Health and Safety in the Science Classroom: Kindergarten to Grade 12 ISBN 978-1-4601-3398-9 This document is available on the Alberta Education website at https://education.alberta.ca/science-k- 6/program-supports/, https://education.alberta.ca/science-7-9/program-supports/, and https://education.alberta.ca/science-10-12/program-supports/. The document is released under the Open Government Licence – Alberta and is also available through the Open Government Portal at http://open.alberta.ca/publications/9781460133989. Please note that the terms of the Open Government Licence – Alberta do not apply to any third-party materials included in this document. Questions or concerns regarding this document can be addressed to the Director, Mathematics and Sciences Branch, Alberta Education. Telephone 780-427-0010. To be connected toll-free inside Alberta, dial 310-0000 first. Several websites are listed in this document. 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TABLE OF CONTENTS Introduction ................................................................................................................. 2 Part A: General Safety Management Chapter 1: Starting Points for Planning and Policy Setting ........................................... 3 Chapter 2: Emergency Preparedness and Response .................................................. 24 Chapter 3: Facility Design and Safety Equipment ....................................................... 36 Chapter 4: Risk Management ...................................................................................... 50 Part B: Specific Hazards Chapter 5: Biological Hazards ..................................................................................... 61 Chapter 6: Physical Hazards ....................................................................................... 70 Chapter 7: Chemical Hazards ..................................................................................... 84 Chapter 8: Chemical Hazard Control .......................................................................... 98 Chapter 9: Chemical Hazard Information .................................................................. 120 Appendices Appendix A: Example Science Safety Rules and Procedures .................................. 256 Appendix B: Sample Student Safety Contract/Agreement—Elementary .................. 257 Appendix C: Sample Student Safety Contract/Agreement—Secondary .................. 258 Appendix D: Chemical Laboratory Safety Inspection Checklist ................................ 260 Appendix E: Incident Report Form ........................................................................... 262 Appendix F: Chemical Inventory Template .............................................................. 265 Appendix G: Suggested Science Department Safety Policies and Procedures ........ 266 Appendix H: Basic Laboratory Techniques .............................................................. 268 Appendix I: Websites for Acts, Regulations, Codes, and Bylaws ............................ 274 Appendix J: Category D Chemicals .......................................................................... 275 References .............................................................................................................. 277 Health and Safety in the Science Classroom (K–12) 1 © Alberta Education, Alberta, Canada Table of Contents 2019 INTRODUCTION Hands-on activities are a fundamental part of science learning. In early grades, student’s exploratory activities with materials provide the starting point for their concept and skill development. In later grades, students learn the techniques of controlled investigation and experimentation and, through practice, develop the skills of science inquiry and problem solving. Laboratory activities provide the starting point for understanding the nature of science and the interplay of evidence and theory. The challenge for schools is to offer science activities that are both educationally rewarding and safe. This result can only be achieved through a team effort, involving all of those who set and administer school policies, design and maintain the learning environment, plan and deliver science programs, and select and prepare the materials used. The goal of this K–12 science health and safety resource is to bring together information needed by administrators, planners, teachers, and support staff to help them make sound decisions regarding science safety. The document identifies areas for decision making and action at a variety of levels. It supports planning and action by providing information on safety legislation and standards, health and safety hazards, and example procedures for eliminating or minimizing hazards. The materials in this health and safety resource have been compiled from sources believed to be reliable and accurate and to represent the best of current thinking on the subject. This resource is intended to serve as a starting point for planning good practices, but does not purport to specify the level of technical detail that some users may require or to have anticipated every circumstance where health and safety may be a factor. Alberta Education thus cannot assume responsibility for the validity or completeness of the information provided or for the consequences of its use. It can neither be assured that all necessary warnings and precautionary measures are contained herein, nor that additional information or measures may not be required due to particular exceptional circumstances. Health and Safety in the Science Classroom (K–12) 2 © Alberta Education, Alberta, Canada Introduction 2019 PART A: GENERAL SAFETY MANAGEMENT Chapter 1: Starting Points for Planning and Policy Setting Overview This chapter sets the stage for safety planning for science classrooms. The chapter outlines the roles of key stakeholders and lists sample actions that are appropriate to these roles. It also summarizes legislated requirements that have an impact on planning for science safety. Finally, it provides general guidelines for promoting safety. Due Diligence: An Approach to Science Safety A first step in planning for science safety is to become aware of the potential hazards that science activities may present. Further steps focus on minimizing risks by taking reasonable safety precautions—in other words, by acting with due diligence. In a legal context, due diligence means taking all reasonable steps to prevent incidents and injuries, thus avoiding the assumption of legal liability. However, due diligence is more than just a legal concept; it is a positive approach to avoiding incidents and injuries by identifying possible hazards, planning precautionary actions, and fulfilling one’s responsibilities. This more general definition provides a common sense starting point for safety planning. Principals, administrators, teachers, and other staff can demonstrate due diligence by taking action in the following three key areas: • ensuring awareness of potential risks and the related safety regulations; • ensuring staff competency in meeting legislated requirements, thereby avoiding unnecessary risk; and • implementing monitoring and compliance strategies to ensure that regulations are met. Health and Safety in the Science Classroom (K–12) 3 © Alberta Education, Alberta, Canada Chapter 1 2019 Awareness of Legislated Safety Requirements Principals, administrators, teachers, and other personnel need to know about the legislated requirements that apply to science programs offered in their schools. It is important to know about these regulations not only because they are legal obligations, but also because they help educators to better understand potential risks and the preventative measures that can be taken. Relevant legislation and requirements are summarized in this chapter inasmuch as they relate to safe practices in the science classroom. For access to the actual legislation, regulation, code, or bylaw itself, see Appendix I for the website addresses. Staff Competency As outlined in Section 8 of the Alberta Teachers’ Association Code of Professional Conduct and Section 13(1) of the Occupational Health and Safety Regulation, Alberta Regulation 62/2003 (with amendments up to and including Alberta Regulation 51/2018), it is essential that teachers and other staff who perform potentially dangerous tasks are competent to handle these tasks. Competency means being aware of risks and being properly trained in relevant procedures to safely perform the task