ࡱ> #` $Ibjbj\.\. 4>D>Dk@x#x#x#8#d$0%Z^&t&t&t&O'Z''s0u0u0u0u0u0u0$1h40Q)O'O'Q)Q)0t&t&0,,,Q)t&t&s0,Q)s0,,,t&$ PiHnx#),-000,4*4,4,'Z/(@,o(4('''00o,X'''0Q)Q)Q)Q)dx#x#  Safety, Legal Issues and Ethical Treatment of Living things in the Science Classroom (Assessment #6) This assessment is based, but is not limited to standard 9. Check  HYPERLINK "http://www.nsta.org" www.nsta.org for more information. Please note, specific rubrics will need to be developed to meet NSTA requirements. Teaching candidates should be able to practice safe science methods in the classroom, teaching/modeling safe science practices to their students, and treating all living organisms in a humane and ethical way. Experiences with safety issues in science classes, science methods class and during field experiences are necessary for a more complete understanding of safety in the classroom. Science is the only classroom subject that has potential danger for the students and teachers and there is greater liability and responsibility for student actions. It is critical to teach and model safety practices to pre-service teachers. Possible assignments to verify the above: A. Pre-service teachers should provide evidence of appropriate knowledge of safety in the science classroom. This could be in the way of a multifaceted project that demonstrates safety knowledge. The plan (Safety Module A) could include: a. Developing a safety plan that includes parts mentioned in examples of part C. b. Passing a test on safety practices covered in NSTA standard #9. c. Writing a summary of ethical and humane treatment of animals in the classroom and collection of living things. d. Show, from mentor teachers or supervising teachers, evidence of good safety practices in the classroom (evaluation forms or recommendations). The parts a-c should be scored with at least 80% proficiency with no major safety issues lacking. This project is explained on a separate page that follows. B. A part of the student teaching or other science teaching field experiences should include safety in the classroom comments from mentor teachers as well as supervising teachers. This should be a part of the field observation forms. This is a part of A above and C below. Part B by itself is not enough to meet the standards. C. A science methods class could have assignments that identify particular safety issues including use and storage of chemicals, proper handling and collecting of living organisms, handling emergencies in the classroom (fire, cuts, chemical splatter etc.) and a safety minded attitude (with legal issues in mind). A project could be designed for pre-service science teachers to gather resources and greater understanding of the above science safety issues, as outlined on a separate pages below. A. Safety Module To learn the appropriate knowledge to manage a safe science classroom, the pre-service teacher could create a portfolio of safety information suitable for the age he/she will be teaching. The individual parts should include: A. Guidelines for students to have for working safely in the science classroom. These could be in the form of a booklet of rules and regulations that should be taught to students or in a series of posters that could be displayed in the classroom. B. A safety quiz/test about the rules of safety in the classroom and what to do in various emergency situations. C. A design/plan of a typical science classroom/lab that pinpoints safety issues, such as chemical storage, projected traffic of students in the classroom, living organism placement, emergency exit information, eyewash, shower, fire extinguishers, fire blanket and similar information. D. A safety contract that explains the basic safety procedures and features of the science classroom. This contract should be constructed for the signature of parents and students. This can be patterned after the contract Flinn Scientific has created. E. An information packet explaining the safe, ethical and humane treatment of living organisms in the classroom as well as in the natural world. This should include a review of rules and regulations for collecting organisms in the field and experimentation in the classroom based on local, state and national laws/regulations. The concepts of protected and endangered species as well as the role of parks and reserves should be included. F. A safety plan explaining safe storage, handling and disposal of chemicals. A list of typical chemicals for an appropriate grade level should be generated with copies of MSDS sheets for the 20 most common chemicals used at this level. Specific guidelines for chemical use should be included stock solutions and measuring of chemicals. G. A plan for behavior management of students in a science classroom. This would include special precautions, special rules for handling chemicals and lab equipment, proper behavior in lab conditions and working with living or non-living organisms, positive/negative consequences for behavior, use of safety equipment and other pertinent information. This is a pro-active plan to prevent behavior that would be unsafe. H. As final evidence of safety knowledge by the pre-service teacher, evidence from a supervising and/or cooperating teacher who has seen the candidate teach for a number of weeks, should be submitted. This could be from field experience/student teaching forms of observation or a special note about observing the candidates use of safe science practices. The suggested Rubric for grading such a project follows: Name Class Date Science Safety Project Rubric Each part of project must receive a minimum 2, for a minimum score of 16 points.Separate part of the safety module see explanation of assignment for specific guidelines.Scoring for partsA. Guidelines/rules for working safely in the science classroom including: use of chemicals, goggles, using flames, glassware usage, proper clothing, safe behavior, working with animals etc.B. Safety quiz or test including: chemical usage, glassware use, safety materials, emergency procedures, proper clothing, working with living organisms, safe behavior etc.C. Safety plan for a typical science classroom including: Use, storage and disposal of chemicals, use and placement of living organisms, safety equipment in place, treatment for emergencies, safe storage of non-chemical equipment, safe movement of students in lab work etc.D. Safety contract including: all the basic rules, regulations regarding science equipment/chemicals and working with living organisms, all previous listed guidelines for a safe science classroom.E. Safe, ethical, and humane treatment of living organisms in and out of the classroom including: Humane and safe treatment of living organisms in the class as display or experimenting, limitations of collecting in the field, role of parks and reserves, protected and endangered species etc.F. Safety plan for safe storage, handling and disposal of chemicals including: Specific guidelines for use, storage and handling of all types of chemicals, guidelines for safe and legal disposal of chemicals, specific safety equipment used, MSDS sheets for 20 most used chemicals etc.G. Plan for behavior management including: Specific desired behaviors for a safe science lab, key rules and consequences for each rule plus special guidelines and consequences for working with living organisms.H. Evidence of candidates safe teaching in the field. A signed form from supervising or cooperating teachers attesting to safe science teaching.Professors score: Signature  Scoring for each part of safety module: 1 point for unsatisfactory coverage of the part, lacking in substance and detail, missing many important issues. 2 points for an adequate coverage of the part, including all major parts of the information of the topic. 3 points for excellent coverage of the part, including all parts of the information of the topic explained in a clear and thorough way. 16 points is the minimum acceptable grade. No part may receive less than 2 points or it will be redone to a value of 2 points. This is a sample project for NSTA/NCATE accreditation. In no way does it guarantee accreditation. C. Model safety project The candidate should, ideally, create a unit or different lesson plans that teach safety to science students. In the course of designing such a plan, the pre-service teacher would learn enough about safety to responsibly manage a science classroom. Every lab designed should have a safety portion to instruct and caution students about safety issues. If lesson plans are not selected for this unit, other useful parts would have to be devised such as developing a safety manual, designing a lab/stockroom, making posters etc. These could also be a part of a lesson plan with students generating these items. Safety is not a hot button issue that draws students attention so creativity is important in whatever methods are used to learn and teach classroom safety. Examples of parts of such a unit: *Proper use and storage of chemicals, including responsible disposal (stock solutions, pouring and mixing of solutions, safe placement of chemicals, ordering chemicals etc.). *Techniques for safe handling of science supplies (titration, Bunsen burner, glassware etc.) *What to do in case of an emergency (fire, chemical splash, cuts etc.) *Why we have to have special lab regulations with suggested rules, posters and safety contracts. *The humane handling and collection of living organisms (limits and laws about collecting, dissection, humane treatment, allergies to living things etc.) Much latitude can be allowed for creativity of such safety projects, but they must emphasize good practice and teaching safety to students. The following is a suggested Rubric for Science Safety Module which can be revised to individual requirements. Name Class Date Rubric for Science Safety Module A minimum of 2 must be met on each topic, or it must be redone. Minimum of 18 points.Topic coveredNot acceptable (1)Acceptable (2)Excellent (3)Chemical safety and storageOnly cursory information on chemical use and storageIncludes all basic safety information needed for safe handling and storage of chemicalsAll basic plus extra useful information useful for advanced use and storage of chemicalsSafe use of lab materialsLimited explanations of use of basic lab techniquesIncludes all basic procedures used in typical labs with safety in mindThorough explanations of all key lab procedures for a safe labDesign a safe science labSeveral safety features for the lab omittedAll basic lab safety issues portrayed in lab designComplete coverage of all safety issues for a science labSafety guidelines for science class and handling emergency situationsIncomplete list of guidelines for typical science lab few emergency situations coveredMajor science rules considered for a safe lab operation and basic emergency situations coveredAll safety issues covered with clarity and thoroughness as well as all typical emergenciesSafety quizQuiz is too basic with little substanceGood basic coverage of major safety points in quizThorough coverage of all important safety issues in quizPosters for safetyToo little substance or coverage of safety issues in classPosters were well thought out covering all basic safety issuesCreative and eye-catching posters covering all important issuesEthical/humane treatment of organismsDoes not cover basic issues of humane treatmentCovers how to treat typical animals with respect Complete covering of humane and ethical.treatment of typical organisms in class Legal collecting and keeping of organismsIncomplete covering of regulations governing collecting, handling and keeping organismsGood general coverage of regulations in local area collecting and keeping organismsComplete coverage of typical regulations that students could be involved in up to national level LiabilityInformation of little consequence on liability issues in classroomBasic coverage of liability issues with key examplesMultiple examples of liability issues in the classroom with insightful comments Professors score: Signature: A minimum of 18 points is a passing project with no part less than 2 points. 27 is the most points possible. This is a sample project for NSTA/NCATE accreditation. In no way does it guarantee accreditation by these groups. Useful Websites for the above projects The following are websites that have great safety ideas and background information, useful for constructing a science safety module or making lessons about science safety.  HYPERLINK "http://ted.hssc.edu/faculty/Science%20safety/" http://ted.hssc.edu/faculty/Science%20safety/ A college professors (Dr. Shariff) site with many links to almost all possible safety issues  HYPERLINK "http://nobel.scas.bcit.ca/debeck_pt/science/safetyContract.htm" http://nobel.scas.bcit.ca/debeck_pt/science/safetyContract.htm Safety contract  HYPERLINK "http://csss.enc.org/media/scisafe.pdf" http://csss.enc.org/media/scisafe.pdf Council of State Science Supervisors brief but thorough safety manual including liability of teachers, using living organisms, safe use of chemicals, possible accidents and planning activities and classroom arrangement  HYPERLINK "http://www.ri.net/schools/Newport/TMS/SciContract.PDF" http://www.ri.net/schools/Newport/TMS/SciContract.PDF A typical middle school science contract for parents and students  HYPERLINK "http://membership.acs.org/c/ccs/pub_8.htm" http://membership.acs.org/c/ccs/pub_8.htm American Chemical Societys K-6 safety manual  HYPERLINK "http://membership.acs.org/c/ccs/pubs/Chemical_Safety_Manual.pdf" http://membership.acs.org/c/ccs/pubs/Chemical_Safety_Manual.pdf American Chemical Societys 7-12 Chemical Safety Manual  HYPERLINK "http://www.tenet.edu/teks/science/safety/safety_manual.html" http://www.tenet.edu/teks/science/safety/safety_manual.html Texas safety standards manual for k-12 classrooms  HYPERLINK "http://flinnsci.com/" http://flinnsci.com/ Continually updated safety information that includes free access to 1300 msds information that is required for all science labs  HYPERLINK "http://www.sciencenewsforkids.org/pages/safetyzone.asp" http://www.sciencenewsforkids.org/pages/safetyzone.asp Duponts safety information site which has many useful links  HYPERLINK "http://www-personal.umich.edu/~krajcik/safety.htm" http://www-personal.umich.edu/~krajcik/safety.htm Great checklist questions to ask yourself (or even students) before doing lab work  HYPERLINK "http://www.nsta.org/positionstatement&psid=18" http://www.nsta.org/positionstatement&psid=18 NSTAs position statement about field trips and classroom liability  HYPERLINK "http://www.nsta.org/organisms" http://www.nsta.org/organisms Responsible use of animals for preservice science teachers  HYPERLINK "http://www.lawrencehallofscience.org/foss/fossweb/teachers/materials/plantanimal/ethics.html" http://www.lawrencehallofscience.org/foss/fossweb/teachers/materials/plantanimal/ethics.html Foss/Deltas position on use of organisms in the classroom good common sense  HYPERLINK "http://www.nsta.org/main/pdfs/NCATE-SafetyModule.pdf" http://www.nsta.org/main/pdfs/NCATE-SafetyModule.pdf Virginia Tech module that science students must complete to show their understanding of safety in the classroom  HYPERLINK "http://www.fayette.k12.il.us/isbe/science/pdf/sci_5.pdf" http://www.fayette.k12.il.us/isbe/science/pdf/sci_5.pdf Liability issues in Illinois useful resource for thinking about personal liability in the science classroom  HYPERLINK "http://www.seattleschools.org/area/science/safetyhome.html" http://www.seattleschools.org/area/science/safetyhome.html Seattle Public schools view on liability and safety in the classroom  HYPERLINK "http://www.rbs2.com/labinj.htm#anchor111444" http://www.rbs2.com/labinj.htm#anchor111444 Useful examples of court cases involving negligence in the science classroom  HYPERLINK "http://www.edu.gov.mb.ca/ks4/docs/support/scisafe/chapter5.html" http://www.edu.gov.mb.ca/ks4/docs/support/scisafe/chapter5.html Hazardous material information from the Manitoba educational leaders     For up to date information, go to  HYPERLINK "http://www.nsta.org/preservice" www.nsta.org/preservice Developed by William Jones, 2006 as part of a grant from OHEN <UdefC D E   7 ' p q r u κֶڲڲ}xtplh^hmhN hg45hg4hg45 h^hg4hehc45 h^5 hm5hhAhhc4hO:Xhz}hg4h/hi5hW0JjhWUjhWUhWhW h#q5 hz}5 h>5 hXl5hz}hz}5 h5*fD E   t[\MNOPQRSTUVWXgdugdg4L]LgdXlkH#I   % ' + , - / q s t46o$*+Z[\]^1JMNoQRT趮hd!6hu5 hu5 h>V 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