LESSON PLAN by zu9Iq1

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									LESSON PLAN                                             Subject: Career and Work Exploration

         Materials/Aids Required: Computer and projector, class notes, handouts



Unit           Module 9B: Occupational Health and Safety

Topic          Workplace hazards
Content        Types of hazards that may be in the workplace


Objectives:
     Through class discussion and group work all students will be able to
1    correctly identify the 5 types of hazards in the workplace as well as give
     examples of where these hazards may occur.




2



3



Pre Requisite Learning:
Must know the three rights of a worker.


Presentation:

Set:

Youtube video of Prevent-it commercials
(http://www.youtube.com/watch?v=MwCyVku1HvI)

Development:
  1. Define Hazard
  2. Review the 3 rights of a worker. Have 3 different students answer what
      the 3 workers rights are. Help them out if needed.
  3. Explain that hazards fall under the workers right to know.
  4. Identify the 5 hazard categories: Physical hazards, chemical hazards,
      ergonomic hazards, biological hazards, and workplace stress


Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
    5. Through a fill in the blank handout, define each of these hazards.
    6. Take 7-10 minutes and have students in predetermined groups of 3, come
       up with examples that would fall under each of the hazards, and one
       occupation that would have that hazard.
    7. As a class, have the different groups give their answers and discuss as a
       group. Each student must be able to give one answer.
    8. Add any other ideas the students may come up with .
    9. Have students write down the lists we brainstormed.


Closure:
Watch video on how hazards and work place accidents do affect people’s lives.
http://www.prevent-it.ca/index.php?q=see-it-familys-story
Tomorrow we will be taking a look on how to identify and control workplace
hazards.


Evaluation:
Obj. #1     Through class participation, evaluate students, through the
            assessment checklist, on participation and understanding. When
            brainstorming go down the rows, and every student needs to have
            an idea to add to the list.

Obj. #2

Obj. #3


Target for Professional Growth:
Work on presentation skills.




Teacher Notes:

         3 Rights of a worker:
             o   The right to know about workplace hazards.
             o The right to participate in health and safety activities.
             o The right to refuse unusually dangerous work
        Hazard: Potential to cause harm; anything that can hurt you or make you ill
        Physical hazards: are the most common and will be present in most workplaces at
         one time or another. They include unsafe conditions that can cause injury, illness
         and death. They are typically easiest to spot but, sadly, too often overlooked
         because of familiarity (there are always cords running across the aisles), lack of


Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
         knowledge (they aren't seen as hazards), resistance to spending time or money to
         make necessary improvements or simply delays in making changes to remove the
         hazards (waiting until tomorrow or a time when "we're not so busy"). None of
         these are acceptable reasons for workers to be exposed to physical hazards. For
         example, noise, heat or cold, electricity, moving machinery, dust and fibres.

        Chemical hazards: are present when a worker is exposed to any chemical
         preparation in the workplace in any form (solid, liquid or gas). Some are safer
         than others, but to some workers who are more sensitive to chemicals, even
         common solutions can cause illness, skin irritation or breathing problems. For
         example, paints, acids, cleaning supplies, vapors and fumes such as carbon
         monoxide, propane and acetylene.
    
        Ergonomic hazards: occur when the type of work, body position and working
         conditions put strain on your body. They are the hardest to spot since you don't
         always immediately notice the strain on your body or the harm these hazards
         pose. Short-term exposure may result in "sore muscles" the next day or in the
         days following exposure, but long term exposure can result in serious long-term
         injuries. For example, lighting, configuration of computer components, video
         display terminals, lifting and repetitive movements.
    
        Biological hazards: come from working with animals, people or infectious plant
         materials. Work in day care, hospitals, hotel laundry and room cleaning,
         laboratories, veterinary offices and nursing homes may expose you to biological
         hazards. For example, mould, fungus, mildew, plants, bacteria and viruses,
         washrooms, medical waste, insect stings and animal bites.
    
        Workplace stress: this is restricted to harassment as defined under The
         Occupational Health and Safety Act, 1993 and Regulations, 1996, Part III,
         Section 36.

Groups
Tracy, Brennan, Michelle
Chelsa, Amy, Jenn
Tyler, Katie, Cara

Examples of each hazard:
Physical: noise, heat, cold, moving machinery  construction (working in the cold),
warehouse (too much noise and don’t see the machinery moving)
Chemical: paints, vapours, fumes, propane  a painter may not be given the proper
equipment to wear to keep from inhaling the fumes, A gas attendant needs proper training
before working the propane tank (may explode on him)
Ergonomic  lighting, lifting, repetitive movements  Warehouse working (use proper
technique to lift boxes), mechanic (lifting heavy items),




Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert
Biological hazards: mold, bacteria, medical waste, animal bites  a teacher that has mold
in the school (creates headaches and other physical body ailments), a nurse where the
hospital is not disposing of needles properly
Workplace stress: harassment  office job where your boss is saying rude comments to
you, teacher being threatened by a student

Checklist and Assessment
Have names of people and different objectives you want them to meet. Have with me,
and check off as you see it happen.
-write objectives on board


Common Essential Learnings Foundational Objectives

        To develop an awareness of the responsibility and need for safe workplace
         practices and procedures.
        To recognize the importance of respecting the safety of others when engaging in
         work.
        To use language and terms specific to health and safety in industry and express
         knowledge of the area using communication skills.
        To develop a positive disposition to the role of health and safety in the workplace.




Adapted from Teaching Strategies and Methods for Student Centered Instruction, Lang, McBeath, Hebert

								
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