Lesson 1 - Monday, Apr 8 (All periods)
Focus Question: What happened in the student’s foot so they could walk again?
What We Did…
First, we revisited our unit’s Driving Question (see pink box in the Announcements… section below) and reminded ourselves that we not only have a diagram-based Initial Healing model on A3 paper to help us answer our Driving Question, but we also have a detailed Healing Timeline in our science notebooks. Second, we then started brainstorming some ideas for investigations to perform which can hopefully help us better understand how an injured student’s foot heals. Dr. M recorded each class’s investigation ideas on a “Ideas for Investigations” Jamboard housed in the Google Science Classroom.
B & G period students were also asked near the end of the lesson to write a question on a notecard they think can–when answered–help us take a positive step towards answering our Driving Question. Dr. M collected students’ answers at lesson’s end and transferred them to the “Driving Questions Board” inside of the Jamboard.
Homework: There is no science homework tonight.
Lesson 2 - Tues, Apr 9 (B & E) & Wed, Apr 10 (G)
Focus Question: What do our bones, skin, and muscles do for us?
What We Did…
After reviewing our Driving Question Board (B & G period) OR completing and reviewing our Driving Question Board (E period) and briefly examining the different categories assigned to our questions, Dr. M asked students to label a fresh sheet of lined (writing) paper with the title, “Pre-test,” and answer the following questions:
1. What do our BONES do for us?
2. What does our SKIN do for us?
3. What do our MUSCLES do for us?
4. What does our BLOOD do for us?
5. Draw a picture of a CELL and label the names of any PARTS of the CELL you know.
6. What is the function of a CELL? If you think a cell has multiple functions, please list them.
After handing in their Pre-test, students were then asked to trim-and-glue a handout containing an unlabelled diagram of a monocular light microscope onto a page at the back of their science notebook. With the time remaining in the lesson, students were asked to label a few of the microscope parts from an example projected onto the whiteboard by the teacher.
Homework: There is no science homework tonight.
Lesson 3 - Wed, Apr 10 (B) & Thurs, Apr 11 (E & G)
Focus Question: What do our bones, skin, and muscles do for us?
What We Did…
After finishing labelling the handout showing the parts of a monocular light microscope, students were then asked to identify those parts on an actual microscope place on their desk. To get use to seeing objects under the microscope, Dr. M let students investigate small, dry, thin materials/substances such as paper, colored paper, printed paper, highlighted paper, fabric, and hair. Students soon discovered that while two of the lenses–the low and medium power lenses–were pretty good for seeing at these objects successfully, the high power lens (aka. “Big Mama”) was not.
Today’s informal investigations were a chance to see what the microscopes can and cannot do, but in the next lesson we will learn how to prepare glass slides, which will dramatically improve our chances of seeing interesting things and make important discoveries in the microworld.
Homework: There is no science homework tonight.
Lesson 4 - Thurs, Apr 11 (B) & Fri, Apr 12 (E & G)
Focus Question: What do our bones, skin, and muscles do for us?
What We Did…
To help students learn how to make a wet mount microscope slide, Dr. M showed a short video to show students how to do so properly. Students were then asked to cut out a small letter from a scrap piece of paper and make a wet mount slide to put under the microscope. During this part of the investigation, students were then taught how get their specimens’ (letters) into focus and use the different settings on the microscope to see the most interesting details with the greatest clarity. If students demonstrated they could see–and draw–the images of their letters successfully on both low and medium power, Dr. M then taught students how to use the ‘Big Mama’ lens. During this lesson, students were graded on 1) their ability to produce a drip-free wet mount slide, 2) proper treatment of all of the supplies provided for them, and 3) storing their microscope correctly at the end of the lesson.
Homework: Students were asked to complete the “Healing Phenomena Stories” handout so that it can be turned in at the start of next week’s Lesson 2, which is Tuesday (B & E period) or Wednesday (G period).
Announcements...
The DRIVING QUESTION of our current unit is: How do living things heal?
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