The IPG Interns Name: Sonia McGee Subject: Science Date: 10/12/13 Grade Level: 3

1. TEKS 3.4B Use safety equipment as 2. Big Understandings: appropriate, including safety goggles and gloves Safety is a very important aspect of life because it Objective ensures that you and the people you are around I/we will use safety equipment as appropriate, including are not injured in whatever activities you engage safety goggles and gloves as modeled by fun props and in. S providing reasons/purpose for each. 3 Assessment Evidence Oral responses; worksheets; multiple choice quiz 4. Opening Hook Students will have fun sunglasses on their desks to replicate safety glasses in a fun and new way along with a pair of gloves and a post-it note where they will complete a pre-assessment. We will talk about safety and its relationship to science and life in general. 5. Instructional Strategies / Student Activities Input/Modeling: T will model how to properly use safety equipment and follow basic safety rules. 1. The purpose of this lesson is to initiate discussion about science safety and to identify and apply basic science safety procedures. S will decide which of their five senses would need to be protected in different situations and identify precautions necessary to avoid hazards in the classroom. 2. Pre-Assessment: Pass out large sticky notes to the students and ask them each to write down a science safety rule. S may work in small groups to generate ideas. S will share and stick notes on the board and read them aloud. 6. S in third grade should be familiar with their five senses. Draw a stick figure and label the eyes, ears, mouth, nose, and hands. Post relevant S-generated notes near the appropriate parts of the figure. 7. Ask S to think about each sense, and think of additional ways, if any, they would need to protect their senses. S will try on their fun props and correlate to protecting different areas. T will 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. S will be introduced to wafting as a means to protect their noses (smell prop). 8. When a comprehensive, condensed list of rules is developed, distribute sentence strips and have S 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. 10. 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. 11. T will collect the strips and keep for use throughout the year. Before every investigation or experiment, discuss science safety requirements for that particular activity. Place appropriate sentence strips in a highly visual place and refer students to them throughout the activity. Students will watch A Day in the Lab safety DVD Watch youtube video science safety http://youtu.be/xJG0ir9nDtc Guided Practice: S will practice putting on their safety gear as guided by the T. CFU: T will be asking questions throughout the discussion to check for understanding. The worksheets will also be checked to ensure consideration for all aspects of class learning. S will also be asked to hold up each piece and identify them for the T as well as telling what they protect. Independent Practice: Students will work on last worksheet alone and finish as homework if not done. 6. Materials / Resources Gloves; glasses/eye protection; ear protection; smell in a cup; sticky notes; apron; posters.

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7. Grouping Patterns: Group, individual and small groups/partners. 8. Ending, Summary / Reflection 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. 9. Technology 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. 2001. 21 Jul. 2003, p.60. http://csss.enc.org Schrader, Clifford L. HWRP Safety Manual. 30 Sept. 2000. 1 Jul. 2003. www.thecatalyst.org Students will watch youtube videos: science safety rap http://youtu.be/xJG0ir9nDtc Students will watch a DVD of a lab safety cartoon (A Day in the Lab)

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