Texas TEKS5th GradeScience

§112.7.b.1.CDemonstrate safe practices and the use of safety

Scientific and engineering practices · b.1: Scientific and engineering practices. The student asks questions, identifies problems, and plans and safely conducts classroom, laboratory, and field investigations to answer questions, explain phenomena, or design solutions using appropriate tools and models. The student is expected to:

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The lesson, the visual models, and 10 practice questions with space to work.

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What this standard means: TEKS §112.7.1.C asks fifth graders to demonstrate safe practices and use safety equipment correctly during investigations. This intervention, Science Safety First, practices that skill through short scenarios rather than a bare list of rules. Students decide when Mia should put on goggles before a splash risk, why sniffing an unknown powder is unsafe, which student handled soil and water samples more safely by washing up, and why knowing the fire extinguisher and exit location matters before an investigation starts. Each scenario asks students to apply a safety rule to a specific moment, not just recall it. With repetition, checking for goggles, spills, hand washing, and exit routes becomes an automatic first step before any hands-on science task.

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What you get, and who it’s for

Everything below is measured from the actual lesson and the actual file. Nothing here is an estimate.

Time to run
About 17 minutes. 7 min lesson, then 10 min of practice.
In the download
8 printable pages: the full lesson, the worked examples, the visual models, and 10 practice questions with space to work. A teacher answer key is included at the end, so the student pages come first and it is still ready to hand out. The lesson’s worked examples do show their solutions, because that is how they teach.
Question set
The download carries all 10 questions. The page shows 3 of them as a sample.
Question format
Every question is multiple choice. Students show their work on the page.
Dates
Published August 6, 2026. Not revised since.

The sample intervention

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§112.7.b.1.C

Science Safety First: Guided Notes Check-In

Demonstrate safe practices and use safety equipment during classroom and field investigations.

Read the passages and examples below to learn about safe practices and safety equipment during science investigations. Pay attention to when goggles are needed, how to avoid tasting or smelling unknown materials, how to wash hands, and what to do if something spills or breaks.

Science is more fun when everyone stays safe. Safe choices help us do more observing, testing, and exploring. In class and outside, we follow safety rules before, during, and after an investigation.
Safe science: before, during, after

Safety is a routine, not a rule list. Do each step in order every time we investigate.

Wear goggles when there is a chance that liquid, dust, or small pieces could get into your eyes. Goggles protect your eyes, so you can keep working safely. If your teacher says goggles are needed, put them on right away and keep them on until the teacher says to remove them. Also get your body ready: tie back long hair and push up loose sleeves before working near flames or moving materials.
Safety equipment in our room
What it protects you fromWhen you use it
gogglessplashes, dust, and small piecesbefore mixing or pouring anything
soap and watermaterials left on your handsafter handling any material
eye wash stationsomething that got into your eyesright away, and tell the teacher
fire extinguishera small firean adult uses it, not students
the exit routestaying in an unsafe roomwhen the teacher says to leave

Find each of these in our room today. Knowing where they are is part of being ready to do science.

Worked exampleMia is given goggles before a lab. She puts them on first, because tiny drops might splash.
Worked exampleJamal notices a jar has tipped over. He steps back and tells the teacher right away.

Practice questions

  1. 1

    Mia is about to mix a liquid, and her teacher says there may be tiny splashes. What should Mia do first?

    • Taste the liquid carefully
    • Put her hands in her pockets
    • Smell the liquid directly
    • Put on goggles
  2. 2

    A student says, 'I can sniff this powder quickly to see what it is.' What is wrong with that idea?

    • Students should smell all science materials directly.
    • Students should never smell science materials directly.
    • It is fine if the powder looks clean.
    • Only taste tests are unsafe.
  3. 3

    Two students finish handling soil and water samples. Which student made the safer choice?

    • The student who wipes hands on a shirt
    • The student who washes hands with soap and water
    • The student who touches a desk first
    • The student who keeps working right away

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