Safety Equipment

Overview

This is Lesson 2 of 5 in the unit “Safety First: Science Basics.” Students explore common lab safety equipment (for example, goggles, lab coats, and fire extinguishers), then match each item to what it protects or what to do.

Learning intentions

• Students will be able to identify key safety equipment found in a science lab.
• Students will be able to describe the purpose of each safety item and how it helps keep people safe.
• Students will be able to use lab-safety rules and procedures during a hands-on matching activity.

Success criteria

• I can name several safety equipment items used in a lab.
• I can explain what each item is for (for example, protecting eyes, covering skin, or responding to fires).
• I can choose the correct safety equipment for a described lab situation.
• I can follow classroom safety expectations during the activity.

Curriculum links

• Safety and responsible scientific practices in everyday investigations: using appropriate procedures and PPE.
• Science inquiry skills: communication and applying safety rules during investigation.
• Understanding safe work in science settings: selecting and using protective equipment correctly.
• Health and safety as part of responsible citizenship in science learning.

Lesson structure (45 minutes)

1. 0–5 min: Welcome and safety focus

• Teacher briefly reviews Lesson 1 key ideas: why safety matters and basic lab expectations.
• Students quickly share one rule they remember and why it matters.

2. 5–12 min: Safety equipment show-and-tell

• Teacher displays images or real examples of goggles, lab coats, gloves (if available), safety glasses, and a fire extinguisher model/poster (real device not handled if prohibited).
• Students in pairs do a “think-pair” response: “What does it protect? When would you use it?”

3. 12–22 min: Mini-lesson—purpose and correct use

• Teacher models correct language and expectations:
• Goggles/glasses: protect eyes from splashes and flying debris.
• Lab coats: protect clothing/skin from minor spills and splatter.
• Gloves (if used in class): protect hands during specific tasks (teacher clarifies when gloves are appropriate and when they are not).
• Fire extinguisher: used for responding to small fires according to teacher direction and evacuation procedures.
• Emphasise: equipment supports safe procedures, but teacher directions come first.

4. 22–35 min: Matching activity (hands-on)

• Distribute cards: equipment cards and scenario cards (for example, “liquid splash risk,” “handling a hot container,” “unknown small fire,” “protecting skin from minor spills”).
• Students work in groups of 3: match each scenario to the best safety equipment and write a one-sentence justification.
• Teacher circulates to check reasoning and correct misconceptions (for example, “fire extinguisher for any problem” vs “for fires only, and only when directed”).

5. 35–42 min: Share-out and class verification

• Each group shares one match and justification.
• Teacher guides students to use consistent “I can” phrasing:
• “I can explain that ___ protects ___ because ___.”
• Clarify any confusing scenarios and restate correct classroom procedures.

6. 42–45 min: Exit ticket

• Students complete a short written or oral response:
• Pick two equipment items and state their purpose.
• Answer: “What should you do first if you notice an unsafe situation?” (Expected: stop, alert teacher, follow procedures.)

Resources

• Safety equipment visuals (printed posters or images) and/or real items (goggles, lab coats, gloves for demonstration only)
• Scenario cards and matching cards (equipment + lab situations)
• Student recording sheet for justifications (one sentence per match)
• Teacher model “correct use” checklist (simple, pictorial if needed)
• Exit ticket slips or a digital form (offline option)
• Classroom safety rules posted where students can see them
• Timer and group roles (reader, recorder, materials manager)

Assessment

• Observation during group matching: listen for correct purpose statements and safe reasoning.
• Matching sheet review: accuracy and quality of justifications.
• Exit ticket check: confirms individual understanding of equipment purposes and first steps in unsafe situations.

Differentiation

• Support for ESL learners:
• Provide sentence starters: “I can see ___, so it protects ___.”
• Use visuals and gestures when introducing equipment purposes.
• Pre-teach 5–7 essential words (for example, protect, splash, fire, extinguisher, goggles) using pictures.
• Support for students who need scaffolding:
• Offer a partially completed example match card for reference.
• Allow oral justification instead of full sentences for the first draft (teacher can scribe).
• Extension for advanced learners:
• Add “challenge” scenario cards asking students to choose the best combination of equipment and explain why (for example, goggles plus coat for splash risk).
• Ask students to create a “safety rule” for one equipment item.
• SEN supports:
• Structured group roles and a timed step-by-step routine.
• Reduce writing load by allowing short phrases or selecting from provided justification options.