Microscope Activity

Technology Integration in the Classroom

Makayla Howard, Kaitlin Orphal, Jasmyne Hsiao, Keyshawn
Tindall
Task One
A. Various flowers and plant life found around campus, two different types of rocks found outside, hair from two of our group members, an orange, the eraser off of a
lead pencil, a goldfish cracker, a Heath Bar wrapper, the clothing of various group members, the handwriting of a group member, a coin, the turquoise on one group
members ring, and the tattoo of one group member.

B. As a group we looked at each of our items from different angles, from afar and close up, and with various amounts of light with the digital microscope.

C. Some vocabulary that students would need to have in order to begin working with microscopes and understanding what they are seeing under the microscope are:

a. Organisms

b. Living and nonliving

c. The prefixes micro and macro

d. texture

D. https://theydiffer.com/difference-between-living-and-non-living-things/

https://www.smithsonianmag.com/science-nature/macro-or-micro-test-your-sense-of-scale-2208824/
Task Two
A. Some things that intrigued us when looking at the pictures with the microscope was how different the
objects looked zoomed in. It got us thinking about the details of different objects and just how complex
they really are. We also saw many patterns on fabric, hair, and plants that we normally cannot see with a
naked eye.

B. Two examples of how digital microscopes could enhance or extend student learning in ways that would
not be possible without the use of this technology are understanding the idea of scale and how objects are
seen differently when different scales are applied. A second example of how to enhance students learning
is examining the different materials/components that make up an item or object.

C. One constraint to using digital microscopes in the classroom would be weather. If you have planned to do
this activity on a day where it is pouring rain outside, then you students may not have the opportunity to
look at plant life or other outside objects under the microscope. Another constraint could be location.
Some schools are located where there simply is not many outside or even inside objects that are
interesting to look at under the microscope. One last constraint could be access to technology. There may
be schools or classes that do not have enough computers available in order for the students to use the
microscopes.
Task Three
As a group we decided to group our 15 pictures into the categories that were suggested
to us in the instructions for this assignment.

The Human Body: Jasmynes hair, Makaylas finger, Makaylas hair

Text and Print: Makaylas tattoo, a Heath Bar wrapper, Kaitlins handwriting

Plants and Plant Parts: a bug found on a rose petal, thorns on the stem of a rose,
the pollen within a rose

Non-plant Items Found Outdoors: the top of an orange, a rock found outside

Everyday Objects Found Indoors: a nickel, the eraser on a mechanical pencil, a

goldfish cracker, the turquoise on Makaylas ring
The Human Body
Jasmynes Hair
Makaylas Finger
Makaylas Hair
Text and Print
Tattoo
Heath Bar Wrapper
Kaitlins Handwriting
Plants and Plant Parts
Bug on a Rose Petal
Thorns on a Stem
Pollen in a Flower
Non-Plant Items Found
Outside
Top of an Orange
Rock
Everyday Items Found
Inside
Nickel
Eraser
Goldfish Cracker
Turquoise on Makaylas Ring