Safety on the Job

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Industrial Machinery Maintenance Technology

  Course Title: Machinery Maintenance 1

  Course Number: 9204310

  Career Cluster: Manufacturing

  CIP Number: 0647030307

  Course Type: CAR-PREP-High School Career Preparatory Program

  CTE Benchmarks:

  • CTE-MFG.912.9204310.1.1 Practice shop safety rules and procedures.

  Other Integrated Benchmarks

  • ELA.9.C.2.1 Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.
  • ELA.10.C.2.1 Present information orally, with a logical organization and coherent focus, with credible evidence, creating a clear perspective.
  • ELA.11.C.2.1 Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.
  • ELA.12.C.2.1 Present information orally, with a logical organization, coherent focus, and credible evidence, while employing effective rhetorical devices where appropriate.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Safety is not My Job.” See CPALMS resource ID# 215706.

• Career Connection

  
  

  This lesson practices the career building skills of communication, workplace requirements and standard ways of working.

• Learning Objectives

  
  

  Students will be able to:

  • Evaluate why companies have safety rules and regulations.
  • Explain OSHA's role in setting standard working practices.
  • Communicate orally through role playing scenarios.

• Prior Knowledge

  
  

  Students should be familiar with:

  • types of basic safety practices in the workplace including employees use of personal protective equipment.
  • basic safety vocabulary, including occupational safety and hazards.
  • presenting information orally.

• Guiding Questions

  
  
  • Why is workplace safety important?
  • Why is it important to practice safety rules and procedures?
  • What role do companies play in safety rules and procedures?

• Procedure

  
  
  1. To introduce the lesson, put students in small groups of 3 - 4 and distribute a copy of the Safety is not My Job T-Chart (see attachments) to each group.
     • Have groups discuss ways workers can stay safe at work and ways that workers could potentially harm themselves.
     • Ask groups to brainstorm their ideas and record them on the T-Chart.
     • Based on the responses on the T-Chart, introduce or review the idea that there is a regulatory safety administration known as OSHA (Occupational Health and Safety Administration) that sets safety standards in the United States.
  2. Distribute the case study Safety Is Not My Job (CPALMS Resource ID# 215706) and set the purpose for the lesson.
     • Students should individually read and summarize the case study.
     • Set the lesson's purpose by telling the students they will role play safety scenarios in the workplace based on the case study and their discussion about safety from their T-Chart responses.
  3. Split students into grousp of 3(See Teacher Notes for grouping). Students will work in groups to write role-play scenarios as the characters from the case study and represent one of the characters, “Steven,” “Evan,” or “Andrea.”
     • The scenarios must contain “never before scenes” of events that have taken place in the workplace. These can be additional scenarios or an enhancement of the scenarios presented in the case study.
  4. Once groups are done planning their role play, have them present their scenarios to the class. Once all groups have presented their role-play, have students share their insights using the following questions:
     • How did role-playing help you understand safety practices and procedures?
     • How will your role play be useful in the workplace?
     • How will understanding safety practices and procedures help you succeed in your career?
  5. To bring the lesson to a close, students will write “what happens now.” This should be a short paragraph outlining a case study solution.

• Teacher Notes

  
  
  • Depending upon time constraints, teachers can break this lesson into multiple lessons.
  • If the groups must be larger than three, you should assign the additional student(s) a character not mentioned in the case study.
  • The teacher can have students write responses to the closing activity questions in their journals as an alternative.
  • The questions listed after the closing activity could be used as an attention grabber or introduction for a subsequent lesson.