Science and Safety: It's Elementary! - Calendar
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Science and Safety: It’s Elementary!
CalendarScience and Safety: It’s Elementary!
A Note to the Elementary Teacher
Members of the CSSS Safety Committee that developed
this document are:
Bob Davis, Retired Secondary Science Specialist, Alabama
Department of Education (Chair)
W
ith the increasing emphasis on hands-on, minds-
James Firebaugh, State Science Specialist, Virginia
on inquiry instruction at all levels in the National
Department of Education
Science Education Standards (NSES) and most
state frameworks or courses of study, it becomes more Diana Harding, Retired Associate in Science Education,
incumbent upon elementary teachers who teach science to New York State Education Department
be as knowledgeable as possible about laboratory safety
issues and their own responsibilities. As teacher and role Kathleen Lundgren, Retired State Science/EE Specialist,
model, you are expected to display good safety habits at all Minnesota Department of Children/Families
times and to set appropriate safety expectations for your Peter Mecca, International System Specialist—Science,
students. Unfortunately, when you increase the amount of Department of Defense Education Activity
inquiry instruction in your classroom, you also increase this document should not be read as either endorsement or
the likelihood of accident. This document is intended to critique of those resources. Linda Schoen, Title I Science Specialist, South Carolina
educate and reassure you, the user, that liability concerns Department of Education
can be minimized when you are knowledgeable of your
duties and take appropriate precautions and preventative Where to Go for More Information
The Chair of the CSSS Safety Committee wishes to thank
actions to avoid or minimize foreseeable hazards and For more information about specific questions in Dr. Jack Gerlovich, Drake University, Des Moines, Iowa,
accidents. the document as it pertains to a particular locale or and Dr. Larry Funke (Chair) and members of the American
state, contact your local or state fire marshal, building Chemical Society’s (ACS) Safety Committee Washington,
Answers to Some of Your Most commission, health department/poison control center, D.C., for their review of the draft of the document and
Pressing Questions environmental regulatory and state OSHA agencies, or valuable comments and suggestions. Thanks
science specialist at your local or state board of education/ are also due to the Eisenhower National
As science supervisors/specialists, members of the education agency. You should also cultivate a working Clearinghouse (ENC), Eisenhower Network,
Council of State Science Supervisors (CSSS) constantly partnership with the most knowledgeable high school Dupont Corporation, Intel Corporation,
receive questions from teachers and administrators about science teachers in your district and participate in safety the National Aeronautics and Space
safety issues, responsibilities, and liability. To address some training programs offered by your state science teachers’ Administration (NASA), and others
of these concerns, we have prepared this document—a organization or state/local education agency. who made the printing and
companion to the secondary-level document, Science distribution of this document to
and Safety: Making the Connection—to answer 10 of About Us elementary schools and teachers
the questions asked most often by elementary teachers. across the country possible at
The goal is to provide a handy, concise reference with The Council of State Science Supervisors (CSSS), no charge.
information and a variety of resources in paper, electronic, an organization of state science supervisors/specialists
and Internet accessible forms. It should be clear that this throughout the United States, has a long history of working
document cannot be comprehensive because of limitations with other science education organizations and professional
of the format and purpose. Rather, we hope that it groups to improve science education. For more information
incorporates the most important information needed about about CSSS and a printable version of this document, go to
the topics asked. The inclusion or omission of resources in http://csss.enc.org.
Disclaimer
The materials contained in this document have been compiled using sources believed to be reliable and The document is intended to provide basic guidelines for safe practices and facilities. Therefore, it cannot
to represent the best opinions on the subject. As stated above, the goal of this document is to provide a be assumed that ALL necessary warnings and precautionary measures are contained in this document
handy, concise reference that elementary teachers of science, primarily at the K-5 level, can refer to for and that other or additional information or measures may not be required. Users of this document should
information and resources on some of the most commonly asked questions that concern teachers of science. also consult pertinent local, state, and federal laws pertaining to their specific jurisdictions, as well as
The document as a whole does not purport to specify minimal legal standards. No warranty, guarantee, or legal counsel, prior to initiating any safety program. Registered names and trademarks, etc., used in this
representation is made by the Council of State Science Supervisors concerning the accuracy or sufficiency publication, even without specific indication thereof, are not to be considered unprotected by law.
of the information contained herein, and the Council assumes no responsibility in connection therewith.1. Where can I find a general science safety checklist?
General Items 11. Implement a goggle sanitation plan for goggles used 24. Make certain that
by multiple classes. students understand that
The following practices should be observed in your science chemicals must never be
instructional environment. 12. Keep spaces where science activities are conducted
mixed “just for fun” or “to see
uncluttered.
what might happen”; that they
1. Have and enforce a safety contract signed by 13. Limit size of student working groups to a number should never taste chemicals; and
students and parents. that can safely perform the activity without causing that they should always wash their hands
confusion and accidents. after working with chemicals.
2. Identify medical and allergy problems for each
student to foresee potential hazards. 14. Prepare records [including Material Safety Data
3. Assess and minimize barriers for students with
Sheets (MSDS) (See question 5) on all chemicals Electrical Precautions
used] on safety training and laboratory incidents.
disabilities. 25. Make certain that students understand that they must
15. Provide adequate workspace (45 square feet) per
4. Model, post, and enforce all safety procedures. NOT perform experiments with electrical current at
student as well as low table sections for wheelchair
Display safety posters and the numbers for local home or at school “just for fun or to see what will
accessibility that can be supervised by recommended
poison control centers and emergency agencies. happen.” Only supervised activities directed by the
ratio of teacher to student of 1:24.
teacher should be done.
5. Know district and state policies concerning 16. Do not permit eating and drinking in any space
administering first aid and have an adequately 26. Make certain electrical cords are short and plugged
where science investigations are conducted.
stocked first-aid kit accessible at all times. into the nearest socket. Emphasize that students
17. Do not store, under any circumstances, chemicals grasp the plug, rather than the cord, when unplugging
6. Report all injuries, including animal scratches, bites, and biological specimens in the same refrigerator electrical equipment. Cords also must be in good
and allergic reactions, immediately to appropriate used for food and beverages. repair. Do not use extensions.
personnel.
18. Do not use mercury thermometers with elementary 27. Be sure that students’ hands and surrounding
7. Be familiar with your school’s fire regulations, students, since their use is inappropriate. Any surfaces are dry before plugging in electrical cords
evacuation plans, and the location and use of fire mercury thermometers still present should be or turning on and off switches and appliances/tools.
fighting equipment. disposed of properly. Water can be a good conductor of electricity.
8. Post and discuss emergency escape and notification 28. Make sure all electrical outlets are Ground-Fault
plans/emergency phone numbers in each space used Glassware Precautions Interrupters (GFIs). Cover outlets when not in use.
for science activity.
29. Use only three-prong (grounded) plugs when small
9. Make certain that the following items are easily 19. Substitute plasticware for glassware in elementary
electrical tools such as heating elements for terraria
accessible in elementary classrooms, classrooms with classrooms, classrooms with labs, and science
and aquaria, hot plates, or small motors are used.
labs, and science resource rooms: resource rooms.
Extension cords should not be used.
• appropriate-size chemical splash goggles that are 20. Possess a whiskbroom, dust pan, and disposal
30. Instruct students never to grasp any electrical device
American National Standards Institute (ANSI) Z87 or container for broken glass when using glassware of
that has just been turned off, since it may be hot after
Z87.1 coded and of type G, H, or K only any type (not recommended).
use and result in serious burns.
• non-allergenic gloves 21. Make certain that students understand they are not
31. Make certain that students understand that
• non-absorbent, chemical-resistant protective aprons to drink from glass/plasticware used for science
connecting only a wire between the terminals of a
experiments.
• eyewash units battery will result in the wire getting hot and possibly
• safety spray hoses/shower causing serious burns.
• ABC tri-class fire extinguisher(s)
Chemical Precautions 32. Remind students that even non-electrical hand tools
• flame retardant treated fire blanket such as hammers, screwdrivers, or hand drills slip
22. Label equipment and chemicals adequately with respect
easily and can produce projectiles or inflict serious
to hazards and other needed information.
10. Make certain that you, your students, and all cuts. Appropriate safety equipment should always be
visitors are adequately protected when investigations 23. Store chemicals in appropriate places: e.g., in worn.
involving glass (not recommended), heat, chemicals, secured cabinet or stockroom, at or below eye level,
projectiles, or dust-raising materials are conducted. on wooden shelves with a front lip, and without metal
supports. Storage space should be kept cool, dry, and
locked.2. Where can I find a checklist of common laboratory operating procedures?
Regulated Safety Rules and be prepared to take appropriate actions. • Ensure that sight-impaired students are made
• Check safety manuals for chemical and plant toxicity familiar with and always use the same area and
• Know district, local, and state statutes and before use. equipment. These students should be “buddied” with
regulations regarding animal care, storage of a student who can read instructions (if Braille forms
• Tie back long hair; secure loose clothing and or a tape recorder are not available) and guide him/her
chemicals, and fire safety. Does your district have a dangling jewelry; do not permit open-toed shoes
written Chemical Hygiene Plan? A district Science to safety in case of emergency.
or sandals during lab activity. Clothing should cover
Safety Policy? upper and lower body. • Model safety procedures prior to an activity and have
• Maintain Material Safety Data Sheets (MSDS) students practice the procedures before beginning
• Wear appropriate protective eyewear for chemical work.
for all chemical supplies with a second set in the and projectile hazards, as well as appropriate lab
main office; generic chemicals and/or store-bought aprons and gloves. • Use student safety contracts; have students and
substances should also be listed in the inventory. parents read and sign.
• Never permit eating and drinking in the science
• Require the use of American National Standards classroom/laboratory. • Have an established procedure for student accident
Institute (ANSI) Z87.1 approved eye protective or injury: e.g., student runner, telephone/intercom,
equipment (typically chemical splash safety • Advise students not to engage in a laboratory accident/injury report to the principal, etc.
goggles—types G, H, or K only), gloves, and aprons activity unless directed by you, and only after safety
procedures are discussed and student “plans of • Lock science classrooms, cabinets, prep area doors,
during all activities, including demonstrations in etc., when not in use; do not permit students in
which chemicals, glassware, potential projectiles, or action” (in inquiry) are reviewed and approved.
chemical/equipment storage rooms.
heat are used. • Have students wash hands and clean nails directly
after coming into contact with animals, plants, • Turn off gas and electrical equipment and close open
• Dispose of unwanted chemicals and materials containers during a fire drill. Gas, if available in the
according to state and local regulations. soil and water samples, chemical substances, and
laboratory/work surfaces. Hands should always be classroom, should always be turned off at the master
washed upon completion of an inquiry activity. valve when not in use.
General Safety Rules • Have students report all accidents to the classroom
• Teach students to pick up and transport a microscope
with one hand under the base and one hand on the teacher.
• Know the safety hazards before starting an activity;
you should do a “dry run” without the students to arm. • Have students check the classroom daily for safety
identify unforeseen hazards. hazards.
• Use only equipment that is in good working order; Classroom Management • Use only age-appropriate activities with students.
inspect equipment before each use. • Have a designated “broken glass” container, if you
• Supervise students at all times. Do not permit use equipment made of glass (NOT recommended).
• Maintain and have immediate access to a first-aid students to conduct unauthorized experiments or work
kit for emergency treatment (if local and state policies unsupervised. Do not make assignments that require • Limit the size of student working groups to a number
allow), as well as biohazard and chemical spill kits/ students to perform hazardous experiments at home. that can safely perform the activity without causing
materials. confusion and accidents.
• Maintain a clear view of all students at all times.
• Never use unfamiliar chemicals unless MSDS sheets Set up science learning centers for single students or • Display commercial and/or student-made safety
are consulted first. Consult MSDS and the container small groups that allow easy observation of students. posters and classroom safety rules in the classroom.
label before using chemicals for the first time. Periodically update and evaluate safety concerns in • Do not permit elementary students to dispense
• Never use mercury thermometers in elementary the centers. chemicals or handle containers of hot liquids.
classroms/labs. • Do not block access to exits, emergency equipment, Discourage tasting and smelling. When smelling is
• Prevent contamination by not returning unused and utilities with personal items. required, students should waft vapors toward their
chemicals to the original container. nose using their hand. They should never inhale the
• Have students participate in determining classroom vapors directly.
• Label and date all storage containers of laboratory rules, laboratory safety procedures, and emergency
chemicals and preserved specimens upon receipt. action plans. • Dispose of all waste chemicals properly. There should
Properly label all secondary chemical and specimen be separate containers for each solid. Non-hazardous
• Do not tolerate boisterous conduct (horseplay). liquids/solutions should be rinsed down the drain one
(set-out) containers. Enforce established rules and procedures at a time and flushed with plenty of water.
• Use unbreakable plastic equipment whenever immediately and appropriately.
possible; maintain a separate waste container for • Clean up spills or ice immediately on tables
• Practice the procedures and rules yourself before and floor; take appropriate precautions against
broken glass; sweep up broken glass with dustpan expecting students to follow them, so you can identify
and brush. contamination as needed.
unforeseen consequences and avoid liability.
• Check with school medical personnel at the • Have students clean up their work areas at the
• Discuss safety concerns with students prior to completion of each day’s activity, including sinks and
beginning of the school year to identify student each laboratory activity and monitor students for
medical conditions such as allergies, epilepsy, etc., floor.
compliance.3. What should I do to prevent accidents and—if an accident occurs—to
minimize its effects?
A
s the adult in the elementary classroom, you are 11. Contact the school nurse (if there is one) and/or the stop-drop-roll method, whichever is/are most appropriate
expected to model safety practices at all times. principal immediately during any emergency. to the situation. Never use a fire extinguisher above the
You are also expected to provide appropriate safety waist on a student.
12. Provide necessary emergency care (e.g., first aid, Skin If a burn occurs, do NOT apply ointments or ice to
instruction before students perform science investigations CPR) if you are properly trained and permitted to
and experiments. While students explore, you should the wound. If the burn appears minor, flush with copious
do so by local policy. NEVER dispense any form amounts of tepid water and apply a moist dressing,
continually monitor them and the classroom for unsafe of medicine to a student.
practices and situations. Students need to know exactly bandaging loosely. Anything more serious, do NOT flush
which behaviors are safe and unsafe, as well as the rationale If an accident occurs, you should act promptly, following with water. Apply a dry dressing and bandage loosely. Keep
behind safety instruction appropriate to their intellectual approved procedures established by the local school and the student warm to avoid shock.
and emotional development. district. The procedures should list and describe specific Materials If materials are on fire, obtain the nearest ABC
Safety instruction should be done at the beginning of actions to be taken for certain emergencies. Like the safety tri-class fire extinguisher (A is for paper, wood, cloth,
the year and reinforced throughout the year. Pre-activity instruction mentioned above, the procedures must match rubber, or plastics fires; B is for burning liquids, gases,
instruction should always include some general guidelines the scope and intent of the safety/emergency procedures or greases; and C is for burning electrical equipment) to
for safety and specific instructions and warnings for the developed for the school and district. You should also combat the fire, using the PASS technique (Pull pin, Aim
current activity. Listed below are some guidelines for your become aware of all applicable state and local Good at base of fire, Squeeze handle, and Sweep side to side).
safety instruction to students. The safety instruction you Samaritan laws. Practice operating a fire extinguisher and using the PASS
provide should match the scope and intent of the safety/ Listed below are some general guidelines in the event method before the time of need.
emergency procedures developed for the school and the an accident occurs in your classroom. For all accidents,
you should immediately notify the school nurse (if present)
district.
and/or the building administrator. The office should notify Release of Body Fluids
1. Post a short, easy-to-read list of safety rules in the parents and/or 911, depending on the seriousness of the Wear disposable, non-allergenic gloves during cleanup.
classroom and review it often with your students. injury. Clean up immediately with a pre-made disinfectant or 10%
Student-made safety posters help remind students of bleach solution.
the rules! Chemical Wipe up the fluids with paper towels or other absorbent
2. Conduct an investigation/experiment to become material and dispose of the contaminated material used
Eye Flush the eye immediately with potable, aerated, to clean up the fluids in a labeled biohazard container (or
familiar with needed safety procedures and any 60-90 degree F water at a rate of 3-5 gallons/minute (the
hazards before students are asked to perform it. double-bag with plastic bags and label contents of bag as
American National Safety Institute Standard Z-358.1 hazardous).
3. Have students wear appropriate eye protection. applies) for a minimum of 15 minutes. Hold eyelids apart Flood the area after it has been wiped with a solution of 1
as wide as possible and flush for at least 15 minutes or until cup of liquid chlorine bleach to 1 gallon of fresh water, and
4. Identify students’ allergies, so that they are not emergency personnel arrive.
accidentally exposed to allergens such as pet dander, allow it to stand for at least 20 minutes.
Skin Flush the area as soon as possible with copious
pollen, or peanuts. amounts of tepid water from a faucet or drench shower for
5. Know how to properly use and have readily at least 15 minutes. Do not apply ointments, baking soda, Cuts
accessible approved safety equipment, such as fire ice, or gauze. If blood is present, wear disposable, non-allergenic gloves
extinguishers, eyewashes, and retardant-treated Clothing If the spill is on clothing, drench it with tepid to control bleeding using approved procedures.
wool fire blankets. water and cut/remove the clothing as soon as possible to If cut is minor, flush with tepid water to wash away
prevent prolonged contact with the skin. any contaminants, sanitize with 3% hydrogen peroxide
6. Conduct regular safety emergency drills that follow Ingestion Consult the MSDS for appropriate action and, if
posted fire evacuation plans as required by law. (drugstore variety), and cover with sterile bandage if no
a poison or corrosive is involved, contact the local poison school nurse is available. Otherwise, refer student to the
7. Show students how to obtain help (e.g., classroom control center and 911 immediately. Begin appropriate school nurse for proper care in all cases.
telephone, intercom) should an emergency occur. action as directed—as soon as possible. If the student If blood is spilled, follow clean-up procedures given above
begins to vomit, turn the head so that the stomach contents (for body fluids).
8. Do not leave students unattended in the classroom are not aspirated into the lungs. If the chemical ingested is
unless there is a serious, immediate emergency and a If cut is more serious, send immediately for school nurse
unknown, save all chemical containers and a small amount and notify the office so that parents and emergency services
qualified substitute is first obtained. of vomitus for analysis by emergency medical personnel. (911— if serious enough) can be called. Apply sterile gauze
9. Keep the classroom organized and orderly; provide pads to the wound. If necessary, apply direct pressure to
ample space for student investigations/experiments. Fire the covered wound to stop bleeding until school nurse or
10. Tell students to report any emergency/accident to paramedics arrive. Try to keep yourself and your students
Clothing If the student’s clothes are on fire, smother calm.
you immediately. flames properly with fire blanket, safety shower, and/or the4. How should I identify and manage chemicals for use in elementary classrooms?
P Storing Chemicals
rior to conducting an experiment or investigation, chalk (calcium carbonate)
you should carefully consider the safety of chemicals, lime (calcium oxide, basic)
materials, and equipment your students will use in the Plaster of Paris (calcium sulfate)
classroom. A high school chemistry teacher, the head of the rubbing alcohol (isopropyl alcohol) • Have a separate, locked storage area—preferably
science department, and the district science supervisor can talc (magnesium silicate) away from the classroom.
provide you with important safety information regarding baking soda (sodium bicarbonate) • Use appropriate NFPA warning symbols to mark
the use of chemicals, materials, and equipment in your table salt (sodium chloride) storage areas. On the front of the storage cabinet or
classroom. For example, they can help you determine table sugar (sucrose) doorway, you should place an NFPA diamond that
whether the chemicals described in the activity should or Epsom salts (magnesium sulfate) shows the highest hazard rating in each category of
should not be used or whether alternative chemicals can starch (corn starch) any chemical stored in that cabinet area. This can
be used. They can also provide assistance regarding the quickly alert firefighters in an emergency.
identification, procurement, handling, storage, and disposal • Limit the quantity of chemicals purchased to a • Maintain a complete inventory of every chemical in
of chemicals. Refer to your school district and state policies supply that will last for a specific period of time (e.g., storage.
for specific requirements and mandates related to these a one-year supply or the chemical shelf-life provided
matters. Do NOT allow students access to chemical storage • Keep copies of the chemical inventory and all
by the manufacturer). MSDS in the storage area, with additional copies to
areas.
The amount and types of chemicals used for science • Although experienced, upper-elementary teachers the building principal, the district science supervisor,
instruction in an elementary classroom should be small may make an exception at their own discretion, a and the local fire marshal.
in quantity and number. Many of the chemicals can be general rule is that elementary students should not • Review and revise the chemical inventory annually.
obtained from the local grocery or drugstore. Be careful handle anything with a National Fire Protection
Association (NFPA) rating in any category over 2. • Use accepted guidelines (e.g., Flinn at
to read and follow directions carefully and to use these http://www.flinnsci.com) to properly separate and
chemicals only for their intended purpose. Acquire a (NFPA ratings are from 0-4, with 0 indicating no
hazard and 4 indicating the highest hazard level. store chemicals. Wooden shelving with slide-proof
Material Safety Data Sheet (MSDS) for each chemical. front lips on each shelf are recommended. Uncoated
Listed below are some general guidelines for purchasing, See http://www.nfpa.org for specific information
about the rating system.) metal supports or brackets should NOT be used.
labeling, storing, and disposing of chemicals. • Store acids, bases, and flammables in separate and
well-ventilated areas. These chemicals should only
Purchasing Chemicals Labeling Chemicals be stored in the original manufacturer’s container or
in an approved safety container.
• Before purchasing chemicals from a commercial • Indicate the name of the chemical manufacturer • Dispose properly (see following text) of chemicals
vendor, obtain and review the MSDS for each or supplier along with the address and telephone with no labels or unreadable labels.
chemical. These resources provide important number.
information about the physical properties, toxicity, • Include the chemical name/trade name of the Disposing of Chemicals
storage, and handling of the chemical. MSDS are product on the label.
available online at http://www.msdsonline.com.
• Record the date the chemical was received. • Use information contained in the MSDS to
• MSDS should be kept on file and easily accessible properly dispose of chemicals.
• Include the appropriate hazard symbol based
for all chemicals, whether purchased locally or from
on the NFPA rating. (Adhesive backed labels are • Follow local and state mandates for proper disposal
chemical supply houses.
available in most chemical supply catalogs.) of chemicals.
• Whenever possible, use generic chemicals that
• Indicate the strength of the chemical, especially if it • Contact your local/state hazardous waste
are commonly obtained from home, the grocery
was prepared on-site. management agency, state environmental agency,
store, or the drugstore. These chemicals can serve as
substitutes for lab-grade chemicals. Some examples • Give and highlight clear and concise emergency or regional Environmental Protection Agency (EPA)
include: first-aid directions on the label. office, fire marshal’s office, or state department of
• Use protective coating, such as clear nail polish or education to determine if a chemical requires special
vinegar (acetic acid) adhesive tape, on labels to prevent stain or corrosion disposal methods.
aluminum foil (aluminum metal) damage during use.
vitamin C tablets (ascorbic acid)
ammonia (ammonium hydroxide, base)5. What protective equipment should be provided in elementary science
environments for teacher and student use?
A 5. Eyewash stations
lthough the materials used by elementary students through a student to a water pipe, preventing
may not be as harmful as those used at the electrocution. Outlets should be placed along walls or
secondary level, elementary science teachers should A faucet-type portable eyewash unit (available from counters at intervals of 6-8 feet and be capped when
ensure that appropriate protective equipment is provided to several scientific equipment vendors) should be not in use.
prevent injury and clean up spills. placed on a goose-neck faucet in order to irrigate
a student’s eye if a chemical or particle (salt, sand)
lands in it. Eyewash stations should be placed low
enough for elementary students to use and should 9. First-aid kit
1. Safety goggles comply with ANSI Z358.1-1998. Generally, this Where local and state policies permit, have an
American National Standards means they should be within 20–30 steps and 10–15 adequately stocked first-aid kit easily accessible for
Institute (ANSI) coded Z87 or Z87.1 seconds, relative to their location in the room. These your use in case of emergency. Check with the school
approved chemical splash goggles (only should be activated weekly and tested monthly. nurse regarding safe contents of the kit. You should
types G, H, or K) should be provided for be aware of student allergies to first-aid materials.
each student when chemical or projectile hazard is
present. These goggles are available in sizes to fit 6. Fire extinguishers
elementary students.
You should have adequate numbers of ABC tri- 10. Safety posters
class fire extinguishers (A is for paper, wood, cloth, Posters appropriate for elementary students (student-
rubber, or plastics fires; B is for burning liquids,
2. Sanitizing material for goggles gases, or greases; and C is for burning electrical
made posters are even better) should be prominently
displayed around the room.
Commercial alcohol wipes (not swabs) work well to equipment) strategically placed to be within 20-30
kill bacteria and some lice (for new, more difficult steps distance or 10-15 seconds travel time of any In addition to the equipment described above,
strains, see your school nurse) that might adhere to location in the room. These should be checked and emergency procedures and telephone numbers should
goggle straps and rims. Wipe all surfaces that come certified as fully charged and ready for use at least be prominently displayed where they can be consulted
into contact with the student. Be certain that they are annually. Remember to use the PASS method (Pull quickly in case of accident or emergency. The same is true
completely dry before use. pin, Aim at base of fire, Squeeze handle and Sweep for proper disposal methods for the following: bacterial
from side to side) method. Be careful never to point growth plates, chemical waste, dead animals (checked by a
at students. veterinarian before disposal), animal wastes, dead plants,
3. Non-absorbent, chemical- and spilled liquids.
resistant aprons
7. Forearm- or foot-operated face/
Protective aprons should be provided for each student body sprayers
when there is a possibility of spillage or spattering
of chemicals or hot water (teacher-dispensed). These water sprayers with adequate-length flexible
These aprons are available in sizes to fit elementary hose should be strategically placed to meet the same
students. rule outlined above (20-30 steps or 10-15 seconds,
etc.). They should be used to douse burning clothing
or hair.
4. Safety gloves
Elementary students should wear protective gloves 8. Ground-fault interrupters (GFI)
when handling animals, plants, soil samples, or any and outlet covers
other materials that might contain harmful micro-
organisms or allergens. Wearing gloves may also be These should be used on all electrical outlets in
appropriate for some chemicals that can cause skin an elementary science classroom. The outlet cover
irritation or staining. You should be aware of any guards against objects being “poked” into an outlet.
student allergy to latex. The GFI breaks the circuit when an object or water
shorts the circuit, or electricity attempts to ground6. Are there recommended guidelines covering the physical specifications for
elementary classrooms, classrooms with labs, and science resource rooms?
T
he guidelines given below are the ideal in a less- for burning electrical equipment), fire blanket, and • Provide large sinks, 16 by 20 inches with mats, and
than-ideal world! You should view them as the eyewash station at a height appropriate to the age both hot (not scalding) and cold water supply; provide
recommended (some mandated by individual states and size of students within the classroom. Eyewash gooseneck faucets on all sinks.
within their individual building codes) standards that you stations should be no more than 10 seconds or 20
can strive toward as renovations or new constructions are steps away from any point in the room and should
• Provide space for computers (one computer per
planned and completed. be activated weekly and tested monthly. Check local
students), laserdisc players, VCRs, TVs, and other
and state codes for variance from this. You should
electrical equipment on perimeter counters away
• Provide access to students with disabilities also provide a face/body sprayer nearby that meets
from sinks and activity centers; outlets (see above)
(Americans with Disabilities Act of 1992). the American National Standards Institute (ANSI)
should have GFIs with surge protection.
Z358.1-1998 standard.
• Maintain a storage area/room for materials and
equipment, with locking cabinets and open shelving • Do not attach tables to the floor; no more than four
secured to wall or floor; equivalent to an area of 9.8 students should be at each table.
square feet per student.
• Give each student 6 feet of horizontal work space,
• Provide floor space for any room where science according to NSTA recommendations.
investigations are conducted equal to 45 square
feet/student or approximately 1100 square feet, as • Maintain the professional safety ratio of one teacher
consistent with professional standards (National to 24 students in the science classroom (NSTA).
Science Teachers Association and many state school
building codes).
• Maintain good ventilation and adequate air
exchanges to help facilitate student comfort.
• Maintain adequate natural light and/or diffused
task lighting (538.2 to 1076.4 lumens per square
meter) for all activities. • Provide black laboratory tabletop surfaces of
plastic laminate (good) or epoxy resin (excellent)
unaffected by chemicals and heat.
• Provide a telephone or intercom system to notify
school medical personnel or school administrator of
emergencies and accidents. • Provide floors with non-skid vinyl tile.
• Provide two classroom exits, both opening outward • Provide capped electrical outlets. Ground-fault
and at least 5 feet wide, to accommodate emergency interrupters (GFIs) should be used near sinks and
exit for students with disabilities and for equipment placed at intervals of 6-8 feet around perimeter
carts. counters; outlets should be capped when not in use.
• Maintain a tri-class ABC fire extinguisher (A is • Provide cut-off valves for gas, electricity, and water
for paper, wood, cloth, rubber, or plastics fires; B near the teacher’s desk, within a lockable cabinet in
is for burning liquids, gases, or greases; and C is the demo table, or in an area that is not accessible to
students.7. What precautions should I take when using animals in the classroom?
A
nimals play an important role in the elementary • Students should never be allowed to tease animals,
school classroom. The National Science Teachers throw things in their cages, or disturb them,
Association has stated that studying animals especially while the animals are eating, sleeping, or Experiments with Animals
in the classroom enables students to develop skills of birthing.
observation and comparison, a sense of stewardship, and • Animals used in the elementary classroom
an appreciation for the interrelationships and complexity should most often be invertebrates. It is best practice
of life. As a teacher, however, you must be knowledgeable
about the proper care of animals used for classroom study Animal Precautions to order live animals from a reputable science
supplier. When you order live animals, be careful
and the precautions necessary to ensure your students’ regarding date of delivery, since these specimens may
safety. You should also have clearly defined learning • Always purchase healthy animals from reliable be very sensitive to environmental conditions.
objectives for using animals in the classroom. Before sources.
introducing live animals into the classroom, you should • No experimental procedure that causes pain or
• Do not allow students to bring wild animals discomfort should be attempted on mammals, birds,
check your school’s, district’s, or state’s policy regarding into the classroom. Wild animals, such as turtles,
live organisms. reptiles, amphibians, or fish. Vertebrate studies
snakes, birds, arachnids (spiders, ticks, mites), and should be restricted to observations of normal
insects, may transmit serious diseases and behave functions such as growth, feeding, or life cycles.
unpredictably.
Animal Care • Student-performed dissections are not
• Discourage students from bringing personal recommended for most elementary students. If
pets to school. If pets are allowed into the room, you decide to allow mature, advanced, upper-
• You as the teacher are responsible for ensuring they should be handled only by their owners, and
that living animals receive proper care, which elementary students to perform dissections, only
provisions should be made for proper care during the use preserved, lower-order animals (e.g., worms,
includes proper light, climate control, a correct visit. Certification by a veterinarian declaring the
diet, and sanitary living conditions. Care must be insects, and crustaceans). In all cases, students must
animal disease-free should be required. be completely instructed in procedures and safety
continuous and planned to include weekends and
holidays. • Never use poisonous animals in the classroom. This precautions, and they must be carefully supervised.
includes some species of spiders, venomous insects, Students who do not wish to participate in dissections
• The comfort and humane treatment of animals lizards, and poisonous snakes. should be allowed alternative methods of instruction,
should be of prime concern. such as the use of multimedia instructional programs.
• Inquire beforehand about potential student
• Cages must be adequately sized, cleaned daily, and allergies associated with animals. Some students • Live bacterial and fungal cultures should not be
kept locked in safe, comfortable settings. are allergic to the dander produced by guinea pigs, used in the elementary science program. If bacterial
• Water bottles should be used for all mammals. hamsters, and other fur-bearing animals, as well as to cultures or molds are displayed, make sure that the
• Waste matter should be wrapped in newspaper, mold found in animals’ food and bedding. The school container is completely sealed and cannot be opened
placed in a plastic bag, and deposited in the trash. nurse should keep an “Epi-pen” handy in case of by students.
Ordinarily, animal wastes are not harmful to the hyper-allergenic reactions. • If pond water is brought to class, never use
environment, but school staff—including the • Pick up rabbits, hamsters, mice, and lab rats by contaminated or polluted sources. Be sure that
custodian—should be protected from exposure to the scruff of the neck only, with a hand placed under students wash their hands immediately following the
these wastes. the body for support. If the young are handled, you activity.
• Animals should be handled minimally and gently, should remove the mother to another cage, since by • Watch for allergic reactions when studying insects
only after proper directions and demonstrations have nature the mother may be fiercely protective. and be aware that some insects bite or sting.
been given. Students should wear non-allergenic • Do not allow students to insert fingers into animal • Owl pellets for classroom investigations should be
gloves while handling animals and should wash their cages, since animals may protect themselves by previously sanitized. Check for student allergies to
hands thoroughly afterward. Sudden movements biting, scratching, or kicking. fur and feathers, since these are common contents of
should be avoided, since they can make animals feel • Report animal bites and scratches immediately to owl pellets.
threatened. the school’s medical authority. • If studying chicken bones, thoroughly remove all
• Allow animals new to the classroom a few days • Do not allow dead animals in the room, as the exact traces of meat and soak the bones in a mild bleach
to adjust to the unaccustomed environment before cause of death may not be determinable. You should solution for at least three days before allowing
students handle them. Take precautions when have a veterinarian evaluate any classroom animal students to examine them.
handling new animals for the first time. At first, that dies unexpectedly.
restrict handling to yourself, or someone familiar • Students should always wash their hands carefully
with them, and wear heavy gloves until animals • Have a plan for removal, care, and return of animals after animal investigations.
become acclimated to their surroundings and during holidays and at the end of the school year.
handling.8. What precautions should I take when using plants in the classroom?
M
ost elementary classrooms have an assortment of in the chest, vomiting, skin eruption, itching, or
plants for both decorative purposes and learning dermatitis. Have the student obtain medical care • Wash hands thoroughly, or wear non-allergenic
experiences. Classroom plants can help students immediately. gloves, when working with plants. Plants with thorns
understand the needs of living things and can reinforce or “stickers” should be avoided.
process skills such as observation, measurement, and
classification. Plants are relatively easy to care for, even • You should be able to identify toxic or poisonous
during weekends or brief vacation times. Even so, there plants to prevent their introduction into the classroom • If studying soil, it is safer to use sterilized potting
are precautions and safety considerations that you need to and to ensure that students avoid these species, which soil. Soil that is dug up from the outside probably
know. are often common to school grounds. contains mold and fungi. If studying soil outdoors,
have students use proper tools for digging up and
• Try to ascertain whether students have allergies to examining the samples, not their bare hands.
Classroom Plants certain plants. Many people are allergic to pollen or
mold and exposure to these should be minimized or • Be careful if studying aquatic plants from ponds
• Be sure that students never eat any part of an avoided. or marshes. Pond or marsh water may contain
unknown plant, including seeds and berries, whether contaminants that could cause illness. Try to avoid
in the classroom or on a field trip. Help students • Fertilizers or plant chemicals should be labeled and direct contact with water or mud unless wearing
understand the difference between edible and non- locked in cabinets and a Material Safety Data Sheet gloves; wash hands thoroughly afterward.
edible plants, vegetables, and fruits. (MSDS) filed for each. Wash hands and clean nails
well after use of these chemicals. Goggles and gloves • Wash all surfaces thoroughly after plant activities.
• Plants that contain toxins should not be present in should be used when handling fertilizers and plant
classrooms. chemicals and precautions taken for dust hazard.
• Try to obtain plant specimens from reputable
scientific suppliers.
Examples of plants that are toxic when eaten • Be aware of what you burn in a campfire, since
include azaleas, lantana, delphinium, some plants release toxins that can be inhaled into the
iris, pokeweed, tansy, hemlock, foxglove, respiratory system.
jimsonweed, dieffenbachia, philodendron,
caladium, buckeye, and belladonna.
• Always wash hands thoroughly after handling
Examples of plants that have toxic sap include plants, especially before eating food.
oleander, poinsettia, and trumpet vine.
• Identify the phone number of your nearest poison
Examples of plants that are poisonous to the control center and post it where it can be easily and
touch because of oils include poison ivy, quickly obtained.
poison oak, and poison sumac.
Some plants with edible parts have parts that
are inedible and quite toxic, such as potato Experimenting with Plants
leaves and sprouts and rhubarb leaves.
• A common classroom activity is seed sprouting
Students should not touch unfamiliar plants. or planting. Beans and seeds from a grocery store
or specifically packaged for sprouting will be safe
• Teach children to avoid touching all mushrooms to handle and germinate. Do not use seeds used for
they may find outdoors, since many varieties are garden or field planting, as they may be coated with
poisonous. chemicals. These seeds usually have a pink, blue, or
green stain on their surface. These chemicals may
irritate sensitive skin and could be poisonous if eaten.
• Symptoms of plant poisoning may include
headache, nausea, dizziness, sweating, tightness9. What safety issues do I need to consider when planning and conducting field trips
and field experiences?
• Make sure parents or guardians are fully • Ensure that, for water-related field experiences, at
informed about the nature of the field experience, least one adult is trained in water safety techniques
appropriate student dress, and other essential including CPR and lifesaving. If the student activity
information. is planned in or on water, U.S. Coast Guard-approved
life jackets must be worn.
• Be aware of any pertinent medical and physical
issues your students have, such as allergies.
Implementation
• Have parents and students sign a safety contract • Obtain the most current weather forecast prior to
outlining rules and expectations of student behavior. the activity. Be especially aware of the chance for
storms or other dangerous weather.
• Process and file signed parent or guardian
permission forms prior to the activity. These should • Make sure all students are dressed appropriately for
include contact information in case of emergency the field experience.
and a copy of each student’s insurance card. Make
sure the permission form is preapproved by the
appropriate authority in your school or district. Forms • Review expectations of student behavior and on-site
T
here should be carried on the field trip in order to be given precautions with students and chaperones.
is strong to a doctor/hospital in case emergency treatment is
consensus among science required.
• Reinforce the learning objectives/goals for the
and environmental educators that field experience and keep students focused on their
field experiences for elementary- • Arrange for the use of school-sanctioned vehicles purpose(s) or task(s).
aged students are essential for and drivers if transportation is required. School
effective learning. The experiential base provided by a medical and liability insurance is recommended for
broad range of outdoor investigations and activities can extended field trips involving students. Discuss rules • Group students in pairs (buddies) or teams to
strengthen academic learning and reinforce citizenship of behavior beforehand and while enroute. enhance mutual responsibility. Chaperones should
skills and personal responsibility. Whether on school assist in keeping students together and focused on the
grounds or away from the school site, safe and successful trip’s purpose.
field experiences require two major elements: thorough • Plan for additional adult supervision. This
planning and careful implementation. includes, as a minimum, one (school-approved) adult
per every 10 students. Consider assigning specific • Keep on the move at all times, monitoring student
students to an adult in the group. Adult chaperones activities.
Planning should be knowledgeable of all hazards, rules, and
emergency procedures in advance. • Use only plastic containers when engaged in
• Become familiar with and follow the guidelines for permitted collecting as part of the activity— avoid
field safety in effect in your school or district. • Carry a mobile phone in case of emergencies and a glass—and use non-allergenic gloves.
basic, approved first-aid kit for minor abrasions or
scratches. • Get professional medical help as soon as possible in
• Visit and survey the field site(s) prior to the
actual event and instruct students in advance of any the event of an accident.
potential challenges (e.g., deep water, allergenic • Make sure that students fully understand the
plants, slippery footing). activities they will be conducting and any possible
hazards to avoid.10. As an elementary teacher, what are my legal responsibilities for science safety?
T
hese materials are targeted at teachers of science in properly in light of any foreseeable risks. Points to
grades K-5. They should help address safety concerns remember:
in self-contained as well as departmentalized science
programs with a science lab room. The guidelines are • do not tolerate misbehavior of any type;
not meant to be comprehensive, but rather representative.
Consult the references at the back of this document for • failure to act or improper action is grounds for
more complete science safety resources. liability;
Negligence, as defined by the courts today, is conduct • the greater the degree of potential risk, the greater
that falls below a standard of care established by law or the level of supervision required;
profession to protect others from an unreasonable risk of • the younger the age of students and/or the greater
harm, or the failure to exercise due care. In the absence of the degree of inclusion of students requiring a higher
specific laws or local policies, the standard of care expected level of assistance or attention, the greater the level of
is set by the profession; e.g., position statements adopted supervision necessary; and
by the National Science Teachers Association (NSTA), the
• never leave students unattended, except in an
National Association of Biology Teachers (NABT), the
emergency where the potential harm is greater than
American Chemical Society (ACS), and the Council of
the perceived risk to students. Even then, try to
State Science Supervisors (CSSS).
minimize risk or transfer responsibility to another
The elementary school teacher, just like all science
authorized person before leaving the room.
teachers, has three basic duties relating to the modern
concept of negligence:
When conducting field experiences or investigations
that require a high level of attention and supervision,
• duty of instruction; additional responsible adults should be in the instructional
• duty of supervision; and setting. These adults should be fully trained in the proper
• duty of maintenance. • addresses and identifies any foreseeable procedures/techniques and knowledgable of foreseeable
dangers and risks involved; risks.
Teachers who are knowledgable of their legal • explains proper procedures/techniques to be
responsibilities, exercise good judgment, and take all used; and Duty of Maintenance includes ensuring a safe
appropriate precautions to avoid foreseeable hazards should • presents comments concerning appropriate/ environment for students and teachers. This requires that
not be apprehensive about guiding student inquiry. The law inappropriate conduct in the instructional setting. the teacher:
does not expect you to be clairvoyant. It does expect you to
take all reasonable precautions to protect yourself and your Instruction must follow professional and local/state • never use defective or inappropriately sized
students. It is a good idea to document your instruction guidelines. Consult your district science curriculum and equipment for any reason;
and precautions taken for each activity done; e.g., an entry become familiar with the adopted safety policies and • file written reports with responsible administrators
labeled “Safety” should be part of all lesson plans where procedures. Does your district have a Science Safety Policy for maintenance/correction of potentially hazardous
“lab” activities are involved. Failure to perform any duty and Chemical Hygiene Plan? Has your school developed a conditions or defective equipment;
may result in a teacher and/or school administrator being School Science Safety Plan based on district policy? Make
sure that the activities, investigations, or field experiences • establish regular inspection schedules and procedures
found liable for damages.
you plan to conduct are appropriate for your grade level. for checking classroom safety and first aid
equipment; and
Duty of Instruction includes adequate direction If in any doubt, consult your building administrator, key
(in writing when appropriate) prior to conducting a science instructional leader, or district science contact person. • follow all school and district safety guidelines
activity, investigation, or field experience that: Teachers who set poor examples by not observing proper concerning proper labeling, storage, handling, and
safety procedures may be liable if students follow these disposal of chemicals.
• is accurate; unsafe practices and sustain injury.
• corresponds to the situation, setting, and You should keep files of all hazard notifications and
developmental level of the students; Duty of Supervision is defined by professional, maintenance inspections. In the event of an accident, this
legal, and district guidelines to ensure students behave should minimize or eliminate personal and school liability.Kwan, T., and J. Texley. Exploring Safely –A Guide Flinn Scientific, Inc: www.flinnsci.com
for Elementary Teachers, 1st edition. NSTA Press,
2002. Laboratory Chemical Safety Summaries, Howard
Hughes Medical Institute: www.hhmi.org/science/
T
he following is a list of general references. It should Lemons, Judith L. Missouri Elementary Science labsafe/lcss/index.html
be obvious that it is not exhaustive. The references Safety Manual. Missouri Department of Elementary
provided are for those who are interested in obtaining and Secondary Education, 1996. Animals in Education, Humane Society of the United
additional information from primary sources. A much more States: www.hsus.org/ace/11368
exhaustive listing of references and resources can be found Marganoff, B. The Elementary Science Safety
in two excellent state documents: Guidebook for Science Manual. New Jersey Department of Education, 1986. JaKel, Inc: http://www.netins.net/showcase/jakel
Safety in Illinois, available from the Illinois State Center for
Educational Innovation and Reform (contact Illinois State Pan-Educational Institute. Chemical Health and Science Safety, Laboratory Safety Institute:
Board of Education) and Maryland Science Safety Manual, Environmental Management in Schools (CHEMIS)– www.labsafety.org
K-12, available from the Maryland Science Supervisors Systems Management Manual. PEI, 1994.
Association (contact the Maryland State Department of MSDS Online: http://msdsonline.com
Education.) In addition, excellent safety documents in Roy, K., P. Markow, and J. Kaufman. Safety Is
diskette and/or CD-ROM format have been customized Elementary –The New Standard for Safety in the National Association of Biology Teachers:
for several states based on the Total Science Safety System Elementary Classroom, 4th edition. The Laboratory www.nabt.org
Software listed below. Contact JaKel, Inc. (jakel @ Safety Institute, 2001.
netins.net) for titles. No implication of endorsement or lack National Fire Protection Association:www.nfpa.org
of endorsement should be read into inclusion or omission of Ryan, K. Science Classroom Safety and the Law – A
any referenced material within this document. Handbook for Teachers. Flinn Scientific, Inc., 2001 Office of Research Services, National Institutes of
Health:www.ors.od.nih.gov/service
Summerlin, Lee R., and Christie B. Summerlin.
Print Material “Standard Safety Precautions.” The Science Teacher, US Department of Labor, Occupational Safety and
Vol. 66, 6, September, 1999. (This entire issue is Health Administration: http://www.osha.gov
Alaimo, Robert J., et al. Safety in the Elementary (K- dedicated to safety issues.)
6) Science Classroom. American Chemical Society, Science and Technology Safety Program, Plymouth
1993. (MA) Public Schools: www.plymouthschools.com/
Software Science/Curriculum/LABSAFTY.htm
American Red Cross. First-Aid Handbook.
Office of Environmental Health and Safety,
Gerlovich, et al. Total Science Safety System University of Virginia: keats.admin.virginia.edu/
Biehle, James T, et al. NSTA Guide to School Science Software. JaKel, Inc., 1998.
Facilities. National Science Teachers Association, home.html
1999.
VWR International: http://www.vwrsp.com
Converse, Ronald E., and William C. Wright. Internet Resources
“Suggestions for Constructing or Renovating Wellesley College Science Center Safety
Science Laboratory Facilities.” Reproduction by American Association of Law Libraries: Information, Wellesley College: www.wellesley.edu/
Flinn Scientific from third Sourcebook of Science www.aallnet.org ScienceCenter/sciencecenter/safety.html
Supervisors, National Science Teachers Association,
no date. American Chemical Society: www.chemistry.org
Dean, R., M. Dean, and L. Motz. “Safety in the Centers for Disease Control and Prevention:
Elementary Science Classroom.” (flipchart format) www.cdc.gov
The National Science Teachers Association, no date.
Chem Lab Safety, Department of Chemistry,
Fischer, L., D. Schimmel, and C. Kelly. Teachers and University of Nebraska-Lincoln: www.chem.unl.edu/
the Law, 5th edition. Longman Publishing, 1999. safety
Gerlovich, J., and T. Gerard. “Reducing District Eisenhower National Clearinghouse: www.enc.org
Liability in Science Teaching: A Safety Solution.”
American School Board Journal, Vol. 176, 5, 1989. US Environmental Protection Agency: www.epa.govYou can also read
