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FRIT 7430: UbD Stage 3 Assignment

Jeff H. Johnson FRIT 7430: Instructional Design Stage 3, Understanding by Design July 4, 2011

FRIT 7430: UbD Stage 3 Assignment Title of Unit Safety Grade Level

9-12

Standard: ACT-OSF-1 Students will understand and practice construction safety. A. Demonstrate knowledge of use and care of PPE (personal Protective Equipment). B. Demonstrate a basic knowledge of OSHA and its regulations. C. Demonstrate a basic knowledge of safety as related to aerial work, electricity, and fire. Understandings: U1. Having the correct perspective and awareness to practice construction safety will create a strong safety culture. U2. There are different causes of accidents and will be able to identify potential hazards. U3. By properly donning PPE they will know how each piece works and will be able to apply the correct PPE in whatever hazard is experienced. U4. Safety policies and regulations are governed by OSHA. U5. They can apply the correct methods in using safety equipment to prevent injuries from falls, electrical shock and fire hazards.

Essential Questions: Overarching Questions: What safety tools and concepts are used to keep workers safe? Topical Questions: What is a safety culture? What are the causes and results of accidents? What is PPE and how is it used? Why is it so important to use PPE properly? What are companys safety policies and OSHA regulations? What is the general duty clause and rights and responsibilities of employees? What is aerial work and how do you protect yourself from falls? What electrical safety protocols are used in construction? What fire protection procedures do you need to know to work safely?

FRIT 7430: UbD Stage 3 Assignment

Stage 3: Plan Learning Experiences


Week 1 Type week 1 activities here (use page 26 of the UbD text as an example) 1. Begin with overarching essential question (What safety tools and concepts are used to keep workers safe?) to hook students into considering safety as an important part of work. H 2. Introduce the topical essential questions and discuss the culminating unit performance tasks (Hazard Map). W 3. Assess students prior knowledge using a pretest. T 4. Determine methods of differentiation based on pretest, student readiness and prior knowledge. O 5. Present concept attainment lesson on U1. With a give one take one method students will describe their interpretation of a safety culture. E, E-2 6. View video over safety culture. R 7. Introduce the three areas of unsafe acts. Have students describe the difference between injuries, incidents, and accidents by placing examples in each category. E, R, T 8. Review and discuss overarching and topical essential questions. R 9. Introduce the topical essential questions (What are the causes and results of accidents?) W 10. Present concept attainment lesson on U2. Use remote response system to obtain formative assessment. Then have students create safety posters to promote the given area studied. E 11. Students will present their poster to the class, describing their given topic and explaining their poster. E, E-2 12. Review and discuss topical essential questions. R 13. Introduce the topical essential questions (What are companys safety policies and OSHA regulations? What are the General Duty Clause and Rights and Responsibilities of Employees?) W 14. Present concept attainment lesson on U4. Have students do structured web search on the OSHA web site. E, T 15. View video about OSHA and its mission. R 16. Review and discuss topical essential questions. R Week 2 Type week 2 activities here (use page 26 of the UbD text as an example) 1. Discuss topical essential question (What is PPE and how is it used? Why is it so important to use PPE properly?) Have all PPE displayed for students to see. W, H 2. View video on the importance of PPE. R 3. Present concept attainment lesson on U3. Use PowerPoint to describe the importance of each PPE. Use remote response system to obtain formative assessment. E 4. Introduce each PPE separately. (hardhat, gloves, safety glasses, goggles, safety shield, ear plugs, respirator, boots, clothing). Allow students to handle and manipulate

FRIT 7430: UbD Stage 3 Assignment PPE. Have students practice putting on PPE. E 5. View video about ear protection. R 6. Students will be given a sound level meter test. This will describe induced hearing loss. R, T, E-2 7. Give a performance activity. Students will properly don all PPE. Many opportunities will be given for students to master skill. R, E, E-2 8. Review and discuss when to use each aspect of PPE. Students will be issued PPE. E 9. Review and discuss topic question. R 10. Students complete performance task, Hazard Map, which covers U1, U2, and U3. E, T Week 3 Type week 3 activities here (use page 26 of the UbD text as an example) 1. Begin with topic essential question (What is aerial work and how do you protect yourself from falls?, What electrical safety protocols are used in construction?, What fire protection procedures do you need to know to work safely?) To hook students attention, I will present a fall protection tool. I will ask students if they can determine what it is, how it is used or what it should be used for. H, W 2. View video about personal fall arrest system. E 3. Present concept attainment lesson on U5. Use remote response system to conduct formative assessment. Then have students practice classifying safety tools learned in this unit. E 4. Present personal fall arrest system and demonstrate how to put on and secure to anchor points. Students work in small groups to practice putting on personal fall arrest system. Students will rehearse and then evaluate their classmates. Many opportunities will be given for students to master skill. R, E, T. 5. View video about ladder safety. E 6. Present ladder safety. Demonstrate how to set up all ladders covered. Explain the 4 to 1 rule and the firemans rule. Students will work in small groups to practice using the ladders. Students will rehearse and evaluate their classmates use of the 3 point contact rule and other concepts taught. Many opportunities will be given for students to master skill. R, E, T 7. View video about scaffolding. E 8. Present scaffolding. Demonstrate how to set up scaffolding including all planks, top rails, mid rails and toe boards. Explain the proper tagging system and how it is used and understood. Students will work in small groups to practice using the scaffolds. Students will rehearse and evaluate their classmates use of the scaffolding. Many opportunities will be given for students to master skill. R, E, T 9. Students complete performance task, Safety Equipment, which covers U3 and U5. E, T 10. Review topic question (What is aerial work and how do you protect yourself from falls?)R 11. Discuss topic essential question (What electrical safety protocols are used in construction? & What fire protection procedures do you need to know to work safely?) R. 12. Present information about electrical safety. Students will demonstrate how to use a GFCI whip. E-2 13. Present information about fire safety. We will discuss the types of fires and

FRIT 7430: UbD Stage 3 Assignment firefighting techniques. E, R 14. Students create a graphic organizer of the four types of fires. They should identify aspects of each fire and describe how to fight them. E 15. Guest speaker. Fire department will demonstrate how to fight fires. Students will practice using a fire extinguisher. Many opportunities will be given for students to master skill. R, E, O, T 16. Review and discuss topic question. R Students complete a unit test.

Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric. Technology will be used daily in the following ways: Promethean board will help students visualize concepts taught. Remote response system will provide formative assessments. Video segment will be played through laptop/projector setup. Safety equipment will be provided for students to perform all tasks All PPE Personal Fall Arrest System Ladders Scaffolding Other materials will be provided such as flip charts, markers, sticky notes, etc to complete assignments.

FRIT 7430: UbD Stage 3 Assignment

Stage 3 Scoring Rubric


(0 Points) 1. Does not clearly communicate WHERETO for learning activities Fails to provide a pretest for learners. 2. Alignment is not demonstrated between instructional strategies, standards, and understandings of the unit. There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit. (3 Points) Codes some learning activities with WHERETO (5 Points) Clearly codes each activity with WHERETO Includes a pretest to check for prerequisite skills and knowledge. Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit. Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. 3. Instruction has one global starting point for all learners. No evidence of an attempt at differentiation 4. Fails to provide opportunities for students to RETHINK ideas, REFLECT, and to REVISE work. 5. Does not indicate the use of technology in a meaningful way Utilizes Gardners strategy to provide different Entry Points. Evidence of an attempt at differentiation exists Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work. Includes the use of technology Utilizes Gardners strategy to provide different Entry Points to meet the needs of all types of intelligences. Clear plan for differentiation Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work. Includes the use of technology in a meaningful way. Off the shelf resources are properly referenced
Your Score

FRIT 7430: UbD Stage 3 Assignment 6. Assignment is not Assignment somewhat organized organized Assignment Instructions not followed Several errors in grammar and form, which distracted the reader Most assignment instructions followed A few errors in grammar and form which distracted the reader

Assignment is organized Assignment Instructions followed No errors in grammar or form that distracted the reader.

Your Total Score

/30