Tips for Creating a Great Science Lab
By Susan Lustig (Carolina Biological)
Did you learn to drive a car by watching the Indy 500? No, you learned by getting behind the
wheel and driving your nervous parents’ car away from the curb. Students learn the same way—
not in your parents’ car—but from hands-on experience. Science is one of the few teaching
disciplines that enables students to actually learn by doing. To make sure the student laboratory
experience is worthwhile, I offer tips below garnered from my 35 years of experience in teaching
successful science labs.
Training students
Students must know the routine of your classroom. Before conducting the first lab, explain the
general lab procedures, and distribute a handout of the procedures (such as obtaining materials,
preparing lab reports, and cleaning up) for students to refer to as needed.
Discussing safety
Inform students of the safety hazards and safety requirements of your particular lab and subject.
On day one, clearly state rules about goggles and other safety equipment and issues. Require
both students and parents to sign a safety contract, which you should then keep on file. Let
students know that you have zero tolerance with regard to safety violations. Items such as the
brightly colored goggles in Carolina’s Adult Safety Goggles Value Pack can help you enforce
safety mandates.
Forming lab groups
There is no set rule for forming lab groups, but doing so is often an issue. Differing dynamics
from class to class make standardizing lab group selection nearly impossible. Below are
suggestions and comments based on my experiences.
1. Station size
Most lab tables accommodate 4 students, so I formed groups accordingly. Some
flexibility is still required for activities that work better with pairs or other configurations.
Adjust group size based on the activity.
2. Alphabetically
I didn’t normally like dividing the class by the alphabetical order of students’ names.
However, to vary group formation, I have taken 2 students whose names fell at the
beginning of the alphabet and paired them with 2 students whose names fell at the end of
the alphabet.
3. Randomly
This was my method of choice. Students received a randomly drawn number that
determined which group they joined.
4. Paring opposite academic levels
This method was never successful for me. In theory, the higher achieving student “helps”
the other student. In practice, the higher achieving student often does most of the work,
while the other student barely participates.
5. Students’ choice
This has worked in classes of students with similar interests and academic levels.
However, careful monitoring is essential to prevent lab time from turning into solely “fun
time.”
6. Flexibility
Lab group membership isn’t written in stone. You can regroup students each quarter so
they have a chance to work with multiple lab partners. Reassign students whenever you
notice a group’s dynamics are failing. But remember, lab time provides students
opportunity for talking in a less restrictive setting. Talking between students, even if it is
not about science, is a good thing. Just keep it under control.
Materials
1. Discuss the activity before students begin. Point out and, if needed, discuss common
errors and cautions.
2. Train students to obtain materials. They should know where to locate basic equipment
(beakers, graduated cylinders, etc.), plus how to clean and put it away after completing an
activity.
3. As the activity progresses, periodically alert students to the amount of class time
remaining.
4. Don’t forget cleanup. Allot sufficient time for students to clean their areas after the
activity.
Keeping your sanity
1. Perform the lab yourself before doing it in class with students. Preferably, enlist the help
of a non-science colleague. Troubleshoot the directions, explanations, questions, etc.
2. Assemble small kits of materials. I purchased different colored baskets, one for each
group, and often placed materials and/or chemicals in them. This made for easier and
faster distribution. Additionally, it was simple to inventory all unused items left in the
baskets at the end of class.
3. Do not leave large bottles of chemicals accessible to students. Labeled dropper bottles are
safer for students to use and make chemicals easier for you to inventory after use.
4. Count before the bell rings. Science materials can easily “walk” away. Before students
leave, be sure you have everything you started with. Lock up expensive items such as
balances and microscopes. Carolina offers the excellent Ohaus® Balance Security Device
for locking your balance. You can also number such items to correspond with group
numbers.
5. Take advantage of other programs at your school. My school had a “work” program for
special needs students. Their teacher and I scheduled a period every week for the students
to collect glassware, then wash and return it. They neatly organized the equipment
cabinet each time. I rewarded them periodically by doing experiments (e.g., making ice
cream and super balls, etc.) in their classroom.
6. Coordinate with colleagues. If you share a room, as I did, make sure all teachers using the
room have the same expectations. The worst scenario is going into your room and finding
it in disarray or missing items. Generate a plan as soon as school begins. Be a good
neighbor!
Summing it up
Each year and each class is a new beginning. Remember what worked and what didn’t. Be
creative and make the lab experience enjoyable for both you and your students. Visit Carolina at
Lab Supplies & Equipment to see everything Carolina offers to support you in the science lab.