Machine Tool Technology Model

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Lesson Plan Industry Sector
Manufacturing & Product Development

Lesson Plan Originally Created By: John Moorhead

Attitude, Attire and Accessories for Safety

Part of Unit: Safety

Lesson Plan Overview / Details

Safety starts with the individual. This lesson details proper choices for safety gear, appropriate attire and attitude for enhancing safety and reducing hazards.

Appropriate Attitude, Attire and Personal Protective Equipment

Safety begins with the individual.  The instructor must stress that fundamental personal charictaristics needed for working in a machine/metal shop are common sense, personal responsibility and awareness.

Students are responsible for keeping an orderly shop and are primarily responsible for their own safety.  The Instructor cannot forsee every possible risk, nor is he/she able to observe each student working 100% of the time.

Student should wear appropriate clothing; typically jeans or Dickies or Ben Davis type wear.  Clothing made of synthetic materials (eg nylon or polyester) can melt or catch fire and are discouraged. A long sleeve shirt is appropriate if entanglement risks are small.  Oversize, loose fitting, baggy/saggy clothing is guaranteed to get caught, snag or pulled into rotating machinery or presses.  Boots are the first choice for footwear, smooth soled shoes or boots are a safety slipping hazard. Open toed shoes, sandals or flip-flops are just plain stupid.

Long hair, ponytails, facial hair should be tucked in or secured or the machinery may remove them for you.    Necklaces, rings and bracelets should be removed, for the same reasons, especially when working on lathes, milling machines or drill presses.

Heavy leather welding gloves should be used when handling work; however, gloves should NOT be worn when working on milling machines, lathes or drill presses.  Depending on the nature of the work, a protective leather apron, vest, hood, chaps or jacket should be worn to protect against burns and clothing damage.

Hearing protection should be worn when engaged in noisy work.  This can include heavy grinding, chisel or hammer use or use of pneumatic equipment.

Students should not use tools or work in the shop if they are tired, sick, angry, intoxicated, hungover or otherwise not sharp mentally.

Students should wear safety glasses at all times while in the shop and use a face shield when using a grinder or other tool that may throw debris or sparks.

Welding goggles should be used for oxygen acetylene work; sunglasses don't provide sufficient protection.  A full welding hood should be worn for high intensity welding work.

Objectives and Goals

  • Student can identify work activities that require personal protective equipment and can select the most appropriate type of safety gear for their work situation.
  • Student comes to class or lab appropriately dressed for work activity and can articulate optimal (and poor) choices in work wear.
  • Student understands the critical importance of alertness and common sense thinking in school and the work site. Maintaining awareness of self, project and overall work environment is a fundamental element for optimal safety.
  • Student understands that when the fundamentals are followed, they can put their heart and mind into their task at hand, leading to greater satisfaction for a job well done.

Instructor Prep

  • Prior to this lesson, the Instructor should review and adapt materials needed for their specific class application. There are a number of links included for resource material and there is some duplication of material or safety themes. It's okay to repeat yourself, especially on safety issues and expected conduct in the shop. It is critical that students take "ownership" of safety in the shop; no machine, safety guard, brilliant instructor or face shield can provide them with protection equal to their adapting a vigorous "safety attitude". Make it VERY clear that you CANNOT protect them from their own poor judgment or inattention.
  • Instructor should have all varieties of personal protective equipment gathered and ready to demonstrate to the class.
  • Instructor may wish to use the "hook" or "set" pieces to lead with. The videos should be previewed to determine which of them are appropriate for your setting.
  • Notes for activities are included within each lesson

Activities in this Lesson

  • Name it and Frame it - Hooks / Set

    Students enter class, all personal safety gear is on display, along with named pictures of the various metalworking or welding gear. Students will be required to note as many of the items and what specific tool or welder with which they would be used on a sheet of paper. A picture of a white cane and a seeing eye dog are included to drive home the importance of using appropriate safety gear.

  • Pick the Risk (A Set or Hook Activity) - Demo / Modeling

    A student volunteers, or is chosen from the class. Students identify possible safety risks in student attire, and identify more appropriate choices (and why). With advance planning, the instructor could have a student wear wildly inappropriate (or wildy appropriate) attire as part of the "hook" for this lesson.  Imagine one of your gregarious football player types entering shop in a long flowing gown and dangling earrings and a necklace; or perhaps have the instructor and a student dress exactly alike (do something in the attire to make it obvious) and then pick on the student.

  • Wear it and Share it - Group Work

    One student is called on to name a machine tool or welder. A second student then names the most appropriate vision protection to be used with that tool. A third student names one additional piece of safety gear or element to remember when using that tool.  The third student then also picks a student to come forward put on the necessary safety equipment and adjust it for proper fit and protection.

  • Safety Lecture - Personal Protective Equipment - Lecture

    Student should wear appropriate clothing; typically jeans or "ben davis" wear. Clothing made of synthetic materials (eg nylon or polyester) can melt or catch fire and are discouraged. A long sleeve shirt is appropriate if entanglement risks are small. Boots are the first choice for footwear, sandals or smooth soled shoes are a safety hazard. Long hair, ponytails, facial hair should be tucked in or secured or the machinery may remove it for you. Necklaces, rings and bracelets should be removed, for the same reasons, especially when working on lathes, milling machines or drill presses. Heavy leather welding gloves should be used when handling work. Depending on the nature of the work, a protective leather apron, vest, hood, chaps or jacket should be worn to protect against burns and clothing damage. Hearing protection should be worn when engaged in noisy work. This can include heavy grinding, chisel or hammer use or use of pneumatic equipment. Students should not use tools or work in the shop if they are tired, sick, angry, intoxicated, hungover or otherwise not sharp mentally. Students should wear safety glasses at all times while in the shop and use a face shield when using a grinder or other tool that may throw debris or sparks. Welding goggles should be used for oxygen acetylene work; sunglasses don't provide sufficient protection. A full welding hood should be worn for high intensity welding work.

  • Darwin Awards - Closure

    Several short "Darwin Award" dumb accidents/people videos are included.  These could be played as a lead in to the importance of common sense, awareness and personal responsibility for safety.

Assessment

Assessment Types:
Demonstrations, Interviews, Observations,

Initial student knowledge base assessment.  Student will be assessed on their existing basic safety knowledge and skills during the three student activities noted above. 

In addition to formative assessment during class, student may be asked to demonstrate the correct choices of safety equipment while doing a simple task, such as grinding metal, striking with a hammer, etc.

Students may be asked which type of vision, hearing or body protection is required for different metal working and welding tasks, and to physically identify those items.

At the conclusion of this lesson, the instructor should have a good idea which students are most comfortable,  have a good initial aptitude regarding personal protective equipment and proper shop conduct.  The instructor should also be able to identify students needing additional support.

  • General Shop Safety Guidelines General Shop Safety Guidelines [ Go to Site ] General Shop safety tips for personal conduct and specific machines

Shop Safety - Attitude, Attire and Accessories

Class Period
1 Class Period

Materials/Resources