Sbi3u Microscopy Lesson Plan

SBI3U Animals: Structure and Function Hannah Howard
Overview
Subject: SBI3U (Biology)
Level/Grade: Grade 11 University Preparation
Lesson Topic: Investigating cells and tissues—of the digestive, circulatory, and
respiratory systems—using microscopy
Date: October 29th 2019
Context
LEARNERS:
• Before teaching the lesson students should:

o Have basic knowledge about healthy red blood cells, sickle red blood cells, and white
blood cells.
o Have a general understanding of the components of the digestive, circulatory, and
respiratory systems.
o Have prior experience and/or knowledge of how to use a compound light microscope.
• Students who have an IEP (formal or informal) will be provided with the necessary
assistive technology to complete in-class work.
• Students who work above the grade level are encouraged to take on a leadership role and
help their peers when appropriate.
CURRICULUM EXPECTATIONS:
A. Scientific Investigation Skills and Career Exploration
A1. Scientific Investigation Skills

• A1.2 Select appropriate instruments (ex: microscope) and materials, and identify
appropriate methods, techniques, and procedures, for inquiry.
• A1.5 Conduct inquiries, using appropriate materials and equipment safely, accurately,
and effectively, to collect observations and data.
E. Animals: Structure and Function
E1. Relating Science to Technology, Society, and the Environment

• E1.1 Evaluate the importance of various technologies to our understanding of internal
body systems
E3. Understanding Basic Concepts

• E3.4 Describe some disorders related to respiratory, digestive, and circulatory systems

MATERIALS/RESOURCES:
• Access to a computer/projector with internet (for PowerPoint Slides)

• Compound light microscopes, slides of healthy red blood cells & sickle red blood cells
• Microviewers, Microviewer set 50 (Animal Tissues) and 73 (Smoking and Health)
• Activity Workbook: ‘Let’s Investigate Using Microscopy’ (1 per student)
• Access to Chromebooks (for students who need/would like a device)
Number of microscopes and microviewers required depends on size of class
ARRANGMENTS/GROUPING OF STUDENTS & EQUIPMENT:
• Learning will occur in a classroom that has internet access and at least one lab bench.
• Students will be encouraged to work in pairs while completing the 3 stations.
• Pairs of students will be assigned to a specific station to start and will then move
through the stations at their own pace.
Station 1: Healthy Red Blood Cells, Sickle Red Blood Cells, and White Blood Cells
• Microscopes and slides will be set up on lab bench
Station 2: Microviewer - Animal Tissues

• Microviewers and corresponding set will be available for students to use at their desks
or on a separate area of lab bench
Station 3: Microviewer – Smoking and Health

• Microviewers and corresponding set will be available for students to use at their desks
or on a separate area of lab bench
Learning Expectations
• To identify and explain the difference between the appearance of healthy red blood cells
and sickle red blood cells.
• To describe the function and makeup of the trachea.
• To demonstrate prior knowledge of the impact of smoking on human health, and to
investigate the differences between lungs of a smoker and lungs of a non-smoker.
• To explain the importance of microscope technologies in advancing our understanding of
disease diagnosis and progression.

Instructional Strategies for Teaching and Learning
Introduction (15 minutes)
1) Acknowledgement of exit cards from previous class (“How are you feeling about the
upcoming dissection? Do you have any questions or concerns?”). For students who were away
the previous class, make sure they get the chance to fill out this exit card today (with name on it).
2) Day 7 of breathing exercise (5 minutes) à This class prefers a guided meditation style
3) Recall of prior knowledge (~ 10 minutes)

• Prompt a class discussion to ensure that all students:
o Have a basic understanding of healthy red blood cells, sickle red blood cells, and white
blood cells.
o Have a general understanding of the components of the digestive, circulatory, and
respiratory systems. Specifically, the esophagus, trachea, and lungs.
o Have prior experience and/or knowledge of how to use a compound light microscope.
New Challenge: Main/Middle Section (50 minutes)
Activity: Let’s Investigate Using Microscopy

• Each student will be provided a printed copy of the activity workbook
• Students will be asked to work in pairs through the 3 stations (of their choice)
• The 3 Stations will be set up around the room for students to investigate
• Chromebooks will be available for students who need them/want them to type of their
answers and/or to answer corresponding questions
• Teacher should be available to wander the room and observe students/answer any
questions/provide necessary guidance
• Activity workbooks should be handed in for formative feedback when they are completed
Review for Quiz:

• Students have a quiz tomorrow (October 30th) on the circulatory and respiratory systems
• If time should allow, students may work individually to review their notes
• Students are encouraged to ask questions for clarification
Application/Reflection Assessment Strategies (10 minutes)

• Exit Card: Padlet QR code/link will be posted on a PowerPoint Slide
o Exit Card Question: “How have microscope technologies advanced our understanding of
disease diagnosis and progression?”
o The students do not need to include their name, but they may if they wish
• Students are encouraged to complete the exit card to the best of their ability as a way of
recognizing their own progress and knowledge of the content from the lesson
• The Exit Card will not count towards their grade, but will help them reflect on the
importance of scientific investigation and microscope technologies in understanding the
systems of the human body.

Concepts (for teacher reference)

Blood Cells
Red Blood Cells

• Also called erythrocytes
• Make up 45% of the total blood volume
• Transport oxygen from lungs to rest of body
• Transport carbon dioxide to the lungs (waste)
• Transport molecule in red blood cells is called hemoglobin
Sickle Red Blood Cells

• Sickle Cells = Red blood cells (RBCs) with abnormal crescent shape
• Anemia = Lack of healthy RBCs

• Sickle Cell Anemia = An abnormality in the oxygen-carrying protein hemoglobin found in RBCs (red
blood cells are not able to transport sufficient amount of oxygen)
• Symptoms of Sickle Cell Anemia: Tiredness, pain, blood clots, etc.
• White Blood Cell count is often normal or elevated
White Blood Cells

• Also called leukocytes
• Make up <1% of the total blood volume
• Most are produced from same kind of stem cells that produce RBCs
• Important part of our immune system
• Attack foreign bacteria and other microorganisms that enter our cells
• Many different kinds: lymphocytes, monocytes, eosinophils, basophils, neutrophils
Components of the Digestive, Circulatory, and Respiratory Systems
Digestive System *Focus on esophagus

• Components: Salivary glands, Pharynx, Esophagus, Stomach, Small Intestine,
Large Intestine, Rectum, Accessory digestive organs (liver, gallbladder,
pancreas).
• Esophagus
o Muscular tube connecting the mouth with the stomach
o The larynx moves upward, covering the glottis with the epiglottis to
prevent the food bolus from entering the airway (trachea)
o Peristalsis = Wavelike muscle contractions that move food along the digestive tract.
Circulatory System
• Components: Heart, Blood, Blood Vessels (Arteries, Veins, Capillaries)
Respiratory System *Focus on trachea and lungs

• Components: Airway, lungs, muscles of respiration (intercostal muscles
and diaphragm)
• The airway, which includes the nose, mouth, pharynx, larynx, trachea,
bronchi, and bronchioles, carries air between the lungs and the body's
exterior.
Compound Light Microscope

• Uses visible light and a system of lenses to magnify images of small objects
• Magnification = Power of objective (4x, 10x, 40x) multiplied by power of eyepiece (usually 10x)

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SBI3U Animals: Structure and Function Hannah Howard

Subject: SBI3U (Biology)

Level/Grade: Grade 11 University Preparation

Date: October 29th 2019

• Before teaching the lesson students should:

A. Scientific Investigation Skills and Career Exploration

A1. Scientific Investigation Skills

E. Animals: Structure and Function

E1. Relating Science to Technology, Society, and the Environment

E3. Understanding Basic Concepts

• Access to a computer/projector with internet (for PowerPoint Slides)

Number of microscopes and microviewers required depends on size of class

ARRANGMENTS/GROUPING OF STUDENTS & EQUIPMENT:

Station 2: Microviewer - Animal Tissues

Station 3: Microviewer – Smoking and Health

Instructional Strategies for Teaching and Learning

Introduction (15 minutes)

3) Recall of prior knowledge (~ 10 minutes)

New Challenge: Main/Middle Section (50 minutes)

Activity: Let’s Investigate Using Microscopy

Review for Quiz:

Application/Reflection Assessment Strategies (10 minutes)

Concepts (for teacher reference)

Red Blood Cells

Sickle Red Blood Cells

White Blood Cells

Components of the Digestive, Circulatory, and Respiratory Systems

Digestive System *Focus on esophagus

Respiratory System *Focus on trachea and lungs

Compound Light Microscope

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