Lesson Plan

Day: M T W T F Date: 09/02/2017 Time: 12:30pm-1:30pm Year: 11

Learning Area: Science Human Biology (General) Topic: Cells Under the
Microscope Lesson 3
Curriculum content description:
The understanding of the human body at the cellular level has been enhanced with the
development of the microscope and associated techniques

Students prior knowledge and experience:

Cell structure and function

Learning purpose:
Develop students microscope skills and to allow to successfully identify cells under a
microscope.

Learning objectives: Evaluation:

On completion of this lesson, students
will be able to:
Set up a microscope as well as be able to
focus on objects correctly and accurately.
Identify cells under microscope cementing
what they saw yesterday using bioviewers &
relating to cell structure/function lessons
earlier this week
Proper set up of the microscope, ask
students to set it up and set correct
magnification and focus so I can see they
understand how to do this
Identification of cells to be completed and
reviewed by end of class

Preparation and Resources:

Microscopes
Slides

Catering for diversity (detail any adjustments considerations for educational/resource

adjustments)
Timing: Learning Experiences:

1. Introduction:

Yesterday you looked at cells using bioviews that we already premagnified for you
2mins but today we are going to set up a microscope, learn how to focus the
microscope and identify cells and parts of cells ourselves.

*Get students to collect microscope and ensure they do so safely. Project the
parts of the microscope at the front so anyone unsure what the parts are can
easily see*

2. Sequence of learning experiences:

The cheek cells that we looked at yesterday, what cell structures were we able to
identify? (3 things should be mentioned) What magnification was that at?
So we are going to see those again today but you will have to be able to use your
microscope correctly to see them.

15mins
Using the onion cells slide, ask students to tell me what to do to set up the
microscope and see what they already know how to do. Correct as we go and
place a projected picture of a labelled microscope on the board so they can have
a bit of a hint as to what parts they might use and what they are called.

After we have focused it together, let them have a look and then ask them to set
up their own microscopes using the cheek cells and to raise their hand if they
encounter trouble and when they have the slide at the correct magnification and
have it focused.

3. Lesson conclusion:

You now know how to use a microscope and I have seen that you are able to
2mins focus them properly and identify parts of the cell. Now that you have got that skill
under your belt it will be second nature to you setting up microscopes!

Hand out review package for extra practise for test on cell organelles!
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)

Students were really engaged with the hands on approach to learning again. The
microscopes made them really excited and they got to see cool things in this class that
they had not seen before. The use of the microscope is great but also hard with the room
setup. It made it harder to help individual students focus their microscopes and help explain
what they were seeing and also answer other questions they may have. I know some of the
classrooms here have the ability to project a video of the class in real time onto the
whiteboard so I would like to use this next time if possible to show the students how I focus
the microscope and also what they should be seeing. This way it is as a class and I dont
have to go around the class repeating myself.
Behaviour wise the students were really great this lesson. I will definitely be continuing with
hands on approaches as this seems to channel all their energy into the task rather than on
chatting to each other about unrelated things.