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.