Teacher Lesson Plan 3 : safe@work General Module



|Lesson Objective |This lesson reviews the information presented in the safe@work General Module covering: |

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| |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. |

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| |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. |

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| |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. |

| | |

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|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. | |

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|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 |

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| | |Civics and Citizenship | |

| |Discipline- based Learning |The Humanities - Economics |Knowledge& understanding |

| | | | |

| | | |Reasoning and interpretation |

| |Interdisciplinary Learning |Communication |Listening, viewing and responding |

| | | |Presenting |

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| | | |Reasoning processing and inquiry |

| | | | |

| | |Thinking | |

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