Hazard+Identificaton+(Courtnay)


 * Hazard identification**

Young workers are twice as likely to get injured as their older counterparts. The primary reason for this is inexperience and not recognizing workplace hazards.
 * Introduction**

This game will help students to identify common workplace hazards, as well as to become familiar with the five main categories of hazards.
 * Purpose**

In teams or individually, students will identify 15, 20, and 25 workplace safety hazards in three rounds. Student will articulate why each item identified is a hazard and place it into a hazard category.
 * Objective**


 * Materials:**
 * Enlarged WorkSafe BC photos ([])
 * Cards explaining types of hazards
 * Poster paper or whiteboard to capture scores. It should look like this:
 * One minute timer
 * Post-its


 * Procedure:**
 * 1) Introduce activity- young workers are twice as likely to be injured on the job as their adult counterparts. Because of this it is important to be able to identify the hazards in your work environment.
 * 2) Explain that each student or team will have 1 minute to identify as many hazards on the picture as possible. Let them know they have three rounds. They need to identify 15 the 1st round, 20 the next round, and 25 the last round. They will mark each hazard with a post-it.
 * 3) Show them the category cards which explains the different type of hazard. Don’t make them read them if they don’t want. Just let them know they are available as a resource.
 * 4) Once the minute is up, student/team will explain why they put a post-it on each hazards. They will indicate which category they think it belongs. Instructor will put a tally mark in the appropriate category.
 * 5) Remind them again that they have the category cards to use as a resource.
 * 6) Do the activity two more times. The goal is to increase your score with each picture.
 * 7) Review the score sheet with the students. Which picture did they like the best? Why? Ask which category they did the best in, which category would the focus more on next time?


 * Principles of learning**
 * **Active, Critical learning principle:** Students are asked to identify hazards based on their prior knowledge. They must think critically in order to articulate why something might be a hazard. This will be more evident towards the end of each round as they work to identify the less obvious hazards. They are actively participating by placing the post-it on each hazards.
 * **Incremental principle:** This principle is evident in the activity as students are asked to perform in increasingly challenging environments. Most students should be successful in identifying 15 hazards in the first photo. They will need to generalize the information discussed during their scoring in order to meet the goals of the next two rounds.
 * **Just in time principle**: Students will have access to the category cards when they decide it is necessary information. Rather than telling them about each category beforehand, they will decide when to access the information. The scoring by category will likely encourage them to access this resource after the first round.
 * **Multiple routes principle**: Students may choose their route to identify the hazards. Some may scan the entire picture, others may look right to left, others may focus on a particular category.
 * **Transfer principle:** By having three rounds, students are given ample time to practice. They will be able to use knowledge they learned in prior rounds in the later rounds. They will be able to use their increasing knowledge of the categories to identify new hazards.