Science Equipment
with Math and Technology Implications

This annotated list was developed by Synergy Learning staff members. It is based on our experience as classroom teachers and our work in professional development with teachers across the US. This list draws upon ideas and equipment lists as old as Elementary Science Study (A Materials Book, 1973) and as recent as discussions with teachers at the time this issue of Connect was being prepared. Of course, such a list is never complete. We hope you will treat the list as a resource to be used alongside your own favorite equipment and tools inventory - some of which we surely have not managed to record here.

Safety first:
None of the equipment listed here is dangerous if it is used correctly. Take time to teach the uses of tools and equipment. Your students will be safer and your equipment will last longer! Students who know how to use tools make more discoveries and are more creative than students who are struggling with an unfamiliar piece of equipment. Safety equipment should include:

safety goggles, at least enough for a small group of students at one time;
eye wash station, either built in as part of a sink or portable;
first aid kit (follow school policies);
aprons can help in keeping paints and other liquids off clothes and skin.

Equipment with which to
measure and gather data
Every piece of equipment in this list has important scientific and mathematical uses.

MAGNIFICATION:

Hand magnifier

with good quality plastic lens, but low power (can be taken outdoors, worn on a string).

Hand lens

or pocket magnifier (folds into itself, can be worn around neck) medium power, not high power because they are harder to focus.

Loupe

is in focus when put directly on a specimen.

Table magnifier

(on a plastic base or on a gooseneck like a desk lamp) useful in the classroom and can be placed within a display of materials.

Transparent plastic container

with magnifying lid (several sizes available, sometimes called Bug Boxes) to observe plant life or to temporarily hold small creatures, insects, etc.

Tripod magnifier

(an excellent pre-K to 2nd grade tool) with a large lens, this can be set above a specimen of any sort, for example, over a stick with an insect on it, in class or outdoors.

Aqua-scope

or periscope (one end can be put into water to view ponds and pools)

Stereo microscope

(easier to use than monocular, view specimens without preparing slides; also called binocular microscope or dissecting scope) can be used by young children as well as older. (Buy good quality, with a guarantee and with at least one source of illumination.)

Binoculars

for field work or just for looking out a classroom window. (Buy good quality, with glass lenses if possible and with a guarantee.)

Telescope,

particularly if you are doing any beginning astronomy work with students at night. Looking at the moon through a low-cost telescope fascinates most children. Other planets or stars can be even more amazing. Caution: Daytime use of a telescope has to be closely monitored because of the risk of looking at the sun.

LENGTH OR LINEAR DISTANCES:
While you will often use English or "customary" units such as inches and feet, remember to teach the worldwide metric system as well. Try to find measuring tools that use only one system at a time, not inches on one side and centimeters on the other, for example.

Trundle wheel,

clicks every meter or yard - great for longer distances, practice in data collection and counting.

Meter sticks and yard sticks.

(Some catalogs show a meter stick that is triangular in shape, with millimeters on one face, centimeters on the second and decimeters on the third. And it is harder to break.)

Tape measures (several different ones)

with plastic tape (not metal, because of safety and rusting). At least one should be quite long, such as a 30 meter tape. If possible, buy ones that are either metric or customary [feet, yards] to avoid confusion when they are twisted over while in use.

Height measurer

can be just a tape mounted on a wall, to measure height of students as well as objects

Calipers

to measure width or diameter - available as precise, small tools and in much larger sizes that allow you to measure the diameter of a tree for example.

VOLUME:
Volume in science is almost always metric. It will be completely metric for your students in middle school, high school and college. It is also much easier to compute in metric units.

Measuring beakers

order ones that are tolerant of hot liquids (not boiling) in sizes from 50 cubic centimeters to 1000 cubic centimeters.

Measuring cylinders (graduated cylinders)

from 10 cm³ to 1000 cm³. These are generally taller, with smaller diameters than beakers. The scales printed on them are easier to read.

Measuring spoons,

metric, usually 1,2,5,15,25 ml [1 ml = 1 cm³]. You will probably want a set of "customary unit" spoons, too.

Syringes (several sizes)

for pneumatics projects where you use them as an air cylinder; also excellent for giving plants specific amounts of water in controlled studies. Caution: Buy new syringes from science suppliers or farm suppliers, obviously without needles. Some schools prohibit syringes, but this is unfortunate as they have many uses in science.

Containers

of all sorts, preferably without confusing labels, usually plastic.

Tubs

for water and to contain projects without spilling.

WEIGHT / MASS:
Weight is the word used in most elementary classrooms and at home, but be sure to introduce the scientific term of mass, as well. Again, the metric system is easier to work with, by far, but students also need to be familiar with ounces and pounds.

Bucket balances (equal arm balances)

allow you to weigh larger quantities, perhaps with buckets holding 1/2 gal. or more. With a bucket or large container on either side, you can use standard units of mass or non-standard units: "My book weighs 30 pebbles."

Pan balances

that are smaller and more accurate than the buckets (above). The best ones have correcting adjustments so students can even out the two pans before weighing.

Spring scales

can hang and weigh objects on a hook or in a pan.

Electronic scales

with LCD displays, should be accurate below 1 g. (Ideally to 0.1 g) Some can be battery operated.

Masses,

weights that are made of steel, brass or plastic for accurate weighing; also slotted masses to hang from a string or rope through a pulley.

Newton meters,

calibrated in Newtons (to measure force) and grams.

TIME:

Sand timers (several lengths of time),

best if enclosed in plastic sleeve to protect the timer and children, or build them yourself from two plastic bottles.

Stopclock

with a large face [used for some sporting events] is ideal for helping children to understand short spans of time.

Stopwatch,

analog style [with a dial or analog face].

Water clocks

and other timing devices built in the classroom and calibrated to accurate intervals.

TEMPERATURE:

Wall thermometers (large)

to mount both indoors and out. Look for ones with either Fahrenheit or Celsius (not both on one, to limit confusion; or cover one scale with tape).

Minimum-maximum thermometer

(from low-cost to complex digital ones that keep track of data over time).

Digital clinical thermometer

that can be used under-arm to measure temperature.

Forehead strip thermometer

(for "ourselves" units with young children).

Digital thermometer with a probe (on a short cable or wire)

to use for pond or soil temp.

Laboratory immersion thermometer

(at least for teacher use) - use in liquids, red-dye filled; if glass, consider buying an "armor" that provides safety against breakage.

Equipment by topic
(does not repeat the list above)
Some of these items would be included in some science kits for classroom use. Check the kit inventories. Some items are things that you would like to have in a classroom year-round if possible. To study any one of these topics, you would also need various small equipment and consumables. See list.

WEATHER:

Anemometer,

measures wind speed (hand-held varieties are available).

Weather vane or wind sock

shows direction (both of these may be incorporated in a computerized weather station, but that is quite expensive).

Compasses

to help find wind direction.

Barometer Hygrometer

wet bulb, dry bulb; measures relative humidity at your location). Rain gauge (permanently mounted or temporary).

NOAA weather radio

provides on-going forecasts and data, websites are also very useful.

Globe and large maps,

particularly laminated that you can mark on.

GROWING THINGS:

Gardening tools Flower press

some students are fascinated by the use of these presses.

Containers Seedling trays

some should allow for drainage of excess water.

Fluorescent light units,

set up so heights are adjustable.

POND LIFE, STUDIES OF WATER:

Nets

for short term collecting - look for lightweight dip nets as well as stronger kick nets.

White bowls,

either enamel or plastic, make it easier to see specimens in a sample of water.

pH papers

for simple water tests.

pH meter

with probes for liquids or soil (some can also measure temperature and soil moisture); while expensive, these yield great numerical data.

LIGHT AND SHADOWS:

Light sources

flashlights and plug-in lamps that are directional, such as a small floodlight.

Screens

or small, three-sided shields that allow a group of students to work with light and shadows at a desk or table.

Light boxes

provide a focused beam of light and allow for filters to be used.

SOUND:

Tape recorder,

could include a microphone mounted in a parabolic reflector.

Sound generators,

but most of these can be student built drums, whistles, etc.

HEAT:

Hot plate

or other safe heat source.

Coolers

if you plan to work with ice and changes of state.

EARTH SCIENCE:

Large trays

(metal or plastic) for landform modeling.

stream table

with water source and drain (commercial or teacher-built).

ELECTRICITY:

Battery holders Wire strippers Mounting boards

to hold systems and circuits that are designed.

FORCE, MOTION AND SIMPLE MACHINES:

Ramps Pulleys

with plenty of light rope (not string) and frames for the pulleys to hang on.

Pendulums

and stands to hold them.

ANIMAL STUDIES:
If you are keeping animals in the classroom:

Cages

of various sizes, appropriate for the animal.

Aquarium,

for use with water or dry.

Feeding equipment

water bottles, food dispensers.

Temperature control equipment,

if needed.

DESIGN AND BUILD:
This should be a huge list by itself, but the basics include:

Cutting tools

scissors, "junior hack saws."

Utility knives

for teachers only.

Clamps Vises Glueing boards

and glue.

Hammer

(with small nails and brads)

Screw drivers Hand drills

Science resources should be: In suitable quantities for inquiry and small group investigations
Up to date - therefore needing a replacement budget
Wide ranging, to give children choices and the ability to pick the best equipment for the job
Safe - not just when the item is purchased, but checked for damage and correct use
Child friendly and inviting
Well maintained
Labeled for ease of use and for safety
Counted out and counted in to maintain supplies and to note need for replacement
Appropriately stored: some materials for safety, others for ease of access and use by students.

Equipment and the new National Science Foundation sponsored curricula:
If you are using one of the new curricula, such as Insights (developed by EDC, available through Kendall/Hunt) or Science, Technology and Children (developed by National Science Resources Center, available through Carolina Biological), you will find materials lists in the Teacher's Guides for each unit. Many of these also call for simple equipment. These are great resources for teaching - and for seeing lists of materials and simple equipment appropriate for that unit.