Texas TEKS5th GradeScience

5.1C— Using Science Safety Practices and Equipment

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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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.

What the standard says, word for word · §112.7.b.1.C

demonstrate safe practices and the use of safety equipment during classroom and field investigations as outlined in Texas Education Agency-approved safety standards

Read it at the source: Texas Education Agency (TEA)

What’s inside

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. An educator 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 10 of them as a sample.
Question format: Every question is multiple choice. Students show their work on the page.
Assumed before this: Students who are shaky on these will struggle with 5.1C. Worth a quick check first.
§112.6.b.1.C(Grade 4) Students should already have practiced the same safe practices and use of safety equipment during classroom and field investigations, since this is a recurring process standard that repeats at every grade level, including the grade 4 investigations students completed the year before.
Dates: Published August 6, 2026. Last updated August 14, 2026.

The sample intervention

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5.1C

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.

Never taste science materials. Never smell them directly. Some materials can hurt you, even if they look harmless. If a teacher wants you to notice a smell, you should use gentle wafting only when told to do so.

Wash your hands after handling soil, plants, water samples, or other materials. Clean hands help keep you healthy and keep materials from spreading to other students or surfaces.

If you see a spill, broken glass, or a damaged tool, stop and tell the teacher immediately. Do not try to clean broken glass yourself. Adults use the correct tools and safety steps for that job.

Know where the fire extinguisher, eye wash station, and exit are before work begins. If there is an emergency, moving to the right place quickly helps everyone stay safe.

Safety equipment in our room

	What it protects you from	When you use it
goggles	splashes, dust, and small pieces	before mixing or pouring anything
soap and water	materials left on your hands	after handling any material
eye wash station	something that got into your eyes	right away, and tell the teacher
fire extinguisher	a small fire	an adult uses it, not students
the exit route	staying in an unsafe room	when 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.

Carry equipment carefully so it does not fall, swing, or hit anyone. Use two hands when needed, keep sharp or heavy items pointed down or close to your body, and move slowly and carefully.

Safe science does not stop the investigation. Safe science makes the investigation possible. When everyone follows the plan, the whole class can learn and explore with confidence.

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.

Worked exampleLena finishes exploring soil, then washes her hands before touching her desk.

Worked exampleNoah carries a tray with two hands and keeps it level so nothing falls.

Practice questions

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
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
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
4
The class is starting an investigation. A teacher says, 'Before we begin, know where the fire extinguisher, eye wash station, and exit are.' Why is this important?
- It helps everyone reach the right safety place quickly.
- It helps students finish faster than other classes.
- It only matters after the investigation is over.
- It is mainly for decorating the room.
5
Noah needs to carry a tray with cups of water across the room. Which way is safest?
- Swing it to show he is careful
- Hold it above his head
- Carry it with two hands and keep it level
- Carry it with one hand and move fast
6
The teacher wants students to notice a smell in a safe way. Which action should they use?
- Waft gently only when the teacher says to do it
- Shake the material near the face
- Put the material right under the nose
- Taste the material instead
7
A jar tips over on the table. Jamal starts to reach for it, then remembers the safety plan. What should he do first?
- Move it closer to the edge
- Step back and tell the teacher immediately
- Pick it up quickly with his bare hands
- Ignore it and keep working
8
Which student is showing the best safety choice during a lab investigation?
- Ava, who wears safety goggles before mixing liquids
- Ben, who tastes a material to identify it
- Carla, who runs across the room with glassware
- Diego, who points a tube toward a classmate
9
Read the safety note: 'Tie back long hair before using a burner or moving near flames.' What does this note mean?
- Long hair should be left loose during the activity.
- Long hair should be tied back before working near flames.
- Long hair only matters after the lesson ends.
- Long hair is used to help the burner stay lit.
10
A student says, 'Safety rules slow science down, so we should skip them.' Which response best matches the lesson?
- Safety rules make science impossible.
- Safety rules are only for field trips.
- Safety rules help everyone do science safely and keep working.
- Safety rules matter only for the teacher.

Part of the question set is shown. Generate the whole intervention, freshly themed and with an answer key, for your own class in the product.

Watch for this

Common mistakes

Quick Safety Skipping Students often think science safety rules only matter for “big” problems, so they reach for spills, sniff materials directly, or forget simple steps like goggles, handwashing, and tying back hair. The lesson shows that safe habits come first, before and during every investigation, because they protect students and help the work continue safely.

Vocabulary

Key terms

goggles: Protective eye gear worn when there may be liquid, dust, or small pieces that could get into your eyes.
wafting: A gentle way to notice a smell by moving it toward your nose when a teacher tells you to do so.
spill: A liquid or material that has been dropped or poured out by accident.
eye wash station: A place to rinse your eyes quickly if something gets in them.

In the classroom

How to use this intervention

Use the 7-minute lesson for a quick whole-class warm-up and guided read-aloud of the safety passages, then move into the 10-minute practice as independent work or partner work so students can answer the questions and check their understanding. Circulate during practice to prompt students to use the text evidence about goggles, handwashing, wafting, spills, and emergency locations.

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Questions educators ask

Educator FAQ

What grade level is this worksheet for?

This worksheet is for Grade 5.

Which TEKS standard does it align to?

It aligns to TEKS §112.7.b.1.C, which focuses on demonstrating safe practices and using safety equipment during classroom and field investigations.

Does the worksheet include an answer key?

Yes, the free worksheet PDF includes all questions with a complete answer key.