| SVCSRP LESSON PLAN |
| Name & Contact | Emily ColemanStrasburg High SchoolChemistry Teacherebcoleman@shenandoah.k12.va.us |
| Subject Area | Chemistry |
| Grade Level | 10-12 |
| Duration | |
| Short Description | This lesson plan is for the first day of school where we go over the normal stuff, like the syllabus and rules, but the biggest part is where we go over lab safety. We go over the different rules that we should follow while in the lab and then we also go into how to handle an emergency situation while completing a lab. |
| Specific Objectives | - Students must understand proper safety attire.
- Students must understand the location and safe use of chemicals and equipment.
- Students must understand how to use a Material Safety Data Sheet.
- Students must understand proper response to emergency situations.
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| VA Core Content SOL/CTE Competencies | - Chemistry CH. 1 : The student will investigate and understand that experiments in which variables are measured, analyzed, and evaluated produce observations
- and verifiable data. Key concepts include
- a) designated laboratory equipment;
- b) safe use of chemicals and equipment
- c) proper response to emergency situations
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| VA Computer Science SOL | - Fostering an Inclusive Computing Culture
- Collaborating Around Computing
- The students will work together in small groups, but then we will be talking together as a whole class after they have talked in their little groups.
- Recognizing and Defining Computational Problems
- Developing and Using Abstractions
- Creating Computational Artifacts
- Testing and Refining Computational Artifacts
- The students will look at different scenarios and have to come up with multiple different ways to respond. We will then figure out what is the best way to respond to a situation.
- Communicating About Computing
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| Computational Thinking Core Components | - The students will have to look at the different scenarios and break them down in order to come up with a proper way to respond.
- Students will see patterns show up with how to respond to a situation as we work through our 6-3-5 rotation.
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| Learning Outcomes | - Identify all student learning outcomes from this lesson.
- Student will be able to know proper lab protocol and the different pieces of lab ware that we will use during the year.
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| Integration with STEM | - Science
- Technology
- Engineering
- Mathematics
- Other topics:
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| Data Science Components | - Data Collection & Acquisition
- Data Representation & Visualization
- Data Interpretation & Processing
- Data Analysis & Prediction
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| Vocabulary | apron/lab coat, goggles, gloves, fire extinguisher, fire blanket, safety shower, eye wash, broken glass container, fume hood, clay triangle, crucible with lid, watch glass, wash bottle, evaporating dish, erlenmeyer flask, graduated cylinder, bunsen burner, dropping pipet, tongs, test tube rack, test tube holder, ring stand, wire gauze, volume, mass, temperature, pressure |
| Materials | apron/lab coat, goggles, gloves, fire extinguisher, fire blanket, safety shower, eye wash, broken glass container, fume hood, clay triangle, crucible with lid, watch glass, wash bottle, evaporating dish, erlenmeyer flask, graduated cylinder, bunsen burner, dropping pipet, tongs, test tube rack, test tube holder, ring stand, wire gauze, volume, mass, temperature, pressureLab Safety Scenarios |
| Expected Prior Knowledge | General idea of how to act in a laboratory setting. By the time they get to chemistry, they should have gone over lab safety during both Earth Science and Biology. |
| VDOE Profile of a Graduate Connections | - Have to look at different lab scenarios and think through how to solve each one.
- Same as critical thinking
- The students will be working in groups to come up with ideas.
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| Lesson Outline:Use this guiding information for the Engagement, Exploration, Explanation, Elaboration, and Evaluation steps in your lesson plan. | Launch/Warm-Up/IntroductionQuestions are only for guide |
| EngagementI start off the lesson with a video of a guy working in a lab setting doing everything wrong. The students have to use their prior knowledge to pick out different ways that the guy was not exhibiting proper lab protocol. | | ExplorationThey will be given envelopes with different scenarios that could potentially happen during a lab and they will try to come up with how they should respond to the situation if it did actually occur.They will also be going through lab drawers as well, and they will be separating the materials based on what they believe the purpose of each piece is. | | ExplanationWhy would you act the way y'all came up with and not this way? | | ElaborationThey will use the information that they are learning everytime that we come into lab and will have to know how to react if something happens. | | EvaluationThe students will be evaluated formally and informally. I will be walking around listening to them as they are going through their discussions. They are also writing down the information in the packet that they will turn in at the end of the unit. |
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| Include differentiation, if applicable (ESL, SPED, Learning styles, etc.) |
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| Closure/Student ReflectionThey will have random scenarios that they have not seen before and will have to take the same approach that they did in groups, but individually. |
| Assessment and Rubric: | Informal/ObservationsAre they on task?Are they thinking about the scenarios in the correct way? |
| Link Assessments/RubricsThe assessments will be on the assessment program that we have through the county. |
| Lesson Materials(Handouts, resources, websites) | https://docs.google.com/document/d/1gnkAre2i536EicVxFutZkbgsP1t5bP51uYaKDyABFOI/edit?usp=sharing |
| Teacher Reflection (After lesson is taught to students) | |