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Safety doesn't happen by accident.
~Author Unknown
Gloves, lab coats, eye wash stations, showers?? What's all the fuss about? Why can't we just have fun in the lab and in the field? It's just 4th grade! What's the big deal?
Consider the quote above. What does it mean to you and your team? Also, think about the saying, "Safety First". As you learn all you can about laboratory and field safety, keep these quotes in mind. Their meaning to you and your team may change as you progress through the lesson.
Murder Mystery in the Lab
Our class pet, Pete, has suffered an untimely death. Was is an accident? Was it murder?
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Individually, you will choose one lab/field safety rule to present to the class. You will create a flier, poster, or other print media to present to the class.
As a team, investigate the accident that caused the death of the class's stuffed pet pelican, Pete. Students have to use observational skills and their knowledge of laboratory safety to piece together what broken rule led to Pete's untimely demise. Aside from reinforcing safety rules, teams will practice making observations, also an essential skill for the lab. Teams will present their findings in a multi media presentation for Campus Police.
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http://www.scribd.com/doc/43534823/Student-PBL-Activity
sample lab safety PBL
http://hillisbiology.wordpress.com/2012/03/23/618/
PBL biology/bacteria story book
http://www.nsta.org/pdfs/SafetyInTheScienceClassroom.pdf
NSTA Science Laboratory Rules and Regulations
http://www.nsta.org/pdfs/SafetyInTheScienceClassroom.pdf
The Science Spot - good activity/product ideas
http://www.austinschools.org/curriculum/science/resources/safety/documents/05_Chapter4.pdf
Field Investigations and Activities
http://www.squidoo.com/project-based-activities
scroll down to 6 steps sections
http://www.edutopia.org/project-based-learning
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1. List your personal understanding, ideas or hunches.
Now that you are familiar with lab safety you will write everything you know about lab safety. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
2. List what is known.
With your team use all the information available in the scenario to list everything that you know about lab safety. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about lab safety.
3. List what is unknown.
With your team, make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
4. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research, go to a board meeting about topic. List possible actions.
5. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
6. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic/task and find a solution.
7. Present Findings
Instructions for presenting findings are under the Task heading.
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(b) Knowledge and skills.
(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:
(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations; and
4) Scientific investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:
(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums; and
(B) use safety equipment as appropriate, including safety goggles and gloves.
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