STAO
Fire Safety Resource
STAO Fire Safety Resource
What You Will Learn
 The format of the STAO Fire Safety
Resource
 The proper and safe use of flammable
and combustible materials in secondary
classrooms
 The legislation and curriculum linkages
related to working with flammable and
combustible materials in secondary
classrooms
STAO Safety Resource
Recent Accidents in Ontario Science Classrooms
1. A beaker of methanol was ignited accidentally by a
bunsen burner flame. The beaker was dropped, the
flames spread, and several students were taken to
hospital.
2. One cup of alcohol placed in a water cooler was ignited, a
flame shot out and a ball of fire landed 2 meters away on
a student’s jeans.
3. Reaction with Potassium Chlorate, Manganese Dioxide,
Sugar and Glycerine in a test tube resulted in an
explosion. Three students injured.
Fire Safety Knowledge and Skills
Knowledge for Handling Flammable and
Combustible Substances
1. Type of Flammable and Combustible
Materials
2. Quantity of Flammable and Combustible
Materials
3. Concentration of Flammable and
Combustible Materials
Fire Safety Knowledge and Skills
Knowledge and Skills for Preparation of Activities
4. Room Readiness
― Safety equipment
5. Storage and Disposal
6. Classroom Management
― Assessment of student skill level and
readiness
7. Choice of Heat Source
― Suitable flame source
Knowledge and Skills for Emergencies
8. Dealing with Unintended Flame
Fire Safety Resource Components
The Fire Safety Resource Components
1. Educators’ Guide
2. Video clips
3. Student Information Materials
4. Workshop or Training Materials
Fire Safety Resource Learning Goals
1. Identify and clarify legislation and
regulations related to fire safety
2. Identify and clarify curriculum
expectations
3. Demonstrate procedures necessary to
plan and supervise safe student learning
activities
4. Provide classroom resources aligned
with the curriculum expectations
5. Provide training materials for teachers
and students
Fire Safety Resource: Educators’ Guide
Educators’ Guide
 An outline of legislation and curriculum
linkages
 Links to curriculum policy for Grades 9-12
Science with a focus on safety
 Links to science courses with curriculum
expectations that may involve working with
flammable and combustible materials
 Student and teacher reflection tools for
learning sustainment
 Teacher supports for videos
Overview of Legislation
Occupational
Health and Safety
Act/Ministry of
Labour
SCIENCE
TEACHER
Education Act: O.
Reg.
298/Ministry of
Education
Science
WHMIS/
Ministry of
Labour
Biology
Chemistry
Environmental Science
Earth and Space
Science
Physics
The
Environmental
Protection Act
Office of
Ontario Fire
Marshal
Legislation related to Safety in general:
Education Act: O. Reg 298, 20.(g), Duties of Teachers
‘ensure that all reasonable safety procedures are carried out in courses
and activities for which the teacher is responsible’
http://www.elaws.gov.on.ca/html/regs/english/elaws_regs_900298_e.htm
Legislation related to Safety in general:
Occupational Health and Safety Act (OHSA) and its Regulations:
 Teachers need to be aware that under the OHSA every worker
has the right to know about the hazards in their workplace, to bring
issues to the employer’s attention and to refuse work that is unsafe
 Science teachers should have adequate training in the procedures
for the safe use and handling of all chemicals used in the
curriculum including flammable and combustible liquids …….
http://www.elaws.gov.on.ca/html/statutes/english/elaws_statutes_90o01_e.htm
Legislation related to Safe handling of
Flammable and Combustible Liquids:
- Office of the Fire Marshall (OFM): Ontario Fire Code -Sentence
4.12.4.1.(3), Division B states:
"Personnel working in laboratories shall be trained in the safe handling
of flammable liquids and combustible liquids“
http://www.elaws.gov.on.ca/html/source/regs/english/2007/elaws_src_regs_r07
213_e.htm
-OFM guideline, ‘Handling Flammable and Combustible Liquids in
School Laboratories’
http://www.ofm.gov.on.ca/en/Legislation%20Directives%20and%2
0Technical%20Guidelines/Technical%20Guidelines%20and%20Re
ports/pdf/OFM-TG-01-2011.pdf
What does Curriculum Policy
say about Safety in the Classroom?
Implementation of the provincial Grades 9-12 Science curriculum policy
requires that: ‘Teachers must model safe practices at all times and
communicate safety expectations to students in accordance with school
board and Ministry of Education policies and Ministry of Labour
regulations’
The Ontario Curriculum, Grades 9 and 10
Science, 2008: Health and Safety in Science
http://www.edu.gov.on.ca/eng/curriculum/secondary/science910curr.pdf
The Ontario Curriculum, Grades 11 and 12
Science, 2008: Health and Safety in Science
http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.p
df
Educators’ Guide: Curriculum
Connections - Course Roadmap
Science courses with curriculum
expectations that may involve the
use of flammable or combustible
materials are highlighted in the
curriculum roadmap chart.
Educators’ Guide: Curriculum
Connections - Expectations Addressed
by Videos
Grade/
Course
Grade 9
Academic
SNC1D
Expectation
Number
C2.2
C2.3
C2.4
Applied
SNC1P
Expectation Description
Possible Fire Hazards
Video
#
conduct an inquiry to identify the physical and chemical properties of common • Combustion of solids, liquids,
elements and compounds (e.g., magnesium sulfate, water, carbon, copper II)
or gases
[PR]
plan and conduct an inquiry into the properties of common substances found in • Combustion of solids, liquids,
the laboratory or used in everyday life (e.g., starch, table salt, wax, toothpaste),
or gases
and distinguish the substances by their physical and chemical properties (e.g.,
physical properties: hardness, conductivity, colour, melting point, solubility,
density; chemical properties: combustibility, reaction with water) [IP, PR, AI]
2
conduct appropriate chemical tests to identify some common gases (e.g.,
• Large volumes of gases
oxygen, hydrogen, carbon dioxide) on the basis of their chemical properties, and
combusting
record their observations [PR, C]
1
C2.2
use an inquiry process to identify the physical and chemical properties of
common elements and simple common compounds, including gaseous
substances (e.g., sulfur is a yellow solid; sodium chloride is water soluble;
nitrogen gas is colourless, odourless, and very unreactive) [PR, AI]
C2.5
investigate and compare the chemical properties (e.g., combustibility, reaction
with water) of representative elements within groups in the periodic table
families of elements (e.g., Mg and Ca; N and P) [PR, AI]
• Mixing volumes of gases
• Inappropriate heat source
• Combustion of solids, liquids,
or gases
2
1, 2
• Combustion of solids
1, 2
• NOTE: phosphorus should not
be used in a school lab
Fire Safety Resource: Videos
Videos
1. Testing Gases: H2, O2, and CO2
2. Reactivity of Metals: Li, Na, and K
3. Oxidation of an Alcohol using a Catalyst
4. Acetylene Production from Calcium
Carbide
5. Safely Synthesizing Esters
6. Aseptically Preparing a Bacterial Streak
Plate
Fire Safety Resource: Student
Information Materials
Student Information Materials
Posters and handouts to:
 Be used prior to student activity
 Help students be aware of and
understand their responsibilities
 Provide guidelines for working with
flammable and combustible
substances
Fire Safety Resource: Workshop or
Training Materials
Workshop or Training Materials to Facilitate
PD Sessions
 Introduce and clarify components of fire
safety resource including:
― Related legislation and curriculum
policy
― Fire Safety Knowledge and Skills set
 Provide teacher supports/handouts for
videos
― Teacher notes
― Safety points
― Worksheets
Video Outline
While watching the video, answer
the reflection sheet questions:
1. What categories (classes) of
chemicals are used in this
activity?
2. What specialised equipment is
used?
3. What safety precautions are taken
during this activity?
4. What classroom management
concerns are addressed in the
video?
Video 1 – Testing Gases: H2, O2, and
CO2
Video 1 - Testing Gases: H2, O2, and CO2
 Video 1
Video 1 – Testing Gases: H2, O2, and
CO2
Discussion Questions
1. What categories (classes) of chemicals are used in this
activity?
2. What specialised equipment is used?
3. What safety precautions are taken during this activity?
4. What classroom management concerns are addressed in the
video?
Chemical Segregation in the Storage
Room
Chemical Storage Groups (adapted from SOS page 37)
Group
Storage Provision
Store Away From
Flammable and
Combustible liquids
(e.g., alcohols)
Flammable and
Combustible Water-reactive
Solids (e.g., alkali metals)
Fire-resistant
Oxidizers and toxics
‘Flammables
Cabinet’
Separate cupboard Oxidizers, corrosive
or cabinet
liquids, and flammable
liquids
Highly Toxic Chemicals
(e.g., Mercury)
Corrosive Liquids, acids
(e.g., conc. HCl)
Usually banned by
most boards
Vented ‘Acid
Cabinet’; HNO3
should be isolated
Flammable liquids
Non-acid corrosive liquids,
water-reactive solids and
toxics
Chemical Segregation in the Storage
Room
Chemical Storage Groups (adapted from SOS page 37)
Group
Storage Provision
Store Away From
Corrosive Liquids, bases
(e.g., NaOH solution)
Corrosive Solids
(e.g., NaoH)
Oxidizing Agents (e.g.,
peroxides, chlorates)
Not in glass containers
Acids, water-reactive
solids and toxics
General Chemicals
Inorganics/organics
With general chemicals
In plastic trays
Flammable liquids/solids,
water-reactive solids,
organics, corrosive liquids
HMIS Rating for Chemicals
Hazardous Materials Identification System (HMIS) Rating:
for chemicals in Video #1
(The highest hazard rating is 4)
1. Calcium
HMIS (0 to 4)
Health
3
Fire Hazard 3
Reactivity
2
2. Manganese Dioxide
HMIS (0 to 4)
Health
Fire Hazard
Reactivity
3. 3% Hydrogen Peroxide
HMIS (0 to 4)
2
0
0
Health
Fire Hazard
Reactivity
2
0
0
HMIS Rating for Chemicals
Hazardous Materials Identification System (HMIS) Rating:
for chemicals in Video #1
(The highest hazard rating is 4)
4. 5% Acetic Acid
HMIS (0 to 4)
Health
2
Fire Hazard 0
Reactivity
0
5. Lime Water
6. Sodium Bicarbonate
HMIS (0 to 4)
Health
Fire Hazard
Reactivity
HMIS (0 to 4)
1
0
0
Health
Fire Hazard
Reactivity
1
0
0
Video 2 – Reactivity of Metals: Li, Na,
and K
Video 2 - Reactivity of Metals: Li, Na, and K
 Video 2
Video 2 – Reactivity of Metals: Li, Na,
and K
Discussion Questions
1. What categories (classes) of chemicals are used in this
activity?
2. What specialised equipment is used?
3. What safety precautions are taken during this activity?
4. What classroom management concerns are addressed in the
video?
Station Passport: A
Instructions
 Choose a partner
 Rotate through stations in partners
 5 minutes per station
 Fill in Teacher Worksheets for videos 1 and 2
Stations 1-5
Experiment #1:
1. Test for H2 gas
2. Test for O2 gas
3. Test for CO2 gas
Experiment #2:
4. Reaction of lithium with water
5. Reaction of sodium with water
Station Passport: B
When hands-on experiments cannot be safely performed.
Participants will:
-
Working in small groups discuss answers to the
worksheets for videos 1 and 2
Provide group answers to worksheets for
discussion and feedback with large group
Fire Safety in the Classroom
Classroom Safety - Teacher and Student
Responsibility
‘Teachers are also responsible for ensuring
the safety of students during classroom
activities and for encouraging and motivating
students to assume responsibility for their own
safety and the safety of others. They must
also ensure that students acquire the
knowledge and skills needed for safe
participation in science activities.’
‘Roles and Responsibilities in the Science
Program’: The Ontario Curriculum, Science,
Grades 9 and 10 (2008)
Fire Safety Knowledge and Skills
Knowledge for Handling Flammable and
Combustible Substances
1. Type of Flammable and Combustible
Materials
2. Quantity of Flammable and Combustible
Materials
3. Concentration of Flammable and
Combustible Materials
Fire Safety Knowledge and Skills
Knowledge and Skills for Preparation of Activities
4. Room Readiness
― Safety equipment
5. Storage and Disposal
6. Classroom Management
― Assessment of student skill level and
readiness
7. Choice of Heat Source
― Suitable flame source
Knowledge and Skills for Emergencies
8. Dealing with Unintended Flame
Fire Safety in the Classroom
Classroom Safety
• Create an atmosphere of safety
• Create a safety contract (STAO has one)
• Have a system in place from cradle to grave
• Do a prelab, lab, postlab format
• Deliver just in time instructions
• Leave stock bottles in prep room
• Keep work areas clean (benches, fume hood)
Fire Safety in the Classroom
Planning an Activity
Consider how the activities relate to the curriculum
Use the smallest possible quantity/volume of a chemical
Use lower/safer concentrations of reagents
Use safer alternative i.e., not flammable or combustible
and less toxic
Use hot plates instead of open-flame burners
Use the minimum reagent temperature (10 fold increase
for every 10°C change)
Do the labs yourself ahead of time, consult experienced
teachers
Outline of Videos
Each Video includes:
- Intro Sequence
- Specific Curriculum Expectations addressed
- List of materials
- Chemical equations
- Safe procedure for preparing and conducting the
investigation
- Summary of Fire Safety Knowledge and Skills
considerations
Debrief: Video Support
Materials
 Curriculum connections - Teaching points outline how instructors can
meet curriculum expectations
 Fire Safety Knowledge and Skills Set -outlines which fire safety
knowledge and skills are needed to prepare the classroom
 Safety Points and Materials: summarized to allow for easy preparation
 Procedure: includes prep work, lab work, clean up and disposal
 Student Resource: e.g., Observation charts in Videos 1 and 2
 Teacher Worksheets: enabling easy facilitation of PD workshops
Debrief: Video Support
Materials
 Student Resource: e.g., Observation Chart for Video 1
Gas
Physical Characteristics
Description of
the Test
Positive Test for the Gas
 Teacher Observation Worksheet for PD
1. What is the flame source shown in the video? ……….
2. Consider the following scenario? …………
3. …
Video 5 – Safely
Synthesizing Esters
 Video 5
Summary - Application of
Knowledge
Video 5 – Safely Synthesizing Esters
1. What safety precautions are taken during this activity?
Curriculum Connections
Refer to the Curriculum Handout
 Strand A contains expectations describing Scientific Investigation
Skills (SIS)
 Strands B-E/F contain expectations describing major topics or
content areas
 Strand A expectations are to be developed through instruction of
the B-E/F strands, by means of hands-on student practice where
appropriate (i.e., these skills are not developed in isolation)
Curriculum Connections
Four Types of SIS/Strand A Expectations
 IP – Initiating and Planning
 PR – Performing and Recording
 AI –Analysing and Interpreting
 C – Communicating
Video 1 – Testing for Gases
Discussion Question
1. What Grade 9 classroom
activities could incorporate
the [PR] expectations to the
right?
What do Curriculum Expectations in strands
B - E/F require for Scientific Investigations?
Only specific expectations with [PR] (under “Developing Skills of
Investigation and Communication”) require students to perform an
investigation.
Many of the specific expectations are accompanied by examples
which:
 are meant to clarify the requirements specified in the expectation,
illustrating the kind of knowledge or skill.....
 are intended as suggestions for teachers rather than as exhaustive
or mandatory lists
 allow teachers to choose ones that are appropriate for their
classrooms and courses, or they may develop their own
approaches that reflect a similar level of complexity.
Evaluation of Workshop
THANK YOU!