Casian National High Grade

School 7
School Level
Shimmeridel A. Learning
Teacher Science
Española Area
Teaching Dates and November 4,7,8,
Quarter Second
Time 2022/8:30-9:30
1. OBJECTIVES
A. Content Standards The Learners demonstrate an understanding of the parts and functions of the compound
microscope

B. Performance The Learners should be able to employ appropriate techniques using the compound microscope to gather data about very small objects
Standards

C. Learning 1. Identify parts of the microscope and their functions; S7LT-IIa-1

Competencies
D. Objective At the end of 60 minutes, 100% of the learners are expected to:
1. Identify the different parts of the microscope and their functions

2. CONTENT Microscopy
3. LEARNING RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Material
pages
3. Textbook
pages
4. Additional
Materials
from Learning
 Resource(LR
) Portal
B. Other Learning BEAM: Tools used in the Development of Biology & Biotechnology Tools in Biology
Resources
4. PROCEDURES
ELICIT (Access prior knowledge ) 5 Minutes Materials
Activity 1 – Lab Apps  Student Activity Sheet 1, Lab Apps
Advance Preparation:  Teacher Resource Material for
 Prepare an enlarged Sequential Roundtable Alphabet Chart. Student Activity 1, Lab Apps
Procedure: Answer Key
1. Divide the students into about five groups.
2. Distribute Student Activity Sheet 1, Lab Apps,
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.
Have the groups check each other's work.
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
Activity 2– You Can't See Me  A small picture (5x5 cm) of a
1. Post a small picture, about 5x5cm, of a known personality on the board. known personality (actor, actress,
boxer)
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.  Magnifying glass
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 (magnifying glass/lens) in the study of Biology.

EXPLORE (Provide students with a common experience)

20 Minutes
Advance Preparation:  Teacher Resource Sheet 1 - Proper
1. Conduct a short lecture (refer to Teacher Resource Sheet 1) about Proper Use of The Microscope. Use of the Microscope
2. Have the picture of the microscope enlarged. Lecturette
 Student Activity Sheet 3 – The
Microscope
Activity 3 – The Microscope
1. Divide students into desired number of groups.
2. Distribute Student Activity 3, The Microscope.
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.
Roundup
Students should have
• manipulated the microscope;
• identified its parts and their functions;

EXPLAIN (Teach the concept. Should include interaction between teacher and students). 10Minutes
  Student’s output
 The teacher will then call a representative in each group to present their outputs. After all groups have presented their  Teacher Resource Sheet 2 for
outputs, the teacher will present and discuss the different parts of a compound microscope using the Teacher Resource Activity 3 – The Microscope
Sheet 2 for Activity 3 – The Microscope Answer key. Answer key

ELABORATE (The teacher will give inputs to deepen the understanding of the students) 10 minutes
 Teacher Resource Sheet 3 -
Contributors to the Field of
1. Using the Teacher Resource Sheet 3, Contributors to the Field of Microscopy, the teacher conduct a short Microscopy
lecture about the development of the microscope. Lecturette
Note: 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?

EVALUATE. 5 minutes
The students will answer Activity 4 – What’s On My Mind  Student Activity Sheet 4 - What’s
On My Mind

EXTEND (Deepen conceptual understanding through use in new context). 5 minutes

1. Using the Teacher Resource Sheet 4, Types of Microscopes, the teacher will present the characteristics of the  Teacher Resource Sheet 4 -
different types of microscopes. Types of Microscopes
Lecturette

PREPARED BY: CHECKED BY:

SHIMMERIDEL A. ESPAÑOLA DARIO N. JAGMIS

Teacher 1 School Principal
 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 Q R

S T U V W X
 Y Z

Basic Education Assistance for Mindanao

Learning Guide, April 2009

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 flask
Florence Flask
Bunsen burner Crucible with cover Evaporating dish
Funnel
Clay triangle

G H I J K L
Graduated Iron ring Iron clamp iron stand

Cylinder

M N O P Q R
Magnifying glass Pipettes
Rubber stopper
Medicine dropper Petri dish

Mortar and pestle

 S T U V W X
Spatula Test Tube Vials Wire Gauze

Spring scale Test Tube rack Volumetric flask Watch glass

Stirring rod Test Tube brush Wash bottle

Test tube holder Water trough

Tripod

Thermometer

Y Z

Basic Education Assistance for Mindanao

Learning Guide, April 2009
 Teacher Resource Sheet 1
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.
Basic Education Assistance for Mindanao
Learning Guide, April 2009
 Student Activity Sheet 3
The Microscope
Name:_______________________________________ Rating:________________ Directions: Label the parts of the microscope by posting the respective parts.
Post the function below each part.
Basic Education Assistance for Mindanao
Learning Guide, April 2009
Directions: Cut out the parts and functions of the microscope and have students
INCLINATION JOINT Part of the microscope where it can be tilted to have the
desired angle for viewing.
Teacher Resource Sheet 2 for Activity 3
The Microscope
Answer Key
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.
 Teacher Resource Sheet 3
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.
 Teacher Resource Sheet 4
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 for dissection to get a better look at the
larger specimen. You cannot see individual
Dissection or cells because
Stereoscope

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

Transmission TEM is electron illuminated. This gives a 2-D

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

(TEM)

Student Activity Sheet 4

 What's On My Mind

Name:_______________________________________

Three
things I
learned
from the
lesson.

Two
things I
find
interestin
g about
the
lesson.

One thing
I want to
learn
more.
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 of Members Encouraged Orderly in Listened to

or the Group showed spirit other performing other
Group number Participated of members to the task people's
volunteerism share their and did not ideas
ideas and disrupt the
thoughts class

1.

2.

3.

4.

5.

Additional Comments:
_____________________________________________________________________
_
_____________________________________________________________________
_
_____________________________________________________________________
_
_____________________________________________________________________
_
_____________________________________________________________________
_
_____________________________________________________________________
_
_____________________________________________________________________

Rubric For Student Participation

 1 2 3 4

Contribution to Works Works toward Works Consistently and

group goals toward group group goals with toward group actively works
goals only occasional goals with toward group
occasional goals; willingly
when prompting.
prompting; accepts and fulfills
prompted. accepts and fulfills individual role
individual role within group.
within group.
Consideration Needs occasional Shows sensitivity Shows and Shows sensitivity
of others reminders to be to the feelings of expresses to the feelings and
sensitive to the others. sensitivity to the learning needs of
feelings of others; values the
feelings of others.
others; knowledge,
encourages the opinion and skills
participation of of all
others. group member
and encourages
their
contribution.

Contribution of Contributes Contributes Contributes Consistently and

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

Working and Participates in Participates Willingly Helps the group

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