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

Unit 1: Safety and Sanitation

Time: 12 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

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

Strand(s) and Expectations

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

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

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

Activity Titles (Time + Sequence)

Activity 1	Understanding Bacteriology, Decontamination, and Infection Control	225 minutes
Activity 2	WHMIS and Occupational Health and Safety	75 minutes
Activity 3	Personal Services Health and Safety Video Production	345 minutes
Activity 4	Careers in Health and Personal Services	75 minutes

Prior Knowledge Required

· Knowledge of personal and public hygiene practices

· Computer and Internet skills

Unit Planning Notes

For this unit 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 (see Activity 3);

· reviews board policy on computer/Internet use (i.e., safety/censorship issues).

Teaching/Learning Strategies

· Independent research

· Collaborative/co-operative learning

· Class discussion

· Workshops presented by industry representatives

· Socratic lessons

· Brainstorming

Assessment and Evaluation

· Homework

· Classroom presentation

· Written tests

· Peer and self-assessment

· Participation in class discussion

Resources

Print

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

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

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

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

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

University, college, and private school pamphlets

Video

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

Web sites from college or universities

Other

Career information from the Student Services Department or community college career centre

Activity 1: Understanding Bacteriology, Decontamination, and Infection Control

Time: 225 minutes

Description

In this activity students learn the importance of decontamination, and infection control in a Personal Services environment through demonstration and participation. Decontamination and infection control procedures are followed throughout the entire course to ensure the safety of students, teachers, clients, and patients. Aspects of bacteriology are studied.

Strand(s) and Expectations

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

For this activity the teacher provides:

· textbooks for the study of bacteriology, decontamination, and infection control;

· copies of the by-laws pertaining to commercial and personal service sanitation and sterilization laws in Ontario;

· various written and audio/visual material pertaining to client/patient protection and safety protocol from the Ministry of Health.

Prior Knowledge Required

· Knowledge of personal and public hygiene (from Grade 8 and/or 9 Health and Physical Education courses)

Teaching/Learning Strategies

1. The teacher leads a discussion on personal and public hygiene, emphasizing the importance of health and safety at work and at home.

2. Following the criteria identified in Appendix 1.1.2 – Test on Bacteriology, Decontamination, and Infection Control, students independently review and summarize bacteriology, decontamination, and infection control. (Note: This may be completed for homework.) This assignment is submitted for assessment.

3. The class is organized into eight groups. Each group chooses one topic from Appendix 1.1.2 – Test on Bacteriology, Decontamination, and Infection Control (questions 1-8) and creates a visual demonstration of the topic. The visual demonstration is either presented to the class or displayed in the classroom.

4. The teacher leads an open discussion on the prevention of the spread of disease and bacteria in the classroom.

Assessment/Evaluation Techniques

· Formative assessment on completed homework (see Appendix 1.1.1 – Work Habits/Homework Checklist).

· Formative and summative assessment (see Appendix 1.1.3 – Rubric for Assessment of Personal Service Protocol for Health and Personal Hygiene) of students’ practice and understanding of the importance of bacteriology, decontamination, and infection control in the workplace.

· Summative written/oral test on bacteriology, decontamination, and infection control (see Appendix 1.1.4 – Bacteriology, Decontamination, and Infection Control Test). Note: Students are required to pass the formal oral, practical, or written test with a passing grade of 75%. Students are given opportunities to retake the assessment, as required.

Accommodations

· Make audio versions of information about bacteriology, decontamination, and infection control available.

· Students may respond orally to the criteria in lieu of a written report.

· Students may be tested using oral and practical testing approaches, as required.

Resources

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

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

Appendix 1.1.1

Work Habits/Homework Checklist

Criteria	Rarely	Sometimes	Frequently	Always
Puts forth consistent effort
Completes homework on time and with care
Follows directions
Shows attention to detail
Uses material and equipment effectively
Begins work promptly and uses time effectively
Demonstrates persistence in bringing complex tasks to completion
Applies effective study practices

Adapted from Simcoe County DSB

Appendix 1.1.2

Test on Bacteriology, Decontamination, and Infection Control

After reading or listening to the information on bacteriology, decontamination, and infection control, respond in writing (in full-sentence form) or orally 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 Services Industry, and why is it important that all personal service workers be aware of the impact 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 Services Industry.

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

10. What are the standards for handling disinfectants?

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 decontamination and infection control affect the individual, the client, and the health of our society?

Appendix 1.1.3

Rubric for Assessment of Personal Service Protocol for Health and Personal Hygiene

(as identified by the Ontario 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 and 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 1.1.4

Bacteriology, Decontamination, and Infection Control Test

TRUE OR FALSE (5 marks)

1. Bacteriology is solely 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 do not cause disease. ____

5. There are five classifications of bacteria. ____

MULTIPLE CHOICE (5 marks)

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 by their:

a) round shape

b) square shape

c) rod shape

d) corkscrew shape

3. Spirilla bacteria are identified 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 marks)
(Note: there are 11 terms and 10 definitions – one term will not have a corresponding definition)

Active or Vegetative Stage of Bacteria _____	A) The ability of the body to fight off infection once the bacteria has gained entrance.

Immunity _____	B) The stage in which 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) Infection in all parts of the body caused by the bacteria being carried through the blood stream.

Antiseptics _____	E) Immunity which is obtained by inoculations or antibodies created by the body during past infections.

Sterilization _____	F) An isolated area (such as a boil or pimple) that contains bacteria.

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 but is safe to use on the skin.

Disinfectant _____	I) The ability to fight diseases by hygienic living and heredity.

Natural Immunity _____	J) The stage in which bacteria are in a warm, dark, damp, or dirty environment and are able to reproduce.

Acquired Immunity _____

Appendix 1.1.4 (Continued)

WRITTEN ANSWERS (10 marks)

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 that must be taken when handling disinfectants. (7 marks)

Total: 30 marks

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, blank, F, D, C, I, E

Written Answers:

1. Chemical agents and intense heat.

2. Protection from infectious diseases.

3. a) Wear gloves and safety glasses.

b) Keep chemicals away from children.

c) Use tongs when retrieving implements.

d) Never pour chemicals over uncovered hands.

e) Carefully weigh and measure products.

f) Always keep chemicals in clearly marked containers.

g) Wash hands thoroughly with an antibacterial soap.

Activity 2: WHMIS and Occupational Health and Safety

Time: 75 minutes

Description

In this activity students learn about WHMIS guidelines, labelling regulations, and Material Safety Data Sheets (MSDS) through participation in training workshops. Students take part in a condensed version of WHMIS training using material provided by the Ministry of Labour. Students consult MSDS in order to identify and learn about safe handling of chemicals used in the Personal Services Industries. Their findings are presented to the class. Students must consult MSDS throughout the course as they use or apply chemicals and products required in the Personal Services Industry.

Strand(s) and Expectations

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

For this activity the teacher:

· invites a representative from the Ministry of Labour to speak about WHMIS in regard to the Personal Services Industry;

· provides condensed handouts on WHMIS regulations (see Appendix 1.2.1 – WHMIS Regulations and Labelling Summary);

· provides WHMIS labels;

· ensures that MSDS sheets pertaining to products used in the class are complete and current.

Prior Knowledge Required

· Knowledge of personal and public hygiene (from Grade 8 and/or 9 Health and Physical Education courses).

· Knowledge of bacteriology, decontamination, and infection control in regard to Personal Services (from Activity 1: Understanding Bacteriology, Decontamination, and Infection Control).

· Familiarity with Personal Services Setting Protocol Infection Control Program from the Ontario Ministry of Health (from Activity 1: Understanding Bacteriology, Decontamination, and Infection Control).

· Familiarity with the Occupational Health and Safety Act (see Resources).

· Computer and Internet skills.

Teaching/Learning Strategies

1. The teacher (or Ministry of Labour representative, if possible) leads a condensed WHMIS training workshop, which includes an introduction to the MSDS binders containing MSDS (Material Safety Data Sheets).

2. Students complete WHMIS and MSDS quiz (see Appendix 1.2.3 – WHMIS and MSDS Quiz).

3. Students review the WHMIS regulations and labels using handouts (see Appendix 1.2.1 – WHMIS Regulations and Labelling Summary).

4. Students identify specific chemicals in the Personal Services classroom and locate the appropriate safe handling information in the MSDS binders.

5. Each student presents their findings to the class using WHMIS labels and material identification handouts (Appendix 1.2.2 – Material Safety Data Sheets [MDSD] – Material Identification).

Assessment/Evaluation Techniques

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

· Summative written/oral test on WHMIS and MSDS (see Appendix 1.2.3 – WHMIS and MSDS Quiz).

· Ongoing observational evaluation of WHMIS practices (see Appendix 1.2.4 – Rubric for Application of WHMIS Guidelines).

· Summative evaluation of student presentations on the WHMIS regulations, labelling standards, and MSDS (see Appendix 1.2.5 – Presentation Checklist).

Accommodations

· Make audio versions of WHMIS information available.

· Make large print copies of MSDS and WHMIS labels available.

· For enrichment, students may conduct further investigation on the Internet regarding Ontario’s Occupational Health and Safety Act and WHMIS regulations.

Resources

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

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 and Labelling Summary

WHMIS Regulations Summary

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

· WHMIS was introduced into the Occupational Health and Safety Act in Ontario in 1987.

· WHMIS gives workers access to safety considerations regarding the chemicals and products that they handle in the workplace.

· MSDS stands for “Material Safety Data Sheets”.

· MSDS is a paper document that identifies the usage, handling, and storage of hazardous materials, as well as protective measures to prevent exposure and the emergency procedures and health effects if exposed.

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

· Federal (all of Canada) WHMIS guidelines apply to importers, manufacturers, and suppliers of hazardous materials.

· The Hazardous Products Act for controlled products states that national suppliers must provide WHMIS labels and Material Safety Data Sheets (MSDS) to all buyers.

· Under the Occupational Health and Safety Act in Ontario, employers must ensure that all hazardous materials are labelled appropriately and are accompanied by an MSDS.

· Any controlled hazardous product must be properly labelled with both supplier and workplace labels.

WHMIS Labels

Supplier labels that have detailed information about the product must be attached to the controlled-product container.

Legislation states that 10 kilograms or more of a controlled product or hazardous material must have a WHMIS label. These labels must:

· be written in both official languages;

· have a WHMIS border;

· identify the material or product name (i.e., common name, chemical name, trade name, generic name, brand name, code name or number);

· include:

- the name and address of the supplier;

- reference to a MSD sheet;

- WHMIS hazard symbols.

If the container has more than 100 millilitres of a controlled hazardous substance, the following 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 (not progressive illnesses).

Workplace labels must be placed on any container in which hazardous or controlled materials are stored (i.e., containers that are not from the original supplier). All workplace labels must contain the following information:

· material identifier or product name;

· reference to a MSDS;

· precautionary steps when using the product;

· first aid measures if exposed.

Appendix 1.2.2

Material Safety Data Sheets [MDSD] – Material Identification

(This form is used to identify the material or product by brand, chemical, or generic names. Manufacturer/supplier and the proper use of the product/chemical for its initial purpose are also identified.)

Trade Name/Material Name:

Other Names:

Manufacturer’s/Supplier’s Name:

Address:

Emergency Telephone:

Product Use:

Appendix 1.2.3

WHMIS and MSDS Quiz

WRITTEN ANSWERS

1. Define WHMIS and MSDS. (2 marks)

2. What is the responsibility of the employer according to the Occupational Health and Safety Act of Ontario? (1 mark)

MULTIPLE CHOICE (Choose the best answer for each question.)

1. A container holding more than 100 millilitres of hazardous material must have additional information on the label, including:

a) the company’s chemist

b) risk time factor

c) precautionary measures while exposed to the product

d) b and c

2. Workplace labels must contain a material identifier or product name, reference to an 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

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

a) French

b) English

c) both official languages

d) there is no regulation

4. When supplying a hazardous material product, the supplier must include:

a) a rebate

b) MSDS

c) WHMIS

d) OH&S

5. A Material Safety Data Sheet should be:

a) kept on file forever

b) read and then thrown out

c) photocopied for all workers

d) placed in a binder and kept for three years

TOTAL _____

ANSWER KEY

Written Answers:

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

2. To inform employees of hazardous materials.

Multiple Choice: 1. d, 2. c, 3. d, 4. b, 5. d

Appendix 1.2.4

Rubric for Application of WHMIS Guidelines

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Identification of Label Symbols SP1.01P	- can only identify a few hazard symbols	- can identify some hazard symbols	- can identify most of the hazard symbols	- can identify all of the hazard symbols
Precautionary Applications SP1.01P IC1.06P	- applies few of the suggested safe-handling precautions when handling a controlled, hazardous product	- applies some of the suggested safe- handling precautions when handling a controlled, hazardous product	- applies most of the suggested safe- handling precautions when handling a controlled, hazardous product	- applies all of the suggested safe- handling precautions when handling a controlled, hazardous product
Labelling of Workplace Containers IC1.01P IC1.05P	- rarely labels new container after putting in a new product	- sometimes labels new container after putting in a new product	- usually labels new container after putting in a new product	- always labels new container after putting in a new product
Accessing WHMIS Information IC1.06P	- rarely looks at WHMIS regulations and MSDS binder	- sometimes looks at WHMIS regulations and MSDS binder	- usually looks at WHMIS regulations and MSDS binder	- always looks at WHMIS regulations and MSDS binder or the Internet for product information

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

Appendix 1.2.5

WHMIS Presentation Checklist

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Voice	- unclear most of the time	- unclear some of the time	- clear and easy to hear	- spoke clearly and with confidence
Eye contact	- rarely made eye contact	- made eye contact sometimes	- frequently made eye contact	- made and held eye contact
Focus	- topic was often unclear	- topic was sometimes unclear	- topic was usually clearly defined	- topic was always clearly defined
Demonstration of knowledge · clear understanding of MSDS · clear understanding of WHMIS label · able to locate correct MSDS to correspond to chemical	- limited - limited - limited	- adequate - adequate - adequate	- proficient - proficient - proficient	- superior - superior - superior

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

Activity 3: Personal Services Health and Safety Video Production

Time: 345 minutes

Description

In conjunction with a Communications Technology or Dramatic Arts class, students create videos that focus on specific health and safety issues that may be present in the Personal Services Technology Industry. Working in groups, students identify various hazards associated with the Personal Services Industry and proceed to develop a relative and practical teaching tool for their peers. It is suggested that communication or drama students perform the role of ‘film crew’ while students enrolled in Personal Services course act as the ‘technical advisors’.

Strand(s) and Expectations

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

Overall Expectations

SPV.02P - demonstrate understanding of the importance of interpersonal and time-management skills;

SPV.04P - demonstrate research and communication skills;

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;

SP1.02P - demonstrate a range of personal and teamwork techniques in the classroom;

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

For this activity the teacher:

· provides various video/audio equipment and manuals required for the development of a video.

(Note: This activity may require modification based on equipment availability);

· consults with Communications Technology or Dramatic Arts teachers regarding the linking of this activity.

Prior Knowledge Required

· Knowledge of personal and public hygiene (from Grade 8 and/or 9 Health and Physical Education courses).

· Knowledge of bacteriology, decontamination, and infection control in regard to Personal Services (from Activity 1: Understanding Bacteriology, Decontamination, and Infection Control).

· Familiarity with the Occupational Health and Safety Act (see Resources).

Teaching/Learning Strategies

1. Note: If this activity is being linked with a Communications Technology or Dramatic Arts course, the Communications Technology or Drama teacher may wish to discuss the design of the video with the classes together.

2. The teacher leads a discussion in which students brainstorm about health and safety issues in the Personal Services Industry, referring to the Ministry of Health’s Protocol for Personal Services, the Occupational Health and Safety Act, and WHMIS standards (see Resources).

3. A list of health and safety issues is compiled during this discussion.

4. Students draw names in accordance with their technical preferences to create teams of at least three members.

5. Each group chooses one health and safety issue about which they will create a visual essay.

6. Students view the video Successful Home Video, programs 1 and 2, and read chapter 2 of Videography: The Guide to Making Videos (see Resources).

7. Students perform the activities listed in Appendix 1.3.1 – Video Assignment Sheet.

8. Each group (in conjunction with students from the Communications Technology or Dramatic Arts class) creates a storyboard for an on-camera 60-second production of their selected health/safety issue.

9. Once the storyboard has been approved by the instructor, the students designate specific tasks to the various group members for the creation of their video. Students from outside the class may be enlisted as additional performers.

10. After a trial run, and with the approval by the instructor, the students create an on-camera health/safety video.

11. Once all groups have completed their health/safety video, the class views each video. Assessment is performed by the group members, their peers, and by the instructor.

Assessment/Evaluation Techniques

· Summative evaluation of the video assignment exercise (see Appendix 1.3.1 – Video Training Assignment).

· Summative assessment of completed video by group members, peers, and instructor (see Appendix 1.3.3 – Rubric for Self, Peer, and Instructor Assessment of Video of Personal Services Health/Safety Issues).

Accommodations

· Students may receive peer assistance.

· Students may choose to complete a brochure, a photographic essay, or an illustrated booklet instead of a video.

· For enrichment, students who wish to expand on the development of their video may access various external video editing equipment.

Resources

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

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

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

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

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

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

Video

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

Appendix 1.3.1

Video Training Assignment

After viewing the video Successful Home Video, programs 1 and 2, and reading chapter 2 of Videography: The Guide to Making Videos, perform the following activities and submit for evaluation.

1. Using a video camera, practise and record on tape the following camera techniques:

a) panning

b) whip panning

c) white balance

d) zoom

e) dutch tilt (holding the camera at a 45-degree angle)

f) lighting

2. Using a TV monitor, perform and record on tape the following directional techniques:

a) extreme wide

b) wide

c) medium

d) medium wide

e) medium close

f) closeup

g) extremely closeup shots

3. Define the following directional techniques and describe when each should be used:

a) pacing

b) jump cuts

c) cutaways

d) transitions

Appendix 1.3.2

Story Board Worksheet

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Scene #:

Location:

Duration:

Camera angle:

Description/sketch:

Audio:

Appendix 1.3.3

Rubric for Self, Peer, and Instructor Assessment of Video of Personal Services Health/Safety Issues

Group Members: ___________________________________

Topic: ____________________________________________

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Topic Clearly identified topic of video TF1.04P SP1.01P IC1.05P ICV.01P	- topic of video can be identified only with assistance	- topic of video can be identified with some assistance	- topic of video can be identified easily	- topic of video can be identified with a high degree of confidence
Use of Resources (Location, equipment, and materials) IC1.06P	- used equipment and materials pertaining to Personal Services only with supervision	- used equipment and materials pertaining to Personal Services with some supervision	- used equipment and materials pertaining to Personal Services	- used equipment and materials pertaining to Personal Services and was able to assist others
Communication (Appropriate dialogue and terminology related to Health and Personal Services) SPV.04P IC1.01P IC1.05P	- communicates information with limited clarity	- communicates information with moderate clarity	- communicates information with considerable clarity	- communicates information with a high degree of clarity and with confidence

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

Activity 4: Careers in Personal Services

Time: 75 minutes

Description

Students investigate various careers in the Health and Personal Services technologies to gain an understanding of required courses, types of post-secondary schooling, and job availability. Students write a research paper on the post-secondary requirements for various careers in the Health and Personal Services Industry. Much of this activity takes place outside of classroom time.

Strand(s) and Expectations

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

Overall Expectations

SPV.04P - demonstrate research and communication skills.

Specific Expectations

IC1.03P - identify apprenticeship, certification, and post-secondary entry requirements related to health and personal services careers;

IC1.04P - describe the education and training required to achieve career goals.

Planning Notes

For this activity the teacher:

· invites a member of the Student Services department or a local community college representative to create a presentation on various Health and Personal Services career requirements, availability, and opportunities;

· collects information on post-secondary training requirements for the Health and Personal Services Industry;

· books a computer lab for Internet research.

Prior Knowledge Required

· Familiarity with the school’s computer use policy

· Computer and Internet skills

Teaching/Learning Strategies

1. The teacher leads a brainstorming session about careers in Health and Personal Services.

2. Students observe a presentation on careers in Health and Personal Services (done by a member of the Student Services Department or by a local community college representative).

3. Students research job and education requirements for careers in Health and Personal Services on the Internet or interview a career counsellor from the Student Services Department.

4. Students submit a written summary of career requirements in Health and Personal Services Technologies. (See Appendix 1.4.1 – Career Identification and Requirements and Appendix 1.4.2 – Rubric for Assessment of Career Identification Written Summary.)

Assessment/Evaluation Techniques

· Summative assessment of Career Identification and Requirements (Appendix 1.4.1)

· Appendix 1.4.2 – Rubric for Assessment of Career Identification Written Summary

Accommodations

· Students may work in pairs.

· Individual appointments may be made with the Student Services teacher for independent research.

· The focus of the research may be narrowed down to one or two careers.

Resources

University, college, and private school pamphlets

Career information from the Student Services Department or community college career centre

College or university web sites

Appendix 1.4.1

Career Identification and Requirements

Group Work

1. Using information from the presentation and pamphlets as a resource, list as many health and personal services careers as possible.

Independent Work

1. For five of the careers identified in question one, answer the following:

a) What are the various methods of acquiring the training to become qualified in the career?

b) Which schools offer post-secondary training for the career?

c) What is the cost of attending various schools, including living expenses?

2. Identify as many transferable skills as possible in the health and personal services technological careers.

Appendix 1.4.2

Rubric for Assessment of Career Identification Written Summary

Expectations	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Identify post-secondary requirements for specific careers IC1.03P IC1.04P	- identifies a few post-secondary requirements for a career in the health and personal services technologies	- identifies some post-secondary requirements for a career in the health and personal services technologies	- identifies most post-secondary requirements for a career in the health and personal services technologies	- identifies all post-secondary requirements for a career in the health and personal services technologies
Differentiate between career descriptions and positions IC1.03P IC1.04P	- distinguishes between a few of the many careers available in the health and personal services technologies	- distinguishes between some of the many careers available in the health and personal services technologies	- distinguishes between most of the many careers available in the health and personal services technologies	- distinguishes between all of the many careers available in the health and personal services technologies
Identify the schooling and costs of post secondary education IC1.03P IC1.04P	- identifies a few of the schooling and cost requirements for careers in the health and personal services technologies	- identifies some of the schooling and cost requirements for careers in the health and personal	- identifies most of the schooling and cost requirements for careers in the health and personal	- identifies all of the schooling and cost requirements for careers in the health and personal
Transferable skills SPV.04P	- identifies a few transferable skills the health and personal services technological careers	- identifies some transferable skills in the health and personal services technological careers	- identifies most of the transferable skills in the health and personal services technological careers	- identifies all of the transferable skills in the health and personal services technological careers

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