Submitted by Gloria Ruff
Objectives:
Content:
Students will:
· identify different types of microscopes, their uses, and their intended audiences
Cultural:
Language: Content Obligatory
Students will:
· use standard scientific terminology to describe the different types of microscopes, their intended use, and their intended audience medicina, botánica, biología, bioquímica, entomología, cápsulas de Petri
· conjugate verbs correctly in the present tenseLanguage: Content Compatible
Students will:
· use gender and number agreement between articles, adjectives, and nouns
· attend to agreement between a plural subject or singular subject and the verb in a sentence
Learning Strategies / Social and Skills Development:
Time Frame:
One 45 - 60 minute class session
Materials Needed:
· Microscope Types Handout
· access to Section 4 of the Microscopes webpage
Description of Assessment (Performance Project):
After students have located the website, they should take 5 - 10 minutes to view the different microscopes. After the initial viewing, students will use their handout as a guideline and record information, in their own words, which describes the different microscopes, their specific uses, and their intended audiences.
Once students are back in the classroom, they should be separated into five groups. Each group will be assigned a specific microscope. Groups will use the information gathered online to prepare written (magazine ads) and oral (commercials) advertisements for each microscope. The groups would then share their advertisements with the class. Teachers could use a checklist to ensure the inclusion of microscope data, appropriate grammar, and advertisement techniques.
Once students have completed the required activities (lessons 1-4), they may enjoy practicing how to focus a virtual microscope (section 5 of the webpage), while viewing some interesting specimens. Additional useful vocabulary: el ejemplar, ajustar el enfoque / el contraste / la luminosidad / el aumento
Assessment:
Teachers could use a checklist to ensure the inclusion of microscope data, appropriate grammar, and advertisement techniques. This checklist could be turned into a rubric for evaluation of the ad/commercial the groups develop.
References and Resources:
· Section 4 of the Microscopes webpage
· http://www.wald.com.ar/hokken/microscopios
· Section 5 of the Microscopes webpage
· http://micro.magnet.fsu.edu/primer/java/electronmicroscopy/magnify1/index.html