Teacher Lesson Plan 3 : safe@work General Module
|Lesson Objective |This lesson reviews the information presented in the safe@work General Module covering: |
| | |
| |Electricity |
| |Falls from height |
| |Mechanical equipment |
|Background Notes For Teachers |Employers have a Duty of Care to eliminate hazards or minimise risks to ensure the health and safety of all who |
| |enter the workplace. This responsibility includes taking action to eliminate or minimize electrical and |
| |mechanical hazards. Legislation requires a systematic approach to this by identifying, assessing and |
| |controlling risks associated with electrical equipment and with fixed and temporary electrical installations. |
| | |
| |The activities in this lesson aim to highlight the need for students to apply the S.A.M. principles (see the |
| |Terminology Checklist below) to those areas of the workplace that include equipment and personal safety. |
|Delivery Mode |Classroom |
| |Computer Labs or Access to Internet |
| |Worksheets |
| |Sample Test paper based. |
|( Time Allocation |60 minutes |
|Terminology Checklist |Hazard – anything that has the potential to cause injury or illness. |
| |Common hazards in the workplace include: |
| |Electricity – electric shocks or electrocution |
| |Falls from height – unguarded roof edges, unstable ladders |
| |Plant and equipment – any type of machinery that could cause injury (crushing, burning, cuts, amputation or |
| |fractures). |
| | |
| |S.A.M. Principles –Spot the Hazard, Assess the Risk, Make the Changes. |
| |Electrical installations – any electrical wiring, accessory or equipment associated with wiring situated in (or |
| |on) a workplace. |
| |Electrical plant – any plant (such as machinery, equipment, appliances or tools) that consumes, converts or |
| |generates electricity. |
| |Electric shock – the physical effect when a person becomes part of an electrical circuit and the current flows |
| |through their body. This can occur as a result of equipment becoming ‘live’ due to electrical faults, lack of |
| |maintenance or short circuit. |
| |Electrocution – a fatal electric shock to the body. |
| |Falls from height – falls of more than 2 metres: these could be falls from ground level where a fall is |
| |possible because of hazards like holes, pits or shafts. |
|Review Activity |Identifying Hazards. |
|10 mins | |
| |Using your school as an example, list two or three manual handling hazards and suggest two ways that the risks |
|This activity is aimed at reviewing |associated with the hazards may be controlled. |
|the concepts in Lesson 2 and the | |
|Homework Tasks |Students should consider areas such as playground equipment, working in the kitchen and woodwork areas, slips |
| |and trips in corridors and stairwells, manual handling near lockers, and lifting heavy objects such as tubs of |
| |books. |
| | |
|Activity 1 |Reviewing Key Points |
|30 minutes | |
| |Distribute Activity Sheet 1: Electricity Lock Out and Tagging. Students will need a copy of the safe@work |
| |General Module to complete the Short Answer questions on this worksheet. Students should complete this task |
| |individually. Check student responses. |
| | |
| |Distribute Activity Sheet 2: Electricity Lock Out and Tagging. This activity could be completed as a group |
| |activity. Check student responses. |
| | |
| |Distribute Activity Sheet 3: Falls. Students should complete this task individually. Check student responses.|
| | |
| |Distribute Activity Sheet 4: Falls Word Sleuth. Students should complete this task individually. Check |
| |student responses. |
| | |
| |Students should select either the even-numbered or odd-numbered Activity Sheets (i.e. Sheets 1 and 3, or Sheets |
| |2 and 4) and work through them in the time allowed. |
| | |
| |Note: Activity Sheets can be downloaded from DE&T safe@work website under Resources on the menu bar. |
| |Worksheets can be completed online and saved to the student’s hard drive. |
| | |
| |Review the Key Points. |
| | |
| |Read Key Points with students. Have them record these key points in their workbooks. |
| | |
| |Mechanical Equipment |
| |Workplaces must have a maintenance program to ensure that all equipment and machines are in safe working order. |
| |Any faulty equipment should be locked out and/or tagged so that it cannot be used until it has been replaced or |
| |repaired. |
|Activity 2 |Computer Session - Virtual Office Game |
|20 mins | |
| |Have students locate the safe@work website. Click on Links from Menu bar and find Links on Other Websites, |
| |click on WorkCover Corporation (SA) – Hunt the Hazards. Locate Learning Link in the top left hand corner of the|
| |window. Click on the Learning link. Scroll down to Games and Tests. Locate Virtual Office and complete the |
| |game. |
| | |
| |ESL students may find the Hunt the Hazard game easier to follow. |
| | |
| |Note: This site is slow to load; please be patient. Make sure the sound is active, as the game includes sound|
| |and animation. |
| | |
| |If time permits, students may choose to complete the Hunt the Hazard game located on the same site. |
| | |
| | |
|Homework / Assessment Task |Task |
|1 to 2 hours |Distribute individual copies of Activity Sheet 18: Using machinery and equipment safely. |
| | |
|Teachers may choose to assign this |Go through the requirements for this task and negotiate a due date with students. |
|activity as an assessment task to be | |
|completed as part of reporting |Note: Activity Sheet 18 can be downloaded from the DE&T safe@work website under the Resources on the Menu bar. |
|procedures for this unit. | |
| | |
| | |
| | |
|Resources needed for Lesson Delivery |Hard copies of the safe@work General Module for all students in class – this can be downloaded from the DE&T |
| |website safe@work. |
| |Sufficient copies of Activity Worksheets 1 and 2 and Homework task Sheets – available from the DE&T safe@work |
| |website under Resources on the Menu bar. |
| |Access to Internet for Virtual Office Game. |
|VELS Application |Strand |Domain |Dimension |
| Level 6 |Physical, Personal and Social|Health and Physical Education |Health knowledge and promotion |
| |Learning | | |
| | |Interpersonal development |Building social relationships |
| | | |Working in teams |
|Note: The Learning Focus and Standard for this | | | |
|lesson are available on the VELS Application | |Personal Learning |The individual learner |
|safe@work Lesson Plan Grid. | | | |
| | | |Managing personal Learning |
| | | | |
| | | |Civic knowledge & understanding |
| | | | |
| | |Civics and Citizenship | |
| |Discipline- based Learning |The Humanities - Economics |Knowledge& understanding |
| | | | |
| | | |Reasoning and interpretation |
| |Interdisciplinary Learning |Communication |Listening, viewing and responding |
| | | |Presenting |
| | | | |
| | | |Reasoning processing and inquiry |
| | | | |
| | |Thinking | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- safe work environment laws
- lesson plans for middle school general music
- math teacher lesson plan template