ELPS Toolkit
LESSON PLAN: 5E ELPS SCIENCE
Terri Been
Teacher:
Unit:
Lesson:
Course:
7th Grade Science
Date:
Content Objective:
(Aligned with TEKS)
6.1(A), 7.1(A), 8.1(A) Recognize safe and unsafe
practices in the lab, understand the importance of lab
safety, and identify the function and proper use of safety
equipment.
Language Objective:
(Aligned with ELPS) (3D, 5B)
Student will describe orally if practices from a scenario
are safe or unsafe. Student will orally describe the
function and proper use of safety equipment. Student will
summarize in writing the importance of lab safety.
Vocabulary:
Safety, eye wash, fire extinguisher, fire blanket, safety
shower, goggles, accident
Visuals, Materials & Texts:
Videoclip showing a possible dangerous laboratory
scenario or description of a laboratory situation, safety
symbols, safety posters, diagram of the classroom layout
(with safety equipment omitted), textbook or other
resource listing the function of safety equipment
Activities
ENGAGE:
Activating prior knowledge
Show or read aloud a laboratory scenario to students.
Ask students (using QSSSA):
 What did you observe that would be considered
a safe practice?
 What did you observe that would be considered
an unsafe technique?
Stems:
 One safe practiced I observed was…
 One unsafe technique I observed was…
Check for Understanding:
(Response Signals, Writing, Student Products.)
EXPLORE:
Building vocabulary and concept knowledge
Students will complete a classroom scavenger hunt
where they will identify safety equipment, the location in
the room (marked on their map and described in writing),
and the function or purpose of each piece of equipment.
Check for Understanding:
(Response Signals, Writing, Student Products.)
Stems:
The ________ is located near the _________________.
The _________ is located in the __________ of the
room.
The purpose of a ____________ is _______________.
Copyright©2008 Education Service Center Region XIII
Teacher will listen as students share with their partner
and then will randomly (using popsicle sticks) call on
students to share with the class, correcting
misconceptions as needed, until all safe and unsafe
practices have been mentioned. Ask leading questions
as needed:
 Why is _____ important?
 What equipment were they using?
 Tell me more about…
 Is there another….?
Teacher will listen for partner conversations as students
are conducting the scavenger hunt.
 Both students are conversing
 Use of complete sentences
 Respectful conversation
 On task
Assess written descriptions of both location and
purposes.
ELPS Toolkit
The _____________ is used to _________________.
EXPLAIN
Student interaction
Clarify any misconceptions about the use of equipment
found in the room that emerged during the scavenger
hunt or the analysis of the scenario.
ELABORATE
Strategies
Provide students with another scenario to analyze for
safe and unsafe practices, if the scenario is a video clip
students may need to watch it once or twice, be allowed
time to think, and then watch the scenario again.
Students should discuss the scenario with a partner and
describe the practices in writing with a justification for
why each is safe or unsafe.
EVALUATE
Assessment and review
Student analysis of the scenario can serve as an
evaluation.
Students should also be asked to respond to the
following question (this can be done as a journal entry):
 Why is laboratory safety important?
Stem:
Safety in the laboratory is important because….
Copyright©2008 Education Service Center Region XIII
Check for Understanding:
(Response Signals, Writing, Student Products.)
Check for Understanding:
(Response Signals, Writing, Student Products.)
Teacher will assess written descriptions of practices
observed in the scenario.
Check for Understanding:
(Response Signals, Writing, Student Products.)
Assess student responses.