Assignment 5a
Due Date - Week 12 - 11/14/2013
Possible Points - 15
How to Submit -
All assignments should post posted on the discussion board in BlackBoard first and then submitted as assignments in BlackBoard. In addition, you should share a Google doc with qcscied@gmail.com as a backup. The assigment posted on BlackBoard will be graded.
Instructions for Assignment 5
This assignment meets NSTA Standard 9 related to Safety, Ethical and Legal Issues and Care of Living Organisms.
Teachers of science must be able to provide safe learning environments and also care properly for living things. Teachers of science must demonstrate that they:
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Understand the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials;
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Know and practice safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction;
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Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for the activities and the abilities of students;
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Treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respect legal restrictions on their collection, keeping, and use.
The Safety, Ethical and Legal Issues and Care of Organisms Module consists of a series of tasks that must be satisfactorily completed in order to proceed to student teaching. Please consult the following publications for help in completing this assignment:
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NSTA Position Statement: Liability of Science Educators for Laboratory Safety
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NYC DOE Science Safety Manual Grades K-12 http://schools.nycenet.edu/offices/teachlearn/science/ScienceSafetyManual.6.17.08.pdf
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NYCDOE Chemical Hygiene Plan http://schools.nyc.gov/NR/rdonlyres/8F93A719-2021-43D0-B829-859EEBD32967/13923/NYCDOECHEMICALHYGIENEPLAN20062009.pdf
Activity 1 – “Safety Roundtable Discussion” -
Prepare a list of questions (at least three) that you
have related to the legal and ethical responsibilities
of a science teacher. One question should focus on the
welfare of students, the second on the proper treatment
of animals and the third should be related to the safe
handling of materials. Do research to find the answers
to your questions and post these on the discussion board
in BlackBoard. Be prepared to discuss your questions and
answers during the class Safety roundtable.
Activity 2 – “Safe Use of Materials Report” - Prepare a list of possible storage hazards associated with a science course in your area of certification, either Living Environment, Chemistry, Earth Science or Physics. Design a storage area for the materials you listed. You can consult safety sections in the Flinn Scientific catalog. Write a “Safe Use of Materials Report”. Your report must include the following: the list of possible hazards; the floor plan of your storage area, a discussion of the safe and proper techniques for the preparation, storage, dispensing, supervision and disposal of all materials used in science instruction.
Activity 3 – Development of a Safety Plan – Use the scoring guidelines to develop a safety plan for a school you have visited. The plan should demonstrate that you know emergency procedures, can maintain safety equipment, and can ensure safe procedures that are appropriate for different types of activities and suited to the abilities of the students. Your plan should have one of the following options:
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Prepare a set of safety rules that you would place in a science laboratory in your area of science certification. Create a poster that displays your rules and attach the file to a posting on the discussion board in BlackBoard. OR
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Create an original, one page safety contract for students who are taking a science course in your area of certification.
Activity 4 – Paper on the treatment of living organisms used in the classroom or found in the field. Read the National Association of Biology Teachers position statement on the use of animals in biology education, the National Academy of Science’s Principles and Guidelines for the Use of Animals in Precollege Education and the NSTA Guidelines for Responsible Use of Animals in the Classroom.
Activity 5 – Safety Fieldwork Observation - During your fieldwork experience or Initial Clinical Experience, observe a science class in your area of certification that is carrying out a laboratory or other hands-on, inquiry activity. Record your observations with a special focus on safety and the welfare of the students. Answer the following questions: 1) What safety precautions were taken by the teacher? 2) What safety hazards did you observe? 3) What precautions did the students take to prevent accidents? 4) What did you learn about safety as a result of your observation? 5) Provide any other questions, comments or insights on safety that you arrived at as a result of your observation. (1 point for each correct answer)
Scoring Guidelines
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The scoring guide for the assessment
This assessment provides evidence that meets NSTA Standards 9 – Safety and Welfare – a,b,c,d
The following rubric is to be completed by the instructor of the secondary science methods course in order to assess candidate’s knowledge of safety, legal and ethical issues and care of living organisms. A second rubric is used by the student teaching supervisor to determine whether candidates are able to apply safe practices in the science classroom.
Explanations of ratings:
Rating |
Description |
Unsatisfactory |
The candidate exhibits little or no evidence of meeting the standard. The candidate’s performance is below the minimum standard. |
Basic |
The candidate exhibits minimum performance in relation to essential knowledge, skills or dispositions required by the standard. Basic evidence is provided that meets minimum program expectations. |
Proficient |
The candidate exhibits intermediate performance in relation to essential knowledge, skills, or dispositions required by the standard. The candidate provides convincing evidence of attainment that moderately exceeds minimum program expectations. |
Distinguished |
The candidate exhibits advanced performance in relation to essential knowledge, skills, or dispositions required by the standard. Provides convincing evidence of excellent work, usually with multiple examples of achievement that substantially exceed minimum expectations and show excellence in performance. |
Safety, Ethical and Legal Issues and Living Organisms |
NSTA Standard |
Unsatisfactory |
Basic |
Proficient |
Distinguished |
Points earned |
Points value |
|
0 points |
1 point |
2 points |
3 points |
|
Safety roundtable discussion (one question on legal and ethical issues, one on safe handling of materials, and one question on care of living organisms) |
The candidate understands the legal and ethical responsibilities of science teachers for the welfare of their students, the proper treatment of animals, and the maintenance and disposal of materials. (NSTA 9a) |
No questions are answered correctly Or No sources used to find answers Or Candidate does not have an understanding of the safety, legal and ethical issues, and the care of living organisms and cannot answer questions. |
One question is answered correctly And And Candidate provides very basic answer to question |
Two questions are answered correctly And And Candidate is able to answer questions with sufficient information |
All three questions are answered correctly And Candidate demonstrates detailed and complete knowledge of subject |
|
Safety, Ethical and Legal Issues and Living Organisms |
NSTA Standard |
Unsatisfactory |
Basic |
Proficient |
Distinguished |
Points earned |
Points value |
|
0 points |
1 point |
2 points |
3 points |
|
Safe Handling of Materials Report |
The candidate knows the safe and proper techniques for the preparation, storage, dispensing, supervision, and disposal of all materials used in science instruction. (NSTA 9b) |
Report does not contain all three required components: hazardous materials list; floor plan; discussion of safe and proper handling techniques Or Candidate does not understand the required information. Or The candidate is not aware of the importance of the required information.
|
Report contains all three required components: hazardous materials list; floor plan; discussion of safe and proper handling techniques But Candidate’s knowledge reflects only basic safety information and procedures And Candidate is aware of the importance of the required information.
|
Report contains all three required components: hazardous materials list; floor plan; discussion of safe and proper handling techniques And And Candidate is aware of the importance of the required information and realizes the impact it may have on science learners. |
Report contains all three required components: hazardous materials list; floor plan; discussion of safe and proper handling techniques And Candidate is aware of information’s importance and realizes the impact it may have on science learners And Candidate makes it clear that safety is a priority |
|
Safety, Ethical and Legal Issues and Living Organisms |
NSTA Standard |
Unsatisfactory |
Basic |
Proficient |
Distinguished |
Points earned |
Points value |
|
0 points |
1 point |
2 points |
3 points |
|
Safety Plan |
The candidate knows emergency procedures, can maintain safety equipment and ensure safety procedures appropriate for the activities and the abilities of students (NSTA 9c) |
Safety rules poster or contract is missing Or Candidate does not know emergency procedures and/or equipment maintenance techniques Or Candidate is not aware of required information’s importance. |
Safety rules poster or contract submitted and complete. And Plan is not well thought out or logically presented Or Plan would be difficult to implement or manage And Candidate aware of information’s importance |
Safety rules poster or contract submitted and complete. And Plan is well thought out and logically presented. But Parts of plan would be difficult to implement, but manageable And Candidate aware of information’s importance |
Safety rules poster or contract submitted And Candidate demonstrates detailed and complete knowledge of subject And Plan is well thought out and logically presented, well articulated and easily implemented and managed by colleagues And Candidate aware of information’s importance |
|
Safety, Ethical and Legal Issues and Living Organisms |
NSTA Standard |
Unsatisfactory |
Basic |
Proficient |
Distinguished |
Points earned |
Points value |
|
0 points |
1 point |
2 points |
3 points |
|
Position paper on the treatment of living organisms used in the classroom or found in the field |
The candidate knows how to treat all living organisms used in the classroom or found in the field in a safe, humane, and ethical manner and respects legal restrictions on their collection, keeping and use. (NSTA 9d) |
Summary contains fewer than the ten required components: (principles guiding space, privacy, and attention to animals, student-living things interaction rules, rules for handling sick animals and providing medical attention, rules to prevent students from becoming ill from exposure to toxins or disease-causing organisms, knowledge of state and federal restructions on using living materials, restrictions on experimentation and the collection of living things or materials from nature, cautions on the use of preserved animals, alternatives to the use of preserved animals for dissection, candidates position on the treatment of living organisms used in the classroom or found in the field) Or Candidate does not have grasp of information Or Candidate is unaware of information’s importance |
Summary contains
all ten required components: (principles guiding
space, privacy, and attention to animals,
student-living things interaction rules, rules
for handling sick animals and providing medical
attention, rules to prevent students from
becoming ill from exposure to toxins or
disease-causing organisms, knowledge of state
and federal restructions on using living
materials, restrictions on experimentation and
the collection of living things or materials
from nature, cautions on the use of preserved
animals, alternatives to the use of preserved
animals for dissection, candidates position on
the treatment of living organisms used in the
classroom or found in the field) Candidate’s knowledge reflects only basic information and procedures for the safe, humane, and ethical treatment of animals in science classrooms And Candidate is aware of information’s importance, but key considerations and supporting evidence in the position statement are missing. |
Summary contains fewer than the ten required components: (principles guiding space, privacy, and attention to animals, student-living things interaction rules, rules for handling sick animals and providing medical attention, rules to prevent students from becoming ill from exposure to toxins or disease-causing organisms, knowledge of state and federal restructions on using living materials, restrictions on experimentation and the collection of living things or materials from nature, cautions on the use of preserved animals, alternatives to the use of preserved animals for dissection, candidates position on the treatment of living organisms used in the classroom or found in the field) And And Candidate is aware of information’s importance and realizes the impact it may have on living organisms, science learners, and the learning environment; supporting evidence is contained in the position statement. |
Summary contains fewer than the ten required components: (principles guiding space, privacy, and attention to animals, student-living things interaction rules, rules for handling sick animals and providing medical attention, rules to prevent students from becoming ill from exposure to toxins or disease-causing organisms, knowledge of state and federal restructions on using living materials, restrictions on experimentation and the collection of living things or materials from nature, cautions on the use of preserved animals, alternatives to the use of preserved animals for dissection, candidates position on the treatment of living organisms used in the classroom or found in the field) And Candidate is aware of information’s importance and realizes the impact it may have on living organisms, science learners and the environment. And Candidate makes it clear in the position statement that appropriate treatment of animals in the classroom is a priority.
|
|
Safety Fieldwork Observation |
NSTA Standard |
Unsatisfactory |
Basic |
Proficient |
Distinguished |
Points earned |
Points value |
|
0 points |
1 point |
2 points |
3 points |
|