Professional Documents
Culture Documents
Date: 03/07-08/17
Subject: Science 9 Grade: 9
Topic: Students laboratory safety practices including an introduction to WHMIS
(2015) and MSDS/SDS systems. Essential Question: N/A
Materials:
WHMIS (2015) Chemical Safety; Pictograms Handout
Laboratory Safety Rules ppt.
Laboratory Safety Scenarios ppt.
Crash Course Chemistry #21 Motivational Set Video
Lab Safety Poster Project Proposal Science 9 Handout
WHMIS (2015) Pictograms Kahoot (Carmen)
Laboratory Safety Contract (Carmen)
Cross-Curricular Competencies:
Developing Thinking: requiring students to complete a lesson in laboratory safety will
inevitably have them drawing connections between this lesson and their daily
interactions with household, and industrialized chemicals. They will begin to interpret
and identify chemical hazardous markers and know where to look should they need
information regarding a specific safety, or chemical handling protocol.
Developing Social Responsibility: students are responsible for both; their own safety,
and the safety of others in the laboratory. They need to understand that this
responsibility extenuates not just in the school environment but into several; at-home,
and work environments that they will/may already have, encountered.
Outcome(s):
AE9.1 Distinguish between physical and chemical properties of common substances,
including those found in household, commercial, industrial, and agricultural applications
a. Demonstrate knowledge of Workplace Hazardous Materials Information System
(WHMIS) standards by identifying WHMIS symbols that represent each category,
examples of substances that belong within each category, and the risks and cautions
associated with each category.
PGP Goals:
2.4 ability to use technologies readily, strategically and appropriately
3.1 the ability to utilize meaningful, equitable, and holistic approaches to assessment and evaluation
4.3 the capacity to engage in program planning to shape lived curriculum that brings learner needs, subject
matter, and contextual variables together in developmentally appropriate, culturally responsive and meaningful
ways
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
Adaptations/Differentiation:
- Could pre-define student groupings to avoid negatively influential student
groupings. This may also be beneficial for the two students with AD/HD present in
the class, and/or the English Language Learners (ELLs) in the classroom who may
find it easiest communicating in their native language.
- As we have an EA in the classroom, we could have her work specifically with one
student who has low comprehension or the students with AD/HD who may
otherwise have trouble staying on task.
- Students could be provided with a specific lab safety scenario for depiction in
their poster to assign a sense of direction before completion of the proposal.
Personal Reflection:
This lesson began well with a chance for the students to engage with their own medium
for assistive technology through their smartphones for the introduction to
WHMIS/MSDS/SDS acronyms. The fact that I moved directly into a video after this exercise
meant that there was a need to move around the room as the video was playing to ensure
that students had not just simply continued with the utilization of their phones for a more
personalized set of objectives. The video was an excellent introduction to lab safety,
providing the essentials for safe operation within a science classroom to students, while at
the same time engaging with a large amount of humor to keep students interested. The
pre-assessment Kahoot for chemical hazard pictograms went allot better for student than I
expected, where most of them could define for themselves what the introductory
pictograms were referencing even before they were given the handout. I noticed one
student that was struggling with identifying the symbols and later during the group work
component of the lesson I made a mental note to go over to the student and enforce the
need for them to work with the handout to help with identifying the illustrations. Because
of the humorous nature of the video, I chose to go over more in-depth and in a more
solitary tone, the rules for lab safety which were given to the students in the form of a
handout. I felt that this was a better point at which to end the lesson, on a note that
enforced the most important components of lab safety rather than brushing over them
and moving on to a more practical application of the rules when they may not have been
understood well enough. Keeping the practical application of the group work safety
scenarios, helped to re-engage students at the start of the second day of the lesson. It did
also result in one of the groups, a group of boys, being overly active and distracting to
other students. Immediately after their scenario, the second of six, they went off on a
tangent joking and talking socially. I went over and privately interjected that they either
needed to separate themselves to keep quiet and engaged with what the other students
were doing, or that I as the teacher would do it for them. Two of the students moved to
another location, away from the student who was seemingly being the most disruptive.
This later interplayed with their interactions in forming groups for the summative
assessment poster creation. The two students that moved, chose to work as a group
leaving the other individual out, even when groups of three are allowed. This provoked me
to speak with the earlier disruptive student, as a creative discussion relating to the
outcomes of his behavior, and enforce that from that point forward, limiting the disruptive
behavior would mean the possibility to create more inclusion and make things easier on
themselves.