Physical Hazards in the Elementary Classroom

Fire Safety

Elementary students should not handle heat sources, heated materials, or extremely cold materials such as dry ice. When these materials are used for instructional purposes, they should be handled only by adults.

Activities involving open flames should be avoided unless they are essential to the instructional objective and no safer alternative is available. When an open flame is necessary, a candle is preferred, and it should be handled only by an adult. The candle should be placed in the center of a metal pie pan containing wet sand. Open flames must never be left unattended. After extinguishing a flame, the adult should ensure that the candle and related materials have cooled to room temperature or below before disposal or storage.

An ABC fire extinguisher should be accessible within 75 feet of the classroom, laboratory, or makerspace. Placement inside the room near an exit is preferred when consistent with local fire code and school procedures. Teachers should follow all school, district, and state policies regarding fire extinguisher use.

Student safety is the highest priority during any fire-related emergency. A teacher’s primary responsibility is to move students to safety. If there is any uncertainty about whether a fire can be safely extinguished, the teacher should activate the fire alarm and evacuate the area. School districts or local educational agencies that require employees to use fire extinguishers must provide required training consistent with applicable Occupational Safety and Health Administration (OSHA) requirements and local policy.

Teachers should also monitor the use of hand lenses during outdoor investigations. When exposed to direct sunlight, hand lenses can concentrate light and ignite leaves, paper, or other flammable materials. Students should be instructed not to focus sunlight on objects, and teachers should supervise hand lens use closely to prevent accidental fires.

Electrical Safety

Elementary science instruction may introduce students to electricity and electromagnetic forces. Safety expectations should be embedded throughout all instruction involving electricity, circuits, wires, batteries, and related materials.

When students work with electric circuits, teachers should ensure that students do not create short circuits or other hazardous electrical connections. Students should never handle circuits, wires, batteries, or electrical components with wet hands. Before students assemble a circuit, they should draw a schematic or plan and receive teacher approval. Teachers should not approve any circuit design that could result in a short circuit or unsafe condition. However, non-hazardous circuit designs that may not function as students intend can be approved when they provide an opportunity for students to test ideas and address misconceptions safely.

Including an open switch in a circuit is recommended because it allows the circuit to be opened and closed quickly, reducing the likelihood of injury or damage from an unintended short circuit. When students work with wires, sharp components, or materials that may create an eye hazard, appropriate eye protection, such as safety glasses or chemical splash goggles meeting applicable ANSI/ISEA Z87.1 standards, should be worn.

Teachers have a responsibility to monitor the classroom, laboratory, or makerspace for electrical hazards. Extension cords should be used only for temporary purposes and should not be used as permanent wiring. When extension cords are necessary, they should be commercial-grade, positioned or covered to prevent tripping, and disconnected from electrical outlets at the end of the school day to reduce the risk of overheating. Electrical outlets should not be overloaded with multi-plug adapters, and grounding plugs must never be removed or disabled.

Electrical receptacles located near water sources, including sinks, aquariums, and eyewash stations, should be equipped with Ground Fault Circuit Interrupters (GFCIs). GFCIs should be tested regularly according to school or district procedures. Electrical hazards, including damaged cords, overloaded outlets, missing grounding features, malfunctioning GFCIs, or unsafe equipment, should be documented and reported to the building administrator or appropriate facilities personnel for correction. Defective electrical equipment should not be used until repairs have been completed.

Other Physical Hazards

Elementary science activities may involve additional physical hazards that should be identified during lesson planning and hazard analysis. Some activities may create projectiles, either intentionally or unintentionally. Examples include paper gliders, rolling or dropped balls, rubber bands, launching devices, or moving objects used in investigations. When there is a risk of projectiles, all occupants of the classroom, laboratory, or makerspace should wear appropriate impact-rated eye protection, such as safety glasses or chemical splash goggles meeting applicable ANSI/ISEA Z87.1 standards.

Other physical hazards that should be considered during planning may include the following:

• Slips, trips, and falls
• Bright light, ultraviolet light, lasers, or other electromagnetic radiation hazards
• Loud noises
• Choking hazards
• Sharp objects or tools
• Moving parts or pinch points
• Unstable equipment, materials, or student-built structures

Teachers, in collaboration with building and district administrators, should take reasonable steps to reduce these and other foreseeable hazards before, during, and after science instruction. Hazard reduction may include modifying the activity, substituting safer materials, providing additional supervision, using appropriate personal protective equipment, adjusting the learning space, or selecting an alternative activity that achieves the same instructional goal with less risk.