Colton Hope, ECUR 325.

3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

Lesson Plan Title: WHMIS, MSDS, and Lab Safety (13)

Date: 04/02/17
Subject: Physical Science 20 Grade: 11
Topic: Orientation to WHMIS, and MSDS laboratory safety resources, as well as safe in-lab
action for students in the science classroom population. Essential
Question: What measures are in place to ensure personal safety in a science laboratory?

Materials:
WHMIS and MSDS binders
Safety contracts
Chemical Safety Scavenger Hunt checklist
Lab Safety Rules and Scenarios ppts.
Handouts of ppt. slides
Lab room outlines
Google Doc for Safety Scavenger Hunt
Chemicals/materials for stock solution creation (Lesson 15)

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
Through the completion of this lesson, students will come to understand the relevance of
WHMIS, and MSDS chemical safety/handling systems in association with their interactivity
inside of the high school science classroom environment. They will know; what is expected of
their behavioral practices while in a lab setting, as well as all proper safety procedures that
must be adhered to while completing labs during their Physical Science 20 course work.
Students will work both; individually, and in small groups to; read and interpret WHMIS/MSDS
information provided in the lab safety binders, analyze lab safety scenarios for incorrect
procedural relevance, detail the safety equipment accessible to them inside a lab classroom,
and construct stock solution samples that will be utilized during the completion of their
performance task for the unit during a later lesson.

Broad Areas of Learning:

Lifelong Learners: through the completion of this lesson, and its means of both;
summative and formative assessment, students are enacting their capacitance for lifelong
learning through the envelopment for an awareness of their physical surroundings.
Throughout the course of their lives, students will; work, study, and call home too many a
modernized environment each with its own specific set of risks, and subsequent risk
prevention. Working through this lesson, students are beginning the processes of recognition
in-regard to the safety implementations that surround them daily, that they may otherwise
simply take for granted, or be unaware as to how to utilize/access.
Sense of Self, Community, and Place: during this lesson, students are exposed to an
environment that is not part of their everyday schooling (laboratory work). As such, the
development of both; self-awareness, and an awareness for those peers/instructors around
them, through the practice of proper safety protocols, is vital to students comprehension of
their roll in this type of classroom community.
Engaged Citizens: as it relates to the chemical storage and safe handling/disposal
component of this lesson. All students are beginning to understand that dilution is no
longer, the solution to pollution as once thought in the lab environment. Students herein
can activate for their own sense of environmental awareness, striving for the health and
wellbeing, of themselves and others.

Cross-Curricular Competencies:
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

Developing Thinking: during this instructional safety lesson, students and instructors will
be dealing in hypothetical situational analysis, meaning that it is a preventative measure,
not a responsive measure. Students must begin to consider how they would act in-case of an
emergency, and what means of negative classroom activity, produce higher probability for
negative outcomes.
Developing Identity, and Interdependence: students are given the opportunity to work
as members of a group during the completion of this lesson. Their roles within the groupings
will be tested by the freedom afforded to them by the nature of this lesson. Students must
recognize that they are all reliant upon each-other for success within the lab
interdependently, however their self-identification as either; the class-clown, or not, will
afford either the success or failure for achieving the inquiry outcomes.
Developing Literacies: literacies developed and implemented during the production of this
lesson include; physical, creative, digital, cognitive, and oral/written communicative.
Students incorporate; the physical dimension through their completion of the scavenger
hunt, creativity through their production of additional safety resources discovered during the
hunt, digital through; their interaction with PowerPoint resources, use of coordinated Google
Docs, and use of their own technological resources (i.e. cell-phones), cognition requiring
them to analyze the designated lab scenarios, and communicative through the grouped
completion of all aforementioned lesson constructions.

Outcome(s):
PS20FC1 Predict products of the five basic types of chemical reactions and evaluate the
impact of these reactions on society and the environment. [DM, SI]
i. Select and apply proper techniques for handling and disposing of lab
materials, as outlined in Workplace Hazardous Materials Information
System (WHMIS 1998 and WHMIS 2015) standards, and interpret Materials
Safety Data Sheets (MSDS) and Safety Data Sheets (SDS). (K, STSE, A)
k. Describe how the outcomes of various chemical reactions may benefit or
harm living organisms and affect the environment. (K, STSE)
PS20FC2 Construct an understanding of the mole as a unit for measuring the amount
of substance. [DM, SI]
i. Prepare solutions of known concentration using molarity and dilution calculations. (S, K)

PGP Goals:

1.2 ethical behavior and the ability to work in a collaborative manner for the good of all learners

2.4 ability to use technologies readily, strategically and appropriately

3.2 the ability to use a wide variety of responsive instructional strategies and methodologies to accommodate
learning styles of individual learners and support their growth as social, intellectual, physical and spiritual beings

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.

This lesson contains several formative assessment mechanisms including; the student-
directed completion of the Chemical Safety Scavenger Hunt, grouped analysis of an
improper lab-safety scenario, and production of their assigned stock solutions for the
upcoming performance task completion. During the scavenger hunt, students are given the
initial list of chemical safety and handling resources and asked to provide evidence of their
finding locations associated with these items, as well as expanding upon the list to include
any additional discovered safety resources. A class-wide Google Doc, will be created to
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

which students will be asked to produce pictures with at least one of their team members, at
the location of each listed (and additional) item. This collaborative document will bring
together students combined knowledge of what safety resources remain accessible to them
within the walls of their school. The grouped breakdown of the safety scenario, formally
assesses students comprehension of what is considered to be unacceptable behavioral
practice, before they step foot in the lab. Finally, the formative (non-evaluated) student-
directed construction of stock solutions, produces the practical application of students newly
acquired knowledge surrounding concentration and dilution operations. Students are not to
be evaluated here, but rather use the assessment mechanism as a means of hands-on
practice for their evaluated work during the upcoming performance task.

Assessment OF Learning (summative) Assess the students after learning to evaluate what
they have learned.

Summative assessment for students completion of this lesson, is their detailing of the
chemical safety and handling resources available in the immediate vicinity of the lab room.
Students will be provided with a blank outline for the lab room and asked to identify as many
lab safety resources as they can be resulting from both their earlier instruction, and co-
constructed knowledge acquired during the lessons formative assessment components.
Instructors should evaluate a minimum of ten safety resources available within the lab room,
should a student identify more than ten resources, then a perfect score is achieved, any less
than ten resources identified will correspond to a mark out of ten reflective of the difference
between the students number of safety resources identified, and a score of 10/10.
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students) (~25-30 min)

The extended length of this motivational set exercise, is due to its formative/pre-assessing
nature of the allocation of chemical safety and handling resources. During the motivational
set, the instructor will provide students with the Chemical Safety Scavenger Hunt outline,
and instruct them as to how to access the class Google Doc, where their pictures and text of
assessment completion are to be posted. From here, students will progress in their
completion of the scavenger hunt, moving in groups throughout the school to identify, and
caption each of the identified (and those they identify themselves) safety resources.

Main Procedures/Strategies: (~140-150 min over a three-day period)

- Students will return to the classroom where the outcomes/achievements of their

scavenger hunts will be discussed as a group, identifying for all students the nature
of all safety resources available throughout the school. (~5-10 min)
- The instructor will produce both; WHMIS, and MSDS lab safety binders, detailing an
overview of all relevant materials that can be found within. Paying special attention to
the new (2015) pictographic representations of chemical hazard symbols, and
hazards diamond. (~10-15 min)
- Students will be distributed the lab-safety rules ppt. handouts, which will be gone
over briefly. As these students have experienced lab-work before in precious science
classes, and these rules are rudimentary, minimal time should be spent with this
lesson component. (~ 5 min end day 1)
- To begin the second day, students will be reoriented into their scavenger hunt groups
for the completion of a lab-safety scenario analysis assessment, utilizing the rules
provided to them at the end of the previous day. Using the rules students must find
fault in the provided safety scenarios, and share their findings with the class during a
grouped discussion. (~20-25 min)
- Students will be guided to the lab room by the instructor where they will complete the
summative assessment laboratory outline for the identification of available lab-safety
and chemical handling resources available. (~20-25 min)
- Students will complete the reading and signing of the lab safety contract detailing the
explicit expectations for their behavior and practice while in lab with their peers and
instructors. (~5-10 min- end day 2)
- To begin the final day of the lesson, students will return to the lab room with their
instructor and work through the creation of the stock solutions required for
completion of the upcoming performance task. These solutions include; 0.1 M Lead
(II) Nitrate, 5.0 M Copper (II) Sulfate, and 0.1 M Potassium Iodide. During this stock
solution creation, students will be expected to utilize their knowledge of
concentration and dilution calculations, to determine the masses of chemicals
required for solution creation (~40-50 min)

Adaptations/Differentiation:

- The open nature of the motivational set for this lesson provides the opportunity for
adaptation in that; instead of having multiple competing groups, the instructor may
seek to complete a singular campus tour detailing all safety material as they
progress. Single grouping provides the advantages in that; no safety equipment is
missed, and disruption is minimized.

- Production of intrinsic motivation for completion of the scavenger hunt may prove
difficult, as such adapting for material incentivizing of students is beneficial (i.e. give
 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017

them candy for the most productive grouping)

- Providing handouts for EAL or exceptional learners that detail specific functions of the
WHMIS and MSDS binders would be beneficial as they may not be able to
comprehend orally what the specific benefits of these chemical management systems
include

- Adapting for visual representation of WHMIS and MSDS safety systems through the
utilization of digital platform like video can be accomplished by using the safety
resource videos found on the homepage of WHMIS Canadas webpage (or Youtube).
Using video specifically for the hazards diamond can be accomplished by the
following video.

https://www.youtube.com/watch?v=VRWRmIEHr3A

- During the outlining of lab safety resources, should exceptional learners with
cognitive disabilities be present, visually queuing these students to more difficult to
recognize safety resources (i.e. flagging them) can help with their identification for in-
lab practice.

- Adapting for those students who still have low comprehension of concentration and
dilution calculations, may include providing students with a text based definition on
how to prepare a stock solution, often found in the Pearson educational texts for
Chemistry 30, or Physical Science 20, and also in the WHMIS/MSDS binders.

Closing of lesson: (~5-10 min)

Reinforcement of this lesson will be completed through the reminding of students that the
following days lesson will be the completion of a quiz related to; WHMIS, MSDS, and
chemical safety/handling. The instructor should detail all specific sections of the test without
providing exact question and answer combinations including; use and type of safety
resources, various PPE use, chemical storage locations, WHMIS pictograms, and the hazard
diamond.

Personal Reflection:

*Adapted from Understanding by Design (McTighe and Wiggins, 1998)

 Colton Hope, ECUR 325.3, cwh563
Dr. Jay Wilson, Culturally Responsive Unit Plan, Mar 27th, 2017