Every module in the Lab Safety Certification maps to the 2021-adopted Texas science TEKS (implemented 2024–25), the statutes behind them, and supports for emergent bilingual learners and universal access.
In the current TEKS, lab safety lives in Strand 1, Scientific and Engineering Practices. The same student expectation repeats at every grade and course. Its full text: “use appropriate safety equipment and practices during laboratory, classroom, and field investigations as outlined in Texas Education Agency-approved safety standards.”
| Grade / Course | TEKS Code | Safety focus at this level |
|---|---|---|
| Grade 6 | S.6.1.C | Identify and use everyday safety equipment and practices; follow the safety contract. |
| Grade 7 | S.7.1.C | Apply safe practices across more independent investigations; recognize hazard signs. |
| Grade 8 | S.8.1.C | Select appropriate PPE and emergency equipment for a given investigation. |
| Biology | BIO.1.C | Biological/biohazard handling, disposal, and aseptic technique context. |
| Chemistry | CHEM.1.C | SDS interpretation, GHS pictograms, chemical compatibility and storage. |
| Physics | PHY.1.C | Electrical, mechanical, thermal, and optical (laser) safety in investigations. |
| IPC | IPC.1.C | Combined physical/chemical hazards; SDS hazard classes (flammable, corrosive, reactive). |
The TEKS point to outside authority for the specifics. These are the sources that define what “appropriate safety equipment and practices” actually means in a Texas classroom.
| Authority | What it requires |
|---|---|
| TEC §38.005 | Each teacher and student must wear industrial-quality eye-protective devices (Z87+) in appropriate situations as determined by district policy. |
| TEA Safety Standards K–12 | The Charles A. Dana Center guide (funded by TEA) — the “TEA-approved safety standards” the TEKS reference. Covers PPE, emergency equipment, chemical safety, facilities, and training. |
| 19 TAC Ch. 112 | The science TEKS themselves, including the requirement that 40% of instructional time be hands-on lab and field investigation. |
| 19 TAC Ch. 61 | Facility and space standards for science classrooms and laboratories (overcrowding affects safety). |
| 19 TAC Ch. 247 | Educators’ Code of Ethics — duty to comply with safety laws, rules, and policies. |
Each activity is tagged to a primary TEKS code and the concrete safety content it teaches.
| Module | Primary TEKS | Students learn to… |
|---|---|---|
| MS 1 · Rules of the Room | S.6–8.1.C | Follow conduct rules before, during, and after a lab; report hazards. |
| MS 2 · Suit Up | S.6–8.1.C · TEC §38.005 | Choose and wear goggles, aprons, and gloves correctly. |
| MS 3 · Know Your Exits | S.6–8.1.C | Locate and describe the use of eyewash, shower, fire blanket, and extinguisher. |
| MS 4 · Read the Signs | S.6–8.1.C | Interpret hazard symbols and warning labels before handling materials. |
| MS 5 · Spot the Hazard | S.6–8.1.C · .1.B | Analyze a scene, find safety errors, and justify why each is dangerous. |
| HS 1 · SDS Decoded | CHEM/IPC.1.C | Locate hazards, first aid, storage, and disposal on a Safety Data Sheet. |
| HS 2 · GHS Pictograms | CHEM/BIO.1.C | Classify substances by the nine GHS pictograms and match handling rules. |
| HS 3 · Compatibility & Storage | CHEM/IPC.1.C | Judge chemical incompatibilities and assign safe storage groups. |
| HS 4 · Procedure Critique | All .1.C | Run a risk assessment on a procedure and correct every flaw. |
The activities embed cross-curricular ELPS supports (19 TAC §74.4) across all four language domains, scaffolded for Beginning through Advanced High proficiency.
| Domain / ELPS | How the modules support it |
|---|---|
| §74.4(c)(1) Learning strategies | Bilingual word bank and visuals let students use prior knowledge to make meaning of new safety terms. |
| §74.4(c)(2) Listening | Optional video with visual context; key terms paired with icons. |
| §74.4(c)(3) Speaking | Sentence stems support “turn and talk” discussion of each scenario. |
| §74.4(c)(4) Reading | Full Spanish/English toggle; short, chunked prompts; symbols beside vocabulary. |
| §74.4(c)(5) Writing | Typed-response items include a sentence stem for the “prove it” explanation. |
Each module is built on the three UDL principles so more learners can access, engage with, and demonstrate the content.
| Principle | In the modules |
|---|---|
| Multiple means of Representation | Ideas shown as text, icon, color, and video; hazards named in two languages. |
| Multiple means of Action & Expression | Students respond by sorting, sequencing, selecting, and typing — not one fixed format. |
| Multiple means of Engagement | Short goals, immediate “prove-it” feedback, and a visible badge sustain effort. |
For teams outside Texas or reporting to literacy frameworks, these science-literacy standards map naturally to the reading-heavy modules.
| CCSS (Science & Technical) | Maps to |
|---|---|
| RST.6–8.3 / RST.9–10.3 | Following a multistep procedure precisely — “Rules of the Room,” “Procedure Critique.” |
| RST.6–8.4 / RST.9–10.4 | Determining the meaning of symbols and domain terms — “Read the Signs,” “GHS Pictograms.” |
| RST.6–8.7 / RST.9–10.7 | Integrating text with visual information — SDS reading and hazard labels. |
Every module offers more than one way in, following the three CAST UDL principles:
Supports for English learners across all four language domains:
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