a summary of safety statutes, rules and recommendations ... · when laboratory activities and...
TRANSCRIPT
A Summary of Safety Statutes, Rules and Recommendations for Science
Introduction The use of laboratory investigations has played a vital role in distinguishing science from most other disciplines encountered in the classroom. Just as scientists acquire knowledge through a process of experimentation, students learn to appreciate how this wealth of knowledge was accumulated by simulating this same investigative process. Without the laboratory experience as an integral part of the scientific process, only facts can be memorized. A true feeling for the process is lost. It is of vital importance that a laboratory component be incorporated into the science curriculum. Once the laboratory component has been added to a curriculum, it becomes necessary for a teacher to understand that additional safety requirements and procedures must be implemented. These additions will provide for a more safe and meaningful experience for students. This manual was written to provide basic safety information in the science laboratory and classroom, and outlines a method for proper chemical storage, handling and disposal. Particular emphasis was placed on the appropriate use of equipment and the selection of chemicals that are deemed safe to use in the K-12 academic environment. Additional information may be found at: http://www.fldoe.org/edfacil/sc3/safetyplan.asp. The specific citations from Florida Law, State Board Rule and other Criteria are identified here. Below each citation of law, rule or criteria are the definitions to aid in interpretation of the citation. For additional information, a training PowerPoint presentation on fire statutes and safety considerations for the state of Florida may be downloaded and viewed from http://data.fldoe.org/register/EdFacTraining/. This summary has been compiled under the direction of Dr. J.P Keener, director for math, science and STEM programs, and includes connections to the Florida Department of Education Chemical Hygiene Plan (http://www.fldoe.org/edfacil/sc3/safetyplan.asp, 2014), the Florida Department of Environmental Protection SC3Program (http://www.dep.state.fl.us/waste/categories/hazardous/pages/schoolchemicals.htm, 2014) and safety recommendations from districts across the state of Florida.
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Table of Contents
I. Legal Considerations…………………………………………....
4
II. Responsibilities for Safety and Safety Contracts………………..
7
III. Reporting Injuries and Emergencies…………………………….
14
IV. Facilities Safety Requirements………………………………….
17
V. Laboratory Safety Equipment Check List……………………….
22
VI. Safe Class (Lab) Size……………………………………………
23
VII. The Chemical Hygiene Plan: Chemical Purchasing, Storage, Disposal, Hazardous and Prohibited Chemicals ………………..
23
VIII. Specific Laws and Recommended Guidelines…………………
37
IX. Field Trip Considerations……………………………………….
44
X. Prohibited and Dangerous Practices…………………………….
45
XI. Contact Information……………………………………………..
46
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I. Legal Considerations
Liability, Damages, Negligence, Foreseeability and Attractive Nuisances Who is held liable in case an accident occurs in the laboratory depends upon many factors. The purpose of this discussion is to acquaint the science teacher with three major aspects of liability and damages: negligence, foreseeability and attractive nuisances. Liability An actual or potential legal obligation, duty, debt or responsibility to another person; the obligation to compensate (cover Damages), in whole or in part, a person harmed by one's acts or omissions. Damages Money awarded in a suit or legal settlement as compensation for an injury or loss caused by a wrongful or negligent act or a breach of contract. Most often, damages are intended as compensation to an injured person for both economic and noneconomic losses, but damages occasionally include a non-compensatory award to punish intentional or wanton wrongdoing, called punitive (or exemplary) damages. Negligence That degree of care which an ordinarily careful and prudent person would exercise under the same or similar circumstances; a breach of the duty to act with care appropriate to the situation and the relationship of the persons, so as not to cause harm or loss. Foreseeability "Reasonable anticipation" that a particular event might occur (e.g. an unpolished piece of glass tubing has the potential to cut a student). The type of activity and the circumstances under which it is done will ultimately determine whether negligence and foreseeability were present and applicable to the science teacher. Attractive Nuisance An attractive nuisance is any inherently hazardous object or condition of property that can be expected to attract children to investigate or play (for example, laboratory equipment or unattended chemical containers). The doctrine imposes upon the teacher the duty to take precautions that are reasonable in light of the normal behavior of young children which necessitates a much higher degree of care than required toward adults. Many considerations play an important role in determining possible liability. The science teacher should be keenly aware of the fact that a student is a minor and legally is not bound by the same standards as is an adult. Behavior that is considered customary and usual for an
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adult might not be considered the same for a minor. Far more supervision and instruction is required of a teacher in a science laboratory for a child than is mandated for an adult.
Additionally, the concept of attractive nuisance comes into play far more extensively with minors. Leaving chemicals or glassware unprotected and available for students to procure is considered an attractive nuisance. For example: If the chemicals are in an unlocked cabinet labeled "Do Not Touch" and a student is injured by taking some, the teacher is still liable. Those chemicals would be considered an attractive nuisance to a child, and adequate precaution was not taken to prevent that child from obtaining them. How does the science teacher insure that he/she is not liable in case an accident does occur? Prime importance is the necessity of adequate supervision in the laboratory. Any condition that prevents adequate supervision places the teacher in a dubious situation. An overcrowded classroom is a major cause of laboratory accidents. Lack of adequate space among students, and the inability of the teacher to "see" everything that is going on, sets the stage for an accident to occur. No science facility should be expected to accommodate more students than it is designed to serve. Instituting an adequate safety policy does not mean an accident will not occur or the teacher will not be sued. If a lawsuit is instigated and the teacher shows that adequate safety instruction and appropriate supervision was maintained, he/she will have a better chance of avoiding punitive action. Determining Negligence The legal definition of negligence is important for every teacher to know. Negligence, as defined by the courts today, is conduct that falls below a standard of care established by law or the failure to exercise due care. It should be noted that in the absence of specific laws or local policies, the standard of care expected is set by the profession, e.g., position statements adopted by the National Science Teachers Associations, the American Chemical Society, the National Association of Biology Teachers or the Council of State Science Supervisors. The science teacher has three basic duties relating to the modern concept of negligence. • Duty of instruction • Duty of supervision • Duty to properly maintain facilities and equipment Failure to perform any duty may result in a finding that a teacher and/or administrator within a school system is/are liable for damages and a judgment and award against him/them.
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Duty of Instruction, Supervision and Maintenance Duty of Instruction Includes adequate instruction before a laboratory activity (preferably in writing) that: • Is accurate, is appropriate to the situation, setting and maturity of the audience and
addresses reasonably foreseeable dangers. • Identifies and clarifies any specific risk involved, explains proper procedures/techniques
to be used and presents comments concerning appropriate/inappropriate conduct in the lab.
• Reasonably addresses all foreseeable dangers inherent in any laboratory experiment or demonstration that will be performed in the science laboratory or classroom. A teacher must also instruct and ensure that students demonstrate the proper use of protective equipment.
Lesson Plans In the classroom, science teachers are strongly recommended to incorporate health and safety as an integral part of their instruction. Ultimately, it is the teacher's responsibility to make certain that proper safety considerations have been made and that the appropriate precautions have been taken. These safety features should be reflected in the documented lesson plans.
Teachers should ask themselves the following questions before conducting every laboratory experiment.
1. What are the risks associated with this activity? 2. What are its worst possible outcomes? 3. What do I need to do to be prepared if these outcomes should occur? 4. What practices, equipment and facilities would reduce risks? 5. How can I relate these hazards to dangers that my students face in their everyday
lives? Duty of Supervision Includes adequate supervision as defined by professional, legal and district guidelines to ensure students behave properly in light of and foreseeable dangers. Points to remember:
1. Misbehavior of any type must not be tolerated. 2. Failure to act on improper action is grounds for liability. 3. The greater the degree of danger, the higher the level of supervision. 4. The younger the age of students or the greater the degree of inclusion of special
population students, the greater the level of supervision. 5. Students must never be left unattended, except in an emergency where the potential
harm is greater than the perceived risk to students.
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Duty of Maintenance Duty of maintenance includes insuring a safe environment for students and teachers. This requires that the teacher should do the following.
1. Never use defective equipment for any reason. 2. File written reports for maintenance/correction of hazardous conditions or defective
equipment with responsible administrators. 3. Establish regular inspection schedules and procedures for checking safety and first
aid equipment. 4. Follow all safety guidelines concerning proper labeling, storage and disposal of
chemicals.
5. By keeping files of all hazard notifications and maintenance inspections, teacher liability in the event of an accident is minimized in cases where no corrective actions were subsequently made.
II. Responsibilities for Safety and Safety Contracts
The main law that affects science laboratory teachers is the Occupational Safety and Health Administration (OSHA) Laboratory Standard (29CFR1910.1450), which was initiated in 1990. The standard requires that school systems design, implement and enforce a Chemical Hygiene Plan to insure employee safety in a hazardous environment. Although OSHA only protects employees, students usually are required to follow these standards in the science laboratory to maintain a safe environment for all.
When laboratory activities and demonstrations are made an integral part of a science curriculum, the science teacher assumes the responsibility for implementing and documenting a program of safety. It is essential that a science teacher be familiar with safety procedures and laboratory techniques when handling, storing and disposing of chemicals. The teacher should be completely familiar with laboratory facilities so that he/she can adequately instruct students in all aspects of the aforementioned topics.
It is the added responsibility of the science teacher to ensure the correct functioning of scientific equipment and laboratory facilities to prevent unwarranted accidents. To ensure that students are well-trained in safety techniques and equipment usage, the teacher should utilize information in several formats. A number of video presentations are available which provide an adequate introduction to the proper handling of safety equipment, chemicals and laboratory apparatus. Several companies also supply safety films, safety tests and safety contracts. A student must be instructed and then assessed to ensure thorough understanding of laboratory safety. Student safety performance should be monitored during every experiment and good safety procedures reinforced.
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Administrative Responsibility Since the ultimate responsibility for all school functions rests with the administration, liability resulting from a laboratory accident will fall under its purview. The following considerations might help to eliminate liability.
1. Ensure that class sizes in science laboratories do not exceed the allowable safe maximums for space and facilities.
2. Ensure that safety equipment is present and functioning properly. 3. Inform all staff members of those persons trained in CPR and first aid and their
location throughout the day. 4. Design and implement a contingency plan for laboratory emergency situations. 5. Ensure that adequate lighting for experimentation is available. Impaired vision is an
invitation to accidents. 6. Ensure that master shut-offs are present in every laboratory for gas, electricity, or any
other service that might involve danger should an accident occur. 7. Ensure that all electrical outlets are grounded and facilities are available for
grounding all electrical apparatus. 8. Make sure fire extinguishers are available in each science class. Fire extinguishers
should be checked at least twice a year to insure proper functioning. 9. Make sure that each science lab is equipped with a safety shower and eyewash that
are periodically checked for proper operation. 10. Make sure that there is adequate ventilation to the outside for each laboratory in
which noxious fumes might be generated. Teacher Responsibility The following steps should be taken by the teacher to fulfill safety objectives.
1. Make the safety program a major emphasis in the science curriculum. 2. Provide a list of safety rules which must be read and signed by the student and parent
or guardian. 3. Show the student where the safety equipment is located, and how it works. Explain
under what conditions it is to be used. 4. Explain the consequences for violating safety regulations in detail. 5. Instruct students in how to evacuate the lab in the proper fashion in case of
emergency. 6. Point out specific safety considerations in a particular experiment. 7. Explain possible hazards in handling and disposing of chemicals used in an
experiment. 8. Never leave students alone and/or unsupervised in the lab. 9. Remind the students often that they are not allowed in chemical storerooms or lab
preparation areas. 10. Prohibit students from bringing any food or drink into the lab. 11. Instruct students to never put any chemicals in their lab drawers unless told
specifically to do so.
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12. Discuss the lab with students the day before the experiment is to be done so that safety situations and possible hazards can be clarified.
13. Notify the administration, in writing, of any possible safety hazard that exists in the laboratory, especially the overcrowding of the science lab room.
14. Provide only immediate care in case of an accident to prevent additional complications from arising. Contact your administration and call 911 immediately.
15. Science fair projects should be scrutinized for safety hazards and corrected before teacher approval is given. Remember the science teacher is ultimately responsible for all assigned science activities.
Student Responsibility Since the student is the individual most imminently involved in laboratory safety, he/she should adhere to the following guidelines to minimize the possibility of a laboratory accident.
1. Heed all written precautions and verbal instructions. 2. Do the experimental procedure as directed. 3. Do not taste, eat, smell or touch chemicals unless specifically told to do so by your
instructor. 4. Wear eye protection, aprons and closed shoes on lab days and tie long hair back. 5. Notify the teacher if any hazard is present. 6. Clean up your work area after each experiment. 7. Know the location and proper use of safety equipment as previously taught. 8. Do not wear contact lenses on days when chemical labs are performed since they may
absorb chemicals and cause eye inflammation and damage. 9. Inform your teacher of any health problems or difficulties you might encounter while
doing a given experiment. 10. Make sure you do not remove any chemicals or equipment from the lab unless your
teacher tells you to do so. 11. Never eat or drink anything in the laboratory. 12. Report any accident or mishap to your teacher immediately no matter how trivial it
might appear. 13. Dispose of chemicals or broken equipment in the proper receptacle. 14. Never pick up broken glass with bare hands. 15. Never work alone in the lab; make sure your teacher is present when doing an
experiment. 16. Wash hands thoroughly before leaving the lab. 17. Do not wear rings or bracelets during an experiment. Chemicals can seep under them
causing severe injuries. 18. Remember the appropriate evacuation procedure and route. 19. Do not put chemicals or equipment in your lab drawer unless told to do so by your
instructor. 20. Never run or horseplay in the lab.
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Students must abide by a student safety contract to be distributed by the teacher and signed by the student and the student's parent or guardian. Contracts must be collected and kept on file with each science instructor. A sample contract has been included for your use.
Parent Responsibility In order for a laboratory component to be safely implemented in a science curriculum, it is essential that a teacher have the full cooperation of parents and/or guardians. Since students must be properly attired, have contact lenses removed, and be cognizant of safety equipment and possible hazards. The parent or guardian must help in assuming the responsibility for his/her child. It is the obligation of the parent or guardian to do the following:
1. Carefully read and sign the safety contract. 2. Insure that your child is dressed appropriately for school-based activities (hat,
sunscreen and sunglasses for outdoor exploration or long-sleeve shirts and pants for indoor labs).
3. Reinforce the no eating or drinking rule. 4. Remind your child of the importance of using goggles and aprons. 5. Review safety rules with your child on a regular basis. 6. Remind your child of penalties for violating safety procedures.
Safety Contracts The contract outlines the responsibilities of students and is acknowledged by the parent. A copy of the signed contract is to be kept on file with the teacher. Students who do not return a signed copy of a laboratory safety contract are not permitted to conduct laboratory exercises until a contract is returned. Examples of safety contracts are provided on the next three pages.
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K-5 Student Safety Contract I know that being safe is important, and I agree to follow these rules.
• I will follow all written precautions and verbal instructions. • I will do the experimental procedure as directed. • I will not taste, eat, smell or touch substances unless specifically told to do so by
my instructor. • I will handle all equipment and materials carefully and use as directed. • I will wear safety goggles to protect my eyes when appropriate or as directed by
the teacher. • I will notify the teacher if any hazard is present. • I will clean up my work area after each experiment. • I will inform my teacher of any health problems or difficulties I might encounter
while doing a given experiment. • I will make sure I do not remove any substances or equipment from the lab or
classroom unless my teacher tells me to do so. • I will not eat or drink anything in the laboratory or classroom without my
teacher’s permission. • I will report any accident or mishap to my teacher immediately no matter how
trivial it might appear. • I will not pick up broken glass with bare hands. • I will make sure an adult is present when I am working in the lab or classroom. • I will wear gloves when handling animals. • I will not run or participate in horseplay in the lab or classroom.
Failure to follow these guidelines may result in reduction in grade, disciplinary action and/or exclusion from laboratory activities. Student Signature _______________________________________ ____________ Date Parent Signature _________________________________________ ____________ Date
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6-12 Student Laboratory Contract I have been instructed in the necessary safety procedures required in this course. I agree to abide by the following guidelines.
• Safety apparel will be worn when specified by the instructor. • Long or loose hair will be tied back. Excessively loose clothing or jewelry will
not be worn. • All safety rules and regulations will be followed. • There will be no drinking or eating in the laboratory. • Experiments will be done in the specified order with the prescribed quantities of
chemicals. • Only the chemicals specified by the teacher will be used. No unauthorized
experimentation will be done. • The proper use of safety equipment and correct evacuation procedures will be
followed. • Wash hands thoroughly before beginning and after completing an experiment. • Contact lenses will not be worn during specified experiments. • Horseplay or other inappropriate behavior will not be tolerated during laboratory
experiments. • Never taste chemicals or smell them directly. • Never pick up broken glass with bare hands. • Report all accidents, no matter how minor, to the teacher. • Never work without teacher supervision in the lab. • Do not remove any chemicals or equipment from the lab without the teacher’s
permission. Failure to follow these guidelines may result in reduction in grade, disciplinary action and/or exclusion from laboratory activities.
Student Signature _______________________________________ ____________ Date Parent Signature _________________________________________ ____________ Date
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Chemical Laboratory Safety Contract
PREPARE FOR LABORATORY WORK • Study laboratory procedures prior to class • Never perform unauthorized experiments • Keep your lab bench organized and free of apparel, books and other clutter • Know how to use the emergency shower, eye wash, fire blanket, and first aid kit
DRESS APPROPRIATELY FOR LABORATORY WORK • Always tie back long hair • No loose or baggy clothing • Roll up loose sleeves as they tend to get in the way • No open-toed shoes or sandals • Wear lab coats during all laboratory sessions • Wear safety goggles during all laboratory sessions except for pre-lab discuss • Wear gloves when using chemicals that irritate or can be absorbed through the skin
AVOID CONTACT WITH CHEMICALS
• Never taste or "sniff" chemicals • Never draw materials in a pipette with your mouth • Point the opening away from people when heating substances in a test tube • Never carry dangerous chemicals or hot equipment near other people
AVOID HAZARDS • Keep combustibles away from open flames • Use caution when handling hot glassware • When diluting acid, always add acid slowly to water (A&W), never water to acid. • Only teachers should insert glass tubing through stoppers • Turn off burners when not in use • Do not bend or cut glass unless appropriately instructed by teacher • Keep caps on reagent bottles and never switch caps with other containers
CLEAN UP
• Consult with the teacher for proper disposal of chemicals • Wash hands thoroughly following experiments • Leave laboratory bench clean and neat
IN CASE OF AN ACCIDENT
• Report all accidents and spills to the teacher immediately • Place broken glass in designated containers using gloves to clean up glass shards • Wash all acids and bases or other chemicals from your skin immediately with copious amounts of water • If chemicals get in your eyes, wash them for at least 15 minutes with laboratory eye wash
I, ________________________________, agree to: (a) Follow the teachers instructions, (b) protect my eyes, face, hands and body during laboratory, (c) conduct myself in a responsible manner at all times in the laboratory and (d) abide by all of the safety regulations specified above. Signature ___________________________________________ Date ______________
Parent's (Guardian's) Signature __________________________ Date ______________
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III. Reporting Injuries and Emergencies During the course of the school year, accidents may occur in the science laboratory that will require action by the teacher.
In Case of Emergency Accidents Notify the administration as soon as possible. Have them call 911 if conditions warrant it. All accidents should be reported to the administration, in writing, as soon after the incident as possible. An accident report sheet must be faxed to the proper location at Risk Management. The school office will have the necessary forms to report student accidents. Evacuations In the event of the need to evacuate a classroom or school (fire, gas leak, chemical spill, etc.), please follow the emergency evacuation plans as outlined in your school principals’ emergency procedures handbook. Please discuss these procedures with your school-based administration in advance. All science teachers should be aware of the procedures for initiating and conducting a classroom/school evacuation. The teacher’s primary responsibility is the safety and evacuation of students. In the event of a fire, the teacher is to evacuate the students and pull the fire alarm to evacuate the school. All students must be accounted for. Spill of a Hazardous Chemical Evacuate classroom immediately. Affected skin or clothing should go immediately under eye wash/shower/drenching unit. Avoid breathing the vapor if it is a liquid spill and turn on emergency exhaust. Notify an administrator and Chemical Hygiene Officer as soon as possible regarding the incident. Notify the health aide of any injuries. Follow the material safety data sheet (MSDS) instructions for clean-up procedures. Deny access to the area until cleanup has been completed.
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LABORATORY HAZARDS and EMERGENCY ACTIONS IN ALL CASES of injury, hazardous spill, material damage, etc.
1. FOLLOW EMERGENCY PROCEDURES FOUND BELOW 2. AS NEEDED, NOTIFY THE FRONT OFFICE AND PRINCIPAL FOR ASSISTANCE 3. BE PREPARED TO ACT: Know the location and how to use the evacuation routes, eye
wash, emergency shower, fire blanket, fire extinguisher, fume hood, exhaust systems, shutoffs, etc.
EQUIPMENT OR ROOM FIRE
• Evacuate students • Activate (pull) nearest Fire Alarm Pull
Station • Turn off gas master shutoffs • Call front office or directly call 911 • Close doors and windows • Close flammable and acid lockers • Unplug all appliances and equipment
BODY FIRE
• Evacuate, if necessary • Activate (pull) nearest Fire Alarm Pull
Station • Use a fire blanket (drop & roll) • Immediately flush with cool water • Call 911 • Call nurse’s office
FAINTING
• Immediately move person to fresh air • If due to a chemical, evacuate students
and activate the emergency exhaust fan • Keep the head lower than the rest of the
body • Keep warm and/or cover with blanket • Call nurse’s office • If breathing or heart stops, apply
CPR/artificial resuscitation while you send someone to call 911
BODY BURNS
• Follow material safety data sheet (MSDS) emergency and first aid procedures
• Send student to the nurse’s office with an escort
TOXIC EXPOSURES / POISONING
• Call 911 and/or poison control • Follow MSDS emergency and first aid
procedures • Call front office/nurse • Identify substance • Give MSDS to emergency personnel
CHEMICAL SPILLS ON BODY • Follow MSDS emergency/first aid
procedures • Call 911 • Identify substance • Remove clothing or contacts as needed • Call front office/nurse • Give MSDS to emergency personnel
MINOR CUTS
• Follow MSDS emergency and first aid procedures
• Follow universal precautions • Allow to bleed briefly • Wash with soap and water • Apply antiseptic and sterile bandage
FLOOR OR COUNTER SPILL
• Follow MSDS emergency and first aid procedures
• Activate emergency exhaust fan • Evacuate if permissible exposure limit
(PEL) exceeded or chemical an irritant • Clear students from the spill area if
necessary • Follow SPILL KIT (Appendix C)
procedures • Contact Maintenance/Head Custodian
for disposal EYE INJURY
• Follow MSDS emergency and first aid • Flush eye with water for at least 15
minutes using emergency eye wash • Remove contacts, if necessary • Do not rub eye • Call front office/nurse
AFTER THE EMERGENCY
• Cleanup and prepare for the next emergency
• File a Student Accident/Incident Report or a worker’s comp Report of Injury
• Get statement from witnesses • Repeat safety training
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IV. Facilities Safety Requirements State Board Regulations: http://www.fldoe.org/edfacil/sref.asp For additional information: http://www.fldoe.org/edfacil/
Science teachers must become safety conscious advocates. It is dangerous to assume that students remember safety procedures and equipment discussed at the beginning of the school year. It is advisable that teachers emphasize safety techniques that pertain to specific laboratory activities at the time these events occur. The science instructor should always be alert to possible safety hazards and conditions in an activity. Laboratory exercises should be modified and students reminded of proper lab procedure every time a potentially hazardous situation is encountered.
State Board Regulations Fire Extinguishers and Fire Blankets Fire extinguishers and fire blankets are provided as follows (Class ABC extinguishers may be used for all types of fires classified as A, B, or C except as modified below).
1. Fire extinguishers and fire blankets are placed in locations which are readily
accessible and suitable for the hazard present and are readily visible. 2. Extinguishers and blankets are on hangers or brackets, shelves or cabinets so that the
top of the extinguisher or blanket is five (5) feet or less AFF. Objects projecting more than four (4) inches from the wall comply with state and federal accessibility requirements.
3. Class B fire extinguishers of at least 20-B:C capacity are installed in spaces where flammable liquids are stored, such as science labs, auto shops, boiler rooms, duplicating stations and bulk storage of paints; and extinguishers are located so that the travel distance from any point in the space to an extinguisher is fifty (50) feet or less.
4. Fire extinguishers are readily accessible at all times. (Fire extinguishers may be located inside student-occupied spaces provided they are located adjacent to the primary exit door, the door remains unlocked when the facility is occupied, and a permanently affixed sign, with a red background and white letters reading "FIRE EXTINGUISHER INSIDE" is placed on the outside adjacent to the door.)
5. Fire blankets are located in each laboratory and each shop where a personal fire hazard may exist.
Design Laboratories and Shops Laboratories and shops comply with the general requirements found elsewhere in this section as well as the special safety provisions found herein.
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1. Each laboratory type space, such as chemistry, physics and home economic labs, and
each shop type space, such as automobile, wood working and welding shops, equipped with unprotected gas cocks, compressed air valves, water service and electric service, easily accessible to students, has master control valves or switches with permanently attached handles. Ordinary office machines, non-hazardous machines and domestic sewing machines are not required to have emergency shut-off. A science laboratory is a facility where science investigations occur and where potentially hazardous chemicals, materials or conditions may exist. a. The master control valves and switches are clearly labeled and located in a non-
lockable place accessible at the instructor's station to allow for emergency cut-off of services, and valves completely shut-off with a one-quarter turn.
b. The master control valves and switches are in addition to the regular main gas supply cut-off, and the main supply cut-off is shut down upon activation of the fire alarm system.
2. Every science room, lab or shop where students handle materials or chemicals
potentially dangerous to human tissue is provided with a dousing shower, floor drain and eye wash facilities. A dousing shower must deliver a large amount of water in a very short period of time, no less than 30 gallons per minute at 30 psi, to reduce flammable/chemical exposure to the body. A floor drain is a grate-covered, plumbed opening in the floor that can evacuate the large amounts of water produced by the operation of a safety shower or eye wash station. The drain shall be located directly below the safety shower and eye wash station. An eye wash facility is a fixture that provides a minimum of 15 minutes of continuous irrigation to both eyes simultaneously. It must be easily activated and drained.
3. Laboratory and shop spaces, such as the following, are provided with exhaust systems. a. Chemistry laboratories have a high capacity emergency exhaust system and are
provided with a source of positive ventilation and signs providing instructions are permanently installed at the emergency exhaust system fan switch. A high-capacity emergency exhaust system must be present in chemistry laboratories and shall be capable of the rapid mechanical exhaust of between 6 and 12 room air exchanges per hour. The system must be separate from the fume hood and must possess a source or positive ventilation. The air that is exhausted must not mix with other building air supplies. The Emergency Exhaust System is required in every science room with a manual switch to turn on the emergency exhaust system that is clearly labeled with a permanent sign.
b. Chemistry labs are provided with fume hoods and fume hood supply fans automatically shut down when the emergency exhaust fan is turned on.
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Storage The areas above or below exit stairs and ramps, whether interior or exterior, are free of any storage rooms or closets and are not used for storage of any kind. General storage areas are kept separated from mechanical spaces and are equipped with shelving, racks, bins or other devices necessary to protect the stored materials, supplies, equipment and books. Chemical and hazardous storage facilities comply with the following.
1. Rooms and/or cabinets used for the storage, handling and disposal of chemicals are lockable, vented to the exterior and have shelves with a one-half inch lip on the front; door locks are operable at all times from the inside of the room, even if key locked from the outside; and rooms are kept at moderate temperatures and well illuminated. Room venting: Chemical and biological storage rooms which contain chemicals must be provided with the high capacity exhaust system. Flammable cabinets not located in a properly exhausted storage room may need to be vented. Ventilation shall provide adequate air exchanges in rooms where chemicals or preserved biological specimens are stored at a rate of 6-12 room air changes per hour. Temperatures in rooms where chemicals are stored may not exceed 85 degrees F/29 degrees C.
2. Buildings and/or rooms used for the storage, handling and disposal of flammable, poisonous or hazardous materials or liquids, and equipment powered by internal combustion engines and their fuels are kept in a safe, secure and orderly condition at all times and shall comply with all applicable National Fire Protection Association (NFPA) standards. Work areas shall be clean and uncluttered with chemicals and equipment properly labeled and stored. A clear aisle at least three feet wide shall be maintained.
3. Explosion-proof heat detectors, electrical fixtures, switches and outlets in flammable storage rooms are maintained in an operational condition at all times. Explosion Proof Heat Detector: A device which may activate within a specified temperature range and is incapable of causing an explosion during its operation.
Mechanical Mechanical systems meet the following minimum safety, casualty and sanitation requirements for ventilation, building service equipment, plumbing, etc., including re-locatable equipment or systems, as applicable: All occupied rooms and other rooms where odors or contaminants are generated are provided with either natural or mechanical ventilation. The ventilation system should provide adequate air changes for science laboratory rooms where biological or chemical investigations are being conducted. Windows, louvers or other openings utilized for natural ventilation are maintained in an operable condition at all times. Mechanical ventilation systems are maintained in an operable condition at all times.
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Electrical Electrical systems meet the following minimum safety, casualty and sanitation requirements for illumination, fire alarms, detector systems, etc., including re-locatable systems, as applicable.
1. Fire alarms and heat/smoke detectors: Fire alarms and heat or smoke detectors are maintained in an operational condition at all times.
2. Explosion-proof detectors are installed in flammable storage rooms. 3. Electrical wiring and equipment are maintained in a safe and secure condition at all
times and comply with the following. 4. Electrical outlets
a. All outlets are grounded. b. All convenience outlets installed within two (2) feet or within six (6) feet for
new construction under SREF 97, of water supplies, wet locations, toilet rooms and the exterior with direct grade level.
c. Access has a ground fault circuit interrupt protection device (GFCI). The ground fault circuit interrupt protection device is not required for grounded receptacles serving only water coolers, if the receptacle is single or covered behind the water cooler enclosure.
d. Outdoor ground fault interrupter protected outlets are provided for all buildings. e. Flammable storage rooms are free of electrical receptacles. f. Extension cords are free of being stapled to any surface or run through or over
doors, windows or walls. They are used only in continuous lengths and without splice or tape. Adapters comply with Underwriters Laboratory (UL) and have over-current protection with a total rating of no more than fifteen (15) amperes.
5. Emergency shut-off switches
Every laboratory space which has electrical receptacles at student work stations has an unobstructed emergency shut-off switch within fifteen (15) feet of the instructor's work station.
Eye protection, eye Washes and goggle sanitation devices School laboratories should include protective apparel compatible with the required degree of protection for substances being handled. This includes eye protection. Eye-protective devices shall be worn by students, teachers and visitors in courses including, but not limited to, chemistry, physics or chemical-physical laboratories, at any time at which the individual is engaged in or observing an activity or the use of hazardous substances likely to cause injury to the eyes. Eye and face protection shall be sanitized on a regular basis. Section 10060.63, F.S., requires all K-12 students engaged in scientific investigation or laboratory activity to be provided with approved eye protection. All safety goggles and glasses must comply with ANSI Z 87.1 – 2003. Only safety goggles and/or glasses marked with "Z 87.1" should be purchased; the "Z 87.1" mark will appear on the frame or the lens. It is the
20 Rev. 4/7/2015
responsibility of the district, school, teacher and administration to select and provide eyewear that provides students with the most appropriate protection for the hazards of the science investigation or laboratory activity. Recommended Eye Protection American National Standards Institute (ANSI) coded Z87 or Z87.1 type G or H - SPLASH PROOF eye protection is to be worn by students, teachers and visitors to the laboratory. Please note: Just because eyewear meets Z87.1 standards does not necessarily mean it provides adequate protection from the dangers of splashed chemicals. Eyewear that does not provide a complete, snug seal around the eyes may be fine for some activities but not when using hazardous chemicals. First aid kits First aid kits should be purchased by each school and be made available in the laboratories with their location clearly marked. The instructor should take inventory of the kit on a regular basis. The instructor and students should be aware of the proper use of the contents of the first-aid kit. Duty of instruction A teacher must reasonably address all foreseeable dangers inherent in any laboratory experiment or demonstration that will be performed in the science laboratory or classroom. A teacher must also instruct and ensure that students demonstrate the proper use of protective equipment. Goggle sanitizing cabinet A goggle sanitizing cabinet is required by the state of Florida for students who are required to use personal eye protection in accordance with the American National Standard Institute (ANSI) Z87.1-1979 standards for use, durability and cleaning. Science teachers and students must wear goggles in the laboratory at all times with the exception of pre-lab discussion. Appropriate chemical resistant goggles can be purchased through your school’s science supply budget. Contact lenses should not be worn in the laboratory. If wearing contacts is unavoidable, the use of non-vented chemical splash goggles is required. Goggles must be sanitized between uses by a goggle sanitizing cabinet. Eye wash stations are required in all science laboratories, and are strongly recommended for elementary classrooms conducting scientific exploration: Elementary classroom sinks can easily be modified to include an eye wash. It is recommended that minimally there is an eye wash available in the clinic for emergency use. Staff should be trained in the proper use of the eyewash and the proper sanitation techniques for safety goggles.
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V. Laboratory Safety Equipment Checklist Before your year begins, make sure that your laboratory is a safe laboratory. The following items should be in all properly maintained lab rooms. If your location is improperly equipped, please inform your science administrator and always conduct laboratories in properly equipped, safe rooms.
1. Master shut-off switches should be located within each lab room. Water, gas and electricity should be turned off when not in use.
2. Adequate numbers of tri-class (ABC) fire extinguishers (at least one per room). 3. Eyewash stations: 30 steps or 15 seconds from any location in the room. 4. Safety shower: accessible on three sides, 30 steps or 15 seconds from any location in
the room, 30-60 gallons per minute at a pressure of 20-50 psi. 5. Fume hood (for chemical laboratories): vented through roof, face velocity 60-100
feet/minute (18-30 meters / minute). The hood should not be within 10 feet of an exit or a main aisle.
6. All electrical outlets within five feet of sinks should be fitted with Ground-Fault Interrupters (GFI).
7. Retardant-treated wool fire blanket: 30 steps or 15 seconds from any location in the room.
8. Approved safety goggles: American National Standards Institute (ANSI) coded Z87 or Z87.1 G or H - SPLASH PROOF eye protection must be worn by students, teachers and visitors to the laboratory according to Florida State law 232.45.
9. Sanitizing and/or sterilizing equipment for safety goggles. 10. An approved safety shield should be used whenever the possibility of an explosion is
present. 11. Non-absorbent, chemical-resistant aprons should be provided for each student during
lab activities where there is a danger of spillage or spattering of chemicals or hot liquids.
12. Separate acids cabinet and flammables cabinet should be secured in the storeroom. 13. A container should be provided and clearly marked for the disposal of broken glass
only. 14. A chemical spills kit must be available for general chemical spills. 15. A stock supply of vinegar and baking soda for base and acid spills should be available
during acid and base lab activities. Disinfectants and 10 percent Clorox bleach solutions should be used to sterilize equipment and wash down counter tops.
16. An adequately stocked first-aid kit for teacher use should be easily accessible in an emergency.
17. MSDS catalog or safety sheets: know the hazards associated with all the chemicals used in the class experiments.
18. Proper chemical containers: do not repackage chemicals into smaller containers unless the new containers are chemically secure, appropriately dated and labeled.
19. Safety posters should be prominently displayed in the room. 20. Emergency procedures and telephone numbers should be prominently posted in the
room.
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VI. SAFE Class Size
There are no specific laws or board rules that dictate the safe size of a laboratory classroom. The final determination of safety is the responsibility of the instructor. If the instructor feels the class size is too large to safely conduct a laboratory investigation then the investigation should not be conducted. The following recommendation may assist in determining safe laboratory size in your school: Two major factors in determining an appropriate class size are the number of special needs students and the extent of their needs. National Fire Protection Association (NFPA) Occupancy Load standards require a minimum of 50 net square feet per occupant in science laboratories. Academic professional standards by the National Science Teachers Association (NSTA) set a maximum of 24 students for any laboratory course in science. For safety as well as pedagogical purposes, if the number of special needs students increases, then the NFPA square footage per occupant should be increased, and the NSTA maximum number of students in a laboratory should be reduced in a class size.
VII. The Chemical Hygiene Plan: Chemical Purchasing, Storage, Disposal and Prohibited Chemicals According to OSHA, a Chemical Hygiene Plan (CHP) is written to protect laboratory workers from health hazards associated with hazardous chemicals, keep exposures below specified limits and have the CHP readily available for review upon request. OSHA believes that controlling a hazard at its source is the best way to protect a worker. In accordance with OSHA, the CHP shall include the following elements.
Chemical Purchasing In order to minimize chemical hazards and difficulties with chemical storage, the notion that "less is better" plays a major role in establishing purchasing policy. Remember that a chemical is yours from its cradle to its grave. Once purchased, you own that chemical and must dispose of it properly when finished. Even if a disposal company is hired, the ultimate responsibility for the chemical is still yours.
The state of Florida recommends the following purchasing criteria.
1. Purchase only a one-year supply of the chemicals necessary to implement your instructional program.
2. Do not buy bulk chemicals and repackage into smaller quantity bottles. Reagent bottles and caps are de-signed to minimize specific hazards.
3. Store Material Safety Data Sheets (MSDS) for each received chemical in a convenient location. Possible hazards in handling, storage and disposal should be understood before the chemical is used. MSDS sheets should be referenced for proper handling, storage and for appropriate personal protective equipment. If an MSDS is not available, request one from the manufacturer or obtain on online at http://www.msdsonline.com. NOTE: The format of the MSDS will be changing to
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a standardized Safety Data Sheet (SDS). More information on the SDS may be found at https://www.osha.gov/Publications/OSHA3642.html.
4. The maximum size container in which to order all liquid reagents (acids, bases and solvents) is one pint (500 ml).
5. The maximum size container in which to order all solid reagents is one pound (500 grams).
6. All indicators or dyes should be purchased in pre-mixed solutions whenever possible. 7. All chemicals purchased should be of technical grade purity, unless a higher purity is
needed for an experiment or the chemicals are only available in reagent grade. 8. Chemical requisitions should be separate from supply and equipment requisitions. 9. A chemical inventory should be kept and updated regularly. 10. No school in the state of Florida shall accept gifts of chemicals from individuals,
government installations, corporations companies, or any other source without the specific authorization of the appropriate district level Science supervisor.
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Chemical Storage Remember that a chemical is yours from its cradle to its grave. Once purchased, you own that chemical and must dispose of it properly when finished. Even if a disposal company is hired, the ultimate responsibility for the chemicals is still yours.
1. Store chemicals in compatible families. Do not store chemicals alphabetically! 2. Whenever possible, avoid storing any chemicals on the floor. 3. Shelves should be of wood construction and firmly secured to walls by the use of
fixed wooden supports. Do not use metal, adjustable clips. 4. Provide anti-roll lips on shelves whenever possible. 5. Store flammables in a dedicated flammable cabinet. See the National Fire Protection
Association (NFPA) template for reactivity coding provided below. 6. Store metals and hydrides away from any water. 7. Store ammonium nitrate away from other chemicals. 8. Chemicals prone to instability should be dated and disposed of after use. 9. Do not use the fume hood as a storage area. 10. Label all chemicals with the date of receipt. 11. Store all compressed gases separately. 12. All chemical storage areas should be locked and clearly designated off limits to
everyone except authorized personnel. 13. Solid chemicals should only be purchased in one pound bottles and liquids in one-pint
bottles. 14. Do not store chemicals in your classroom. Keep them locked in the chemical storage
room. 15. Chemicals should be accessible to students during actual laboratory exercises only. 16. Never store chemicals on the floor of storage areas nor on the top of storage cabinets.
Keep storage areas free from clutter. 17. Order enough chemicals for one school year only. 18. Know the hazards associated with all the chemicals used in class experiments. 19. Do not repackage chemicals into smaller containers unless the new containers are
chemically secure, appropriately dated and labeled. 20. Isolate nitric acid within the acid storage cabinet by enclosing it in a high density
polypropylene container because it not only is an acid but also an oxidizer
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Industrial color-coding and storage: allows for the separation of chemicals into compatible hazard types. See Below:
Green – Low Hazard
Red – Flammable Yellow – Oxidizer White – Corrosive
Blue - Poison AREA 1
MINIMUM TO MODERATE HAZARDS
Storage Code Green: suitable for general
storage areas.
AREA 2 FLAMMABILITY
HAZARD Storage Code Red Store
in flammables area, separating water
compatible and water incompatible groups.
AREA 3 CONTACT HAZARD
Storage Code White:
store in corrosion-proof area separating
acids and strong bases. Nitric acid should be
isolated.
AREA 4 REACTIVITY
HAZARD
Storage Code Yellow: Oxidizers must be stored away from flammables
and combustibles.
AREA 5 HEALTH HAZARD
Storage Code Blue:
Store in secure poisons area.
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Disposal Techniques
The aim of a waste disposal program is to assure minimal harm to humans or the environment from the disposal of waste laboratory chemicals and their by-products left from curriculum experiments. The program is required to specify how waste is to be collected, segregated, stored and transported. Transportation from the school must be in accordance with Department of Transportation regulations or lab-packed with licensed and insured Hazardous Waste Transporters. The Environmental Protection Agency has established a manifest system that requires the waste generator to keep detailed records and to report to the agency. Under these guidelines,
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a chemical and all the waste generated from it is the responsibility of the purchaser from “cradle to grave.” Even if a disposal company is hired, the ultimate responsibility for the chemical is still the purchaser's. The following guidelines are to be observed.
1. The only disposal “treatment” permitted in the district is the neutralization of small
quantities of acids and bases. 2. Most chemicals should be boxed (compatible families) for removal. Each box will be
tagged with its contents. The box(es) must remain in the chemical storage room or designated area.
3. Box flammable liquids separately. Each box will be tagged with its contents. The chemical disposal form may be used to tag each box.
4. Out-dated diethyl ether (ethyl ether) should not be handled. If you have a container of outdated ether, have your administrator contact your district office immediately.
5. All unlabeled, outdated, prohibited and/or potentially hazardous chemicals or those chemicals in excess of the maximum storage quantity must be boxed (compatible families) for disposal.
Other Hazardous Materials Other items, including used batteries, halogen bulbs (containing mercury), old thermometers (containing mercury) or other materials identified as hazardous may be boxed for removal and stored in the chemical storage area. Once chemicals and hazardous materials are boxed and labeled in the chemical storage area, contact your local district representative to schedule a chemical collection. Disposal Guidelines may be found at http://www.fldoe.org/edfacil/sc3/sc3dgc.asp. Additional information: http://www.dep.state.fl.us/waste/categories/shw/default.htm. Excessive Risk Chemicals - Risk Exceeds Educational Utility, and Prohibited Chemicals Chemicals categorized as human or animal carcinogens, mutagens, teratogens, highly toxic, explosive or corrosive may exceed educational utility in schools. In all cases, these substances are considered so hazardous that their potential danger outweighs their educational benefit. The following definitions are important in discussing chemical safety.
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MUTAGEN A substance capable of causing changes in genetic material of a cell, which can be transmitted during cell division.
HIGHLY TOXIC Agents or substances that when inhaled, absorbed or ingested in small amounts can cause death, disablement, or severe illness.
EXPLOSIVE An unstable substance capable of rapid and violent energy release. CORROSIVE A substance that causes destruction of tissue by chemical action on contact. IRRITANT A substance that on immediate, prolonged or repeated contact with normal
tissue will induce a local inflammatory reaction. CARCINOGEN A substance capable of causing cancer or cancerous growths in mammals.
The Florida Department of Environmental Protection, in partnership with the Florida Department of Education and the National Institute for Occupational Safety and Health, has coordinated a school science laboratory cleanout endeavor as part of the federal Environmental Protection Agency’s School Chemical Cleanout Campaign, or SC3 Program. The ultimate goal of the School Chemical Cleanout Campaign has been to create a chemically safe school environment in which chemicals are purchased wisely, stored safely, handled by trained personnel, used responsibly and disposed of properly. The following list of chemicals are considered high risk and hazardous. Hazards include toxicity, carcinogenicity, teratogenicity, flammability and explosive propensity. Some items may be available as dilute solutions for advanced coursework. For additional information on the SC3 program, chemical clean out or recommendations for schools, please visit the Florida Department of Environmental Protection at http://www.dep.state.fl.us/waste/categories/hazardous/pages/schoolchemicals.htm. SC3 Brochure: http://www.dep.state.fl.us/waste/quick_topics/publications/shw/hazardous/SC/SCCC_BrochureReducedSize3.pdf SC3 Manual: http://www.dep.state.fl.us/waste/quick_topics/publications/shw/hazardous/SC/SCC_Manual.pdf
Information on the Florida Department of Education Laboratory Clean-out program may be found at http://www.fldoe.org/edfacil/sc3/. Information on the National Institute of Occupational Safety and Health guidelines of hazardous materials and school laboratory safety may be found at http://www.cdc.gov/niosh/docs/2007-107/pdfs/2007-107.pdf.
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Excessive Risk Chemicals - Risk May Exceed Educational Utility.
Chemical Name Hazards Acetic Anhydride Explosive potential, corrosive Acetyl Chloride Corrosive, dangerous fire risk, reacts violently with water and
l h l Acrylamide Toxic by absorption, suspected carcinogen Acrylonitrile Flammable, poison Adipoyl Chloride Corrosive; absorbs through skin, lachrymator Aluminum Chloride, anhydrous Water reactive, corrosive Ammonia, gas Corrosive lachrymator Ammonium Bifluoride Reacts with water, forms Hydrofluoric Acid Ammonium Bichromate May explode on contact with organics, suspected carcinogen Ammonium Chromate Oxidizer, poison; may explode when heated Ammonium Dichromate Reactive, may cause fire and explosion Ammonium Perchlorate Explosive; highly reactive Ammonium Sulfide Poison, Corrosive, Reacts with Water & Acids Antimony Oxide Health and contact hazard Antimony Powder Flammable as dust, health hazard Antimony Trichloride Corrosive; emits hydrogen chloride gas if moistened Arsenic compounds Poison, carcinogen Azide Compounds Explosive in contact with metals, extremely reactive, highly toxic Barium Chromate Poison Beryllium and its compounds Poison. Dust is P-listed & highly toxic. Carcinogen Bromine Corrosive, oxidizer, volatile liquid Cadmium compounds Toxic heavy metal, carcinogen Calcium Fluoride (Fluorspar) Teratogen. Emits toxic fumes when heated Carbon Disulfide Flammable, toxic, P-Listed Extremely Hazardous Carbon Tetrachloride Toxic, carcinogen Chloral Hydrate Hypnotic drug. Controlled substance Chlorine Poison gas. Corrosive. Chlorobenzene Explosive limits 1.8% to 9.6%, toxic inhalation and contact hazard Chlorosulfonic Acid Toxic a/k/a Sulfuric Chlorohydrin Chromic Acid Strong oxidizer. Poison Collodion Flammable. Explosive when dry. Nitrocellulose compound. Cuprous Cyanide Toxic Cyanogen Bromide Poison, strong irritant to skin and eyes Cyclohexene Flammable, peroxide former Dichlorobenzene Toxic Dinitro Phenol Explosive. "Bomb Squad" Dinitrophenyl Hydrazine Severe explosion and fire risk Dioxane Flammable, peroxide former Ether, Anhydrous Flammable, peroxide former Ether, Ethyl Flammable, peroxide former Ether, Isopropyl Flammable, peroxide former Ethyl Ether Flammable, peroxide former Ethylene Dichloride Toxic, contact hazard, dangerous fire risk, explosive in air 6-16% Ethyl Nitrate Explosive. "Bomb Squad" Ethyleneimine Flammable. Toxic. P -listed Ferrous Sulfide Spontaneously ignites with air if wet Gunpowder Explosive Hydrazine Flammable Absorbs thru skin Carcinogen. Corrosive
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(http://www.dep.state.fl.us/waste/categories/hazardous/pages/schoolchemicals.htm, 2014)
Chemical Name Hazards Hydriodic Acid Corrosive. Toxic Immersion Oil (old) May contain 10-30% PCBs such as Arochlor 1260. Isopropyl Ether Flammable, Highest-risk peroxide former Lithium Aluminum Hydride Flammable. Reacts with air, water and organics Mercaptoethanol Flammable. Corrosive. Intense stench Methylene Chloride Toxic, carcinogen, narcotic Methyl Iodide (Iodomethane) May be a narcotic; Carcinogen. Lachrymator. Methyl Isocyanate Flammable, dangerous fire risk, toxic Methyl Isopropyl Ketone Toxic Methyl Methacrylate Flammable. Vapor causes explosive mix with air Naphthylamine, a- Combustible, Toxic. Carcinogen. Nickel Oxide Flammable as dust. Toxic, carcinogen Nitrilotriacetic Acid Corrosive Nitrobenzene Highly toxic Nitrocellulose Flammable. Explosive. Call ETSI Nitrogen Triiodide Explosive. "Bomb Squad" Nitroglycerin Explosive. "Bomb Squad" Osmium Tetraoxide (Osmic
id) Highly toxic. P-Listed Extremely Hazardous.
Pentachlorophenol Extremely toxic Perchloric Acid Powerful oxidizer, reactive Phosphorus Pentasulfide Water Reactive. Toxic. Incompatible with Air & Moisture Potassium Cyanide Poison. P-Listed Extremely Hazardous Potassium Perchlorate Powerful oxidizer. Reactivity hazard Potassium Sulfide Flammable. May ignite spontaneously. Selenium Toxic. Silver Oxide Poison Silver Cyanide Extremely toxic Sodium Fluoride (Bifluoride) Highly toxic by ingestion or inhalation; strong skin irritation Sodium Fluoroacetate Tox-X Deadly poison! Sodium Peroxide Water reactive; may cause fire & explosion Sodium Sulfide Fire and explosion risk Strontium Flammable. Store under naphtha. Reacts with water. Testosterone HCl Controlled substance Tetrahydrofuran Flammable, peroxide former Thioacetamide Toxic. Carcinogen. Combustible. Thionyl Chloride Corrosive. Titanium Trichloride Flammable. Fire risk. Triethylamine Flammable. Toxic. Irritant. Trinitrobenzene Explosive. "Bomb Squad" Trinitrophenol Explosive. "Bomb Squad" Trinitrotoluene Explosive. "Bomb Squad" Uranium/Uranyl Compounds Radioactive
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Recommended - Only Appropriate for Advanced-Level High-School Science Classes – in small and dilute quantities for demonstration purposes. (http://www.dep.state.fl.us/waste/categories/hazardous/pages/schoolchemicals.htm, 2014)
ChemicalName Hazards Acetamide Carcinogen. P-Listed Extremely Hazardous Ammonium Nitrate Powerful oxidizer, reactive Barium Peroxide Fire and explosion risk with organic materials, oxidizer, toxic, Butyric Acid Corrosive; intense stench Cadmium sulfide Highly toxic, carcinogen Calcium Carbide Flammable. Reaction with water. Chromium Trioxide Oxidizer, Poison Ethidium Bromide Potent Mutagen Hexamethylenediamine Corrosive; absorbs through skin, lachrymator Hexanediamine, 1-6 Corrosive; absorbs through skin, lachrymator Hydrogen Peroxide, >29% Powerful oxidizer, corrosive to skin Lead compounds Highly toxic Lead Nitrate Toxic heavy metal. Oxidizer Magnesium, powder Flammable Phenol Poison Potassium Chlorate Powerful oxidizer, reactive Potassium Chromate Oxidizer. Toxic Potassium Dichromate Powerful oxidizer, carcinogen Radioactive Materials Radioactive Sebacoyl Chloride Corrosive fumes. Lachrymator Silver compounds Toxic Sodium Chlorate Powerful Oxidizer Sodium Chromate Oxidizer Sodium Dichromate Reactive, may cause fire and explosion Sodium, metal, small chips Water reactive, corrosive Strontium Nitrate Oxidizer. May explode when heated or shocked. Thermite Flammable solid Toluene Flammable, dangerous fire risk, toxic Wood's Metal Poison.
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Prohibited Chemicals (http://www.fldoe.org/edfacil/sc3/safetyplan.asp, 2014).
A - Extremely Hazardous 1 -Very Common (76-100%)
B - Hazardous 2 -Common (51-75%)
C - Somewhat Hazardous 3 - Infrequent (26-50%)
D - Relatively Non-Hazardous 4 - Very Infrequent (0-25%)
1-Phenyl-2-thiourea B4 Aniline A4 Aniline hydrochloride B4 Antimony trichloride B4 Arsenic A4 Arsenic trioxide A4 Asbestos A4 Benzene A4 Benzone/Benzoin A4 Benzoyl peroxide A4 Bromine A3 Cadmium chloride A4/Sol. C4 Cadmium metal B4 Cadmium sulfate A4 Chloretone A4 Chlorine A3 Chloroform A4 Chromic acid/chromium trioxide A4 Chromium B4 Chromium oxide B4 Chromium potassium sulfate B4 Chromium trioxide A4 Colchicine A3 Cyclohexane B4 Dichloroethane/Ethylene dichloride A3 Formaldehyde A4 Formalin B4 Hematoxylin B4 Hydrobromic acid A4 Hydrofluoric acid A4 Hydrogen A3 Hydrogen sulfide B4 Hydroquinone B4 Iso-amyl (or pentyl) alcohol B4 Lithium metal A4 Mercuric chloride A4/Sol. B4 Mercuric iodide Red Powder A4/Sol.B4 Mercuric nitrate Cryst. A4/.02M A4/.1M B4
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Mercuric oxide A4 Mercuric sulfate A4 Mercurous chloride A4 Mercurous nitrate A3 Mercury A4//H4,FO,R1,C3 Methyl ethyl ketone B4 Nicotine B4 O-Toluidine B3-B4 p-Dioxane A4 Pentane B4 Phenol A4 Phenylthiocarbamide B4 Phosphorus pentoxide A4 Phosphorus, red, white A4 Picric acid A4 Potassium metal A4 Potassium periodate B4 Pyridine B4 Pyrogallic acid/pyrogallol B4 Sodium arsenate A4 Sodium arsenite A4 Sodium azide A4 Sodium chlorate B4 Sodium cyanide A4 Sodium dichromate B4/Sol. C4 Sodium metal A3 Sodium nitrite B4/Sol. C4 Stannic chloride B4 Stearic acid D4 Sudan IV B4 Thiourea B4 Trichloroethylene B4 Uranyl nitrate B4 Urethane B4 Urethane B4 Xylene
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Labels & Material Safety Data Sheet
A Material Safety Data Sheet (MSDS) is a document that contains comprehensive information regarding the physical and chemicals characteristics of the substance and is prepared by the manufacturer and/or supplier. MSDSs contain hazard evaluations on the use, storage, handling and emergency procedures all related to that material. The MSDS is designed to contain more complete information about the material than the label. Every MSDS is intended to tell what the hazards of the product are, how to use the product safely, what to expect if the recommendations are not followed, what to do if an accident occurs, how to recognize symptoms of overexposure and what to do if such incidents occur. With respect to labels and MSDSs, the chemical hygiene officer or lead science teacher is responsible to: • Require labels on all containers of hazardous chemicals; • Maintain MSDSs received with incoming shipments of hazardous chemicals; and • Ensure all MSDSs are readily accessible to laboratory workers. It is the responsibility of the Science Teacher to know what substances are used in every school experiment, to review the MSDS for each substance, and to provide the MSDS to their students for review before students work with those chemicals.
It is the responsibility of the students to read and understand the MSDSs for every chemical before using them during a lab activity.
All MSDSs must be available in each chemistry laboratory classroom. The plant manager /head custodian should also maintain a copy of all MSDSs for all chemicals used or maintained in the school to include cleaning solutions found in custodial closets. The MSDSs can be sorted by lab exercises, so all of the MSDSs for materials used in that particular lab can be grouped together.
NOTE: The format of the MSDS will be changing to a standardized Safety Data Sheet (SDS). More information on the SDS may be found at https://www.osha.gov/Publications/OSHA3642.html.
Chemical Hygiene Plan The Occupational Safety and Health Administration (OSHA) requires all laboratories, including school science laboratories, to implement a written Chemical Hygiene Plan. Topics that should be addressed in a science lab’s chemical hygiene plan include rules and procedures about the following.
1. Chemical procurement, distribution and storage. 2. Housekeeping, maintenance and inspections of the stockroom and laboratories. 3. Personal protective apparel and equipment for teachers and staff. 4. Warning signs and container labels to identify hazards. 5. Spill response procedures. 6. Waste disposal. 7. Training of staff
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The aim of a laboratory Information & Training Program is to assure that all individuals at risk of chemical exposure in the laboratory are adequately informed about the chemicals they work with in the laboratory, risks involved with these chemicals and what to do if an accident occurs. With regards to emergency and Personal Protective Equipment training, every laboratory worker should know the location and proper us of available protective apparel and equipment as well as emergency protocol required during a spill or release incident. All science teachers should be trained in the proper use of emergency equipment, spill/release procedures as well as first aid instruction. A full chemical hygiene template and information may be found at http://www.fldoe.org/edfacil/sc3/safetyplan.asp.
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VII. Specific Laws, and Recommended Guidelines
Microwave Ovens - Recommendations A Microwave oven is a dangerous example of laboratory equipment. Since their use in the science laboratory has gained popularity, there have been several nation-wide cases of laboratory fires that have occurred when improper or inappropriate materials were placed in these machines. In some cases, teachers were causing the fires accidentally. However, in most cases, students were placing gum foil, tin foil w/paper or cigarette packs in the oven, turning it on, and leaving the room (unsupervised laboratories or substitute days, etc). Most of these combinations resulted in fires and school evacuation, costing the school and the city great sums of money for fire departments and evacuation procedures. Other activities resulted in ruined equipment (exploding pens, melted rubber, etc) and in some cases, dangerous explosions were documented (exploding cigarette/butane lighters). In all, multiple occurrences were recorded. Placement of a microwave oven in a classroom constitutes a foreseeable attractive nuisance. It is strongly recommended that microwave ovens not be available to students during regular classroom time. HOWEVER: they may be used for demonstration purposes tied to the curriculum, much like any other piece of dangerous equipment. In these cases, all lab procedures must be followed (safety goggles, no horseplay, etc.) and when the activity is done, the microwave is returned to the storage area. Model Rocketry – Statutes and recommendations Model rocketry provides an amazingly effective means of teaching the basic principles of physics and aerodynamics. Students are motivated to learn through the hands-on experience of building and launching their own rockets. Scientific concepts such as inertia, momentum, acceleration, applied forces, center of gravity, center of pressure, stability and aerodynamics of flying objects are successfully taught, applied and reinforced through rocketry. Since rocket propellant is classified as an explosive, it is regulated by the Bureau of Alcohol, Tobacco and Fire arms (BATF), and the design requirements are regulated under 14 CFR 101.21 – 101.29. Statutes:
1. Model rockets may only be constructed from lightweight materials such as wood, paper, plastic, or without any metal used as structural parts (14 CFR 101.22).
2. Model rocket motors classified by the U.S. Department of Transportation at 49 CFR 172.101 as UN0349, UNO351, UN0471, NA0276, or NA0323; consisting of ammonium perchlorate composite propellant, black powder, or other similar low explosives; may contain no more than 62.5 grams propellant weight; and be designed as single use motor as per 27 CFR 55.141 (a) (7).
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3. No model rocket may be launched within five miles of the boundary of any airport, or within 1500 feet of any person or property that is not associated with the school board (14 CFR 101.25).
4. A maximum of 1,500 grams of propellant may be stored within the school storage facility. All rocket propellants must be stored in the flammable storage cabinet within the chemical storage rooms. Rocket engines may not be stored in the classroom (FDOE, 2014).
14 CFR 101.27 regulations requires schools to notify the FAA concerning model rocket launches that do not conform to the above listed specifications.
Recommendations:
1. The following launch specifications should be required for all school-based model
rockets. a. Launch systems must be remotely controlled from a safe distance and
electrically operated. b. Launch systems must contain a launching switch that will return to the off
position when released. c. Launch systems must have a removable safety lock or removable key. d. All persons must remain at least 30 feet away from any model rocket when
igniting engines. e. Only electrical igniters may be used. These must ignite the rocket engine
within one second of actuation of the launching switch.
2. Model rockets may not carry live animals or payloads that are intended to be flammable or explosive.
3. Rockets must be launched outdoors in a cleared area, free of trees, power lines and buildings.
4. The following launch safety specifications must be met for all school based model rockets:
a. Rockets must be launched from a rod or other device that provides rigid guidance until the rocket has reached a speed adequate to ensure a safe flight path.
b. To prevent accidental eye injury, the launch rod must be above eye level or be capped when approached.
c. The launch rod must be capped when disassembled and never stored in an upright position.
d. The launch device must have a jet deflector to prevent the engine exhaust from hitting the ground directly.
e. The area around the launch device must be cleared of brown grass, dry weeds and other easy to burn materials.
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f. An ABC type fire extinguisher must be within close proximity to the launch
site. g. All launches must be supervised by an SBBC employee/teacher.
5. No one may approach a model rocket on a launcher until the safety has been
removed or the battery has been disconnected. If a misfire occurs, one full minute should be allotted before approaching the launcher.
6. Model rockets must not be launched so their flight path will carry them against targets. The launch device must be pointed within 30 degrees of vertical. Model rocket engines must never be used to propel any device horizontally.
7. A recovery system must be used in model rockets that will return them safely to the ground so that they may be flown again. Only flame-resistant recovery wadding should be used in the recovery system. No attempt should be made to recover rockets entangled in power lines.
Animals in the Classroom: Care, Handling, Precautions and Dissections. Statute: Live animals on the premises of public and private elementary, middle, and high schools shall be housed and cared for in a humane and safe manner. Animals shall not remain on the premises of any school during periods when such school is not in session, unless adequate care is provided for such animals (1003.47) Recommended Animals for Classroom Use: Some animals may be allowed in the science classroom. However, all animals represent a high level of safety concern since their behavior is often unpredictable. Additionally, many animals carry pathogens or allergens that may impact the student population. These considerations must be addressed prior to any animal being placed in the student area. For this reason, it is recommended that both parent and principal permission are required before an animal may be placed in the classroom. It is further recommended that all animals must be tied directly to the curriculum. For example, fish in a marine science lab have a direct connection to the content. Students will participate in the development and maintenance of the aquarium, and the content is enhanced by the placement of these tanks in the classroom. However, a hamster in a physical science class has no direct instructional relationship and is not appropriate for this classroom. In the elementary setting, these same guidelines apply. A hamster in an elementary classroom is only appropriate if instruction is enhanced by its placement in the classroom. Students can learn a great deal about animal behavior, nourishment, life patterns and environmental considerations by observing animals.
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Due to the threat of Salmonella, all reptiles should have a veterinary certificate on file declaring these animals’ safe and pathogen free. Snakes, turtles and iguanas may require a veterinary certificate prior to their placement in a student area. Stray animals (birds, frogs, turtles, snakes, etc.) should be forbidden unless proper veterinary documentation is obtained. Additionally, it is recommended that Pets are NEVER to be brought in to school (for show-and-tell or any reason). These are not controlled situations and open students to dangerous animal interactions. Students found bringing a pet to school must be sent home with their animal. These animals are not allowed in the school. If you wish to provide animal access to your students, you should meet these five requirements.
1. Parent permission is obtained for all students who may come in contact with or be in
the same location as the animal(s). 2. Curriculum is tied directly to the animal(s). 3. Principal permission is obtained. The principal has the right to deny animal
placement in any classroom. 4. Safety contracts are on file for each student, and student/animal interaction is
addressed in each safety contract. 5. Animals are healthy and those animals that may carry pathogens have been declared
pathogen free by a veterinary examination.
Recommended Guidelines for Animal Care and Handling The care and well-being of animals studied in the classroom should be of major importance to the science teacher and student. The science teacher is ultimately responsible for all animals kept in the classroom. Students may participate in maintaining a schedule for feeding animals, cleaning their cages, supplying water and maintaining appropriate temperature. The teacher must supervise all student involvement. Due to the concern for allergies, parent permission is strongly recommended. Before using animals, teachers should establish guidelines to avoid any intentional or unintentional abuse, mistreatment or neglect of animals and to promote humane care and proper animal husbandry practices. Whenever animals are to be used in science activities with students, it is imperative that care be exercised to protect both the animals and the students. If animals are to be kept at any time in the room in cages, be certain that adequately sized and clean cages are provided to all animals. Keep cages locked and in safe, comfortable settings. Animals can stimulate and enhance learning and should be used safely in the laboratory/classroom. Because increased activity and sudden movements can make animals feel threatened, ALL student contact with animals should be highly organized and supervised. Teachers should keep the following precautions in mind to ensure an enjoyable and comfortable experience for their students.
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1. Inquire beforehand about student allergies associated with animals. 2. Animals must be hardy and able to thrive in captivity. 3. Animals must have natural habitats that can be easily replicated. 4. Incompatible animals may never be housed in the same cage. 5. Animal quarters must be kept clean, protected from the elements, and have enough
space for normal activity. 6. The quantity and type of food must meet the animal's nutritional requirements. 7. Temperature, lighting and other environmental features must be appropriate for the
type of animal being housed. 8. Precautions must be taken to prevent unauthorized students from harassing or injuring
the animal or themselves. 9. Careful monitoring of the animal's health is required and a licensed veterinarian, if it
becomes necessary, must carry out euthanasia. 10. Students must be thoroughly instructed in the care and handling of animals before
access to any animal is permitted. Safety contracts must outline these instructions. 11. Students must wear heavy cotton work gloves when handling animals that may bite
and students must wash their hands after handling animals. 12. Never allow students to tease animals or touch animals to their mouths. 13. Animals must be handled in the manner and extent indigenous to the species. 14. Students must report all bites or scratches to the teacher. 15. Provisions must be made for animal care over weekends and holidays. 16. After the study of animals is completed, they should be returned unharmed to their
natural environment. 17. Wounded or stray animals must not be brought to the school. 18. Snakes that feed on other animals must not be fed in the presence of children. 19. Never dispose of fecal matter in sinks or with commonly used equipment. 20. Fish tanks must be constructed of a shatterproof/tempered glass. Plate glass tanks
may not be used as fish tanks. 21. Fish tanks must not be placed in locations that compromise electrical safety. Filters,
hoses and water outlets must not be located near electrical outlets unless the outlet is rated Ground Fault Interrupt (GFI). The OSHA standard suggests keeping all water/tanks at a distance of 3 feet or more from a non-GFI electrical outlet.
22. Poisonous fish, insects or animals are all forbidden, and aggressive carnivorous fish (Piranha, Oscar, etc.) are forbidden.
23. The principal of a school has the right to add additional restrictions and provisions for animal care and handling.
Animal Dissection All experiments shall be carried out under the supervision of a competent science teacher who shall be responsible for ensuring that the student has the necessary comprehension for the study to be undertaken. Whenever feasible, specifically qualified experts in the field should be consulted (FS 1003.47g).
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Statutes:
1. 1003.47 FS: It is the intent of the Legislature with respect to biological experiments
involving living subjects by students in grades K through 12 that: a. No surgery or dissection shall be performed on any living mammalian vertebrate or
bird. Dissection may be performed on nonliving mammals or birds secured from a recognized source of such specimens and under supervision of qualified instructors. Students may be excused upon written request of a parent.
b. Lower orders of life and invertebrates may be used in such experiments. c. Nonmammalian vertebrates, excluding birds, may be used in biological
experiments, provided that physiological harm does not result from such experiments. Anatomical studies shall only be conducted on models that are anatomically correct for the animal being studied or on nonliving nonmammalian vertebrates secured and from a recognized source of such specimens and under the supervision of qualified instructors. Students may be excused from such experiments upon written request of the parent.
d. Observational studies of animals in the wild or in zoological parks, gardens, or aquaria, or of pets, fish, domestic animals, or livestock may be conducted.
e. Studies of vertebrate animal cells, such as red blood cells or other tissue cells, plasma or serum, or anatomical specimens, such as organs, tissues, or skeletons, purchased or acquired from biological supply houses or research facilities or from wholesale or retail establishments that supply carcasses or parts of food animals may be conducted.
2. Alternative instructional activities will be provided at all levels for those students
who refuse or are unable to participate in dissection labs, as per section 1003.47 F.S. 3. Only preserved specimens obtained from an approved commercial vendor may be
used for dissection. Purchasing animals (chicken, fish, squid, etc.) or animal parts (hearts, eyeballs, etc.) from a grocery store for the purpose of dissection is prohibited (1003.47)
4. Consistent with the intent of section 1006.063, F.S., safety goggles must be worn by all students involved in dissection.
Recommendations:
1. Teachers using dissection as a method of instruction should be able to state sound educational goals and objectives for the dissection. Appropriate pre-dissection discussion and instruction, dissection directions and guidance, and post dissection activities should be planned and implemented for each lab. Teachers should be prepared to discuss the structural significance of the species being studied in relation to humans and other organisms. As with all instruction, the use of animal dissection in the curriculum should be well-planned and educationally sound. No animal dissections of any kind should be done in grades K-5.
2. Vinyl, latex, polyethylene or polyvinyl disposable gloves will be used during dissection.
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3. The specimen's taxonomic order and cost should be commensurate with the level,
nature and performance standards of the course. 4. Dry pack, alcohol packed, formaldehyde alternative or glycerin-preserved specimens
will be purchased only. 5. All used dissection specimens will be wrapped in strong plastic bags and placed in a
waste receptacle for disposal. Plants in the Classroom While plants produce the oxygen necessary for animal life, provide us with food and beautify our surroundings, some produce very toxic substances. Teachers should familiarize themselves thoroughly with any plants they plan to use in the classroom. Recommendations: Plant Selection: It is important to realize that plants may carry allergens and are, in some cases, poisonous. For this reason, parent permission is required prior to plants being placed in the classroom. Parents must always be aware of the types of plants or animals their children may come in contact with throughout their educational day. In all cases, poisonous plants are forbidden. Utilize the following recommended policy guidelines for proper selection, care, handling and use of plants in the laboratory.
1. Inquire beforehand about student allergies associated with plants. Parent permission is required.
2. Never use poisonous or allergy-causing plants in the classroom. 3. Never burn plants that might contain allergy-causing oils, e.g., poison ivy or peanuts. 4. Make a clear distinction between edible and non-edible plants. 5. Never allow plants to be tasted. 6. Have students use gloves while handling plants and wash hands afterwards. 7. Alcohol should be substituted for chloroform in chlorophyll extractions.
Butterfly gardens: It is recommended that schools are aware that some plants used in a butterfly garden can be toxic to humans. For example, the milky sap of the milkweed plant can be dangerous if contact is made with the eye. The sap can also cause irritation on the skin. It is recommended that if there is a question on the safety of the species of plants being considered for the garden, that council is sought with a local agricultural agency.
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IX. Field Trip Safety Considerations In many science curriculum areas, field trips play an important part in enhancing or augmenting textbook information. The science teacher should be aware of possible safety hazards and precautions to be taken when taking students on a field trip. The following list emphasizes several pre-field trip considerations.
Recommendations:
1. Have parent consent slips and field-trip forms signed. 2. Keep all students under your direct supervision at all times. 3. If plants are to be encountered, ascertain if any student is allergic to a particular type
of species. 4. If the possibility of insect bites is likely, determine if any may be allergic. 5. Determine if any student is limited in his/her physical activity and make appropriate
preparations. 6. If the field trip involves outdoor exploration, indicate appropriate clothing, sun
protection, foul weather gear and insect protection. 7. Insure that adequate numbers of male and female chaperones are present. 8. Carry a first aid kit. 9. Bring appropriate safety equipment for hazardous procedures (i.e. goggles for
chipping rocks). 10. Warn students about eating wild fruits or drinking water from lakes or ponds. 11. Warn students about putting their hands into any unexposed areas; that is, under
bushes, in holes, under rocks or logs. 12. Travel the route in advance and examine the site to insure adequate time for the
activity. 13. Advise students about appropriate behavior on buses and at the site. 14. Instruct students to report to a designated emergency location if any difficulty arises. 15. Establish a buddy system so that students are never alone. 16. Take attendance periodically. 17. Wear gloves while handling any field specimens. 18. Remind students to report any accident or mishap to the teacher immediately; check
students for unreported injuries. 19. Never enter any caves or caverns unless accompanied by an experienced guide.
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X. Prohibited and Dangerous Practices: Risk Exceeds Educational Utility
Statutes: Prohibited Practices (Universal Precautions) -Bloodborne Pathogen Standard 29 CFR 1910.1030(d)(1). Universal precautions is an approach to infection control to treat all human blood and certain human body fluids as if they were known to be infectious for HIV, HBV and other bloodborne pathogens. (https://www.osha.gov/pls/oshaweb/owadisp.show_document?p_table=STANDARDS&p_id=10051#1910.1030(b), 2014)
1. Draw or analyze human blood, urine or other body fluids, because of the possibility
of AIDS. 2. Scrape cheek cells for microscopic analysis because of the possibility of infection or
AIDS.
Recommendations: The following procedures may have risks associated with them that exceed their educational utility.
1. Heat glassware that is not designed for extreme temperatures since it may shatter. 2. Handle, inhale or use equipment containing mercury in the school since mercury
poisoning may occur even with low level contamination. 3. Use alcohol burners or propane tanks because of their high flammability. Gas burners
and hot plates are the only allowed sources of heat. 4. Use PTC (phenylthiocarbamide) taste paper because it is a rodenticide and not
approved by the Federal Drug Administration (FDA) for human consumption. NOTE: PTC is on the prohibited chemical list as per FDOE.
5. Order animals preserved in formaldehyde or formalin. These chemicals cause respiratory and skin irritation and are suspected carcinogens. Order dry-packed specimens or specimens preserved in glycerin only.
6. Place living specimens in formalin or formaldehyde. 7. Look directly at burning magnesium metal since the bright light may damage the
eyes. 8. Purchase or use hypodermic needles. 9. Demonstrate the thermite reaction since the heat produced is difficult to control and
using magnesium is hazardous. 10. Stare directly into a laser beam because of the possible retinal damage that might
occur.
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XI. State Contact Information
Dr. JP Keener: Math, Science and STEM Programs Director 850-245-0808, [email protected] Ms. Heidi Brennan: K-5 Math, Science and STEM Programs Specialist 850-245-7805, [email protected]
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Science and Safety: It’s Elementary!
Science and Safety: It’s Elementary!
With the increasing emphasis on hands-on, minds-on inquiry instruction at all levels in the National Science Education Standards (NSES) and most
state frameworks or courses of study, it becomes more incumbent upon elementary teachers who teach science to be as knowledgeable as possible about laboratory safety issues and their own responsibilities. As teacher and role model, you are expected to display good safety habits at all times and to set appropriate safety expectations for your students. Unfortunately, when you increase the amount of inquiry instruction in your classroom, you also increase the likelihood of accident. This document is intended to educate and reassure you, the user, that liability concerns can be minimized when you are knowledgeable of your duties and take appropriate precautions and preventative actions to avoid or minimize foreseeable hazards and accidents.
Answers to Some of Your Most Pressing Questions
As science supervisors/specialists, members of the Council of State Science Supervisors (CSSS) constantly receive questions from teachers and administrators about safety issues, responsibilities, and liability. To address some of these concerns, we have prepared this document—a companion to the secondary-level document, Science and Safety: Making the Connection—to answer 10 of the questions asked most often by elementary teachers. The goal is to provide a handy, concise reference with information and a variety of resources in paper, electronic, and Internet accessible forms. It should be clear that this document cannot be comprehensive because of limitations of the format and purpose. Rather, we hope that it incorporates the most important information needed about the topics asked. The inclusion or omission of resources in
this document should not be read as either endorsement or critique of those resources.
Where to Go for More InformationFor more information about specific questions in
the document as it pertains to a particular locale or state, contact your local or state fire marshal, building commission, health department/poison control center, environmental regulatory and state OSHA agencies, or science specialist at your local or state board of education/education agency. You should also cultivate a working partnership with the most knowledgeable high school science teachers in your district and participate in safety training programs offered by your state science teachers’ organization or state/local education agency.
About UsThe Council of State Science Supervisors (CSSS),
an organization of state science supervisors/specialists throughout the United States, has a long history of working with other science education organizations and professional groups to improve science education. For more information about CSSS and a printable version of this document, go to http://csss.enc.org.
Members of the CSSS Safety Committee that developed this document are:
Bob Davis, Retired Secondary Science Specialist, Alabama Department of Education (Chair)
James Firebaugh, State Science Specialist, Virginia Department of Education
Diana Harding, Retired Associate in Science Education, New York State Education Department
Kathleen Lundgren, Retired State Science/EE Specialist, Minnesota Department of Children/Families
Peter Mecca, International System Specialist—Science, Department of Defense Education Activity
Linda Schoen, Title I Science Specialist, South Carolina Department of Education
The Chair of the CSSS Safety Committee wishes to thank Dr. Jack Gerlovich, Drake University, Des Moines, Iowa, and Dr. Larry Funke (Chair) and members of the American Chemical Society’s (ACS) Safety Committee Washington, D.C., for their review of the draft of the document and valuable comments and suggestions. Thanks are also due to the Eisenhower National Clearinghouse (ENC), Eisenhower Network, Dupont Corporation, Intel Corporation, the National Aeronautics and Space Administration (NASA), and others who made the printing and distribution of this document to elementary schools and teachers across the country possible at no charge.
Disclaimer
A Note to the Elementary Teacher
The materials contained in this document have been compiled using sources believed to be reliable and to represent the best opinions on the subject. As stated above, the goal of this document is to provide a handy, concise reference that elementary teachers of science, primarily at the K-5 level, can refer to for information and resources on some of the most commonly asked questions that concern teachers of science. The document as a whole does not purport to specify minimal legal standards. No warranty, guarantee, or representation is made by the Council of State Science Supervisors concerning the accuracy or sufficiency of the information contained herein, and the Council assumes no responsibility in connection therewith.
The document is intended to provide basic guidelines for safe practices and facilities. Therefore, it cannot be assumed that ALL necessary warnings and precautionary measures are contained in this document and that other or additional information or measures may not be required. Users of this document should also consult pertinent local, state, and federal laws pertaining to their specific jurisdictions, as well as legal counsel, prior to initiating any safety program. Registered names and trademarks, etc., used in this publication, even without specific indication thereof, are not to be considered unprotected by law.
General ItemsThe following practices should be observed in your science instructional environment.
1. Have and enforce a safety contract signed by students and parents.
2. Identify medical and allergy problems for each student to foresee potential hazards.
3. Assess and minimize barriers for students with disabilities.
4. Model, post, and enforce all safety procedures. Display safety posters and the numbers for local poison control centers and emergency agencies.
5. Know district and state policies concerning administering first aid and have an adequately stocked first-aid kit accessible at all times.
6. Report all injuries, including animal scratches, bites, and allergic reactions, immediately to appropriate personnel.
7. Be familiar with your school’s fire regulations, evacuation plans, and the location and use of fire fighting equipment.
8. Post and discuss emergency escape and notification plans/emergency phone numbers in each space used for science activity.
9. Make certain that the following items are easily accessible in elementary classrooms, classrooms with labs, and science resource rooms:
• appropriate-size chemical splash goggles that are American National Standards Institute (ANSI) Z87 or Z87.1 coded and of type G, H, or K only
• non-allergenic gloves
• non-absorbent, chemical-resistant protective aprons
• eyewash units
• safety spray hoses/shower
• ABC tri-class fire extinguisher(s)
• flame retardant treated fire blanket
10. Make certain that you, your students, and all visitors are adequately protected when investigations involving glass (not recommended), heat, chemicals, projectiles, or dust-raising materials are conducted.
24. Make certain that students understand that chemicals must never be mixed “just for fun” or “to see what might happen”; that they should never taste chemicals; and that they should always wash their hands after working with chemicals.
Electrical Precautions 25. Make certain that students understand that they must
NOT perform experiments with electrical current at home or at school “just for fun or to see what will happen.” Only supervised activities directed by the teacher should be done.
26. Make certain electrical cords are short and plugged into the nearest socket. Emphasize that students grasp the plug, rather than the cord, when unplugging electrical equipment. Cords also must be in good repair. Do not use extensions.
27. Be sure that students’ hands and surrounding surfaces are dry before plugging in electrical cords or turning on and off switches and appliances/tools. Water can be a good conductor of electricity.
28. Make sure all electrical outlets are Ground-Fault Interrupters (GFIs). Cover outlets when not in use.
29. Use only three-prong (grounded) plugs when small electrical tools such as heating elements for terraria and aquaria, hot plates, or small motors are used. Extension cords should not be used.
30. Instruct students never to grasp any electrical device that has just been turned off, since it may be hot after use and result in serious burns.
31. Make certain that students understand that connecting only a wire between the terminals of a battery will result in the wire getting hot and possibly causing serious burns.
32. Remind students that even non-electrical hand tools such as hammers, screwdrivers, or hand drills slip easily and can produce projectiles or inflict serious cuts. Appropriate safety equipment should always be worn.
1. Where can I find a general science safety checklist?
11. Implement a goggle sanitation plan for goggles used by multiple classes.
12. Keep spaces where science activities are conducted uncluttered.
13. Limit size of student working groups to a number that can safely perform the activity without causing confusion and accidents.
14. Prepare records [including Material Safety Data Sheets (MSDS) (See question 5) on all chemicals used] on safety training and laboratory incidents.
15. Provide adequate workspace (45 square feet) per student as well as low table sections for wheelchair accessibility that can be supervised by recommended ratio of teacher to student of 1:24.
16. Do not permit eating and drinking in any space where science investigations are conducted.
17. Do not store, under any circumstances, chemicals and biological specimens in the same refrigerator used for food and beverages.
18. Do not use mercury thermometers with elementary students, since their use is inappropriate. Any mercury thermometers still present should be disposed of properly.
Glassware Precautions 19. Substitute plasticware for glassware in elementary
classrooms, classrooms with labs, and science resource rooms.
20. Possess a whiskbroom, dust pan, and disposal container for broken glass when using glassware of any type (not recommended).
21. Make certain that students understand they are not to drink from glass/plasticware used for science experiments.
Chemical Precautions 22. Label equipment and chemicals adequately with respect
to hazards and other needed information.
23. Store chemicals in appropriate places: e.g., in secured cabinet or stockroom, at or below eye level, on wooden shelves with a front lip, and without metal supports. Storage space should be kept cool, dry, and locked.
Regulated Safety Rules• Know district, local, and state statutes and
regulations regarding animal care, storage of chemicals, and fire safety. Does your district have a written Chemical Hygiene Plan? A district Science Safety Policy?
• Maintain Material Safety Data Sheets (MSDS) for all chemical supplies with a second set in the main office; generic chemicals and/or store-bought substances should also be listed in the inventory.
• Require the use of American National Standards Institute (ANSI) Z87.1 approved eye protective equipment (typically chemical splash safety goggles—types G, H, or K only), gloves, and aprons during all activities, including demonstrations in which chemicals, glassware, potential projectiles, or heat are used.
• Dispose of unwanted chemicals and materials according to state and local regulations.
General Safety Rules• Know the safety hazards before starting an activity;
you should do a “dry run” without the students to identify unforeseen hazards.
• Use only equipment that is in good working order; inspect equipment before each use.
• Maintain and have immediate access to a first-aid kit for emergency treatment (if local and state policies allow), as well as biohazard and chemical spill kits/materials.
• Never use unfamiliar chemicals unless MSDS sheets are consulted first. Consult MSDS and the container label before using chemicals for the first time.
• Never use mercury thermometers in elementary classroms/labs.
• Prevent contamination by not returning unused chemicals to the original container.
• Label and date all storage containers of laboratory chemicals and preserved specimens upon receipt. Properly label all secondary chemical and specimen (set-out) containers.
• Use unbreakable plastic equipment whenever possible; maintain a separate waste container for broken glass; sweep up broken glass with dustpan and brush.
• Check with school medical personnel at the beginning of the school year to identify student medical conditions such as allergies, epilepsy, etc.,
and be prepared to take appropriate actions.
• Check safety manuals for chemical and plant toxicity before use.
• Tie back long hair; secure loose clothing and dangling jewelry; do not permit open-toed shoes or sandals during lab activity. Clothing should cover upper and lower body.
• Wear appropriate protective eyewear for chemical and projectile hazards, as well as appropriate lab aprons and gloves.
• Never permit eating and drinking in the science classroom/laboratory.
• Advise students not to engage in a laboratory activity unless directed by you, and only after safety procedures are discussed and student “plans of action” (in inquiry) are reviewed and approved.
• Have students wash hands and clean nails directly after coming into contact with animals, plants, soil and water samples, chemical substances, and laboratory/work surfaces. Hands should always be washed upon completion of an inquiry activity.
• Teach students to pick up and transport a microscope with one hand under the base and one hand on the arm.
Classroom Management• Supervise students at all times. Do not permit
students to conduct unauthorized experiments or work unsupervised. Do not make assignments that require students to perform hazardous experiments at home.
• Maintain a clear view of all students at all times. Set up science learning centers for single students or small groups that allow easy observation of students. Periodically update and evaluate safety concerns in the centers.
• Do not block access to exits, emergency equipment, and utilities with personal items.
• Have students participate in determining classroom rules, laboratory safety procedures, and emergency action plans.
• Do not tolerate boisterous conduct (horseplay). Enforce established rules and procedures immediately and appropriately.
• Practice the procedures and rules yourself before expecting students to follow them, so you can identify unforeseen consequences and avoid liability.
• Discuss safety concerns with students prior to each laboratory activity and monitor students for compliance.
• Ensure that sight-impaired students are made familiar with and always use the same area and equipment. These students should be “buddied” with a student who can read instructions (if Braille forms or a tape recorder are not available) and guide him/her to safety in case of emergency.
• Model safety procedures prior to an activity and have students practice the procedures before beginning work.
• Use student safety contracts; have students and parents read and sign.
• Have an established procedure for student accident or injury: e.g., student runner, telephone/intercom, accident/injury report to the principal, etc.
• Lock science classrooms, cabinets, prep area doors, etc., when not in use; do not permit students in chemical/equipment storage rooms.
• Turn off gas and electrical equipment and close open containers during a fire drill. Gas, if available in the classroom, should always be turned off at the master valve when not in use.
• Have students report all accidents to the classroom teacher.
• Have students check the classroom daily for safety hazards.
• Use only age-appropriate activities with students.
• Have a designated “broken glass” container, if you use equipment made of glass (NOT recommended).
• Limit the size of student working groups to a number that can safely perform the activity without causing confusion and accidents.
• Display commercial and/or student-made safety posters and classroom safety rules in the classroom.
• Do not permit elementary students to dispense chemicals or handle containers of hot liquids. Discourage tasting and smelling. When smelling is required, students should waft vapors toward their nose using their hand. They should never inhale the vapors directly.
• Dispose of all waste chemicals properly. There should be separate containers for each solid. Non-hazardous liquids/solutions should be rinsed down the drain one at a time and flushed with plenty of water.
• Clean up spills or ice immediately on tables and floor; take appropriate precautions against contamination as needed.
• Have students clean up their work areas at the completion of each day’s activity, including sinks and floor.
2. Where can I find a checklist of common laboratory operating procedures?
As the adult in the elementary classroom, you are expected to model safety practices at all times. You are also expected to provide appropriate safety
instruction before students perform science investigations and experiments. While students explore, you should continually monitor them and the classroom for unsafe practices and situations. Students need to know exactly which behaviors are safe and unsafe, as well as the rationale behind safety instruction appropriate to their intellectual and emotional development.
Safety instruction should be done at the beginning of the year and reinforced throughout the year. Pre-activity instruction should always include some general guidelines for safety and specific instructions and warnings for the current activity. Listed below are some guidelines for your safety instruction to students. The safety instruction you provide should match the scope and intent of the safety/emergency procedures developed for the school and the district.
1. Post a short, easy-to-read list of safety rules in the classroom and review it often with your students. Student-made safety posters help remind students of the rules!
2. Conduct an investigation/experiment to become familiar with needed safety procedures and any hazards before students are asked to perform it.
3. Have students wear appropriate eye protection.
4. Identify students’ allergies, so that they are not accidentally exposed to allergens such as pet dander, pollen, or peanuts.
5. Know how to properly use and have readily accessible approved safety equipment, such as fire extinguishers, eyewashes, and retardant-treated wool fire blankets.
6. Conduct regular safety emergency drills that follow posted fire evacuation plans as required by law.
7. Show students how to obtain help (e.g., classroom telephone, intercom) should an emergency occur.
8. Do not leave students unattended in the classroom unless there is a serious, immediate emergency and a qualified substitute is first obtained.
9. Keep the classroom organized and orderly; provide ample space for student investigations/experiments.
10. Tell students to report any emergency/accident to you immediately.
3. What should I do to prevent accidents and—if an accident occurs—to minimize its effects?
11. Contact the school nurse (if there is one) and/or the principal immediately during any emergency.
12. Provide necessary emergency care (e.g., first aid, CPR) if you are properly trained and permitted to do so by local policy. NEVER dispense any form of medicine to a student.
If an accident occurs, you should act promptly, following approved procedures established by the local school and district. The procedures should list and describe specific actions to be taken for certain emergencies. Like the safety instruction mentioned above, the procedures must match the scope and intent of the safety/emergency procedures developed for the school and district. You should also become aware of all applicable state and local Good Samaritan laws.
Listed below are some general guidelines in the event an accident occurs in your classroom. For all accidents, you should immediately notify the school nurse (if present) and/or the building administrator. The office should notify parents and/or 911, depending on the seriousness of the injury.
ChemicalEye Flush the eye immediately with potable, aerated, 60-90 degree F water at a rate of 3-5 gallons/minute (the American National Safety Institute Standard Z-358.1 applies) for a minimum of 15 minutes. Hold eyelids apart as wide as possible and flush for at least 15 minutes or until emergency personnel arrive.Skin Flush the area as soon as possible with copious amounts of tepid water from a faucet or drench shower for at least 15 minutes. Do not apply ointments, baking soda, ice, or gauze.Clothing If the spill is on clothing, drench it with tepid water and cut/remove the clothing as soon as possible to prevent prolonged contact with the skin.Ingestion Consult the MSDS for appropriate action and, if a poison or corrosive is involved, contact the local poison control center and 911 immediately. Begin appropriate action as directed—as soon as possible. If the student begins to vomit, turn the head so that the stomach contents are not aspirated into the lungs. If the chemical ingested is unknown, save all chemical containers and a small amount of vomitus for analysis by emergency medical personnel.
FireClothing If the student’s clothes are on fire, smother flames properly with fire blanket, safety shower, and/or the
stop-drop-roll method, whichever is/are most appropriate to the situation. Never use a fire extinguisher above the waist on a student.Skin If a burn occurs, do NOT apply ointments or ice to the wound. If the burn appears minor, flush with copious amounts of tepid water and apply a moist dressing, bandaging loosely. Anything more serious, do NOT flush with water. Apply a dry dressing and bandage loosely. Keep the student warm to avoid shock.Materials If materials are on fire, obtain the nearest ABC tri-class fire extinguisher (A is for paper, wood, cloth, rubber, or plastics fires; B is for burning liquids, gases, or greases; and C is for burning electrical equipment) to combat the fire, using the PASS technique (Pull pin, Aim at base of fire, Squeeze handle, and Sweep side to side). Practice operating a fire extinguisher and using the PASS method before the time of need.
Release of Body FluidsWear disposable, non-allergenic gloves during cleanup.Clean up immediately with a pre-made disinfectant or 10% bleach solution.Wipe up the fluids with paper towels or other absorbent material and dispose of the contaminated material used to clean up the fluids in a labeled biohazard container (or double-bag with plastic bags and label contents of bag as hazardous).Flood the area after it has been wiped with a solution of 1 cup of liquid chlorine bleach to 1 gallon of fresh water, and allow it to stand for at least 20 minutes.
CutsIf blood is present, wear disposable, non-allergenic gloves to control bleeding using approved procedures. If cut is minor, flush with tepid water to wash away any contaminants, sanitize with 3% hydrogen peroxide (drugstore variety), and cover with sterile bandage if no school nurse is available. Otherwise, refer student to the school nurse for proper care in all cases.If blood is spilled, follow clean-up procedures given above (for body fluids).If cut is more serious, send immediately for school nurse and notify the office so that parents and emergency services (911— if serious enough) can be called. Apply sterile gauze pads to the wound. If necessary, apply direct pressure to the covered wound to stop bleeding until school nurse or paramedics arrive. Try to keep yourself and your students calm.
Prior to conducting an experiment or investigation, you should carefully consider the safety of chemicals, materials, and equipment your students will use in the
classroom. A high school chemistry teacher, the head of the science department, and the district science supervisor can provide you with important safety information regarding the use of chemicals, materials, and equipment in your classroom. For example, they can help you determine whether the chemicals described in the activity should or should not be used or whether alternative chemicals can be used. They can also provide assistance regarding the identification, procurement, handling, storage, and disposal of chemicals. Refer to your school district and state policies for specific requirements and mandates related to these matters. Do NOT allow students access to chemical storage areas.
The amount and types of chemicals used for science instruction in an elementary classroom should be small in quantity and number. Many of the chemicals can be obtained from the local grocery or drugstore. Be careful to read and follow directions carefully and to use these chemicals only for their intended purpose. Acquire a Material Safety Data Sheet (MSDS) for each chemical. Listed below are some general guidelines for purchasing, labeling, storing, and disposing of chemicals.
Purchasing Chemicals
• Before purchasing chemicals from a commercial vendor, obtain and review the MSDS for each chemical. These resources provide important information about the physical properties, toxicity, storage, and handling of the chemical. MSDS are available online at http://www.msdsonline.com.
• MSDS should be kept on file and easily accessible for all chemicals, whether purchased locally or from chemical supply houses.
• Whenever possible, use generic chemicals that are commonly obtained from home, the grocery store, or the drugstore. These chemicals can serve as substitutes for lab-grade chemicals. Some examples include:
vinegar (acetic acid) aluminum foil (aluminum metal)vitamin C tablets (ascorbic acid) ammonia (ammonium hydroxide, base)
chalk (calcium carbonate) lime (calcium oxide, basic)Plaster of Paris (calcium sulfate) rubbing alcohol (isopropyl alcohol)talc (magnesium silicate) baking soda (sodium bicarbonate)table salt (sodium chloride) table sugar (sucrose)Epsom salts (magnesium sulfate) starch (corn starch)
• Limit the quantity of chemicals purchased to a supply that will last for a specific period of time (e.g., a one-year supply or the chemical shelf-life provided by the manufacturer).
• Although experienced, upper-elementary teachers may make an exception at their own discretion, a general rule is that elementary students should not handle anything with a National Fire Protection Association (NFPA) rating in any category over 2. (NFPA ratings are from 0-4, with 0 indicating no hazard and 4 indicating the highest hazard level. See http://www.nfpa.org for specific information about the rating system.)
Labeling Chemicals
• Indicate the name of the chemical manufacturer or supplier along with the address and telephone number.
• Include the chemical name/trade name of the product on the label.
• Record the date the chemical was received.
• Include the appropriate hazard symbol based on the NFPA rating. (Adhesive backed labels are available in most chemical supply catalogs.)
• Indicate the strength of the chemical, especially if it was prepared on-site.
• Give and highlight clear and concise emergency or first-aid directions on the label.
• Use protective coating, such as clear nail polish or adhesive tape, on labels to prevent stain or corrosion damage during use.
Storing Chemicals
• Have a separate, locked storage area—preferably away from the classroom.
• Use appropriate NFPA warning symbols to mark storage areas. On the front of the storage cabinet or doorway, you should place an NFPA diamond that shows the highest hazard rating in each category of any chemical stored in that cabinet area. This can quickly alert firefighters in an emergency.
• Maintain a complete inventory of every chemical in storage.
• Keep copies of the chemical inventory and all MSDS in the storage area, with additional copies to the building principal, the district science supervisor, and the local fire marshal.
• Review and revise the chemical inventory annually.
• Use accepted guidelines (e.g., Flinn at http://www.flinnsci.com) to properly separate and store chemicals. Wooden shelving with slide-proof front lips on each shelf are recommended. Uncoated metal supports or brackets should NOT be used.
• Store acids, bases, and flammables in separate and well-ventilated areas. These chemicals should only be stored in the original manufacturer’s container or in an approved safety container.
• Dispose properly (see following text) of chemicals with no labels or unreadable labels.
Disposing of Chemicals
• Use information contained in the MSDS to properly dispose of chemicals.
• Follow local and state mandates for proper disposal of chemicals.
• Contact your local/state hazardous waste management agency, state environmental agency, regional Environmental Protection Agency (EPA) office, fire marshal’s office, or state department of education to determine if a chemical requires special disposal methods.
4. How should I identify and manage chemicals for use in elementary classrooms?
Although the materials used by elementary students may not be as harmful as those used at the secondary level, elementary science teachers should
ensure that appropriate protective equipment is provided to prevent injury and clean up spills.
1. Safety goggles American National Standards Institute (ANSI) coded Z87 or Z87.1 approved chemical splash goggles (only types G, H, or K) should be provided for each student when chemical or projectile hazard is present. These goggles are available in sizes to fit elementary students.
2. Sanitizing material for goggles Commercial alcohol wipes (not swabs) work well to kill bacteria and some lice (for new, more difficult strains, see your school nurse) that might adhere to goggle straps and rims. Wipe all surfaces that come into contact with the student. Be certain that they are completely dry before use.
3. Non-absorbent, chemical-resistant aprons Protective aprons should be provided for each student when there is a possibility of spillage or spattering of chemicals or hot water (teacher-dispensed). These aprons are available in sizes to fit elementary students.
4. Safety gloves Elementary students should wear protective gloves when handling animals, plants, soil samples, or any other materials that might contain harmful micro-organisms or allergens. Wearing gloves may also be appropriate for some chemicals that can cause skin irritation or staining. You should be aware of any student allergy to latex.
5. Eyewash stations A faucet-type portable eyewash unit (available from several scientific equipment vendors) should be 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 comply with ANSI Z358.1-1998. Generally, this means they should be within 20–30 steps and 10–15 seconds, relative to their location in the room. These should be activated weekly and tested monthly.
6. Fire extinguishers You should have adequate numbers of ABC tri-class fire extinguishers (A is for paper, wood, cloth, rubber, or plastics fires; B is for burning liquids, gases, or greases; and C is for burning electrical equipment) strategically placed to be within 20-30 steps distance or 10-15 seconds travel time of any location in the room. These should be checked and certified as fully charged and ready for use at least annually. Remember to use the PASS method (Pull pin, Aim at base of fire, Squeeze handle and Sweep from side to side) method. Be careful never to point at students.
7. Forearm- or foot-operated face/body sprayers These water sprayers with adequate-length flexible hose should be strategically placed to meet the same rule outlined above (20-30 steps or 10-15 seconds, etc.). They should be used to douse burning clothing or hair.
8. Ground-fault interrupters (GFI) and outlet covers These should be used on all electrical outlets in an elementary science classroom. The outlet cover guards against objects being “poked” into an outlet. The GFI breaks the circuit when an object or water shorts the circuit, or electricity attempts to ground
through a student to a water pipe, preventing electrocution. Outlets should be placed along walls or counters at intervals of 6-8 feet and be capped when not in use.
9. First-aid kit Where local and state policies permit, have an adequately stocked first-aid kit easily accessible for your use in case of emergency. Check with the school nurse regarding safe contents of the kit. You should be aware of student allergies to first-aid materials.
10. Safety postersPosters appropriate for elementary students (student-made posters are even better) should be prominently displayed around the room.
In addition to the equipment described above, emergency procedures and telephone numbers should be prominently displayed where they can be consulted quickly in case of accident or emergency. The same is true for proper disposal methods for the following: bacterial growth plates, chemical waste, dead animals (checked by a veterinarian before disposal), animal wastes, dead plants, and spilled liquids.
5. What protective equipment should be provided in elementary science environments for teacher and student use?
The guidelines given below are the ideal in a less-than-ideal world! You should view them as the recommended (some mandated by individual states
within their individual building codes) standards that you can strive toward as renovations or new constructions are planned and completed.
• Provide access to students with disabilities (Americans with Disabilities Act of 1992).
• Maintain a storage area/room for materials and equipment, with locking cabinets and open shelving secured to wall or floor; equivalent to an area of 9.8 square feet per student.
• Provide floor space for any room where science investigations are conducted equal to 45 square feet/student or approximately 1100 square feet, as consistent with professional standards (National Science Teachers Association and many state school building codes).
• Maintain adequate natural light and/or diffused task lighting (538.2 to 1076.4 lumens per square meter) for all activities.
• Provide a telephone or intercom system to notify school medical personnel or school administrator of emergencies and accidents.
• Provide two classroom exits, both opening outward and at least 5 feet wide, to accommodate emergency exit for students with disabilities and for equipment carts.
• Maintain a tri-class ABC fire extinguisher (A is for paper, wood, cloth, rubber, or plastics fires; B is for burning liquids, gases, or greases; and C is
for burning electrical equipment), fire blanket, and eyewash station at a height appropriate to the age and size of students within the classroom. Eyewash stations should be no more than 10 seconds or 20 steps away from any point in the room and should be activated weekly and tested monthly. Check local and state codes for variance from this. You should also provide a face/body sprayer nearby that meets the American National Standards Institute (ANSI) Z358.1-1998 standard.
• Do not attach tables to the floor; no more than four students should be at each table.
• Give each student 6 feet of horizontal work space, according to NSTA recommendations.
• Maintain the professional safety ratio of one teacher to 24 students in the science classroom (NSTA).
• Maintain good ventilation and adequate air exchanges to help facilitate student comfort.
• Provide black laboratory tabletop surfaces of plastic laminate (good) or epoxy resin (excellent) unaffected by chemicals and heat.
• Provide floors with non-skid vinyl tile.
• Provide capped electrical outlets. Ground-fault interrupters (GFIs) should be used near sinks and placed at intervals of 6-8 feet around perimeter counters; outlets should be capped when not in use.
• Provide cut-off valves for gas, electricity, and water near the teacher’s desk, within a lockable cabinet in the demo table, or in an area that is not accessible to students.
• Provide large sinks, 16 by 20 inches with mats, and both hot (not scalding) and cold water supply; provide gooseneck faucets on all sinks.
• Provide space for computers (one computer per students), laserdisc players, VCRs, TVs, and other electrical equipment on perimeter counters away from sinks and activity centers; outlets (see above) should have GFIs with surge protection.
6. Are there recommended guidelines covering the physical specifications for elementary classrooms, classrooms with labs, and science resource rooms?
Animals play an important role in the elementary school classroom. The National Science Teachers Association has stated that studying animals
in the classroom enables students to develop skills of observation and comparison, a sense of stewardship, and an appreciation for the interrelationships and complexity of life. As a teacher, however, you must be knowledgeable about the proper care of animals used for classroom study and the precautions necessary to ensure your students’ safety. You should also have clearly defined learning objectives for using animals in the classroom. Before introducing live animals into the classroom, you should check your school’s, district’s, or state’s policy regarding live organisms.
Animal Care• You as the teacher are responsible for ensuring
that living animals receive proper care, which includes proper light, climate control, a correct diet, and sanitary living conditions. Care must be continuous and planned to include weekends and holidays.
• The comfort and humane treatment of animals should be of prime concern.
• Cages must be adequately sized, cleaned daily, and kept locked in safe, comfortable settings.
• Water bottles should be used for all mammals.
• Waste matter should be wrapped in newspaper, placed in a plastic bag, and deposited in the trash. Ordinarily, animal wastes are not harmful to the environment, but school staff—including the custodian—should be protected from exposure to these wastes.
• Animals should be handled minimally and gently, only after proper directions and demonstrations have been given. Students should wear non-allergenic gloves while handling animals and should wash their hands thoroughly afterward. Sudden movements should be avoided, since they can make animals feel threatened.
• Allow animals new to the classroom a few days to adjust to the unaccustomed environment before students handle them. Take precautions when handling new animals for the first time. At first, restrict handling to yourself, or someone familiar with them, and wear heavy gloves until animals become acclimated to their surroundings and handling.
• Students should never be allowed to tease animals, throw things in their cages, or disturb them, especially while the animals are eating, sleeping, or birthing.
Animal Precautions
• Always purchase healthy animals from reliable sources.
• Do not allow students to bring wild animals into the classroom. Wild animals, such as turtles, snakes, birds, arachnids (spiders, ticks, mites), and insects, may transmit serious diseases and behave unpredictably.
• Discourage students from bringing personal pets to school. If pets are allowed into the room, they should be handled only by their owners, and provisions should be made for proper care during the visit. Certification by a veterinarian declaring the animal disease-free should be required.
• Never use poisonous animals in the classroom. This includes some species of spiders, venomous insects, lizards, and poisonous snakes.
• Inquire beforehand about potential student allergies associated with animals. Some students are allergic to the dander produced by guinea pigs, hamsters, and other fur-bearing animals, as well as to mold found in animals’ food and bedding. The school nurse should keep an “Epi-pen” handy in case of hyper-allergenic reactions.
• Pick up rabbits, hamsters, mice, and lab rats by the scruff of the neck only, with a hand placed under the body for support. If the young are handled, you should remove the mother to another cage, since by nature the mother may be fiercely protective.
• Do not allow students to insert fingers into animal cages, since animals may protect themselves by biting, scratching, or kicking.
• Report animal bites and scratches immediately to the school’s medical authority.
• Do not allow dead animals in the room, as the exact cause of death may not be determinable. You should have a veterinarian evaluate any classroom animal that dies unexpectedly.
• Have a plan for removal, care, and return of animals during holidays and at the end of the school year.
Experiments with Animals• Animals used in the elementary classroom
should most often be invertebrates. It is best practice to order live animals from a reputable science supplier. When you order live animals, be careful regarding date of delivery, since these specimens may be very sensitive to environmental conditions.
• No experimental procedure that causes pain or discomfort should be attempted on mammals, birds, reptiles, amphibians, or fish. Vertebrate studies should be restricted to observations of normal functions such as growth, feeding, or life cycles.
• Student-performed dissections are not recommended for most elementary students. If you decide to allow mature, advanced, upper-elementary students to perform dissections, only use preserved, lower-order animals (e.g., worms, insects, and crustaceans). In all cases, students must be completely instructed in procedures and safety precautions, and they must be carefully supervised. Students who do not wish to participate in dissections should be allowed alternative methods of instruction, such as the use of multimedia instructional programs.
• Live bacterial and fungal cultures should not be used in the elementary science program. If bacterial cultures or molds are displayed, make sure that the container is completely sealed and cannot be opened by students.
• If pond water is brought to class, never use contaminated or polluted sources. Be sure that students wash their hands immediately following the activity.
• Watch for allergic reactions when studying insects and be aware that some insects bite or sting.
• Owl pellets for classroom investigations should be previously sanitized. Check for student allergies to fur and feathers, since these are common contents of owl pellets.
• If studying chicken bones, thoroughly remove all traces of meat and soak the bones in a mild bleach solution for at least three days before allowing students to examine them.
• Students should always wash their hands carefully after animal investigations.
7. What precautions should I take when using animals in the classroom?
Most elementary classrooms have an assortment of plants for both decorative purposes and learning experiences. Classroom plants can help students
understand the needs of living things and can reinforce process skills such as observation, measurement, and classification. Plants are relatively easy to care for, even during weekends or brief vacation times. Even so, there are precautions and safety considerations that you need to know.
Classroom Plants
• Be sure that students never eat any part of an unknown plant, including seeds and berries, whether in the classroom or on a field trip. Help students understand the difference between edible and non-edible plants, vegetables, and fruits.
• Plants that contain toxins should not be present in classrooms.
Examples of plants that are toxic when eaten include azaleas, lantana, delphinium, iris, pokeweed, tansy, hemlock, foxglove, jimsonweed, dieffenbachia, philodendron, caladium, buckeye, and belladonna.
Examples of plants that have toxic sap include oleander, poinsettia, and trumpet vine.
Examples of plants that are poisonous to the touch because of oils include poison ivy, poison oak, and poison sumac.
Some plants with edible parts have parts that are inedible and quite toxic, such as potato leaves and sprouts and rhubarb leaves.
Students should not touch unfamiliar plants.
• Teach children to avoid touching all mushrooms they may find outdoors, since many varieties are poisonous.
• Symptoms of plant poisoning may include headache, nausea, dizziness, sweating, tightness
in the chest, vomiting, skin eruption, itching, or dermatitis. Have the student obtain medical care immediately.
• You should be able to identify toxic or poisonous plants to prevent their introduction into the classroom and to ensure that students avoid these species, which are often common to school grounds.
• Try to ascertain whether students have allergies to certain plants. Many people are allergic to pollen or mold and exposure to these should be minimized or avoided.
• Fertilizers or plant chemicals should be labeled and locked in cabinets and a Material Safety Data Sheet (MSDS) filed for each. Wash hands and clean nails well after use of these chemicals. Goggles and gloves should be used when handling fertilizers and plant chemicals and precautions taken for dust hazard.
• Be aware of what you burn in a campfire, since some plants release toxins that can be inhaled into the respiratory system.
• Always wash hands thoroughly after handling plants, especially before eating food.
• Identify the phone number of your nearest poison control center and post it where it can be easily and quickly obtained.
Experimenting with Plants
• A common classroom activity is seed sprouting or planting. Beans and seeds from a grocery store or specifically packaged for sprouting will be safe to handle and germinate. Do not use seeds used for garden or field planting, as they may be coated with 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.
• Wash hands thoroughly, or wear non-allergenic gloves, when working with plants. Plants with thorns or “stickers” should be avoided.
• If studying soil, it is safer to use sterilized potting soil. Soil that is dug up from the outside probably contains mold and fungi. If studying soil outdoors, have students use proper tools for digging up and examining the samples, not their bare hands.
• Be careful if studying aquatic plants from ponds or marshes. Pond or marsh water may contain contaminants that could cause illness. Try to avoid direct contact with water or mud unless wearing gloves; wash hands thoroughly afterward.
• Wash all surfaces thoroughly after plant activities.
• Try to obtain plant specimens from reputable scientific suppliers.
8. What precautions should I take when using plants in the classroom?
There is strong consensus among science
and environmental educators that field experiences for elementary-aged students are essential for effective learning. The experiential base provided by a broad range of outdoor investigations and activities can strengthen academic learning and reinforce citizenship skills and personal responsibility. Whether on school grounds or away from the school site, safe and successful field experiences require two major elements: thorough planning and careful implementation.
Planning
• Become familiar with and follow the guidelines for field safety in effect in your school or district.
• Visit and survey the field site(s) prior to the actual event and instruct students in advance of any potential challenges (e.g., deep water, allergenic plants, slippery footing).
• Make sure parents or guardians are fully informed about the nature of the field experience, appropriate student dress, and other essential information.
• Be aware of any pertinent medical and physical issues your students have, such as allergies.
• Have parents and students sign a safety contract outlining rules and expectations of student behavior.
• Process and file signed parent or guardian permission forms prior to the activity. These should include contact information in case of emergency 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 should be carried on the field trip in order to be given to a doctor/hospital in case emergency treatment is required.
• Arrange for the use of school-sanctioned vehicles and drivers if transportation is required. School medical and liability insurance is recommended for extended field trips involving students. Discuss rules of behavior beforehand and while enroute.
• Plan for additional adult supervision. This includes, as a minimum, one (school-approved) adult per every 10 students. Consider assigning specific students to an adult in the group. Adult chaperones should be knowledgeable of all hazards, rules, and emergency procedures in advance.
• Carry a mobile phone in case of emergencies and a basic, approved first-aid kit for minor abrasions or scratches.
• Make sure that students fully understand the activities they will be conducting and any possible hazards to avoid.
• Ensure that, for water-related field experiences, at least one adult is trained in water safety techniques including CPR and lifesaving. If the student activity is planned in or on water, U.S. Coast Guard-approved life jackets must be worn.
Implementation
• Obtain the most current weather forecast prior to the activity. Be especially aware of the chance for storms or other dangerous weather.
• Make sure all students are dressed appropriately for the field experience.
• Review expectations of student behavior and on-site precautions with students and chaperones.
• Reinforce the learning objectives/goals for the field experience and keep students focused on their purpose(s) or task(s).
• Group students in pairs (buddies) or teams to enhance mutual responsibility. Chaperones should assist in keeping students together and focused on the trip’s purpose.
• Keep on the move at all times, monitoring student activities.
• Use only plastic containers when engaged in permitted collecting as part of the activity— avoid glass—and use non-allergenic gloves.
• Get professional medical help as soon as possible in the event of an accident.
9. What safety issues do I need to consider when planning and conducting field trips and field experiences?
These materials are targeted at teachers of science in grades K-5. They should help address safety concerns in self-contained as well as departmentalized science
programs with a science lab room. The guidelines are not meant to be comprehensive, but rather representative. Consult the references at the back of this document for more complete science safety resources.
Negligence, as defined by the courts today, is conduct that falls below a standard of care established by law or profession to protect others from an unreasonable risk of harm, or the failure to exercise due care. In the absence of specific laws or local policies, the standard of care expected is set by the profession; e.g., position statements adopted by the National Science Teachers Association (NSTA), the National Association of Biology Teachers (NABT), the American Chemical Society (ACS), and the Council of State Science Supervisors (CSSS).
The elementary school teacher, just like all science teachers, has three basic duties relating to the modern concept of negligence:
• duty of instruction; • duty of supervision; and
• duty of maintenance.
Teachers who are knowledgable of their legal responsibilities, exercise good judgment, and take all appropriate precautions to avoid foreseeable hazards should not be apprehensive about guiding student inquiry. The law does not expect you to be clairvoyant. It does expect you to take all reasonable precautions to protect yourself and your students. It is a good idea to document your instruction and precautions taken for each activity done; e.g., an entry labeled “Safety” should be part of all lesson plans where “lab” activities are involved. Failure to perform any duty may result in a teacher and/or school administrator being found liable for damages.
Duty of Instruction includes adequate direction (in writing when appropriate) prior to conducting a science activity, investigation, or field experience that:
• is accurate; • corresponds to the situation, setting, and
developmental level of the students;
• addresses and identifies any foreseeable dangers and risks involved;
• explains proper procedures/techniques to be used; and
• presents comments concerning appropriate/inappropriate conduct in the instructional setting.
Instruction must follow professional and local/state guidelines. Consult your district science curriculum and become familiar with the adopted safety policies and procedures. Does your district have a Science Safety Policy and Chemical Hygiene Plan? Has your school developed a School Science Safety Plan based on district policy? Make sure that the activities, investigations, or field experiences you plan to conduct are appropriate for your grade level. If in any doubt, consult your building administrator, key instructional leader, or district science contact person.
Teachers who set poor examples by not observing proper safety procedures may be liable if students follow these unsafe practices and sustain injury.
Duty of Supervision is defined by professional, legal, and district guidelines to ensure students behave
properly in light of any foreseeable risks. Points to remember:
• do not tolerate misbehavior of any type;
• failure to act or improper action is grounds for liability;
• the greater the degree of potential risk, the greater the level of supervision required;
• the younger the age of students and/or the greater the degree of inclusion of students requiring a higher level of assistance or attention, the greater the level of supervision necessary; and
• never leave students unattended, except in an emergency where the potential harm is greater than the perceived risk to students. Even then, try to minimize risk or transfer responsibility to another authorized person before leaving the room.
When conducting field experiences or investigations that require a high level of attention and supervision, additional responsible adults should be in the instructional setting. These adults should be fully trained in the proper procedures/techniques and knowledgable of foreseeable risks.
Duty of Maintenance includes ensuring a safe environment for students and teachers. This requires that the teacher:
• never use defective or inappropriately sized equipment for any reason;
• file written reports with responsible administrators for maintenance/correction of potentially hazardous conditions or defective equipment;
• establish regular inspection schedules and procedures for checking classroom safety and first aid equipment; and
• follow all school and district safety guidelines concerning proper labeling, storage, handling, and disposal of chemicals.
You should keep files of all hazard notifications and maintenance inspections. In the event of an accident, this should minimize or eliminate personal and school liability.
10. As an elementary teacher, what are my legal responsibilities for science safety?
Kwan, T., and J. Texley. Exploring Safely –A Guide for Elementary Teachers, 1st edition. NSTA Press, 2002.
Lemons, Judith L. Missouri Elementary Science Safety Manual. Missouri Department of Elementary and Secondary Education, 1996.
Marganoff, B. The Elementary Science Safety Manual. New Jersey Department of Education, 1986.
Pan-Educational Institute. Chemical Health and Environmental Management in Schools (CHEMIS)– Systems Management Manual. PEI, 1994.
Roy, K., P. Markow, and J. Kaufman. Safety Is Elementary –The New Standard for Safety in the Elementary Classroom, 4th edition. The Laboratory Safety Institute, 2001.
Ryan, K. Science Classroom Safety and the Law – A Handbook for Teachers. Flinn Scientific, Inc., 2001
Summerlin, Lee R., and Christie B. Summerlin. “Standard Safety Precautions.” The Science Teacher, Vol. 66, 6, September, 1999. (This entire issue is dedicated to safety issues.)
Software
Gerlovich, et al. Total Science Safety System Software. JaKel, Inc., 1998.
Internet Resources
American Association of Law Libraries: www.aallnet.org
American Chemical Society: www.chemistry.org
Centers for Disease Control and Prevention: www.cdc.gov
Chem Lab Safety, Department of Chemistry, University of Nebraska-Lincoln: www.chem.unl.edu/safety
Eisenhower National Clearinghouse: www.enc.org
US Environmental Protection Agency: www.epa.gov
Flinn Scientific, Inc: www.flinnsci.com
Laboratory Chemical Safety Summaries, Howard Hughes Medical Institute: www.hhmi.org/science/labsafe/lcss/index.html
Animals in Education, Humane Society of the United States: www.hsus.org/ace/11368
JaKel, Inc: http://www.netins.net/showcase/jakel
Science Safety, Laboratory Safety Institute: www.labsafety.org
MSDS Online: http://msdsonline.com
National Association of Biology Teachers: www.nabt.org
National Fire Protection Association:www.nfpa.org
Office of Research Services, National Institutes of Health:www.ors.od.nih.gov/service
US Department of Labor, Occupational Safety and Health Administration: http://www.osha.gov
Science and Technology Safety Program, Plymouth (MA) Public Schools: www.plymouthschools.com/Science/Curriculum/LABSAFTY.htm
Office of Environmental Health and Safety, University of Virginia: keats.admin.virginia.edu/home.html
VWR International: http://www.vwrsp.com
Wellesley College Science Center Safety Information, Wellesley College: www.wellesley.edu/ScienceCenter/sciencecenter/safety.html
The following is a list of general references. It should be obvious that it is not exhaustive. The references provided are for those who are interested in obtaining
additional information from primary sources. A much more exhaustive listing of references and resources can be found in two excellent state documents: Guidebook for Science Safety in Illinois, available from the Illinois State Center for Educational Innovation and Reform (contact Illinois State Board of Education) and Maryland Science Safety Manual, K-12, available from the Maryland Science Supervisors Association (contact the Maryland State Department of Education.) In addition, excellent safety documents in diskette and/or CD-ROM format have been customized for several states based on the Total Science Safety System Software listed below. Contact JaKel, Inc. (jakel @ netins.net) for titles. No implication of endorsement or lack of endorsement should be read into inclusion or omission of any referenced material within this document.
Print Material
Alaimo, Robert J., et al. Safety in the Elementary (K-6) Science Classroom. American Chemical Society, 1993.
American Red Cross. First-Aid Handbook.
Biehle, James T, et al. NSTA Guide to School Science Facilities. National Science Teachers Association, 1999.
Converse, Ronald E., and William C. Wright. “Suggestions for Constructing or Renovating Science Laboratory Facilities.” Reproduction by Flinn Scientific from third Sourcebook of Science Supervisors, National Science Teachers Association, no date.
Dean, R., M. Dean, and L. Motz. “Safety in the Elementary Science Classroom.” (flipchart format) The National Science Teachers Association, no date.
Fischer, L., D. Schimmel, and C. Kelly. Teachers and the Law, 5th edition. Longman Publishing, 1999.
Gerlovich, J., and T. Gerard. “Reducing District Liability in Science Teaching: A Safety Solution.” American School Board Journal, Vol. 176, 5, 1989.
Eisenhower National Clearinghouse
www.enc.org
Appalachia Regional Eisenhower Consortium for Mathematics and Science Education at AEL
www.ael.org/eisen/
WestEd Eisenhower Regional Consortium for Mathematics and Science Education (WERC)
www.wested.org/werc/
Mid-Atlantic Eisenhower Regional Consortium for Mathematics and Science Education
www.rbs.org
Eisenhower Regional Consortium for Mathematics and Science at McREL
www.mcrel.org/erc/
North Central Eisenhower Mathematics and Science Consortium (NCEMSC) at Learning Point Associates
www.ncrel.org/msc/
Eisenhower Network
www.mathsciencenetwork.org
Eisenhower Regional Alliance for Mathematics and Science Education
ra.terc.edu
Northwest Eisenhower Regional Consortium for Mathematics and Science
www.nwrel.org/msec/nwerc/
Pacific Mathematics and Science Regional Consortium
www.pacificconsortium.org
Southeast Eisenhower Regional Consortium for Mathematics and Science Education at SERVE
www.serve.org/Eisenhower/
Eisenhower Southwest Consortium for the Improvement of Mathematics and Science Teaching (SCIMAST)
www.sedl.org/scimast/
Name: is a safe scientist who has a knowledge of the
Science Safety Rules and agrees to use good judgment
and safe work habits.
_________________ ________________ Teacher’s Signature Principal’s Signature
Name;
is a safe scientist who has a knowledge of the Science Safety Rules
and agrees to use good judgment and safe work habits.
_________________ ________________ Teacher’s Signature Principal’s Signature