1.     The teacher will pass around, to each student, a color projector slide.

2.     The teacher will ask students to look at these slides.

1.     What do you see in your slide?

2.     What can you not see in your slide?

3.     How do you think you can better examine your slide?

1.     Students will record their responses, and then teacher will ask students to share those responses with the class.

1.     The teacher will place a microscope and a telescope on a lab table. The microscope will contain a slide through the viewer, and the telescope will be positioned facing the outdoors.

2.     The teacher will ask the students to approach the items individually, examining what they see.

1.     What can you see through the telescope?

2.     How does this compare to what you saw just a moment ago at your desk?

1.     Students will record their responses, and then teacher will ask students to share those responses with the class.

1.     Teacher will review vocabulary (on handout) with the students, explaining the concepts in the next column.

2.     Teacher will compare the vocabulary to the two items.

·     What is an objective lens? Answer: The front lens in a telescope, closest to the object

·     What is an eyepiece? Answer: The back lens in a telescope, closest to the eye.

·     Which is a more powerful magnifier: a short focus lens or a long focus lens? Answer: The short focus lens.

·     Which projects a larger image: the short focus lens or the long focus lens? Answer: The long focus lens.

·     If you want a telescope that magnifies as much as possible, which lens is the best one to use as the objective lens? Answer: The long focus lens.

·     Which is the best for the eyepiece? Answer: The short focus lens.

1.     Students will be participating in a class discussion, as teacher asks the probing questions.

1.     The teacher will divide the students into pairs.

2.     The teacher will distribute a pair of lenses, a flashlight, a Styrofoam cup, 2 strips of masking tape, a white sheet of paper, and one color slide, to each pair of students.

3.     The teacher will give instructions for the students to flip their Styrofoam cup upside down on their desk, and hold the flashlight facing outwards, on top of the cup. (SEE IMAGE). Then they will tape the flashlight to the cup.

4.     They will then tape the color slide to the head of their flashlight.

5.     The teacher will then turn off the room lights and turn on the red lamp for a mall amount of lighting in the room.

6.     The teacher will then refer to the students’ data sheets for them to complete their instructions.

7.     The teacher will explain that a projector is like a backwards camera, because the objet is small and the image is large.

·       What are you noticing about the short focused lens? (Answer: that it projects a larger image)

·       Why do you think the short focus lens projects a larger image? (Answer: Because it is curved more, it bends more light, and the light spreads out more, forming a larger image.)

·       Teacher will be calling on students to answer probing questions, and clear up any misconceptions regarding the lab.

1.     Teacher will cover vocabulary again, as was previously covered, this time asking each group to collectively answer the questions.

·     What is an objective lens? Answer: The front lens in a telescope, closest to the object

·     What is an eyepiece? Answer: The back lens in a telescope, closest to the eye.

·     Which is a more powerful magnifier: a short focus lens or a long focus lens? Answer: The short focus lens.

·     Which projects a larger image: the short focus lens or the long focus lens? Answer: The long focus lens.

·     If you want a telescope that magnifies as much as possible, which lens is the best one to use as the objective lens? Answer: The long focus lens.

·     Which is the best for the eyepiece? Answer: The short focus lens.

Students will answer the questions, and if they do not know the answer, then the question will be directed at a different group. The teacher will then explain any misconceptions while referring to the lab experiments’ results.

1. The teacher will ask students questions regarding examples of short lenses versus long lenses.

Tell me which of the following are short focus lens and which are long focus lens. Write your answer on a sheet of paper and we will go over the answers when we have finished.

·       Eyeglasses

·       Microscope

·       Magnifier

·       Binoculars

·       Telescope

·       Camera

·       Projector

If students do not understand, then the teacher will go over the answers while referring to the lab experiment.

The teacher will ask the students to individually write a detailed summary of what they learned in class regarding short focus and long focus lenses. She will grade based upon effort and comprehensiveness.

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Students can feel free to ask the teacher questions.