Taking Measurements
Inquiry Focus
Measure—making measurements based on
nonstandard units to understand the advantages of a standard measurement system
Group Size Groups
Class Time 15 minutes
Alternative Materials
Nuts, bolts, marbles, pebbles or any other small
sinkable objects can be used in place of pennies.
Procedure Tips
1. Use an object that sinks in water and is large
enough to cause a visible change in the water
line. For small objects, use small cups so the
change in volume is evident.
2. If any groups measure the same object,
encourage them to compare their results to
see how accurate this method is.
3. Have towels and/or mops available to clean
up water spills.
Expected Outcome: The students will measure
the volume change but will see that it is not an
accurate method.
Answers
1. Accept all reasonable answers. Sample
answer: It took 9 pennies to displace the
same amount of water.
2. Sample answer: The volume of the marble is
9 pennies.
3. Sample: No, because pennies aren’t used in
other countries. The other scientist might
not have a good idea of the volume of an
American penny. Also, the other scientist
might not have access to pennies to try and
repeat the measurement.
Measurement Systems
This activity will help students understand
standardized measurement systems.
Inquiry Focus
Measure—finding the dimensions of a book in
metric and English measurement systems
Group Size Pairs
Class Time 15 minutes
Alternate Materials
Single rulers with both metric and English
units can be used in place of measuring tape.
Any book can be substituted for the textbook.
Procedure Tips
1. Before the activity, review with students how
to use a measuring tape to measure.
2. Have students use the same book for both
sets of measurement. Encourage students
to note similarities and differences of the
measurement systems as they work
3. When students have completed the data
table, have them compare the two sets of
measurements. For examples, have them
note that in both sets of measurements a
smaller number describes width than length;
however, the actual numbers and units differ
between the two sets of measurements.
4. When students perform Step 3, point
out that multiplying by 0.01 can be
accomplished by simply moving the decimal
place in their measurements two places to
the left. Emphasize the ease of working with
units that are based on multiples of 10.
Answers
1. Sample answer: Yes, both the metric side
of the measuring tape and the English side
use standardized systems of measurement.
Everyone who uses these measurement tools
uses the same set of standard units.
2. Sample answer: Scientists use SI, a version of
the metric system. It is very easy to convert
the metric measurement from one unit to
another. I think that’s one reason why it is
used by scientists.
Unlocking the Key Concept
TEACHER NOTES
Measuring Volume in Metric
Unlocking the Key Concept
This activity will help students practice
measuring the volume of an irregular solid in
metric units.
Inquiry Focus
Measure—collecting quantitative data using
metric units; in this case, measuring the volume
of an irregular solid
Calculate—subtracting one measurement from
another to calculate the volume of an irregular
solid
Group Size Pairs
Class Time 15 minutes
Advance Preparation (10 minutes)
Gather a variety of irregular solid objects that
will fit in the graduated cylinder, such as small
rocks, pieces of modeling clay, or waterproof
toys. Test each object by adding 30 mL of water
to a graduated cylinder, and then adding the
object. Select objects that submerge completely
and do not cause the final volume to exceed
50 mL.
Procedure Tips
1. Before the activity, review with students
how to use a graduated cylinder. Also review
the units used for measuring the volume of
liquids (liter, milliliter) and the volume of
solids (cubic meter and cubic centimeter).
Remind students that one cubic centimeter
equals one milliliter.
2. Remind students that the volume of an
irregular object is equal to the volume of
water it displaces
3. Remind students to clean up any spilled
water immediately. In Procedure Step 2,
caution students to gently place the object
in the water to avoid splashing. Explain that
water splashed out of the graduated cylinder
would affect the accuracy of the final
measurement.
Answers
1. Sample answer: An error could occur when
putting the object in the graduated cylinder.
Water could splash out causing the final
volume to be less than it should be. It can be
prevented by being careful when placing the
object into the graduated cylinder so that no
water splashes out.
2. Sample answer: I would need to use a much
larger container to hold the water and the
object. The calculations to find out the
volume of the object would stay the same:
I would measure the volume of the water,
then measure the volume of the water with
the object, and then subtract the water’s
volume from the volume of the water with
the object.
Making Models
Inquiry Focus
Critique Scientific Explanations and Models—
analyzing their own results and those of others
and developing ways of improving their own
models
Group Size Pairs
Class Time 15 minutes
Advance Preparation
Prepare the jars of beans ahead of time. If
possible, have identical jars for each team.
Record for yourself the total number of beans
in each jar. Provide additional dry beans for
students to handle and measure.
Alternative Materials
Any small object, such as buttons, pebbles, or
beads, may be used in place of beans.
Procedure Tips
Step 1: Encourage students to share their observations with their partner.
Step 2: If students are having trouble, help
them brainstorm different math skills. Encourage them to consider all possibilities. Estimating may be a new skill for students in a science
context. Remind them that a good estimate is a
number close to the actual number but easier
to work with.
Expected Outcome: Students may try many different types of estimation techniques. One possibility would be to count the visible beans in a
portion of the jar, and then use that as a sample
to estimate the total number.
TEACHER NOTES
Answers
1. Sample answer: We counted the number
of beans we could see in one square
centimeter of the jar. Then we measured the
height and width of the jar, and multiplied
the number of beans by the number of
square centimeters. We used sampling and
multiplication skills.
2. Sample answer: We treated the jar like a
rectangle, instead of a cylinder. We could
have counted the number of beans in a cubic
centimeter and then multiplied that by the
volume of the jar.
Understanding Significant
Figures
Unlocking the Key Concept
This activity will help students understand
significant figures, accuracy, and precision.
Inquiry Focus
Measure—collecting quantitative data using
metric units; in this case, measuring a desk in
centimeters and millimeters
Group Size Pairs
Class Time 15 minutes
Alternative Materials
Rulers with both centimeter and millimeter
markings can be used by both students in a
pair. Instruct one student to measure using
only the centimeter markings, while the other
student uses the centimeter and millimeter
markings. If necessary, you can cover with tape
the millimeter markings on a ruler that has
both sets of markings.
Procedure Tips
1. Before the activity, review with students the
definitions and uses of significant figures,
and the meaning of precision and accuracy.
2. Remind students that the significant figures
in a measurement include all digits they
could measure exactly, plus one digit they
estimate. When students measure their desks,
point out the number of digits that they can
measure exactly for each type of ruler. Then,
explain how to estimate the final digit.
Answers
1. Measurements with more significant figures
are usually more precise.
2. In order to determine the accuracy of the
measurements, I would need to know the
accepted value for the length of the desk.
Math Tools in Science
Unlocking the Key Concept
This activity will help students practice
calculating the mean, median, mode, and range
of a data set.
Inquiry Focus
Measure—collecting quantitative data using
metric units; in this case, measuring pencils
using a ruler
Calculate—determining the mean, median,
mode, and range of a data set
Group Size Groups
Class Time 15 minutes
Alternative Materials
Students can measure books or other objects in
place of pencils; choose items that will produce
a range of measurements.
Procedure Tips
1. Before the activity, review with students how
to convert from millimeters to centimeters.
2. Guide students as they make the calculations
required to complete Step 3. Review, if
necessary, how to calculate the mean,
median, mode, and range of a data set.
Point out that not all data sets have a mode.
Sample Data Table
Pencil Lengths
Pencil
Number
Length (mm)
1
182
18.2
2
113
11.3
3
74
7.4
4
155
15.5
5
137
13.7
TEACHER NOTES
Length (cm)
Sample data for Step 3
2. Sample answer: My display helped me
see that there were many more birds of
one species than there were of the other
two species.
Data Analysis (mm)
Math Tool
Calculated Value
Mean
132.2
Median
137
Mode
0
Range
0
Making Graphs
Answers
1. Sample answer: No, there was not a value in
our data set that occurred more than once,
so our data set had no mode.
2. Sample answer: No, our data all seemed
reasonable. There were no anomalous data
in our data set.
Picturing Information
Inquiry Focus
Analyze—developing a graph or visual
display to show information from model bird
population data
Group Size Pairs
Class Time 15 minutes
Advance Preparation
Prepare the cups with beans. You need at least
two different colors or types of beans in each
cup. You may wish to give each lab team a
different ratio or combination of beans.
Alternate Materials
Any small object of different colors can be
used, such as marbles or colored paper cut into
squares.
Procedure Tips
Step 2: If students are having trouble brainstorming, remind them of some of the basic
types of graphs such as circle and bar graphs.
To extend the activity, have students combine
data with other pairs. Have them use each cup
to represent one year’s bird population, and try
to identify trends in the population over time.
Answers
1. Sample answer: We chose a bar graph
because we had separate information about
different groups. This way, we could see how
many birds of each species there were.
Unlocking the Key Concept
This activity will help students understand how
line graphs can be used to display data.
Inquiry Focus
Control Variables—identifying the manipulated
and responding variables in an experiment
Graph—plotting data points to visualize how
one variable changes in response to changes in
another variable
Group Size Groups
Class Time 20 minutes
Safety
Make sure that there is enough space between
groups so that cars do not hit any students.
Advance Preparation (5 minutes)
Before class, gather a group of five same-sized
books for each group. Find an open area large
enough for multiple groups to work, such as
the gym or cafeteria.
Procedure Tips
1. Check to see that each group has correctly
constructed the ramp in Step 1.
2. In Step 3, students are instructed to measure
the height of the ramp. Make sure they measure the end of the ramp supported by the
book.
3. Discuss with students why a line graph can
be used to display their data. Students should
understand that a line graph is appropriate
because it shows how one variable changes
in response to changes in another variable
(in this case, how the distance a car rolls
changes in response to changes in the height
of the ramp), and because the manipulated
variable is continuous.
4. Students’ graphs should show ramp height
on the x-axis and the distance on the y-axis.
Students’ graphs should include a title, axis
labels, and data points connected by a line.
TEACHER NOTES
Answers
1. The height of the ramp is the manipulated
variable, and the distance the toy car rolls is
the responding variable.
2. As the height of the ramp (manipulated
variable) is increased, the toy car rolls farther
(responding variable).
Sample Data Table:
Sample Data Table
Temperature Change
Ramp Height and Motion
Number
of Books
Height of
Ramp
Distance
Rolled by Toy
Car
1
4.4cm
99.1cm
2
7.6cm
144.8cm
3
10.8cm
185.4cm
4
12.7cm
198.1cm
5
13.3cm
205.7cm
Graphs and Predictions
Unlocking the Key Concept
This activity will help students practice
graphing data, identifying trends shown in
the graph, and using those trends to make
predictions.
Inquiry Focus
Graph—plotting data points representing
temperature change on a line graph
Predict—using trends shown on a line graph
to make a statement about possible future data
points
Group Size Pairs
Class Time 20 minutes
Advance Preparation (5 minutes)
Prepare a cup of very warm water for each
group. Be sure the water is not too hot to
cause burns. If you use a hot plate or Bunsen
burner to heat the water, be sure to wear a
thermoglove.
Procedure Tips
1. Before the activity, review with students
how to measure temperature using a
thermometer.
2. Remind students to record their data in the
data table at each interval.
Time
Temperature (°C)
15 sec
53
2 min
51
4 min
50
6 min
50
8 min
48
10 min
46
12 min
45
14 min
44
16 min
43
Answers
1. Sample answer: The temperature of the
water decreased about 1 degree every
2 minutes.
2. Answers will vary based on starting
temperature; check that students have made
reasonable predictions based on the trends
in their data.
Models and Science
Inquiry Focus
Make Models—constructing models from
a variety of materials to represent scientific
concepts
Group Size Groups
Class Time 15 minutes
Advance Preparation
Collect items that students can use to build
models. Select a few scientific concepts that
students are likely to have encountered previously. Possible concepts include human body
systems, basic Earth structure, food chains, or
the solar system. You may also use this activity
as a chance to review students’ knowledge of
content covered in a prior grade.
Alternative Materials
Students can use any materials available to
them in the classroom.
Procedure Tips
Assign the same concept to two or more groups
to allow students to compare models. For
instance, two groups could model Earth, or the
respiratory system, or a food chain.
TEACHER NOTES
Answers
1. Sample answer: We modeled the respiratory system. We used chenille stems for the
throat, and cotton balls for the lungs.
2. Sample answer: We could not show air
moving in and out of the lungs, because our
model does not move.
3. Sample answer: We could make moving
parts in the model to show how air moves in
and out.
Super Models
Unlocking the Key Concept
Both Versions This activity will allow students
to use a model to investigate river flooding, a
natural process, and how to prevent it.
Answers—Pre Lab
Both Versions
1. A stream table is a three-dimensional model.
2. The channel represents a natural river
channel, and the water poured into the river
represents water flowing from upriver.
Inquiry Focus
Directed Inquiry:
Make Models—constructing a model to investigate the natural process of a river’s flooding
Draw Conclusions—drawing a conclusion about
how levees affect a river’s flow
Open Inquiry:
Make Models—constructing a model to investigate the natural process of a river’s flooding
Develop Hypotheses—making a testable statement about how a levee will affect river flow at
a river’s natural flood stage
Design Experiments—using a hypothesis to
develop a test for how a levee will affect river
flow at a river’s natural flood stage
Group Size
Both Versions: Groups
Class Time
Directed Inquiry: 45 minutes
Open Inquiry: 45 minutes
Safety
Tell students to wear safety goggles and lab
aprons during the activity. Caution them to
be careful when pouring water into the stream
table and to clean up any spills immediately.
Warn students that a wet floor is very slippery.
Have a mop and bucket handy to clean
up spills. Have students wash their hands
thoroughly at the end of the investigation.
Advance Preparation (20 minutes)
Both Versions:
Each group will need a stream table and access
to a sink with a faucet that controls running
water. Make a mixture of sand and gravel
before the lab, making sure there is enough for
all groups to use in their stream tables. Moisten
the sand-and-gravel mixture shortly before the
lab begins to cut down on dust and to ensure
that channels can be formed in the stream
tables. Each group will need enough modeling
clay to build levees along their river channels.
You may want to set up each stream table
before class, making sure that the hoses will
easily reach the tables and also making sure that
a bucket is in place to catch water as it flows
through the hole in the table.
Procedure Tips
Both Versions:
Introduce the activity by leading a discussion
on scientists’ use of models. Ask: Why would
a scientist perform an experiment in the
lab using a model of something rather than
experimenting with the actual thing? (It may
be too large or too small to be studied in a lab.)
Ask: What natural processes could be investigated using models? (Students might mention any natural process. Accept any reasonable
answer.) Suggest that river flooding is a natural
process. Explain that a river floods when too
much water flows through its channel, when
the river reaches what scientists call its flood
stage. Ask students to describe what they know
about how destructive floods can be. Then,
turn the discussion to ways in which floods
might be prevented. Ask: What are ways to
prevent rivers from flooding? (Students may
mention dams and levees.) Explain that levees
are mounds built up on river banks parallel
to the river channel. Point out that levees can
form naturally, but sometimes communities
build levees from soil, concrete, or sandbags.
TEACHER NOTES
Ask: How do you think building levees along a
river affects flooding? (Most students will agree
that building levees could help prevent flooding
in some way.) Tell students that in this lab they
will use a model to investigate how levees built
along a river affects the river’s flow.
Directed Inquiry:
1. Make sure students understand how a stream
table works. You may want to demonstrate
letting water into the apparatus and letting
the water flow out through the drain hole.
2. Help students understand how to time
the flow of water into the stream table by
timing the flow into a beaker. You may want
to explain that by collecting this data, they
will be able to determine the rate of water
flowing through the river channel in their
model.
3. Make sure a catch bucket is in place under
each stream table. Tell students to watch the
level in that bucket closely, making sure to
empty it into the sink each time it gets about
half full.
Open Inquiry:
1. Distribute the materials, and have students
develop their hypotheses and design their
experiments. Review and approve students’
hypotheses and procedures.
2. Make sure students understand how a stream
table works. You may want to demonstrate
letting water into the apparatus and letting
the water flow out through the drain hole.
3. Make sure a catch bucket is in place under
each stream table. Tell students to watch the
level in that bucket closely, making sure to
empty it into the sink each time it gets about
half full.
4. Sample hypothesis for Step 4: Building levees
along a river can prevent flooding at the
river’s natural flood stage.
5. Have video cameras available for students
to use in completing the Communicate
activity. If video cameras are not available,
students can make visual presentations using
photographs.
Answers—Analyze and Conclude
Directed Inquiry:
1. Sample answer: more water flowing down
the river from upriver or more runoff from
the surrounding area
2. Sample answer: The dependent variable was
whether the river overflowed its banks. We
controlled the shape and depth of the river
channel and how much water was added to
the channel.
3. Sample answer: It told us the rate at which
we had flowed water through the channel of
the stream table. The purpose was to gather
data that would allow us to compare the
rates of water flow when the river was flowing at pre-flood rates, when it overflowed
with no levees present and with levees
present.
4. Sample answer: The results allowed us to
draw the conclusion that levees are effective
in preventing flooding at a river’s natural
flood stage. After we built levees, water had
to flow at a greater rate to cause the river to
overflow its banks.
Open Inquiry:
1. Sample answer: After forming a river
channel in the sand and gravel of the stream
table, we slowly increased the rate of water
flow until the river overflowed its banks. We
recorded that rate in our data table.
2. Sample answer: After the river overflowed,
we timed how fast the same rate of flow filled
a 1000-mL beaker.
3. Sample answer: The independent variable
was whether the river banks had levees or
not. The dependent variable was whether the
river flooded.
4. Sample answer: We hypothesized that levees
would prevent flooding at the river’s natural flood stage. The results supported that
hypothesis.
5. Sample answer: We conclude that levees can
prevent flooding at a river’s natural flood
stage. We measured the rate of water flow
that caused flooding when there were no
levees and when there were levees. The rate
of overflow was much higher when levees
were in place.
TEACHER NOTES
Sample Data Table
Directed Inquiry:
River Flood
Time to Fill Beaker (sec)
Amount of water
collected (mL)
Flow rate mL /sec
Trial 1
58
1000
17.2
Trial 2
59
1000
16.9
Trial 3
55
1000
18.2
Trial 4
54
1000
18.5
Trial 5
46
1000
21.7
Trial 6
50
1000
20
Answers—Post Lab
Directed Inquiry:
1. Sample answer: I think the model matched
a river channel well enough to help us
understand if levees can work. A larger and
more complex model could match natural
conditions more closely.
2. Sample answer: In doing the procedure
twice each time, we made sure that we hadn’t
made an error the first time we did it.
3. Sample answer: Scientists might be able to
design a computer model that would match
natural conditions well.
4. Sample answer: I learned that a model can
allow you to investigate a natural process in
the laboratory. I still want to know about
other kinds of models, including computer
models and mathematical models.
Communicate—Students’ presentations should
clearly explain how scientists use models, what
the model in this experiment represented,
and what conclusions can be drawn from the
results. Students’ videos, photos, or drawings
should enhance the presentations.
Open Inquiry:
1. Sample answer: Although this model was
more simple than a natural environment,
results could give scientists a basic understanding of how levees might change when
a river flooded in an area. To better match
natural conditions, the model would have to
be much larger and more complex.
2. Sample answer: Scientists could design a
computer model that would closely match
natural conditions and show what would
happen when excessive water flowed down a
river channel.
3. Sample answer: I learned that a simple threedimensional model can allow scientists to
study a natural process in the laboratory.
I still want to know about other kinds of
models scientists use, including computer
and mathematical models.
Communicate—Students’ videos should clearly
and logically show how the experiment was
performed and what the results were. Students
should discuss scientists’ use of models and
how the model in this experiment relates to the
community’s real situation.
Systems of Science
Unlocking the Key Concept
This activity will help students understand
systems.
Inquiry Focus
Analyze Models and Systems—examining the
parts of a mechanical system to determine the
input, output, and processes of the system
Group Size Groups
Class Time 15 minutes
Advance Preparation (10 minutes)
For each group, prepare a flashlight with
working batteries.
Procedure Tips
1. Review with students the terms input, output,
and process as they relate to systems. Explain
that input is the material or energy that goes
into the system, output is the material or
energy that comes out of the system, and
process is what happens in the system.
2. Step 5: Encourage students to make as
detailed a diagram as possible. Point out that
diagrams are a type of model.
TEACHER NOTES
Answers
1. Sample answer: Yes, my model could be used
to explain how the flashlight works, because
it shows all the parts and how they work
together.
2. Sample answer: I would improve the system
by using rechargeable batteries to provide
the input.
Models of Natural Systems
Unlocking the Key Concept
This activity will reinforce the concept that
models are used to understand systems.
Inquiry Focus
Make Models—constructing and analyzing a
model of the water cycle
Group Size Groups
Class Time 20 minutes
Advance Preparation (5 minutes)
Prepare enough hot water so that each group’s
beaker can be filled half full. Use a heat resistant
glove to move water from the heat source to
the student beakers. Do not heat the water to a
temperature that could cause burns.
Procedure Tips
1. Before the activity, have a class discussion
about the use of models. Then, point out
that the water cycle is an example of a
natural system. Like most natural systems,
it can be studied using a model.
2. Give a brief overview of the water cycle.
Ask students what they think happens after
water droplets condense to form a cloud.
Guide students to the understanding that the
moisture falls back to Earth in the form of
rain or other types of precipitation.
3. For Step 2, ask students to infer why they
needed to place ice cubes on the plastic
wrap. (To cool the air and make the water
condense.) Explain that the water in the ice
cubes is not a part of your model water cycle.
The ice cubes are used only to cool the air.
4. For Step 3, have students record their
observations. Sample answer: At first, there
was condensation all over the top part of the
beaker. After a few minutes, water droplets
started falling from the plastic wrap back
into the beaker of water.
Answers
1. Sample answer: My model is similar to the
actual water cycle because warm, moist air
moved upward; then the moisture condensed and fell back down. My model differed from the actual water cycle because it
did not involve the sun’s energy, and because
it showed only some of the processes of the
actual water cycle.
2. Sample answer: I could add some plants,
because plants give off water from their
leaves as part of the water cycle.
Is Science Safe?
Inquiry Focus
Observe—observing safety equipment
and using the observations to plan safety
procedures
Group Size Individuals, then pairs
Class Time 15 minutes
Advance Preparation (15 minutes)
Collect objects and place them where students
will be able to examine them.
Alternative Materials
You can use any equipment students are likely
to encounter in the course of your classwork.
Safety
Make sure objects are secure so that they
cannot roll or fall off a table.
Procedure Tips
Discuss with students any safety equipment
they may have used in the past. Remind them
never to touch equipment or other objects that
they are not using.
Answers
1. Students should record additional reasonable
precautions.
TEACHER NOTES
Sample data table:
Equipment
Danger
How to Avoid the Danger
Glass beaker
Breaking the beaker
Heated beakers may be hot.
Handle beaker carefully
Liquid chemicals
Spills; getting the chemical on skin or
clothing
Wear apron and goggles; wipe up any
spills right away.
Hot plate
Burns
Use mitts and tongs to handle objects
on the hot plate; tie back loose hair and
clothing.
Raw egg
Breaking the egg; bacteria
Never eat anything in the lab; handle the
egg carefully; wash hands after handling
the egg.
2. Sample answer: If I rush or do not follow
steps carefully, I am more likely to cause an
accident or make a mistake.
Equipment: An electric hot plate (turned off)
with a beaker of water placed on top
Be Prepared to Be Safe in
the Lab
Unlocking the Key Concept
This activity will help students practice
safety skills they should practice during lab
investigations.
Inquiry Focus
Design Experiments—suggesting safety procedures that would be used in various procedures
or investigations
Group Size Individuals
Class Time 20 minutes
Safety
Remind students to follow the directions, and
warn them to not turn on the hotplate, stick
their fingers in cages, or taste the solutions.
Advance Preparation (15 minutes)
Prepare three numbered stations as described
below. Each station will have a set of equipment
and a procedure description written on an
index card. (Students will not actually carry out
the procedures.)
Procedure Card: The hot plate will be used to
heat this beaker of water until it boils.
Station 2:
Equipment: A live animal (a hamster in a cage,
a cricket in a cricket habitat, or any other live
animal); a stopwatch
Procedure Card: The animal will be removed
from this cage and placed in an observation
cage. The number of movements the animal
makes during 1-minute intervals will be
counted.
Station 3:
Equipment: A beaker of water dyed blue with
food dye and a graduated cylinder half-full of
water dyed red with food dye.
Procedure Card: The chemical in the graduated
cylinder will be added to the chemical in the
beaker.
Procedure Tips
1. Before students begin, tell them that each
station includes a description of a procedure.
Tell students that they will NOT actually
carry out the procedure.
2. Have students move through the stations in
any order. Remind them to record the station
numbers in the left column of their data
table.
Station 1:
TEACHER NOTES
Sample Data Table:
There are many potential correct responses at
each station.
Lab Safety
Station
1
Safety Precautions
a. Use heat-resistant gloves when
handling hot objects.
b. Keep the electric cord untangled.
c. Wear safety goggles.
2
a. Make sure the animal has enough
food and water.
b. Use care not to harm the animal
when it is handled.
c. Wear protective gloves when you
handle the animal.
3
a. Wear safety goggles.
b. Wear a lab apron.
c. Do not taste or smell the chemicals.
Answers
1. Sample answer: Dispose of the chemicals as
instructed by the teacher; wash your hands
thoroughly.
In Case of an Emergency
Unlocking the Key Concept
This activity will reinforce students’
understanding of the safety equipment in the
laboratory.
Inquiry Focus
Design Experiments—learning about the
location and purpose of safety equipment in
the lab
Group Size Groups
Class Time 20 minutes
Procedure Tips
1. Divide the class into five groups of students,
and assign each group one of the pieces of
safety equipment listed. Caution students
not to activate the fire extinguisher or the
fire alarm.
2. Students may not immediately understand
how some equipment, such as an eye wash
station, works. Demonstrate how the equipment is used. You may also wish to prepare
descriptions of the equipment for students
to refer to.
3. Step 2: Guide students as they prepare their
presentations. Encourage them to make their
presentations clear and concise.
4. Emphasize that the first step when any
accident occurs is to notify the teacher
or another adult and to follow his or her
instructions.
Answers
1. Tell the teacher or another adult that an
accident has occurred.
2. Sample answer: Before completing this
activity, I did not know about the emergency
eye wash station. Now I know why it is
needed.
TEACHER NOTES