Emergency Procedures at the Workplace

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  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Practicum in Human Services

  • TEKS Student Expectations

    • (5) The student establishes a physically and psychologically healthy environment to inspire client confidence in services provided. The student is expected to:
      • (D) employ emergency procedures as necessary to provide aid in workplace accidents
      • (E) employ knowledge of response techniques to create a disaster and emergency response plan
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • demonstrate first aid and cardiopulmonary resuscitation skills with a skilled professional
    • display knowledge of response techniques in creating a plan
    • review OSHA guidelines
  • Rationale

    Script:

    It is essential to establish a physically and psychologically healthy environment for clients, employers and employees. Sometimes unforeseen circumstances such as man-made and natural disasters do occur in the workplace. It is vital to establish, maintain and practice contingency plans and protocols. In preparation for careers in the field of Human Services, this lesson will provide an excellent opportunity to better understand emergency and disaster protocols.

  • Duration of Lesson

    Three 45 minute class periods

  • Word Wall

    Accidents: An undesirable or unfortunate happening that occurs unintentionally and usually results in harm, injury, damage, or loss; casualty; mishap

    Cardiopulmonary Resuscitation (CPR): An emergency procedure for manually preserving brain function until further measures can be started to restore spontaneous blood circulation and breathing in a person who is in cardiac arrest

    Disaster: Something (such as a flood, tornado, fire, plane crash) that happens suddenly and causes much suffering or loss to many people

    Emergency: An unforeseen event that can cause harm to people or property

    First aid: Treatment given to an injured or suddenly ill person before professional medical care arrives

    Hazard: A situation that could result in an accident or an emergency

    Occupational Safety and Health Administration (OSHA): Assure safe and healthful working conditions for working men and women by setting and enforcing standards and by providing training, outreach, education and assistance

    Procedures: A series of actions that are done in a certain way or order: an established or accepted way of doing something

    Protocol: A system of rules that explain the correct conduct and procedures to be followed in formal situations

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with projector for PowerPoint™ presentation
    • computers with Internet access (be sure to follow district guidelines)

    Materials:

    • colored pencils/crayons
    • markers
    • poster boards

    Supplies:

    • disaster supplies kit to include:
      • gallon of water
      • a three-day supply of non-perishable food
      • battery-powered or hand crank radio
      • cell phone with chargers, inverter or solar charger
      • dust mask to help filter contaminated air and plastic sheeting and duct tape to keep shelter-in-place
      • extra batteries
      • first aid kit
      • flashlight and extra batteries
      • local maps and U.S. Atlas
      • manual can opener for food
      • moist towelettes, garbage bags and plastic ties for personal sanitation
      • whistle to signal for help
      • wrench or pliers to turn off utilities
    • emergency manual
    • exit escape route
    • fire extinguisher

    Other appropriate lessons

    Safety Guidelines – Practicum in Hospitality Services
    Practicum in Hospitality Services
    http://cte.sfasu.edu/lesson-plans/safety-guidelines-practicum-in-hospitality-services

    CPR and First Aid Guidelines
    Child Development
    http://cte.sfasu.edu/lesson-plans/cpr-and-first-aid-guidelines

    Prior to lesson:

    • Make prior arrangements with the school nurse, physical education instructor or other certified CPR instructor to demonstrate basic first aid and CPR skills (see Guided Practice tab). Investigate the possibility of having your students CPR certified. A small fee may be required.

    • copies of all handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Display as many of the lesson-related supplies (see Materials or Specialized Equipment Needed) as you have available on a table in front of the room. Supplies can include:

    • disaster supplies kit to include:
      • gallon of water
      • a three-day supply of non-perishable food
      • battery-powered or hand crank radio
      • cell phone with chargers, inverter or solar charger
      • dust mask to help filter contaminated air and plastic sheeting and duct tape to keep shelter-in-place
      • extra batteries
      • first aid kit
      • flashlight and extra batteries
      • local maps and U.S. Atlas
      • manual can opener for food
      • moist towelettes, garbage bags and plastic ties for personal sanitation
      • whistle to signal for help
      • wrench or pliers to turn off utilities
    • emergency manual
    • exit escape route
    • fire extinguisher

    Script:

    Look at the items on the table. How do the items relate to emergency procedures at the workplace?

    Allow time for class discussion.

    Distribute the Anticipation Guide – Emergency Procedures at the Workplace (see All Lesson Attachments tab) handout prior to viewing the PowerPoint™. Prior to the start of this lesson, the students will read each statement and place a check mark by each statement they THINK is true. After they have answered each statement, students are to put the handout away for later use during Lesson Closure.

  • Direct Instruction with Special Education Modifications/Accommodations

    Note to teacher: Prior to beginning this lesson, review, preview and select the appropriate multimedia for your classes.

    Introduce objectives, terms and definitions.

    Distribute the handout Note-taking Emergency Procedures at the Workplace (see All Lesson Attachments tab). Teacher will determine the notes to be recorded by students. Inform students that they will be expected to take notes and participate in discussions while viewing the slide presentation.

    Introduce and discuss the PowerPoint™ Emergency Procedures at the Workplace (see All Lesson Attachments tab). Allow time for questions, answers and classroom discussion.

    Use appropriate notes from Presentation Notes for Emergency Procedures at the Workplace (see All Lesson Attachments tab) for discussion.

    Using the Note-taking Emergency Procedures at the Workplace (see All Lesson Attachments tab) handout, students will have an opportunity to reflect upon, review and respond to the information pertaining to the PowerPoint™. They will write a summary of topics or statements which reflect the information from the lesson:

    • Discuss the topic
    • Write down your thoughts
    • Make a real-world connection to the lesson
    • How is this going to help you in a career in Human Services?

    Allow for questions and answers to check for understanding.

    Videos included in slide presentation:

    • Exit Routes, Emergency Action Plans, Fire Prevention Plans and Fire Protection
      Monthly Employee Training courtesy of Federal Safety Solutions, LLC
      https://youtu.be/GYoUWKhKQdI
    • Official 2012 Hands-Only CPR Instructional Video
      Learn how to perform CPR in this 60-second video showing Hands-Only CPR in action
      http://youtu.be/zSgmledxFe8

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • checking for understanding
    • providing a copy of the slide presentation
    • allowing students to make illustrations instead of writing out information

  • Guided Practice with Special Education Modifications/Accommodations

    Review basic CPR steps and basic first aid with students. Students will learn basic first aid and cardiopulmonary resuscitation skills from a certified CPR instructor such as the school nurse, physical education instructor or local health care provider.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encouraging participation
    • providing extra time for assignments
    • reducing assignment

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Divide class into groups of three.

    Read the following scenario:

    Your team has been accepted into an internship program at a local business in the Human Services Career Pathway. The manager who is your mentor has requested that your team create a poster or infographic that focuses on creating a plan or set of procedures to respond to emergencies/disasters.

    Distribute Emergency/Disaster Response Techniques Project (see All Lesson Attachments tab) handout. Instruct groups to think of effective response techniques to deal with specific types of emergencies/disasters. Students will choose a business in the Human Services Career Pathways that will be the focus of their project. You may opt to assign each group one of the following:

    • Chemical emergency
    • Civil disturbances
    • Earthquake
    • Fire
    • Flood
    • Hurricane
    • Medical emergency
    • Power outage
    • Terrorism
    • Thunderstorm
    • Tornado
    • Tsunami
    • Volcano eruptions
    • Wildfire
    • Winter storm
    • Workplace violence resulting in bodily harm and trauma

    The students will incorporate their information on a poster board or infographic. Their project must include:

    • a clear focus on effective response techniques for a specific emergency/disaster
    • five technology-based methods such as social media that can be used to respond to an emergency/disaster
    • an evacuation plan
    • steps/procedures for keeping everyone safe during an emergency/disaster

    Information is required to be retrieved from reliable sources. If a computer lab is available, encourage your students to create an Infographic for the project. Poster boards may also be used for the assignment.

    Piktochart™
    Easy-to-use free infographic creator
    http://piktochart.com/

    An example of an infographic made on Piktochart™ is available Infographic – FCS Career (Example) in the Recommended Strategies tab under Graphic Organizers/Handouts for you to view. Project will be presented during Lesson Closure.

    Distribute and review Rubric for Emergency/Disaster Response Techniques Project (see All Lesson Attachments tab) prior to the start of the assignment so that students are aware of assessment procedures.

    Keep students focused and on task. Provide assistance if needed.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extending ‘wait time’
    • providing praise and encouragement

  • Lesson Closure

    Review terms, definitions and lesson objectives.

    Students will present their projects. Allow time for questions and discussion.

    Re-distribute the graphic organizer Anticipation Guide – Emergency Procedures at the Workplace (see All Lesson Attachments tab) used in the Anticipatory Set and allow students to revisit each statement. Allow students to re-read each statement and place a check mark by statements they know are true. They should also provide information that proves other statements are not true. (Key) Anticipation Guide – Emergency Procedures at the Workplace (see All Lesson Attachments tab) has been provided for your use.

    As class, compare the two sets of answers.

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Projects will be presented in class and assessed with Rubric for Emergency/Disaster Response Techniques Project.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • grading according to work done
    • shortened, simplified instructions

  • References/Resources

    Images:

    • Photos obtained through a license with Shutterstock.com™.

    Websites:

    • American Red Cross
      Is your business or organization prepared for emergency? If you’re like most of us, the answer is no, you’re not as prepared as you would like to be. It can be difficult to know where to begin – and where to go from there.
      http://www.redcross.org/prepare/location/workplace
    • Federal Emergency Management Agency (FEMA)
      FEMA’s mission is to support our citizens and first responders to ensure that as a nation we work together to build, sustain and improve our capability to prepare for, protect against, respond to, recover from and mitigate all hazards.
      http://www.fema.gov
    • Occupational Health and Safety Administration With the Occupational Safety and Health Act of 1970, Congress created the Occupational Safety and Health Administration (OSHA) to assure safe and healthful working conditions for working men and women by setting and enforcing standards and by providing training, outreach, education and assistance.
      http://www.osha.gov/index.html
    • Ready. Prepare. Plan. Be Informed
      Like individuals and families, schools, daycare providers, workplaces, neighborhoods and apartment buildings should all have site-specific emergency plans.
      http://www.ready.gov/workplace-plans

    YouTube:

    • Exit Routes, Emergency Action Plans, Fire Prevention Plans and Fire Protection
      Monthly Employee Training courtesy of Federal Safety Solutions, LLC
      https://youtu.be/GYoUWKhKQdI
    • Official 2012 Hands-Only CPR Instructional Video
      Learn how to perform CPR in this 60-second video showing Hands-Only CPR in action
      http://youtu.be/zSgmledxFe8
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • word wall
    • draw visual representation of terms on word wall
    • add terms and definitions to personal dictionary
    • check for understanding
    • have students repeat instructions
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism and Human Services Career Clusters can be found at:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Other Essential Lesson Components

    Enrichment activity

    • Develop scenarios of natural disasters which include the challenge of a disabled person confronting a disaster in the workplace. Divide the class into groups and have each group determine an action plan for the scenario they are given, including evacuation from the work site and any pertinent health issues of the worker in the scenario. A review of school emergency policies may be a good place to start.

    TED Talks:

    TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks videos and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event.

    The video below is related to this lesson. Allow students to view the video, and lead a discussion concerning the TED Talk.

    Jake Wood: A new mission for veterans — disaster relief After fighting overseas, 92 percent of American veterans say they want to continue their service. Meanwhile, one after another, natural disasters continue to wreak havoc worldwide. What do these two challenges have in common? https://www.ted.com/talks/jake_wood_a_new_mission_for_veterans_disaster_relief
  • Family/Community Connection

    • Invite business owners from the community to discuss emergency procedures at the workplace.
    • Invite a spokesperson from the American Red Cross to discuss emergency procedures for individuals and businesses.
  • CTSO connection

    Family, Career and Community Leaders of America (FCCLA)

    http://texasfccla.org

    STAR Events:

    Chapter Service Project (Display and Manual): A team event – recognizes chapters that develop and implement an in-depth service project that makes a worthwhile contribution to families, schools and communities. Students must use Family and Consumer Sciences content and skills to address and take action on a community need.

  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to the lesson. For additional information on service learning see:
    http://www.nylc.org

    Collect items to be placed in emergency supply kits. Donate the kits to the American Red Cross or a local community shelter.

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