SuperSTAAR SM Science Teaching and Assessment Resources 2012 Baylor College of Medicine Super STAAR (www.superstaar.org) is a complete elementary science teaching resources created and maintained by the Center for Educational Outreach at Baylor College of Medicine. It is organized by grade level and science topic, and is mapped to the Texas Essential Knowledge and Skills for Science. For more information on this and other educational programs, contact the Center for Educational Outreach at 713-798-8200, 800-798-8244, or visit www.bcm.edu/edoutreach. Written inquiries can be directed to the Center for Educational Outreach, One Baylor Plaza MS: BCM411, Houston, TX 77030.
Lesson Objective: TEKS K.1A, 1.1A The student is expected to identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately. Materials Needed for Each Lesson Component ENGAGE - 5 or 6 adhesive bandages of various sizes and colors EXPLORE For each student: - Adhesive bandages of various sizes and colors - Science notebook EXPLAIN - Overhead transparency, Safety Contract (page 3) - Handout, Safety Contract (page 3) ELABORATE For the teacher: - Red construction paper - Green construction paper - Handout, Red Light - Green Light Wand Pattern (page 9) - Handout, Did the Students Follow the Science Safety Rules? (page 10) For each student: - Red light/green light wand Teacher note: Make red light/green light wands for each student using red and green construction paper and popsicle sticks. Follow the instructions on Red Light - Green Light Wand Pattern (page 9). Instructional Sequence ENGAGE Walk into the classroom with bandages all over your hands, face and arms. Call students to gather around you for a whole-group discussion. Wait as students notice your bandages. Ask students why they think you are wearing so many bandages. Allow time for students to answer. Remove the bandages so that students can see you are not hurt. Inform them that you wore the bandages to get their attention and that you do not have any cuts and scrapes. EXPLORE Assign each student a partner. Make sure student pairs are sitting near each other in the whole group area. Give each student an adhesive bandage. Allow time for students to remove their bandages from the package, but remind them to leave the tabs on the adhesive strips. 1
Instruct students to turn to their partners and discuss all they know about bandages for one minute. EXPLAIN After the student discussions, ask students to answer the following questions as you write them on chart paper, a dry erase board or a smartboard. Facilitation Questions - What is the name of this object? (Answers will vary, but may include the word, bandage. ) - Where have you seen this object before? (Answers may vary.) - What is it used for? (To protect a scrape or cut and help it heal faster.) Record all student responses on the chart paper, dry erase board or smartboard. Possible Responses - This object is a bandage. - We use bandages to protect our cuts and scrapes. - Bandages help our cuts and scrapes to heal faster. Instruct students to return to their worktables. Have students remove the adhesive strips and put their bandages in their science journals. Instruct students to write the sentences recorded during class discussion in their science journals. Introduce Safety Contract - Inform students that we must follow safety rules to keep the science classroom safe. - Place the Safety Contract on the overhead or document project. - Give a contract to each student. - Have the students to point to each word as you read it aloud. - Discuss each rule, as needed. Facilitation Questions - Why is it important to have safety rules in a science classroom? (To ensure students have a safe place to learn about science.) - What is a contract? (An agreement between at least two people.) - What does it mean when you sign a Safety Contract? (You agree to follow the rules stated in the contract.) - Who will sign your contract when you take it home? (Parent or guardian.) - Will we need to use many bandages if we all follow the rules in our Safety Contract? (No, because we will stay safe.) ELABORATE Give each student a red light/green light wand. Read the safety scenarios, Did the Students Follow the Science Safety Rules? to your students, one sentence at a time. Have students hold up the green light wand if the student is following the safety rules and the red light wand if the student it not following the safety rules. For each red light sentence, have students discuss what should have been done to stay safe in the science classroom. EVALUATE Note students answers and observe their behavior in science class to assess their understanding of the safety rules. 2
Safety Contract I will wait for permission to touch or use science materials or tools. I will listen carefully to the teacher s directions. I will make sure I know what to do before I begin an activity. I will handle science materials and tools carefully. I will never eat or drink in the science classroom without permission from the teacher. I will wear safety goggles to protect my eyes. I will waft odors to my nose when using my sense of smell. I will wear protective clothing when needed. I will handle living organisms only when given permission by the teacher. I will put science materials and tools away when I am finished using them. I will not take science materials out of the science classroom without permission from the teacher. I will tell the teacher immediately about any emergency. Student and parent: please print and sign your name, and then write the date in the appropriate spaces below. Return the completed contract to the teacher. I,, promise to follow these safety rules to protect myself and others. Student Name (Printed) and Signature Date Parent/Guardian Name (Printed) and Signature Date 3
Gloves Use gloves to protect your hands. Baylor College of Medicine
Goggles Use goggles to protect your eyes. Baylor College of Medicine
Apron Use aprons or lab coats to protect your clothes. Baylor College of Medicine
No Food or Drink No eating or drinking allowed in science lab without the teacher s permission. Baylor College of Medicine
No Running No running in the science lab. Baylor College of Medicine
Red Light / Green Light Wand Pattern Materials red construction paper green construction paper popsicle stick tape or glue Procedure 1. Cut out the circle light pattern. 2. Trace the pattern onto green construction paper. 3. Cut out green circle. 4. Trace onto red construction paper. 5. Cut out red circle. 6. Glue or tape each circle on opposite sides of a popsicle stick. 9
Scenarios Did the Students Follow the Science Safety Rules? 1. Students run in the science classroom. (red light) 2. Students wave an odor to their nose by wafting. (green light) 3. Students begin an activity before they get instructions from the teacher. (red light) 4. Students wait patiently for the teacher to give instructions before they begin an activity. (green light) 5. Students eat crackers in the science classroom. (red light) 6. Students put an object directly under their nose when they smell it. (red light) 7. Students touch the class hamster without the teacher s permission. (red light) 8. Students wear goggles to protect their eyes. (green light) 9. Students put science tools away when they are finished with their investigation. (green light) 10. A student cuts his finger. The student tells the teacher immediately. (green light) 11. Students talk while the teacher is giving instructions. (red light) 12. A student throws a hand lens across the classroom. (red light) 10
Field Investigation Safety Lesson Objective: TEKS K.1A, 1.1A The student is expected to identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately. Materials Needed for Each Lesson Component ENGAGE For each student: - Handout, Field Investigation Safety Rules (page 14) EXPLORE For each student: - Hand lens - Disposable gloves (Safety Note: some students may be allergic to latex gloves.) - Plastic zip bag EXPLAIN - Natural object collected from playground on field investigation - Science notebook ELABORATE For each student: - Red light/green light wand For the teacher: - Handout, Did the Students Follow the Field Investigation Safety Rules? (page 15) EVALUATE For each student: - Hand lens Instructional Sequence ENGAGE Give a hand lens to each student. Have students trace the hand lens in their science journals. Model for the students how to label the parts of the hand lens. Include lens and handle as you discuss proper labeling. Ask students to describe what the hand lens looks like. After students have drawn and labeled the hand lens in their journals, instruct them to use the hand lens to observe the letters and words they have written. Model the correct technique for using a hand lens: - Hold the hand lens on or very close to the object. - Slowly move the hand lens up and away from the object until the object is visible in sharp focus. - If the object begins to appear blurry, stop moving the hand lens up and move it back down toward the object. 11
- The object should appear enlarged and in sharp focus. Facilitation Questions What is the name of this tool? (Hand lens.) What is the job of this tool? (It makes objects appear larger.) What are the parts of this tool called? (Answers may vary, but should include handle and lens. ) What words did you use to describe the hand lens? (Answers may vary but could include clear, seethrough, curved surface, smooth, etc.) Inform students that they will be taking a field investigation to use the hand lens. EXPLORE Explain to students that we must follow some safety rules to stay safe on a field investigation. Place the Field Investigation Safety Rules on the overhead or document projector. Provide a Field Investigation Safety Rules handout to each student. Ask the students to point to each word as you read it aloud. Discuss each rule, as needed. Facilitation Question Why do we need field investigation safety rules? (To provide a safe learning experience.) Inform students that the class is going on a field investigation to find natural materials to observe with the hand lens. Have each student collect an object from nature, such as a leaf, rock, stick, flower, sample of sand, or a blade of grass. Return to the classroom. Instruct students draw a picture of the object collected on the field investigation and label its parts. Direct students use the hand lens to observe the object carefully. Have students write one sentence about the object in their science notebooks. Ask each student to read his/her sentence to a partner, and spend two minutes sharing information about the object with his/her partner. EXPLAIN Review the Field Investigation Safety Rules with the class. Ask the class if anyone is unclear about the safety rules for a field investigation. Re-read the Field Investigation Safety Rules. Review the proper technique for using a hand lens. ELABORATE Read the safety scenarios, Did the Students Follow the Science Field Investigation Safety Rules? to the class, one sentence at a time. Have students hold up the green light wand if the student is following the safety rules and the red light wand if the student it not following the safety rules. For each red light sentence, have students discuss what should have been done to stay safe in the science classroom. EVALUATE, Part 1 Show each student a hand lens, and him or her identify the tool. Have each students demonstrate how to use a hand lens. Students should follow the procedure below: - Hold the hand lens on or very close to the object. 12
- Slowly move the hand lens up and away from the object until the object is visible in sharp, clear focus. - If the object begins to appear blurry, stop moving the hand lens up and move it back down toward the object. - The object should appear clear and large. EVALUATE, Part 2 Ask students to explain the field investigation safety rules. Note students answers and observe their behavior on field investigations to assess their understanding of the field investigation safety rules. 13
Field Investigation Safety Rules 1. Listen carefully to the teacher s directions. 2. Stay together as a group. 3. Stay within eyesight of the teacher. 4. Walk to and from the investigation site. 5. Observe the area carefully before picking up natural objects. 6. Wear gloves when needed. 7. Never touch living organisms without permission from your teacher. 8. Tell the teacher immediately about any accident or emergency. 14
Science Field Investigation Safety Scenarios Did the Students Follow the Field Investigation Safety Rules? 1. A student walks away from the group to investigate something in another area. (red light) 2. A student picks up a grass snake. (red light) 3. A student puts on gloves before picking up a stick. (green light) 4. A student sees ants on a stick. She asks the teacher for permission to pick up the stick to observe the ants more closely. (green light) 5. A student runs to the investigation site. (red light) 6. A student sees a snake. He stops, backs up slowly, and then immediately tells the teacher about the snake. (green light) 7. A student is not paying attention when the teacher is giving directions. (red light) 8. A student observes a sticky plant. She sees that the teacher is busy with another student, so she decides to bring the plant to the teacher. (red light) 9. Students stay within eyesight of the teacher throughout the entire investigation. (green light) 10. A student sees a beehive. He begins to hit the beehive with a stick to chase the bees away. (red light) 15