Avoiding a Workplace Accident

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Applied Engineering Technology

  Course Title: Applied Engineering Technology I

  Course Number: 8401110

  Career Cluster: Engineering & Technology Education

  CIP Number: 0614130100

  Course Type: TECH-ED - High School Technical Education Program

  CTE Benchmarks:

  • CTE-TECED.912.8401110.15.1 : Select appropriate tools, procedures, and/or equipment.
  • CTE-TECED.912.8401110.15.2 : Demonstrate the safe usage of appropriate tools, procedures, and operation of equipment.

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Proper Protection Procedure.” See CPALMS Resource ID #215897.

• Career Connection

  
  

  This lesson includes the career building skills of organizing information, sharing it through a concise means of visual communication. This lesson helps students identify the importance of following proper procedures through the use of visual aids outlining hazards, risks, and procedures that are associated within a laboratory setting. Students will have to use academic and technical skills to effectively outline and portray proper procedures to uphold a high standard of safety. By examining a real-world scenario, students will be able to identify proper protection procedures in an industrial setting.

• Learning Objectives

  
  

  Students will be able to:

  • Identify safe and appropriate tools, procedures, and operation of industrial equipment.
  • Outline industrial laboratory safety rules and procedures through the creation on an infographic.
  • Research existing and proper safety information, standards, and infographics.

• Prior Knowledge

  
  

  Students should be familiar with/able to:

  • Use digital tools available to create an infographic.
  • Evaluate digital resources for credibility.
  • Different tools that would be present in an industrial laboratory setting.

• Guiding Questions

  
  
  • What are examples of safe procedures?
  • What does personal safety look like in an industrial setting?
  • What might a safe working environment look like?
  • Why would someone want to properly use a tool in an industrial workshop?
  • What might happen in an unsafe working environment?

• Procedure

  
  
  1. To introduce the lesson, ask students to work with a partner. With their partner, have the students discuss what comes to mind when they hear the word “safety”.
     1. The teacher should create a class word web using available resources (see Teacher Notes for resource options) and call on each group to contribute responses.
  2. Engage students in a discussion about how safety is associated with an industrial workshop. Ask the students, “Why is it important to understand and maintain a safe working environment in an industrial workshop?”
     1. See Discussion and Guiding Questions Attachment for sample discussion questions to prompt students to consider.
  3. Review a handful of tools and equipment that would commonly be found in an industrial workshop. This should be a short review with a quick example of a safety procedure followed with each piece. Examples of appropriate tools and equipment include 3D printers, band saws, disc sanders, CNC machines, drill presses, miter saws, table saws, lathes, or hand and portable power tools.
  4. Provide the students with a copy of the case study, “Proper Protection Procedures,” (See CPALMS Resource ID # 215897). Allow students a few minutes to individually read and annotate the case study. During that time, instruct students to annotate the text. Such as:
     1. Underlining equipment and tools being used.
     2. Highlighting industry vocabulary.
  5. After the case study is read, have students recap the scenario in the case study.
  6. Next, pose some of the following discussion questions:
     1. Why did Ted decide to go against safety standards while using different equipment at Car Creations Inc?
     2. What could Jerry have done differently after watching Ted misuse equipment?
     3. How might Monica's past experience influence how she reacted to Ted’s actions?
     4. How might the possibility of a power dynamic between Jerry, Ted, and Monica play into creating a different scenario?
     5. Why are there existing safety standards on equipment and tools used in industrial workshops?
     6. What is the issue behind misusing industrial equipment? What implications could be encountered when misusing this equipment?
     7. How might you have reacted to Ted’s actions in the moment?
  7. Next, assign each student a different tool or piece of equipment that is found in an industrial laboratory. Explain to students that their task will be to create a safety infographic over their assigned tool or piece of equipment.
     1. The purpose of these infographics are to promote safety literacy and practices in the workplace.
     2. These infographics could include the steps to properly using their assigned equipment, safety inspection checklist for pre- or post-use, or an infographic on specific safety procedures for that specific equipment. For example, a safety poster over a miter saw.
  8. Students will research existing documentation for their assigned tool or equipment. Students should use credible information from safety resources and equipment user manuals.
     1. Students will compile this information into a digital infographic that includes proper handling, protection needed, and lockout procedures. Students will need to be able to explain their reasoning for choosing which aspects to add to their infographics.
  9. Next, time permitting, have students participate in a gallery walk to see the other productions of their peers.
  10. To bring the lesson to a close, provide students with an Exit Ticket. The Exit Ticket asks students to respond to the following questions:
      1. How can safety standards and proper use of equipment limit the occurrence of accidents in the workplace?
      2. How could your infographic help prevent future misuse of industrial tools and equipment?
      3. How could you adapt your safety infographic for non-industrial settings?
      4. How can workers benefit from the availability and increased accessibility to proper producers and safety information being portrayed through infographics?
      5. Why would a company want to have safety infographics readily available in their workspaces?

• Teacher Notes

  
  
  • For step 1, the teacher could create a word web through writing the words and ideas on a classroom whiteboard, on paper through a document camera, or through a digital word web service.
  • For step 7, the class could be divided into small groups rather than conducting this as an individual assignment. These groups could be made from 2-4 students.
  • Examples of credible safety and machining procedures sites include International Technology and Engineering Educators Association (ITEEA) safety resources and Occupational safety and Health Administration (OSHA) Safety Training Resources.
  • Student-made infographics can be created on any service or program that allows you to create multimedia products, such as a presentation software, word processing software, or a graphic design platform.
  • Students could complete infographics either individually or in groups of 2-3. If in small groups, students should have prior knowledge of how to work as a responsible, positive, and professional team member.