Organization of Glencoe
Science Laboratory Activities
•
An introductory statement explains the science
concepts involved in the activity. Specific information for the investigati=
on
of the problem is re-emphasized. This statement appears under the investiga=
tion
title.
•
A strategy or objectives
•
Materials is
the list of all materials or possible materials needed for the activity. Th=
e Materials
section should be previewed so that any supplies to be contrib=
uted
by students may be obtained in advance. Be sure to assemble these materials=
before
the beginning of a class period.
•
A safety precautions section provides icons
to prompt safety awareness and general warning
statement(s) pertinent to the activity.
•
Some activities include a section that states the problem
or what will be investigated.
•
Some activities have students state a hypothesis
•
Procedure is the step-by-step set of instruct=
ions
for the activity. You may want to discuss the procedure with students before
they begin the activity.
Pre-activity
discussions help prevent misuse of equipment and injuries that can result f=
rom
careless use of the glassware, burners, and/or corrosive chemicals. Specifi=
c safety
warning statements are placed appropriately in the
•
Data and Observations includes
sample graphs, charts, and tables to help improve student analysis skills.
Emphasis should be placed on the need to record all observations during and=
at
the completion of the activity. In many cases, recorded data provide the
necessary link in cause and effect relationships. Each student should do hi=
s or
her own computations except in those activities where group work or class
averages are required.
•
An analysis or questions and conclusion=
s section
contains discussion questions and blanks for student answers at the end of =
each
activity.
These
questions are designed to review main ideas, to direct attention to key par=
ts
of the procedure, and to relate the material to science concepts and
applications. Answering these questions promotes and reinforces student
learning.
•
A strategy check or hypothesis check =
section
allows students to evaluate the activity. If a student can place a checkmar=
k in
the blank provided, he or she has gained a skill, interpreted a concept, or
learned a process.
•
Going further, extension and applications, and
further investigations is a
section in some of the science activities. Students are directed to extend =
the
activity or to research a related topic.