Sparking joy and building confidence through the lens of a microscope

By Mike Noll, Seventh and Eighth Grade Science 

In my seventh grade Life Science classroom, we explore how everything is connected: from the single cell to the human body and from a blade of grass to the entire ecosystem on Earth. Every day is an adventure of discovery that fosters curiosity and confidence in exploring authentic science.

One effective method for instilling joy in science is through hands-on experiences. During the first month of the school year, it is essential to build foundational skills. One of our primary goals is to master the use of microscopes. This is accomplished in phases, with each lesson enhancing the skills and confidence necessary for effective use of this scientific tool.

Students learn the basics of the microscope by rotating through twelve microscopes, each with different prepared slides. Each time a student rotates, they must disable the microscope, ensuring that the next student knows whether the light is on, if the objective lens is locked in, or if there is even an eyepiece. After completing twelve rotations, students master all the parts of the microscope necessary for viewing a slide.

Next, students engage in an activity where they create their first slide featuring the letter “e.” This exercise helps them understand slide preparation and refine their focusing techniques, as well as grasp the concept that images are upside down meaning that moving the slide will result in opposite movements.

Following this, students create their first real cell slide using an onion. They develop fine motor skills by carefully removing a thin layer of onion skin and dyeing it with iodine. The excitement of their discoveries during this activity is priceless. After the onion slides, they tackle a more complex task: creating a human cheek cell slide. Although some find this a bit icky, they persevere and successfully collect their own cheek cells, discovering the differences between animal and plant cells.

The final phase of their training involves going outside to select four environmental samples and create their own slides. During this activity, the lab buzzed with excitement as students made fresh discoveries, observing everything from leaves to tiny water bugs under the microscope.

We wrap up our review of cells and their structures by creating 3D models. Students are randomly paired for this two-day activity, and by using art materials, they make connections with the structures based on references in their creations. Model Magic is a particularly engaging material that brings universal joy to students of this age. Once completed, these fifteen models were showcased in the classroom, and students were impressed by the hard work of their peers. This is another example of how to bring science to life in the classroom.

Next month, we will begin exploring the concept of cell division, continuing our hands-on activities, computer simulations, videos, and poster creations to master this new concept.