Suggestions for a Workplace Safety Unit - YouthSafeNB · WorkSafeNB resources you will need:...

Suggestions for a Workplace Safety Unit

This unit is intended to increase student understanding of the importance of safety on the job. Through use of interactive activities, reflective learning and various resources, students will gain information in the area of workplace health and safety, safe decision-making and an understanding of their role in accident prevention. Many suggested activities have been included within the unit to provide students with a review of the fundamentals of workplace health and safety. Activities can be chosen based on available time, students’ needs, teacher’s choice and available resources within the school. The unit is broken down by hour with a list of the resources you will need for each lesson within the hour. To order the free resources available for each activity click here to access the Free Resources Order Form. If you have any questions about the Safety Unit or any of our resources, please do not hesitate to contact:

WorkSafeNB Youth Programs Coordinator Phone 506 850-0346 Toll-free 1 800 222-9775 E-mail [email protected]

Workplace Health & Safety Unit Outcomes It is recommended that the following outcomes be met prior to students beginning their work placements.

Identify potential causes of workplace accidents and methods for their prevention.

Describe the importance of safety on the job.

Identify the roles and responsibilities of the employer and employee in

maintaining a safe working environment. Identify the three rights of all workers.

www.youthsafenb.ca

http://s266315594.onlinehome.us/en/nomercy/teachers_free_resources_order_form.aspx

mailto://[email protected]

Describe the importance of hazard recognition in the prevention of accidents.

State the importance of reporting unsafe working conditions.

Identify safety labels that are part of the Workplace Hazardous Materials

Information system (WHMIS) and measures for safe handling of hazardous products.

Describe the importance of using a Material Safety Data Sheet (MSDS).

Explore the importance of training as a key element in injury prevention

and job safety. Reflect on their role in accident prevention and safety promotion.

Describe the role of Personal Protective Equipment (PPE) in accident

prevention. Describe the importance of an Emergency Action Plan (EAP).

Describe methods and the rationale for reporting a workplace accident.

HOUR 1

WorkSafeNB resources you will need: Lost Youth Video Appendix 1.1 – Could This be You Important Facts to Take to Work Pamphlets

1. Lost Youth Video (20 minutes)

• Prior To: The video is graphic so please preview the video before showing it to students.

• Warn students that the video is graphic and if any of them are uncomfortable with the contents of it, to put their heads down or leave the classroom. • Show the video.

• Teacher Talk: Inform students that the 4 stories re-enacted in the video represent real cases of Canadians their age. Continue discussing the video either as a class or in small groups. For example, have small groups choose one of the accidents that was featured in the video and discuss the causes of the accident, the consequences and ways we can prevent it’s reoccurrence.

www.youthsafenb.ca 2

2) Stats of young worker injuries • Teacher Talk: Ask students if they have ever had a family member or

friend involved in a workplace accident or a close call themselves on the job.

• Unfortunately, workplace accidents are prevalent, especially in their age group (15 to 24 year olds). They are at a high risk of suffering a workplace accident.

• Review stats of NB workplace accidents: yearly approximately 2,000 NB young workers between the ages of 15 and 24 report a workplace accident and many accidents go unreported. Since 1998, 13 young workers from NB have been killed on the job.

• Key Messages: we can learn from accidents that have occurred and prevent their reoccurrence by identifying their causes. We are all susceptible to workplace accidents.

Options for exploring real cases of young injured workers

Option 1: Web Sites • Have students review one of the following web sites for cases of young Canadians who have been killed or injured on the job. As a class, discuss some of the accidents, their causes, consequences and ways we can prevent their reoccurrence.

www.youngworkerquilt.ca www.ccohs.ca/youngworkers/resources/realWorld.html

Option 2: Could This be You? (See appendix 1.1) • Each case is a true tale of a young Canadian who was killed or injured on the job. Provide each group with a few of the cases to discuss potential causes, consequences and ways of preventing the accident from reoccurring.

3) Group Work

• In small groups, have students discuss and record their comments on why they think young workers get hurt on the job.

• Have groups share their answers while you record them on the board, adding other reasons if necessary (lack of training/experience, not asking for help, feeling powerless or unaware of hazards).

• Teacher Talk: Remind students that they will be working soon or at some point during their lives, so this information is very important.

4) Important Facts to Take to Work Pamphlet

• Provide each student with a copy of the Important Facts to Take to Work Pamphlet. Option 1: Homework Assignment


http://www.youngworkerquilt.ca/

http://www.ccohs.ca/youngworkers/resources/realWorld.html

• For homework, students are going to review the pamphlet and create a list of 5 to 10 things that can help prevent a workplace accident. Encourage them to ask their parents or others for ideas.

• During the following class, review their created lists and create one class list of methods to prevent workplace accidents.

Option 2: Student Skits

• Assign each group a different section of the Important Facts to Take to Work Pamphlet. Have each group come up with a short skit, song or poem to summarize the information that is in their assigned section of the pamphlet.

• Have groups present their work to the class.

HOUR 2

WorkSafeNB resources you will need: Dying to Work Video Hazard Posters Appendix 2.1 – Four Types of Hazards Appendix 2.2 – What Does a Safe Environment Look Like

1) Dying to Work Video (20 min)

• Show the video. • Teacher Talk: Discuss ways that were presented in the video for

preventing workplace accidents. What surprised them in the video? • Review the three basic rights that all workers have in the workplace (they

were discussed in the video and are in the Important Facts to Take to Work Pamphlet).

2) Hazard Posters

• Teacher Talk: Inform students that one way to prevent accidents is to be aware of the hazards. Hazards and dangers exist in every workplace. Some have more hazards than others. The key is to see them and take the necessary steps to protect yourself against them. See appendix 2.1 for a description of the Four Types of Hazards.

• Student Activity: Distribute one hazard poster with markers to small groups of students. Ask them to circle all the dangers/hazards found within the scenes.

• Ask student input on how the workers in the hazard cartoons can protect themselves from the hazards (wear protective equipment, get training to handle the situation, avoid the hazards or eliminate them, refuse to work if it’s unsafe).


3) The Hazards Are Out There Option 1: Hazard Identification

• In pairs, have students choose or assign them a different workplace (restaurant, gas station, etc.). Have each group make a list of the potential hazards that can be found in their workplace or have them create a floor plan of their workplace and identify the potential hazards.

Option 2: Hazard Categorization

• Have students conduct a hazard audit of their home or a place they frequent. Have them categorize the hazards under the four types found in appendix 2.1. Provide recommendations for reducing their risk of injury within this location. See appendix 2.2, “What Does a Safe Environment Look Like”, for things to look for in their inspection.

• Key Messages: The key to preventing workplace accidents is being

aware of the hazards and knowing how you can avoid or control them. There are hazards in all workplaces.

4) Homework

• Have students complete the statement: “Health and safety is a shared responsibility in the workplace. Workers must…employers/supervisors must…”

HOUR 3 *Book Computer Room

WorkSafeNB resources you will need: Appendix 3.1 – Health & Safety 101 Student Directions Job Safety Wallet Cards Appendix 3.2 – Interview Q&A

PLEASE NOTE: Audio is required to use this program. You can request students bring in their personal headphones if they are not available, or the program can be shown by projecting it using an in-focus projector to review it together as a class. 1) Health & Safety 101

• In pairs, have students review and use the Health and Safety 101 on-line course (student directions can be found in appendix 3.1).

2) Class Discussion

• Once students have completed Health & Safety 101, as a class review things they have learned to date about workplace safety. What things


have surprised them? What things will they do once they start work to ensure they will be safe?

3) Job Safety Wallet Card

• Provide each student with a copy of the Job Safety Wallet Card. • Teacher Talk: Review briefly the contents of the card. Indicate that the

toll- free number of WorkSafeNB is on the back. WorkSafeNB is an organization that can help them if they ever have a question about workplace safety or suffer an injury on the job. They can call anytime, and their call will be confidential. Encourage them to keep the card in their wallet in case they ever need the phone number.

4) Homework

• Have students complete the Interview Q&A. (See appendix 3.2)

HOUR 4

WorkSafeNB resources you will need: Appendix 4.1 – Teachers: Ordering Passport to Safety for Students Appendix 4.2 – Student Directions: Passport to Safety

Book computer room & have Passport to Safety accounts ready (see appendix 4.1 for directions on how to order student accounts). This will take less than 3 minutes to do and they are FREE.

1) Introduction to Passport to Safety

• Congratulate students on their efforts in learning about workplace safety. This information will help protect them and others on the job from a workplace accident.

• To finish the unit, they will complete a national on-line program. Once completed they will get a nationally recognized certificate and have access to their own transcript service.

• Provide students with directions to Passport to Safety (see appendix 4.2) and an access code (these need to be ordered – see appendix 4.1) then let them begin.

• If students finish the Passport to Safety test early they can: i. Print off their certificate. ii. Add to their transcript any safety related courses they may

have taken in the past. iii. Explore the website at www.passporttosafety.com.


http://www.passporttosafety.com/

HOUR 5 (up to hour 7 - optional)

WorkSafeNB resources you will need: Appendix 5.1 – WorkSafeNB Health & Safety Checklist WHMIS Pamphlets MSDS of a common household product (optional) Appendix 5.2 – Hazardous Products: Home Investigation

1) Floor Plan – Emergency Action Plan

• Student Activity: Have students create a floor plan of their home, work or a place they frequent. Then have them create an Emergency Action Plan (EAP) for this location. The EAP should include ways of exiting the location, steps to take in case of emergency, and location of first aid kits, fire extinguishers, and telephones.

2) Reporting Accidents

• Teacher Talk: Describe the following scenario to students: “Kim hurts her back at work. She doesn’t inform anyone of the injury. A week later, Kim cannot move due to her back injury.” What should Kim have done and why? By law, all workplace accidents are to be reported (serious or not). Reporting an accident may prevent its reoccurrence and ensures the worker will receive compensation should they need to miss time at work because of the injury.

3) Why We Use Personal Protective Equipment (PPE)

• Have students write text for a debate, arguing the pros and cons for wearing personal protective equipment (PPE) on the job.

• Have students create a list of the PPE used on their worksite. When was the PPE used? Was it used correctly and worn when required?

4) Young Workers Zone

• Have students explore the youth section of the Canadian Centre for Occupational Health and Safety (CCOHS) website called Young Workers Zone, http://www.ccohs.ca/youngworkers/.

5) PowerPoint Presentations

• Have students create a 10-slide power point presentation to sum up what they’ve learned during the safety unit. An example would be “10 Tips for Young Workers on How to Stay Safe on the Job.”

6) Health & Safety Checklist

• Have students complete the WorkSafeNB Health & Safety Checklist (see appendix 5.1) by coming up with a problem and a solution that apply to


each of the questions in the list. Have them review their scenarios with a partner and describe what was done or should have been done for issues listed on the checklist.

7) WHMIS (Workplace Hazardous Materials Information System)

• Teacher Talk: Refer students to the safety labels and symbols found on cleaning products at home. Explain to them that there are similar labels found on hazardous products in the workplace. These labels are part of a Canadian system called WHMIS (some students may be familiar with WHMIS from science class).

• WHMIS symbols warn you of hazardous products in the workplace. The key to understanding WHMIS is to recognize the labels and symbols of the system and to not use any product until you have been properly trained to do so. Some of the products covered under WHMIS are so hazardous they can burn your eyes, throat or skin upon contact. Others can cause serious illness and even death. It’s very important to get proper training before even going near these products and to know how to protect yourself when using them.

MSDS (Material Safety Data Sheet) • An MSDS is a document that provides information about a product’s physical characteristics and its hazardous properties. All products classified under WHMIS have a corresponding MSDS. • Employers are to ensure that up-to-date MSDSs are received and are readily available to workers at all times. Workers must be educated in the content on the data sheet.

• Student Skits: Divide the class into 8 groups. Assign each group one of the WHMIS symbols. Have each group create a song, commercial, skit, or poem that will help teach others about their symbol; its properties and cautions. Have groups present their projects to the class.

• Home Investigation: Have students complete the activity sheet in appendix 5.2, “Hazardous Products: Home Investigation.”

• Key Messages: Students should be able to recognize WHMIS symbols as a warning to hazardous products and that these products should not be handled until safety training is provided. Students should be made aware of the MSDS component of WHMIS as well. Explain to them that the Material Safety Data Sheet gives more detailed information about hazardous products classified under WHMIS.


Appendix 1.1

Could This be You?

· While working on a poultry processing line, a young worker accidentally stabbed himself, puncturing his liver. He required surgery and was off work for a long time.

· A sixteen-year-old worker was walking across a wet, freshly mopped floor

past three knee-high containers of hot oil. After being bumped by a fellow worker, he fell, knocking over the containers, which spilled the contents across the floor where he lay, suffering burns to his back, legs and arms.

· A 22-year-old working on the roof of a building was pulling a container of hot tar behind him when he tripped and fell, bringing the hot tar down upon himself. He died in the hospital 15 days later.

· During repairs to an evestrough, the ladder on which a worker was

standing slid to one side. The worker fell sustaining severe head, chest, and abdominal injuries, which later resulted in his death. (The ladder was not secure at the top or the base and there was no fall arrest system in use.)

· A young man was just starting his job as a farmer’s helper. He was driving

a tractor over a rough road. The tractor wheel went into a washout on the railway, turning the machine down a seven-foot embankment before it flipped over. The worker tried to jump clear but was crushed to death under the tractor.

· A 21-year-old worker was driving a forklift at nearly full speed. When

attempting a turn, the forklift tipped. The worker tried to jump clear but was crushed to death when the forklift fell on top of him.

· While standing on a scissor lift that had been raised to reach the area

under repair, a young worker accidentally activated the “up” button. The lift crushed him against the ceiling and he later died from his injuries.

· A 19-year-old student working by himself was killed on his second day of

work. He became entrapped in a machine that recycled plastic. The shut-off switch for the machine was at least four feet away from where he was working. Although law requires safety guards, it appears the recycling machine, with its moving parts, pulled the young worker into the machine. After his death, a guard was placed on the recycling machine.


· A teenager offered to help put hay in a barn. His job was to tip bales of hay onto the haymow floor as they arrived on the conveyor belt. He was seated at the top of the conveyor belt, near the barn roof, when he lost his balance and fell nearly ten meters to his death.

· A bridge was being repaired on a hot summer day. After remaining in the

hot sun during his lunch break one of the workers collapsed into unconsciousness and died in the hospital two hours later. Environment Canada records for that day indicated the temperature had reached 31 degrees Celsius with 50% humidity.

· On his third day of work, a 19-year-old part-time worker was killed when

an unlabeled drum filled with a flammable chemical exploded and engulfed him in flames. (Training, a label, and a grounding system would have saved his life.)

· A 21-year-old worker died after inhaling vapors while working without

proper breathing equipment in a chemical tank. (Safety procedures for working in a confined space were not followed and no training had been provided.)

· Hepatitis B is a serious disease caused by the Hepatitis B virus (biological

hazard). It is the most common occupational hazard in the health care industry, and the leading cause of death by liver cancer. Health Canada reports that about 3,000 Canadians contract Hepatitis B annually with about 30 deaths from the disease each year.

· Workers in an office complained of headaches, eye and throat irritation

and fatigue. It was discovered that delivery vehicles were parked and left idling below the air intake system, which provided fresh air to the building.

· A department store hired a 16-year-old to work alone after school as a

cleaner. One of his tasks was to cram discarded cardboard into a compactor-baler. His body was found trapped in the baler.

· A 17-year-old groundskeeper did not know that the gloves he was wearing

had been in contact with gasoline. When he struck a lighter, the gloves caught on fire and he received third degree burns to his arm and back.


Appendix 2.1

The Four Types of Hazards

1. Chemical Hazards: Examples of chemical hazards include liquids (office supplies, cleaning products, paints, acids); vapours and fumes; gases (oxygen, propane, carbon monoxide); flammable, combustible and explosive materials. Chemical hazards can enter the body through inhalation, ingestion, absorption or injection. 2. Physical Hazards: Examples of physical hazards include machinery (exposure to moving parts), electricity, vibration, noise, temperature (heat and cold), dust, fibers and radiation. 3. Biological Hazards: A biological agent is any living substance that can cause illness or disease. Bacteria, moulds, mildew, fungus and viruses are examples of biological agents. Biological hazards can be found in workplace settings which involve food or food preparation; animals (animal bites); plants (poisonous plants); sewage and sanitation; hospitals or child-care settings (improperly stored waste). 4. Ergonomic Hazards: The ergonomics of our workplace can have an impact on our physical well-being. As we attempt to alleviate stresses and possibilities for error, we must consider the lighting, workstation layout, video display terminal, impact of shift work, controls, physical task demands, and many other factors.


Appendix 2.2

What Does a Safe Environment Look Like?

The following are examples of things to look for during your investigation. The possibilities are endless so keep your eyes open for anything that could cause an accident.

• Air Quality - Control of dust, gases, temperature, humidity, and use of proper ventilation.

• Building & Structure - Condition of windows, doors, floors, exits, aisles, ramps,

guardrails, roofs, walls, garbage removal & storage.

• Fire Prevention - Smoke alarms, sprinkler systems, fire exits well-marked with lighted signs, fire exits unobstructed, fire extinguishers that are checked monthly.

• Furniture - Good condition, no sharp edges, appropriate, proper storage space.

• Emergency Procedures - Signs & procedures posted, emergency lighting,

employees aware of procedures.

• First Aid Kits - Available and maintained.

• Walking and Work Areas - Clean, good repair, non-slip carpets.

• Hazardous Supplies & Materials - Proper storage, proper labeling, WHMIS labels & availability of MSDS.

• Personal Protective Equipment - Proper type, provided, enforced.

• Machines - Guards on all moving parts. • Housekeeping - Cleanliness in all areas. • Environmental Conditions - Proper snow removal, sidewalks salted/sanded.

• Light - Proper position and intensity.

• Eye Wash Stations – Operating, clean, tested regularly.

• Ladders and Climbing Devices – In good condition, properly stored, extreme

caution exercised around electrical wiring and devices.


Appendix 3.1

Health & Safety 101

Required materials • Computers with Internet access and audio • Copies of student directions (see below) Health & Safety 101 is an e-course developed by the Ontario Workplace Safety and Insurance Board to provide workers 24 years and younger with a review of important workplace health and safety information. Health & Safety 101 is a prelude to Passport to Safety as it was developed based on the learning outcomes of the Passport to Safety test. Although Health & Safety 101 is based on Ontario legislation, similar laws exist within New Brunswick and across Canada. The program consists of 4 modules that provide students with a comprehensive review of the fundamentals of workplace health and safety. The program engages the viewer as its hosts, Andrew & Luisa, present the various topics, prompting the viewer to review a number of video clips and answer questions.

Student Directions: Health & Safety 101 1) Log on to: http://www.hs101.ca, 2) Click English then launch high speed. (Music will play and the program will start within a few seconds.) 3) Once on the Welcome Page, click the first module, Safety Matters at the top of the page. Your host, Luisa, will begin to speak as you begin the first module. 4) Please work through the first module. To work through the module, you will need to click the forward arrow in the bottom right hand corner.

• Be sure to wait until the program fully loads and Luisa or Andrew (your

hosts) begins to speak.

• At times throughout the modules, you will be asked to click on answers to questions and click on TV screens to watch video clips.

5) As you finish the first module, the program will continue to the next modules:

Module #2 Safety Roles Module #3 Work Hazards Module #4 Staying Safe


Appendix 3.2

Interview Q&A

Choose a person to interview regarding their job and workplace. You can talk to a family member, a person in your community or a friend and request answers to the following questions: 1) Please tell me a little bit about your workplace and your job duties. 2) What are some safety concerns or dangers in your workplace? 3) Is safety taken seriously at your workplace? Please explain. 4) What types of accidents or injuries have taken place at your workplace? Why do you think they occurred? 5) What are some safety precautions and/or techniques that are used at your workplace? 6) Who can you talk to if you have a concern about safety on the job? 7) Do you think more can be done in your workplace to keep the workers safe? If so, what would you suggest be done? 8) Who do you think is responsible for preventing workplace accidents?


Appendix 4.1

Teachers: Ordering Passport to Safety for Students

It will take you less than 3 minutes to acquire Passport to Safety accounts for your students (and it’s FREE).

Here’s all it takes:

1) Log on to www.passporttosafety.com/NBTeachers/.

2) Click Sign-Up Your Class Here.

3) Complete the Passport Order From then click REGISTER. 4) Within approximately 10 seconds of submitting your order form, you will

receive TWO emails. The FIRST email will have a long list of the account numbers on it for your

students. Your students will require this information to log on to the main Passport to Safety website at www.passporttosafety.com to take the test.

The SECOND email will include your personal PIN number and password.

This will give you access to the teacher administrative area to monitor student progress.

5) Provide each student with a PIN number and password. Keep your own record

of student PIN numbers and passwords so that you are able to track their progress.

6) Provide each student with directions for accessing Passport to Safety (see

appendix 4.2). Students can now work on completing the Passport to Safety test. The test takes 45 minutes to an hour to complete. If students are unable to finish the test in the given time, they can log out and complete it at another time. To Check Student Progress

• Log on to www.passporttosafety.com/NBTeachers. • Enter your teacher PIN number and password in the top right hand corner. • Click the Students tab (in the top blue bar).


http://www.passporttosafety.com/NBTeachers/

• All of your class’ Passport accounts will be listed. If your students have

already used their accounts and registered their names, their names will be listed next to the account number. This list of accounts provides you with the following:

i. Which students have activated their account ii. Student progress (which sections of the test each has

completed) iii. Students that have successfully completed the test

(completion date included) Forgot their Password? Option 1:

• Log on to www.passporttosafety.com/NBTeachers/. • Enter your teacher PIN number and password in right hand corner. • Hit the Students tab (in the top blue bar). • Click on the individual account number of the student (listed in blue to the

left of their name). This will bring up all of their personal information they submitted. Scroll down the page and under Account Information you will find the password they provided when they registered.

Option 2:

• Once registered with Passport to Safety, students can also access their password on the main site (www.passporttosafety.com) by clicking Forgot your password? on the home page.

Other Issues to Consider

• Students are not awarded their transcript or certificate until they have successfully completed the test. Therefore, requesting they print off both documents upon completion is an easy way to track their level of completion.

• When you order accounts for your class, order an extra one for yourself.

You can take the test in advance so that you have a better understanding of how it works and also, you can show your students your own personal Passport to Safety transcript and certificate – the same reward they will get when they complete the test.


http://www.passporttosafety.com/NBTeachers/

• Students become lifetime members of Passport to Safety with their assigned PIN number and password. It is suggested that they record both of these along with their name on a small piece of paper (the size of a credit card). Laminate the cards if possible and encourage students to keep them in their wallet for future reference.


Appendix 4.2

Students Directions: Passport to Safety NAME: _____________________ Passport to Safety PIN #: ___________________ Passport to Safety NEW password: __________________ 1) Receive a PIN number and temporary password from your teacher. 2) Log on to www.passporttosafety.com. 3) Click: Here to Take the Challenge,

ENTER. 4) Enter your PIN number and password under:

SIGN-IN to your account, then click the arrow. 5) You will be asked to enter a new password of your choice. Do this, and

record the password so you don’t forget it. 6) Scroll down the page and answer the four questions of the survey by clicking

the answer that applies to you then click SAVE on the bottom right-hand corner.

7) You will be asked to complete your profile. Fill in the blanks then click Update

My Profile on the bottom right-hand corner. 8) A new page will come up. Under My Courses click Passport Test. 9) Click NEXT, scroll down and read the page, then click NEXT. 10) Click Proceed to Section Test and start the test. 11) Start answering questions by clicking the correct answer. Once you have

completed all the questions, click Mark Test. • The program will tell you how many questions you answered correctly. If

you answered any incorrectly, scroll down the page and read the information provided. Click Try Again on the bottom right-hand corner and keep working through the questions.


• There are six sections of questions to complete. If you don’t have time to complete the test, follow procedures for logging out (click Log out on the left-hand side tool bar), then return to the test at the next available time.

Once you’ve finished the Test

• Once you have completed the test, you can print off your certificate and your own personal safety transcript. You can add any past safety training or courses you have taken to your transcript (CPR, babysitting course, boating safety, first aid, etc.).

• Don’t forget to place your transcript and certificate with your resume or

portfolio. • Put your PIN number and password in a safe place. Since you are now a

lifetime member of Passport to Safety you can access your transcript to add additional safety training at any time (click View Full Transcript then Add Transcript Item).

• Feel free to explore the Passport to Safety web site. It has all kinds of

great links and information.

Congratulations! You have successfully completed Passport to Safety

along with many other Canadians your age.

BE PROUD, WORK HARD, BUT BE SAFE!


Appendix 5.1

WorkSafeNB Health & Safety Checklist No matter where you are working or what type of job you are doing, you could be at risk of getting injured. When starting a new job, be sure to consider the following questions – it could save your life!

QUESTIONS TO ASK WHEN YOU START WORK

Did you receive job safety training (everything you need to know to do your job safely)?

Who is supervising you to be sure you are doing the job safely?

Are you using any equipment or machinery? If so, have you been informed on how to use it properly? Are there guards on the equipment to prevent you from getting caught or pulled in?

Do you know what to do if there is an emergency situation in your workplace?

Have you been informed of all the hazards on the job? Do you know how to protect yourself from these hazards?

Are you working with any hazardous materials or chemicals? If so, have you received WHMIS training? Do you know how to handle the products safely?

Do you have to wear safety gear on the job (hard hat, goggles, steel toe boots)? If so, do you know when to wear the gear and how to wear it properly?

Is there a risk that you could slip, trip, fall or lift objects that are too heavy? If so, how can you reduce this risk?

Are you working from heights? Is fall protection and/or a safe ladder provided?

Is there someone you can talk to about safety concerns and report unsafe working conditions and/or workplace injuries to?


Appendix 5.2

Hazardous Products: Home Investigation Investigate your home for five products containing a consumer restricted product symbol on the label. List the names of these products and the symbol(s) on their labels. Choose one of the products and complete the following chart as it relates to this product.

Identify the product name.

Identify the safety symbol(s) found on the product label.

What does the safety symbol(s) represent?

Describe how the product should be stored safely.

Describe steps to take to ensure safe use of the product.

Describe proper disposal of the product.

What could result if the product was not used safely?

What instructions would you provide someone else to ensure safe use of this product?


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