Safety FirstSafety First

““Safety is not just a set of rules. Safety is not just a set of rules. It’s a state of mind.” It’s a state of mind.”

--National Science Teachers AssociationNational Science Teachers Association

University Of Arkansas – Fort SmithCollege of EducationMath-Science Education Partnership5210 Grand AvenueFort Smith, Arkansas 72913

Leslie Brodie, NBCTScience Specialist(479) 788-7248lbrodie@uafortsmith.edu

First Things FirstFirst Things First

Obtain a written copy of your district’s Obtain a written copy of your district’s emergency plans and instructions. emergency plans and instructions.

Determine if a Chemical Hygiene Plan Determine if a Chemical Hygiene Plan (CHP) has been developed by your (CHP) has been developed by your

district.district.

Setting the SceneSetting the Scene Introduce exploration sequentially, one skill at a time, Introduce exploration sequentially, one skill at a time,

gradually increasing the complexity of tasks and the gradually increasing the complexity of tasks and the length of investigation time. length of investigation time.

Model the behaviors of professional scientists as you Model the behaviors of professional scientists as you teach responsibility and organization.teach responsibility and organization.

Have students become your partners in safety Have students become your partners in safety procedures so safe work habits become second nature.procedures so safe work habits become second nature.

Make administrators and facilities staff part of your safety Make administrators and facilities staff part of your safety team. Educate them about the conditions and facilities team. Educate them about the conditions and facilities needed to teach science safely. needed to teach science safely.

Reinforce science safety with strategically located signs, Reinforce science safety with strategically located signs, posters, and videos produced by students. posters, and videos produced by students.

Setting the SceneSetting the Scene Less is better – less noise, less material, less movement. Less is better – less noise, less material, less movement. Tell students to leave outerwear, unneeded books, Tell students to leave outerwear, unneeded books,

notebooks, backpacks, and other treasures in their lockers notebooks, backpacks, and other treasures in their lockers or in a storage area away from the lab work areas. or in a storage area away from the lab work areas.

Food and food containers should never be anywhere near Food and food containers should never be anywhere near the spaces intended for science experiments.the spaces intended for science experiments.

Students need structure, direction, and clear expectations. Students need structure, direction, and clear expectations.

Give directions and goals before anyone begins work.Give directions and goals before anyone begins work. Specify the safety issues and procedures even if you are Specify the safety issues and procedures even if you are

repeating an instruction.repeating an instruction.

Setting the SceneSetting the Scene

The more you make students responsible for The more you make students responsible for using and enforcing safe laboratory and field-using and enforcing safe laboratory and field-work procedures, the more easily safe practice work procedures, the more easily safe practice can become a habit. Once you have established can become a habit. Once you have established a classroom climate based on the expectation a classroom climate based on the expectation that students should be as vigilant as you in that students should be as vigilant as you in spotting safety hazards and eliminating them, spotting safety hazards and eliminating them, you may find that students respond well to you may find that students respond well to greater responsibilities. Your students are your greater responsibilities. Your students are your best tools for a safe science environment. best tools for a safe science environment.

Community of LearnersCommunity of Learners Plan science activities that are accessible to all students.Plan science activities that are accessible to all students. Eliminate barriers in your room by removing clutter and Eliminate barriers in your room by removing clutter and

freeing up space. freeing up space. Communicate your needs for support to modify your Communicate your needs for support to modify your

program for special needs students.program for special needs students. Minimize the potential for disruptive behavior with shorter Minimize the potential for disruptive behavior with shorter

and more specific tasks. and more specific tasks. Request support staff and aides for students who need Request support staff and aides for students who need

them, and plan time to train these assistants.them, and plan time to train these assistants. Investigate adaptive equipment and technologies with Investigate adaptive equipment and technologies with

consultants and district support staff.consultants and district support staff.

Finders KeepersFinders Keepers Provide ample open storage to encourage students to Provide ample open storage to encourage students to

obtain and return simple science supplies easily and obtain and return simple science supplies easily and safely.safely.

Include enough locked storage, inaccessible to students, Include enough locked storage, inaccessible to students, for valuable and fragile supplies and equipment as well for valuable and fragile supplies and equipment as well as materials too hazardous for direct student access.as materials too hazardous for direct student access.

Used locked cabinets specifically planned for the storage Used locked cabinets specifically planned for the storage of chemicals.of chemicals.

Keep incompatible chemicals separated – arrange Keep incompatible chemicals separated – arrange storage by chemical properties, not by alphabetical storage by chemical properties, not by alphabetical order.order.

Make sure chemical inventories are accurate, updated, Make sure chemical inventories are accurate, updated, and regularly reviewed.and regularly reviewed.

Finders KeepersFinders Keepers

Maintain material safety data sheets (MSDS) for Maintain material safety data sheets (MSDS) for every product – one set in the office and one set every product – one set in the office and one set in your classroom.in your classroom.

Prepare materials and supplies for science Prepare materials and supplies for science activities in an adequately sized, ventilated, and activities in an adequately sized, ventilated, and well-lit preparation space away from student and well-lit preparation space away from student and other traffic.other traffic.

Clear out excess supplies, equipment, and Clear out excess supplies, equipment, and furniture regularly as a vital part of safe practice.furniture regularly as a vital part of safe practice.

MSDSMSDS

Must be in English;Must be in English;Must contain the chemical name and all Must contain the chemical name and all

hazardous components,hazardous components,Health hazards listed,Health hazards listed,Applicable precautions,Applicable precautions,Name and address of the MSDS supplier,Name and address of the MSDS supplier,First aid procedures.First aid procedures.

Lively ScienceLively Science Maintain living cultures to provide students with Maintain living cultures to provide students with

opportunities for activities involving observation and care opportunities for activities involving observation and care of living organisms and biological systems.of living organisms and biological systems.

Choose organisms appropriate for the space and time Choose organisms appropriate for the space and time you have to devote to them and the behavior and you have to devote to them and the behavior and maturity of your students. Never opt for headlines over maturity of your students. Never opt for headlines over good science.good science.

Begin with simple organisms – plants and invertebrates – Begin with simple organisms – plants and invertebrates – before trying to maintain more complex and difficult before trying to maintain more complex and difficult ones.ones.

Never bring wild or feral animals into the classroom.Never bring wild or feral animals into the classroom.

Lively ScienceLively Science

Avoid organisms that are toxic or high Avoid organisms that are toxic or high allergenic. allergenic.

Inform students and parents of your Inform students and parents of your cultures and be aware of unusual cultures and be aware of unusual allergies. allergies.

Do not release or plant nonnative species Do not release or plant nonnative species in the open environment. in the open environment.

Modern AlchemyModern Alchemy Emphasize careful process skills over drama.Emphasize careful process skills over drama. Build responsibility gradually.Build responsibility gradually. Use microscale experiments for safety and to Use microscale experiments for safety and to

encourage careful observation. encourage careful observation. Choose less toxic and dangerous options over Choose less toxic and dangerous options over

traditional labs now know to be hazardous.traditional labs now know to be hazardous. Maintain a minimal quantity and variety of Maintain a minimal quantity and variety of

chemicals – less is better. chemicals – less is better. Require the use of appropriate safety equipment Require the use of appropriate safety equipment

by all persons – students and adults – at all by all persons – students and adults – at all times. times.

Striking GoldStriking Gold

Rocks and minerals are hard, sharp, and heavy. Rocks and minerals are hard, sharp, and heavy. Teach students safe procedures for moving Teach students safe procedures for moving heavy objects and using tools before beginning heavy objects and using tools before beginning activities. activities.

Never allow tasting of specimens.Never allow tasting of specimens. Keep students away from contaminated soils Keep students away from contaminated soils

and insist on proper hand washing.and insist on proper hand washing. Never permit direct observation of the sun.Never permit direct observation of the sun. Review rules and procedures prior to field Review rules and procedures prior to field

studies. studies.

Falling for ScienceFalling for Science

Become familiar with and follow the guidelines Become familiar with and follow the guidelines for use of all school equipment.for use of all school equipment.

Use light and sound experiments to teach Use light and sound experiments to teach students how to prevent damage to eyes and students how to prevent damage to eyes and ears. ears.

Make sure all electrical connections are safe and Make sure all electrical connections are safe and conform to code.conform to code.

Plan ahead so your room won’t have physical Plan ahead so your room won’t have physical barriers such as loose cords and other tripping barriers such as loose cords and other tripping and falling hazards. and falling hazards.

The Great OutdoorsThe Great Outdoors Link field trips and field students to curriculum Link field trips and field students to curriculum

goals.goals. Preview the site and abutting properties before Preview the site and abutting properties before

planning your field study.planning your field study. Determine proper clothing and footwear for the Determine proper clothing and footwear for the

site and activities planned. site and activities planned. Meet with cooperating resource people to plan Meet with cooperating resource people to plan

activities.activities. Orient and train all chaperones in your planned Orient and train all chaperones in your planned

activities and in safety precautions. activities and in safety precautions. Remind students: “Take Nothing but Pictures, Remind students: “Take Nothing but Pictures,

Leave Nothing but Footprints”.Leave Nothing but Footprints”.

The Kitchen SinkThe Kitchen Sink Minimize the use of carpets and upholstered furniture to Minimize the use of carpets and upholstered furniture to

reduce the growth and harboring of dust mites, mold reduce the growth and harboring of dust mites, mold spores, and other allergens. spores, and other allergens.

Regularly and carefully clean living cultures in the room.Regularly and carefully clean living cultures in the room. Check for the presence of heavy metal contamination Check for the presence of heavy metal contamination

from prior activities – remove and correctly dispose of all from prior activities – remove and correctly dispose of all mercury and mercury-based instruments.mercury and mercury-based instruments.

Review clothing, covering, and eyewear for laboratory Review clothing, covering, and eyewear for laboratory work. work.

Ensure proper supervision using the Internet.Ensure proper supervision using the Internet. Obtain proper consent form before photographing Obtain proper consent form before photographing

students. students.

The Kitchen SinkThe Kitchen Sink

Do not prepare food or eat in science activity Do not prepare food or eat in science activity areas. areas.

Prepare with first aid training, crisis response Prepare with first aid training, crisis response training, and regular communication with training, and regular communication with parents. parents.

Plan with others for small class sizes, Plan with others for small class sizes, scheduling, and adequate space and materials scheduling, and adequate space and materials for an active science program. for an active science program.

Make safety and security a significant concern Make safety and security a significant concern for everyone. for everyone.

Live Long and ProsperLive Long and Prosper

Prepare, plan, prevent and protect. Prepare, plan, prevent and protect. Become familiar with your school policies and Become familiar with your school policies and

with federal, state, and local laws. with federal, state, and local laws. Document everything you do. Document everything you do. Assess your safety lessons and keep good Assess your safety lessons and keep good

records.records. Take responsibility to supervise and train your Take responsibility to supervise and train your

assistants and volunteers. assistants and volunteers. Make sure you are adequately protected with Make sure you are adequately protected with

liability insurance. liability insurance.

The 4 P’s for ProfessionalsThe 4 P’s for Professionals

PreparePrepareMake sure you read and understand all Make sure you read and understand all

school policies and procedures that relate school policies and procedures that relate to your duties and responsibilities – to your duties and responsibilities – reviewing and filing new information and reviewing and filing new information and bulletins that update manuals and other bulletins that update manuals and other official documents. official documents.

The 4 P’s for ProfessionalsThe 4 P’s for Professionals

PlanPlanTake the time to consider what you are Take the time to consider what you are

required to teach and the best strategies required to teach and the best strategies to ensure your students can learn to ensure your students can learn effectively and safely. Write out your effectively and safely. Write out your plans, not just so others can read them, plans, not just so others can read them, but so you can review and critique them but so you can review and critique them yourself before you begin the lesson and yourself before you begin the lesson and after it is over. after it is over.

The 4 P’s for ProfessionalsThe 4 P’s for Professionals

PreventPrevent Take the time to assess hazards and review Take the time to assess hazards and review

procedures for accident prevention. Teach and procedures for accident prevention. Teach and review safety procedures with every student and review safety procedures with every student and adult for every potential hazard. Post safety adult for every potential hazard. Post safety signs and keep copies of safety information. Put signs and keep copies of safety information. Put your concerns and requests for assistance or your concerns and requests for assistance or changes in writing to the appropriate supervisor changes in writing to the appropriate supervisor and do not sue the defective equipment until the and do not sue the defective equipment until the hazard is mitigated. hazard is mitigated.

The 4 P’s for ProfessionalsThe 4 P’s for Professionals

ProtectProtect Check your facilities for the presence and accessibility of Check your facilities for the presence and accessibility of

correctly specified and correctly operating safety correctly specified and correctly operating safety equipment and protective devices. Count the protective equipment and protective devices. Count the protective devices you have, such as safety goggles or aprons, to devices you have, such as safety goggles or aprons, to ensure you have enough for everyone who needs them. ensure you have enough for everyone who needs them. Demonstrate and instruct students and helpers on the Demonstrate and instruct students and helpers on the proper use of safety equipment and protective gear. proper use of safety equipment and protective gear. Keep records of safety lessons and instructions to Keep records of safety lessons and instructions to ensure no one has missed getting the information. Insist ensure no one has missed getting the information. Insist on the use of protective devices by everyone in the on the use of protective devices by everyone in the room, including yourself and all visitors. room, including yourself and all visitors.

ResourcesResources

www.flinnsci.comwww.flinnsci.comhazard.com/msdshazard.com/msdshttp://www.scilinks.org/tour/http://www.scilinks.org/tour/www.nsta.orgwww.nsta.org

Poison control: 1-800-222-1222Poison control: 1-800-222-1222