PURO NATIONALIZED
SCHOOL GRADE LEVEL Grade 11
HIGH SCHOOL
Teaching Common
TEACHER CRISTINE A. GABISAN SUBJECT
Competencies in HE
MONDAY 6:00AM-
DATE & TIME GRADING 2nd quarter
8:00AM
I. OBJECTIVES
A. CONTENT STANDARD Knowledge and Skills
The student demonstrates professional standards as required by business and
industry.
The student is expected to comply with practicum setting safety such as rules
and regulations to maintain safe and healthful working conditions and
environments.
B. PERFORMANCE These lessons and activities are designed to satisfy a range of student skill levels.
STANDARD Lessons include brainstorming and discussions, reading, writing, vocabulary and
grammar practice. While lessons are sequential and build on each other, may create
a different lesson order based on your class’s needs.
C. LEARNING Basic Direct Teach Lesson
COMPETENCIES/OBJECTI (Includes Special Education Modifications/Accommodations and
VES
Objectives:
The students will be able to:
1. Identify common health and safety hazards on the job.
2. Discuss the procedures to follow regarding workplace hazards and safety.
3. Explain legal rights and protections regarding health and safety in the
workplace.
4. Evaluate responsibilities of the employer and employee
5. Elaborate benefits of safety hazards in the workplace
II. CONTENT
TOPIC An understanding of health and safety in the workplace is essential.
to reduce injuries and illnesses. Such familiarity with policies and procedures can boost
employee morale and productivity.
III. LEARNING RESOURCES
1. TEACHER’S GUIDE To download this curriculum, go to www.umass.edu/roundtable.
PAGES
2. LEARNER’S Workplace Health and Safety Key Terms Poster board
MATERIAL PAGES Markers/colors
Computer and Power point presentation media
3. TEXTBOOK PAGES
4. ADDITIONAL www.umass.edu/roundtable
MATERIALS FROM
LEARNING RESOURCES
PAGE (LR) PORTAL
5. OTHER RESOURCES
IV. PROCEDURES
A. REVIEWING
PREVIOUS Preliminary activities
LESSON/PRESENTING
THE NEW LESSONS Opening prayer
Greetings
Classroom management/ settings of the class
Checking of attendance
Spot the Hazards.!
Guide Question
Provide 2 minutes timer for them to think their answers.
(The teacher will provide printed picture or show picture in a slide show so the students
will be able to encircle their answer.)
The teacher will show the encircled hazards based on the picture.
As we go through the lesson, The student is expected to comply with practicum setting
B. ESTABLISHING A safety such as rules and regulations to maintain safe and healthful working conditions
PURPOSE FOR THE and environments.
LESSON
C. PRESENTING Teacher will discuss festival dance and its type (Occupational Health and Safety)
EXAMPLES INSTANCES
OF THE LESSON I. Occupational Health and Safety
A. Safety – the condition of being safe from undergoing or causing hurt, injury, or loss
B. Workplace safety – the policies and procedures put in place by an employer to
promote the safety and health of employees
C. Hazard – a source of Hazard
1. Spot the Hazard (Hazard Identification),
2. Assess the Risk (Risk Assessment) and
3. Make the Changes (Risk Control).
D. Act professionally in the work setting to avoid safety concerns
E. Statistics – 4,609 workers were killed on the job in 2011 (13 each day) (OSHA,
2011)
F. Discussion of Iceberg theory
II. Occupational and Safety Health Administration (OSHA)
A. Occupational Safety and Health Act passed
1. Requires employers to follow OSHA standards
2. Workplaces must be free from recognized hazards
3. Protects workers by enforcing OSHA standards
II. Advantages of having OHSA Practices
1. Reduced workers’s compensation cost
2. Compliance with regulations and reduced risk of legal liabilities and fines
3. Increased productivity and moral
4. Lower absenteeism
5. Enhanced reputation
6. Reduced workplace injuries and illness
7. Employee retention and reduced recruitment costs
8. Quality improvement
9. Better crisis management
10. Social responsibility
III
A. Workers benefits
1. Recognize and remove hazards from your workplace.
2. Protect your workers from injury and illness.
3. Prevent loss of life at your worksite.
4. Cultivate informed and alert employees who take responsibility for their own and
their coworkers’ safety
5. Improve employee morale.
IV. Employer Benefits and Duties under OSHA
1. Comply with federal and state safety and healthy requirements.
2. Become more effective at their jobs. Management experts believe that the
company with a well-managed safety and health program enjoys better overall
management.
3. Increase productivity rates and assure product quality.
IV. Business Benefits and duties under OSHA
1. Lowering injury and illness rates
2. Decreasing workers’ compensation costs
3. Reducing lost workdays and
4. Limiting equipment damage and product losses.
Sharing safety quote:
D.DISCUSSING THE NEW
CONCEPTS AND 1. Create a “Find the Hazards” Workplace Safety Poster. Divide the class into groups
PRACTICING THE SKILLS of 3-5 students. Have each group work together to create a poster for a specified
#1 LPSCS work environment (courtroom, correction facility, patrol car, firehouse, office,
dispatch room, etc.). Have the students draw a scenario, depicting intentional health
and safety hazards. Have the students present the poster to the class and list the hazards
depicted in it. Use the Presentation Rubric for assessment.
2. Develop an EAP. Have students research emergency action plans on the Internet.
Have each student choose five disastrous events and write a hypothetical EAP
addressing each type of event for the workplace. The EAPs should include what the
employer should do to keep employees safe, what the employees should be asked to
do, and what the evacuation plans would be (examples of events could include weather,
medical, evacuation due to a bomb threat, intruders, fire, power outages, etc.). EAPs
should include maps. Use the Individual Work Rubric for assessment.
Individualized Education Plan (IEP) for all special education students must be
followed. Examples of accommodations may include, but are not limited to:
NONE
Note:
AEP = English for Academic Purposes
LPSCS = Law, Public Safety, Corrections and Security
E. DISCUSSING NEW NONE
CONCEPTS AND
PRACTICING NEW SKILL
#2
F. DEVELOPING Workplace Health and Safety Exam and Key
MASTERY LEADS TO Discussion Rubric
FORMATTING Individual Work Rubric
ASSESSMENT Presentation Rubric
Research Rubric
Individualized Education Plan (IEP) for all special education students must be
followed. Examples of accommodations may include, but are not limited to:
For reinforcement, the student will define and illustrate key terms in a journal. Use the
Individual Work Rubric for assessment.
G. FINDING PRACTICAL GUIDE QUESTION
APPLICATION OF 1. What are some health and safety hazards at your job?
CONCEPTS AND SKILLS 2. What responsibilities does your employer have?
IN DAILY LIVING 3. What is your experience with health and safety at work?
H. MAKING What is Safety Hazard? – Students discuss the safety hazards at work, practice
GENERALIZATIONS AND identifying hazards safety hazards, and learn and practice related vocabulary.
ABSTRACTION ABOUT
THE LESSON A Scenario – Students identify workplace safety hazards and
rights in a typical workplace scenario, and strategies for dealing with workplace safety
hazards.
Safety Hazards Vocabulary Practice
I.EVALUATING
LEARNING Tell students that you will read a story about one worker’s experience with safety on
the job. from the story ask students some quick questions about the story orally to
make sure that they have understood story content. (For example: What was
Francisca’s job? What happened to her? Why? What did she do about it? Why did they
test her blood?
How did the test come back?)
Francisca’ Story
I had a job at Massachusetts General Hospital. I worked in the
emergency room. I changed needle boxes. One Saturday, I started
to change the needle boxes in my area. When I finished, I went to
put the boxes in the trash room and I saw one box open. I picked
up the box to close it, but I didn’t notice a needle sticking out. The
needle stabbed me and went through my glove and my hand.
I walked until I saw a nurse. I told her that the needled stabbed
me. She stopped what she was doing and took care of me. The
same day, she took my blood to do a test on it. Then she gave me
a shot and some pills. The pills made me dizzy and gave me an
upset stomach.
The next day, I got up and went to work. When I took my
medicine, I felt very dizzy and my legs felt numb. So I went to the
doctor again. She gave me a paper so that I could stay home for
two days.
They tested me for HIV. The test came back negative, and I felt so
happy. The gloves had not protected me from the needle stick,
but I was lucky and I was O.K. Now I feel better.
Francisca’s Story – Yes or No
J. ADDITIONAL SLIDE SHOW PRESENTATION
ACTIVITIES FOR
APPLICATION/REMEDIA In your group, create a slide show presentation containing your images of the members
TION and their special quote for this subject and your captured photos during the activities a
while ago. At the last slide, your reflection regarding the activities today.
V. REFLECTION
A. NO. OF LEARNERS (5 minutes for explanation)
WHO EARNED 80% IN Each student will now conduct an oral history interview and write a
THE EVALUATION report. Everyone should also prepare a short class presentation about
his or her project.
Remind students that they will need to turn in their interview notes.
along with the written report.
Set a due date for the completion of this assignment. This will be the
date of the next class in this unit (Lesson 6). It’s best to schedule.
Lesson 6 for a week or more after students begin the assignment, to
allow enough time. In Lesson 6, students will turn in their reports and
interview notes. They will also give their class presentations.
Answer any questions students have about the assignment.
B. NO. OF STUDENTS
WHO REQUIRES
ADDITIONAL
ACTIVITIES FOR
REMEDIATION WHO
SCORED BELOW 80%
C. DID THE REMEDIAL
LESSON WORK?
D. NO. OF LEARNERS
WHO CONTINUE TO
REQUIRE REMEDIATION
E. WHICH OF MY
TEACHING STRATEGIES
WORKED WELL? WHY
DID THESE WORK?
Submitted to:
JONIE OLIVER
Teaching Common Competencies in HE
Teacher
