Submitted by Gloria Ruff
Objectives:
Content:
Students will:
· identify the parts of the microscope and their functionsCultural:
Language: Content Obligatory
Students will:
· accurately use the following vocabulary accurately to refer to the parts of a microscope: el tubo, el brazo, los oculares, el objetivo superior, el objetivo mediano, el objetivo inferior, la platina, la fuente de iluminación, el pie, el condensador, los tornillos, la función
· correctly use ser in the present tense
Language: Content Compatible
Students will:
· demonstrate gender and number agreement between articles and nouns
Learning Strategies / Social and Skills Development:
Time Frame:
Two 30 minute sessions
Materials Needed:
· Microscope ID handout (see Attachments)
· access to Section 2 on the Microscopes webpage
· A microscope for each pair of students
Description of Assessment (Performance Project):
Day 1
The students will use the ID handout and the website to gather and record information about the different components of the microscope. On the website, students click on each component to read specific information about its function. On the handout, students should record the name of each component, as well as its function(s).Day 2
The students will work with a partner to name the parts of the microscope and their functions. Students will use their completed handout from the previous session, and a real microscope.The students will take turns. First student A will ask student B to name the different parts of the microscope by asking, "¿Cuál es el nombre de este componente?" and point to a specific component on the microscope. After student B names it correctly, student A will draw a star by the part's name on student B's original handout. If the answer is incorrect a check will be drawn.
After naming the components the students will name their functions. Student A will ask student B, "¿Cuál es la función de la/el/los ________________?" Again, after student B answers correctly, student A will draw a star by the function on student B's handout by the description of that specific part's use. If the answer is incorrect a check will be drawn. After student B has named and described all the parts, the students will switch roles.
Assessment:
The teacher will informally assess by looking at the students handouts:
+ = few mistakes throughout
= occasional mistakes throughout
- = consistent mistakes throughout
The teacher will also be circulating around the room during work time to provide assistance as necessary.
References and Resources:
· Section 2 on the Microscopes webpage
· http://personales.mundivia.es/mggalvez/micro3.htm