specimen and cover the
equipment with a dust-repellent cover.
___b. Look through the eyepiece.
___c. Turn the nose piece turret until the shortest lens is above your sample.
___d. Reposition the slide as necessary to situate the area of desire study directly
under
you gaze.
___e. Inspect the head. The head holds the optical elements, which include the
eyepiece and eyepiece tube, the nose piece, and the objective lenses.
____f. Position your sample between 2 pieces of glass to make a slide.

I. Additional Assignment:
Activities
Make a research on the animal and plant cells.

VII. REFLECTION

A. No. of Learners
who earned 80%
in the evaluation
B. No of Learners
who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who have
caught up
with the lesson
D. No of learners
who continue to
require
remediation
E. Which of my
teaching
strategies work
well?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?

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