Lesson Plans and Support Documentation€¢ Easy to use lesson plans with TEKS correlations ... •...
Transcript of Lesson Plans and Support Documentation€¢ Easy to use lesson plans with TEKS correlations ... •...
With the Safe At Home program, your students will join Leo the Lion and his family as they learn about fuels and pipeline safety. In the process of their studies, students also investigate key earth science and physical science concepts.
This program includes:
• Integratedactivitiesblending,science,languagearts,socialstudies and mathematics concepts
• EasytouselessonplanswithTEKScorrelations,writteninthe5Emodel
• ASafe At Home Classroom Activity Kit with most of the sup-plies needed to successfully complete the science lessons
• ATeacher’s Guide providing supporting information
• Safe At Home website with supplementary materials to sup-port and enrich your classroom instruction
• Strongassessmentcomponentsincludingapre-assessmentand post-assessment
• AHome Gas and Pipeline Safety Checklist designed to fos-ter parental involvement
• Studentincentivesforsuccessfulparticipation
• Teacherincentivesforcompletingunitandsubmittingunitdata on-line (please see back cover)
Because your school is located within the vicinity of under-ground pipelines, the Safe At Home program is sponsored by pipeline industry companies free of charge to the your school. Thesponsorsbelieveinkeepingourcommunitysafe.
Awellinformedcommunityisasafercommunity.
Table of Contents Page
Introduction 1
TEKSCorrelation–Grade 2
SAHMaterialsandSupplies 3
LessonPlan–Day1 4
LessonPlan–Day2 5
LessonPlan–Day3 6
LessonPlan–Day4 7
LessonPlan–Day5 8
LessonPlan–Day6 9
LessonPlan–Day7 10
ProgramFollow-upActivities–Day8 11
SAHDataAnalysisDirections 12
TestAssessmentWorksheet 13
TestAnalysisReportSheet 14
TestQuestionAnswerKey 15
Incentive&SupportProgram 16
Lesson Plans and Support Documentation_______________________________
TexasEdition
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Texas Essential Knowledge and Skills (TEKS) Correlations with Safe at Home
110.7 English Language Arts and Reading
b.6Reading/wordidentificationb.7Reading/fluencyb.9Reading/vocabularydevelopmentb.10Reading/comprehensionb.11Reading/literacyresponseb.13Reading/inquiry/research/textorganizers/graphicsourcesb.16Writing/penmanship/capitalization/punctuationb.17Writing/spellingb.18Writing/grammar/usageb.19Writing/writingprocesses/proofread
112.7 Science
b.2Usescientificmethodsduringlaboratoryinvestigationsb.3dEvaluateimpactofresearchonsocietyandtheenvironmentb.7aClassifymatterbasedonitsphysicalpropertiesb.7c Identify changes in physical propertiesb.8aDifferentiateamongformsofenergyb.11aIdentifyandobserveactionsthatrequiretimeforchangesb.11bDrawconclusionsabout“whathappenedbefore”usingdatab.11cIdentifypasteventsthatledtotheformationofEarth’sresourcesb.12a Interpret how land forms are result of deposition of sedimentb.12bDescribeprocessesresponsibleforformationofcoal,oil,gas
113.7 Social Studies
b.9a People adapt to and modify environmentb.9b Past and present use of human resources to meet needsb.9cConsequencesofhumanmodificationofenvironmentb.24Scientificdiscoveryofoil
111.17 Mathematics
b.3b Use multiplication to solve problems b.9Geometryandspecialreasoningb.11Measurementb.14a Identify the mathematics in everyday situations
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Safe At Home Materials and Supplies
Safe At Home MaterialUsed in Lesson
Standard Quantity
Supplied in SAH Kit
Supplied on SAH Website
Supplied by Teacher/
School
StudentBooklets all 26 ✓
Teacher’sGuide (packagedwithStudentBooklets)
all 1 ✓
TexasTEKSandLessonPlans all 1 ✓
SAHPre-assessment 1 26 ✓
SupportActivities all 8 ✓
Storyboard/timelinepaper 3 26 ✓
1-liter soda bottles 4 5 ✓
Water(3/4literpersodabottle) 4 4 Liters ✓
AlkaSeltzerTMpackets(2tablets/packet) 4 15 ✓
Balloons 4 5 ✓
Paper cups 4 26 ✓
Plastic spoons 4 5 ✓
Straws 4 5 ✓
Teacandles 5 3 ✓
Glassjars(3sizes) 5 3 ✓
Matches 5 1 packet ✓
Stopwatches 5 3 ✓
Honey 5 5 cups ✓
Bowls 5 10 ✓
Funnels 5 5 ✓
Water 5 2 cups ✓
Paper towels 5 1 roll ✓
ScratchandSniffmercaptansheets (8cards/sheet)
6 1 ✓
SAHGasandPipelineSafetyChecklist 6 26 ✓
SAHWallPoster 7 1 ✓
Coloredpencils 7 Set/group ✓
SAHPost-assessment 8 26 ✓
SAHSafetyAwardCertificates 26 ✓
Call811WristBands(studentsize) 26 ✓
Call811WristBands(teachersize) 1 ✓
$50OfficeDepotTeacherGiftCard (to be mailed upon completion ofSAHprogram)
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Purpose •IntroduceSafe at Home booklet.•Pre-assessstudentunderstandingaboutoil,gas,propertiesofmatter,andhomeand
community gas and pipeline safety.•Engagestudentinterestinexploringfuelsandpipelinesasimportantaspectsofmodernlife.•Initiatediscussionaboutsafepracticesinsideandoutsideofhomeandschool.
TEKS 110.7EnglishLanguageArtsandReadingb.6Reading/wordidentificationb.7Reading/fluencyb.9Reading/vocabularydevelopmentb.10Reading/comprehensionb.11Reading/literacyresponseb.16Writing/penmanship/capitalization/punctuationb.17Writing/spellingb.18Writing/grammar/usageb.19Writing/writingprocesses/proofread
Key Terms natural gas fuel pipeline
Materials •SafeatHomestudentbooklet(1perstudent)•SafeatHomePre-assessment(1perstudent)•SafeatHomePre-andPost-assessmentWorksheet(fromSAHLessonPlanPacket)•SafeatHomeTeacher’sGuide(TG)•Use Your Senses to Find Descriptive Words(TG–page3)•Help Junior Improve His Writing(TG–page4)•Fuels Your Family Uses to Heat Things(TG–page6)
Advance Preparation
Makecopiesof:•SafeatHomePre-assessment(1perstudent)–1classsetprovidedwithSAHKit•Use Your Senses to Find Descriptive Words(TG–page3)•Help Junior Improve His Writing(TG–page4)•Fuels Your Family Uses to Heat Things(TG–page6)•ReviewLesson1support–www.safeathomesupport.com
Engage 1.IntroduceLeotheLionandhisfamily(frontpageofstudentbooklet).Explainthatstudentswillfollow the adventures of this family as they learn about natural resources such as natural gas and crude oil.
2.Administer:SafeatHomePre-assessment3.RecordstudentscoresonSafeatHomePre-andPost-assessmentWorksheet
Explore 1.ReadCampingStory(studentbookletpages2-3)withstudents. Askstudentstosharetheirowncampingexperienceswiththeclass.
2.DistributeUse Your Senses to Find Descriptive Words(TE–page3) and instruct students to complete the workshop.
3.DirectstudentstocompleteActivity1:Write a Paragraph.Remindstudentstouse their descriptive words from the worksheet and to apply all their writing skills.
Explain 1.DistributeproofreadactivityHelp Junior Improve His Writing(TG,page4)2.Directstudentstocompletetheproofreadingactivity.3. Discussstudent’sresponses.4.Directstudentstoproofreadtheirownparagraph.
Elaborate 1.Discussthe“comfortsofhome”thatimproveuponthecampingexperience shown in student booklet, page 3. Focus on the home energy sources.
2.Listentostudents’explanationsabouthomeenergysourcesandclarifyanymisconceptions.3.Discusssomeofthewayspeopleheatedtheirhomeandcookedtheirfoodmanyyearsago. Lesson1supportfrom–www.safeathomesupport.com
4.Askifstudentsknowthefuelsourcefortheirhomeenergy.Optionsareprobably naturalgasorelectricity.DistributeFuels Your Family Uses to Heat Things and direct students to complete as homework with the assistance of their families.
Evaluate EvaluatestudentActivity1paragraphs.
Teacher Comments & Reflections:
Lesson Plan – Day 1
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Purpose LearningaboutNaturalGasasaResource–FromtheWelltotheHome
TEKS 110.7EnglishLanguageArtsandReadingb.6Reading/wordidentificationb.7Reading/fluencyb.9Reading/vocabularydevelopmentb.10Reading/comprehensionb.11Reading/literacyresponseb.13Reading/inquiry/research/textorganizers/graphicsources
112.7Scienceb.3dEvaluateimpactofresearchonsocietyandtheenvironmentb.7c Identify changes in physical propertiesb.8aDifferentiateamongformsofenergyb.11aIdentifyandobserveactionsthatrequiretimeforchangesb.11bDrawconclusionsabout“whathappenedbefore”usingdatab.11cIdentifypasteventsthatledtotheformationofEarth’sresourcesb.12a Interpret how land forms are result of deposition of sedimentb.12bDescribeprocessesresponsibleforformationofcoal,oil,gas
113.7SocialStudiesb.9a People adapt to and modify environmentb.9b Past and present use of human resources to meet needsb.9cConsequencesofhumanmodificationofenvironmentb.24Scientificdiscoveryofoil
Key Terms crudeoil refineriesreservoirnetworknaturalgaspipelines inserted process(ing) natural resources fossilfuelsdepleted impurity fuelTerminals
Materials •SafeatHomestudentbooklet(1perstudent)•SafeatHomeTeacher’sGuide•Lesson2support–www.safeathomesupport.com •How Does Natural Gas Go from the Well to the Home?(TGpage7)(1perstudent)
Advance Preparation
Makecopiesof:•How Does Natural Gas Go from the Well to the Home?
Engage 1.Chartstudents’datafromhomework:FuelsYourFamilyUsestoHeatThingsasdescribedinTG,page5.2.Discussresults.3.CompareresultswiththenationalpercentagesofFamilyUsestoHeatThings Lesson2support–www.safeathomesupport.com
Explore 1.Introducestudentstothenutsandboltsofhownaturalgasisextractedfromground and the process that transports natural gas to our homes (student booklet page 4).
2.DirectstudentstocompleteHow Does Natural Gas Go from the Well to the Home?(TGpage7).
Explain Explainthatpipelinescarryotherthingstoo.Directstudentstoreadstudentbooklet,page5.
Elaborate 1.Directstudentstodiscusstheirideasaboutthesourceand transportation of natural gas (student booklet - pages 4 & 5).
2.Emphasizethepipelineinfrastructureusedtotransportnaturalgassafely from the well to the processing plant and then to the home.
3.Reviewvarioustextfeaturesonthepage(likecaptionsandsequenced illustrations)aidthedevelopmentofmainideas.(seeTG,page8)
Evaluate GradeHow Does Natural Gas Go from the Well to the Home?
Teacher Comments & Reflections:
Lesson Plan – Day 2
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Purpose WhatareFossilFuels,andWheredotheyComeFrom?
TEKS 110.7EnglishLanguageArtsandReadingb.6Reading/wordidentificationb.7Reading/fluencyb.9Reading/vocabularydevelopmentb.10Reading/comprehensionb.11Reading/literacyresponseb.13Reading/inquiry/research/textorganizers/graphicsources
112.7Scienceb.3dEvaluateimpactofresearchonsocietyandtheenvironmentb.7c Identify changes in physical propertiesb.8aDifferentiateamongformsofenergyb.11aIdentifyandobserveactionsthatrequiretimeforchangesb.11bDrawconclusionsabout“whathappenedbefore”usingdatab.11cIdentifypasteventsthatledtotheformationofEarth’sresourcesb.12a Interpret how land forms are result of deposition of sedimentb.12bDescribeprocessesresponsibleforformationofcoal,oil,gas
113.7SocialStudiesb.9a People adapt to and modify environmentb.9b Past and present use of human resources to meet needsb.9cConsequencesofhumanmodificationofenvironmentb.24Scientificdiscoveryofoil
Key Terms crude oil fossil fuels convert natural gas photosynthesis energy coal solar energy bacteria store natural resources decay
Materials •SafeatHomestudentbooklet(1perstudent)•SafeatHomeTeacher’sGuide•Grammar is a Gas!(TG,page10)•Lesson3support–www.safeathomesupport.com
Advance Preparation
•Postguidingquestionsonboard(TG,page8)•ObtainpaperappropriateforstudentstoryboardsortimelinesMakecopiesof:•Grammar is a Gas!(TG,page10)
Engage 1.Reviewguidingquestionswithstudents.Explainthatthesearequestions they should be considering as they read about fossil fuels.
2.Askstudentstobrieflydiscusstheirideasabouttheterm,fossilfuel.Listenfor misconceptions or confused ideas that you will need to clarify during the lesson.
Explore 1.Readanddiscusshowfossilfuelsareformed(studentbookletpages6-7).2.Focusstudentdiscussionaroundtheguidingquestions.3.Stressthatfossilfuelsarecreatedfromtheremainsofplantsandanimals thatwereburiedlongago.Emphasizethatthesefuelsarenon-renewable.
4.ExpandstudentunderstandingbyusingtheLesson3linksabouttheformation offossilfuel–www.safeathomesupport.com
5.ReviewtheconceptsusingGrammar is a Gas!(TG,page10)
Explain Explainthatpipelinescarryotherthingstoo.Directstudentstoreadstudentbooklet,page5.
Elaborate 1.Directstudentstodrawastoryboard(ortimeline)showingthesequenceofeventsthatformfossilfuels.2.Instructstudentstowriteabriefparagraphthatexplainstheirstoryboardsequenceandexplainswhy
fossil fuels are considered to be non-renewable.
Evaluate Collectstudentstoryboardsanddescriptiveparagraphs.
Teacher Comments & Reflections:
Lesson Plan – Day 3
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Purpose PropertiesofMatter,PartA:Solids,liquidsandgases
TEKS 112.7Scienceb.2Usescientificmethodsduringlaboratoryinvestigationsb.7aClassifymatterbasedonitsphysicalpropertiesb.7c Identify changes in physical propertiesb.8aDifferentiateamongformsofenergyb.11bDrawconclusionsabout“whathappenedbefore”usingdata
Key Terms matterstates of mattersolidgasliquid
Materials •SafeatHomestudentbooklet(1perstudent)•SafeatHomeTeacher’sGuide•1litersodabottles(1per4-6students)•Water(enoughtofillliterbottles¾full)•AlkaSeltzerTM tablets (6 per 4 - 6 students)•Balloons(1per4-6students)•Papercups–twowithwater(3per3-studentteam)•Straws(1per3-studentteam)•Spoon(1per3-studentteam)•Lesson4support–www.safeathomesupport.com
Advance Preparation
•AssemblematerialsforActivity3and6.•Prepareassothattheactivitiescanbeconductedsafely.
Engage 1.Askstudentswhatisactuallyhappeningwhenthewindblows. Focus their attention on the force from moving atmospheric gases.
2.DirectstudentstocompleteActivity2:NametheGas!(studentbookletpage8)–usestudent answerstodetecttheirideasaboutgases.(Option:Enhancethediscussionabouteachquestion aboutgasesusingLesson4support–www.safeathomesupport.com )
3.Readanddiscusstheparagraphabout“Whatisagas?”(studentbookletpage8)4.Discussthethreemostcommonstatesofmatter:solid,liquid,&gas5.ExtendthediscussionwiththepointsinTGpage9.
Explore 1.ExplorepropertiesofgasinActivities3&4(studentbookletpage8)–followdirectionsinTGpage9.
Explain 1.Discusshowthegaswasformedwhenthetabletwasputintothewater.2.EmphasizethattheCO2gashasnosmelljustlikenaturalgashasnosmell.Makecertainstudents focusonthetextintheyellowbox,page8.Emphasizethatsincenaturalgashasnosmellasmellyingredient isaddedforsafedetection.Informthemthatinalaterlessontheywilllearntorecognizethatsmell.
Elaborate 1.Encouragestudentstosummarizepropertiesofgasesobservedinthislesson.2.DirectstudentstocompleteActivity5instudentbookletortousetheinteractiveActivity5 providedinLesson4support–www.safeathomesupport.com
3.Askstudentstoconsiderthechallengeoftransportingsolid, liquidandgasfuelsfromtheirsourcetotheirpointofuse.
4.DirectstudentstoconductActivity6:“Transportingthe“fuel”.
Evaluate Directstudentstowriteaparagraphdiscussingthechallenges andsolutionstotransportingsolid,liquidandgasfuels.
Teacher Comments & Reflections:
Lesson Plan – Day 4
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Purpose PropertiesofMatter,PartB:ViscosityandFlammability(Combustion)
TEKS 112.7Scienceb.2Usescientificmethodsduringlaboratoryinvestigationsb.7aClassifymatterbasedonitsphysicalpropertiesb.7c Identify changes in physical propertiesb.8aDifferentiateamongformsofenergyb.11bDrawconclusionsabout“whathappenedbefore”usingdata
Key Terms matterstates of mattersolidgasliquidcombustion
Materials •SafeatHomestudentbooklet(1perstudent)•SafeatHomeTeacher’sGuide•Votiveorteacandle(1)•Glassjars(3–differentsizes)•Matches•Stopwatch•Lesson5support–www.safeathomesupport.com •Optional:obtainhoney,bowl,funnel,plasticspoonandpapertowelforviscosityexperiment,TG,page11
Advance Preparation
•AssemblematerialsforActivity8andViscosityactivity(optional).•Prepareassothattheactivitiescanbeconductedsafely.
Engage 1.Reviewstudentideasabouttransportingfuelsfrompreviouslesson.2.Leadstudentstoconsiderpipelinesasanimportantsolutiontotransportingliquidsandgases.
Explore 1.Readthetextaboutpipelinesandstudythemap(studentbookletpage10).2.Showstudentsimagesofrealpipelines -Lesson5support–www.safeathomesupport.com
3.Directstudentstodiscussthepropertyofviscosity:Activity7(studentbooklet,page10).Youmaychoosetoconducttheviscosityactivity(optionalextension–TG,page11).
Explain 1.DiscussstudentideasfromActivity7.2.Relatestudentideastothechallengesoftransportingfuelthroughpipelines.3.Showimagesofrealpipelines-Lesson5support–www.safeathomesupport.com
Elaborate 1.Askstudentsifsomeorallgasescanburn.Explainthatflammability (or combustion) is another property of matter.
2. Ignite a candle and ask student to discuss what they are observing using the term combustion. (Helpstudentsunderstandthattheheatfromtheburningwickcausesthewaxtophase changefromasolidtoaliquidtoagas.Itisactuallythegasphasethatignites.)
3.Directstudentstoreadthetextonpage11ofthestudentbooklet.4.Directstudentstopredictwhatwillhappenwhenyouput differentsizedjarsoverthecandleaspicturedonpage11.
5.Conductthedemonstrationanddiscussitwiththestudents.6.Reviewconceptsaboutpropertiesofmatterusingglossaryand/crosswordpuzzles fromLesson5support–www.safeathomesupport.com
Evaluate Directstudentstowriteanexplanationofthecandleandjardemonstration.
Teacher Comments & Reflections:
Lesson Plan – Day 5
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Purpose GasandPipelineSafetyIndoors–UsingGasSafely
TEKS 110.7EnglishLanguageArtsandReadingb.6Reading/wordidentificationb.7Reading/fluencyb.9Reading/vocabularydevelopmentb.10Reading/comprehensionb.11Reading/literacyresponseb.13Reading/inquiry/research/textorganizers/graphicsources
112.7Scienceb.2Usescientificmethodsduringfield&laboratoryinvestigationsb.7aClassifymatterbasedonitsphysicalpropertiesb.7c Identify changes in physical propertiesb.11bDrawconclusionsabout“whathappenedbefore”usingdata
Key Terms clean-burningmercaptancarbonmonoxide
Materials •SafeatHomestudentbooklet(1perstudent)•SafeatHomeTeacher’sGuide•ScratchandSniffmercaptansamples(1cardpergroupofstudents)•Plasticbaggyforusedscratchandsniffcards•SAH Gas and Pipeline Safety Checklist(classsetprovidedinSAHKit)•Lesson6support–www.safeathomesupport.com
Advance Preparation
Makecopiesof:•Safe at Home Quiz(TG,page13)•SAHGas and Pipeline Safety Checklist(classsetprovidedinSAHKit)
Engage 1. Remindstudentsoftheirconversationswiththeirfamiliesabouttheenergysourcesfortheirhomes(Lesson2). Encouragestudentstothinkaboutsafetyconcernsrelatedtobringingnaturalgasintoahome.Assure themthatthepipelineindustryandthegascompanyhaveanexcellentsafetyrecordinthecommunity.
2.Directstudentattentiontothediagramofappliances(gasstove,waterheater,andfurnace)inthestudentbooklet,page12.Encouragethemtorelatetheseappliancestothoseintheirownapartmentorhome.
Explore 1.ReadtheUsingGasSafelystorywiththestudents(studentbookletpages12-13).2.Relatetheideasaboutcombustiontothepreviouslesson.3.ConductActivity9withthescratchandsniffcards(refertoTG,page12).Collecttheusedcards,placethemintheplasticbaganddisposeofthem.Caution:Donotallowstudentstoremovecardsfromclassroom.
Explain 1.Reviewtheinformationpresentedinthestorybychartingthemainpointsontheboard.(SeeTG,page12 formainpoints.)Makecertainstudentsunderstandthatnaturalgasisodorlessuntilmercaptanisadded.
2.Emphasizethehazardsdetailedinyellowboxinstudentbookletpage12.
Elaborate 1.Discussthesymptomsofexposuretocarbonmonoxide.2.Emphasizecautionsandpreventativestepstotake-page13,studentbooklet.3.Allowstudentstopantomime“do’s”and“don’ts”fornaturalgassafetyinthehome(iftimeallows).4.AllowstudentstimetosendSAHSafetye-cardstofamilymembers Lesson6support–www.safeathomesupport.com
5.DistributeSAHGas and Pipeline Safety Checklistsforhomework.Explainthataparentor guardianneedstobeinvolvedinthehomesafetyinspection.Directstudentstoreturnthe signedinspectionsurveywithinthenexttwodaystoearntheSAH Safety Award.
Evaluate AdministertheNatural Gas Safety Quiz-TG,page13
Teacher Comments & Reflections:
Lesson Plan – Day 6
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Purpose GasandPipelineSafetyOutside
TEKS 111.17Mathematicsb.3b Use multiplication to solve problems b.9Geometryandspecialreasoningb.11Measurementb.14a Identify the mathematics in everyday situations
112.7Scienceb.2Usescientificmethodsduringfield&laboratoryinvestigationsb.7aClassifymatterbasedonitsphysicalpropertiesb.7c Identify changes in physical propertiesb.11bDrawconclusionsabout“whathappenedbefore”usingdata
Key Terms UtilitiesOne-CallNumber811
Materials •SafeatHomestudentbooklet(1perstudent)•SafeatHomeTeacher’sGuide•SafeatHomePoster•SAHGas and Pipeline Safety Checklist –completedbystudentsandtheirparents•Pipeline Safety and You Quiz(TG,page15)•Coloredpencils(green,yellow,red,blue)•Lesson7support–www.safeathomesupport.com
Advance Preparation
Makecopiesof:•Pipeline Safety and You Quiz(TG,page15)•SafeatHomePost-assessment(1perstudent)–classsetprovidedinSAHKit
Engage 1.Showanddiscussimagesofpipelinesignsandright-of-ways -Lesson7support–www.safeathomesupport.com
2.ReadthePipeline Safety and Youstorytothestudents.(studentbookletpages14-15)–seeTG,pages12&14foradditionalinformation.Directstudents’attentiontotheYellowCautionBoxonpage15anddiscussthe importanceoftheCaution.ProvidestudentswithOne-Callnumber811.
3.Explainthatthenaturalgaspipelineindustryhasanexcellentsafetyrecord.Pipelinesareregularly inspectedandmonitored.Mostemergenciesaretheconsequenceofthird-partydamage.
4.Emphasizethatitiseveryone’sresponsibilitytothinkandbehavesafely.
Explore 1.IntroduceActivity10:Where Should the Pool Go?-studentbooklet,page16.Discuss studentideasaboutthepoollocation.–TG,pages14&16foradditionalinformation.
2.Distributecoloredpencilsanddirectstudentstocompletetheactivity.3.Monitorstudents’completionofActivity10.Discussthepositionandsizeoftheirpools.4.DirectstudentstocompletetheActivity11:Now Do the Math! Lesson7support–www.safeathomesupport.com(TG,page16).
Explain 1.DiscussstudentanswersforActivity11.–TG,page162.Assignadditionalproblemsiftimepermits-Lesson7support–
www.safeathomesupport.com
Elaborate 1.ReviewPipelineSafetyRules–studentbooklet,page172.DirectstudentstocompleteActivity12:What’s Wrong with this Picture?–studentbooklet,page17.3.ReviewNatural Gas Safety Rules–studentbooklet,pages18&194.DirectstudentstocompleteActivity13:What’s Wrong with this Picture?–studentbooklet,pages18-19.5.Discussstudentanswersandideas.–seeTG,pages17-19foranswers.6.Reviewsafetypracticeswithanimated“do’s”and“don’ts”withsafety Lesson7support–www.safeathomesupport.com
Evaluate 1.ReviewandreinforcePipelineSafetyusingtheSAHclassroomposter.2.DirectstudentstocompletePipelineSafetyandYouQuiz(TG,page15)
Teacher Comments & Reflections:
Lesson Plan – Day 7
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Purpose GasandPipelineSafetyFollow-up
Materials •SafeatHomePost-Assessment–classsetprovidedinSAHKit•SafeatHomePre-andPost-assessmentWorksheet (students’pre-assessmentscoresshouldalreadybepostedonthisworksheet)•SafeatHomePretest/PosttestAnalysisTable•SafeatHomeSafetyAwardCertificate•SafeatHomeTeacherQuestionnaire•SAHwristbands–classsetprovidedinSAHKit•Lessonsupport–www.safeathomesupport.com
Advance Preparation
Makecopies(ifneeded)ofSafe At Home Fuels and Pipeline Safety Award–classsetprovidedinSAHKit www.safeathomesupport.comSignSafetyAwards-1perstudent
Directions 1.Collectstudents’signedSAHGas and Pipeline Safety Checklists2.AdministerandgradetheSafeatHomePost-Assessment.3.RecordstudentscoresonSafeatHomePre-andPost-assessmentWorksheet4.Addupstudentscoresforeachcolumn,computingatotalpre-assessmentandatotal
post-assessment score for each of the categories of earth, physical and safety. 5.SubmitthesetotalstoSAHonthewww.safeathomesupport.comsite.Thesystemwill thencalculatestudentgrowthbycomparingtheSAHpretestscorestotheSAHposttest.6.PrintouttheresultsandobtainyouClassSafeAtHomeAchievementCertificate.7.DistributesignedSAHSafety Awards to students.8.DistributeSAHwristbandstostudents.
Evaluate Submitthefollowingon–www.safeathomesupport.com a.CompleteddatafromPretest/PosttestAnalysisTable.b.TotalnumberofparentsignedSAHGas and Pipeline Safety Checklists
Teacher Comments & Reflections:
Program Follow-up Activities – Day 8
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Safe At Home Data Analysis Directions
Pre-Assessment
1. AdministerandgradetheSAHpre-assessmentandrecordthescoresforeachstudentontheSAHPre-andPost-AssessmentWorksheet. (Notice that the scores are broken into sub-categories of earth, physical and safety questions to assist in the analysis of student understanding of each category.)
2. Totaleachcolumnofscorestoobtainatotalpre-assess-mentscoreforearth,physical,andsafetyquestions. PlacethetotalscoresintheboxesforClassTotals.
3. SetSAHPre-andPost-AssessmentWorksheetasideuntilendofSAHunit.
Post-Assessment
1. AdministerandgradetheSAHpost-assessmentandrecordthescoresforeachstudentontheSAHPre-andPost-AssessmentWorksheet.
2. Totaleachcolumnofscorestoobtainatotalpost-assess-mentscoreforearth,physical,andsafetyquestionsjustas you did for the pre-assessment scores. Place the total scoresintheappropriateboxesforClassTotals.
Home Gas and Pipeline Safety Checklist
1. CollecttheHomeGasandPipelineSafetyChecklistsfromthe students.
2. TallythenumberofCheckliststhatweresignedbyaparentor guardian.
3. RecordnumberofsignedChecklistsindesignatedareaofSAHDataAnalysisReport.
Posting SAH Data Report on Website
Completethetableonpage14inthisbooklet.Afterenteringyourdataonthewebsite,theSAHsuccesscalculations will be automatically computed for you.
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Safe at Home Pre- and Post-Assessment Worksheet
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Students
Pre-Assessment Score Post-Assessment Score
EarthQuestions
1 - 3
PhysicalQuestions
4 - 7
SafetyQuestions
8 - 15
EarthQuestions
1 - 3
PhysicalQuestions
4 - 7
SafetyQuestions
8 - 15
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11.
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13
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Class Totals
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Safe at Home Pre-Assessment and Post-Assessment Analysis Report Sheet (as seen on Web)
Teacher / School ID
Data Submission Date:
Home Safety Checklist: NumberofParentalSignedFormsReturned:__________________
Pre-Assessment and Post-Assessment Analysis
Pre-Assessment Score Post-Assessment Score
EarthQuestions
1 - 3
PhysicalQuestions
4 - 7
SafetyQuestions
8 - 15
EarthQuestions
1 - 3
PhysicalQuestions
4 - 7
SafetyQuestions
8 - 15
Class TOTAL
# of Students Tested
Class AVERAGE
SCORE CHANGE
Earth Score Change: (+ /–)
Physical Score Change: (+ /–)
Safety Score Change: (+ /–)
Posting SAH Data Report on Website
1. TransfertheClassTotalsfromtheSAHPre-andPost-AssessmentWorksheettotheDataAnalysisReportForm.
2. LogontotheSAHwebsite, www.safeathomesupport.com, clickonthe“ProvideFeedback”link,selectyourschoolandclassroom,andpostthedataasrecordedonyourDataAnalysisReport.
3. TheSAHsuccesscalculationswillbeautomaticallycomputed for you on the website. Once the results are cal-culated,copythemontoyourownDataAnalysisReportforfuturereferenceandprintoutyourClassSAHAchievementCertificate.
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Safe at Home Safety Pre-Assessment and Post-Assessment AnSWER KEy
Item # AnswerCategory
Earth Physical Safety
1 c ✓
2 a. 3; b. 1; c. 4; d. 2 ✓
3 d ✓
4 a. gas; b. solid; c. liquid; d. gas; e. gas ✓
5 a, c, & e ✓
6 a & c ✓
7 b ✓
8 c ✓
9 d ✓
10 c ✓
11 a ✓
12 a - e (all choices are correct) ✓
13 e ✓
14 c ✓
15 c ✓
Safe at Home Certification and Incentive Program
SAH Student Incentives:
•SafeAtHomeSafetyAwardCertificate
•SafeatHomeCall811WristBand
SAH Teacher Incentives:
•Easytousecurriculum,integratingscience,languagearts,socialstudiesandmathematics
•Engaginglessonsaddressingimportantearthscience,physicalscience,andsafetytopics
•LessonplanswithTEKScorrelations,writteninthe5Emodel
•Strongassessmentcomponentsincludingapre-assessmentandpost-assessment
•SafeatHomeCall811WristBand
•$50.00OfficeDepotTeacherAppreciationGiftCardforcompletionofon-lineSafeatHomeDataReport. (Cardwillbemaileduponsubmissionofpre-&post-testscoresandotherdatatoSAHteacherwebsite.)
SAH School Incentives:
•Clearassessmentanddocumentationofstudentmasteryofkeyearthscience,physicalscienceandsafetyconcepts
•ParentalinvolvementwithschoolprogramthroughtheGasandPipelineHomeSafetyChecklist
•Assurancethatschoolstaff,studentsandcommunityareinformedaboutgasandpipelinesafetyprocedures
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Forfurtherinformation:
www.safeathomesupport.comor
Safe at Home is sponsored by members of the pipeline industry as a community service to schools located within the vicinity of underground pipelines.
Materialsdevelopedindependently.
Copyright2007Enterprise for Education, Inc., SantaMonica,CA.Allrightsreserved.