General Science Safety Recommendations (adapted from Council of State Science Supervisors)
- ASD Science Kits for grades K-6 come complete with safety information and materials that meet all national science safety standards. Carefully read all information in the Teachers Guide prior to carrying out any science lessons with students.
- Always perform an experiment or demonstration prior to allowing students to replicate the activity. Look for possible hazards.
- Safety instructions should be given orally and be posted as necessary.
- Constant surveillance and supervision of student activities are essential.
- Never eat or drink in the science area/ time period or ever from science equipment. Keep personal items off the tables while science is happening.
- If using materials other than those suggested in ASD Science Curriculum, contact the Science Department or Curriculum & Instruction to check for specific safety concerns and precautions (necessary for any independent chemical or other "extreme" experimentation) at least a week in advance of planned lesson.
- A positive student attitude toward safety is imperative. Students should not fear doing experiments or equipment, but should respect them for potential hazards. Students should know about any cautions for a given lesson.
- Teachers must set good safety examples when conducting demonstrations and experiments. They should model good lab safety techniques such as wearing aprons or goggles when necessary.
- Rough play or mischief should not be permitted in the science classroom.
- Never assume that an experiment is free from safety hazards just because it is in print.
- Confine long hair and loose clothing. Students should avoid transferring materials they have handled to their faces. Students should never perform unauthorized experiments - any inquiry plans designed by the student should be reviewed and approved by the teacher prior to being carried out.
- Proper eye protection devices must be worn by all persons engaged in supervising, or observing science activities involving potential hazards to the eye.
- Materials Safety Data Sheets (MSDS) are provided for all chemicals in the ASD science kits - any independent work involving even benign chemicals should begin with research of the appropriate MSDS by the classroom teacher. The building BPO has this information in hard copy in each ASD building.
- Protective gloves should be provided when students dissect laboratory specimens, these are provided in the science kits. All ASD science kits are latex free so provided gloves are either nitrile or plastic. Before purchasing any gloves for independent classroom use, check with building administrator to determine the school's latex sensitivity status.
- All work surfaces and equipment in the classroom should be thoroughly cleaned after each use. Students should wash hands before and after science.
- Students should properly note odors or fumes with a wafting motion of the hand.
- All animals of any type in the science classroom should be protected and treated humanely. No classroom animal should be released into the wild. This includes fish, snails, and insects. Exotic wildlife introduction can create major long-term biological problems in the environment and/or severe trauma to the animal prior to death.
- Know the potential health hazards associated with any classroom animal.
- Students should understand that many plants, both domestic and wild, have poisonous parts and should be handled with care.
- Special handling is indicated for any use of petri dishes and agar to culture bacteria. ASD science recommends against bacterial culture outside of appropriate, advanced high school laboratory classes. Any environmental bacteria cultured must be assumed to be potentially pathogenic therefore, once agar is swabbed, plate covers may not be removed. For disposal, plates must be sterilized first, then treated as biohazard waste (your school nurse should be able to assist in this).
- Criteria for scheduling special needs students into laboratory classes should be established by the IEP team of counselors, science teachers, special education teachers, and school administrators. Aides or special equipment should be made available to the science teacher as needed.
- A first aid kit for emergency treatment should be on hand. Know student allergy and health issues that may impact their participation in science lessons.
- Microscopes should always be picked up and transported with one hand under the base and one hand under the arm.
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