|Lesson Plan ID:
|| Am I Safe at the Workplace?: Safety and Health Concerns in the Workplace|
This is an activity/project-based lesson plan designed to guide students through the steps of preventing accidents in the workplace. Learning the right way to do one's job is the primary rule for studying safety policies and procedures.
|Primary Learning Objective(s):
|| Students will identify different safety policies and procedures for the workplace.|
|Additional Learning Objective(s):
|| Students will prepare a poster depicting one aspect of their study of safety.|
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
Textbooks and Workbooks for:
Succeeding in the World of Work(Glencoe-McGraw Hill),
From School to Work (Goodheart-Willcox),
Learning for Earning: Your Route to Success (Goodheart-Willcox),
Childhood Injury Prevention Handbook(Children's Hospital and the Southeast Child Safety Institute);
teacher-developed assessment tools/ activity handouts (see attachments)
|Technology Resources Needed:
Computers with Internet access, printer, floppy disks
Students should read the chapter on safety in their books, define safety terms, and summarize information.
Obtain/borrow a hard hat, goggles, face mask, and rubber gloves.
1.)Teacher meets the students at the door wearing a hard hat, goggles, rubber gloves, and face mask. Obviously students will know the lesson is about safety procedures in the workplace. Teacher then distributes Handout #1, Understanding Safety Practices. (All handouts indicated are included as attachments to this lesson plan.)Students and teachers then discuss the handout after the activity is completed. Allow thirty minutes for this step.
2.)After the Engagement/Motivation activity, the teacher explains various terms, symbols, injury/accident causes/prevention, and the effects of OSHA/EPA guidelines. Allow one class period for this step.
(Occupational Safety and Health Administration Guidelines
)Includes all safety and health standards for different careers.
3.)This step begins with a continuation of the discussion from the previous step. After the discussion teacher introduces Handout #2, Safety Policies and Procedures (poster project). Once initial questions have been satisfied, teacher allows students access to the Internet to gain information on the different safety topics to be used in the poster. Allow one class period for this step.
4.)This is the last class period spent on safety policies and procedures. Students are given Handouts #3, Protective Devices and Procedures, and #4, Safety First: Preventing Accidents in the Workplace. These activities focus on the application of knowledge gained from the Internet searches. Another assessment tool Handout #5, Keeping Safety First (optional; often offered for extra incentive for the poster) is a brief test over the safety terms used in the lesson. At the end of the class period, teacher distributes Handout #6, Safety on the Job Scavenger Hunt (optional). Allow one class period for this step.
5.)On the due date, teacher collects the completed posters and assigns a poster grade[see rubric].
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Understanding Safety Practices Survey Handout.doc|
Protective Devices and Procedures Handout.doc
Keeping Safety First Vocabulary Handout.doc
SAFETY POLICIES AND PROCEDURES Poster Project Handout.doc
Safety First Preventing Accidents in the Workplace Handout.doc
Safety on the Job Scavenger Hunt Activity Handout.doc
Safety Policies and Procedures Poster Grading Rubric.doc
Assessment of this lesson plan is based on two parts. The activity sheets will be used as a daily grade. The poster project receives a project grade (see rubric attachment).
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: