Course Profile Health and Personal Services Technology, Grade 10, Open, Catholic

Unit 1: Safety and Sanitation

Time: 15 hours

Activity 1 | Activity 2 | Activity 3

Unit Description

Students learn how to recognize and maintain safe conditions in the work environment. Students develop knowledge of accident prevention and chemical hazards using WHMIS [Workplace Hazardous Material Information System] guidelines. Through theoretical and practical sessions, students learn about sanitation and sterilization procedures and discover how to maintain these conditions in various health and personal service areas.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE1d, CGE2b, CGE2c, CGE2d, CGE3c, CGE4a, CGE4f, CGE5a, CGE5b, CGE5d, CGE5e, CGE7a, CGE7b, CGE7i, CGE7j.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations: SPV.01P, SPV.02P, SPV.04P, ICV.01P, ICV.03P, TFV.04P.

Specific Expectations: TF1.O4P, SP1.01P, SP1.02P, SP1.03P, SP1.06P, IC1.01P, IC1.03P, IC1.04P, IC1.05P, IC1.06P.

Activity Titles (Time + Sequence)

Activity 1	Decontamination and Infection Control	375 minutes
Activity 2	WHMIS and Occupational Health and Safety	300 minutes
Activity 3	Safe Home Environment	225 minutes

Prior Knowledge Required

· computer skills with the ability to access the Internet

· skills in co-operative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities and commitment required for group activities

· basic writing skills

Unit Planning Notes

The teacher:

· obtains and organizes resource materials appropriate for each activity;

· contacts guest speakers;

· prepares worksheets specific for each activity;

· reads resources for background information;

· prepares materials required for each activity;

· plans a collaborative project with communications or drama teacher (Activity 3);

· reviews board policy on computer/Internet use (safety/censorship).

Teaching/Learning Strategies

· Students participate in collaborative/co-operative learning through group activities in this unit and in class discussions and group discussions.

· The class identifies talents and interests of the individuals.

· Students research careers and education related to Health and Personal Services and share their findings with the class.

· Students record their learning experiences in a journal entry and comment on personal values as it applies to working within a group and on personal aspirations relating to career choices and opportunities.

· The teacher establishes a clear understanding of the unit description and expectation providing a comfort level where students do not feel threatened by their lack of knowledge.

· Guides critical examination of Internet content and use information technology ethically. Refer to the Board’s policy document on Acceptable Use of Internet Technology.

· Have group discussions on Health and Personal Services relating to careers and education requirements.

· Invites a guest speaker to speak on Health and Personal Services, education and/or the need for safety in today’s work place.

· Encourages reflection on the relationship of their learning to everyday life.

· Discusses and report (reflection papers) on how Catholicity relates to the unit themes.

Assessment and Evaluation

Assessment Strategy	Assessment Tools	Category *
Performance Assessment (Summative, formative)	Written Reports, Rubrics, Presentation	K/U, T/1, C/A
Observation (Diagnostic and formative)	Participation in class discussion	K/U, C
Independent Learning (Formative)	Assignments/Homework	K/U, A
Paper and pencil test (Diagnostic and Summative)	Multiple choice, quiz, matching	K/U, T/1, A

* K/U – knowledge and understanding

T/I – thinking and inquiry

C – communication

A – application

Resources

Print

Milady’s Standard Textbook of Cosmetology. New York: Milady Publishing, 1999.
ISBN 1-56253-466-1.

Sorrentino, Sheila and Bernie Gorek. Long Term Care Assistants. Missouri: Von Hoffman Press, 1999.
ISBN 0-32300709-0

Videography: The Guide to Making Videos. Toronto: Peter Hitchcock Productions, 1992.
ISBN 0-969261-0-X.

Magazines

Modern Salon, (all releases). Lincolnshire, IL.

Ministry of Labour

Occupational Health and Safety Act and Regulations for Industrial Establishments, Queen’s Printer for Ontario, October 1998. ISBN 0-7778-7983-2.

Ontario’s Regulation Respecting Control of Exposure to Biological or Chemical Agents-made under the Occupational Health and Safety Act: Revised Statutes of Ontario, 1980, Queen’s Printer for Ontario, Rep. February 1991. ISBN 0-7729-6973-6.

A Guide for Joint Health and Safety Committees and Representatives in the Workplace. Queen’s Printer for Ontario, Rep. November 1998. ISBN 0-7778-1604-0.

Videos

Successful Home Video. Programs 1 & 2. TVO: Peter Hitchcock Productions, 1992. 60 min.

Web Sites

Ontario’s Occupational Health and Safety web site
http://www.gov.on.ca/lab/ohs/ohse.htm

Workplace Hazard Material Information System web site
http//www.utoronto.ca/safety/whmis2.htm

Activity 1: Decontamination and Infection Control

Time: 375 minutes

Description

Students are required to participate in and demonstrate an understanding of the importance of health and safety in the work place. Students address the needs of the personal service worker, regarding protection and safety of the client and/or patient. The student is encouraged to solve problems and make responsible decisions with an informed moral conscience for the common good.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE 2b - reads, understands, and uses written materials effectively;

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE 2d - writes and speaks fluently one or both of Canada’s official languages;

CGE 3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE 4f - applies effective communication, decision-making, problem solving, time, and resource management skills;

CGE 7i - respects the environment and uses resources wisely;

CGE 7j - contributes to the common good.

Strand(s): Theory and Foundation, Skills and Process, Impact and Consequences

Overall Expectations

SPV.01P - demonstrate understanding of professional practices and principles;

ICV.01P - demonstrate understanding of the environmental and societal issues related to health care and personal services.

Specific Expectations

SP1.01P - identify legal and ethical standards of health care and personal services;

IC1.05P - identify laws and regulations that relate to health issues;

IC1.06P - apply personal, health, and workplace safety regulations in handling materials, tools, and equipment.

Planning Notes

· Provide textbooks for the study of bacteriology, sterilization, and sanitation.

· Contact various experts/guest speakers in regard to the Worker’s Health and Safety Act.

· Research the laws pertaining to commercial and personal service, sanitation, and sterilization laws in Ontario.

· Obtain various written and/or audio/visual material for the protocol of the clients’/patients’ protection and safety from the Ministry of Health.

Prior Knowledge Required

· group work skills

· skills in co-operative learning techniques (effective interpersonal skills) and an understanding of personal responsibilities, and commitment required for group activities

· basic writing skills (knowledge of word processing and Internet is an asset)

Teaching/Learning Strategies

1. The teacher leads a discussion on personal and public hygiene, draws on the students existing knowledge, and brings out the importance of health and safety in personal life and in the workplace.

2. Students independently submit a written summary on bacteriology, sterilization, and sanitation following the criteria identified in Appendix 1.1.1 (this may be completed for homework).

3. The class is organized into eight groups - each group chooses a topic and creates a demonstration of the topic, using visual aids, to be presented to the class or displayed in the classroom.

4. An open discussion on how to prevent the spread of disease and the chain of infection and bacteria in the classroom ensues after completing research. (See Appendix 1.1.3.)

5. As a class, students participate in the workshop provided by the health and safety expert.

6. Students pass a formal oral, practical or written test with a passing grade of 75% or level 3 on a rubric. Students have opportunities to retake the test in order to achieve level 3 (75%).

Assessment/Evaluation

· Formative assessment on completed homework. (See Appendix 1.1.1.)

· Formative and summative assessment of students’ practice and understanding of the importance of bacteriology, sterilization, and sanitation in the workplace as it pertains to the personal service technology industry as identified by the Ministry of Health. (See Appendix 1.1.1.)

· Summative written/oral test on bacteriology, sterilization, and sanitation. (See Appendix 1.1.4.)

Accommodations

· Repeat instructions and frequently monitor progress.

· Provide feedback frequently through suggestions, comments or questions about work.

· Simplify expectations on the assignment and/or shorten the length of the report.

· Use drafts and proofreading.

· Allow the finished assignment to be presented orally or written in point form rather than an essay.

· Establish a timeline and allow extra time for completion.

· Use class time for discussion through questioning and examples rather than lecturing.

· Provide an atmosphere that encourages students to ask questions for information gathering and for clarification.

· Use audio visual aids where applicable.

· Provide a list of topics and suggestions where enrichment and challenge are needed.

· Encourage students to become peer-tutors and/or mentors.

· Students interview someone with experience in the career area of their interest. Students work independently, developing pertinent questions and scheduling for the interview.

· Ensure that students understand expectations and tools used for assessment of their work.

· Mark work for errors in spelling and writing/grammar/specific terminology in a respectful way so that the effort remains workable without deducting marks for spelling, etc. except on proofread and final draft pieces.

· Allow for extra time for writing tests or quizzes (see Special Education staff for assistance). Use multiple choice/true-false/ fill-in-the-blank test questions with a word list in place of essay type questions reduce the number of questions on tests and quizzes and provide oral testing where appropriate.

· Involve students in self-assessing their research techniques.

Resources

Milady’s Standard Textbook of Cosmetology. New York: Milady Publishing, 1999. ISBN 1-56253-466-1

Ministry of Labour

Modern Salon, (all releases). Lincolnshire, IL.

Personal Services Setting Protocol Infection Control Program. Ministry of Health, Public Health Branch, January 1998.

Occupational Health and Safety Act and Regulations for Industrial Establishments. Queen’s Printer for Ontario, October 1998. ISBN 0-7778-7983-2

Web Sites

Centers for Disease Control and Prevention
http//www.cdc.gov/

Niagara Regional Public Health Department
http//www.regional.nigara.on.ca/niagara/ph./helath.html

Appendix 1.1.1

After reading or listening to the information on decontamination, respond in writing or orally in full sentence form to the criteria set out below.

1. Define bacteriology.

2. Identify the various types and classifications of bacteria.

3. How does bacteria grow, reproduce, and move?

4. Define parasites, animal parasites, and plant parasites.

5. What impact does the spread of disease have on the personal service industry, and why is it so important that all personal service workers become aware of the scientific study of these micro-organisms?

6. Define immunity, acquired immunity, and natural immunity.

7. List and describe the two types of infections.

8. Define and explain the importance of proper sanitation and sterilization practices in the Personal Service Industry.

9. What are the differences between an antiseptic and a disinfectant?

10. What are the standards for handling disinfectant products?

11. Identify and explain the applications of the various chemical products and equipment used for the purpose of sanitation and sterilization.

12. How does the proper practice of sterilization and sanitation affect the individual, client, and over all health of our society?

Appendix 1.1.2

Ongoing Assessment of Personal Service Protocol for Health and Personal Hygiene as identified by the Ministry of Health for Mandatory Health Programs and Services Guidelines

Categories	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Hand Washing SPV.01P SP1.01P ICV.01P	- rarely washes hands prior to, or after, serving a client	- sometimes washes hands prior to, or after, serving a client	- frequently washes hands prior to, or after, serving a client	- always washes hands prior to, or after, serving a client
Wearing of Gloves SPV.01P SP1.01P ICV.01P IC1.06P	- rarely wears protective gloves when performing services which may result in the contact of bodily fluids	- sometimes wears protective gloves when performing services which may result in the contact of bodily fluids	- frequently wears protective gloves when performing services which may result in the contact of bodily fluids	- always wears protective gloves when performing services which may result in the contact of bodily fluids
Protective Clothing SPV.01P SP1.01P ICV.01P IC1.06P	- rarely wears protective clothing to prevent the penetration of chemicals and/or bodily fluids	- sometimes wears protective clothing to prevent the penetration of chemicals and/or bodily fluids	- frequently wears protective clothing to prevent the penetration of chemicals and/or bodily fluids	- always wears protective clothing to prevent the penetration of chemicals and/or bodily fluids
Cleaning of Sharp Metal Implements SPV.01P SP1.01P ICV.01P IC1.06P	- rarely immerses reusable metal instruments/implements in 6% hydrogen peroxide or 70% isopropyl alcohol for 10 minutes	- sometimes immerses reusable metal instruments/ implements in 6% hydrogen peroxide or 70% isopropyl alcohol for 10 minutes	- frequently immerses reusable metal instruments/ implements in 6% hydrogen peroxide or 70% isopropyl alcohol for 10 minutes	- always immerses reusable metal instruments/ implements in 6% hydrogen peroxide or 70% isopropyl alcohol for 10 minutes

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 1.1.3

Chain of Infection

The Flu

Appendix 1.1.4

Decontamination and Infection Control

TRUE OR FALSE (6)

Directions: On the blank space to the left of each statement below, write T if the statement is True or F if the statement is False.

_____ 1. Bacteriology just includes the scientific study of animal parasites.

_____ 2. The two types of bacteria are pathogenic and non-pathogenic.

_____ 3. Pathogenic bacteria do not cause disease.

_____ 4. Non-pathogenic bacteria does not cause disease.

_____ 5. There are five classifications of bacteria.

_____ 6. Proper and frequent hand washing is one of the most effective measures to break the

chain of infection.

MULTIPLE CHOICE (5)

1. Cocci bacteria are responsible for:

a) pus-forming infections b) the common cold

c) headaches d) all of the above

2. Bacilli bacteria are identified with the use of a microscope by their:

a) round shape b) square shape

c) rod shape d) corkscrew shape

3. Spirilla bacteria are identified with the use of a microscope by their:

a) round shape b) square shape

c) rod shape d) corkscrew shape

4. Bacilli bacteria are responsible for the following diseases:

a) tetanus, influenza, typhoid fever, tuberculosis, and diphtheria

b) tetanus, influenza, syphilis, tuberculosis, and diphtheria

c) tetanus, influenza, acne, tuberculosis, and diphtheria

d) tetanus, influenza, typhoid fever, arthritis, and diphtheria

5. Self-propelled bacteria use hair-like projections to move which are also known as:

a) legs and arms b) cilia and tentacles

c) tentacles and flagella d) cilia and flagella

Appendix 1.1.4 (Continued)

MATCHING (10)

Active or Vegetative Stage of Bacteria _____	A)	The ability of the body to fight off infection once the bacteria has gained entrance.
Immunity _____	B)	When the bacterium is protected by a tough outer coating and remains dormant until a host to live on is found.
Parasites _____	C)	A chemical which destroys bacteria on implements, equipment, and surfaces.
Inactive or Spore-Forming Stage of Bacteria _____	D)	When the bacteria is carried through the blood stream, causing infection in all parts of the body.
Antiseptics _____	E)	Immunity which is obtained by inoculations or antibodies that the body has created through past infections.
Acquired Immunity _____	F)	Can be indicated by a pus infected boil or pimple.
Local Infection _____	G)	Organisms that live on other living beings without giving anything beneficial to the host.
General Infection _____	H)	A chemical that may kill or retard the growth of bacteria. Is safe to use on the skin.
Disinfectant _____	I)	The ability to fight off diseases by hygienic living and heredity.
Natural Immunity _____	J)	When bacteria are in an environment such as warm, dark, damp, or dirty places thus being able to reproduce.
Sterilization _____

WRITTEN ANSWERS (10)

1. How can bacteria be destroyed? (1 mark)

2. Why is it important that the personal service worker understands and applies the appropriate steps for sanitation and disinfecting? (2 marks)

3. Identify the seven precautions to take when handling disinfectants. (7 marks)

/30

ANSWER KEY

True or False

1. false 2. true 3. false 4. true 5. false

Multiple Choice

1. a 2. c 3. d 4. a 5. d

Matching

J, A, G, B, H, E, F, D, C, I.

Written Answers

1. Chemical agents and intense heat.

2. Protection from infectious diseases.

3. Wear gloves and safety glasses.

Keep chemicals away from children.

Use tongs when retrieving implements.

Never pour chemicals over uncovered hands.

Carefully weigh and measure products.

Always keep chemicals in clearly marked containers.

Wash hands thoroughly with an antibacterial soap.

Appendix 1.1.5

Appendix 1.1.6

Glossary

Bacteriology – the science that deals with the study of micro-organisms called bacterial

Sterilization – completely destroys all living organisms on a surface

Microbes – one-celled vegetable micro-organisms found nearly everywhere

Non-pathogenic – healthful or harmless bacteria that perform many useful functions, such as decomposing

Saprophytes – non-pathogenic bacteria; live on dead matter and do not produce diseases.

Pathogenic – disease; one produced by disease causing bacteria, such as staphylococcus.

Parasites – pathogenic organisms that require living matter for their growth

Staphylococci – pus-forming organisms that grow in bunches or clusters. They cause diseases, pustules, and boils.

Streptococci – pus forming organisms that grow in chains. They cause infections such as strep-throat.

Diplococci – organisms that grow in pairs and cause pneumonia

Bacilli – are short rod shaped organisms. They are the most common bacteria and produce diseases such as tetanus, influenza, typhoid fever tuberculosis, and diphtheria.

Spirilla – are curved or corkscrew shaped organisms. They are subdivided into several groups.

Treponema pallida – is a spirilla that causes syphilis.

Syphilis – a sexually transmitted disease caused by treponema pallida

Motility – self-movement

Cilia – a type of hair whose whip-like motion propels bacteria about in a liquid.

Protoplasm – a colourless, jelly-like substance, in which food elements such as protein, fats, carbohydrates, mineral salts, and water are present, that make up cells.

Active – bacteria grows and reproduces.

Vegetative stage – these micro-organisms multiply best in warm, dark, damp or dirty places where sufficient food is available.

Spore forming stage – certain bacteria such as the anthrax and tetanus bacilli form spherical spores with tough outer coverings during their inactive stage. The purpose is to be able to withstand periods of famine, dryness, and unsuitable temperature. In this stage, spores can be blown about and are not harmed by disinfectants, heat or cold.

Local infection – indicated by a boil or pimple that contains pus.

General infection – results when blood stream carries the bacteria and their toxins to all parts of the body as in syphilis.

Contagious disease – one that can be spread from one person to another.

Filterable viruses – are living organisms so small that they can pass through the pores of a porcelain filter.

Appendix 1.1.6 (Continued)

Plant parasites – such as mould, mildews, and yeasts, can produce contagious diseases such as ringworms and favus.

Fungi – is the general term for vegetable parasites including all types of fungus and mold.

Favus – honeycomb ring worm, is characterized by dry, sulphur-yellow, cup like clusters on the scalp called scutula.

Animal parasites – are responsible for contagious diseases. Scabies is caused by an itch mite burrowing under the skin.

Pediculosis – is a contagious condition caused by the head louse infesting the hair of the scalp.

Immunity – is the ability of the body to destroy bacteria that have gained entrance and thus to resist infection.

Natural immunity – means natural resistance to disease.

Acquired immunity – is something that the body develops after it has overcome a disease, or through inoculation.

Typhoid – is a disease that can be transmitted by human disease carriers.

Activity 2: WHMIS and Occupational Health and Safety

Time: 300 minutes

Description

Students participate in workshops provided by the Ministry of Labour in regard to WHMIS training. They learn to respect the safety and welfare of self and others in the occupational environment. Students demonstrate safe handling of chemicals and equipment throughout this course. They become cognizant of Government regulations regarding safety in the work place and the appropriate handling of chemicals to protect the community and environment.

Strand(s) and Expectations

Ontario Catholic School Graduation Expectations

CGE1e - speaks the language of life… “Recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrates flexibility and adaptability;

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4d - responds to, manages, and constructively influences change in a discerning manner;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem solving, time, and resource management skills;

CGE4g - examines and reflects on one’s personal values, abilities, and aspirations influencing life’s choices and opportunities;

CGE5a - works effectively as an interdependent team member;

CGE5b - thinks critically about the meaning and purpose of work;

CGE5c - develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d - finds meaning, dignity, fulfillment, and vocation in work which contributions to the common good;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE5h - applies skills for employability, self-employment, and entrepreneurship relative to Christian vocation;

CGE7a - acts morally and legally as a person formed in Catholic traditions;

CGE7b - accepts accountability for one’s own actions;

CGE7d - promotes the sacredness of life;

CGE7j - contributes to the common good.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

ICV.01P - demonstrate understanding of the environmental and societal issues related to health care and personal services.

Specific Expectations

TF1.04P - describe industry standards for various working environments;

SP1.01P - identify legal and ethical standards of health care and personal services;

SP1.06P - describe the personal and health services available in the community;

IC1.01P - explain the environmental effects of different products;

IC1.05P - identify laws and regulations that relate to health issues;

IC1.06P - apply personal, health, and workplace safety regulations in handling materials, tools, and equipment.

Planning Notes

· Contact the Ministry of Labour to invite an expert to speak about WHMIS in regard to the Personal Service Industry

· Collect WHMIS information

· WHMIS labels Appendix 1.2.2

· MSD sheets Appendix 1.2.3

· WHMIS symbols

Prior Knowledge Required

· personal and public hygiene

· decontamination in regard to personal services (Activity 1)

· Personal Services Setting Protocol Infection Control Program from the Ontario Ministry of Health

· computer skills including the ability to access the Internet

· group work skills

Teaching/Learning Strategies

1. Take part in a condensed version of WHMIS training.

2. Review the WHMIS labelling regulations (Appendix 1.2.2) and WHMIS symbols.

3. Identify a specific chemical in the personal services classroom and locate the appropriate safe handling information. Each student presents his/her finding to the class using WHMIS labels and MSD sheets (Appendix 1.2.2).

Assessment/Evaluation Techniques

· Formative assessment of students’ involvement during the WHMIS workshop.

· Students complete WHMIS and MSDS Quiz (Appendix 1.2.4).

· Ongoing observational evaluation of WHMIS practices.

· Students perform a summative evaluation on the WHMIS regulations, labeling standards, and MSD sheets.

· Presentation.

Accommodations

· Situate students in the classroom to receive the optimum benefit of the workshop.

· Make available audiocassettes containing the written WHMIS information, as well as larger print hard copies of Material Safety Data Sheets and WHMIS labels.

· Have enrichment students who wish to expand on Ontario’s Occupational Health and Safety Act and WHMIS regulations conduct further investigation on the Internet.

Resources

Print

Occupational Health and Safety Act and Regulations for Industrial Establishments. Queen’s Printer for Ontario, October 1998. ISBN 0-7778-7983-2

Ontario’s Regulation respecting Control of Exposure to Biological or Chemical Agents-made under the Occupational Health and Safety Act: Revised Statutes of Ontario, 1980. Queen’s Printer for Ontario, Rep. February 1991. ISBN 0-7729-6973-6

Web Sites

Ontario’s Occupational Health and Safety web site
http://www.gov.on.ca/lab/ohs/ohse.htm

Workplace Hazard Material Information System web site
http//www.utoronto.ca/safety/whmis2.htm

Appendix 1.2.1

WHMIS Regulations Summary

· The acronym WHMIS stands for Workplace Hazardous Materials Information System.

· This regulation was introduced into the Occupational Health and Safety Act of Ontario in 1987.

· WHMIS gives workers the right to know what they are handling.

· Federal (all of Canada) WHMIS applies to importers, manufactures, and suppliers of hazardous materials.

· The Hazardous Products Act for controlled products states that national suppliers are to provide labels and Material Safety Data Sheets to all buyers.

· Under the Occupational Health and Safety Act in Ontario, employers are to make sure that all hazardous materials are labelled appropriately and that a MSD sheet accompanies the product.

· Any controlled hazardous product must be properly labelled with a supplier and a workplace sticker.

· MSDS stands for Material Safety Data Sheets.

· MSDS is a print out on paper that identifies how to handle, store, use, health effects if exposed, emergency procedures, and protective measures.

· MSDS must be updated by the supplier every three years.

Appendix 1.2.2

WHMIS LABELS

Supplier labels must be attached to the controlled product container, which has detailed information about the product. Legislation states that 10 kg or more of a controlled product or hazardous material from a supplier must contain the following information:

· both official languages

· a WMHIS border

· the material or product name (i.e., common name, chemical name, trade name, generic name

· brand name, code name or number)

· name and address of the supplier

· reference to a MSD sheet

· WHMIS hazard symbols (see Appendix 1.2.5)

· If the container has more than 100 milliliters of a controlled hazardous substance, additional information must be included:

· risk time factors

· precautionary measures while using or being exposed to the product/chemical

· First aid measures to address immediate injuries and not progressive illnesses

Workplace labels must be identified on a container that is not from the supplier, and must contain the following information:

· material identifier or product name

· reference to a MSD sheet

· precautionary steps

· first aid measures

Appendix 1.2.3

The Material Safety Data Sheets (MSDSs)

MATERIAL IDENTIFICATION

TRADE NAME/MATERIAL NAME PRODUCT USE

OTHER NAMES

MANUFACTURER’S/SUPPLIER’S NAME

ADDRESS

EMERGENCY TELEPHONE

This area is used to identify the material, product by brand, chemical, or generic names. Manufacturers and suppliers are also identified and proper use of the product/chemical for its initial purpose.

Appendix 1.2.4

WHMIS and MSDS Quiz

WRITTEN ANSWERS

1. Define WMHIS and MSDS.

2. What is the responsibility of the employer according to the Occupational Health and Safety Act of Ontario?

3. Identify the WHMIS symbols and give their classification.

MULTIPLE CHOICE

(choose the one best answer)

4. If a container contains more than 100 millilitres hazardous material, the label must have additional information which includes:

a) the company’s chemist b) risk time factor

c) precautionary measures while d) b and c

exposed to the product

5. Workplace labels must contain a material identifier or product name, reference to a MSDS, precautionary steps, and:

a) an emergency phone number b) the hospital’s phone number

c) first aid measures d) the company’s phone number

6. In Canada, a supplier’s WHMIS label must be written in:

a) French b) English

c) There is no regulation d) both Official Languages

7. A supplier when selling a hazardous material product must include:

a) a rebate b) MSDS

c) WHMIS d) OH&S

8. A Material Safety Data Sheet should be:

a) kept on file forever b) read and then thrown out

c) photo copied for all workers d) placed in a binder and kept for three years

/15

ANSWER KEY

Written Answers

1. Workplace Hazardous Material Information System, Material Safety Data Sheets.

2. To inform employees of hazardous materials.

3. (Use Appendix 1.2.5 for answers)

Multiple Choice

4. d 5. c 6. d 7. b 8. d

Activity 3: A Safe Home Environment

Time: 225 minutes

Description

Students gain knowledge of safety equipment, tools, and strategies specific to the home environment of geriatric clients. Students describe in writing and/or draw a plan of a home equipped with various safety features required by an elderly person (e.g., non-skid floors, single level floor plan, railings, bathroom handrails and smoke detectors).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE4f - applies effective communication, decision-making, problem solving, time, and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities and contributions of self and others;

CGE5g - achieves excellence, originality and integrity in one’s own work and supports these qualities in the work of others;

CGE7i - respects the environment and uses resources wisely.

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.04P - identify and describe specialized tools and equipment;

SPV.03P - find solutions to specified problems;

SPV.04P - demonstrate research and communication skills;

ICV.03P - describe industry standards for the use of materials, tools, and equipment.

Specific Expectations

TFI.05P - demonstrate understanding of the uses of tools and equipment;

SPI.04P - select and use information technology to prepare and present reports;

ICI.06P - apply personal health and workplace safety regulations in handling materials, tools, and equipment.

Planning Notes

· In preparation for this activity, the teacher will have an understanding of the various safety precautions, tools, equipment, and strategies used in a geriatric setting.

· As a supplemental activity, the teacher may arrange for guest speaker(s), a field trip to a medical supply retail outlet or to a geriatric setting.

Prior Knowledge Required

· keyboarding skills (knowledge of word processing and the Internet is an asset)

· skills in co-operative learning techniques (effective interpersonal skills) and understanding of personal responsibilities and commitment required for group activities

· knowledge of safety procedures

Teaching/Learning Strategies

The teacher:

1. delivers a lesson about safety equipment, tools, and strategies specific to an elder’s home environment;

2. uses group oriented brainstorming techniques to facilitate project enhancement and collaborative co-operative work habits;

3. provides data on the practical application of such equipment, tools, and strategies by means of written descriptions and/or computer-enhanced drawings;

4. forms a group of two or three students; each group member may decide to describe/draw a separate room in a house.

Students:

5. participate in group discussions, presenting information and ideas clearly and honestly with sensitivity to others and, as part of a group, respecting the rights, responsibilities, and contributions of others;

6. in groups, present their work and respond to questions from the class.

The teacher:

7. guides students to make critical examination of Internet content and use information that is technologically and morally ethical. Refer to the Board’s policy document on acceptable use of Internet technology;

8. demonstrates potential avenues to follow to obtain information relevant to their assignment;

9. invites a guest speaker(s) and/or facilitates a tour of a geriatric facility;

10. encourages the students to reflect upon their research and its relationship to everyday life and how it benefits society;

11. facilitates and co-ordinates the oral presentation of each group’s work.

Assessment/Evaluation Techniques

Assessment Strategy	Assessment Tools	Category *
Knowledge of rights, responsibilities and respect for others (Diagnostic and Summative)	Student/Teacher-Conferencing Quiz	K/U
Daily progress of Design of a safe home (Formative)	Design Project	K/U, T/I, A
Knowledge of equipment needed in a safe home (Formative)	Rubric Appendix 1.3.1 Quiz	K/U
Oral Presentation (Summative)	Rubric Appendix 1.3.2	K/U, T/1, A

* K/U – knowledge and understanding

T/I – thinking and inquiry

C – Communication

A – application

Accommodations

· provide extra time for completion of the worksheet and the project as required;

· pair students for peer-tutoring

· provide visual aids to assist students as needed;

· provide expectations for work, behaviour, and homework that are explicit and clear;

· simplify expectations on the assignment and/or shorten the length of the report;

· teacher/peer helpers may proof read assignment in progress;

· allow the finished assignment to be presented orally or written in point form rather than essay;

· group students with varied abilities to allow for peer support.

Resources

Publications

Harvey, Margaret, ed. Help Yourself! Hints From Persons with Disabilities. Minister of Supply and Services Canada, 1994. ISBN 0-662-22748-4

Sorrentino, Sheila and Bernie Gorek. Long Term Care Assistants. Missouri: Von Hoffman Press, 1999.
ISBN 0-323-00709-0. Chapter 8

Other

Local health care geriatric setting

Local retail outlet of medical home supplies

Appendix 1.3.1

Sample Resource Sheet

Safety is a basic need of everyone. Awareness of safety needs is very important in private homes as well as nursing homes. In assessing the assignment of a safe home environment for an elderly person, the student should look for some/all of the following safety measures and precautions. The ideal safe home for an elderly person could be a single floor dwelling and should/may be wheelchair accessible. Note: for assignments including wheelchair accessibility, all doorways and hallways should be enlarged for easy access. For assignments with an elderly mobile person, rooms may be smaller with everything in close proximity so walking is minimized.

General safety precautions and measures could include the following:

· good lighting is provided in rooms, hallways, and bathrooms;

· light switches (including those in bathrooms) are within reach and easy to find;

· handrails are on both sides of stairs and hallways. They are also in bathrooms;

· scatter, area, and throw rugs are not used;

· floors have non-glare, non-slip surfaces;

· floors and stairs are uncluttered. They are free of electrical cords and other items that can cause tripping;

· floors are free of spills and excess furniture;

· electrical and extension cords are out of the way;

· furniture is arranged for easy movement;

· fire alarms are installed according to fire prevention standards.

Bathroom could include:

· grab bars beside toilet and inside shower, possibly on bathtub;

· raised toilet seat or toilet seat frame;

· non-slip surface or non-slip mat in bathtub;

· good lighting – nightlight;

· electrical appliances should be used with caution, i.e., hairdryer, shaver.

Bedroom could include:

· non-slip strips can be placed beside bed;

· proper lighting with night-light;

· commode may be placed at the bedside;

· telephone is within reach at the bedside;

· furniture is arranged for easy movement;

· a mattress or special mat may be placed on the floor beside the bed. This reduces the chance of injury if the person falls out of bed;

· a hospital bed with side-rails in use, if necessary.

Appendix 1.3.1 (Continued)

Kitchen could include:

· proper lighting is supplied;

· cupboards are arranged so that items may be accessed without reaching;

· a cook top stove with a wall oven may be an option as a conventional stove can present obstacles and put an elderly person at risk for injury (a wall oven can be installed at any height and have a side opening door);

· countertops are free of clutter;

· appliances are within reach;

· a metal table or heatproof counter may be next to the stove so that pots can be slid off of burner rather than lifted.

Note: If student assignment is for wheelchair access, kitchen should have a large, open concept with open space below for person’s knees. If elderly person is mobile, kitchen should be small to minimize steps and permit person to always have a table or counter within reach for support.

Laundry Room/Facilities:

· laundry supplies are within reach on low shelf;

· all detergents are in containers with clearly identifying labels.

Appendix 1.3.2

Sample Rubric – Oral Presentation

Criteria	Level 1	Level 2	Level 3	Level 4
Introduction CGE 4e TF1.02P	- limited effectiveness opening and/or closing	- somewhat effective opening and/or closing	- effective opening and closing	- masterful opening and closing
Content TF1.04P TF1.05P	- development of one or more parts of the presentation	- some development of the parts of the presentation	- development of most parts of the presentation	- thorough development of all parts of the presentation
Presentation summary CGE 4f CGE 4g SPV.04P SPV.05P	- limited coherence in sequencing of ideas	- some coherence in sequencing of ideas	- coherent sequencing of ideas	- thoughtful sequencing of ideas
Verbal CGE 2c CGE 2d	- presents in a low monotone manner	- presents with some enthusiasm and acceptable voice clarity	- presents with enthusiasm, speaking clearly and pausing effectively	- presents with a high degree of enthusiasm, speaking clearly and pausing effectively
Non-verbal	- demonstrates limited awareness of effect of body language - makes infrequent eye contact	- demonstrates some awareness of effect of body language and use of eye contact	- demonstrates control of body language - maintains eye contact	- demonstrates sophisticated control of body language - uses eye contact effectively
Quality of Content CGE 2b APV.01P IC1.03P IC1.04P ICV.02P TFV.01P	- communicates understanding of few aspects of the researched career/role - answers class questions in a limited manner	- communicates understanding of the researched career/role - answers concrete class questions and/or replies with some effectiveness	- communicates a thorough understanding of the researched career/role - answers most concrete and abstract class questions effectively	- communicates a thorough and insightful understanding of the researched career/role - answers all concrete and abstract class questions effectively

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

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