Beruflich Dokumente
Kultur Dokumente
Lesson Title
Microscopy
November 5, 2014
Your Name
Ian Hanson
Purpose
Instructional
Activities
Closure
Assessment
References
Handouts (attach)
then I would take their microscope and they would have to come during their own time to
do Activity 2.
Once in the lab the students got into their own groups. I instructed them to begin reading
the background of the lab. Calling them up by table, students came up to retrieve their
own microscope. As they approached me I asked that how to they would hold their
microscope. Once they demonstrated and told me how they will hold a microscope only
then did they receive their microscope.
My students demonstrated mastery on handling and technique with a microscope:
no microscopes carried incorrectly or dropped, no slides or lenses broken.
Activity 1 took my students longer than I had expected. I thought that they had
more practice with microscopes in the past and that the instructions for Activity 1 were
straightforward; however, I found my students had trouble with this activity. After I gave
individual group demonstrations the students worked diligently and remained on task.
I need to start giving demonstrations rather than just verbal instruction. Doing
this will decrease me walking around while giving instruction, and will keep my students
attention. Demonstrating to my class will provide a clearer understanding of the
procedure, and the objectives of the lab.
My students remained on task until the finished Activity 1, but I transitioned each
group as quickly as possible to Activity 2. Each activity kept the students engaged and on
task with the lesson.
The bell rang, and as the first two students were about to hand in their lab handouts they
asked to finish the lab on Friday. I took a poll to see who would like to finish on Friday,
and all had wished to finish Activity 2.
The slides were not put away and neither were the microscopes, but for this
activity I did not mind the cleaning up of it. When I do labs, the minor cleaning up
provides time for me to reflect on how the lesson went: what worked, what did not work,
and how to make things better.
Class Play-by-Play
Reflection
Quality is never an accident. It is always the result of intelligent effort.
There must be a will to produce a superior thing.
John Ruskin