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

1

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

2

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)

1

3

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

4

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?



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Purpose WhatareFossilFuels,andWheredotheyComeFrom?


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.



6

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.



7

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.



8

Purpose GasandPipelineSafetyIndoors–UsingGasSafely


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



9

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)



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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


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

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13

14.

15.

16.

17.

18.

20.

21.

22.

23.

24.

25.

26.

27.

28.

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

[email protected]

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.

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