Lesson Plans
Ms. Friedman
Foundations in Science
Week_____9/27/10 -10/1 10_______________________________________________________________
Day of the Week
Teacher Objective
Activity
AZ Science Standards
Performance Objectives
Student Activity
Classwork
Assignment
Monday -Per. 6 – quiz on scientific method
-lab- work through research designed last week to utilize the scientific method to answer the question: “Which cleanser is best in eliminating bacteria?” 1/1/PO 1-4
1/2/PO 1-5
1/3/PO1-2 -students take quiz on scientific method-Per. 6
-students carry through research design and formulate and analyze data and draw conclusions -finish lab report:
due Tues, 9/28
Tuesday -finish worksheets-“ Scientific Method and “Identifying Parts of an Investigation”
-introduce, explain readings in AIMS Review #1 1/1/PO 1-4
1/3/PO 1-7 -students use notes to -finish worksheets
-questions by instructor and students to gain understanding
-whole group work -study notes
Wednesday
-continue work on AIMS Review # 1
-provide workbooks; short answers on separate paper 1/1/PO 1-4
1/3/PO 1-7 --questions by instructor and students to gain understanding
-whole group work -study notes
Thursday
-continue work on AIMS Review # 1
-provide workbooks; short answers on separate paper 1/1/PO 1-4
1/3/PO 1-7 --questions by instructor and students to gain understanding
-whole group work -study notes
Friday teaching/discussion:
validity/reliability tests of research 1/3/PO 2-4 -read research reports
-evaluate how research met, or did not meet, research protocols -study notes
Saturday, September 25, 2010
Wednesday, September 22, 2010
Friday, September 17, 2010
Mon., 9/20/10 - Wed., 9/22/10:
-teaching, note taking, and questioning on the Scientific Method
-notes provided to students, with notes also taken from class instruction
Thurs., 9/23/10:
-worksheets on "The Scientific Method" and "Identifying the Parts of an Investigation"
students use notes provided, provide short answers - work due on Fri., 9/24/10
-study scientific method notes; quiz on Fri., 9/ 24/10
Fri, 9/24/10:
-quiz - scientific method
-laboratory design and conduction of an experiment on:
"How Does the Reaction Time Vary Between Boys and Girls?
due: Mon., 9/ 27/10
-teaching, note taking, and questioning on the Scientific Method
-notes provided to students, with notes also taken from class instruction
Thurs., 9/23/10:
-worksheets on "The Scientific Method" and "Identifying the Parts of an Investigation"
students use notes provided, provide short answers - work due on Fri., 9/24/10
-study scientific method notes; quiz on Fri., 9/ 24/10
Fri, 9/24/10:
-quiz - scientific method
-laboratory design and conduction of an experiment on:
"How Does the Reaction Time Vary Between Boys and Girls?
due: Mon., 9/ 27/10
Wednesday, September 15, 2010
Classwork Tuesday, 9/14/10:
Please read the letter Chief Seattle wrote back in response to the President's desire to buy the land that his tribe lived on.
Assignment: Due Wednesday, 9/15/10:
Write a one paragraph summary of what this letter said. Write a one paragraph opinion of the issues presented in this letter.
Please read the letter Chief Seattle wrote back in response to the President's desire to buy the land that his tribe lived on.
Assignment: Due Wednesday, 9/15/10:
Write a one paragraph summary of what this letter said. Write a one paragraph opinion of the issues presented in this letter.
CHIEF SEATTLE: 1855
Important roots can be found in the
original cultures of North America
One of the articles in Rediscovering The North American Vision (IC#3)
Summer 1983, Page 6
Copyright (c)1983, 1996 by Context Institute
Some of our most influential roots are the original cultures of this land. The following letter, sent by Chief Seattle of the Dwamish Tribe in Washington to President Pierce in 1855, illustrates the dignity, wisdom, and continuing relevance of this native continental vision.
THE GREAT CHIEF in Washington sends word that he wishes to buy our land. The Great Chief also sends us words of friendship and good will. This is kind of him, since we know he has little need of our friendship in return. But we will consider your offer, for we know if we do not so the white man may come with guns and take our land. What Chief Seattle says you can count on as truly as our white brothers can count on the return of the seasons. My words are like the stars - they do not set.
How can you buy or sell the sky - the warmth of the land? The idea is strange to us. Yet we do not own the freshness of the air or the sparkle of the water. How can you buy them from us? We will decide in our time. Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every clearing, and every humming insect is holy in the memory and experience of my people.
We know that the white man does not understand our ways. One portion of land is the same to him as the next, for he is a stranger who comes in the night and takes from the land whatever he needs. The earth is not his brother, but his enemy, and when he has conquered it, he moves on. He leaves his father's graves and his children's birthright is forgotten. The sight of your cities pains the eyes of the redman. But perhaps it is because the redman is a savage and does not understand.
There is no quiet place in the white man's cities. No place to listen to the leaves of spring or the rustle of insect wings. But perhaps because I am a savage and do not understand - the clatter only seems to insult the ears. And what is there to life if a man cannot hear the lovely cry of the whippoorwill or the arguments of the frogs around a pond at night? The Indian prefers the soft sound of the wind itself cleansed by a mid-day rain, or scented by a pinõn pine: The air is precious to the redman. For all things share the same breath - the beasts, the trees, and the man. The white man does not seem to notice the air he breathes. Like a man dying for many days, he is numb to the stench.
If I decide to accept, I will make one condition. The white man must treat the beasts of this land as his brothers. I am a savage and I do not understand any other way. I have seen thousands of rotting buffaloes on the prairie left by the white man who shot them from a passing train. I am a savage and do not understand how the smoking iron horse can be more important than the buffalo that we kill only to stay alive. What is man without the beasts? If all the beasts were gone, men would die from great loneliness of spirit, for whatever happens to the beast also happens to the man.
All things are connected. Whatever befalls the earth befalls the sons of the earth.
Our children have seen their fathers humbled in defeat. Our warriors have felt shame. And after defeat they turn their days in idleness and contaminate their bodies with sweet food and strong drink. It matters little where we pass the rest of our days - they are not many. A few more hours, a few more winters, and none of the children of the great tribes that once lived on this earth, or that roamed in small bands in the woods will remain to mourn the graves of the people once as powerful and hopeful as yours.
One thing we know that the white man may one day discover. Our God is the same God. You may think that you own him as you wish to own our land, but you cannot. He is the Body of man, and his compassion is equal for the redman and the white. This earth is precious to him, and to harm the earth is to heap contempt on its Creator. The whites, too, shall pass - perhaps sooner than other tribes. Continue to contaminate your bed, and you will one night suffocate in your own waste. When the buffalo are all slaughtered, the wild horses all tamed, the secret corners of the forest heavy with the scent of many men, and the view of the ripe hills blotted by the talking wires, where is the thicket? Gone. Where is the eagle? Gone. And what is it to say goodbye to the swift and the hunt? The end of living and the beginning of survival.
We might understand if we knew what it was the white man dreams, what hopes he describes to his children on long winter nights, what visions he burns into their minds, so they will wish for tomorrow. But we are savages. The white man's dreams are hidden from us. And because they are hidden, we will go our own way. If we agree, it will be to secure your reservation you have promised.
There perhaps we may live out our brief days as we wish. When the last redman has vanished from the earth, and the memory is only the shadow of a cloud passing over the prairie, these shores and forests will still hold the spirits of my people, for they love this earth as the newborn loves its mother's heartbeat. If we sell you our land, love it as we have loved it. Care for it as we have cared for it. Hold in your memory the way the land is as you take it. And with all your strength, with all your might, and with all your heart - preserve it for your children, and love it as God loves us all. One thing we know - our God is the same. This earth is precious to him. Even the white man cannot escape the common destiny.
Important roots can be found in the
original cultures of North America
One of the articles in Rediscovering The North American Vision (IC#3)
Summer 1983, Page 6
Copyright (c)1983, 1996 by Context Institute
Some of our most influential roots are the original cultures of this land. The following letter, sent by Chief Seattle of the Dwamish Tribe in Washington to President Pierce in 1855, illustrates the dignity, wisdom, and continuing relevance of this native continental vision.
THE GREAT CHIEF in Washington sends word that he wishes to buy our land. The Great Chief also sends us words of friendship and good will. This is kind of him, since we know he has little need of our friendship in return. But we will consider your offer, for we know if we do not so the white man may come with guns and take our land. What Chief Seattle says you can count on as truly as our white brothers can count on the return of the seasons. My words are like the stars - they do not set.
How can you buy or sell the sky - the warmth of the land? The idea is strange to us. Yet we do not own the freshness of the air or the sparkle of the water. How can you buy them from us? We will decide in our time. Every part of this earth is sacred to my people. Every shining pine needle, every sandy shore, every mist in the dark woods, every clearing, and every humming insect is holy in the memory and experience of my people.
We know that the white man does not understand our ways. One portion of land is the same to him as the next, for he is a stranger who comes in the night and takes from the land whatever he needs. The earth is not his brother, but his enemy, and when he has conquered it, he moves on. He leaves his father's graves and his children's birthright is forgotten. The sight of your cities pains the eyes of the redman. But perhaps it is because the redman is a savage and does not understand.
There is no quiet place in the white man's cities. No place to listen to the leaves of spring or the rustle of insect wings. But perhaps because I am a savage and do not understand - the clatter only seems to insult the ears. And what is there to life if a man cannot hear the lovely cry of the whippoorwill or the arguments of the frogs around a pond at night? The Indian prefers the soft sound of the wind itself cleansed by a mid-day rain, or scented by a pinõn pine: The air is precious to the redman. For all things share the same breath - the beasts, the trees, and the man. The white man does not seem to notice the air he breathes. Like a man dying for many days, he is numb to the stench.
If I decide to accept, I will make one condition. The white man must treat the beasts of this land as his brothers. I am a savage and I do not understand any other way. I have seen thousands of rotting buffaloes on the prairie left by the white man who shot them from a passing train. I am a savage and do not understand how the smoking iron horse can be more important than the buffalo that we kill only to stay alive. What is man without the beasts? If all the beasts were gone, men would die from great loneliness of spirit, for whatever happens to the beast also happens to the man.
All things are connected. Whatever befalls the earth befalls the sons of the earth.
Our children have seen their fathers humbled in defeat. Our warriors have felt shame. And after defeat they turn their days in idleness and contaminate their bodies with sweet food and strong drink. It matters little where we pass the rest of our days - they are not many. A few more hours, a few more winters, and none of the children of the great tribes that once lived on this earth, or that roamed in small bands in the woods will remain to mourn the graves of the people once as powerful and hopeful as yours.
One thing we know that the white man may one day discover. Our God is the same God. You may think that you own him as you wish to own our land, but you cannot. He is the Body of man, and his compassion is equal for the redman and the white. This earth is precious to him, and to harm the earth is to heap contempt on its Creator. The whites, too, shall pass - perhaps sooner than other tribes. Continue to contaminate your bed, and you will one night suffocate in your own waste. When the buffalo are all slaughtered, the wild horses all tamed, the secret corners of the forest heavy with the scent of many men, and the view of the ripe hills blotted by the talking wires, where is the thicket? Gone. Where is the eagle? Gone. And what is it to say goodbye to the swift and the hunt? The end of living and the beginning of survival.
We might understand if we knew what it was the white man dreams, what hopes he describes to his children on long winter nights, what visions he burns into their minds, so they will wish for tomorrow. But we are savages. The white man's dreams are hidden from us. And because they are hidden, we will go our own way. If we agree, it will be to secure your reservation you have promised.
There perhaps we may live out our brief days as we wish. When the last redman has vanished from the earth, and the memory is only the shadow of a cloud passing over the prairie, these shores and forests will still hold the spirits of my people, for they love this earth as the newborn loves its mother's heartbeat. If we sell you our land, love it as we have loved it. Care for it as we have cared for it. Hold in your memory the way the land is as you take it. And with all your strength, with all your might, and with all your heart - preserve it for your children, and love it as God loves us all. One thing we know - our God is the same. This earth is precious to him. Even the white man cannot escape the common destiny.
Academy of Tucson High School
Ms. Friedman
Science Course Outline
Semester 1
Inquiry/Scientific Method
Science in History/Culture/Personal Life
Science/Technology
Metric System
Graphing
Basic Biological Principles
The Cell
Heredity
Ecology
Evolution
Living Systems
Semester 2
Basic Physical Science Principles
Properties of Matter
Motion & Forces
Energy
Basic Chemical Principles
Chemical Reactions
Matter & Energy
Basic Earth Science Principles
Geochemical Cycles
Energy in Earth System
Earth System Evolution
Origin/Evolution of Universe
Ms. Friedman
Science Course Outline
Semester 1
Inquiry/Scientific Method
Science in History/Culture/Personal Life
Science/Technology
Metric System
Graphing
Basic Biological Principles
The Cell
Heredity
Ecology
Evolution
Living Systems
Semester 2
Basic Physical Science Principles
Properties of Matter
Motion & Forces
Energy
Basic Chemical Principles
Chemical Reactions
Matter & Energy
Basic Earth Science Principles
Geochemical Cycles
Energy in Earth System
Earth System Evolution
Origin/Evolution of Universe
Academy of Tucson High School
Grade 9 Science/Biology
Ms. Friedman
Welcome aboard!
Remember, this is a transition time for you. Please let me help! Make an after school appointment if I can do anything to help enhance your success here at The Academy of Tucson.
Things to Do
-Sign laboratory safety handout, once you've understood it and agree to abide by it's guidelines.
Show signatures to instructor so you will be allowed to do labs.
-Text signout procedures
-sign your name, in ink, in the inside front cover of text
-fill out the "book issuance agreement form" completely
-list all damages to text on "book issuance agreement form"
-any damages not listed will be charged to you at the end of the year
-submit the completed book form to instructor before taking the text out of classroom
-Textbooks must be covered at all times
Materials to Bring to Class Every Day
1.) 3 ring notebook -
Sections in the 3 ring notebook:
Handouts
One section for each topic we study
2.) Textbook
3.) Paper, pens and pencils - BRING EVERY DAY!!!
Course Requirements
-Participation in class
-Read over/study notes - every night
-Homework, Lab Reports, Quizzes, Tests
Grading Policy
A = 90-100
B = 80-89
C = 70=79
D = 60=69
F = below 60
Grade 9 Science/Biology
Ms. Friedman
Welcome aboard!
Remember, this is a transition time for you. Please let me help! Make an after school appointment if I can do anything to help enhance your success here at The Academy of Tucson.
Things to Do
-Sign laboratory safety handout, once you've understood it and agree to abide by it's guidelines.
Show signatures to instructor so you will be allowed to do labs.
-Text signout procedures
-sign your name, in ink, in the inside front cover of text
-fill out the "book issuance agreement form" completely
-list all damages to text on "book issuance agreement form"
-any damages not listed will be charged to you at the end of the year
-submit the completed book form to instructor before taking the text out of classroom
-Textbooks must be covered at all times
Materials to Bring to Class Every Day
1.) 3 ring notebook -
Sections in the 3 ring notebook:
Handouts
One section for each topic we study
2.) Textbook
3.) Paper, pens and pencils - BRING EVERY DAY!!!
Course Requirements
-Participation in class
-Read over/study notes - every night
-Homework, Lab Reports, Quizzes, Tests
Grading Policy
A = 90-100
B = 80-89
C = 70=79
D = 60=69
F = below 60
Academy of Tucson High School
Ms. Friedman
Course Rules and Guidelines
Welcome to the Academy and to this science course!
I truly wish you success and enjoyment as we investigate the natural world that we live in. I encourage you to bring up any interests or concerns that you may have since, together, we can do more than either of us can do alone. I really want to be available to help you in any way that I can, so please provide me with the opportunity to do so!
Guidelines For Class
-Please be in your assigned seat, ready to begin work, when the late bell rings.
Generally there is much to do, especially on lab days. Therefore, whatever is not completed in class must be done as homework. So, let’s use every minute of our time together and save our evenings as much as possible.
A tardy, and lunch detention, will be assigned if this does not occur.
-Please remember that we all just want to have a nice, pleasant day together. Therefore, we MUST BE SUPPORTIVE OF EACH OTHER AT EVERY MOMENT! Everyone has the right to their questions, comments and opinions, even though we may not agree with them...it’s OK! The world is made up of many different people and that is what makes our existence so interesting! So, during discussion, labs, and everything else, say something nice or nothing at all!
-Please bring your notebook and planner to class EVERY DAY! I will check planners at the beginning and at the end of class. I know, for me, that if there are many things to remember, I’ll forget most of them. My effort in checking your planner is only to help you in getting papers in on time so you can get wonderful grades that you and your parents/guardians will be very happy about. I know that both you and I will feel so happy at the end of the year when you’ve gotten all your high school credits and can move on to a higher level of your education.
-You will have two passes each quarter to leave our classroom. I would hope that you would save them for emergencies, such as going to the restroom, etc. If you waste your passes on going to your locker, then you will have no passes to go to the restroom! So, if a certain assignment is due on a particular day, I will accept it for full credit up to 3:30 PM of the same day, so that you don’t have to waste your passes on going to your locker!
-I know that, as high school students, you really can control your own behavior. If you are driving your own car, I will not be there to insist that you stop for a red light! So, please, make your behavior in class highly appropriate to our everyday situations! If you have problems doing this, then I will step in! When I get involved, I will need time to speak with you in order to learn why you feel you can disrupt the learning of others and to learn how I can help you to realize that you cannot impact others in this way. I will also talk with you about how your actions to disrupt a class also hurts your ability to learn, progress, succeed and shine in your own future life. If these things occur, please know that I am willing to speak with you during lunch time , and to speak with your parents/ guardians, if need be. Please know that we all truly want you to be the best you could ever be!
So, in summary, just know that we, as teachers, have the vision to see you beyond where you are now. We see your potential and we will do all we can to help you see the phenomenal vision of your future for yourself.
Ms. Friedman
Course Rules and Guidelines
Welcome to the Academy and to this science course!
I truly wish you success and enjoyment as we investigate the natural world that we live in. I encourage you to bring up any interests or concerns that you may have since, together, we can do more than either of us can do alone. I really want to be available to help you in any way that I can, so please provide me with the opportunity to do so!
Guidelines For Class
-Please be in your assigned seat, ready to begin work, when the late bell rings.
Generally there is much to do, especially on lab days. Therefore, whatever is not completed in class must be done as homework. So, let’s use every minute of our time together and save our evenings as much as possible.
A tardy, and lunch detention, will be assigned if this does not occur.
-Please remember that we all just want to have a nice, pleasant day together. Therefore, we MUST BE SUPPORTIVE OF EACH OTHER AT EVERY MOMENT! Everyone has the right to their questions, comments and opinions, even though we may not agree with them...it’s OK! The world is made up of many different people and that is what makes our existence so interesting! So, during discussion, labs, and everything else, say something nice or nothing at all!
-Please bring your notebook and planner to class EVERY DAY! I will check planners at the beginning and at the end of class. I know, for me, that if there are many things to remember, I’ll forget most of them. My effort in checking your planner is only to help you in getting papers in on time so you can get wonderful grades that you and your parents/guardians will be very happy about. I know that both you and I will feel so happy at the end of the year when you’ve gotten all your high school credits and can move on to a higher level of your education.
-You will have two passes each quarter to leave our classroom. I would hope that you would save them for emergencies, such as going to the restroom, etc. If you waste your passes on going to your locker, then you will have no passes to go to the restroom! So, if a certain assignment is due on a particular day, I will accept it for full credit up to 3:30 PM of the same day, so that you don’t have to waste your passes on going to your locker!
-I know that, as high school students, you really can control your own behavior. If you are driving your own car, I will not be there to insist that you stop for a red light! So, please, make your behavior in class highly appropriate to our everyday situations! If you have problems doing this, then I will step in! When I get involved, I will need time to speak with you in order to learn why you feel you can disrupt the learning of others and to learn how I can help you to realize that you cannot impact others in this way. I will also talk with you about how your actions to disrupt a class also hurts your ability to learn, progress, succeed and shine in your own future life. If these things occur, please know that I am willing to speak with you during lunch time , and to speak with your parents/ guardians, if need be. Please know that we all truly want you to be the best you could ever be!
So, in summary, just know that we, as teachers, have the vision to see you beyond where you are now. We see your potential and we will do all we can to help you see the phenomenal vision of your future for yourself.
HOW TO STUDY
1. The first order of business is making a study schedule and sticking to it.
2. Next what you need to do is find the proper area to study in. You will want an area that is well lit, quiet, and most importantly NO distractions. Put the T.V, radio, ipod etc. away and get your school books out.
3. Make sure you are sitting at a desk and not lying down. I have done this too many times and fallen asleep then the next thing you know, it's morning and back to school you go unprepared for your exam. Also make sure that your desk has plenty of space on it for all of your books and supplies so you do not have to hunt for that pencil or notebook.
4. As you study try to picture the lesson in your head adding key details as if you are writing the lesson on your own.
Ask your self questions like "What are they trying to tell me?
5. "What is the basic meaning behind that statement?" Make up words to associate with hard to remember names and dates. For example, the colors of the rainbow you probably remember your teacher telling you to remember the name Roy G Biv . Each letter represents a color of the rainbow in order from top to bottom. Red-Orange-Yellow-Green-Blue-Indigo-Violet =Roy G Biv
6. Only study around 50-60 minutes at a time, then take a 15 minute break. I found that if I forced my self to study all the way through, I would end up losing the information that I wanted to remember, and become frazzled.
7. One last tip and this one is the most important of all. Every one of these study techniques or any study guide that you inquire about, is dependent on you and how badly you want to learn and improve your grades. If you do not have the drive to excel, nothing will work for you. You must make the decision to better yourself. As my friends used to tell me--work smart, not hard.
1. The first order of business is making a study schedule and sticking to it.
2. Next what you need to do is find the proper area to study in. You will want an area that is well lit, quiet, and most importantly NO distractions. Put the T.V, radio, ipod etc. away and get your school books out.
3. Make sure you are sitting at a desk and not lying down. I have done this too many times and fallen asleep then the next thing you know, it's morning and back to school you go unprepared for your exam. Also make sure that your desk has plenty of space on it for all of your books and supplies so you do not have to hunt for that pencil or notebook.
4. As you study try to picture the lesson in your head adding key details as if you are writing the lesson on your own.
Ask your self questions like "What are they trying to tell me?
5. "What is the basic meaning behind that statement?" Make up words to associate with hard to remember names and dates. For example, the colors of the rainbow you probably remember your teacher telling you to remember the name Roy G Biv . Each letter represents a color of the rainbow in order from top to bottom. Red-Orange-Yellow-Green-Blue-Indigo-Violet =Roy G Biv
6. Only study around 50-60 minutes at a time, then take a 15 minute break. I found that if I forced my self to study all the way through, I would end up losing the information that I wanted to remember, and become frazzled.
7. One last tip and this one is the most important of all. Every one of these study techniques or any study guide that you inquire about, is dependent on you and how badly you want to learn and improve your grades. If you do not have the drive to excel, nothing will work for you. You must make the decision to better yourself. As my friends used to tell me--work smart, not hard.
Laboratory Safety Contract
PURPOSE
Science is a hands-on laboratory class. You
will be doing many laboratory activities
which require the use of hazardous
chemicals. Safety in the science classroom is
the #1 priority for students, teachers, and
parents. To ensure a safe science classroom,
a list of rules has been developed and pro-
vided to you in this student safety contract.
These rules must be followed at all times.
Two copies of the contract are provided. One
copy must be signed by both you and a par-
ent or guardian before you can participate in
the laboratory. The second copy is to be kept
in your science notebook as a constant
reminder of the safety rules.
GENERALRULES
1. Conduct yourself in a responsible man-
ner at all times in the laboratory.
2. Follow all written and verbal instruc-
tions carefully. If you do not understand
a direction or part of a procedure, ask the
instructor before proceeding.
3. Never work alone. No student may work
in the laboratory without an instructor
present.
4. When first entering a science room, do
not touch any equipment, chemicals, or
other materials in the laboratory area
until you are instructed to do so.
5. Do not eat food, drink beverages, or
chew gum in the laboratory. Do not use
laboratory glassware as containers for
food or beverages.
6. Perform only those experiments autho-
rized by the instructor. Never do any-
thing in the laboratory that is not called
for in the laboratory procedures or by
your instructor. Carefully follow all
instructions, both written and oral.
Unauthorized experiments are prohib-
ited.
7. Be prepared for your work in the labora-
tory. Read all procedures thoroughly
before entering the laboratory.
8. Never fool around in the laboratory.
Horseplay, practical jokes, and pranks
are dangerous and prohibited.
9. Observe good housekeeping practices.
Work areas should be kept clean and tidy
at all times. Bring only your laboratory
instructions, worksheets, and/or reports
to the work area. Other materials (books,
purses, backpacks, etc.) should be stored
in the classroom area.
10. Keep aisles clear. Push your chair under
the desk when not in use.
11. Know the locations and operating proce-
dures of all safety equipment including
the first aid kit, eyewash station, safety
shower, fire extinguisher, and fire blan-
ket. Know where the fire alarm and the
exits are located.
12. Always work in a well-ventilated area.
Use the fume hood when working with
volatile substances or poisonous vapors.
Never place your head into the fume hood.
13. Be alert and proceed with caution at all
times in the laboratory. Notify the
instructor immediately of any unsafe
conditions you observe.
14. Dispose of all chemical waste properly.
Never mix chemicals in sink drains.
Sinks are to be used only for water and
those solutions designated by the
instructor. Solid chemicals, metals,
matches, filter paper, and all other insol-
uble materials are to be disposed of in
the proper waste containers, not in the
sink. Check the label of all waste con-
tainers twice before adding your chemi-
cal waste to the container.
15. Labels and equipment instructions must
be read carefully before use. Set up and
use the prescribed apparatus as directed
in the laboratory instructions or by your
instructor.
16. Keep hands away from face, eyes,
mouth and body while using chemicals
or preserved specimens. Wash your
hands with soap and water after per-
forming all experiments. Clean all work
surfaces and apparatus at the end of the
experiment. Return all equipment clean
and in working order to the proper stor-
age area.
17. Experiments must be personally moni-
tored at all times. You will be assigned a
laboratory station at which to work. Do
not wander around the room, distract
other students, or interfere with the labo-
ratory experiments of others.
18. Students are never permitted in the
science storage rooms or preparation
areas unless given specific permission
by their instructor.
19. Know what to do if there is a fire drill
during a laboratory period; containers
must be closed, gas valves turned off,
fume hoods turned off, and any electri-
cal equipment turned off.
20. Handle all living organisms used in a
laboratory activity in a humane manner.
Preserved biological materials are to be
treated with respect and disposed of
properly.
21. When using knives and other sharp
instruments, always carry with tips and
points pointing down and away. Always
cut away from your body. Never try to
catch falling sharp instruments. Grasp
sharp instruments only by the handles.
22. If you have a medical condition (e.g.,
allergies, pregnancy, etc.), check with
your physician prior to working in lab.
CLOTHING
23. Any time chemicals, heat, or glassware
are used, students will wear laboratory
goggles. There will be no exceptions to
this rule!
24. Contact lenses should not be worn in the
laboratory unless you have permission
from your instructor.
25. Dress properly during a laboratory activ-
ity. Long hair, dangling jewelry, and
loose or baggy clothing are a hazard in
the laboratory. Long hair must be tied
back and dangling jewelry and loose or
baggy clothing must be secured. Shoes
must completely cover the foot. No san-
dals allowed.
26. Lab aprons have been provided for your
use and should be worn during labora-
tory activities.
ACCIDENTS AND INJURIES
27. Report any accident (spill, breakage,
etc.) or injury (cut, burn, etc.) to the
instructor immediately, no matter how
trivial it may appear.
28. If you or your lab partner are hurt,
immediately yell out “Code one, Code
one” to get the instructor’s attention.
29. If a chemical splashes in your eye(s) or
on your skin, immediately flush with
running water from the eyewash station
or safety shower for at least 20 minutes.
Notify the instructor immediately.
30. When mercury thermometers are bro-
ken, mercury must not be touched.
Notify the instructor immediately.
HANDLING CHEMICALS
31. All chemicals in the laboratory are to be
considered dangerous. Do not touch,
taste, or smell any chemicals unless
specifically instructed to do so. The
proper technique for smelling chemical
fumes will be demonstrated to you.
32. Check the label on chemical bottles
twice before removing any of the con-
tents. Take only as much chemical as
you need.
33. Never return unused chemicals to their
original containers.
34. Never use mouth suction to fill a pipet.
Use a rubber bulb or pipet pump.
35. When transferring reagents from one
container to another, hold the containers
away from your body.
36. Acids must be handled with extreme
care. You will be shown the proper
method for diluting strong acids. Always
add acid to water, swirl or stir the solu-
tion and be careful of the heat produced,
particularly with sulfuric acid.
37. Handle flammable hazardous liquids over
a pan to contain spills. Never dispense
flammable liquids anywhere near an open
flame or source of heat.
38. Never remove chemicals or other materi-
als from the laboratory area.
39. Take great care when transporting acids
and other chemicals from one part of the
laboratory to another. Hold them
securely and walk carefully.
HANDLING GLASSWARE
AND EQUIPMENT
40. Carry glass tubing, especially long
pieces, in a vertical position to minimize
the likelihood of breakage and injury.
41. Never handle broken glass with your
bare hands. Use a brush and dustpan to
clean up broken glass. Place broken or
waste glassware in the designated glass
disposal container.
42. Inserting and removing glass tubing
from rubber stoppers can be dangerous.
Always lubricate glassware (tubing, this-
tle tubes, thermometers, etc.) before
attempting to insert it in a stopper.
Always protect your hands with towels
or cotton gloves when inserting glass
tubing into, or removing it from, a rub-
ber stopper. If a piece of glassware
becomes “frozen” in a stopper, take it to
your instructor for removal.
43. Fill wash bottles only with distilled
water and use only as intended, e.g., rins-
ing glassware and equipment, or adding
water to a container.
44. When removing an electrical plug from
its socket, grasp the plug, not the electri-
cal cord. Hands must be completely dry
before touching an electrical switch,
plug, or outlet.
45. Examine glassware before each use.
Never use chipped or cracked glassware.
Never use dirty glassware.
46. Report damaged electrical equipment
immediately. Look for things such as
frayed cords, exposed wires, and loose
connections. Do not use damaged elec-
trical equipment.
47. If you do not understand how to use a
piece of equipment, ask the instructor for
help.
48. Do not immerse hot glassware in cold
water; it may shatter.
HEATING SUBSTANCES
49. Exercise extreme caution when using a
gas burner. Take care that hair, clothing
and hands are a safe distance from the
flame at all times. Do not put any sub-
stance into the flame unless specifically
instructed to do so. Never reach over an
exposed flame. Light gas (or alcohol)
burners only as instructed by the teacher.
50. Never leave a lit burner unattended.
Never leave anything that is being
heated or is visibly reacting unattended.
Always turn the burner or hot plate off
when not in use.
51. You will be instructed in the proper
method of heating and boiling liquids in
test tubes. Do not point the open end of
a test tube being heated at yourself or
anyone else.
52. Heated metals and glass remain very
hot for a long time. They should be set
aside to cool and picked up with cau-
tion. Use tongs or heat-protective
gloves if necessary.
53. Never look into a container that is being
heated.
54. Do not place hot apparatus directly on
the laboratory desk. Always use an insu-
lating pad. Allow plenty of time for hot
apparatus to cool before touching it.
55. When bending glass, allow time for the
glass to cool before further handling. Hot
and cold glass have the same visual
appearance. Determine if an object is hot
by bringing the back of your hand close
to it prior to grasping it.
QUESTIONS
56. Do you wear contact lenses?
YES NO
57. Are you color blind?
YES NO
58. Do you have allergies?
YES NO
If so, list specific allergies___________
________________________________
________________________________
Flinn Scientific’s Student Safety Contract
AGREEMENT
I, ___________________________,
(student’s name) have read and agree
to follow all of the safety rules set
forth in this contract. I realize that I
must obey these rules to ensure my
own safety, and that of my fellow stu-
dents and instructors. I will cooperate
to the fullest extent with my instructor
and fellow students to maintain a safe
lab environment. I will also closely
follow the oral and written instructions
provided by the instructor. I am aware
that any violation of this safety con-
tract that results in unsafe conduct in
the laboratory or misbehavior on my
part, may result in being removed
from the laboratory, detention, receiv-
ing a failing grade, and/or dismissal
from the course.
Student Signature _________________________________
Date______________________
Dear Parent or Guardian:
We feel that you should be informed
regarding the school’s effort to create
and maintain a safe science class-
room/laboratory environment.
With the cooperation of the instruc-
tors, parents, and students, a safety
instruction program can eliminate,
prevent, and correct possible hazards.
You should be aware of the safety
instructions your son/daughter will
receive before engaging in any labora-
tory work. Please read the list of safety
rules above. No student will be permit-
ted to perform laboratory activities
unless this contract is signed by both
the student and parent/guardian and is
on file with the teacher.
Your signature on this contract indi-
cates that you have read this Student
Safety Contract, are aware of the mea-
sures taken to ensure the safety of
your son/daughter in the science labo-
ratory, and will instruct your son/
daughter to uphold his/her agreement
to follow these rules and procedures
in the laboratory.
Parent/Guardian Signature___________________________________________
Date ______________________________
PURPOSE
Science is a hands-on laboratory class. You
will be doing many laboratory activities
which require the use of hazardous
chemicals. Safety in the science classroom is
the #1 priority for students, teachers, and
parents. To ensure a safe science classroom,
a list of rules has been developed and pro-
vided to you in this student safety contract.
These rules must be followed at all times.
Two copies of the contract are provided. One
copy must be signed by both you and a par-
ent or guardian before you can participate in
the laboratory. The second copy is to be kept
in your science notebook as a constant
reminder of the safety rules.
GENERALRULES
1. Conduct yourself in a responsible man-
ner at all times in the laboratory.
2. Follow all written and verbal instruc-
tions carefully. If you do not understand
a direction or part of a procedure, ask the
instructor before proceeding.
3. Never work alone. No student may work
in the laboratory without an instructor
present.
4. When first entering a science room, do
not touch any equipment, chemicals, or
other materials in the laboratory area
until you are instructed to do so.
5. Do not eat food, drink beverages, or
chew gum in the laboratory. Do not use
laboratory glassware as containers for
food or beverages.
6. Perform only those experiments autho-
rized by the instructor. Never do any-
thing in the laboratory that is not called
for in the laboratory procedures or by
your instructor. Carefully follow all
instructions, both written and oral.
Unauthorized experiments are prohib-
ited.
7. Be prepared for your work in the labora-
tory. Read all procedures thoroughly
before entering the laboratory.
8. Never fool around in the laboratory.
Horseplay, practical jokes, and pranks
are dangerous and prohibited.
9. Observe good housekeeping practices.
Work areas should be kept clean and tidy
at all times. Bring only your laboratory
instructions, worksheets, and/or reports
to the work area. Other materials (books,
purses, backpacks, etc.) should be stored
in the classroom area.
10. Keep aisles clear. Push your chair under
the desk when not in use.
11. Know the locations and operating proce-
dures of all safety equipment including
the first aid kit, eyewash station, safety
shower, fire extinguisher, and fire blan-
ket. Know where the fire alarm and the
exits are located.
12. Always work in a well-ventilated area.
Use the fume hood when working with
volatile substances or poisonous vapors.
Never place your head into the fume hood.
13. Be alert and proceed with caution at all
times in the laboratory. Notify the
instructor immediately of any unsafe
conditions you observe.
14. Dispose of all chemical waste properly.
Never mix chemicals in sink drains.
Sinks are to be used only for water and
those solutions designated by the
instructor. Solid chemicals, metals,
matches, filter paper, and all other insol-
uble materials are to be disposed of in
the proper waste containers, not in the
sink. Check the label of all waste con-
tainers twice before adding your chemi-
cal waste to the container.
15. Labels and equipment instructions must
be read carefully before use. Set up and
use the prescribed apparatus as directed
in the laboratory instructions or by your
instructor.
16. Keep hands away from face, eyes,
mouth and body while using chemicals
or preserved specimens. Wash your
hands with soap and water after per-
forming all experiments. Clean all work
surfaces and apparatus at the end of the
experiment. Return all equipment clean
and in working order to the proper stor-
age area.
17. Experiments must be personally moni-
tored at all times. You will be assigned a
laboratory station at which to work. Do
not wander around the room, distract
other students, or interfere with the labo-
ratory experiments of others.
18. Students are never permitted in the
science storage rooms or preparation
areas unless given specific permission
by their instructor.
19. Know what to do if there is a fire drill
during a laboratory period; containers
must be closed, gas valves turned off,
fume hoods turned off, and any electri-
cal equipment turned off.
20. Handle all living organisms used in a
laboratory activity in a humane manner.
Preserved biological materials are to be
treated with respect and disposed of
properly.
21. When using knives and other sharp
instruments, always carry with tips and
points pointing down and away. Always
cut away from your body. Never try to
catch falling sharp instruments. Grasp
sharp instruments only by the handles.
22. If you have a medical condition (e.g.,
allergies, pregnancy, etc.), check with
your physician prior to working in lab.
CLOTHING
23. Any time chemicals, heat, or glassware
are used, students will wear laboratory
goggles. There will be no exceptions to
this rule!
24. Contact lenses should not be worn in the
laboratory unless you have permission
from your instructor.
25. Dress properly during a laboratory activ-
ity. Long hair, dangling jewelry, and
loose or baggy clothing are a hazard in
the laboratory. Long hair must be tied
back and dangling jewelry and loose or
baggy clothing must be secured. Shoes
must completely cover the foot. No san-
dals allowed.
26. Lab aprons have been provided for your
use and should be worn during labora-
tory activities.
ACCIDENTS AND INJURIES
27. Report any accident (spill, breakage,
etc.) or injury (cut, burn, etc.) to the
instructor immediately, no matter how
trivial it may appear.
28. If you or your lab partner are hurt,
immediately yell out “Code one, Code
one” to get the instructor’s attention.
29. If a chemical splashes in your eye(s) or
on your skin, immediately flush with
running water from the eyewash station
or safety shower for at least 20 minutes.
Notify the instructor immediately.
30. When mercury thermometers are bro-
ken, mercury must not be touched.
Notify the instructor immediately.
HANDLING CHEMICALS
31. All chemicals in the laboratory are to be
considered dangerous. Do not touch,
taste, or smell any chemicals unless
specifically instructed to do so. The
proper technique for smelling chemical
fumes will be demonstrated to you.
32. Check the label on chemical bottles
twice before removing any of the con-
tents. Take only as much chemical as
you need.
33. Never return unused chemicals to their
original containers.
34. Never use mouth suction to fill a pipet.
Use a rubber bulb or pipet pump.
35. When transferring reagents from one
container to another, hold the containers
away from your body.
36. Acids must be handled with extreme
care. You will be shown the proper
method for diluting strong acids. Always
add acid to water, swirl or stir the solu-
tion and be careful of the heat produced,
particularly with sulfuric acid.
37. Handle flammable hazardous liquids over
a pan to contain spills. Never dispense
flammable liquids anywhere near an open
flame or source of heat.
38. Never remove chemicals or other materi-
als from the laboratory area.
39. Take great care when transporting acids
and other chemicals from one part of the
laboratory to another. Hold them
securely and walk carefully.
HANDLING GLASSWARE
AND EQUIPMENT
40. Carry glass tubing, especially long
pieces, in a vertical position to minimize
the likelihood of breakage and injury.
41. Never handle broken glass with your
bare hands. Use a brush and dustpan to
clean up broken glass. Place broken or
waste glassware in the designated glass
disposal container.
42. Inserting and removing glass tubing
from rubber stoppers can be dangerous.
Always lubricate glassware (tubing, this-
tle tubes, thermometers, etc.) before
attempting to insert it in a stopper.
Always protect your hands with towels
or cotton gloves when inserting glass
tubing into, or removing it from, a rub-
ber stopper. If a piece of glassware
becomes “frozen” in a stopper, take it to
your instructor for removal.
43. Fill wash bottles only with distilled
water and use only as intended, e.g., rins-
ing glassware and equipment, or adding
water to a container.
44. When removing an electrical plug from
its socket, grasp the plug, not the electri-
cal cord. Hands must be completely dry
before touching an electrical switch,
plug, or outlet.
45. Examine glassware before each use.
Never use chipped or cracked glassware.
Never use dirty glassware.
46. Report damaged electrical equipment
immediately. Look for things such as
frayed cords, exposed wires, and loose
connections. Do not use damaged elec-
trical equipment.
47. If you do not understand how to use a
piece of equipment, ask the instructor for
help.
48. Do not immerse hot glassware in cold
water; it may shatter.
HEATING SUBSTANCES
49. Exercise extreme caution when using a
gas burner. Take care that hair, clothing
and hands are a safe distance from the
flame at all times. Do not put any sub-
stance into the flame unless specifically
instructed to do so. Never reach over an
exposed flame. Light gas (or alcohol)
burners only as instructed by the teacher.
50. Never leave a lit burner unattended.
Never leave anything that is being
heated or is visibly reacting unattended.
Always turn the burner or hot plate off
when not in use.
51. You will be instructed in the proper
method of heating and boiling liquids in
test tubes. Do not point the open end of
a test tube being heated at yourself or
anyone else.
52. Heated metals and glass remain very
hot for a long time. They should be set
aside to cool and picked up with cau-
tion. Use tongs or heat-protective
gloves if necessary.
53. Never look into a container that is being
heated.
54. Do not place hot apparatus directly on
the laboratory desk. Always use an insu-
lating pad. Allow plenty of time for hot
apparatus to cool before touching it.
55. When bending glass, allow time for the
glass to cool before further handling. Hot
and cold glass have the same visual
appearance. Determine if an object is hot
by bringing the back of your hand close
to it prior to grasping it.
QUESTIONS
56. Do you wear contact lenses?
YES NO
57. Are you color blind?
YES NO
58. Do you have allergies?
YES NO
If so, list specific allergies___________
________________________________
________________________________
Flinn Scientific’s Student Safety Contract
AGREEMENT
I, ___________________________,
(student’s name) have read and agree
to follow all of the safety rules set
forth in this contract. I realize that I
must obey these rules to ensure my
own safety, and that of my fellow stu-
dents and instructors. I will cooperate
to the fullest extent with my instructor
and fellow students to maintain a safe
lab environment. I will also closely
follow the oral and written instructions
provided by the instructor. I am aware
that any violation of this safety con-
tract that results in unsafe conduct in
the laboratory or misbehavior on my
part, may result in being removed
from the laboratory, detention, receiv-
ing a failing grade, and/or dismissal
from the course.
Student Signature _________________________________
Date______________________
Dear Parent or Guardian:
We feel that you should be informed
regarding the school’s effort to create
and maintain a safe science class-
room/laboratory environment.
With the cooperation of the instruc-
tors, parents, and students, a safety
instruction program can eliminate,
prevent, and correct possible hazards.
You should be aware of the safety
instructions your son/daughter will
receive before engaging in any labora-
tory work. Please read the list of safety
rules above. No student will be permit-
ted to perform laboratory activities
unless this contract is signed by both
the student and parent/guardian and is
on file with the teacher.
Your signature on this contract indi-
cates that you have read this Student
Safety Contract, are aware of the mea-
sures taken to ensure the safety of
your son/daughter in the science labo-
ratory, and will instruct your son/
daughter to uphold his/her agreement
to follow these rules and procedures
in the laboratory.
Parent/Guardian Signature___________________________________________
Date ______________________________
Subscribe to:
Posts (Atom)