Lack of Safety Demonstration

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title (as applicable): Air Conditioning, Refrigeration and Heating Technology

  Course Title: Air Conditioning, Refrigeration and Heating Technology 1

  Course Number: 8723000

  Career Cluster: Architecture & Construction

  CIP Number: 0647020303

  Course Type: Career Preparatory

  CTE Standard(s) or benchmark(s):

  Focus

  01.07 Demonstrate Occupational Safety and Health Administration (OSHA) 10, Environmental Protection Agency (EPA) practices, Department of Transportation (DOT) hazardous materials safety requirements, lock-out and tag out, and electrical safety.

  Supporting

  01.01 Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Danger Zone” See CPALMS resource ID# 209214.

• Career Connection

  
  

  This lesson supports students’ ability to develop independence in deciphering best practices in the absence of a positive role model. In addition, students will become familiar with safety requirements, researching and reading technical documents, and collaborating with peers.

• Learning Objectives

  
  

  Students will be able to:

  • Demonstrate a controlled mock violation of OSHA safety requirements as part of a small group.
  • Identify workplace safety violations as they occur in real-time.
  • Orally present accurate information regarding OSHA standards in a small group.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Read and understand, with assistance, technical documentation.
  • Identify key parts of a passage.
  • Find specific content within a text using a table of contents.

• Guiding Questions

  
  
  • How does individual responsibility affect workplace safety?
  • What does it mean to be safe in the workplace?

• Procedure

  
  

  1. To introduce the lesson, encourage a general discussion about safety by asking any/all of the following questions:

  • What does it mean to be safe in the workplace?
  • Who is responsible for ensuring safety requirements are met in the workplace? Explain.
  • Why are safety requirements so important?
  • How can you know what safety requirements must be met?

  Students should have a basic understanding of safety (e.g. don't run with scissors, don't touch hot objects, etc.). This discussion may lead to a number of topics such as safety governing bodies, safety inspectors, PPE, supervisors' responsibilities, etc. To prepare students for reading the case study, it may be worth steering the discussion towards personal responsibility regarding safety.

  2. Have students separate into small groups or partners. Distribute the case study to each group. Case studies may be distributed one per group, depending on the size of the group, or to each individual. Allow students time to read the case study.

  • While students read the case study, display the following questions:
    • What role does Bill play in the new employees' perception of workplace safety?
    • Why is it important to demonstrate positive workplace habits at all levels?
    • How could Yoshi have approached Bill differently when attempting to correct him?

  3. After reading the case study, pass out the demonstration rubric (see attachments). Then, inform students that they are now in Bill’s position. Using available materials, they will perform the safety demonstrations for the orientation and, just like Bill, they will prepare and perform the demonstration with at least one incorrect safety action.

  • Students will fill out the first 3 pieces of information at the top of the rubric (see attachments). The ratings on the rubric will clarify for students how their demonstration will be assessed. Review the ratings with students.
  • Be sure that the incorrect safety action demonstrated is intentional and not actually a mistake on the students’ part. The students doing the demonstration should know exactly what requirement they are violating.
  • Guide students to applicable resources documenting safety requirements.
    • There are sufficient requirements in the OSHA standards which can easily be accessed online at https://www.osha.gov/laws-regs/regulations/standardnumber/1910. (CFR 29 Part 1910 – Occupational Safety and Health Standards)
    • Sorting through federal regulations can be overwhelming for students. There are several standards listed under the Teacher Notes section to guide students or assign to groups as applicable.

  4. Pass out the mock safety violation (see attachments).

  • When groups are finished preparing the demonstration, inform the class that each group (or individual) is required to write a mock violation for at least one group's safety demonstration after the demonstrations are done.
  • The violation should describe the situation and cite the requirement being violated. Encourage students to write as if they are turning in the violation to a supervisor for approval.
  • Allow time to show the students how they are expected to fill out the violation handout. The violation handout is a generic template and may be completed in a manner which best suits the class. The intent is simply to engage students in identifying and addressing safety violations.

  5. Collect the rubrics (see attachments) from students. Use the demonstration rubric to assess students during their demonstrations (see Teacher Notes).

  6. Allow each group time to present their safety (or lack of) demonstration. This can be done in a variety of ways using any props available in the classroom. Allow students some creative freedom to use items as props representing miscellaneous equipment. This demonstration should be a fun activity but can easily lose the focus of the assignment.

  • Feel free to debrief after each presentation or simply continue to the next.
    • This discussion can include what safety violations the presenting group was demonstrating as well as any additional safety requirements the presenting group did correctly.
    • It may be helpful to identify the safety violation and then discuss what corrective actions should be taken to mitigate future risk.

  7. To finish the lesson, after the demonstrations, ask students to choose a group demonstration to write a safety violation for using the attached mock safety violation template.

  • As a class, review the guiding questions to have students share what they learned about safety on a worksite.

• Teacher Notes

  
  
  • This lesson can easily be completed over 2 periods. Ideas for splitting this lesson over 2 days include:
    • Read and have an open discussion on the case study alone on day 1, research prepare and perform demonstrations and violations on day 2.
    • Read and have an open discussion on the case study and research a safety standard on day 1, perform demonstrations and complete mock violations on day 2.
  • Deliverables (Rubric and violation) can be by group or each student.
  • Try to have as many actual safety items and equipment available as possible for demonstrations. Otherwise, be sure there are other common items available for students to choose to role play.
  • The following sections of OSHA regulations may be used to further narrow down student research.
    • [General Electrical] 1910.303(b) and beyond
    • [Fall Protection] 1910.29(b) and beyond
    • [Hazardous Waste] 1910.120(j)
    • [General PPE] 1910.132-140
    • [Machine Guarding] 1910.212
    • [Lockout Tagout] 1910.269(d)(4)-(d)(8)

• Optional

  
  

  Summative Assessment Ideas:

  • The demonstration and violation both can be used to assess students’ understanding of the content.
    • The demonstration may be assessed for students' ability to retain and use information contained in technical documents.
    • The violation handout may be assessed for students' ability to recognize unsafe acts and relate them to OSHA standards.