Science Safety is Elementary Grade Three

Transcription

1 Ohio Standards Connection: Scientific Inquiry Benchmark C Develop, design and safely conduct scientific investigations and communicate the results. Indicator 4 Identify and apply science safety procedures. Related Benchmark Benchmark A Use appropriate instruments safely to observe, measure and collect data when conducting a scientific investigation. Indicator 1 Select the appropriate tools and use relevant safety procedures to measure and record length and weight in metric and English units. Benchmark B Organize and evaluate observations, measurements and other data to formulate inferences and conclusions. Indicator 2 Discuss observations and measurements made by other people. Indicator 5 Record and organize observations (e.g., journals, charts and tables). Lesson Summary: The purpose of this lesson is to initiate discussion about science safety and to identify and apply basic science safety procedures. Children will decide which of their five senses would need to be protected in different situations (personal safety) and identify precautions necessary to avoid hazards in the classroom (classroom safety). Evidence of learning will be demonstrated through a safety table listing teachercreated classroom scenarios. Students will then consider applicable personal and classroom safety rules in completing the table. Estimated Duration: 45 minutes Commentary: Students need to develop an awareness of safety practices and use of safety equipment in the classroom, lab and home. Teachers will find it very helpful to have the safety equipment in the classroom when teaching this lesson. Using the safety equipment should become common practice with students. While this lesson can be an introduction to safety, it is also an ongoing lesson that can be implemented before all investigations to generate rules specific to each investigation. Pre-Assessment: Pass out large sticky notes to the students. Ask them each to write down a rule necessary to stay safe in science class during experiments and investigations. If students are reluctant or unsure, you may have them work in small groups to generate more ideas. When finished, have students stick notes on the board. 1

2 Scoring Guidelines: This is a lead-in to the lesson; use informal observation to determine if any students have difficulty thinking of common classroom hazards or safety precautions, or if students overall focus is limited to the common or obvious. (For example, students might avoid wearing protective covering, gloves, or goggles if they have not had prior experience with using safety equipment.) Post-Assessment: Create a table containing different classroom science scenarios relevant to current topics or classroom investigations. Have students identify and explain necessary safety procedures (sample table Attachment B, Be a Safe Earth Scientist.) If the investigations have not been previously performed in the classroom, explain what materials and procedures would be used. Instructional Tip: Have students generate short, list-type responses to these scenarios allowing for assessment of student reasoning and understanding of potential safety hazards. To challenge students who already grasp the concept, have them create different scenarios on the chart. Scoring Guidelines: Apply the rubric in Attachment A, Post-Assessment Rubric to assess the completed table. Instructional Procedures: 1. Discuss with students two things to consider for science safety and write these on the board: personal safety (protecting ourselves) classroom safety (protecting others) 2. Read aloud the student-generated rules on the sticky notes from the Pre-assessment and classify under these two headings. 3. Begin with the classroom-related rules such as don t run or don t break things since they are the rules most students consider first. Rephrase statements positively such as walk or handle equipment carefully. Try to make statements as general as possible, so many different rules are addressed. For instance, clean up spills and report all accidents to the teacher would cover don t splash, don t break things, and don t knock things off your desk. 4. Students in third grade should be familiar with their five senses. Draw a stick figure under the heading personal safety and label the eyes, ears, mouth, nose, and hands for touch/feel. Post any relevant student-generated notes near the appropriate parts of the figure. 5. Ask students to think about each sense, and think of additional ways, if any, they would need to protect their senses. Guide them to consider goggles to protect their eyes, earplugs to protect their ears, and aprons or protective shirts and/or gloves to protect their skin. Students may need to be introduced to wafting as a means to protect their noses. Students should be reminded never to taste unknown substances to protect their mouths and prevent the ingestion of a poison. 2

3 Instructional Tip: Wafting is waving a hand over a substance to draw a diluted scent toward the nose. 6. When a comprehensive, condensed list of rules is developed, distribute sentence strips and have students each copy a rule onto a strip. If possible, color-code the rules, using one color strip for personal safety and another color for classroom safety. 7. Give the students examples of different types of investigations that might occur in a science classroom (e.g., observing earthworms making slime, measuring cars rolling down ramps, or studying soil samples). As a group, determine which of the rules would apply to each situation. 8. Instruct students to bring relevant strips forward and place in a pocket chart or attach to board so that all are able to see them. For each situation, reinforce connections to personal safety (think of their five senses) and classroom safety (think of equipment use or proximity to classmates). Discuss how different rules apply to different situations and add new rules to sentence strips as they arise. 9. Collect the strips and keep for use throughout the year. Before every investigation or experiment, discuss science safety requirements for that particular activity. Add rules as necessary. Place appropriate sentence strips in a highly visual place and refer students to them throughout the activity. 10. Upon completion of an activity, review the selected science rules. Ask if any were unnecessary (need for gloves) or if situations developed that required other rules. This reflection will be useful as students consider safety issues for the next investigation. Rules to consider Classroom Safety Listen to directions before beginning an experiment and ask questions if you are unsure of what to do. Report any spills, broken materials, or injuries to an adult immediately. Keep desks, tables and aisles clear and uncluttered so there is room to work. Cover desks or tables to avoid stains. Personal Safety Wear safety goggles when working with chemicals, pointed objects or objects that could come loose. Wear earplugs when working around loud noises. Waft odors instead of smelling them directly. Keep unknown materials away from your mouth. Keep hands away from your eyes and mouth when working with chemicals. Wash hands immediately after an investigation. Wear gloves when working with chemicals. Wear protective aprons or work shirts when working with materials that could splash or stain. 3

4 Differentiated Instructional Support: Instruction is differentiated according to learner needs, to help all learners either meet the intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the specified indicator(s). During the lesson, students could illustrate rules or students may work in pairs or small groups to assist with writing. During the assessment, rules may be displayed around the room and students may write numbers of rules rather than the rule itself. During the assessment, adults may act as scribe for students who verbally respond. Students working beyond the standard may investigate safety rules and create stories/reports on use of appropriate instruments in science. To challenge students who already grasp the concept and are well aware of the rules, provide the option of preparing a safety handbook, writing science lab scenarios or making a poster implementing these safety rules. Extensions: Before beginning a new investigation, draw a stick figure on a piece of construction paper to remind children to consider personal safety as well as classroom safety. Draw on an apron or shirt, goggles, gloves, etc., if applicable to the situation. Write classroom rules around the figure. Have students sign their names to the poster as a safety contract before beginning the experiment. An alternative to this would be to laminate index cards with stick figures already drawn on them for students to keep at their desks. Students could draw or write rules on their cards with overhead markers, sign the card, and tape to their desks during the investigation. Upon completion, the cards could be wiped clean and reused. Homework Options and Home Connections: Have students observe and/or ask questions about specific family functions such as preparing dinner or home repairs. Write safety rules that would apply, considering both personal safety and home safety procedures, and report their findings back to the class. Materials and Resources: The inclusion of a specific resource in any lesson formulated by the Ohio Department of Education should not be interpreted as an endorsement of that particular resource, or any of its contents, by the Ohio Department of Education. The Ohio Department of Education does not endorse any particular resource. The Web addresses listed are for a given site s main page, therefore, it may be necessary to search within that site to find the specific information required for a given lesson. Please note that information published on the Internet changes over time, therefore the links provided may no longer contain the specific information related to a given lesson. Teachers are advised to preview all sites before using them with students. For the teacher: Goggles, gloves, apron, earplugs, etc., pocket chart (optional). 4

5 For the student Large (3 x 5 ) sticky notes, sentence strips (or paper cut into strips). Vocabulary: waft / wafting Technology Connections: Students can conduct Internet searches, with the assistance of teacher and/or school media specialist, of safety guidelines such as: Council of State Science Supervisors. Science and Safety: Making the Connection. 13 Sept Jul. 2003, p Schrader, Clifford L. HWRP Safety Manual. 30 Sept Jul Research Connections: Marzano, Pickering, et al., Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria: ASCD, The use of visuals for organizing information, such as the poster and sentence strips, increases understanding and retention of material. Stiggins, Richard J. Student-Involved Classroom Assessment. Upper Saddle River: Pearson, Using a variety of scenarios requires students to analyze as well as differentiate information, rather than just recall it. General Tips: Teachers should practice using the safety equipment before starting the lesson in the classroom to avoid any unexpected safety issues. Attachments: Attachment A, Post-Assessment Rubric Attachment B, Be a Safe Earth Scientist (sample) Attachment C, Be a Safe Earth Scientist (template) 5

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7 Attachment A Post-Assessment Rubric 4 Exemplary Completes both sections for all three scenarios on chart with at least 3 relevant personal and/or classroom safety rules for each scenario. 3 Meets Standard Completes both sections for all three scenarios on chart with a minimum of 2 relevant personal and/or classroom safety rules for each scenario. 2 Approaches Standard Completes all three scenarios on chart, but has only 1 relevant personal or classroom safety rule, overlooking important rules. 1 Below Standard Omits one or two scenarios, or has no relevant personal or classroom safety rules for any of them. 0 Does Not Address Standard No attempt, or student is off-topic. 7

8 Attachment B Name BE A SAFE EARTH SCIENTIST (Sample) Directions: Read the investigations presented in the chart and identify at least three personal or classroom safety rules for each investigation. Investigation Personal Safety Rules Classroom Safety Rules Example Earth Science Investigation: #1: You are comparing different rocks by their hardness. To test them, you will need to scratch each with a paperclip, penny, nail and each other. Example Earth Science Investigation: #2: You are making a plaster cast of a fossil. You will need to measure and mix plaster and water, then pour it into a mold to harden. wear goggles scratch rock away from body wear protective covering (like apron or shirt) wash hands when finished wear goggles don t taste chemicals wear protective covering (like apron or shirt) wear gloves handle equipment carefully report breakages cover table with newspaper handle equipment carefully stir and pour slowly wipe up spills Example Earth Science Investigation: #3: You are going to grow your own crystals. You will need to measure the chemical and water, and stir until it dissolves completely. Then you will suspend a paperclip in the solution, and wait for crystals to form. wear goggles don t taste chemicals wear protective covering (like apron or shirt) wear gloves handle equipment carefully stir and pour slowly wipe up spills cover table with newspaper 8

9 Attachment C Name BE A SAFE SCIENTIST Directions: Read the investigations presented in the chart and identify at least three personal or classroom safety rules for each investigation. Investigation Personal Safety Rules Classroom Safety Rules 9