Teacher: Megan

Moore

Date lesson will be presented: This lesson plan with span 8/29-8/30 (Monday
and Tuesday)
Subject area and grade level: 7th Grade Science
Materials:
Station labs, scenario cards, graduated cylinder, beaker, triple beam balance, 2 rulers,
markers, construction paper, copies of QR codes
TEKS:
7.1A: Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety
Standards
7.4A: The student uses appropriate tools to collect, record, and analyze information, including journals,
notebooks, and other equipment as needed to teach the curriculum
7.4B: Use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be
prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

Learning Target(s)
I can identify safety equipment and its location in the lab
I can demonstrate how to use laboratory equipment
I can distinguish between different types of laboratory tools
I can apply my knowledge of laboratory safety to differentiate between safe and unsafe laboratory practices.

Differentiation strategies to meet diverse learner needs:

-Pre AP and TAG classes will learn how to convert using calculations during the
measurement station
ENGAGEMENT:
Students will be asked to review a given laboratory safety scenario at their tables for
4-5 minutes. We will go around the room and discuss their scenarios.
EXPLORATION:
Students will go on a scavenger hunt around the lab to discover laboratory equipment
(emergency and preventative. Students will scan a QR code, and this will take them to
a website where it tells them about the equipment. Students will discuss which
equipment they would use during an emergency versus what they would use to
prevent an accident from occurring.
EXPLANATION:
1.We will discuss preventative vs. emergency lab equipment and the students will be
given QR code copies to put in their INB so that they can just scan and review what
they watched in class. Students will do a card sort of preventative and safety
equipment, and glue it in their INB (in a T-Chart format).
2. While the lab groups are performing the labs at each station, the teacher will rotate
to each group and ask probing questions. For example, when the students are
performing the station about the graduated cylinder vs. the beaker, I may ask, why
do you think that you would put 37 mL in a graduated cylinder, but not in a beaker?
By asking probing questions, this will force the students to think critically, and lead
them to the answer.
ELABORATION:
1

Students will finish the laboratory station labs that they started last week. Students
will be exploring various laboratory tools, and practicing how to use them properly
(Monday, August 29th)
EVALUATION:
Students will be given a laboratory safety test on Tuesday, August 30th.