LESSON PLAN

SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: 8 Time: 09:00-09:50

Students Prior Knowledge:

Date: 25/02/15

- An understanding of the structure and function of

plant and animal organelles.
- The ability to differentiate between plant and
animal cells.

Learning Area: Science

Strand/Topic from the Australian Curriculum
Biological sciences
Cells are the basic units of living things and have
specialised structures and functions (ACSSU149)
General Capabilities (that may potentially be covered in the lesson)
Critical and
Literacy
Numeracy
ICT
competence

creative thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander histories and
cultures
Proficiencies:(Mathematics only)

Asia and Australias engagement with Asia

Sustainability

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Identify the parts of a light microscope and their functions.

Examine prepared animal and plant cell slides under varying magnifications using the light microscope
Take pictures of cell slides under the varying magnification levels using a microscope camera.

Teachers Prior Preparation/Organisation:

Testing light microscopes and microscope cameras

to make sure they work.
Collecting leaf and skin cells microscope slides from
lab technician.
Testing the IT in the lab including the projector.
Revising the parts of the microscope.

Provision for students at educational risk:

- Student with vision impairment will examine

some larger cells visuals on Microsoft
PowerPoint.
- Early finishers will be given additional
microscope slides (plant xylem cell and animal
epithelial cell) to study and take pictures of.

LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:
Did all the students manage to locate the cell under the microscope?
What did students struggle with the most?
Did the students manage to take pictures of the cells?
Teacher self-reflection and self-evaluation:


[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time 09:00

Motivation and Introduction:

1. Class brainstorm and discussion on the uses of microscopes.

2. Students will view some interesting images (Microsoft powerpoint) of
amazing things you can see under a microscope.
Lesson Steps (Lesson content, structure, strategies & Key Questions):
09:10

09: 40

1. Students will be paired up according to proficiency.

2. Students will be instructed on how to set up a light microscope via a
demonstration given by the teacher.
3. In pairs, students will work together to set up a light microscope.
4. In pairs, students will label the assigned worksheet of the parts of a
microscope.
5. Once worksheet is complete, teacher will instruct the class on how to
correctly use the microscope via a class demonstration (including
adjusting magnification and light intensity.
6. Students will collect one animal (skin cell) and one plant (leaf cell)
microscope slide and attempt to examine them under the microscope
using the various degrees of viewing power.
7. During this activity, teacher will go around and help those who are
struggling.
8. Once all students have a visual on the cell, students will take pictures of
the cells for each magnification level and cell types (plant and animal).

Resources/References
Brief video of interesting
microscopic images at
https://www.youtube.co
m/watch?v=Pn5TbifUIQ.

Light microscopes.
Microscope diagram
worksheet

Animal cell & plant cell

microscope slides

Microscope cameras

Lesson Closure:(Review lesson objectives with students)

1. Students will pack up their microscopes (involves switching off the

power, placing it in the bag, and putting it inside the cupboard).
2. During the pack up teacher will make sure that all students have pictures
of plant and animal cells including high and low power magnification.
3. Teacher will repeat the key objectives to consolidate student learning.

Venn diagram
comparing cell types

Transition: (What needs to happen prior to the next lesson?)

1. Students will label their pictures and upload them onto Capzles
Assessment: (Were the lesson objectives met? How will these be judged?)

1. A representative of each pair will be asked to share something that they

found. These findings will be brainstormed on the board. The less able
students will be asked first. If students cant think for themselves, teacher
will ask specific questions (1. what is a structure found in plant cells but
not in animal cells? 2. What could you see under high power that you
couldnt under low power and vice versa?)
2. If theres time, a plant and animal cell will be labelled as a class using the
projector.