Use these targets, vocabulary, rubrics, examples, and score sheet with the instructor's approved lesson and procedure. This is an assessment companion, not a complete lesson or safety authorization.
By the end of the Lab Safety & Technique unit, a student should be able to:
Five science criteria plus separately reported integration (Page 3).
Set up, run, and clean up an activity while working safely.
The student names the hazards and where help is (Page 4).
Setup, steps, and cleanup kept distinct.
You are making a decision, not adding up points. For each criterion, decide whether the work is Developing, Proficient, or Mastery — the column language tells you which. A criterion counts as mastered only when the student can both work safely without reminders and leave the space tidy. Each student has three tokens per term; each token retries one rubric criterion. Approved accommodations, equipment failures, and approved absences are handled separately and do not consume these tokens.
Accept listed synonyms; use the distinction column to resolve near-matches.
| Canonical answer | Accepted synonyms | Common confusion / discriminator |
|---|---|---|
| Setup & hazards | ||
| PPE | safety gear / goggles | Goggles, tied-back hair, closed shoes — worn before the first step |
| Hazard | danger / risk | Something that could cause harm; read the warnings to spot it |
| Procedure | the steps / instructions | Read all of it — including warnings — before starting |
| Clear workspace | tidy bench / clean area | Nothing loose or spilled; dry and uncluttered before you begin |
| Handling & cleanup | ||
| Careful handling | using tools correctly | Right tool, right way, unrushed — a risk to no one when done well |
| Disposal | throwing away safely | Waste goes where it belongs, not left out for the next person |
| Cleanup | tidying up | Materials away, surfaces wiped — leave it better than you found it |
| Emergency response | what to do when it goes wrong | Tell an adult, step back from a break, wipe a small spill — calmly |
| Criterion | Developing | Proficient | Mastery |
|---|---|---|---|
| PPE & setup | Starts working with no goggles, loose hair, or a cluttered space. | Puts on some gear but forgets a piece, or clears only part of the workspace. | Sets up right every time — goggles on, hair tied back, workspace clear and dry before the first step. |
| Procedure & hazard awareness | Dives in without reading the steps or noticing any warnings. | Reads the procedure but skims the warnings, or cannot say where help is. | Reads the steps and the warnings first, and can point to the exits, the sink, and where an adult is. |
| Careful handling | Handles tools or materials roughly or the wrong way — a risk to the work and to people. | Uses tools correctly most of the time but gets careless when rushing. | Uses every tool and material — a hot plate, a graduated cylinder, the fizz tablet, the melting ice — safely and the right way, without prompting. |
| Cleanup & disposal | Walks away leaving spills, trash, or tools out for someone else. | Cleans up part way — wipes the surface but leaves materials out, or disposes of things carelessly. | Leaves the space safe and tidy — materials put away, waste disposed of correctly, surfaces wiped for the next person. |
| Emergency response | Freezes or panics when something spills, breaks, or goes wrong. | Knows something should be done but hesitates or reaches for the wrong response. | Does the simple right thing at once — tells an adult, steps back from a break, wipes a small spill safely — calmly and quickly. |
| Integration (cross-domain) | Makes no supported connection between the source and the science. | Uses the source but needs help connecting evidence, writing, or limitations to the science. | Independently connects History, Reading, and Writing using a cited source, appropriate evidence, a limitation, and a scientific explanation. |
The split between Proficient and Mastery is safe without reminders: the student sets up, works, and cleans up on their own. Ask “show me how you’d start” — and watch whether the goggles go on first.
Read these before you grade. They show what Mastery and Developing actually sound like, plus the edge cases where you should coach rather than decide on the spot.
Student: ______________________________________ Date: _______________ Guide: _________________________
| # | Criterion | Decision | Notes |
|---|---|---|---|
| 1 | PPE & setup | Dev / Prof / Mast | |
| 2 | Procedure & hazard awareness | Dev / Prof / Mast | |
| 3 | Careful handling | Dev / Prof / Mast | |
| 4 | Cleanup & disposal | Dev / Prof / Mast | |
| 5 | Emergency response | Dev / Prof / Mast | |
| 6 | Integration (cross-domain) | Dev / Prof / Mast |
☐ No ☐ Yes — for criterion: __________
Tokens left this term after this session (choose one): ☐ 3 ☐ 2 ☐ 1 ☐ None left
Dev = Developing · Prof = Proficient · Mast = Mastery · Unsure between two levels? Circle the lower one and note what a re-do would need.