Lesson Planning Form for Accessible Instruction Calvin College Education Program

Day 1 Cells and Microscopes

Teacher Joseph Choi
Date November 08 2015 Subject/ Topic/ Theme Biolgoy/ Cells and Mocrscope/ Microscope Grade 10th Grade Biology
I. Objectives
How does this lesson connect to the unit plan?
What are the different parts of a microscope?
Working as a group
What are the different types of microscopes?
How do you calculate the magnification of a microscope?
cognitiveR U Ap An E C*

Learners will be able to:

Be able to identify parts of a microscope.

Be able to explain differences of different types of microscopes and its functions/advantages.
Be able to calculate the magnification of a micrsocpe.

physical
development

socioemotional

R
R, U
Ap

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RST.9-10.1

Cite specific textual evidence to support analysis of science and technical texts, attending to the
precise details of explanations or descriptions.
(commoncoresciences.com)

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite
knowledge and skills.

Be able to use google docs and look up scientific articles on the internet.
Pre-assessment (for learning): Give a picture of a light microscope and label as many parts as you can. Collect
paper so that students can compare how much they learned at the end of the unit.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): Presentation of different types of microscopes that students researched as a group
using scientific sources and google docs.
Formative (as learning):
Summative (of learning): Give a picture of a light microscope, same as reassessment, and check how

much more they know compared to the beginning of the class.

What barriers might this
lesson present?
What will it take
neurodevelopmentally,
experientially, emotionally,

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Provide Multiple Means of

Representation
Provide students with books about
microscopes. These books can be
chosen by the teacher. Please select
books that has information about
different types of microscopes and
parts of microscope.

Provide Multiple Means of

Action and Expression
Students will be able to present in
front of the class to practice their
public speaking skills. This will
include their action and expression
of information through speech.

Provide Multiple Means of

Engagement
Research about microscopes with a
group through online sources or
through a book.

etc., for your students to

do this lesson?

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to use?

How will your classroom

be set up for this lesson?

Put days agenda on the screen

using a power point. Allow
students to see what they are
going to do.

Label what they know on a

microscope diagram.

Take notes on the note package.

Have a light microscope in the

front of the class so that they
can actually see and feel a light
microscope.

Create a power point slide with

essential information about a
certain type of microscope for
the research project.

See the power point of the

lecture on the screen and listen
to the teacher lecture with it.

Laptop for students to use for google docs and look up articles.
Books that has information about microscopes that student has access to.
Picture of a microscope for pre assessment and summative assessment.
Note packet that will be provided by me. This note packet will be used this whole unit.
Lecture Power Point.

Two tables put together so that group of four students can seat down facing each other. As many
tables as needed for the students but two students per table and two table per group. In their corner of
a room, make a stack of books that students can take back to their seats for the research project.

III. The Plan

Time
0~5
min

1 min

Components
Motivation
(opening/
introduction/
engagement)

20~30
min

Development
(the largest
component or
main body of
the lesson)

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Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Print out a picture of light microscope and hand it
Look at the picture of a light microscope and label
out to the students. Tell the students to label any
any parts that they can recognize.
parts that they know. If they do not know, they do
not have to label anything.
When students are done, collect the diagram and
tell the students that at the end of the unit, they will
receive the same handout to label the parts again.
By then, they will be able to label every single
part!
Break the students into groups of four and tell
them to pull out their laptops. Then assign these
topics to the groups.
Electric Microscope
Dissecting Microscope
Light Microscope
Tell the students to research about these topics and
make a collaborated google doc slides with the
group talking about these things: parts, function,
advantages, and disadvantages. Have books for
students to access about microscopes. Teachers
should bring in books about microscope, there are
no specific books that needs to be there. Teacher
decide what is good. Students can also use online
resources as well.

Turn in the diagram to the teacher

Students will be broken up to groups. When they

do they should access some online sources or text
sources to research about their type of microscope.
Make a google slides and write about the parts,
function, advantages and disadvantages about the
microscope and make it presentable.

15 min
(5 min
per
group)

Once the students are finished link the groups with

the different microscope groups so that they can
present to each other what they have discovered.
So in a group there should be one of each
microscope group.

Break into bigger groups and present your research

to the other groups.

Hand out note package to the students. (this will be

provided beforehand)
Lecture about the parts of light microscope on the
note package (section 4.1 in the note packet).
Microscope power point presentation will also be
provided.

Take notes about the parts of microscope.

Hand out the same image that you handed out and
let students label parts again with a different color
to show how much they learned.

Label the parts of microscope on the diagram and

compare to see how much more they know at the
end of class compared to the beginning of class.

10 min

2 min

Closure
(conclusion,
culmination,
wrap-up)

Take notes about lens magnification.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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