Hazard Heroes Slides Safety Mission 01 SCIENTIFIC LAUNCHPAD
HAZARD HEROES:
LAB SAFETY PRINCIPLES
Before we can solve real-world mysteries like scientists, we must secure our launchpad. Today, we master the laws of the lab.
Ready for Active Inquiry
Slide 1 of 4
Safety Mission 01 CORE LAWS OF THE LAB
The Golden Four
Protect Your Eyes
Goggles stay on your face covering your eyes completely from setup to final cleanup.
Handle with Care
Treat all chemicals as hazardous. Never smell, taste, or touch without explicit permission.
No Trace Behind
Clean up spills immediately. Dispose of waste in specified containers, never down the sink.
Freeze & Report
If glass breaks, chemicals spill, or anyone gets injured, freeze and tell the teacher instantly.
Rule Zero: Never work alone or without teacher supervision! Slide 2 of 4
Safety Mission 01 CLASSROOM DISCOVERY
SPOT THE HAZARDS!
Review the three fictional lab scenarios below. Find the safety mistakes!
Scenario A 2 Errors
"Leo is heating a test tube over a Bunsen burner. He points the open end towards his lab partner while drinking an energy drink."
Scenario B 2 Errors
"Maya slips on water on the floor, bumps her table, and knocks a beaker over. She quickly sweeps up the broken glass with her hands."
Scenario C 2 Errors
"Carlos is investigating soil density. He gets dust in his eye because his goggles are resting on his forehead while he chats on his phone."
Discuss with your team: What should they have done instead? Slide 3 of 4
Safety Mission 01 MISSION PREPARATION
THE LAUNCHPAD CONTRACT
To conduct labs in OpenSciEd, you must earn your Hazard Hero Badge. This starts by reviewing, agreeing to, and signing our official Class Lab Safety Contract.
Next Step: Safety Mapping
We will explore our physical classroom to map all safety tools (Eye Wash, Fire Extinguisher, Emergency Exits).
Your Lab Action Plan
1
Read every line of your Safety Contract.
2
Complete the Hazard Heroes Scenario Hunt.
3
Obtain parent signatures tonight.
Get ready to draft your lab safety map! Slide 4 of 4
Hazard Heroes Guidebook MISSION LAUNCHPAD
HAZARD HEROES GUIDEBOOK
Activity 1.1: Lab Mapping & Scenario Hunt
LEVEL: ROOKIE
Student Name:
Date & Period:
Part 1: Spot the Safety Blunders
Select one scenario (A, B, or C) from today's slides. Detail the errors and how to correct them.
Scenario:
A B C
Safety errors found:
How would you correct this and make it safe?
Part 2: Classroom Safety Map
Locate safety features around the room. Draw a floor plan below, labeling each feature: (G) Goggles, (E) Eye Wash, (F) Extinguisher, (X) Exit, (S) Sink, and (FA) First Aid.
CLASSROOM FLOOR PLAN SPACE Sketch layout of student tables, doors, and tag G, E, F, X, S, FA.
Turn page over for the Lab Safety Contract. Page 1 of 2
MISSION LAUNCHPAD
STUDENT LAB CONTRACT
Official Code of Safety Conduct
To participate in any hands-on investigations, science labs, or class activities, you must read, check each box, and sign this contract. This contract is a legal-style agreement ensuring safety for everyone.
Our Shared Agreements
1. Proper Attire & Protection I will wear safety goggles during lab activities whenever directed. I will tie back long hair, wear closed-toe shoes on lab days, and avoid loose clothing or jewelry.
2. Behavior & Teamwork I will behave responsibly at all times. There is absolute zero tolerance for horseplay, practical jokes, throwing items, or running in the lab.
3. Handling Materials & Equipment I will not touch any lab tools, equipment, or materials until instructed to do so by the teacher. I will follow every step of the experimental instructions.
4. Food, Drink, & Personal Space I will never eat, drink, or chew gum in the lab area. I will keep my personal desk space and our lab station clean, organized, and free of non-lab items.
5. Clean Up & Waste Management I will wash my hands thoroughly with soap and water after every lab. I will dispose of waste only as directed and leave my lab station clean and ready for the next class.
Commitment Signatures
By signing below, I certify that I have read, understood, and agree to strictly follow all of the lab safety guidelines outlined in this contract.
Student Signature:
Signed on this day of agreement.
Parent/Guardian Signature:
Requires review and co-signature.
Keep this in your binder for lab references. Page 2 of 2
Tool Masters Lab MISSION LAUNCHPAD
TOOL MASTERS LAB SHEET
Activity 1.2: Lab Equipment Rotation & Precision Measurement
LEVEL: ROOKIE
Student Name:
Date & Period:
Scientists must use tools with absolute precision to obtain trustworthy evidence. Walk to your assigned station, follow the safety procedures, and measure the items precisely. Remember: read the volume at the meniscus (lowest point of the curve)!
STATION 1
Graduated Cylinder & Liquid Volume
Safety Rule: Keep the cylinder on a flat surface while reading. Do not lift to your eyes.
Liquid Sample Color Predicted Volume (mL) Actual Measured Volume (mL) Red Sample (Cylinder A) Blue Sample (Cylinder B)
STATION 2
Triple Beam Balance & Mass
Safety Rule: Zero the balance before starting. Handle riders gently to prevent damage.
Solid Object Predicted Mass (g) Actual Measured Mass (g) Metal Bolt Wooden Block
Rotate to Stations 3 & 4 on the next page. Page 1 of 2
MISSION LAUNCHPAD
TOOL MASTERS LAB SHEET
Activity 1.2: Lab Equipment Rotation & Precision Measurement
LEVEL: ROOKIE
STATION 3
Thermometer & Thermal Dynamics
Safety Rule: Never stir liquids with a glass thermometer. Do not let the bulb touch the beaker's bottom or sides.
Liquid Sample Beaker Predicted Temp (°C) Actual Measured Temp (°C) Ice Water (Beaker X) Warm Water (Beaker Y)
STATION 4
Digital Scale & Tare (Zeroing) Routine
Safety Rule: Keep scale dry. Use a weigh boat or paper for powders or small items—never place chemicals directly on the pan.
Object to Measure Mass with Weigh Boat (g) Mass of Object Alone (g) (Tare) 10 Plastic Counters
Question Quest Slides Inquiry Mission 02 SCIENTIFIC LAUNCHPAD
QUESTION QUEST:
THE DRIVING QUESTION BOARD
In OpenSciEd, we don't just memorize facts. We investigate our own questions to solve mysterious phenomena. Today, we build our inquiry engine.
Ready to Uncover Phenomenon Mysteries
Slide 1 of 4
Inquiry Mission 02 THE OPENSCIED DQB ROUTINE
How Do We Use the DQB?
1
Observe
We watch or read about an anchor phenomenon (a strange, real-world mystery).
2
Wonder
We draft our raw questions. What was happening? Why did it work like that?
3
Publish
We stand in a circle and read our questions aloud, posting them on the DQB wall.
4
Cluster
We group related sticky notes together to form major topics for our investigations.
Collaborative consensus builds the path for our next units. Slide 2 of 4
Inquiry Mission 02 TESTABLE VS NON-TESTABLE QUESTIONS
Non-Testable (Opinion/Broad)
Questions focused on personal taste, values, opinions, or things we cannot physically observe, measure, or test in our school lab.
Example:
"Why are storms so scary?" or "What is the best shape of a cloud?"
Testable (Scientific Inquiry)
Questions focused on how one variable affects another, which can be answered directly by gathering evidence or performing experiments.
Example:
"How does air temperature affect the speed at which ice cubes melt?"
Testable questions are the spark plugs of hands-on science! Slide 3 of 4
Inquiry Mission 02 POSTING STANDARDS
THE STICKY NOTE STANDARD
To ensure everyone's questions are readable from across the room, we follow three simple design guidelines on every sticky note.
Goal:
Make our collective Driving Question Board clean, collaborative, and easy to read throughout the unit.
Sticky Standard
HOW DOES A RIPPLE FORM IN WATER?
Name on back! 1 Question Only
Grab your markers. Let's draft some amazing questions! Slide 4 of 4
Question Refinery Notebook DRIVING QUESTION BOARD ROUTINE
THE QUESTION REFINERY
Activity 2.1: Sorting & Analyzing Research Inquiries
LEVEL: INQUIRER
Student Name:
Date & Period:
In OpenSciEd, our main drive is curiosity . But some questions can be tested directly with an experiment, while others are too broad or rely on opinions. Today, you will sort these questions and learn how to refine them into testable scientific pathways.
Part 1: The Sorting Filter
Read each question below. Circle TESTABLE if we can design a lab experiment to answer it using measurable data. Circle NON-TESTABLE if it relies on opinion, values, or is too broad for a school lab.
Q1. "How does air temperature affect how fast ice cubes melt?"
TESTABLE NON-TESTABLE
Q2. "Why are hurricanes so scary and mean?"
TESTABLE NON-TESTABLE
Q3. "Does watering a tomato plant with salt water stop its growth?"
TESTABLE NON-TESTABLE
Q4. "What is the best, most beautiful color of fire?"
TESTABLE NON-TESTABLE
Explain your reasoning: What key feature makes a question "TESTABLE" in science?
Turn page over to practice refining non-testable questions. Page 1 of 2
DRIVING QUESTION BOARD ROUTINE
THE QUESTION REFINERY
Activity 2.1: Sorting & Analyzing Research Inquiries
LEVEL: INQUIRER
Part 2: The Refining Mill
Now, let's take non-testable questions and rebuild them into precise, testable, scientific experiments.
Non-Testable Question: "Why do magnets look so cool when they attract things?"
Refined Testable Question (Example): "How does the size of a magnet affect the maximum weight of iron filings it can lift?"
Non-Testable Question: "Do tomato plants like classical music?"
Your Refined Testable Question:
Non-Testable Question: "Why does cold water feel so weird?"
Your Refined Testable Question:
Part 3: My Official DQB Sticky Note Draft
Think about our anchor phenomenon for this unit (e.g., a soda can crushing instantly when cooled down in water ). Draft your best, most precise testable question. It should follow our "Sticky Note Standard" (readable and highly focused!).
Sticky Note Standard Draft Write in all caps!
ONE QUESTION ONLY YOUR NAME: ____________________
Write down your final sticky note onto a real sticky note next! Page 2 of 2
Question Quest Teacher Guide TEACHER INSTRUCTIONAL STRATEGY
THE DQB BLUEPRINT
Classroom Guide for Driving Question Board Facilitation
FACILITATION GUIDE
Inquiry Purpose In OpenSciEd units, the Driving Question Board (DQB) is the central command center of the classroom. It is a visual record of student-generated questions that guides all subsequent investigations. This blueprint outlines how to lead students from initial phenomenon observation to a structured, clustered DQB wall.
1. Physical Wall Setup Blueprint
Dedicated Space: Dedicate a permanent 4x6 foot bulletin board or whiteboard space. Avoid putting it in high-traffic hallways where students cannot easily gather.Core Layout: Put the "Anchor Phenomenon Title" in large bold letters at the top center.Cluster Cards: Prepare 4-5 colorful blank headers (e.g., "Air", "Water", "Energy", "Surrounding Objects") to use during the clustering phase on Day 2.Supplies: Stock pile plenty of 3x3 yellow sticky notes, dark felt-tip markers, and visual arrow tape or lines to connect related question clusters.
2. Step-by-Step Pacing Schedule
Step A: Observe & Notice (15 Mins) DAY 1
Introduce the anchor phenomenon (e.g., soda can imploding). Give students 5 minutes of quiet time to write observations on their Question Refinery Notebook sheets. Students must record at least 3 raw questions.
Step B: Refine to Testable (15 Mins) DAY 1
Guide students to filter their broad questions into testable experiments. Facilitate a brief partner share. Instruct students to write their final, best testable question onto an official yellow sticky note using broad felt markers.
Step C: The Posting Circle (20 Mins) DAY 2
Gather the class in a physical standing circle in front of the empty DQB wall. Hand out the sticky notes. Follow the "Talk Moves" on the back of this page to have students read and post their questions systematically.
Turn page over for student classroom talk moves and questioning rubrics. Page 1 of 2
TEACHER INSTRUCTIONAL STRATEGY
THE DQB BLUEPRINT
Classroom Guide for Driving Question Board Facilitation
FACILITATION GUIDE
3. Classroom Dialogue & Talk Moves
Use these precise instructional prompts to help students link their questions to peers' questions, creating a coherent, collaborative web.
To Link Related Questions: "My question is related to [Student Name]'s question because we both wonder..." "I'd like to post my card near [Student Name]'s because we are asking about similar materials."
Variable Detectives Slides Inquiry Mission 03 SCIENTIFIC LAUNCHPAD
VARIABLE DETECTIVES:
CRACKING THE FAIR TEST
To build bulletproof claims, we must design fair tests. Every variable must have a role: either we change it, measure it, or lock it down.
Ready to Hunt down Experimental Design Errors
Slide 1 of 4
Inquiry Mission 03 THE CLUES OF DESIGN
The Case file: Three Variable Types
Independent
The factor that the detective actively changes on purpose to test its effect.
The "Cause" Variable
Dependent
The factor that the detective measures and records as data. It reacts.
The "Data" Variable
Controlled
All factors that are locked down and kept exactly the same to keep the test fair.
The "Constant" Variables
If even one control variable slips, the investigation is contaminated! Slide 2 of 4
Inquiry Mission 03 CASE STUDY ANALYSIS
CASE: THE SOGGY SPONGE
Detective Leo wants to see which brand of sponge absorbs the most water. He takes three sponge brands, places them in a tub of tap water, and measures the remaining water.
Group Check:
Identify the variables inside this experiment with your team before posting.
Detective's Analysis
What changed? The sponge brand (Independent)
What measured? Water volume remaining (Dependent)
What locked? Water temperature, water volume (Control)
Spotting variables helps us read graphs and draw strong claims! Slide 3 of 4
Inquiry Mission 03 DESIGNING PROCEDURES
THE RULEbook FOR EXPERIMENT SETUP
When writing procedures for your experiments, you must write them so clearly that a stranger could duplicate your setup identically.
Your Action Plan:
Open your Fair Test Sandbox worksheet, analyze the case profiles, and sketch your custom lab procedure.
Procedure Checklist
Start each step with a strong action verb (e.g., Measure, Pour, Record, Set).
Include exact numbers and units (e.g., "Add 50 mL of water" not "Add some water").
Include a step to reset or clean between tests to protect the controlled variables.
Grab your worksheet and prepare to solve Case 01! Slide 4 of 4
Fair Test Sandbox EXPERIMENTAL COGNITION UNIT
FAIR TEST SANDBOX
Activity 3.1: Variable Analysis & Experimental Design
LEVEL: DETECTIVE
Student Name:
Date & Period:
A fair test is a scientific test where you only change one factor (independent variable) while keeping all other conditions identical. This ensures that any observed change (dependent variable) is truly caused by the variable being tested. Let's analyze these cases!
CASE PROFILE 01
Case 01: The Candle Flame Caper
Detective Ava heats 50 mL of pure water in identical glass beakers. She places Beaker A exactly 2 cm above a burning candle, and Beaker B exactly 10 cm above an identical candle. She measures the water temperature after exactly 5 minutes of heating.
Independent Variable (What did Ava intentionally change?)
Dependent Variable (What data is measured as a reaction?)
Controlled Variables (List at least 2 locked conditions)
CASE PROFILE 02
Case 02: Yeast Bio-Blast
Detective Jacob wants to see which sugar type makes baker's yeast grow fastest. He mixes 5 g of yeast with 10 mL of water at exactly 35°C in three test tubes. In Tube 1, he adds 2 g of white table sugar. In Tube 2, he adds 2 g of raw honey. In Tube 3, he adds nothing. He locks a balloon on top of each tube and measures the balloon diameter after 20 minutes.
Independent Variable (What did Jacob intentionally change?)
Dependent Variable (What data is measured as a reaction?)
Controlled Variables (List at least 2 locked conditions)
Turn page over to design your own custom investigation. Page 1 of 2
EXPERIMENTAL COGNITION UNIT
FAIR TEST SANDBOX
Activity 3.1: Variable Analysis & Experimental Design
LEVEL: DETECTIVE
Part 3: The Custom Blueprint Challenge
The Prompt: Some people claim that adding salt to liquid water prevents it from freezing solid. Design a simple, controlled investigation to test this claim in our classroom lab.
1. Independent Variable What single factor will you vary?
2. Dependent Variable What exact data will you measure?
3. Controlled Variables List 2 items that must stay identical.
My Step-By-Step Procedure
Write a 4-step procedure. Start each step with a bold action verb (e.g., Pour, Stir, Place, Record) and include numbers and units!
Step 1:
Step 2:
Step 3:
Step 4:
Ensure a classmate can run your lab by only reading your steps! Page 2 of 2
Investigation Design Checklists SCIENTIFIC LAUNCHPAD REFERENCE
THE FAIR TEST AUDIT
Checklist 3.2: How to Ensure Your Lab Design is Fair & Trustworthy
The Cause-and-Effect Relationship
Independent Variable WHAT YOU CHANGE
Dependent Variable WHAT YOU MEASURE
All other variables are locked down by Control Variables (What stays identical).
Investigation Audit Checklist
Before you collect a single drop of data, audit your experimental procedure using this checklist to make sure your evidence will be scientific.
Rule 1: Single Independent Variable Are you changing only ONE thing at a time? If you change both temperature AND amount of liquid, you will not know which factor caused the change.
Rule 2: Precise and Quantifiable Data How are you measuring the dependent variable? Ensure you have specific instruments (rulers, scales, graduated cylinders) and metric units (cm, g, mL, °C). Avoid vague ratings.
Rule 3: Identical Environments (Controls) Are all secondary conditions identical? Make sure testing happens in the same room, at the same time, with the same tools, on the same table.
Rule 4: Multi-Trial Reliability Are you running multiple trials? A single test might be a fluke. Good science requires running at least three trials for each condition to take an average.
Turn sheet over for the Claim-Evidence-Reasoning (CER) Guide. Page 1 of 2
SCIENTIFIC LAUNCHPAD REFERENCE
THE CER ARGUMENT BUILDER
Checklist 3.2: Writing Evidenced-Based Claims Like a Scientist
When writing explanations for your OpenSciEd Driving Question Board, scientists use the Claim-Evidence-Reasoning (CER) structure. This format turns observations into bulletproof logical arguments.
C
THE CLAIM: State Your Answer
A one-sentence answer to the scientific question. It must not start with "I think" or "My group believes." It is a direct statement of fact.
Sentence Starter: "As temperature decreases, the solubility of carbon dioxide gas increases."
E
THE EVIDENCE: Support with Data
Scientific data that supports your claim. This MUST include specific quantitative numbers, units, or qualitative notes directly from your tables.
Sentence Starter: "Our data shows that at 10°C, the water held 2.5 g of dissolved gas, whereas at 40°C, it held only 1.1 g."
R
THE REASONING: Connect to Science Rules
The logic that explains WHY the evidence supports the claim. It links your data directly to a fundamental scientific rule, concept, or physical property.
Sentence Starter: "This occurs because gas molecules have less kinetic energy at lower temperatures, which makes them less likely to escape the liquid."
