Gr

SECOND-QUARTER LESSON PLAN

PARTS AND FUNCTIONS
LIVING THINGS AND THEIR
ENVIRONMENT:
TOPIC: MICROSCOPY

GENERAL CONTEXT OF LEARNERS:

Student Readiness
The Grade 7 students was not yet introduced to microscopy so this will be their first time encountering this topic.

Learning Preference
To make the student understand well about the lesson, the procedure of the lesson will be using different teaching
strategies such as visual and actual learning like presenting an actual microscope in the class.

Differentiation based on student:

Readiness  Interests  Learner Profile (Styles, Intelligence, or Environment)

Differentiated Instruction Response

Learning materials (content)  Ways of learning (process)
Ways of demonstrating learning (product)  Learning environment

Differentiated Instruction Details:

By knowing and understanding that this is their fist time encountering this topic and they have different learner
profile. I would be able to cater their needs by using the proper teachings strategies that could help the learner in
their learning process.

Content Standard (Taken from the curriculum guide)

The learners demonstrate an understanding of: the parts and functions of the compound microscope

Performance Standard
The learners should be able to: employ appropriate techniques using the compound microscope to gather data about
very small objects

Formation Standard
The learner is capable to develop and apply their learnings to real world circumstances and remember the material
for future lessons

EU - REFRACTION INSIGHT
What insights should students acquire from the lesson?
The students should be able to learn what is the importance of microscopy, its parts and be able to discuss how the
microscope function.
 EQ - REFRACTION QUESTION
How does the microscope work?

Scaffolding of reflection:
CONTENT-FOCUSED REFLECTION – CONCEPTUAL REFLECTION
1. What are the parts of the microscope?

2. What are the functions of the parts of the microscope?

3. How does light affect the image in the microscope?

4. What is the importance of the microscope in studying microorganisms?

5. How to properly handle microscope? Enumerate your ansswer.

VALUE FOCUSED REFLECTION-METACOGNITIVE REFLECTION

What factors helped or limited your understanding of the lesson?
What was the most essential or interesting thing you learned from the lesson?
Which aspect of the lesson do you find easiest or most difficult? Why?

VALUE FOCUSED REFLECTION-PERSONAL REFLECTION

Suppose you already understood the parts and functions of the microscope. How are you going improve your grades
in Science? Elaborate your answer.

Learning Competencies
The learners should be able to identify parts of the microscope and their functions;

References/Materials:
1. BEAM II. 1 Nature of Biology. Tools in Biology. April 2009. pp. 21- 37.
2. NSTIC Science Manual. Biology Science Manual 413M. 27b Microscope.
3. NSTIC Science Manual. Biology Science Manual 413M. 4 The Compound Microscope.
4. Science and Technology II: Biology Textbook. NISMED. 2012. pp. 12-15.
5. Science and Technology II: Biology Textbook. NISMED. 2004. pp. 12-15.

Strategies: (Enumerate the teaching strategies here.)

1. Student-centered approach Developing
2. Graphic Organizers
3. Instructional Conversations
4. Lesson Discussion
5. Cooperative learning
6. Critical thinking skills
Model as you teach
-Some students will need to see more than one example to get a good understanding. Make sure that you include
several different demonstrations for each new unit, as repetition is a big part of committing new ideas to memory.

LESSON 1
TOPIC:

Prelectio: (A preview of the lesson.)

 Importance or Applications of the Lesson
Microscopes are one of the most important diagnostic tools used by doctors when examining
 tissue samples. They assist scientists analyze bacteria, cells, crystalline formations, and
molecular structures. Therefore, students should be able to identify the parts of the microscope,
describe the function of each part, focus specimens using the compound microscope, compare
the image of the object seen by the unaided eye and under the microscope, handle the parts of
the microscope properly.

 Activation of prior knowledge

In order to activate prior knowledge of the students, I would do ask students on what are their
prior knowledge about the topic Microscopy. Example would be questioning on what is the
purpose of microscope in the laboratory. As a blank slate their answers wouldn’t be considered
wrong.

Nexus:
Most students have probably has prior knowledge on Microscopy. In their learning process as a blank slate, I know
that some of them have known about microscopes, my goal would be activating their stock knowledge and helping
those who does not know yet to have it also.

The students will have a grouped activity. Present to the class the diagram and actual Microscope for them to view
the exact image of it. Divide the class into small groups. Have each group brainstorm. Encourage the students to
think about parts of Microscope and its functions. When the groups are done, have them present their answers to the
class.

Afterwards, proceed to the discussion quesitons:

1.Do parts of microscope important in doing its function?
2.What are the expected things that you can see using compound microscope?
3.Does compound microscope is helpful upon discovering microorganisms?

Learning Objectives:
With the given Material for the upcoming activities, the learners are should be able to:
1.Determine the parts of a microscope and its functions
2.Learn to use the compound microscope.
3.Discover new things by using a microscope
4.See the importance of microscopy to the laboratory experiments and explorations

Development of the Lesson:

1.Make use of the class answers from the given questions on activation on their prior knowledge in able to start on
the discussion.
2.Provide a picture of a compound microscope, and present it to the class.
After showing the picture, they would be asked to share their idea about on what they know to the image shared by
the teacher.

Explain briefly that compound microscope is an upright microscope that uses two sets of lenses (a compound lens
system) to obtain higher magnification than a stereo microscope. A compound microscope provides a two-
dimensional image, while a stereo microscope provides a three-dimensional image. And Microscopy is the technical
field of using microscopes to view objects and areas of objects that cannot be seen with the naked eye (objects that
are not within the resolution range of the normal eye)

3. Proceed to the proper discussion (Parts and Functions of Microscope.

4. STRUCTURAL COMPONENTS
Head/Body
- houses the optical parts in the upper part of the microscope.
Base
-of the microscope supports the microscope and houses the illuminator.
Arm
- connects to the base and supports the microscope head. It is also used to carry the microscope.

OPTICAL COMPONENTS
Eyepiece or Ocular
- is what you look through at the top of the microscope. Typically, standard eyepieces have a magnifying power of
10x. Optional eyepieces of varying powers are available, typically from 5x-30x.
Eyepiece Tube
- holds the eyepieces in place above the objective lens. Binocular microscope heads typically incorporate a diopter
adjustment ring that allows for the possible inconsistencies of our eyesight in one or both eyes. The monocular
(single eye usage) microscope does not need a diopter. Binocular microscopes also swivel (Interpupillary
Adjustment) to allow for different distances between the eyes of different individuals.
Objective Lenses
- are the primary optical lenses on a microscope. They range from 4x-100x and typically, include, three, four or five
on lens on most microscopes. Objectives can be forward or rear-facing.
Nosepiece
- houses the objectives. The objectives are exposed and are mounted on a rotating turret so that different objectives
can be conveniently selected. Standard objectives include 4x, 10x, 40x and 100x although different power
objectives are available.
Coarse and Fine Focus knobs
-are used to focus the microscope. Increasingly, they are coaxial knobs - that is to say they are built on the same
axis with the fine focus knob on the outside. Coaxial focus knobs are more convenient since the viewer does not
have to grope for a different knob.
Stage
- is where the specimen to be viewed is placed. A mechanical stage is used when working at higher magnifications
where delicate movements of the specimen slide are required.
Stage Clips
- are used when there is no mechanical stage. The viewer is required to move the slide manually to view different
sections of the specimen.
Aperture
- is the hole in the stage through which the base (transmitted) light reaches the stage.
Illuminator
- is the light source for a microscope, typically located in the base of the microscope. Most light microscopes use
low voltage, halogen bulbs with continuous variable lighting control located within the base.
Condenser
- is used to collect and focus the light from the illuminator on to the specimen. It is located under the stage often in
conjunction with an iris diaphragm.
Iris Diaphragm
- controls the amount of light reaching the specimen. It is located above the condenser and below the stage. Most
high quality microscopes include an Abbe condenser with an iris diaphragm. Combined, they control both the focus
and quantity of light applied to the specimen.
Condenser Focus Knob
- moves the condenser up or down to control the lighting focus on the specimen.

5.Give actual images on every parts to better identify the topic.

6.Ask every end of the explanations of the function of a specific part.

 Activity

Every member of the group should touch, look and observe carefully the provided microscope to them.

The group leader would try to explain to his/her group mates the given hand out.

Each member including the leader should share to the group what are the expected things you can see using
compound microscope and does compound microscope is helpful upon discovering microorganisms?

 Discussion
To help students further analyse and understand the topic about microscopy, It should be done by the educator to
give further lecture and discussion to the students
In the discussion the teacher provides images of each part of a microscope, and explain each one to the class about
its function.
To further explain and see if the students had learned something, the teacher should open a forum to the class about
what is their questions or clarifications about the things unclear to them, and answer the certain questions of the
students.

 SCAFFOLDING OF REFLECTION QUESTIONS:

By the Image distributed to each student in the class,
The following questions are to be asked:
Do parts of microscope important in doing its function?
What are the expected things that you can see using compound microscope?
Does compound microscope is helpful upon discovering microorganisms?

Application: Seatwork, group work, Q and A

A class would be divided into group of 5, the teacher would provide a compound microscope together with a hand
out given to the group leader consisting the parts and functions of as microscope to each group. In the group there
would be a Leader to take responsibility on leading his members, and a secretary to take down notes on the shared
ideas by the remaining members.
During the activity, they would answer some questions to manipulate well their ideas and answers. While the
activity is ongoing teacher should observe the performance of the groups.

ACTIVITY:
Every member of the group should touch, look and observe carefully the provided microscope to them.

The group leader would try to explain to his/her group mates the given hand out.

Each member including the leader should share to the group what are the expected things you can see using
compound microscope and does compound microscope is helpful upon discovering microorganisms?

Assignment:
Individually, the students are tasked to do a drawing activity.

They will draw the compound microscope and label each parts.
After the drawing they will put the functions of each parts of the microscope.

The activity is graded accordingly to this criteria:

Completeness: 10 points
Neatness: 5 points
Creativity: 5 points

With a total of 20 points

This activity will be passed on the agreed time.

Closure/ Exit Ticket
KWHLAQ CHART

KNOW WANT HOW LEARNED WHAT QUESTIONS

(What do I (What do I want (How will I (What have I (What action (What further
know?) to know?) find out?) learned?) will I take?) questions do I have?)

Teacher’s note:
(This is only applicable after implementing the lesson plan.)