FOCUS QUESTION
1. Identify correct and safe ways of using, storing and disposing materials and household items.
2. List some properties of materials that determine the choice of objects for specific purpose in everyday life.
3. Work cooperatively in groups
Materials exist as solids, liquid or gases. Materials/objects have different properties, such as transparency absorbency, strength, magnetic property, and heat conductivity, which determine their everyday use.
Safety symbols, hazard symbols or safety labels are meaningful and recognizable graphical symbols that warn of or identify hazards associated with the location or item.
Improper disposal of some materials can affect the environment.
Materials can undergo reversible or irreversible changes. Irreversible changes cannot be undone and form new materials. Reversible changes can be undone. Reversible and irreversible changes can be useful in everyday life.
Substances can change their state by heating and cooling. Melting, freezing, evaporation and condensation can cause materials to change state.
Students I want you to examine some unlabeled warning signs (hazard symbols) and tell what they are depicting and where you have seen them. Discuss in your groups why you think these signs are important. Can you tell of other warning signs you may have known and seen before even at school. Eg expiry date on food stuff etc.
Examine this Youtube video clip which shows some hazard signs and their meanings.
Video : hazard signs
Examine these variety of labels from household items and examine them for instructions for use, warning signs (hazard symbols), expiry date, ingredients, storage and disposal. In groups, you will prepare a checklist and record the information on the different types of products.
Share your findings with the class, noting the types of instructions given for certain products eg, medicine, insecticide containers, etc. (Key points will be written on the chalkboard.. Students will read the information together from the chalkboard, paying attention to pronunciation and inflectional endings).
Now I want you to make statements about the importance of each type of information, paying special attention to use, storage and disposal. Share your information with the class, and critique each other’s work.
Answer questions below.
1. Mrs. Black felt sick and visited the doctor. She got a prescription and she filled it at the pharmacy. Mrs. Black was too busy to read the direction and so she quickly took two of the tablets. The next day, she totally forgot to take her medication so she doubled the doze the day after. She found out that she felt feint after wards, so she decided to read to see if there were any side effects and also if she was taking the right dosage.
In your groups, use an appropriate media to show:
(a) Where Mrs. Black went wrong?
(b) Highlight why it is important to follow directions.
2. Mother bought an item at the store and saw the sign below.
¡ gas under pressure ¡ Fatal ¡ irritant ¡ flammable
(b) Write one advice that you would give to your mom. ______________________________
3. Match the signs below with their meanings.
SIGNS MEANINGS
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explosive |
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__________________________________________________________________________________________________________________________________________________________________
6. For each of the following, indicate by shading under the column whether you agree or disagree with the statements about materials, properties and uses.
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STATEMENTS |
AGREE |
DISAGREE |
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It is important to use certain types of materials to store hazardous substances. |
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FOLLOW UP PRACTICE EXERCISES
Science Lesson Plan
Topic: Materials, Properties and Uses – Safety Symbols and Hazard Labels
Focus Question: How do safety symbols and hazard labels help us use, store, and dispose of materials safely?
Grade: 6
Time: 1 hour
Objectives:
By the end of the lesson, students will be able to:
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Identify correct and safe ways of using, storing, and disposing of materials and household items through understanding safety symbols and hazard labels.
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List some properties of materials that determine the choice of objects for specific purposes in everyday life.
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Work cooperatively in groups.
Engage (5 minutes)
Activity: Safety Symbol Snap
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Teacher displays images of common safety and hazard symbols (e.g., flammable, corrosive, toxic, recyclable, electrical hazard) on the board.
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Students call out what they think each symbol means.
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Brief discussion: “Why are these symbols important?”
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Introduce the focus question: “How do safety symbols and hazard labels help us use, store, and dispose of materials safely?”
Explore (15 minutes)
Activity: Safety Symbol Stations
Students rotate between four interactive stations:
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Flammable vs. Non-Flammable: Compare materials (paper, metal spoon, candle wax). Discuss why flammable items have a fire symbol.
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Toxic & Corrosive: View (not handle) sealed cleaning products, bleach, or pesticide containers with hazard labels.
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Electrical Hazard: Identify devices or cords that have warning labels.
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Recyclable/Waste Disposal: Sort mock household items into correct disposal bins based on labels.
STEM Integration:
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Science: Link material property (flammability, toxicity, conductivity) to symbol meaning.
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Technology/Engineering: Discuss how manufacturers choose materials and apply safety labeling.
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Math: Estimate percentages of recyclable vs. hazardous materials in the station set.
Safety Protocol:
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Teacher ensures no direct contact with harmful substances (items sealed or images used).
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Gloves for handling sharp or potentially messy materials.
Explain (10 minutes)
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Teacher explains each category of safety/hazard symbol:
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Flammable – materials that catch fire easily.
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Corrosive – materials that can burn skin or damage metals.
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Toxic/Poisonous – harmful if inhaled, ingested, or touched.
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Electrical Hazard – risk of shock.
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Recycle/Dispose Properly – environmental care.
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Discuss safe storage, use, and disposal:
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Store corrosives in locked cabinets.
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Keep flammables away from heat sources.
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Dispose of batteries/e-waste at collection centers.
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Elaborate (15 minutes)
Activity: Label Detective – Household Safety Audit
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In groups, students are given a mix of everyday household item packages or printed images (cleaning bottles, food packages, batteries, medicine labels).
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Task: Identify the safety symbols, list the material properties related to the hazard, and recommend safe use, storage, and disposal methods.
Differentiated Learning:
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Tier 1 (Support): Given a chart showing each symbol with its meaning to help identify and match.
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Tier 2 (Core): Work from memory and observations, minimal prompts.
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Tier 3 (Extension): Create a new safety symbol for an unlabelled hazard they can think of (e.g., strong smell, allergic reaction risk).
Evaluate (10 minutes)
Three-Tier Evaluation:
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Tier 1 (Knowledge/Recall): Match 5 safety symbols to their correct meaning.
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Tier 2 (Application): For a given household item (e.g., bleach), explain why the hazard symbol is necessary and how to store it safely.
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Tier 3 (Critical Thinking): Propose a redesign for a product label to make it more effective for safety awareness, justifying your choices.
Materials Needed:
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Printed safety/hazard symbol cards
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Household product containers (clean and safe, or empty)
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Flashcards with material properties
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Gloves (optional for handling)
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Sorting bins for disposal activity
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