Gail Marlin

Science Lab Safety and Procedures Lesson Plan
Teacher Name: Debbie Minardi
Lesson Title: Science Lab Safety and Procedures
Subject(s) and Grade Level: Science, 8th

Standards:

MTT Domain-Competencies
1-001 Demonstrates knowledge and application of technology-related terminology and concepts, hardware, software, data-input strategies, and ethical practices, and knows how to acquire, analyze, and evaluate digital information from the Internet and other sources.
1-003 Knows and applies basic strategies and techniques related to Web site mastering.
2-005 Demonstrates knowledge of how to use task appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results to support the work of individuals and groups in problem solving situations.
2-006 Demonstrates knowledge of how to communicate in different formats for diverse audiences.
2-007 Demonstrates knowledge of instructional design, development, and assessment in a technology-enhanced environment.
2-008 Knows how to implement and assess technology-enhanced instruction to meet the diverse needs and abilities of all students.
3-009 Knows how to collaborate with colleagues to facilitate the implementation of appropriate, research-based, technology enhanced instruction.
3-010 Knows how to provide professional development and support through mentoring, modeling, coaching, and consulting.

Content TEKS
112.24. Science, Grade 8
(b) Knowledge and skills
— (1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:
— — (A) demonstrate safe practices during field and laboratory investigations; and
— — (B) make wise choices in the use and conservation of resources and the disposal or recycling of materials.
Technology Applications, Grades 6-8 TEKS

126.12. Technology Applications (Computer Literacy)
(c) Knowledge and skills

— (1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
— — (A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
— — (C) demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency;
— — (E) use technology terminology appropriate to the task;
— — (F) perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents;

— (2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
— — (A) demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;
— — (C) use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks; and
— — (D) develop strategies for capturing digital files while conserving memory and retaining image quality.

— (3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
— — (A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
— — (B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet;

— (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:
— — (A) use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software; and
— — (B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.

— (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:
— — (A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files;
— — (B) demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD-ROM/laser discs and on-line catalogs; and
— — (C) use on-line help and other documentation.

— (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
— — (A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings;
— — (B) create and edit spreadsheet documents using all data types, formulas and functions, and chart information;
— — (D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics;

— (10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
— — (A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports;
— — (D) demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate; and

— (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
— — (A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video;
— — (B) design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics; and

— (12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:
— — (D) evaluate the product for relevance to the assignment or task.

Content and Cognitive Goals:

Student Learning Goals

— — The student will conduct lab investigations using safe, environmentally appropriate, and ethical practices.

Teacher Learning Goals

  1. The teacher will develop confidence in implementing technology into her lesson by increasing her level of technology integration into her curriculum.
  2. The teacher will use instructional strategies that support diverse learners.
  3. The teacher will practice classroom management strategies.

Mentor Learning Goals

  1. I will use cognitive coaching to guide the teacher in creating learner-centered lessons that maximize a positive impact on students.
  2. I will guide the teacher in troubleshooting technology issues that occur during the preparation and execution of the lesson, which in turn will develop confidence in her troubleshooting abilities.


Learning Connections:

— This lesson will be taught at the beginning of the school year. Students may or may not know everyone in the class so this will be a 'getting to know you' activity, too. Students will draw on prior knowledge and communicate (share) what they know and want to know about lab investigations using safe, environmentally appropriate, and ethical practices. The teacher will accomplish this by utilizing a KWL on the whiteboard. This curriculum lesson connects prior and future lab safety procedures in actual lab investigations that have been and will be done throughout their science lab experiences. Prior technology knowledge includes students needing to know basic technology application use, including opening files, printing and saving files.
— Potential concepts that might cause confusion for students is the understanding of how to transfer knowledge gained from the lesson to a project-based product in the lab. To help with this confusion, examples of a product will be shown to the students. Another potential area of confusion might be transferring what they see in the United Streaming lab safety video to the teacher's actual lab setting.
— Factors that may affect student learning include boys who may think lab safety is something to be toyed with. Since they may take this subject lightly, seriousness will need to be stressed. Another factor that may affect student learning involves the vision impaired students. These students will need to sit at the front of the class so they can see the United Streaming video well.
(I will support the teacher as a mentor, technical assistant, facilitator, and team teacher. The teacher will be in charge of her class and in charge of her lesson. She will be the primary teacher. I will be her support system.)


Procedures for Learning Activities/Tasks:

Addresses Bloom’s Taxonomy


    Knowledge, Comprehension, Understanding (The Lesson)

    —In the classroom:

    1. Determine students' prior knowledge
    — — Set up KWL on whiteboard. (Sit vision impaired students in a prominent position.)
    — — Brainstorm what students know about lab safety and procedures.
          —Fill out KW.
          —Student record KW in their individual science journal.
    2. Present new material (the lesson)
    — Show United Streaming video clip Lab Safety-The Chem Games using an LCD projector.
    — (Sit vision impaired students in a prominent position.)
          —Question students:
             — Why do we need to focus on lab safety?
             — What makes the procedures in the video safe?
             — Why must you make wise decisions in the use/conservation of resources?
             — Give an example of proper disposal or recycling of materials.
    — — — — Ask other questions as needed.
    — — — Is there anything we need to add to the KWL?
             — Guide students to correct entries in the Know column that are not accurate.
    — — — —Teacher Completeness
    — — — Discuss listed "Want to know" items that weren't covered in the video.
    3. Present lab equipment (hands on)
    — Show, talk about, and distribute lab equipment.
    — Students will inspect the equipment and record it in their journal.
     

         — Analysis, Synthesis, Evaluation (The Assignment)

—         — In the computer lab:

— — —— 4. Present the assignment to students:
— — — — Assignment - Diverse student groups will produce an electronic product about lab safety and procedures.
— — — — — Product choices are:
— — — — —— 3-4 minute audio slideshow
— — — — — —2-3 minute multi-media video
— — — — —— 2-3 minute recorded song
— — — — — —2-3 interactive games, such as matching, scrabble, crossword puzzle.
— — — —— a. Share teacher or student created examples.
— — — — — (Make sure vision impaired students can see examples.)
—— — — — b. Explain expectations of the products and answer any questions.
— — — —— c. Prepare (ahead of time) and distribute the rubric.
— — — — —d. Answer any questions from students.

         — Knowledge, Comprehension, Application (Guided Practice)

— — — — —5. Divide students into diverse groups of 3 or 4. (Do ahead of time).
— — — — —6. Allow time for groups to decide what they want to produce.
— — — — —7. Teacher and I will guide each group in mini-lessons depending on what product (media)
— — — — ——the group decides to create as needed.
— — — — — —Students need basic knowledge of the following:
— — — — — —-Slideshow...StarOffice Impress (graphics, copyright, transitions, narration, saving)
— — — — — —-Multi-media video...Storyboard, camcorder operation, capturing, MovieMaker basics
— — — — — —(adding title and credits slides, editing, producing video, saving)
— — — — — —-Song...Writing lyrics, beats, Windows Recorder basics (recording, saving, copyright)
— — — — — —-Games...StarOffice Writer or StarOffice Calc basics
— — — — — —(inserting graphics, editing, saving, copyright)

         — Application, Analysis, Synthesis (Group Work)

— — — —— 8. Observe and monitor group behavior and progress. Record using the rubric.
— — — —— 9. Students refer to their rubric while creating their product.
— — — —— 10. Students also record their behavior and progress using the rubric.

         — Application, Evaluation (Presentations)
— — — —— 11. Discuss and model proper presentation skills
— — — —— 12. Discuss proper audience behavior during a presentation
— — — —— 13. Students prepare and rehearse their group presentation.
— — — —— 14. Students present their product to the class while teacher records on the rubric.

Assistive and Diverse Learners

               — A student in one of Mrs. Minardi's classes has a vision impairment. The IEP does not specify that the student requires assistive technology, but ZoomText will be in the lab and available to the student, if necessary. The computers in the lab are Windows XP so Windows Magnifier is also available, if needed. The teacher will provide color overlays as well.

Teaching/Instructional Strategy:

 —This lesson follows the dual-centered model of instruction. The teacher wants to take the lead in guiding students in the correct handling and use of lab equipment, as well as guiding them in correct lab procedures (lab safety). She also wants students to apply what they are learn in the lesson cooperatively in learning communities, especially when she focuses on lab safety. Skills the learners need to acquire to effectively engage in the dual-centered model include communication skills (listening, speaking, encoding, decoding, etc). Other processes include remaining alert, performing, and engaging actively with resources. Visual enhancement of instructions will be provided by using ZoomText, Windows magnifier, software handouts with screen shots, etc.Verbal instructions will be provided when needed for understanding. The dual-centered model seems like a good fit for what she is wanting to do. With this type model, students expect direct instruction and questioning during the instructor-centered part, and cooperative learning, synetics, and discussions during the student-centered part.

—Students will be working in groups to create an electronic product that will by presented in class. The teacher's role will take several forms. She will demonstrate proper lab procedures and proper handling of equipment, and demonstrate mini-lessons over software processes to provide basic knowledge to each group. However, her primary role will be as a facilitator of the student learning. She will provide accountability measures (rubric) for individual group members, and she will serve as a resource for the entire class as well.

—This lesson includes a United Streaming video about lab safety. Technology skills for the teacher includes logging into a database, searching for the media, downloading the media, installing &/or updating QuickTime or Windows Media Player, controlling sound, and connecting a projector. Student technology skills include using strategies to locate and acquire information, apply appropriate search strategies, and transfer pertinent information from the source to their product.

—Instructional strategies include:
Brainstorming to complete the KWL activity
KWL activity to access and assess prior knowledge, etc
Direct Instruction at the beginning of the lesson and during technology mini-lessons for groups as needed
Discussions and Questioning at various times throughout the lesson
Demonstration of lab safety procedures and demonstration of technology mini-lessons for groups as needed
Group Collaboration to create a group product
Rubric for guiding work, self assessment, and teacher assessment
—Group and lab management strategies include:
Ask three then me
Discuss before you fuss
Meet with the students are a whole before they disperse to the computers
Set an alarm 5 minutes before the bell so there is time to put up equipment and materials correctly.


Student Work Samples:

Student-made work includes slideshows, multi-media videos, recorded songs, interactive games
There will be one product produced per group. They will either produce a slideshow, multi-media video, song, or interactive games. The product will cover lab safety and procedures so it is directly related to the lesson.


Technology Connection:

—Prior to the lesson, the teacher will down-loaded and play the United Streaming movie to test video and audio quality. If the video is not of good quality, the teacher and I will trouble-shoot the problem.
The lab arrangement is not designed well because the teacher can not see all the student screen at one time. (The lab is in a "W" shape with student computers along the "W".) All computers are IBM's with Windows 2000 operating system. Headphones are in the lab for student use.
—Several developmentally appropriate software programs are available for student use during the creation of their product including: StarOffice Writer, StarOffice Impress, and StarOffice Calc, QuickTime, Windows Media Player, and Windows Recorder. Students select the program(s) they need based upon the type product they choose to create. Student may also elect to use Internet Explorer for graphics, sounds, or related information. Special needs students will benefit from modifications (detailed above under teaching/instructional strategies) in addition to any specific needs that have been or will be addressed through conferences with the special education teacher(s).


Technology Management Strategy:

—Mrs. Minardi will log into United Streaming, locate the movie and download, and burn it to a CD ( teacher computer has a burner) before days before the lesson. She will play it on the display computer well before the lesson to make sure it plays appropriately. She will create her rubric using Rubistar.
—Mrs. Minardi's class of sixteen students is 90 minutes in length that meets every other day. Students will work within groups of 3-4. This lesson will take approximately four class periods, but Mrs. Minardi is reserving the lab for 5 days just in case it takes longer than expected.
— Mrs. Minardi will reserve the lab in a timely manner. She will spot check some computers to make sure that Windows Critical Updates have been installed, Windows Recorder works properly, Windows Media Player or QuickTime is up-today, and that the computers are running efficiently. If something is wrong, Mrs. Minardi will contact technical support and wait for assistance before she presents this lesson. We will secure camcorders, the firewire cable, LCD projector cart, and microphones. The projector cart includes speakers and a display computer. We will charge the camcorder battery the day before it will be used. I will provide a spare LCD lamp.

Materials:
Hardware:
-Lab Computers
-LCD projector
-Speakers
-Microphones
-The network
-Camcorder
-Firewire cable

Software:
-StarOffice Suite
-MovieMaker
-Windows Recorder
-United Streaming

 A.T. for vision impaired:
-ZoomText
-Windows Magnifier

Colored overlays
Miscellaneous:
-Dry Erase Markers
-Erase


Assessment:

Informal
Observations, questioning, body language, watching computer screens as students are working, listening to group discussions, check science journals
Formal
Rubric evaluations

Teacher Reflection:
Please rate the following indicators using a scale of 1-5.
(1=Poor, 5= Excellent, NA if not applicable)
N/A (We have not taught this lesson yet.)

Technology instruction was effective and students/educators achieved curricular goals.
Technology instruction was effective and students/educators or I achieved targeted goals.
Technology instruction was effective and I achieved my professional goals.
Students/educators were motivated by the use of technology.
Technology was critical to the success of this lesson.
Varying abilities of students/educators was supported through the use of the technology.
Equipment was sufficient for the number of students/educators completing the activity.
Equipment and software functioned properly.
Overall rating of lesson.

Use the following questions to reflect on your lesson.
Was this lesson worth doing? In what ways was the lesson effective? What evidence do you have for your conclusion?

N/A (We have not taught this lesson yet.)

How would you change this lesson for teaching it again?

N/A (We have not taught this lesson yet.)

Did your students/educator find the lesson meaningful? Did the lesson motivate your students/educator to “go beyond” what was required?

N/A (We have not taught this lesson yet.)

Did you achieve your goals met/in progress in the required criteria?

N/A (We have not taught this lesson yet.)

Signatures:


Gail Marlin, Teacher Mentor


Cindy Brock, Peer Mentor