Lab safety was of paramount importance in this middle school science classroom, particularly given the risks associated with open flames and the energy level typical of that age group. Before any investigation began, I facilitated an explicit discussion of classroom safety expectations, during which students collaboratively constructed the lab safety procedures themselves. Volunteers then read each procedure aloud while I physically demonstrated it at the front of the room — making safety instruction both participatory and concrete. Because the lab space could not safely accommodate the full class at once, I divided students into two rotating groups: one pair worked in the lab room at a time while the remaining students completed a unit study guide in the classroom, supervised and supported by my cooperating teacher. As each lab pair finished their investigation, they rejoined the classroom group and selected the next pair to rotate in. This structure kept the learning environment safe, organized, and purposeful without sacrificing the collaborative, inquiry-driven nature of the activity. Students responded well to the rotating format — the smaller group size in the lab allowed pairs to work more freely and attentively than a crowded room would have permitted, and the transition responsibility gave students a small but meaningful sense of ownership over the flow of the class.