Recognizing Safety Hazards in the Lab

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Industrial Biotechnology

  Course Title: Biotechnology 3

  Course Number: 8736000

  Career Cluster: Manufacturing

  CIP Number: 0626061601

  Course Type:

  CAR-PREP - High School Career Preparatory Program

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Hazardous Duty.” See CPALMS resource ID#221364.

• Career Connection

  
  

  This lesson introduces students to the real-world practices and responsibilities of professionals in the biotechnology field. It emphasizes the importance of identifying safety hazards and using scientific vocabulary correctly, skills essential for roles such as lab technicians and biosafety officers. Students will also develop durable skills like critical thinking, attention to detail, and teamwork—competencies that are critical in careers.

• Learning Objectives

  
  

  Students will be able to:

  • Identify potential biohazards and relate how to deal with a variety of biohazards.
  • Recognize laboratory safety hazards and avoid them.
  • Integrate academic vocabulary related to the field of biotechnology and biohazards.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Collaborating in Teams.
  • A basic understanding of general laboratory safety rules.

• Guiding Questions

  
  
  • What are some ways to identify biohazards?
  • What is the importance of recognizing safety hazards and understanding ways to avoid them?

• Procedure

  
  

  1. To introduce the lesson, the teacher can provide students with the following scenario: “You’re offered an internship at a cutting-edge biotech lab. You tour the facility and notice gloves on countertops, unsealed biohazard bins, and a faint chemical smell—but the research is exciting and prestigious. Would you still take the internship? Why or why not? If you do decide to take the position, how could you address these concerns?” Then hold a short class discussion in which both sides are discussed.

  • To be sure that the benchmark of safety/biohazards is addressed guide the conversation with probing questions if the students begin to veer off topic. For example, Having realized there are biohazards, what would be a benefit to taking this internship?

  2. Before moving into the case study, present the students with 4-5 industry specific vocabulary words, either from the provided list (see attachments), the case study, or teacher selected terms.

  • As a whole group the teacher will present students with a Frayer model for each selected vocabulary word. Together the class will come up with a student friendly definition for each word, images, and related words. A template of the Frayer model is provided in the attachments.
  • This can be mostly teacher facilitated to save on time.

  3. Provide students with the case study, “Hazardous Duty” (see CPALMS resource ID #221364) and list of industry specific vocabulary words. Allow students time to read the case study individually, before separating into pairs/groups. As students are reading the case study, they can annotate and highlight any words that are on the vocabulary list handout, or a list provided by the teacher.

  4. Once students have finished reading, they can join into pairs or small groups to discuss the scenario. Students will complete Owen’s safety checklist, included in attachments, based on the violations he observed in the lab, as well as the areas that passed inspection. Students can compare highlighted vocabulary words and select 4-5, to be used in the student-centered activity.

  5. Students can then discuss the following questions (also provided as a handout) These can be displayed or printed and given to groups/pairs:

  • What systems failed in this lab and why?
  • Which biohazards posed the greatest risk? Defend your reasoning.
  • How would you prioritize safety violations?
  • How would Owen's actions affect lab safety and credibility?
  • How do biosafety cabinets and autoclaves help prevent contamination?

  6. After, students will create a digital PSA focused on how to avoid biohazards in a lab. Teacher can assign each group/pair a different area of the lab where they identified hazards, based on the completed checklist.

  • • Students will create a PSA that includes the following:
      • How to identify the hazard.
      • What the risks are.
      • How to prevent it.
      • Proper PPE or equipment.
      • Uses 4-5 selected vocabulary words in context.

  7. Students can then participate in a gallery walk to view each group's PSA, making sure to discuss the included vocabulary terms. Students could also pair with another group and discuss their PSA, also making sure to discuss the included vocabulary terms. Teacher should ensure that each area of the lab where there was a safety concern is represented in the student presentations.

  8. To close the lesson, the teacher can discuss the importance of understanding industry and academic vocabulary. A final whole class discussion can be held using the following questions:

  • What types of real-world problems do biotechnology professionals solve, and how do safety skills play a role?
  • If you were working in Owen’s role, what responsibilities would require the most focus and attention to detail?
  • How might communication and teamwork be critical when responding to a lab safety emergency?

• Teacher Notes

  
  
  • This lesson can be divided into 2 class periods.
  • The PSA's could be various formats such as: PPT, a video, an online graphic, any other digital visual representation of the ideas.