Depending on the pond, students will be able to observe a variety of
living things under the microscope.
While students will be able to identify
animal organisms under the microscope from the fact that they move, they may
have some difficulty identifying some organisms, which may look like plants or
For instance, students may not be able to differentiate protists,
which may look like they belong to the plant kingdom but are neither animals, plants or fungi. This particular organism can be found in wet places such as ponds
or fish pools.
Gently stir the jar containing the water sample in order to ensure
uniform distribution of organisms in the water.
Using a dropper, place two or three drops of pond water at the
center of a clean, sterile microscopic slide.
Place a clean, sterile cover on top of the water drop (This should
be done carefully, placing the slide on one edge at a 45 degree angle and
gently laying it on top of the water to allow for even spreading of the water sample and remove bubbles)
Touch a piece of blotting paper on one side of the slide to absorb
any excess water.
Place the slide on the microscope stage for observation.
On the other hand, students
can suspend a microscope slide in to the jar of pond water. This would also allow
microorganisms to attach themselves onto the slide and then can be observed.
this case, all microorganisms that had concentrated at the top of the pond
water sample attach onto the slide.
Students should learn how
to use and adjust the microscope from low power to high power to observe
smaller and individual organisms. While colonies of protozoa can be viewed
using 30X on a stereo microscope, other microorganisms such as hydra
and daphnia can actually be seen without magnification since they tend to be
As such, they can be seen simply using a magnifying glass. On the
other hand, using a higher power greater than 100X would be necessary to properly
observe protists (diverse eukaryotic organisms).
For this experiment,
starting with low power, students will have the opportunity to see a number of
microorganisms both from the plant and animal kingdom.
Although learning their
names and their life cycle may interest the students, they can start by
identifying them, comparing them with images on the blackboard or books and
differentiating those that belong to the animal kingdom from those that belong
to the plant kingdom.
Here, students can sketch down what they observe and
later label the different parts of the organisms.
The primary goal here is
for students to observe for themselves the different types of small organisms,
which live in the pond and their diversity. Making rough sketches allows them
to draw what they see and how they see them.
This also allows them to estimate
the different types of organisms they have seen and a sense of how they appear.
Moreover, to determine how much they have learnt, the experiment may be followed
up by a few guiding questions such as:
What was the shape of the organisms they observed?
Did they move?
How did they move?
Lastly, it is important that students thoroughly
clean their hands using water and soap. Pond water contains a wide range of
microorganisms so cleaning their hands will help prevent contamination and
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