Not your average safety guide, Inquiring Safely is a uniquely readable resource from experienced teachers who know both middle school science content and how middle school students behave. The authors go beyond the standard rules and regulations to discuss safety concepts in the context of real classrooms and to help you make students your partners-in-safety within an inquiry-based science curriculum. 
New and veteran teachers alike can use Inquiring Safely to develop better approaches to equip labs, dispose of chemicals and other hazardous materials, maintain documentation, and organize field trips. Some chapters cover specific disciplines, such as physical science, chemistry, Earth science, and biology. Others deal with general topics such as supervising students online activities, accommodating students with special needs, and working with volunteers. Special features include an unusually detailed index plus model student contracts and permission forms. 
Like Exploring Safely: A Guide for Elementary Teachers, this essential book emphasizes a preventive approach to an up-to-date range of potential hazards. Given increased scrutiny of teaching practices and growing concerns about liability, Inquiring Safely belongs on the reference shelf of every middle school science teacher.

Inquiring Safely: A Guide for Middle School Teachers

Science & Math

Texley, Juliana

Kwan, Terry

Science for Kids

Natl Science Teachers Assn

Just as high school science is more complex than it is at lower grade levels, so are the safety issues you face in your classes and labs. Reduce the risks to people and place with Investigating Safety, the tried and most advanced and detalled volume in NSTA's unique series of safety guidebooks for science teachers.
Some of the guide's 11 chapters deal with the special safety requirements of specific disciplines; physics, chemistry, Earth and space sciences, and biology. Others cover topics every high school teacher must grapple with, including equipping labs; storing and disposing of chemicals and other hazardous materials; maintaining documentation; and organizing field trips. You'll learn not only how to accommodate students with specials needs but also how to make every student a partner in safer science.
Classroom veterans themselves, the authors have organized the book with practicality in mind. Safety concepts are discussed in the context of common situations in real classrooms. Sidebars and inserts in every chapter highlight and reinforce important material. Key informatin is selectively repeated in different chapters so you won't have to flip back and forth. And permission slips, student contracts, and other sample forms are included for adapting to your needs. With scrutiny of teachers' practices and concerns about liability accelerating, Investigating Safely belongs on the bookshelf of every high school science teacher, and every science supervisor.

Investigating Safely: A Guide for High School Teachers

Education & Teaching

Summers, John

Schools & Teaching

Science Safety in the Community College is specifically designed to help two-year college faculty including adjunct faculty lay a good safety foundation for students in introductory science courses even when they have widely differing science backgrounds. To encourage safety within a climate of inquiry, this handbook covers essential topics such as: equipping a lab for safety, safe materials storage and disposal, safe field studies, and special considerations for working with living organisms and teaching chemistry, Earth and space science, and physics.

Science Safety in the Community College

Because action is the best antidote to climate change! Use this manual to teach your students the science and reality of climate change, while empowering them to take action in their own communities. In this companion to the remarkable Young Voices for the Planet film series, you’ll find: <ul>
<li>Inspiring true stories of low- or no-cost youth-led projects that address a wide range of environmental issues </li> <li>Practical tips for inspiring students to develop projects relevant to their own communities, including planning, financing, safety, and liability</li> <li>Many creative and replicable ways to reduce CO2 emissions, as well as connections to the NGSS</li> </ul>
 To view the films, visit www.youngvoicesonclimatechange.com.

Empowering Young Voices for the Planet

Reference

Cherry, Lynne

Lyons, Suzanne E.

Encyclopedias & Subject Guides

Corwin

Teaching STEM Literacy is comprised of ready-made, open-ended lessons reviewed and tested by teachers, which help educators integrate STEM learning into the early childhood classroom. Lessons are linked to the Next Generation Science Standards, and encourage creative ideas for three-dimensional STEM learning that are developmentally appropriate and exemplified through children's literature. The three-dimensional STEM learning—content, concepts, and practices—comes in twelve, ready-made open-ended teaching units that make it easy to teach science and inquiry to young children. This book uses the 5E framework (engagement, exploration, explanation, elaboration, and evaluation) to cultivate children's skills of observation, questioning, and data collection by combining discovery, problem solving, and engineering solutions to authentic questions that young children might ask. 
 Juliana Texley holds a master's in biology and chemistry, and a PhD in curriculum development/science education from Wayne State University, and has over thirty years of teaching experience. She is a graduate-level adjunct professor specializing in educational technology and assessment, science, and science teaching at Central Michigan University and Lesley University in Massachusetts. Texley has been a National Science Teachers Association (NSTA) member for thirty years, and served as president from 2014-2015. She is on the board for Young Voices for the Planet and led the development and evaluation of online learning programs for JASON Learning.
Ruth M. Ruud has over thirty-five years of teaching experience ranging from early childhood to undergraduate studies. She has a master's degree in education with additional coursework in all areas of science. A former Delta Education FOSS (Full Option Science System) consultant, Ruth currently works as an adjunct professor teaching physical geography courses at Cleveland State University. She served as president of the Pennsylvania Science Teachers Association and has chaired a number of committees of the National Science Teachers Association (NSTA), is a member of the NSTA Recommends committee, and is the head reviewer for the NSTA Shell Science Lab Challenge.

Teaching STEM Literacy: A Constructivist Approach for Ages 3 to 8

Ruud, Ruth M.

Redleaf Press

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