Safety First- Feather Feet and Fin Safety in the Classroom (1)

72 Science and Children How to provide a safer science learning environment P et birds, fi sh, reptiles, and mammals—all are of- ten found in elementary classrooms because of the wide variety of opportunities they provide for exciting teaching and learning experiences. Applications of the opportunities these organ- isms can provide is re fl ected in the NGSS Life Science progression of disciplinary core ideas, speci fi cally LS1.A, Structure and Function: “All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, fi nd, and take in food, water, and air” and LS1.B, Growth and De- velopment of Organisms: “In many Feather, Feet, and Fin Safety in the Classroom By Ken Roy kinds of animals, parents and the offspring themselves engage in be- haviors that help the offspring to survive” (NGSS Lead States 2013). Although a popular addition to the classroom, pet adoption comes with safety and responsibility issues. The NSTA position statement Responsible Use of Live Animals and Dissection In the Science Classroom notes, “NSTA encourages districts to ensure that animals are properly cared for and treated humanely, responsibly, and ethically. Ultimately, decisions to incorporate animals in the classroom should balance the ethical and re- sponsible care of animals with their educational value.” The position paper recommends that teachers “educate themselves about the safe and responsible use of animals in the classroom. Teachers should seek information from reputable sources and familiarize themselves with laws and regulations in their state.” In this column, I share things to consider when bringing animals into the class- room as well as resources for caring for them, with student and animal safety in mind. Before Introducing Animals to the Classroom Before adopting and bringing pets into the classroom, make sure the ba- sic care and safety requirements can be met. The NSTA book Exploring Safely: A Guide for Elementary Teach- ers (Kwan and Texley 2002) provides insight; see Figure 1 for thoughts to consider. The book also contains a handy chart about how to select the appropriate organism or pet for the classroom, featuring type of organ- ism, level of required care, and poten- tial problems. A component of animal care that you may not have considered is that some local health departments may require (or advocate for) veterinar- ian examination of certain classroom pets, including administration of vac- cines. All animals, including service animals, housed on school property on a regular basis must meet every veterinary requirement set forth in state law and county or local regula- tion/ordinance. It is essential to have a parental notification form go home so par- ents are aware of the new classroom additions, learning objectives for having the pets, request for allowing students to be directly involved with pets (handling, care, and cleaning), and most important, any health concerns (allergies). A great resource for this information and much more is the Columbus Public Health De- partment booklet titled “Classroom Pets: Safely Caring for Animals in the Classroom” (see Internet Resources). Another excellent guide for safety tips is “Science & Safety: Making the Connection” from the Council of State Science Supervisors (see In- Safety Snippet A bird feeder outside the classroom window is a common way to bring animal life to students, but be aware that commercial bird seed may contain pesticides and fungicides. Make sure only chemical-free seeds are handled by students! Check out the article titled “Conservation Group Seeks Assurance That Wild Bird Seed Products Are Pesticide Free” by the American Bird Conservancy, found at www.abcbirds.org/ newsandreports/releases/130501. html .

September 2014 73 ternet Resources). One should never assume everyone knows the obvious, such as only allowing students to touch animals after they have been given handling instructions, and not disposing of animal waste in sinks. More In-Depth Information Teachers looking for a more detailed resource, especially in the area of spe- ci fi c pet care and health issues, should check out a guide by the American Association for Laboratory Animal Science called Caring for Animals: A Guide to Animals in the Classroom (see Internet Resources). The resource fi rst addresses the idea of having ani- mals or pets in the classroom, with consideration given to school policies, pet care, parent concerns, and health issues. Speci fi c attention is given to allergy and asthma considerations for students, along with additional re- sources. Species-speci fi c animal care sheets provide information on biology and husbandry for the types of ani- mals found most commonly in school classrooms. Each care sheet provides information on housing requirements, feeding, handling, diseases, human health concerns, and resources. The section that deals with potential signs of pain and distress in animals (dis- charge from eyes, changes in facial expression, sores, changes in respira- tion rate, change in posture, isolation, and restlessness) helps to ensure that the animals are properly cared for and treated humanely, responsibly, and ethically—as advocated in the NSTA position statement on this topic. The last section of this resource shares 10 basic principles in consideration of animals for classroom use. FIGURE 1. Thoughts to consider before bringing animals into the classroom. • Is there dander, mold, or other allergens being brought into the classroom with the pets? • Can student behavior be monitored and controlled to ensure the pets would not be placed in harm’s way? • Are plans in place to schedule animal feeding and cage cleaning? • What would you do with the progeny should they arrive? • What about care plans for weekends and vacations? • What happens to them at the end of the school year? • Can you help students deal with the death of a classroom pet? Type of Organism Level of Care Potential Problems Plants Low: need light and water, can be left for vacations • Molds bother some sensitive students • Some plants are toxic Aquarium fish, protists Low: can be left for vacations • Slight risk from bacteria in tank • Temperature controls may be required during vacations Crustacea and snails Moderate: simple foods, intolerant of heat • Moderate risk of bacterial contamination Insects, butterflies Moderate: cultures can become moldy • Stings • Exotic species endanger the environment Reptiles (snakes, lizards, turtles) High: require live food, intolerant of cold • Bites • Salmonella infections • Moldy food • Sensitive to temperature change Rodents and rabbits High: can’t be left unattended during vacations • Allergenic dander • Odor from droppings and bedding • Bites and scratches • Human disease carriers