FRIT 8530: UBD Video Podcast Assignment

Jeff H. Johnson FRIT 8530: Applications of Instructional Technology Stage 3, Understanding by Design July 13, 2012

Note: Highlighted information pertains to the lesson that the video podcast is created for.

FRIT 8530: UBD Video Podcast Assignment

Title of Safety Unit Curriculum CTAE - Construction Area

Content Standards:

Grade Level Time Frame

9th 12th grade

3 weeks

Stage 1 Identify Desired Results

ACT-OSF-1 Students will understand and practice construction safety. a. b. c. Demonstrate knowledge of use and care of PPE (personal Protective Equipment). Demonstrate a basic knowledge of OSHA and its regulations. Demonstrate a basic knowledge of safety as related to aerial work, electricity, and fire.

Understandings
Students will understand that: 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. Related Misconceptions: Students sometimes do not take the concept of safety serious. Students sometimes recognize safety tools and think they already know the proper way to handle these tools. Most of the time they have been taught incorrectly.

Essential Questions
Overarching Questions: Topical Questions: What is a safety culture? What are the causes and results of accidents? What is PPE and how is it used?

What safety tools and concepts are used to keep workers safe?

FRIT 8530: UBD Video Podcast Assignment 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?

Knowledge and Skills Knowledge

Students will know: knowledge of use and care of PPE Hard Hat Eye and face Protection Hand protection Hearing protection Respirator protection knowledge of OSHA and its regulations Code of federal regulation General duty clause Employee rights and responsibilities Inspection Violation Compliance knowledge of safety as related to aerial work, electricity, and fire Personal fall arrest systems Ladders and stairs Scaffolds Electrical Grounding (GFCI) Fire prevention firefighting

Skills
Students will be able to: Demonstrate knowledge of use and care of PPE. Hard Hat Eye and face Protection Hand protection Hearing protection Respirator protection Demonstrate a basic knowledge of OSHA and its regulations. Record keeping

Demonstrate a basic knowledge of safety as related to aerial work, electricity, and fire. Personal fall arrest systems Ladders and stairs Scaffolds Electrical Grounding (GFCI) Fire prevention firefighting

FRIT 8530: UBD Video Podcast Assignment

Stage 2 - Evidence Hazard Map Performance Task(s)

Addressing U1, U2, U3 and U4 Goal: The objective is to identify hazards at your job. Role: Your job is unsafe. You are to identify all hazards and potential hazards at the job site. Audience: You are unhappy with the unsafe conditions of your job. You need to convince your employer that there are hazards that need attention. You will then discuss solutions for the problems with your employer. Situation: At your work site you see things that appear unsafe. You make it a point to avoid these hazards but you continue to find more. You decide to create a hazard map to identify all the unsafe and potentially unsafe areas at your job. You also decide to label each area so it is easy to identify. You hope that with your suggestions the hazards can be resolved by an engineered solution, a working policy and procedure or use of PPE. Product Performance and Purpose: Students will be grouped with three or four students. The group will decide what they will use as their worksite to create a hazard map. This could be a job that one of the students has or a place where they help their parents work. Examples may be a grocery store, farm, hardware store, school. Draw a layout of the building or area of work. Use colored markers to identify different areas in the work sites. Examples of this for a fast food restaurant could be: Safety (RED)Chemical (GREEN)Biological (ORANGE) Hot grill Cleaning supplies Bacteria Hot grease Dishwasher products Trash Sharp knives Slippery floors Pressure (PURPLE)Other (BLUE) Stressed customers Lifting Robbery Standing You should use as many colors necessary to identify all hazards and potential hazards on your hazard map. Standards and Criteria for Success: Your map should contain:

FRIT 8530: UBD Video Podcast Assignment A drawing of a worksite with which you are familiar. You should identify walls, objects, traffic lanes, roads, tables, countertops, and equipment; anything that describes the work area. You should identify all hazards or potential hazards. This should be identified on the map. Create a list using different colors to group all hazards or potential hazards. Prepare a statement on how you would fix all the hazards. Along with the solutions, students should identify if the solution is an OSHA policy or procedure, an engineering solution or a prevention solution with PPE. Provide a list of PPE that should be used at all times while working in this business. Provide a summary report of how this activity would create a better safety culture. Be prepared to share your hazard map with the class.

Performance Task(s) Rubric(s)

3 Exceeds Provided a realistic view of a worksite. Map is organized, neat and easy to understand. Distinct symbols used to identify objects. (Perspective) Identified multiple hazards. Judged the type of hazard based on the OSHA hazard scale. Used symbols or picture of hazard. Used different colors to categorize. (Interpret) 2 Proficient Map is drawn with a realistic view of the worksite. Limited detail, neat, realistic (Interpretation) Identified hazards. Listed hazards by categories (Perspective) Hazard identification is vague. 1 Does Not Meet Map is limited, not neat, unrealistic

Map

Hazard ID

FRIT 8530: UBD Video Podcast Assignment

Everyone in the group participated. Each group member presented. Presentation was clear and easy to understand. The group took the project seriously and presented in a constructive manner. A solution or a method was provided that could be used to keep the hazards from causing injuries. All hazards had suggested solution (Empathy) Presentation was clear and easy to understand. All members participated. Presentation and participation was inconsistent and unclear.

Presentation

Summary / Solution

(Explanation) Some solutions were provided to solve hazards.

Vague solutions were provided.

Other Evidence
(e.g. tests, quizzes, work samples, observations)
After student presentations, each group will identify the methods used to fix the hazard. The solutions will be written on sticky notes and then placed on the board in one of three categories: an engineered solution, a work policy/procedure or use of PPE. For every PPE solution the group will receive 100 points. For every policy or procedure solution the group will receive 500 points. For every engineered solution the group will receive 1000 points. The goal is to have the groups provide solutions for all three areas based on their understanding of the hazard and the process of creating a safe environment. This activity will show evidence of students understanding in many of the six facets of understanding.

Student Self-Assessment and Reflection

FRIT 8530: UBD Video Podcast Assignment Because of the nature of this activity, students will reflect on their solution to the hazard as I pull each sticky note off and review with the class. If the solution is vague I will allow that student to reflect on why that solution was made.

Stage 2 Evidence #2 Safety Equipment Performance Task(s)

Addressing U3 and U5 Goal: The objective is to correctly use safety equipment. Role: You are tooling up for a job. You know that you will be involved in aerial work and electrical work. You need to correctly set up the required equipment. Audience: The brick masons will be arriving soon to begin work and expect all safety equipment to be in place. Your job is to set up all aerial safety equipment at the job site. Situation: At the worksite you will be installing multiple sets of scaffolding and using many types of extension ladders. Because masons will be working so high off the ground, you know that they will be required to wear PPE and fall protection harnesses. You also know that electricity will be required at the job site. You need to set up all aerial safety equipment including all PPE and proper electrical equipment so the workers can work safely. Product Performance and Purpose: Students will be grouped in pairs according to a self-assessed task readiness. This grouping will allow me to differentiate instruction based on three levels: confident, somewhat confident, or not confident.(Self-Knowledge)This self-readiness evaluation will be done prior to the beginning of the activity, but after receiving all instruction on how to operate the equipment. Each group is required to assemble two sets of 5 scaffolding with top and mid rails, toe boards and full planks. Extension ladder should be placed correctly to get access to the scaffold. After scaffolding is assembled, the correct safety label should be installed. Fall protection harnesses should be donned correctly. All extension cords should be secured correctly and supplied with proper GFCI(Ground Fault Circuit Interrupter) protection. Standards and Criteria for Success: To be successful you should:

FRIT 8530: UBD Video Podcast Assignment Use proper PPE while working. Assemble two sets of 5 scaffolding with top and mid rails, toe boards and full planks. Correctly lift, raise and secure an extension ladder. Correctly label scaffolding throughout the erecting and disassembling of the scaffolding. Properly don fall arrest system. Properly secure electrical cords and install GFCI whips.

Performance Task(s) Rubric(s)

3 Exceeds Correctly assembled scaffolding including all supports, bracing, fully planked, top rail, mid rail and toe board. Scaffolding is level and plumb and tagged correctly. Ladders were placed correctly before standing, used correct lifting techniques, used the 4 to 1 rule. Ladder was properly secured. Student demonstrated the 3 point contact method in climbing ladder. Ladder was lowered and secured.properly. 2 Proficient Scaffolding assembled with errors. Scaffold was level and plumb. (Application) Ladders were placed properly but with errors. Ladder was lowered properly but with errors. The three point contact method was correct. (Application) 1 Does Not Meet Scaffolding was assembled incorrectly. Un-level or un-plumb. Incorrect tagging system used. Ladder was installed incorrectly.

Aerial equipment scaffolding

Aerial equipment ladders

FRIT 8530: UBD Video Podcast Assignment

All necessary PPE was donned and used correctly. Proper use of hardhat, gloves, and safety glasses. Personal fall arrest system was donned with anchor point identified. Electrical hazards were identified and electrical cords were installed and secured on scaffolding. Proper installation of GFCI whips was made and tested. (Empathy) PPE was PPE was not used demonstrated but not correctly used throughout project. PFAS was donned with errors. (Application)

PPE and Personal Fall Arrest System

Electrical equipment

Electrical safety equipment was installed but with errors. (Application)

Electrical safety equipment was installed incorrectly.

(e.g. tests, quizzes, work samples, observations)

PPE Identification quiz, scaffolding parts worksheet, observation of student proper use of equipment, proper donning of PPE

Other Evidence

Student Self-Assessment and Reflection

Students will complete a 3-2-1 reflection as a summarizer for this activity. They will list three possible job site safety violations. They will list two possible solutions and include the PPE needed for each. Lastly, they will list one question or misunderstanding they still have at this point. Teacher will address each of the questions/misunderstanding at the beginning of the next lesson.

FRIT 8530: UBD Video Podcast 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 video podcast to describe the importance of each PPE. Use remote response system to obtain formative assessment. E

FRIT 8530: UBD Video Podcast Assignment 4. Setup stations of PPE. (hardhat, gloves, safety glasses, goggles, safety shield, ear plugs, respirator, boots, clothing). Allow students to handle and manipulate PPE. Have students practice putting on PPE. E 5. Follow up activity: Give a performance assessment. Students will properly don all PPE. Many opportunities will be given for students to master skill. R, E, E-2 6. Review and discuss when to use each aspect of PPE. Students will be issued PPE. E 7. Review and discuss topic question.R 8. 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 firefighting techniques.E, R

FRIT 8530: UBD Video Podcast Assignment 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. Video Podcast will be utilized to include all content material for lesson U3 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.