# data[].attributes.body
Lab safety

Safety screen

Safety goggles

Safety specs

Tie back long hair

# data[].attributes.body
The ............... is safe because ....................

The ............... is unsafe because ..................

Example use: The socket is unsafe because the plastic is broken

Example use: The box is unsafe because it is heavy and could fall off the cupboard

# data[].attributes.body
Location nouns & activity verbs

Construction site - building

Laboratory - experimenting

Kitchen - cooking

Pool or sea - Swimming

Road - driving

School - learning

# data[].attributes.body
Possible tie in with V. Art for tool use ./.health & safety

# data[].attributes.body
Health & Safety

Safety goggles

Safety specs

Eye wash

Chemical shower

Fume cupboard

# data[].attributes.body
Next unit must be practical. I think we can reuse the science in the community work from a year ago and adapt it. Perhaps the students can teach grade 3 how to do simple science as SA.

At the end of each formative, send the work home to be acknowledged by parents (signed for) and also have a place in the student planner for collecting formatives, summatives and unit information.

# data[].attributes.body
Create a single task checklist from the start that covers each task and monitors each student meeting, not meeting or exceeding expectations of each task as well as whether they are punctual, attentive to tasks, have the expected equipment each lesson. This can be used as evidence for the weekly checklist.

Use this to lead to teacher interventions during teaching such as praise or concern contact with parents/advisors/mentors/counsellors.

Example:

Task A.

Basic equipment check

Task B.

Basic equipment check.

Show progress on safety signs!

# data[].attributes.body
Communicator - using your MT/other languages for the signs you develop.

# data[].attributes.body
Intro: Health and safety. Where do we need rules for health & safety?

Construction

Laboratories

Kitchens

Bathrooms

Sports facilities

Transport

School facilities

A.Working safely in science.

Equipment names (specify the most important equipment for grade 7 to know the names of - look at unit 2 and consider that unit 2 will be extension vocabulary). Also have a word wall in the classroom, but make the wall coverable or removable for tests.

The correct tool for the job.

Working sensibly.

Reporting accidents, breakages and problems.

Identifying and using safety equipment.

Emergency procedures.

Discussing/developing safety rules with reasons. Extended homework: Take pictures of 10 safety/warning signs from totally different places (suggest places to look - streets, toys, in the garden) and explain why you think people have put these warning signs there (the consequences of ignoring the signs).

B. Using equipment safely.

Getting equipment out.

Checking equipment for problems.

Using equipment independently.

Cleaning/cool off

Packing away and disposal

Ideas: Chemical safety - have students examine and think what citric acid powder is - and then taste it (familiar looking things can be very different to your expectations).

Show the use of the safety screen by showing Na and K metal in water.

Using 12V DC on set wool.

Throwing water on burning oil.

C. Test on equipment and basic safety. Formative for A i, ii and D iii

Design your own safety signs. (Introduce the concept of intellectual property and ideas - credit sources you have used to design your signs). This can be done in MT/English/Second language or a combination. Small set of four signs from a choice of 10 possible ones.

Formative for D. Strand iV.

D. Safety signs around us. What science safety signs mean. Where should we have signs? Is safety just for science?

E. Test on signs and symbols in science.

Formative for A strand i.

F.

G.

H.

# data[].attributes.body
This unit will give students a life-long appreciation of the need for health and safety throughout their lives in domestic as well as working environments. It will also give students specific skills in helping them identify known and common hazards as well as identifying potential hazards that they did not know of before.

This unit supports both the QAIS and IB Mission statements for being caring and life-long learners.

# data[].attributes.headline
How will these objectives and outcomes be assessed?

# data[].attributes.subject
How will these objectives and outcomes be assessed?

# data[].attributes.body
Summative

Objective A
By a written test. I'm wondering if there is also a way for students to produce a video to show their understanding of specific safety features in science (heating water with a gas burner, using the fume cupboard for instance - have QR code to help students in the science lab as JD did for library books). <Not sure how to use it? Check out the cod
sort of thing.> Could this give JD a short unit to model the design cycle and make a product in a short time-frame if the videoing was done in class by me and the scripts and demos done by the students?

NB. Note that I was told recently by MYP 2/3 students that they had been told not to bring their mobile phones to school? Is this true? How does this help us develop their IT abilities?

A iii can be assessed through their individual report because they will need to evaluate their observation and knowledge to evaluate how dangerous a situation is.

Objective D

By a combination of individual reports and reflection of the process. Strand iv needs some thought. Perhaps this should be done as in the summary paragraph/report and uses evidence from a modified "health and safety handbook" for students so that they can practice citations.

Service learning outcomes

Reflection on the three selected learning outcomes. I need to consider whether this could be done within the reflection of objective D.

Formative assessment Objective A Test on basic equipment and safety. Task C. test on safety signs and symbols. Task E

# data[].attributes.headline
Which MYP objectives and outcome will be assessed?

# data[].attributes.subject
Which MYP objectives and outcome will be assessed?

# data[].attributes.body
MYP Science objectives

MYP Science Objective A: Knowing & Understanding

i. explain scientific knowledge

ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

iii. analyse and evaluate information to make scientifically supported judgments.
MYP Science Objective D: Reflecting on the impacts of science

i. explain the ways in which science is applied and used to address a specific problem or issue

ii. discuss and evaluate the various implications of the use of science and its application in solving a specific problem or issue

iii. apply scientific language effectively

iv. document the work of others and sources of information used.

Service learning outcomes

undertake challenges that develop new skills

work collaboratively with other

consider the ethical implications of their actions

# data[].attributes.body
The physical product

Individual reports created on potential health and safety issues in specific areas by individuals.

A collaborative group report to the Head of School.

NB Bind their own and the collective reports for them. Give them the trappings of authority (and explain why).

# data[].attributes.body
Overall goals/ideas:

Performance goal: Develop a report on health & safety in QAIS to support our CIS accreditation in 2016.

This unit supports teacher initiated Service as Action which can be adapted by students.

Action:

[Students need to have service as action modelled appropriately before they can be expected to initiate it themselves, but this unit could allow further self0initiated action by students.]

Service (a subset of action): Acting in a positive way to make a difference to communities of the environment.

This gives the opportunity for collective school-wide service learning by MYP 2.

The Learner Profile

From the IBLP, knowledgeable, thinking, principled or caring could apply. I'm choosing caring as this will show respect for the health and safety of others thereby making a positive difference to their lives. It's manageable, understandable and most suitable for their first unit in science.

# data[].attributes.body
Using my rough model for starting with the IBLP to support the development of IM and SA in the curriculum. MYP 2 is the first year of the MYP at QAIS.