Level 3

Alaska Science
Key Element B6

A student who meets the content standard should employ strict adherence to safety procedures in conducting scientific investigations.
 

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Performance Standard Level 3, Ages 11–14

Students examine laboratory and community safety procedures, identify how an individual affects the safety of the group, and practice safe behavior in the classroom and laboratory.

Sample Assessment Ideas

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Sample Assessment Ideas

  • Students in groups of three to five produce a short video of a mock experiment that lacks safety procedures. Videos are exchanged with another group who identifies the unsafe procedures and writes up the lab with the appropriate safety procedures included.

  • Students produce a list of safety practices observed in a local industrial setting.

Expanded Sample Assessment Idea

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Expanded Sample Assessment Idea

  • Students design safety procedures for a hypothetical gas station.

Procedure

Students will:

  1. Review safe practices concerning toxic and volatile substances.

  2. Draw up a plan detailing how gasoline will be unloaded, stored, and sold. The plan must include emergency response provisions for spills and accidents.

  3. Post their plan for class review and make recommendations to others’ plans.

Reflection and Revision

Incorporate safety improvements recommended by classmates and redraw the plan.

  

Levels of Performance

Stage 4
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Student work is complete, correct, and shows evidence of elaboration, extension, higher-order thinking skills, and relevant knowledge. Students make appropriate revision to their own work and recommends appropriate changes to the work of others.
Stage 3
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 Student work is generally complete though it may contain minor inaccuracies in the relevant knowledge. The work shows limited evidence of elaboration, extension or higher-order thinking skills. Students make some revision to their own work or recommend changes to the work of others.
Stage 2
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 Student work is incomplete, inappropriate or incorrect. Revision to their own work or recommendation about the work of others, if included, is minor and insignificant.
Stage 1
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 Student work may be on topic, but does not address the question of community safety in a meaningful way. Student does not revise work or review the work of others.
Standards Cross-Reference green rule

Standards Cross-References
( Alaska Department of Education & Early Development Standards)

National Science Education Standards

The potential for accidents and the existence of hazards imposes the need for injury prevention. Safe living involves the development and use of safety precautions and the recognition of risk in personal and social dimensions. (Page 168)

Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences. The results are used to determine the options for reducing or eliminating risks. (Page 169)

Individuals can use a systematic approach to thinking critically about risks and benefits. Examples include applying probability estimates to risks and comparing them to estimated personal and social benefits. (Page 169)

Important personal and social decisions are made based on perceptions of benefits and risks. (Page 169)

 

Benchmarks

One common aspect of all social trade-offs pits personal benefit and the rights of the individual, on one side, against the social good and the rights of society, on the other. (Page 166)

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