reflection

NSTA Position Statement | Liability of Science Educators for Laboratory Safety page 1 of 5

National Science Teaching Association Position Statement

Liability of Science Educators for Laboratory Safety

Introduction

Laboratory investigations are essential for the effective teaching and learning of science (NSTA 2007). A school laboratory investigation (“lab”) is an experience in the instructional space (e.g. laboratory, classroom, or the field) that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC 2006, p. 3). Throughout grades K–12, students should have the opportunity to carry out scientific investigations and engineering design projects (NRC 2012).

Inherent in laboratory-based activities is the potential for injury. As professionals, teachers of science have a duty or standard of care to ensure the safety of students, teachers, and staff. Duty of care is defined as an obligation, recognized by law, requiring conformance to a certain standard of conduct to protect others against unreasonable risk (Prosser et al. 1984, NSTA 2014a). “The breach of a particular duty owed to a student or others may lead to liability for both the teacher and the school district that employs that teacher” (Ryan 2001). As such, a science educator must act as a reasonably prudent person would in providing and maintaining a learning and working environment for their students and staff that is as safe as possible.

Educators’ duty to maintain the safest learning environment possible while providing science instruction should be shared by school leaders, district administrators, school boards, parents, and students. It is vital that teachers and administrators communicate regularly and fully on the essentials of safety instruction for students and staff.

NSTA recommends science educators—including those at the elementary level—adhere to the better professional practices and legal safety standards outlined in the NSTA position statement, Safety and School

Science Instruction, and be proactive in ensuring that school and school district leaders know and are adhering to these safety expectations.

Declarations

To provide and maintain a learning and working environment for students and staff that is as safe as possible, NSTA recommends that science educators

• exercise reasonable judgment when conducting laboratory investigations;

• accept the duty of care to provide all students and staff with the safest environment possible when performing hands-on science investigations or demonstrations in the instruction space (laboratory, classroom, or field setting); using, storing, disposing/recycling, or transporting biological, chemical, or physical materials; or engaging in related activities;

NSTA Position Statement | Liability of Science Educators for Laboratory Safety page 2 of 5

• share the responsibility with school district officials in establishing and implementing written safety standards, policies, and procedures, and ensure their compliance is based on legal safety standards and better professional practices;

• be proactive in seeking professional learning opportunities to implement practices and procedures necessary to conduct laboratory science investigations that are as safe as possible, including specific training on storage, use, and disposal of biological, chemical, and physical materials; use of personal protective equipment; engineering controls; and proper administrative procedures (Roy 2006);

• conduct regular preventative maintenance (as required under OSHA, NFPA, etc. legal safety standards and under ACS, NSELA, NSTA, etc. better professional safety protocols) on engineering controls (e.g., eyewash, shower, ventilation) in science instructional spaces (e.g. laboratories, classrooms, etc.) and related areas (e.g. storerooms, preparation rooms, etc.) and ensure controls are accessible and appropriate for the specific class subject, type of investigation, and student development level;

• modify or select alternative activities to perform when the proposed activities cannot be performed safely or a safer environment cannot be maintained, based on hazards analysis, risks assessment, and available safety actions;

• identify, document, and notify school and district officials about existing or potential safety issues that impact the learning environment, including hazards such as class-size and/or occupancy load overcrowding in violation of occupancy load codes (ICC 2024, NFPA 2024) or contrary to safety research (West and Kennedy 2014), inadequate or defective equipment, inadequate number or size of labs, or improper facility design (Motz, Biehle, and West 2007), and give necessary recommendations to correct the issue or rectify a particular situation (see NSTA safety statement for specific recommendations); and

• understand the scope of the duty of care in acting as a reasonably prudent person in providing science instruction, and acknowledge the limitations of insurance in denying coverage for reckless and intentional acts, as well as the potential for individual liability for acts outside the course and scope of employment. [See generally, Restatement (Second) of Torts §202. 1965; Anderson, Stanzler, and Masters 1999, p. 398.]

To provide and maintain a learning and working environment for students and staff that is as safe as possible, NSTA recommends school district officials, including administrators, principals, assistant principals, science supervisors, and superintendents:

• review existing school or employer insurance policies to ensure adequate liability insurance coverage for laboratory-based science instruction;

• develop and implement comprehensive safety policies with clear procedures for engaging in lab activities; ensure that these policies comply with all applicable local, state, and federal health and safety codes, regulations, ordinances, and other rules established by the applicable oversight organization, including the Occupational Safety & Health Administration (OSHA), International Code Council (ICC), and National Fire Protection Association (NFPA); and be reviewed and updated annually in consultation with school or district science educators;

• ensure better professional safety practices by following safety recommendations of established organizations, such as NSTA and its affiliates, the National Science Education Leadership Association, and the American Chemical Society;

NSTA Position Statement | Liability of Science Educators for Laboratory Safety page 3 of 5

• become knowledgeable of and enforce all local, state, and federal codes and regulations to ensure a learning environment for students and staff that is as safe as possible (Particular attention should be given to hazard prevention, including reasonable class sizes to prevent overcrowding in violation of occupancy load codes (ICC 2024, NFPA 2024) or contrary to safety research (West and Kennedy 2014); adequate number or size of labs (Motz, Biehle, and West 2007). Attention should also be given to replacement or repair of inadequate or defective equipment, and the proper use, storage, disposal, or recycling of biological, chemical, and physical materials.);

• understand that the number of occupants allowed in the laboratory must be set at a level based on building and fire safety codes; size and design of the laboratory teaching facility; biological, chemical, or physical hazards; and students’ needs (NSTA 2015a; Roy 2006);

*Note: Science classes should have no more than 24 students to allow for adequate supervision during science activities, even if the occupancy load limit might accommodate more (NSTA 2014b). It is equally important to ensure adequate workspace for each student. NSTA recommends 60 sq. ft. for each secondary student and 45 sq. ft. for each elementary student in a laboratory/classroom setting (Motz, Biehle, and West 2007).

• require teachers to work together with the school employer to develop, maintain, and implement chemical hygiene plans based on OSHA’s Laboratory Standard (Occupational Exposure to Hazardous Chemicals in Laboratories) criteria (OSHA 29 CFR 1910.1450) and Right to Understand Standard (OSHA 29 CFR 1910.1200);

• obtain materials and resources from national, state, and local organizations that will inform and educate teachers about safer laboratory activities, safety procedures, legal safety standards and better professional safety practices in the teaching of science;

• provide teachers with sustained, comprehensive training in lab logistics—including setup, safety, management of materials and equipment, and assessment of student practices—at the time of initial assignment and before being assigned to a new exposure situation (OSHA 29 CFR 1910.1450[f][2]) (This should include storage, use, and disposal of biological, physical, and chemical materials; use of personal protective equipment; engineering controls; and proper administrative procedures.);

• ensure that the custodial and/or plant and facilities staff conduct regular preventative maintenance on engineering controls (e.g., eyewash, shower, ventilation) in science instructional spaces (e.g. classrooms and laboratories) and ensure controls are accessible and appropriate for the specific class subject, type of investigation, and student development level;

• ensure that teacher training occurs on an annual basis to keep teachers well informed about changes in safety procedures (NSTA 2015b);

• support the decisions of teachers to modify or select alternative activities when the proposed activities cannot be performed safely; and

• conduct annual safety audits to ensure school science facilities are as safe as possible and are adequately supplied and properly equipped (Motz, Biehle, and West 2007; Ryan 2001).

To ensure a learning environment that is as safe as possible, NSTA recommends that members of the school board:

• support the continual improvement of school science facilities and science curriculum and instruction,

NSTA Position Statement | Liability of Science Educators for Laboratory Safety page 4 of 5

and if possible, conduct a districtwide review of science facilities and instruction every three to five years;

• ensure that the district has adequate insurance to cover liability claims arising in the science instruction spaces (e.g.classroom/laboratory) and related areas (storerooms, preparation rooms, etc.); and

• adopt districtwide policies for safety, including guidelines for a working environment for all employees that is as safe as possible.

—Adopted by the NSTA Board of Directors, September 2007 —Revised December 2017 —Revised April 2024

References

Anderson, E. R., J. S. Stanzler, and L. S. Masters. 1999.

Insurance coverage litigation. 2nd ed. New York,

NY: Aspen Law & Business Publishers.

International Code Council (ICC). 2024. Occupant Load.

Motz, L. L., J. T. Biehle, and S. S. West. 2007. NSTA

guide to planning school science facilities, Second

Edition. Arlington, VA: NSTA Press.

National Fire Protection Association (NFPA). 2024.

Section 7.3.1.2 Occupant Load, Life Safety Code

101-75.

National Research Council (NRC). 2012. A framework

for K–12 science education: Practices, crosscutting

concepts, and core ideas. Washington, DC: The

National Academies Press.

National Science Teaching Association (NSTA). 2007.

NSTA Position Statement: The Integral Role of

Laboratory Investigations in Science Instruction.

National Science Teaching Association (NSTA). 2014a.

Duty of Care.

National Science Teaching Association (NSTA). 2014b.

Overcrowding in the Instructional Space.

National Science Teaching Association (NSTA). 2015a.

NSTA Position Statement: Safety and School

Science Instruction.

National Science Teaching Association (NSTA). 2015b.

Managing Your Chemical Inventory; Parts 1, 2, and

3.

Occupational Safety & Health Administration (OSHA).

1987. 29 CFR 1910.1200 Hazard Communication

Standard (Right to Know Law).

Occupational Safety & Health Administration (OSHA).

1990. 29 CFR 1910.1450. The Laboratory Standard,

Part Q (Chemical Hygiene Law).

Occupational Safety & Health Administration (OSHA).

1990. 29 CFR 1910.1450(f)(2). Occupational

Exposure to Hazardous Chemicals in Laboratories.

Prosser, W. L., W. P. Keeton, D. B. Dobbs, R. E. Keeton,

and D. G. Owen, eds. 1984. Prosser and Keeton on

torts. 5th ed. Eagan, MN: West Group.

Roy, K. 2006. Proactive safety. Science Scope 30 (1):

72, 74.

Ryan, K. 2001. Science classroom safety and the law: A

handbook for teachers. Batavia, IL: Flinn Scientific,

Inc.

West, S., and L. Kennedy. 2014. Safety in Texas

Secondary Science Classrooms. Texas Academy of

Science (58).

NSTA Position Statement | Liability of Science Educators for Laboratory Safety page 5 of 5

Additional Resources

Americans with Disabilities Act of 1990 (ADA). See www.

usdoj.gov/crt/ada/adahom1.htm and www.ada.gov/

pubs/ada.htm.

Individuals with Disabilities Education Act (IDEA). See

www.ed.gov/offices/OSERS/Policy/IDEA/index.html

and www4.law.cornell.edu/uscode/20/1400.html.

International Code Council (ICC). See www.iccsafe.org.

National Fire Protection Association (NFPA). See www.

nfpa.org.

National Research Council (NRC). 2006. America’s

lab report: Investigations in high school science.

Washington, DC: National Academies Press.

National Science Teaching Association (NSTA). 2004.

Investigating safely: A guide for high school

teachers. Arlington, VA: NSTA Press.

Occupational Safety & Health Administration (OSHA).

U.S. Department of Labor. See www.osha.gov

NSTA Position Statement | Safety and School Science Instruction page 1 of 5

National Science Teaching Association Position Statement

Safety and School Science Instruction Introduction

Science activities, including hands-on investigations, explorations, and demonstrations are essential for high-quality K–12 science instruction and occur in various locations both inside and outside schools, including science classrooms, laboratories, or the field (Bass, Yumol, and Hazer 2011). These activities build student knowledge and skills in science and address the nation’s critical need for high-quality education in science, technology, engineering, and mathematics (STEM) subjects. These skills are supported by the Next

Generation Science Standards (NGSS) (NGSS Lead States 2013). Inherent in conducting science activities, however, is the potential for injury.

The National Science Teaching Association (NSTA) encourages K–12 school leaders and teachers to promote and support the use of science activities in science instruction and work to avoid and reduce injury. NSTA provides the following guidelines for school leaders (including principals, assistant principals, school and district science supervisors, superintendents, board of education members, and others) to develop safety programs that include the effective management of biological, chemical, and physical hazards, implement safety training for teachers and others, and create school environments that are as safe as possible.

NSTA recommends science educators—including those at the elementary level—adhere to the better professional safety practices and legal safety standards listed below and be proactive in ensuring that school and school district leaders know and are adhering to these safety expectations.

While these recommendations are geared for K–12 school systems, NSTA recommends that schools of higher education adopt similar robust guidelines. It is equally important that they provide adequate safety training for preservice teachers. NSTA recommends teachers and school leaders visit the NSTA Safety Portal for up-to- date information on safety issues and guidelines.

Declarations

Comprehensive safety programs are important tools in reducing injury during science activities. School district leaders are responsible for developing and adopting a comprehensive safety program that includes safety policies and procedures that are consistent with better professional practices and legal safety standards. NSTA recommends school districts develop safety programs based on the following guidelines:

• Safety programs should be consistent with the Duty of Care (NSTA Safety Advisory Board 2014a) as applied to engineering controls (e.g., fume hoods, fire extinguishers, etc.), administrative procedures (e.g., chemical management policies and emergency procedures), and personal protective equipment (safety goggles, gloves, etc.).

NSTA Position Statement | Safety and School Science Instruction page 2 of 5

• Safety programs should include a Chemical Hygiene Plan that allows for the proper management of hazardous chemical and biological materials (e.g., appropriate selection, storage, inventory, use, and disposal). Program procedures should meet or exceed existing standards adopted from federal government agencies, such as the Environmental Protection Agency (EPA), and Occupational Safety and Health Administration (OSHA); professional material standards associations, such as the National Fire Protection Association (NFPA), International Code Council (ICC), and the American National Standards Institute (ANSI); professional teacher associations, such as NSTA, the National Science Education Leadership Association (NSELA), and the American Chemical Society (ACS); and/or appropriate state and local agencies.

• All school employees, independent contractors, and emergency personnel should have direct access to Safety Data Sheets (SDS), or other similar updated guidelines, for all hazardous chemicals used in instruction. SDS set forth guidelines for the safer handling and use of chemicals. OSHA publishes these guidelines and has adopted a new system titled the Globally Harmonized System of Classification and Labeling of Chemicals (GHS).

• School districts should designate one or more chemical hygiene officers, or someone equivalent who has the knowledge and training to monitor and oversee the implementation of a Chemical Hygiene Plan. NSTA encourages all school districts, including those not covered under OSHA’s Laboratory Standard (OSHA 1990), to comply with this laboratory standard for a safer working and learning environment.

• School district officials, such as principals, assistant principals, science supervisors, superintendents, and board of education members, must share the responsibility of establishing, promoting, maintaining, and updating safety programs to include changes in legal safety standards and better professional practices.

• School district officials should inform teachers of the nature and limits of applicable professional liability and/or tort insurance held by the school district (NSTA 2007a).

Safety training is essential to ensure that science activities are conducted in the safest manner possible. NSTA recommends the following for safety training programs:

• All teachers and others responsible for the safety of students and other personnel should receive necessary, appropriate, and ongoing safety training related to the operation of the engineering controls, personal protective equipment, safety procedures, and all components of the chemical hygiene plan.

• School districts, as employers, have the legal responsibility to conduct districtwide science safety training for all K–12 teachers of science upon their initial assignments to classrooms, labs, or storerooms where hazardous chemicals are present and prior to assignments involving new exposure situations. In addition, training should occur on an annual basis so teachers can review, discuss, and update the safety program; share experiences and better professional practices; and receive legal updates and other information related to science instruction and safety.

• All teachers of science should have the opportunity to participate in the design and implementation of safety training programs that meet the goals set forth in the school district’s overall safety program, including the Chemical Hygiene Plan.

NSTA Position Statement | Safety and School Science Instruction page 3 of 5

• Safety training programs should cover the legal duty or standard of care owed by teachers to students (NSTA 2007b) and include state safety regulations and all school board policies applicable to the science classroom.

• Safety training programs should include ways to reduce risk of injury from exposure to blood-borne pathogens and other potentially infectious materials (OPIM) (OSHA 1992).

• Safety training should include strategies for accommodating students with academic, remedial, or physical needs as well as those who are English Language Learners.

• Safety training programs should help teachers learn how to understand and apply the contents of SDS or other guidelines in preparation for hazardous chemical use.

NSTA recommends the following to establish and maintain the safest environment possible for science activities:

• All schools, even if not required by law, should provide appropriate safety engineering controls (e.g., eyewash stations/showers, fume hoods, ventilation systems, and extinguishers); procedures (e.g., chemical management policies and emergency procedures); and personal protective equipment (e.g., goggles, gloves, and aprons).

• Teachers should identify, document, and notify school and district officials about existing or potential safety issues that impact the teaching and learning environment—including hazards such as class sizes in violation of occupancy load codes (ICC 2012, NFPA 2015), an insufficient number of labs, or labs of insufficient size (NSTA 2014b); practices that are contrary to safety research (West and Kennedy 2014); inadequate or defective equipment; or improper facility design (Motz, Biehle, and West 2007)—and give necessary recommendations to correct or rectify the issue.

• School leaders and teachers should consult research that identifies three safety concerns regarding overcrowding: adult supervision, individual workspace area, and occupancy load for which the space was designed. Classes containing more than 24 students engaged in science activities cannot safely be supervised by one teacher. Additionally, research data show that accidents rise dramatically as class enrollments exceed 24 students or when inadequate individual workspace is provided (West and Kennedy 2014). For more information, visit Overcrowding in the Instructional Space and other documents located in the NSTA Safety Portal.

• Teachers should assess the safety risks (e.g., overcrowding such as surpassed occupancy load limits, inoperable engineering controls, etc.) for each proposed learning activity and make appropriate modifications when needed. Teachers should eliminate an activity if, in exercising their professional judgment, they believe the activity cannot be performed safely with modification (NSTA 2014b). The school district should not discipline the teacher for exercising such judgment in an objectively reasonable manner.

• Materials intended for human consumption, including food and/or drink, should not be permitted in any laboratory or instructional classroom space where laboratory activities will be conducted, or where hazardous chemicals or physical/biological hazards have been used.

• No science activities involving chemical or bacterial hazards should take place in cafeterias or other areas specifically designed for food consumption.

NSTA Position Statement | Safety and School Science Instruction page 4 of 5

• Teachers should know and understand the “Duty or Standard of Care,” which is defined as an obligation, recognized by law, requiring conformance to a certain standard of conduct to protect others against unreasonable risk (NSTA Safety Advisory Board 2014a).

• Teachers should advise students about appropriate safety precautions when using hazardous chemicals.

• School administrators should notify teachers of student health concerns that may place a student or others at risk in accordance with existing privacy legislation.

• School district leaders and teachers should send written safety acknowledgment forms to parents and guardians regarding legal safety regulations and better professional practices to be followed in science instruction (NSTA Safety Advisory Board 2013). The safety acknowledgment forms should be kept on file for the length of time required by individual state statute of limitations.

• Teachers should plan for field experiences that are as safe as possible by checking school board policy prior to the trip, making an advance visit to assess any safety hazards.

• Teachers should ensure that all substances used for any activity are appropriate for both the developmental age of students and for use in the available school science facility.

— Adopted by the NSTA Board of Directors, October 2015 — Revised April 2024

References Bass, K. M., D. Yumol, and J. Hazer. 2011. The Effect

of RAFT Hands-on Activities on Student Learning,

Engagement, and 21st Century Skills. RAFT Student

Impact Study. Rockman et al.

International Code Council (ICC). 2024. IBC: 1004.1.1

Areas without fixed seating: Table 1004.1.1

Maximum Floor Area Allowances Per Occupant.

Motz, L. L., J. T. Biehle, and S. S. West. 2007. NSTA

guide to planning school science facilities, Second

Edition. Arlington, VA: NSTA Press.

National Fire Protection Association (NFPA). 2024.

Section 7.3.1.2 Occupant Load, Life Safety Code

101– 75.

National Science Teaching Association (NSTA). 2007a.

NSTA Position Statement: Liability of Science

Educators for Laboratory Safety.

National Science Teaching Association (NSTA). 2007b.

NSTA Position Statement: The Integral Role of

Laboratory Investigations in Science Instruction.

National Science Teaching Association (NSTA) Safety

Advisory Board. 2013. Safety in the Science

Classroom, Laboratory, or Field Sites.

National Science Teaching Association (NSTA) Safety

Advisory Board. 2014. NSTA-Duty or Standard of

Care.

National Science Teaching Association (NSTA) Safety

Advisory Board. 2020. Overcrowding in the

Instructional Space.

NGSS Lead States. 2013. Next Generation Science

Standards: For states, by states. Washington, DC:

National Academies Press.

Occupational Safety and Health Administration (OSHA).

1990. 29 CFR 1910.1450. The Laboratory Standard,

Part Q (Chemical Hygiene Law).

Occupational Safety and Health Administration (OSHA)

1992. Bloodborne Pathogens Standard (1910–

1030).

Occupational Safety and Health Administration (OSHA).

2012. Hazard Communication Standard.

West, S. and L. Kennedy. 2014. Science Safety in

Secondary Texas Schools: A Longitudinal Study.

Proceedings of the 2014 Hawaiian International

Conference on Education. Honolulu, HI.

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Fleming, D. O., J. H. Richardson, and J. I. Tulis

(contributor). 1995. Laboratory Safety: Principles

and Practices. 2nd ed. Herndon, VA: ASM Press.

Furr, K. Ed. 2009. CRC Handbook of Laboratory Safety:

Fifth Edition. Boca Raton, FL: CRC Press.

Love, T. S., and K. R. Roy, 2014. Designing Safer

Learning Environments for Integrative STEM

Education. Reston, Virginia: International

Technology and Engineering Educators Association

(ITEEA).

National Research Council (NRC). 2011. Prudent

Practices in the Laboratory: Handling and

Management of Chemical Hazards, Updated

Version. Washington, DC: National Academies

Press.

National Science Teaching Association Safety Portal.

Occupational Safety and Health Administration (OSHA).

1987. 29 CFR 1910.1200 Hazard Communication

Standard (Right to Know Law).

Occupational Safety and Health Administration

(OSHA). Updated 2012. 29 CFR 1910.1450(f)(2).

Occupational Exposure to Hazardous Chemicals in

Laboratories.

Occupational Safety and Health Administration (OSHA).

Safety & Health Management Systems eTool;

Hazard Prevention and Controls.

Occupancy Loads in School Science Laboratories.

National Science Education Leadership Association.

Resource Conservation and Recovery Act (RCRA). April

4, 2006. 40 CFR 260–70.

Roy, K. 2009. Overloading Science Labs. The Science

Teacher 76, No. 5: 12–13.

Roy, K. 2013. Pay Attention to Lab Occupancy Load.

The Science Teacher 80, No. 2: 73.

Roy, K. 2014. Safety in Numbers. Science Scope 38,

No. 1: 4-6

Roy, K. 2015. Avoid Overcrowding Your Lab. The

Science Teacher 60, No. 3: 75.

Stephenson, A., S. West, and J. Westerlund. 2003.

Analysis of Incident/Accident.

Reports from the Texas Science Laboratory Safety

Survey, 2001. School Science and Mathematics,

103(6) October.

Additional Resources

Foreword

Science education in the elementary school is crucial to the education of our children. Hands-on science activities encourage students to become active participants in learning about the world around them. This booklet is designed to assist elementary science teachers with one of the special aspects of teaching science—creating a safe experimental environment for students.

A special note of acknowledgement to members of the American Chemical Society (ACS) Committee on Chemical Safety who prepared the first edition of this manual in 1993: Jack Breazeale; who chaired the Subcommittee; Robert Alaimo; Patricia Redden; Jay Young; Maureen Matkovich, ACS staff liaison; and, especially, Beverly DiMaio of the Horry County School District in South Carolina.

This third edition contains several additions and updated references and graphics. This edition was revised and edited by Bettyann Howson, Task Force chair; David Crumrine; David Katz; Robert Hill; Patricia Galvan, ACS Office of K–8 Education; and Marta Gmurczyk, ACS staff liaison. Their contributions to this edition are gratefully acknowledged.

Laurence doemeny, Chair Committee on Chemical Safety

February 2011 1

Disclaimer: The information contained in this booklet is derived from recognized authorities considered to be reliable and representative of the best opinions on the subject. This booklet is intended to serve only as a starting point for good practices and does not purport to specify minimal legal standards or to represent the policy of the ACS. No warranty, guarantee, or representation is made by the ACS about the accuracy or sufficiency of the information contained herein, and the ACS assumes no responsibility in connection to this material. This booklet is intended to provide basic guidelines for safe practices. Therefore, it cannot be assumed that all necessary warning and precautionary measures are contained in this document and that additional information or measures may not be required. The ACS does not guarantee that the recommendations contained in booklet meet or comply with the requirements of any safety code or regulation of any state, municipality, or other jurisdiction. Users of this booklet should consult pertinent local, state, and federal laws and legal counsel before initiating any K-8 school science safety program.

2

SaFety in the eLementary SCienCe CLaSSroom introduCtion

Science activities in the elementary classroom are safe provided that you and your students are aware of potential hazards and take all necessary and appropriate precautions. By modeling safe lab practices and instructing your students to do the same, they will not only avoid injury now but they will also be better prepared for lab experiences in their upper level science classes.

The safety measures described in this booklet have been compiled by scientists whose area of expertise is chemical safety. The purpose of this booklet is to help you achieve the following:

• Prevent accidents and injuries that may occur during science activities and experiments;

• Teach your students that safety is an important part of science;

• Gain awareness of the potential hazards that exist in an elementary science classroom; and

• Identify safe lab practices that students should know and follow.3

These scientists recognize that they are not the only source of classroom safety information. You may consult your science textbooks or kit programs, state department of education, science supply companies that serve K–12 schools, or the National Science Teachers Association for additional safety information. Science faculties at nearby colleges and universities are often willing to assist in safety matters, as well.

take time to PLan

Many potential hazards can be eliminated if you are organized and prepared. The key is to become familiar with the procedures and substances used in hands-on activities so that you will know what to expect. Always perform activities and experiments before assigning them to students and, while practicing the experiment, consider the following:

• Identify the materials you will need and how you will distribute them to students;

• Identify safety issues and plan how you will address these with students;

• Consider how you will instruct students as they conduct the activity;

• Consider possible emergencies and plan how you will handle them should they occur;

• Ensure that the necessary equipment and emergency supplies are readily available and that you know how to use them;

• Plan how you will collect materials and safely dispose of waste after the activity; and

4

• Plan to have students wash their hands after completing a lesson that includes an experiment or activity.

Follow only reputable published procedures when mixing or using chemicals. All activities published by the ACS, for use at the elementary school level, go through a safety-review process. If you would like to use or combine chemicals on your own, find out whether or not the activity you are planning is safe to perform in a classroom setting. Consult a high school science teacher, science supervisor, or a science professional to learn about any potential problems. Feel free to contact the ACS Education Division at [email protected] with questions about the safety of a planned science activity in your classroom.

5

Grab your GoGGLeS and Gear You, your students, and any visitors to the classroom should wear goggles whenever you conduct or observe hands-on activities. You may find that you need to remind students that goggles work only if they cover a student’s eyes, not their forehead or neck! However, wearing goggles is just one way to protect your eyes when conducting science activities or experiments. Consider the following to ensure that you and your students are properly protected during science activities:

• Wear properly fitting splash-proof safety goggles when working with chemicals or observing others who are working with chemicals. Both child and adult-sized goggles are available from the American Chemical Society at www.acs.org/store, as well as from a variety of K–12 science suppliers;

• Always wear splash-proof safety goggles when working with, or observing, students who are using chemicals, hot liquids, or flying objects;

6

• Wear a laboratory apron or art smock made of cotton, if there is a chance of soiling or damaging clothing;

• Use gloves, heat or cold-resistant mitts, or other hand protection when working with hot materials, dry ice, noxious plants, or live animals;

• Tie back long hair and secure loose clothing and dangling jewelry, especially when working with chemicals or heat sources; and

• Remind students to keep science materials away from their mouths, noses, or eyes when conducting or cleaning after an activity or experiment.

CheCk your SCienCe equiPment ChemiCaLS

• You will find that most K–6 science activity procedures call for household chemicals. Before using these, study the product label carefully to learn the hazards and warnings.

• When using a chemical purchased from a science supply company that serves K–12 schools, check the Material Safety Data Sheet (MSDS). This document describes the hazards of using the chemical, along with proper storage and disposal information.

• Always store chemicals and solutions in properly labeled containers meant for holding chemicals and solutions. Never store chemicals in containers that were originally used for food.

7

• Be sure to dispose of chemicals properly. If you have any questions about how to do this, consult the MSDS or your science supervisor. Regulations vary, so it is best to contact local experts.

• Keep the MSDS handy when using a chemical. If a student is injured as a result of coming into contact with the chemical, the MSDS will explain what to do. Be sure to send the injured student to the nurse’s office along with the MSDS. Every MSDS should be on file in the school district office, as well as in the school or science department office. Copies should be available for the classroom.

• Always wear cotton or insulated gloves, such as gardening or work gloves, when handling dry ice. This solid carbon dioxide is extremely cold and can damage bare skin.

• Store dry ice in a container, such as an open cooler or cardboard box, so that carbon dioxide gas can escape. If placed in a sealed container the gas pressure will build and may cause the container to explode.

tooLS

• Keep the use of glass to a minimum by using it only when necessary. Plastic nonbreakable containers are often a fine substitute.

• Cuts are among the most common of all laboratory injuries. Take proper precautions when using sharp objects, such as knives, scalpels, compasses with sharp points, wires, needles, or pins. Carefully consider whether cutting or sharp tools are really needed. If necessary, tools that have retractable 8

blades are recommended. Precutting materials will eliminate the need for students to handle cutting tools. If students must use sharp objects, demonstrate how students should safely handle these items to prevent injury.

• Store batteries with at least one terminal covered with tape. Batteries with any signs of corrosion should be discarded according to school policy or local disposal regulations. Because the contents of batteries are potentially hazardous, do not cut batteries open or take them apart.

• Old batteries should not be thrown away with the regular classroom trash. Instead, dispose of these, with one terminal covered with tape, in the community hazardous waste recycling collection.

• To minimize environmental impact consider using rechargeable batteries.

thermometerS

• Use alcohol thermometers instead of traditional mercury thermometers. Mercury from broken thermometers is difficult to clean up and the vapor from spilled mercury is dangerous and toxic for the environment.

• Thermometers with plastic or metal backing are best. If using glass thermometers without this support, they should be equipped with a cap or triangular ring to prevent rolling.

• Students must not use the thermometers as stirring rods.

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think beFore you brinG PLantS & animaLS into your CLaSSroom PLantS

• Never place seeds or plants used in science activities in your mouth.

• Always wash hands after working with seeds and plants.

• Many store-bought seeds have been coated with insecticides, fertilizers, or both.

• Approximately 700 species of plants are known to cause illness or death. Learn about plants in your area that are harmful and be sure to avoid contact with these. Contact your local agricultural extension office to learn more.

• When taking students on trips into areas where they may be exposed to hazardous plants, such as poison ivy, be prepared to instruct students to recognize and avoid these plants.

• Learn the signs of the plant poisoning so that you can act quickly if a student exhibits such signs after a lesson. Symptoms may include one or more of the following: headache, nausea, dizziness, vomiting, hives, itching, or other skin irritation.

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Live animaLS

• Give students a safety lesson to show them how to properly care for and treat an animal before bringing it into a classroom.

• Students should handle animals voluntarily and only under your close supervision.

• Students must not mishandle or mistreat animals.

• Animals caught in the wild have no place in your classroom. Wild animals may have serious diseases, such as rabies or may carry infectious diseases, that are dangerous to people. For example, turtles may carry salmonella.

diSSeCtion

• Only dissect animals that have been purchased from a science supplier to K–12 schools specifically for this purpose. Never dissect any other animal corpse.

• Do not use any animal body that has been preserved in formaldehyde.

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Prevent burnS and FireS heatinG materiaLS

• The area surrounding a heat source should be clean and have no combustible materials nearby.

• Students should not work with hot materials, such as very hot water.

• Not all glass can handle the stress of being heated. Do not use household glass. Use only borosilicate laboratory glassware, such as Kimax™ or Pyrex™ when heating substances.

• Common household liquids, such as alcohol or oil, are flammable and should not be heated. Heat only water or water solutions.

• Never use alcohol burners.

• Handle all hot materials using the appropriate type of tongs.

hot PLateS

• Use only laboratory type hot plates. These are sealed against minor spills.

• Place the hot plate in a location where a student cannot pull it off the worktop or trip over the power cord.

• Never leave the room while the hot plate is plugged in, whether or not it is in use.

• Keep students away from hot plates that are in use or still hot, unless you are right beside the students and have given them specific instructions.

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• Before handling a hot plate, make sure that it is both unplugged and cool. You can check to see if a hot plate is still too hot by placing a few drops of water on the surface. If the water does not evaporate, it should be cool enough to touch.

Fire

Use only safety matches. But even with these, handle and use matches yourself. If you decide that students them- selves must use matches as part of a science activity or experiment, provide explicit instructions on how to safely use them and only permit students to use them under your direct supervision.

Students should use candles only under your strict super- vision. Use tea candles that are short and wide, and can- not be knocked over in normal use. Place other candles in a “drip pan,” such as an aluminum pie plate, that is large enough to contain the candle if it is knocked over.

• Never leave the room while a flame is lit or other heat source is in use.

• Know the location of the nearest fire extinguisher and make sure you are trained in how to use it.

• Check your school’s policy about what to do in the event of a fire.

• Know the location of the nearest fire alarm. Have a map by the door of the classroom illustrating its location.

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CLean uP broken GLaSS and SPiLLS

• Clean up broken glass by using a broom and dustpan. Do not touch, and do not allow students to touch, broken glass. Dispose of the glass in a separate container and label it to inform others that it contains broken glass.

• Clean up any spill immediately, especially a liquid spill. This will prevent further contamination of the work area and the possibility of slipping, falling, or tracking the chemical to another location.

• When using household or other chemicals, follow the clean-up instructions on the label or the MSDS.

• Throw all paper towels or other clean-up materials in a separate container for chemical wastes. Do not put chemical waste in the normal trash containers.

eStabLiSh emerGenCy ProCedureS

• Talk with other science teachers and your principal to develop and establish emergency procedures for first-aid, electric shock, poisoning, burns, allergic reactions, fire, evacuations, spills, or animal bites.

• Find contact information and keep it handy, so that you can contact the appropriate authorities and response agencies, in the event of an emergency.

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Student SaFety ruLeS

Introduce safe practices and help your students under- stand why and how these practices are used. You may either set the rules or have students help you develop science safety rules. Either way, make sure students understand these rules and why they are necessary. You may choose to have students create posters for display in the room throughout the year to emphasize safety and remind students of the specific safety rules. Review the following safety rules with your students before begin- ning an activity.

• Always get your teacher’s approval before conducting a science activity and be sure to have your teacher supervise whenever you conduct a science activity. Never experiment on your own.

• Always wear safety goggles when your teacher tells you to do so. Do not remove your goggles until your teacher says that it is OK.

• If instructed to do so, wear an apron or smock to protect your clothing.

• Read and follow all warning labels on substances being used.

• Be sure your teacher is aware of any allergies you may have.

• Carefully follow all instructions when conducting a science activity. Be sure to use substances exactly as described in the activity.

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• Keep all materials used in the science activity away from your mouth, nose, and eyes. Do not place your hands on your face when conducting or cleaning after an activity.

• Never taste anything during a science activity. If an investigation involves tasting, it will be done in the cafeteria.

• Tie back long hair, and secure loose clothing and dangling jewelry.

• Know the location of all safety equipment, such as the goggle cabinet, fire blanket, first-aid kit, and so forth, in or near your classroom.

• Safety equipment must remain in good working condition. Do not play with it.

• Tell your teacher immediately if an injury, spill, or other accident occurs.

• Clean up your work area after conducting a science activity.

• Wash your hands with soap and water after completing a science activity.

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Even very young students must follow safety rules and have a sense of whether or not a behavior will be safe. Make it clear that students who do not follow these rules will lose the privilege of taking part in fun, hands-on activities. For the safety of all, misbehaving students must be removed from the area where hands-on activities are being conducted.

As students continue to learn about the importance of science safety throughout their elementary school years, they will transfer these skills beyond the science classroom to other classes, to the science lab in middle and high school, and to life in general.

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reSourCeS

american Chemical Society

Education Division 1155 Sixteenth St., NW Washington, DC 20036 800-227-5558 www.acs.org

american Chemical Society Committee on Chemical Safety 1155 Sixteenth St., NW Washington, DC 20036 www.acs.org/safety

national association of biology teachers 12030 Sunrise Valley Drive Suite 110 Reston, VA 20191 703-264-9696 www.NABT.org

national Science teachers association 1840 Wilson Blvd. Arlington, VA 22201 703-243-7100 www.NSTA.org

Laboratory Safety institute 192 Worcester Road Natick, MA 01760 508-647-1900 www.labsafety.org

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reCommendationS For CLeaninG Shared GoGGLeS american Chemical Society Joint Board-Council Committee on Chemical Safety May 1, 2009

introduCtion

Chemical safety goggles are often a shared commodity in secondary schools and in various programs such as the American Chemical Society’s kids & Chemistry and national Chemistry week activities. Teachers and parents of children participating in school and other chemistry- related activities may be concerned with disease transmission associated with the reuse of protective chemical goggles.

The Safe Practices Subcommittee of the American Chemical Society’s Committee on Chemical Safety (CCS) was tasked to investigate and make recommendations regarding cleaning goggles for reuse.

The successful transmission of disease requires a number of factors to occur simultaneously:

1. The presence of a pathogen that is virulent enough to cause disease;

2. The concentration of the pathogen must be high enough to cause an infectious dose;

3. There must be a transmission method from the environment to the host;

4. The pathogen must enter the correct portal to the host;

5. The host must be susceptible to the disease pathogen; and19

6. The pathogen must be “strong” enough to overcome environmental stressors so as to remain active.

The first five points above are sometimes referred to as the “chain of infection.” The absence of any of these factors will prevent an infection. The fifth edition of the Centers for Disease Control and Prevention (CDC)/ National Institutes of Health (NIH)’s Biosafety in Microbiological and Biomedical Laboratories states:

“To accomplish successful transmission [of disease] from an environmental source, all of these requirements for the “chain of infection” must be present. The absence of any one element will prevent transmission… Reduction of environmental microbial contamination by conventional cleaning methods is often enough to prevent environmentally mediated transmission.”

reCommendation:

After use, shared goggles, including the straps should be thoroughly washed in warm water containing a high-quality dishwashing detergent, thoroughly rinsed with fresh water and allowed to dry before the next use. This procedure should be sufficient to prevent environmentally transmitted disease.

According to the CDC, the washing protocol should provide adequate protection against common head lice (Pediculus). More information on preventing the transmission of head lice may be found at: http://www. cdc.gov/lice/head/prevent.html [accessed April 25, 2009].

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reFerenCe:

U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention/National Institutes of Health. Biosafety in Microbiological and Biomedical Laboratories, 5th ed. 2007, Appendix B. This reference is available online at: http://www.cdc.gov/OD/ohs/biosfty/bmbl5/bmbl5toc.htm [accessed April 25, 2009].

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Committee on Chemical Safety

American Chemical Society

1155 Sixteenth St. NW

Washington DC 20036

www.acs.org/safety

Copyright 2011 American Chemical Society