Microscopic Life

Microscopic Life

Author(s): Patrick Frepan and Robert Boehler

Grade Level:

Fourth Grade

Timeframe: This will be a 7 or 8 day long investigation, with a possibility of going longer depending on student noticings, generated questions, and interest.

Lesson Description or Explanation

Students will collect water samples from different sources, such as toilets, the downtown canal, a neighborhood creek, and a community lake. These samples will be contained on slides, clearly labeled, and observed under several different types of microscopes. Students will be asked to document “noticings”, such as color, shape, movement, and size. They will write down, draw, and/or capture the images on a computer microscope. They will then identify the different specimens, and classify them as living and non-living, as well as try to identify the organisms using books and the internet. Students will collaborate with others, and present findings in medium of their choice, for example PowerPoint presentation, flip book, iMovie, or photography collage. All forms of presentation will conclude with questions for furthering their exploration and understanding of microscopic organisms.

Indiana Curricular Standards

Science Standard 4 --- The Living Environment

4.4.1 Investigate, such as by using microscopes, to see that living things are made mostly of cells.

4.1.5 Demonstrate how measuring instruments, such as microscopes, telescopes, and cameras, can be used to gather accurate information for making scientific comparisons of objects and events. Note that measuring instruments, such as rulers, can also be used for designing and constructing things that work properly.

ISTE Standards

1) Students use technology to locate, evaluate, and collect information from a variety of sources.

2) Students use technology tools to process data and report results.

Assessments

Formative/

Summative

Formative: This will be an ongoing assessment on how students collaborate and conduct the investigation. Throughout the entire process, students will record their data and observations in a science notebook. In the notebook, we will expect to see observations, questions, drawings, and other relevant information. The science notebooks will be checked daily, and collected upon completion of the study, to be returned prior to the next investigation.

Summative: As a result of this investigation, students will be able to present findings about microscopic pond life in a variety of ways, including but not limited to PowerPoint presentations, flip books, iMovie, and collages. The presentations should include data, pictures, and questions for further investigation. The presentations should address the guiding questions posed by the students at the beginning of the investigation, whether they found concrete answers or not.

Prior Knowledge

Curricular Knowledge or Skills: Students should know that microscopic living things exist. Students should know that these organisms live in various bodies of water. Students should know how to classify specimens as living or non-living.

Technology Knowledge: Students should know how to use the Internet, and how to rate a website as useful or valid. Students should know that microscopes can be used to magnify very small objects.

Pre-Assessment: The first two days of “messing around” with microscopes and forming KWL charts should assess the prior knowledge of students.

Differentiated Instruction

ESL For ESL Differentiation you could plan your student work groups to put ESL students with non ESL students. You could also use translation services for the websites/resources that are planned to use with the lesson. You could also use charts, graphs, and other graphic data presentation.

Challenge/Extend

For students that are in need of more of a challenge, you could have them collect water samples and test for levels of PH and other chemicals that would make up the content of water. They could also search for chemicals that are not supposed to be in drinking water and research and present on the finds of their effects on humans.

Special Needs

Students with special needs can still take part in this project they could assist their group by collecting the water samples. This would let them feel as if they are part of the group and the class.

Technology/

Materials

Internet Resources: (please list URLs): 1) http://www.microscopy-uk.org.uk/index.html?http://www.microscopy-uk.org.uk/ponddip/index.html

2) http://ebiomedia.com/gall/drop/dropmain.html

3) http://www.cellsalive.com/toc.htm

4) Student’s will also be encouraged to find relevant websites based on previous investigations

Hardware: Several computers with internet access.

Digital PC Microscopes

Software: “A Closer Look at Pond Life” CD-Roms and Software (available at- http://www.educationalimages.com/it020008.htm)

Materials: Microscope slides, Collection Materials, Science Notebooks.

Procedure Day One- Discuss microscopic organisms and how living things to small to see may live in bodies of water, such as rivers and ponds. Make a KWL chart to document our knowledge and what we want to know. Discuss places to obtain water samples.

Day Two- “Mess Around” with microscopes and talk about how we can use them in our investigation. Look at things around the classroom, such as paper, dust, clothing, and hair. Record observations and drawings.

Day Three- From our list of possible water samples, we will go out into the school, and the neighborhood to collect water samples. Bring samples back, label, and prepare slides.

Day Four- Look at different samples under PC microscope, and regular microscopes. Record observations, drawings, and still images for comparison with others. Classify as living or non-living.

Day Five- Use books, software, and Internet websites to try to identify living organisms found in samples. Record data, including names, information, and location.

Day Six- Continue research, and decide how to present information. Begin forming presentation and questions.

Day Seven- Finish presentations

Day Eight- Present findings to classmates, including questions for furthering the inquiry. Allow questions from students, and allow students to share any findings that may answer each others questions.