Content Focus:

• Use new vocabulary, read and write about lab safety rules.
• Apply understanding by creating lab safety rule posters.

 

Language Focus: reading, writing

Vocabulary Focus: Apron, lab coat, face shield, emergency eyewash, nitrile gloves, drinks, safety shower, googles, food, mask, test tubes, thermometer, microscope, beaker, stopwatch, magnifying glass, magnet

Standards:

• Grade: 06, 07, 08
  • CCSS.ELA-Literacy.RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
• Grade: 07
  • CCSS.ELA-Literacy.RI.7.3: Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
• Grade: 08
  • CCSS.ELA-Literacy.RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
• Grade: 09, 10
  • CCSS.ELA-Literacy.RST.9-10.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
• Grade: 11-12
  • CCSS.ELA-Literacy.RST.11-12.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

 

Arts Integration: The students will create (draw) posters about lab safety rules to display around the classroom.

Lesson Objectives: 

• Content Objectives: Students will be able to determine the safety lab rules
• Language Objectives: Students will illustrate, write and present (read)safety lab rules

 

Activities: 

• Pass to the students printed copies of Safety rules in the lab / ESOL
• Project the Safety rules in the lab / ESOL on the whiteboard. Read aloud, and ask students to choose the missing words and write them in the blanks. ( If necessary, translate the word or rule to the native language.)
• Tell the class that today they will use Safety rules in the lab / ESOL to learn all about lab safety rules– why they’re important, and what can happen if we don’t follow them. Explain that they will create posters about lab safety rules to display around the classroom.
• Next, pass to the students printed copies of SCIENCE SAFETY POSTER GRADING RUBRIC
• Distribute construction paper, pencils and markers.
• Next, have students select ten safety rules from Safety rules in the lab / ESOL and create a poster stating and illustrating ten rules. Prompt them to use notes from Safety rules in the lab / ESOL to create their posters, and encourage them to include any other details about the rule, such as the effects of following or not following it.
• Display finished posters around the classroom and invite students to walk around and read their classmates’ posters.
• Conclude the lesson by discussing any other rules students may know of that were not discussed in the movie. If time allows, have students create posters for these rules, too.

 

Engagement/Introduction: Tell the class that today they will use PP Presentation Safety rules in the lab to learn all about lab safety rules– why they’re important, and what can happen if we don’t follow them. Explain that they will create (draw) posters about lab safety rules to display around the classroom.

Assessment Procedure:Each student will create (draw) one poster about safety rules in the Lab. The student will present the poster to the class. Your Posters will be graded using the rubric below.

• Grading Rubric:
  • Draw the picture of Safety Rule ( you can add some words for clarification) ___/10
  • Your picture is colorful ____/10
  • Your picture is creative ___/10
  • Your poster is well organized ____/10

 

Materials: colored pencils, pencils, paper

Modifications: ELL students who just came to the USA will draw the Safety lab rules and write and read one word or two words short phrases.

Supporting Documents: Lesson Plan, Examples

Contact: Irina Lorenz (irina.lorenz@oshkosh.k12.wi.us)