Science 8 Microscopes PDF

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
Second Year - Biology

Tools Used in the Development of Biology and Biotechnology
Tools in Biology
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Written, edited and produced by Basic Education Assistance for Mindanao, April 2009
SECOND YEAR - BIOLOGY
TOOLS USED IN THE DEVELOPMENT OF BIOLOGY AND BIOTECHNOLOGY
TOOLS IN BIOLOGY
Information about this Learning Guide

Recommended number of lessons for this Learning Guide: 4
Basic Education Curriculum Competencies

Year 8 science: Nature of Biology
• Know the tools used in the development of biology and biotechnology
• Identify the parts and function of the microscope
• Name the special tools used in research and technology
Objectives
• Trace the history on the development of the microscope
• Identify the parts and functions of the compound microscope
• Recognize the importance of microscope in the study of Biology
• Compare the different types of microscope
• Compare the images of objects seen by the unaided eye and as observed under the
microscope
• Demonstrate the proper handling of the microscope
• Identify some special tools used in research and technology
Essential concepts, knowledge and understandings targeted

• Microscopes are essential tools in the study of Biology. It helps one to observe objects that
are too small to be seen by the naked eye.
• Microscopes have different parts with corresponding functions.
• Various types of microscopes were developed to fully observe the smallest and slightest
details of the specimens.
Specific vocabulary introduced

• Depth of field - refers to the amount you are able to see within a microscope. It depends
on the objectives, eyepieces and tube factor. It also refers to the thickness of the plane of
focus. Depth of field and magnification are related because as magnification increases, the
depth of field decreases.
• Magnification - increase in apparent size. The process of causing an object or image to
appear larger than it really is, especially by using a lens or microscope.
• Microscope - a device that uses a lens or system of lenses to produce a greatly magnified
image of an object.
Suggested organizational strategies

• Divide students into several groups.
• Prepare materials needed for the activities.
Basic Education Assistance for Mindanao

Learning Guide, April 2009 3
TOOLS IN BIOLOGY
• Set the classroom for group activities.
Opportunities for Integration

• English - responding to the questions using the language.
• Art - making an illustration of a microscope.
• Values – demonstrating patience in conducting the activities.
Activities in this Learning Guide

Activity 1: Lab Apps
Multiple Intelligences
• Body/Kinaesthetic, Interpersonal
Skills
• Understanding information, Use information
Activity 2: Bio-Tools (Option 1)
• Interpersonal, Verbal/Linguistic
Skills
• Understanding information, Compare and discriminate between ideas
Activity 3: You Can't See Me (Option 2)
• Visual/Spatial, Interpersonal
Skills
• Compare and discriminate between ideas, Use information
Activity 4: The Microscope
• Body/Kinaesthetic, Interpersonal
Skills
• Understanding information, Grasp meaning, Use information
Activity 5: The Stations of Learning
• Body/Kinaesthetic, Visual/Spatial, Interpersonal, Verbal/Linguistic

TOOLS IN BIOLOGY
Skills
• Understanding information, Knowledge of major ideas, Use information
Activity 6: Questions and Answers (Option 1)
• Interpersonal,Verbal/Linguistic
Skills
• Knowledge of major ideas, Observation and recall of information
Activity 7: The Micro Challenge (Option 2)
• Interpersonal, Verbal/Linguistic
Skills
• Observation and recall of information, Use information
Activity 8: What If
• Interpersonal
Skills
• Predict consequences, Predict, draw conclusions, Use information
Activity 9: Microscope Reconstruction
• Body/Kinaesthetic, Visual/Spatial, Interpersonal
Skills
• Compare and discriminate between ideas, Use information, Translate knowledge into
new context
Activity 10: The Word Hunt
• Body/Kinaesthetic, Visual/Spatial
Skills
• Knowledge of major ideas, Seeing patterns
Activity 11: 6 What's On My Mind
• Interpersonal

TOOLS IN BIOLOGY
Skills
• Relate knowledge from several areas, Use information, Mastery of subject matter
Key Assessment Strategies

• Rubrics
• Checklists

TOOLS IN BIOLOGY
Mind Map
The Mind Map displays the organization and relationship between the concepts and
activities in this Learning Guide in a visual form. It is included to provide visual clues on
the structure of the guide and to provide an opportunity for you, the teacher, to
reorganize the guide to suit your particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that
the stages do not represent individual lessons. Rather, they are a series of stages over one
or more lessons and indicate the suggested steps in the development of the targeted
competencies and in the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible
formative assessment ideas to assist you in determining the effectiveness of that stage on
student learning. It can also provide information about whether the learning goals set for
that stage have been achieved. Where possible, and if needed, teachers can use the
formative assessment tasks for summative assessment purposes i.e as measures of student
performance. It is important that your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they
know about the topic and connect it with their past learning. Activities could involve making
personal connections.
Background or purpose
Laboratory equipment play an important role in conducting scientific studies. The activity
in this stage will allow students to recall some laboratory equipment which they have
encountered in the past.
Strategy
Sequential Roundtable Alphabet Chart is a strategy that does not require a great deal of
explanation and is recognized as a very useful strategy for helping students brainstorm
their background knowledge on a topic, particularly when they have a depth of knowledge

TOOLS IN BIOLOGY
on the topic. Basically students think up words that begin with each letter of the alphabet
for the proposed topic, and write the words into the boxes in the graphic organizer.
Materials
Student Activity Sheet 1 – Lab Apps, page 19, marking pens, ruler/meter stick
Activity 1 – Lab Apps
Advance Preparation:
Prepare an enlarged Sequential Roundtable Alphabet Chart.
Procedure:
1. Divide the students into about five groups.
2. Distribute Student Activity Sheet 1, Lab Apps, page 19.
3. Emphasize that the first letter of the equipment should correspond to the letter
assigned to that box. Inform them that it is not necessary to fill out all the boxes.
4. Give them about 3 to 5 minutes to perform this activity.
5. Once done, have them post their work on the wall.
6. Have the groups check each other's work.
Formative Assessment
Checking of students' outputs. Use the Assessment Checklist for Group Participation on
page 44. Teachers Resource Sheet 1, page 20 can also be used to check their outputs.
Roundup
Students should have named some laboratory equipment that they are familiar with.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning
experience will fit into the larger scheme.
The activities in this stage will allow students to identify laboratory equipment used in
Biology. They will also determine the importance of using instruments in studying Biology.
In this stage, students will be given the overview of the topic and its objectives.
Strategy
Small Group Discussion is a strategy used to generate ideas on a certain topic from all
students in a limited time. This is done to increase student – student interaction and to
encourage participation of every student especially in expressing his/her ideas.
Materials for Activity 2.1, Bio-Tools (Option 1)
Paper, pen/pencil, Student Activity Sheet 1, Lab Apps, page 19
Activity 2.1 – Bio-Tools (Option 1)
1. Use the same set of grouping from Activity 1.
2. From the listed apparatus posted on the board, have students identify and encircle
those equipment used in Biology.

TOOLS IN BIOLOGY
Questions for discussion:

• What features of these equipment led you to believe that they are Biology equipment?
• How do you think are these equipment used in Biology?
Use Rubric for Student Participation on page 45 to assess the students' performance.
Roundup
Students should have identified the equipment used in Biology. They should have described
the features and uses of those equipment based on their current understanding.
Materials for Activity 2.1 – You Can't See Me (Option 2)
A small picture (5x5 cm) of a known personality (actor, actress, boxer), magnifying glass
Activity 2.1 – You Can't See Me (Option 2)
1. Post a small picture, about 5x5cm, of a known personality on the board.
2. Call for volunteers and have them stand about 2 feet away from the picture. Using
their eyes, have them identify the person in the picture. Ask them if they can identify
the person instantly in the picture.
3. Ask for other volunteers among the students. Give them the magnifying glass.
4. Have them stand about two feet away from the picture and allow them to observe the
picture using the magnifying glass.
Questions:
• Were the first group of students able to identify the person in the picture
successfully? How long did it take them to identify? Why?
• How did the instrument (magnifying glass) help your classmate in identifying the
person in the picture?
• Do we need such equipment in our study of Biology? Why?
Roundup
Students should have cited the importance of using such instrument in the study of
Biology.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students.
Students should be encouraged to discover their own information.
At this stage, the students will be introduced to the tools used in Biology. Activity 3.1
introduces the students to the parts and functions of the compound microscope. Activity
3.2 gives them a chance to manipulate the microscope. In this stage they will also be
introduced to some personalities who have made contribution to the field of microscopy. A
short lecture is also provided which contains other tools used in biotechnology. The
activities presented in this stage address BEC Competencies Unit 1 (1.3.1 and 1.3.2).
Strategy
Small Group Discussion

TOOLS IN BIOLOGY
Rotating Learning Station is a strategy which provides opportunity to all students to have
access to limited materials/resources in a limited time. It involves movement,
communication and responsible social behavior. It is used to get everyone involved in the
generation of ideas and making sure that everyone is aware of the ideas being generated.
The small groups rotate through a number of stations generating ideas and answering
questions.
Each station focuses on one specific topic/idea/concept.
In this stage, students will be working in small groups on five learning stations to do
specific tasks for a specific amount of time. The small groups will move from one station
to another in a round robin manner.
Lecture can be an effective way to achieve instructional goals. The advantages of the
lecture approach are that it provides a way to communicate a large amount of information
to many listeners, maximizes instructor control and is non-threatening to students.
Materials
Student Activity Sheet 3.1, The Microscope, page 22, printed parts and functions of the
microscope, marking pens, masking tape
Activity 3.1 – The Microscope
1. Conduct a short lecture (refer to Teacher Resource Sheet on page 21) about Proper Use
of The Microscope.
2. Have the picture of the microscope enlarged.
Procedure:
1. Divide students into desired number of groups.
2. Distribute Student Activity 3.1, The Microscope, page 22.
3. Give instructions on what they will do during the activity.
4. Have students manipulate the microscope. This will give them an idea on how some
parts work.
5. Have them perform the activity.
6. Once done, ask them to post their work on the board. Facilitate checking of answers.
7. Conduct debriefing using Teacher Resource Sheet, Parts of the Microscope, page 26
8. Use Teacher Resource Sheet, Contributors to the Field of Microscopy, page 27, to
conduct a short lecture about the development of the microscope. Teacher Resource
Sheet 4, Types of Microscopes, page28, discuss about the characteristics of the
different types of microscopes.
The texts provided for each of the contributors to the field of microscopy may be given
to the groups for them to read. They may be given some guide questions to guide their
thinking on to specific concepts.
Question for Discussion:
• How did the discovery of the microscope pave the way to the advancement of research
in Biology?
Checking of students' outputs. Assessment Checklist for Group Participation on page 44 can
be used as a tool for assessing groups' performance.

TOOLS IN BIOLOGY
Roundup
Students should have
• manipulated the microscope;
• identified its parts and their functions;
• identified the contributions of some scientists in the field of microscopy; and
• familiarized with some types of microscopes.
Materials
Teacher Resource Sheets for Activity 3.2 – The Stations of Learning, page 29- 36.
• Station 1 – Mystery Pictures, pages 29–30 - pictures of common things found at
home.
• Station 2 – Make it Simple, page 33 – 1 slide, 1 medicine dropper, ruler, hand lens
• Station 3 – Microscope Manipulation, page 34 – microscope, prepared slide
• Station 4 – The Unseen, page 35 – pond water, glass slide, cover slip, dropper
• Station 5 – Depth of Field, page 36 – three colored threads, microscope
Activity 3.2 – Stations of Learning

Advance preparation:
1. Prepare and distribute the materials needed for each station.
2. Have all the directions posted in every station found in Teacher Resource Sheet for
Activity 3.2 – The Stations of Learning, pages 29- 36, enlarged and posted in their
assigned station.
Procedure:
1. Divide the class into about 5 groups.
2. Have them distributed to the different stations. One group per station.
3. Inform them to handle the microscope carefully.
4. Tell them to read the instructions on the station they are assigned to. Have them
perform the activity for 12 minutes for every station.
• Station 1 – Mystery Pictures, pages 29–30 (Have these pictures enlarged.)
This activity will help students develop their observation skills by identifying the
object in the picture by just looking through a small part of it.
• Station 2 – Make It Simple, page 33
Students use glass slides and drops of water to create a simple lens to view the
letter “e”. The activity challenges students to compare how the size of the water
drop affects the magnification.
• Station 3 – Select a Slide, page 34
Students will learn to view a prepared slide under different powers of
magnification.
• Station 4 – The Unseen, page 35
Students will learn how to make a wet mount slide and view it under different
power of magnification.

TOOLS IN BIOLOGY
• Station 5 – Depth of Field, page 36- (DOF) is the portion of a scene that appears
sharp/clear in the image.
Optical microscopes normally have a shallow depth of field, so only a thin slice of
tissue is in focus at any time.
In this station, students will understand the concept of depth of field by using three
colored threads placed one on top of the other.
1. When the given time (12 minutes) is over, ask them to transfer to the next station and
perform the next activity.
2. Guide them as they move to the next stations until they arrive at their starting station.
3. Conduct debriefing after the entire activity by asking the following questions.
Station 1 – Mystery Pictures
• Were you able to identify all the pictures? Why or Why not?
• Have you encountered any difficulties in identifying each picture? Why or
Why not?
Station 2 – Make It Simple
• What do you think was the role of the water in this activity?
• Was there a difference in using water compared to that of using the
magnifying glass in magnifying the object? Describe the difference.
Station 3 – Select a Slide
• How would you compare the image of the specimen when viewing using
your naked eye with that of viewing it under the microscope?
Station 4 – The Unseen
• How will you compare the organisms, in terms of their structures, when
viewed under the low power objective from that of being viewed under
the high power objective?
Station 5 – Depth of Field
• As your objective lens approaches the slide, which colored thread was
focused first? Second? Third? What does this indicate? (The first thread to
come into focus is the one on top followed by the one in the middle and
lastly the one at the bottom. The one on top is focused first with its
details visible means it is in focus. The other two which lies below the
first thread are not focused because they are in a different plane of
focus. They can be focused by raising and lowering the objective lens
slowly.)
• How can this be applied in viewing specimens? (Understanding the
concept of depth of field will help you visualize the structure within a
thick section of a tissue or a large single-celled organism.)
1. Give a short lecture on magnification using Background Information for Teachers on
page 37.
Checking of students' outputs. Rubric for Rotating Learning Station is provided on page 46.

TOOLS IN BIOLOGY
Roundup
Students should have
developed their observation skills;
created a simple lens and compared how the size of the water drop affects the
magnification;
viewed a prepared slide under different powers of magnification;
made a wet mount slide and viewed it under different powers of magnification; and
gained understanding on the concept of depth of field.
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply
it to other learning experiences.
The activity in this stage will allow the teacher to find out how much the students learned
from the lesson. The result of which will determine whether there is a need to supplement
the lesson or to proceed to the next topic.
Strategies
Question Dice is a question and answer activity which make use of question starters from
two question dice.
In this stage, it is used as a strategy to assess students' understanding on the topic about
microscopes and at the same time provide opportunity for the students to enhance their
questioning skills.
Number Heads Together is an approach developed by Spencer Kagen to involve more
students in the review of materials covered in a lesson or to check their understanding of a
lesson's content. It focuses on the processing of information, communication, developing
thinking and for review of material.
In here, the students work together. They quite literally “put their heads together” in
order to solve the problem and ensure that everyone in the group can answer the
question.
Materials
Teacher Resource Material for Activity 4.1 (Option 1) Questions and Answers, page 38, 2
wooden/plastic/cardboard cubes, pair of scissors, paste, pentel pen
Activity 4.1 – Questions and Answers (Option 1)
1. Prepare two Question dice, see Teacher Resource Sheet 4 on page 38 for sample.
2. For Question die 1, paste or write on its side question starters like How, Why, What,
When. Since there are six sides on a cube, you may write two of these question
starters twice.
3. For Question die 2, paste or write verbs like is, are, do, does. Since there are six sides
on a cube, you may write two of these verbs twice.
During the activity:

TOOLS IN BIOLOGY
1. Organize students into groups with desired number of members.

2. Show the two dice and tell students that they will be playing with them. Demonstrate
what they will do during the activity by rolling the dice and asking a question to one
group based on the question starters that came up on the dice.
3. To start, ask a group to roll the two question dice and formulate a question using the
words that appear on top of the two dice.
4. Give them the freedom to choose among the groups who will answer their question.
The group who answers correctly will again toss the dice and formulate a question. The
process will be repeated to give all groups a chance to share their ideas and come up
with the essential concepts of the lesson. The table below reflects suggested questions
which may be formulated when tossing the two question dice.

TOOLS IN BIOLOGY
Question Dice
Sample Questions
Die 1 Die 2
How is the magnification of the eyepiece related to the magnification of

the objective lenses in terms of observing the specimen?
are specimens prepared?
does the coarse adjustment knob work?
do you carry a microscope?
Why is it advisable to use the low power objective lens before using the
high power objective lens?
are the objective lenses important part of the microscope?
does a microscope play an important role in the study of Biology?
do you need to open both eyes when viewing the microscope?
What is the function of the arm of the microscope?
are the correct steps in handling the microscope?
does the iris of diaphragm do?
do You mean when you say depth of field?
Formative Assessment:
Students' correct answers to the questions can be graded.
Roundup:
Students should have formulated questions related to the topic presented. They should
have been able to show their understanding of the concepts by giving correct answers.
Strategy
Numbered Heads Together
Materials
Teacher Resource Sheet for Activity 4.1 (option 2), The Micro Challenge, page 39.
Activity 4.1 - The Micro-Challenge (Option 2)
Step 1: Numbering – Divide the students into several groups. Make sure that there is almost
the same number of members per group. Have them assign a number to every member
starting from number one.
Step 2: Questioning – Ask some questions. Vary the degree of difficulty of the questions to
be asked. Refer to Teacher Resource Sheet for Activity 4.1, The Micro Challenge.
Step 3: Heads Together – Let students put their heads together to figure out the answer
and make sure that each one in the group knows the answer.

TOOLS IN BIOLOGY
NOTE: “Putting heads together” means they will think together.

Step 4: Answering – Call a number and students within group having that number will raise
their hands and provide answers to the whole class by writing them on the board or
answering the questions orally. Students should know that all answers are welcome and
their participation is very much appreciated.
*Variation: You can have this as a contest. When a number is called, the students having
that number in each group will run to the board and write their answers. The first one to
finish writing the correct answer is considered the winner and a point will be awarded to
their group. This will go on until all members in each had their turn in answering the
questions. The winner is the group with the most number of correct answers.
Use the Rubric for Student Participation on page 45 to assess the students' performance.
Roundup
Students should have engaged themselves on the activity and displayed their
understanding of the topic by providing correct answers to the questions.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
The activities in this stage would determine the students in-depth understanding of the
topic by applying them to certain situations. This stage will also help students to be
creative in applying the concepts they learned.
Strategies
What If is a strategy used for tapping into the students' knowledge. It generates loads of
innovative ideas.
B.A.R. Is a strategy for developing innovative and highly unusual products. This type of
strategy is often used in today's high tech product developmental laboratories to create
new products for the market.
Small Group Discussion
Materials
Teacher Resource Sheet for Activity 5.1, What If, page 40, marking pens, manila paper,
masking/scotch tape
Activity 5.1 – What If?
Procedure:
2. Distribute Student Activity Sheet 5.1, What If, page 40
3. Instruct them that they are going to fill out the empty spaces with possible answers to
the question in the middle.
4. Give students enough time to finish the activity.
5. When done, have them post their outputs on the board.

TOOLS IN BIOLOGY
Use Assessment Checklist for Group Participation on page 44.
Roundup
Students should have supplied the needed data in the activity. They should have identified
the importance of the microscope.
Materials
manila paper, pencil, pentel pen, crayons or any medium to add color will do
Activity 5.2 – Microscope Reconstruction
1. Divide students into desired number of groups and have them select a leader.
2. Inform students that for this activity, they will work as designers and architects.
3. Using the B.A.R. strategy, have students reconstruct the microscope.
• Which part would you make Bigger?
• Add something to enhance the microscope further.
• Replace some of its parts.
1. Have students discuss and illustrate their ideas in a piece of manila paper.
2. Once done, have them post their work on the board. Ask one member from each group.
to present and explain their work.
Checking of students' outputs. Use Rubric for Microscope Reconstruction, page 47.
Roundup
Students should have presented and explained their ideas of a reconstructed microscope.
Material
Student Activity Sheet for Activity 5.3, The Word Hunt, page 41
Activity 5.3 – The Word Hunt
• Prepare an enlarged word puzzle to be posted on the board.
Procedure:
2. Distribute Student Activity Sheet for Activity 5.3, The Word Hunt, page 41.
3. Inform students that they are going to locate and loop the words related to the topic in
the puzzle. Emphasize that this will be a contest. The group with the most number of
correct looped words will be declared the winner.
4. Have them do this activity for about 3-5 minutes.
Checking of students' outputs. Use Teacher Resource Sheet for Activity 5.3, Word Hunt
Answer Key, page 42.

TOOLS IN BIOLOGY
Roundup
Students should have identified and located the words that were asked for in the word
puzzle.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the
objectives and summarize the learning gained. Teachers can also foreshadow the next set of
learning experiences and make the relevant links.
The activity in this stage will allow students to make a recollection of the topic that was
introduced to them.
Strategy
Reflective Writing Using 3-2-1 is a strategy for quickly assessing student's understanding of
concepts during a series of lessons. They are asked to write three things they have learned
about the lesson, two things which made the lesson interesting and one thing they want to
learn more about the tools used in biology and research.
Materials
Student Activity Sheet 6, What's On My Mind, page 43
Activity 6 – What's On My Mind
1. Distribute Student Activity Sheet 6, What's On My Mind, page 43.
2. Let the students write a reflection about the things they have learned about the topic.
3. Have them write also things which they found interesting and one thing they want to
learn more about the topic.
Checking of students' outputs.
Roundup
Students should have made a reflection journal containing the concepts they have learned,
things they find interesting and things they would want to learn more about the topic.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
4.
5.
6.

TOOLS IN BIOLOGY
Student Activity Sheet 1

Lab Apps
Group Number:_______
Directions: Fill out the table with names of laboratory equipment. The first letter
of the equipment should correspond to the letter assigned to that box. It is not
necessary to fill out all boxes.
A B C D E F
G H I J K L
M N O P Q R
S T U V W X
Y Z

TOOLS IN BIOLOGY
Teacher Resource Material for Student Activity 1

Lab Apps
Answer Key
Group Number:_______
Directions: Fill out the table with names of laboratory equipment. The first letter
of the equipment should correspond to the letter assigned to that box. It is not
necessary to fill out all boxes.
A B C D E F
Alcohol lamp Beaker Crucible tong Dropper Erlenmeyer Florence Flask
flask
Bunsen burner Crucible with Funnel
cover Evaporating
dish
Clay triangle
G H I J K L
Graduated Iron ring
Cylinder
Iron clamp
iron stand
M N O P Q R
Magnifying Pipettes Rubber stopper
glass
Petri dish
Medicine
dropper
Mortar and
pestle
S T U V W X
Spatula Test Tube Vials Wire Gauze
Spring scale Test Tube rack Volumetric Watch glass
flask
Stirring rod Test Tube brush Wash bottle
Test tube Water trough
holder
Tripod
Thermometer
Y Z

TOOLS IN BIOLOGY
Teacher Resource Sheet

Proper Use of the Microscope
Lecturette
1. When moving your microscope, always carry it with both hands (Figure 1). Grasp
the arm with one hand and place the other hand under the base for support.
2. Turn the revolving nosepiece so that the lowest power objective lens is "clicked"
into position.
3. Place the microscope slide on the stage and fasten it with the stage clips. You
can push down on the back end of the stage clip to open it.
4. Using the coarse adjustment, lower the objective lens down as far as it will go
without touching the slide! Note: Look at the slide and lens from the side when
doing this (see Figure 2).
5. Look through the eyepiece and adjust the illuminator (or mirror) and diaphragm
(Figure 3) for the greatest amount of light.
Figure 1 Figure 2 Figure 3
6. Slowly turn the coarse adjustment so that the objective lens goes up (away from
the slide). Continue until the image comes into focus. Use the fine adjustment,
if available, for fine focusing.
7. Move the microscope slide around so that the image is in the center of the field
of view and readjust the mirror, illuminator or diaphragm for the clearest image.
8. You should be able to change to the next objective lenses with only slight
focusing adjustment. Use the fine adjustment, if available. If you cannot focus
on your specimen, repeat steps 4 through 7 with the higher power objective lens
in place. DO NOT ALLOW THE LENS TO TOUCH THE SLIDE!
9. The proper way to use a monocular microscope is to look through the eyepiece
with one eye and keep the other eye open (this helps avoid eye strain). If you
have to close one eye when looking into the microscope, it's ok. Remember,
everything is upside down and backwards. When you move the slide to the right,
the image goes to the left!
10.Do not touch the glass part of the lenses with your fingers. Use only special lens
paper to clean the lenses.
11.When finished, raise the tube, click the low power lens into position and remove
the slide.

TOOLS IN BIOLOGY
Student Activity Sheet 3.1

The Microscope
Name:_______________________________________ Rating:________________
Directions: Label the parts of the microscope by posting the respective parts. Post
the function below each part.

TOOLS IN BIOLOGY
Teacher Resource Sheet for Activity 3.1

Parts and Functions of the Microscope
Directions: Cut out the parts and functions of the microscope and have students
post them in their proper place.
This part allows one to view the image on the stage and
EYEPIECE contains the ocular lens. It has 5X, 10X, and 15X magnifications.
A tube part of the microscope that supports

BODY TUBE
the eyepiece.
This part holds the objective lenses and is able

REVOLVING NOSEPIECE
to rotate to change magnification
These are found on the nosepiece and range from

OBJECTIVE LENSES
low power to high power.
Reflects light upwards through the diaphragm

MIRROR
for the specimen to be seen
The part on the side that is being held

ARM when carrying the microscope.
This part of the microscope helps to adjust

DIAPHRAGM
the amount of light that reaches the specimen.
BASE The bottom part of the microscope.

TOOLS IN BIOLOGY
Part of the microscope where the slide

STAGE
containing the specimento to be viewed is placed.
STAGE CLIPS These are used to hold the slides in place on the stage.
COARSE ADJUSTMENT This part moves the body tube up and down to help
KNOB get the specimen into view.
FINE ADJUSTMENT This part moves the body tube slightly to help sharpen
KNOB or “fine” tune the view of the specimen.
Part of the microscope where it can be tilted to have

INCLINATION JOINT
the desired angle for viewing.

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The Microscope
Answer Key

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Parts and Functions of the Microscope
Mechanical Parts:
• Base – The bottom part of the microscope.
• Arm – The part on the side that is being held when carrying a microscope.
• Inclination Joint – Part of the microscope that is tilted to have the desired angle
for viewing.
• Body Tube – A tube part of the microscope that supports the eyepiece.
• Revolving nosepiece – This holds the objective lenses and is able to rotate to
change magnification.
• Stage – Part of the microscope where the slide containing the specimen to be
viewed is placed.
• Iris diaphragm – This part helps adjust the amount of light that reaches the
specimen.
• Coarse Adjustment Knob – This part moves the body tube up and down to help
get the specimen into view.
• Fine Adjustment Knob – This part moves the body tube slightly to help sharpen
or “fine” tune the view of the specimen.
Magnifying Parts:
• Eyepiece or ocular – the part where you look through to see the image of the
specimen.
• Objective lenses
• High Power Objective Lens – it usually has 40x magnification and is used
to locate those areas which need closer study.
• Low Power Objective Lens - It has a magnification of 10x and allows you
to quickly scan a large area of the specimen
• Scanner – It has a 4x magnification, the lowest magnification of all the
objective lenses.
• Oil Immersion Objective - a microscope objective of high resolving power
in which the space between the front lens and the cover glass is filled
with an oil.

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Contributors to the Field of Microscopy
Lecturette
Hans and Zacharias Janssen – 1590

Credit for the first microscope is usually given to Zacharias Janssen
at around 1595. Since Zacharias was very young at that time, it's
possible that his father Hans made the first one, but young Zach
took over the production.
Robert Hooke – 1635-1703

In 1665, the English physicist Robert Hooke looked at a sliver of cork
through a microscope lens and noticed some "pores" or "cells" in it.
Robert Hooke believed the cells had served as containers for the
"noble juices" or "fibrous threads" of the once-living cork tree. He
thought these cells existed only in plants, since he and his scientific
contemporaries had observed the structures only in plant material.
Robert Hooke wrote Micrographia, the first book describing
observations made through a microscope. Hooke was the first
person to use the word "cell" to identify microscopic structures
when he was describing cork.
Anton van Leeuwenhoek – 1632 – 1723

The father of microscopy, Anton van Leeuwenhoek of Holland,
started as an apprentice in a dry goods store where magnifying
glasses were used to count the threads in cloth. He taught himself
new methods for grinding and polishing tiny lenses of great
curvature which gave magnifications up to 270 diameters, the finest
known at that time. These led to the building of his microscopes and
the biological discoveries for which he is famous. He was the first to
see and describe bacteria, yeast plants, the teeming life in a drop of
water, and the circulation of blood corpuscles in capillaries. During a
long life he used his lenses to make pioneer studies on an
extraordinary variety of things, both living and non living, and
reported his findings in over a hundred letters to the Royal Society
of England and the French Academy.

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Types of Microscopes
Lecturette
Compound Compound microscopes are light illuminated. The

image seen with this type of microscope is two
dimensional. This microscope is the most
commonly used. You can view individual cells,
even living ones. It has high magnification.
However, it has a low resolution.
A dissection microscope is light illuminated. The

image that appears is three dimensional. It is used
Dissection or
for dissection to get a better look at the larger
Stereoscope
specimen. You cannot see individual cells because
it has a low magnification
Confocal This microscope uses a laser light. This light is

Microscope used because of the wavelength. Laser light scan
across the specimen with the aid of scanning
mirrors. Then image is then placed on a digital
computer screen for analyzing.
Scanning SEM use electron illumination. The image is seen

Electron in 3-D. It has high magnification and high
Microscope resolution. The specimen is coated in gold and the
(SEM) electrons bounce off to give you and exterior view
of the specimen. The pictures are in black and
white.
Transmission TEM is electron illuminated. This gives a 2-D view.

Electron Thin slices of specimen are obtained. The electron
Microscope beams pass through this. It has high magnification
(TEM) and high resolution.

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The Stations of Learning
Station 1: Mystery Pictures
Directions for the students: Study the mystery pictures and identify each one.
1. It is mightier than a sword. 6. It goes round and round.
2. It keeps you dry. 7. Makes your world colorful.
3. You can count on me. 8. It is a sweet picture.
4. Erase your mistakes. 9. It holds things together.
5. You may need one when you get home. 10. Want to go shopping?

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11. A helpful pet. 16. I'll cut you to pieces.
12. You will hear from me soon. 17. Keep your shirt together.
13. Can't open a bottle without me. 18. A carpenter's tool.
14. I hold the key! 19. Holds the shoe in place.
15. Just talk and I will build the bridge. 20. Don't leave home without using me.

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Station 1: Mystery Pictures
Answer Key
Directions for the students: Study the mystery pictures and identify each one.
1. It is mightier than a sword. BALLPEN 6. It goes round and round. WHEEL
2. It keeps you dry. UMBRELLA 7. Makes your world colorful. CRAYON
3. You can count on me. CALCULATOR 8. It is a sweet picture. LOLLIPOP
4. Erase your mistakes. ERASER 9. It holds things together. NAIL
5. You may need one when you get home. KEY 10. Want to go shopping? COIN/MONEY
11. A helpful pet. COMPUTER MOUSE 16. I'll cut you to pieces. SCISSORS

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12. You will hear from me soon. EARPHONES 17. Keep your shirt together. BUTTON
13. Can't open a bottle without me. BOTTLE CAP 18. A carpenter's tool. HAMMER
OPENER
14. I hold the key! KEYCHAIN 19. Holds the shoe in place. SHOELACE
15. Just talk and I will build the bridge. 20. Don't leave home without using me.
CELLPHONE COMB/HAIRBRUSH

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Station 2: Make it Simple
• Have these directions enlarged and posted on station 3.
Directions for students:
1. You will need one slide, an eyedropper, and a small cup of water to create a
simple lens. You will also need a standard ruler and a hand lens.
2. Place one drop of water in the middle of the slide and hold over the letter "e" as
shown.
Move the slide up and down until you get the letter in focus. e
Measure the distance between the slide and the table.
3. Place another drop of water in the middle of the slide and hold the over the
letter “e” again.
Move the slide up and down until you get the letter in focus. Measure the
distance between the slide and the table.
4. Place another drop of water in the middle of the slide and hold over the letter
“e” again.
Move the slide up and down until you get the letter in focus. Measure the
distance between the slide and the table.
How does the view of the “e” change as you add more drops of water?
5. Use the hand lens provided to view the letter “e”.
Move the hand lens up and down until you get the letter in focus. Measure the
distance between the hand lens and the table.
Differentiate the view of the letter “e” when viewed using slide with water with
that of the hand lens.

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Station 3: Microscope Manipulation
Advance preparation for teachers:

• Make a prepared slide before the students perform the activity. Refer to the
procedure below.
• Cut out a letter “e” from a newspaper or magazine and place it on the
slide face up.
• Add a drop of water to the slide.
• Place the cover slip on top of the “e”.
• Set this aside for use during the activity.
Directions for students:
1. Get a slide and set it on the stage of the microscope making sure the specimen is
centered over the opening in the stage. Carefully anchor it in place using the
stage clips.
2. Rotate the nosepiece to center the lowest power objective lens (shortest
objective) over your specimen.
3. While looking through the eyepiece, rotate the large coarse adjustment knob to
get your specimen in view. Use the small fine adjustment knob to sharpen the
view of the image.
• Make a sketch of the specimen as seen under the low power objective.
1. To increase magnification, rotate the nosepiece to center the next largest
objective lens (middle-sized objective) over your specimen. You may use the fine
adjustment knob to sharpen the image view).
• Make a sketch of the specimen as seen under the high power objective.
WARNING: Be careful in using the coarse adjustment knob with the highest
power objective. Always watch the stage from the side to make sure the slide
does not touch the objective lenses.

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Station 4: The Unseen
Advance preparation for teachers:

• Prepare the pond water or any water sample to be used in the activity.
Directions:
1. Place one drop of pond water in the middle of a clean slide.
2. Place a cover slip on one side of the drop of water and slowly lower it over the
drop of water.
3. Place the slide on the stage making sure the specimen is centered over the
opening in the stage. For pond water samples, you do not need to anchor the
slide with a stage clip to allow you to move the slide freely for viewing.
4. Rotate the nosepiece to center the low power objective lens (shortest objective)
over your specimen.
5. While looking through the eyepiece , rotate the coarse adjustment knob to get
your specimen in view. Use the small fine adjustment knob to sharpen the image
view.
6. To increase magnification, rotate the nosepiece to center the next largest
objective lens (medium-sized objective) over your specimen. You may need to
use the fine adjustment knob to sharpen the image view.
7. Make a sketch of at least one organism that you have seen under the high power
objective.

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Station 5: Depth of Field
Advance preparation:
• Prepare three pieces of colored threads (green, blue, red) measuring about one
inch each before the activity.
Directions:
1. Prepare three different colored threads (green, blue, red) and arrange them on
a slide by placing them one on top of the other.
2. View under the low power objective (shortest objective).
3. Raise and then lower the objective lens using the coarse adjustment knob.
• Be careful not to let the objective lens touch the slide.
1. Note what you observe about how the threads appear when you raise and lower
the objective lenses.
Questions:
• As your objective lens approaches the slide, which colored thread was focused
first? Second? Third? What does this indicate?
• How can this be applied in viewing specimens?

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Background Information for Teachers

Magnifying Objects/Focusing Image
Figuring out the total magnification of an image that you are viewing through the
microscope is really quite simple. To get the total magnification take the power of
the objective (4X, 10X, 40x) and multiply by the power of the eyepiece, usually
10X.

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Teacher Resource Sheet for Activity 4.1 (Option 1)

Questions and Answers
Question Dice
Question Die 1
Question Die 2

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Teacher Resource Sheet for Activity 4.1 (Option 2)

The Micro-Challenge
Sample questions to be asked:

1. He made advances in the field of microscopy and developed the first practical
microscope. (Anton van Leeuwenhoek)
2. Refers to the power of a microscope; calculated by multiplying the power on the
objective by the power of the eyepiece. (Magnification)
3. Part of the microscope that contains the ocular lens. (Eyepiece)
4. Provides light to allow you to view materials on a glass slide. (Light Source)
5. Part of the microscope that supports the slide when it is being used. (Stage)
6. Used a compound microscope to discover that living things are composed of
cells. (Robert Hooke)
7. They are found on the nosepiece and ranges from low to high power. (Objective
Lenses)
8. Developed one of the first compound microscopes by placing several lenses in a
tube. (Janssen Brothers)
9. Small glass or plastic piece that is used to cover a water drop on a slide. (Cover
slip)
10.Large knob on the side of a microscope that should be used first when viewing a
slide. (Coarse Adjustment Knob)
11.What are the MAGNIFICATIONS of the various eyepiece and objective lenses?
12.What does the IRIS DIAPHRAGM do? (It adjusts the amount of light that enters
the specimen.)
13.Why do you hold the microscope at the bottom when carrying it around? (So as
to fully support its weight and to avoid it from dropping.)
14.Why do you let in more light when you go from a low magnification objective to
a higher magnification objective? (The amount of light reaching your specimen
decreases when you increase the power of your objectives that's why you open
iris diaphragm to let in more light.)

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What If
Directions: Fill in the balloons with the correct data related to the question posted
at the center. You may draw additional balloons connecting to the original ones if
you have other ideas connected to the previous data you answered.
What If The
Microscope Was
Not Invented?

TOOLS IN BIOLOGY
Student Activity Sheet 5.3

The Word Hunt
Directions: Find the terms related to microscopy and make a loop to enclose the
word.
D C B L E I G H R L C R N W G D S C M F B C
G I O O E X R J I A K T A Y H T O I L L O C
L M A N N C S S E G E V N B A L R A U A O R
K A C P V K E R L D H M T G O R T B R V H A
E G Y O H E T I E L I B E R O I T S E I M C
O N L U A R X N P S E L T R G H E R Z L C O
H I W R G O A L E E A C S I G A S A A F V M
N F D E V S D G E M Y L D I D L D G Y P H P
E I Y L I E Z L M N T E L J I B W N K P N E
W C H L E N R A W O S S U P H V G E M Z A Y
U A B E T D R J P B E S U D C O Z S N K O O
E T W B K M R T M K T M S J Q X O W R P H P
E I W E R N I E T M I D Z T D O N K A T J E
L O O Z R C N N E C R A X E A A E O E T D Y
N N L E S E O N R A J D O H C G E L T R E E
A R W B S R T O N Y A L E H T E E N I W O R
V O A S T K S O B E T H A I D A I C I L E D
P S N C N C E S S A D T I D U J K P L F A N
E A E O O L R E C R U O S T H G I L E I L G
J L B P C O M P O U N D L I G H T P U S P T
E T E O B J E C T I V E L E N S E S J D O S
P H O T O M I C R O G R A P H Y H T K A E N

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Teacher Resource Material for Activity Sheet 5.3

The Word Hunt - Answer Key
Directions: Find the terms related to microscopy and make a loop to enclose the
word.
D C B L E I G H R L C R N W G D S C M F B C
G I O O E X R J I A K T A Y H T O I L L O C
L M A N N C S S E G E V N B A L R A U A O R
K A C P V K E R L D H M T G O R T B R V H A
E G Y O H E T I E L I B E R O I T S E I M C
O N L U A R X N P S E L T R G H E R Z L C O
H I W R G O A L E E A C S I G A S A A F V M
N F D E V S D G E M Y L D I D L D G Y P H P
E I Y L I E Z L M N T E L J I B W N K P N E
W C H L E N R A W O S S U P H V G E M Z A Y
U A B E T D R J P B E S U D C O Z S N K O O
E T W B K M R T M K T M S J Q X O W R P H P
E I W E R N I E T M I D Z T D O N K A T J E
L O O Z R C N N E C R A X E A A E O E T D Y
N N L E S E O N R A J D O H C G E L T R E E
A R W B S R T O N Y A L E H T E E N I W O R
V O A S T K S O B E T H A I D A I C I L E D
P S N C N C E S S A D T I D U J K P L F A N
E A E O O L R E C R U O S T H G I L E I L G
J L B P C O M P O U N D L I G H T P U S P T
E T E O B J E C T I V E L E N S E S J D O S
P H O T O M I C R O G R A P H Y H T K A E N

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Student Activity Sheet 6

What's On My Mind
Name:_______________________________________
Three things I learned from the lesson.
Two things I find interesting about the lesson.
One thing I want to learn more.

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Assessment Checklist For Group Participation
Name of Activity:____________________________
DIRECTIONS: This form is designed to help you evaluate how students work in
cooperative learning groups. Read each statement below then fill in the column
with a check (/) for the behavior demonstrated by the group in an activity.
Name of the Group All Members Members Encouraged Orderly in Listened to

or of the Group showed spirit other performing other
Participated of members to the task people's
Group number
volunteerism share their and did not ideas
ideas and disrupt the
thoughts class
1.
2.
3.
4.
5.
Additional Comments:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________.

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Rubric For Student Participation
1 2 3 4
Contribution to Works toward Works toward Works toward Consistently and

group goals group goals only group goals with group goals with actively works
when prompted. occasional occasional toward group
prompting. prompting; accepts goals; willingly
and fulfills accepts and fulfills
individual role individual role
within group. within group.
Consideration of Needs occasional Shows sensitivity to Shows and Shows sensitivity to

others reminders to be the feelings of expresses the feelings and
sensitive to the others. sensitivity to the learning needs of
feelings of others. feelings of others; others; values the
encourages the knowledge, opinion
participation of and skills of all
others. group member and
encourages their
contribution.
Contribution of Contributes Contributes Contributes Consistently and

knowledge information to the information to the knowledge, actively
group only when group with opinions, and skills contributes
asked. occasional without prompting knowledge,
prompting or or reminding. opinions and skills
reminding. without prompting
or reminding.
Working and Participates in Participates in Willingly Helps the group

sharing with ideas needed changes needed changes participates in identify necessary
when prompted with occasional needed changes, changes and
and encouraged; prompting often usually does the encourages group
Always or often needs reminding to assigned work and action for change;
relies on others to do the assigned rarely needs always does the
do the work. work. reminding. assigned work
without being
reminded.

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Rubric for Rotating Learning Stations
CATEGORY 20 15 10 5
TIME – Always uses time Almost always uses Gets work done on Work is not done
MANAGEMENT well to get work time well to get time but wastes on time because of
done on time. work done on time. time by putting putting things off
( Uses time well in
things off or doing doing things not
Stations )
things not related related to work.
to work.
SELF - DIRECTION Consistently stays Focuses on the task Focuses on the task Does not focus on
focused on the task and what needs to and what needs to the task and what
( Focuses on the
and what needs to be done most of be done some of needs to be done.
Station Tasks )
be done. the time. the time.
QUALITY WORK in Always completes Usually provides Provides work that Provides work that
Stations high quality work high quality works sometimes has not usually has not
in stations. in stations. been checked and been checked and
needs to be needs to be
redone. redone.
POSITIVE ATTITUDE Always has a Almost always has Many times does Usually does not
positive attitude a positive attitude not have a have a positive
about work. Uses about work. positive attitude attitude about
positive words to Usually uses about work. work. Uses
talk about own positive words to Sometimes uses negative words to
work or the work talk about own negative words to talk about own
of others to work and the work talk about own work or the work
suggest or praise of others to praise work or the work of others.
improvements. or suggest of others.
improvements.
RESPONSIBILITY Cleans after using Usually cleans up Sometimes cleans Needs more than
each station and after using each up after using each one reminder to
( Station Clean-up
moves between station and moves station and moves clean and move
and moving
stations at the between stations between stations between stations
between stations)
appropriate time at the appropriate at the appropriate at the appropriate
using self-control time using self- time using self- time using self
with no reminders. control with no control with one control.
reminders. reminder.
Additional comments:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________________________________________________________.

TOOLS IN BIOLOGY
TEACHER RESOURCE SHEET

Rubric for Microscope Reconstruction
Criteria Planning Demonstrates Model Summary/
Knowledge of Construction
Scale Analysis
Concepts
4 The group thoroughly The group was Models Concepts and

discussed the plans and able to explain represents all models are
details in making their their ideas in a concepts clearly
microscope. All members very detailed accurately, in connected and
were participative. manner clearly a highly easy to follow.
pointing out the effective
reasons for such manner.
reconstructions of
the parts.
3 The group discussed the The group Model Concepts and

plans and details in explains their represents model are
making their microscope. ideas well but most concepts connected and
Some members were were not able to accurately in generally clear.
passive. connect some an effective
ideas on why such manner.
reconstruction of
the part was
done.
2 The group partially The group's ideas Model Concepts and

discussed the plans and were not clearly represents model are
details in making their explained and some concepts slightly
microscope. Half of the have difficulty in accurately in connected and
number of members were explaining the an effective difficult to
inattentive. concepts behind manner. understand.
the reconstructed
parts.
1 The group did not The group Model Concepts and

conduct discussion and presented some represents model are not
made no plans. Members ideas but could concepts connected and
were doing other not explain the inaccurately cannot be
business. concepts behind and understood.
the ineffectively.
reconstruction of
the parts.

TOOLS IN BIOLOGY
For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning Activity 4. Check for 5. Practice and 6. Closure
Learning Context Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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BASIC EDUCATION ASSISTANCE FOR MINDANAO

Second Year - Biology

Information about this Learning Guide

Basic Education Curriculum Competencies

Essential concepts, knowledge and understandings targeted

Specific vocabulary introduced

Suggested organizational strategies

Basic Education Assistance for Mindanao

• Set the classroom for group activities.

Opportunities for Integration

Activities in this Learning Guide

Activity 2: Bio-Tools (Option 1)

Activity 3: You Can't See Me (Option 2)

Activity 4: The Microscope

Activity 5: The Stations of Learning

Basic Education Assistance for Mindanao

Activity 6: Questions and Answers (Option 1)

Activity 7: The Micro Challenge (Option 2)

Activity 9: Microscope Reconstruction

Activity 11: 6 What's On My Mind

Basic Education Assistance for Mindanao

Key Assessment Strategies

Basic Education Assistance for Mindanao

1. Activating Prior Learning

Basic Education Assistance for Mindanao

2. Setting the Context

Basic Education Assistance for Mindanao

Questions for discussion:

3. Learning Activity Sequence

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Activity 3.2 – Stations of Learning

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

4. Check for Understanding of the Topic or Skill

Basic Education Assistance for Mindanao

1. Organize students into groups with desired number of members.

Basic Education Assistance for Mindanao

How is the magnification of the eyepiece related to the magnification of

are specimens prepared?

does the coarse adjustment knob work?

do you carry a microscope?

are the objective lenses important part of the microscope?

does a microscope play an important role in the study of Biology?

do you need to open both eyes when viewing the microscope?

What is the function of the arm of the microscope?

are the correct steps in handling the microscope?

does the iris of diaphragm do?

do You mean when you say depth of field?

Basic Education Assistance for Mindanao

NOTE: “Putting heads together” means they will think together.

5. Practice and Application

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Basic Education Assistance for Mindanao

Student Activity Sheet 1

Basic Education Assistance for Mindanao

Teacher Resource Material for Student Activity 1

Basic Education Assistance for Mindanao

Teacher Resource Sheet

Figure 1 Figure 2 Figure 3

Basic Education Assistance for Mindanao

Student Activity Sheet 3.1