Hazardous Materials
Course
Correctional
Services
Unit II
Safety
Essential
Question
How should
hazardous
materials be
handled?
TEKS
§130.297(c)
(5)(C)
Prior Student
Learning
None
Estimated Time
1 hour
Rationale
Correctional officers may encounter hazardous materials in the
correctional setting. Students need to understand the special
requirements for handling hazardous materials in order to remain safe.
Objectives
The student will be able to:
1. Define key terms
2. Identify the categories of hazardous materials
3. List common hazardous materials
4. Use special requirements for handling hazardous materials to
maintain a safe working environment
Engage
As a class, discuss what materials might be encountered in a correctional
institution that would be considered hazardous. Think about industry,
medical facilities, criminal acts/bodily fluids, cleaning needs, etc. What
precautionary steps need to be taken in each of these situations? What
are the dangers involved in each of these scenarios? Use the Discussion
Rubric for assessment.
Key Points
I. Key terms
A. Hazardous Materials – materials that, because of their quantity,
concentration, or physical or chemical characteristics, pose a
significant present or potential hazard to human health and safety
or to the environment if released into the workplace or
environment
B. Hazardous Waste – waste that, because of quantity,
concentration, or physical or chemical, or infectious
characteristics, may either cause or significantly increase
mortality; increase serious illness; or pose a substantial present
or potential hazard to human health or the environment when
improperly treated, stored, transported, disposed of, or otherwise
managed.
II. Categories of Hazardous Materials
A. Radioactive Materials – contain atoms with unstable nuclei that
spontaneously emit ionizing radiation to increase their stability
B. Radioactive waste – radioactive materials that are discarded.
They are usually the product of a nuclear process such as
nuclear fission, though industries not directly connected to the
nuclear power industry may also produce radioactive waste
C. Biohazardous materials – materials containing infectious agents
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(bacteria, molds, parasites, viruses) that normally cause or
significantly contribute to increase human mortality, or organisms
capable of being communicated by invading and multiplying in
bodily tissue
D. Medical Waste – both biohazardous waste and sharps (devices
capable of cutting or piercing, such as hypodermic needles,
razors blades, or broken glass) resulting from the diagnosis,
treatment or immunization of human beings, or research
pertaining to the activities
III. Common Hazardous Materials
A. Fuels (gasoline, butane, propane) and items containing fuel
B. Perfumes, aftershaves, cologne
C. Cosmetics (nail polish/remover, astringent)
D. Aerosols (spray paint, hair spray)
E. Cleaning supplies (ammonia, bleach)
F. Household solvents (turpentine, acetone, mineral spirits)
G. Paints (oil- and solvent-based) and paint thinner
H. Pesticides, herbicides, rodenticides
I. Matches
J. Batteries (lithium, wet cell)
IV. Handling Hazardous Materials
A. Protective Measures
1. When possible, use engineering controls such as local
exhaust and general ventilation to limit airborne
contaminates
2. Wear personal protective gear such as safety glasses,
hearing protection, gloves, and respirators
B. Spill Procedures
1. Plan of Action
a. Know the potential locations of spills
b. Establish the quantities of material that might be
released
c. Determine the chemical and physical properties of the
materials
d. Know the hazardous properties of materials
e. Identify the locations and contents of spill kits. Spill kits
include
i. Neutralizing agents such as sodium carbonate,
sodium bicarbonate or sodium bisulfite
ii. Absorbents such as vermiculite, “super sorb,” or
absorbent pillows or dikes. Paper towels, rags,
and sponges may be used, but caution should be
exercised because some chemicals may ignite
upon contact
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iii. Plastic scoops and shovels, disposable mops,
disposable protective clothing, and containers to
receive the spilled material and all items used in
cleanup
C. General Procedures
1. If the spill is flammable, turn off ignition and heat sources
2. Attend to any person who may have been contaminated
3. Notify individuals in area of the spill
4. Evacuate nonessential personnel
5. Avoid breathing the vapors of spilled materials
6. Establish exhaust or ventilation
D. First Aid procedures
1. Eye contact – if a chemical is splashed, immediately wash
your eyes and the inner surface of eyelids with water for 15
minutes. Seek medical attention. Remove contacts if
wearing any
2. Minor skin contact – flush with water and remove
contaminated clothing
3. Major skin contact – if spilled over a large area, remove
contaminated clothing while using the shower. Wash off the
chemicals with a mild detergent or soap and water
4. Ingestion – call Poison Control and seek immediate medical
attention
E. Spill Kits
1. Spill
a. Any time that blood or other possibly infectious
materials (OPIM) have contaminated items or areas
b. Contamination with dried, caked-on blood or any fluids
visibly contaminated with blood
2. Contents
a. Neutralizing agents
b. Absorbents
c. Plastic scoops and shovels
d. Disposable mops
e. Disposable protective clothing
f. Containers to receive the spilled material
g. Bottle of disinfectant
h. 2 pairs of gloves
i. Rags
j. Paper towels
k. Clear plastic bag
l. Red biohazard bag
m. Alcohol wipes
3. Procedures for use
a. Remove contents from the spill kit package
b. Open the plastic bags so items can be easily deposited
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without touching the outside of the bag; set the to the
side
c. Remove all jewelry and put on gloves
d. Place contaminated sharps in a sharps container from
the medical department
e. Remove sharps from a spill if applicable
i. Do not touch the sharps with your hands
ii. Place the sharps in the sharps container
iii. Avoid contaminating the outside of the sharps
container
f. Place paper towels on spills
i. If soiled paper towels are saturated, place them in
a red biohazard bag
ii. If not saturated, place them in a clear plastic bag
g. Apply disinfectant liberally to the infected area
i. Place the used bottle of disinfectant in a clear
plastic bag
ii. Allow the disinfectant to sit on the surface
h. Use the rags to soak up the disinfectant
i. Place saturated rags in a red biohazard bag
ii. Place non-saturated rags in a clear plastic bag
i. Seal the red biohazard bag while keeping it upright to
prevent fluids from leaking out
j. Remove gloves
i. Pinch the glove approximately ½-inch from the
cuff and turn the glove inside-out
ii. Do not touch exposed skin with the outside of the
glove’s surface
iii. Slide your free hand underneath the cuff of the
remaining glove and turn it inside-out
k. Seal the clear plastic bag
l. Wash your hands thoroughly
i. Use warm water
ii. Use antibacterial soap
iii. Scrub well
iv. Rinse thoroughly
4. Contaminated linens
a. Put on gloves
b. Seal soiled linen in a water soluble bag
c. Place the water soluble bag inside a yellow biohazard
bag
d. Take the yellow “contaminated linen” bag to laundry for
treatment
Activities
Divide the students into groups. Have each group develop and present a
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news cast on hazardous materials. Allow them to be creative in the type of
news cast they present. They may choose to cover a hazardous materials
spill, first aid regarding hazardous materials, types of hazardous
materials, or proper handling techniques. Students will use the information
covered in this lesson and/or material they research on their own. Use the
Group Evaluation Rubric, Peer Evaluation Rubric and the Presentation
Rubric as needed for assessment.
Assessments
Hazardous Materials Quiz and Key
Discussion Rubric
Group Evaluation Rubric
Peer Evaluation Rubric
Presentation Rubric
Writing Rubric
Materials
Hazardous Materials computer-based presentation
Computers with Internet access
Resources
City of Los Alamitos www.ci.los-alamitos.ca.us
Environmental Health & Safety, The Florida State University
http://pub.extranet.fsu.edu/sites/safety/safetywiki/Wiki%20Pages/Ch
emical%20Storage.aspx
American Postal Workers Union, AFL-CIO www.apwu.org
Texas Department of Criminal Justice Correctional Officer Academy
Curriculum, Hazardous Materials video
Accommodations for Learning Differences
For reinforcement, students will research the classifications of hazardous
materials. Once they have established the classes, they will then work in
groups to determine which of these types of materials may be used in the
correctional setting. They also need to establish which areas of the prison
may use those items. Use the Group Evaluation Rubric for assessment.
For enrichment, students will write a policy for handling hazardous
materials in one of the areas of the prison that may utilize them on a daily
basis. For example, students may choose laundry services. They need to
create a policy on how to handle storage, spills, and contact with materials
that would be considered hazardous in the laundry service; such items
might be detergent, bleach, disinfectant. Use the Writing Rubric for
assessment.
State Education Standards
Texas Essential Knowledge and Skills for Career and Technical Education
5
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§130.297. Correctional Services (One to Two Credits).
(5) The student uses first aid, infection control, and
cardiopulmonary resuscitation in a correctional facility. The
student is expected to:
(C) use special requirements for handling hazardous
materials to maintain a safe working environment.
College and Career Readiness Standards
Social Studies Standards
V. Effective Communication
A. Clear and coherent oral and written communication
1. Use appropriate oral communication techniques depending
on the context or nature of the interaction.
2. Use conventions of standard written English.
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Name________________________________ Date__________________________
Hazardous Materials Quiz
1) ______Spill kits include all but which of these items?
A) Neutralizing agents
B) Absorbents
C) Plastic scoop, disposable mops, clothes and containers
D) Spill kits include all of the above
2) ______Waste that—because of its physical, chemical, or infectious characteristics—
causes or significantly contributes to an increase in human mortality, or an
increase in serious illness, and poses a hazard to human health or the
environment when improperly treated, stored, transported, disposed of or
otherwise managed.
a) Hazardous waste
b) Biohazardous materials
c) Medical waste
d) Hazardous materials
3) ______Sharps found in spills should be picked up with your hands and placed in the
clear plastic bag.
a) True
b) False
4) ______When sealing the red biohazard bag, you should keep it upright to avoid fluid from
leaking out.
a) True
b) False
5) ______Perfumes, nail polish, cosmetics, hairspray, and astringent are all examples of
what?
a) Common hazardous materials
b) Medical waste
c) Hazardous waste
d) Biohazardous materials
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6) ______Which type of contact requires that you flush with water and remove clothing?
a) Eye contact
b) Minor skin contact
c) Ingestion
d) Major skin contact
7) ______Spill procedures should include a plan of action which details potential locations
of spills, quantities of material that might be released, and the chemical and/or
physical properties of materials.
a) True
b) False
8) ______Utilizing local exhaust, general ventilation, and personal protective gear falls
under which of the steps for handling hazardous materials?
a) General procedures
b) Protective measures
c) First aid procedures
d) Spill procedures
9) ______Which of the actions listed below is not part of the general procedure for spills?
a) Attend to any person contaminated
b) Wash eye for 15 minutes
c) Evacuate nonessential personnel
d) Notify individuals of spill
10) ______Saturated paper towels should be placed in the red biohazard bag.
a) True
b) False
11) ______Which is not a common hazardous material?
a) Cleaning supplies
b) Aerosols
c) Fuels
d) Soil
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12) ______Which type of injury requires that you call poison control immediately and seek
medical attention?
a) Ingestion
b) Eye contact
c) Minor skin contact
d) Major skin contact
13) ______ Which of the following describes materials that contain infectious agents that
cause or significantly contribute to increased human mortality?
a) Radioactive Materials
b) Medical Waste
c) Hazardous Waste
d) Biohazardous Materials
14) ______Which type of contact requires you to remove clothing, while showering and
washing with mild detergent or soap and water?
a) Major skin contact
b) Eye contact
c) Ingestion
d) Minor skin contact
15) ______Personal protective gear includes all but which of the following materials?
a) Gloves
b) Protective clothing
c) Disposable mop
d) Safety glasses
16) ______What are the areas of injury discussed in first aid procedures?
a) Ingestion
b) Eye contact
c) Skin contact
d) All are areas discussed
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17) ______ Which of the following includes biohazardous waste and sharps such as razor
blades, and hypodermic needles resulting from the diagnosis, treatment, or
immunization of human beings or research pertaining to these activities?
a) Biohazardous material
b) Hazardous waste
c) Hazardous materials
d) Medical waste
18) ______You should always avoid breathing the vapors of spilled materials.
a) True
b) False
19) ______When removing gloves from hands, it is not important to avoid contact with skin
by outside of glove surface.
a) True
b) False
20) ______If a material that is flammable is spilled you should leave the ignition running and
turn off all heat sources
a) True
b) False
21) ______Which of the following describes materials that pose a significant present or
potential hazard to human health and safety or to the environment if released
into the workplace or environment.
a) Hazardous materials
b) Medical waste
c) Biohazardous materials
d) Hazardous waste
22) ______A disinfectant is applied after spill is soaked up with paper towels. The
disinfectant should be used sparingly.
a) True
b) False
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23) ______Which of the following is not a category of hazardous materials?
a) Biohazardous materials
b) Medical Waste
c) Hazardous waste
d) Radioactive materials
24) ______Contains atoms with unstable nuclei that spontaneously emit ionizing radiation to
increase their stability.
a) Medical waste
b) Radioactive materials
c) Radioactive waste
d) Biohazardous material
25) ______Which is not a step to take if a chemical is splashed in your eye?
a) Flush your eye/eyelid for 15 minutes
b) Remove your clothing
c) Seek medical attention
d) Remove contacts
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Hazardous Materials Quiz Key
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
20)
21)
22)
23)
24)
25)
D
A
B
A
A
B
A
B
B
A
D
A
D
A
C
D
D
A
B
B
A
B
C
B
B
12
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Name_______________________________________
Date_______________________________
Discussion Rubric
Objectives
4 pts.
Excellent
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Participates in group discussion
Encourages others to join the
conversation
Keeps the discussion progressing
to achieve goals
Shares thoughts actively while
offering helpful recommendations to
others
Gives credit to others for their ideas
Respects the opinions of others
Involves others by asking questions
or requesting input
Expresses thoughts and ideas
clearly and effectively
Total Points (32 pts.)
Comments:
13
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Name_______________________________
Date________________
Group Evaluation
Group 1
Did the group take the assignment seriously?
No
1
2
3
4
5
6
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
8
9
Yes
10
9
Yes
10
6
Did the group include the correct elements?
No
1
2
3
4
5
6
7
7
7
8
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 2
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
Was the group portrayal creative?
No
1
2
3
4
5
6
Did the group include the correct elements?
No
1
2
3
4
5
6
7
7
8
8
8
8
9
Yes
10
9
Yes
10
9
Yes
10
9
Yes
10
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
14
Copyright © Texas Education Agency, 2011. All rights reserved.
Group 3
Did the group take the assignment seriously?
No
1
2
3
4
5
6
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
7
8
9
Yes
10
7
8
9
Yes
10
6
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 4
Did the group take the assignment seriously?
No
1
2
3
4
5
6
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
7
8
9
Yes
10
7
8
9
Yes
10
6
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
15
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Group 5
Did the group take the assignment seriously?
No
1
2
3
4
5
6
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
7
8
9
Yes
10
7
8
9
Yes
10
6
Did the group include the correct elements?
No
1
2
3
4
5
6
7
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
Group 6
Did the group take the assignment seriously?
No
1
2
3
4
5
6
7
8
9
Yes
10
Could you tell what the group was trying to portray?
No
1
2
3
4
5
6
7
8
9
Yes
10
Was the group portrayal creative?
No
1
2
3
4
5
7
8
9
Yes
10
7
8
9
Yes
10
6
Did the group include the correct elements?
No
1
2
3
4
5
6
Would you like to see this group demonstrate their talent for you in the future?
No
Yes
1
2
3
4
5
6
7
8
9
10
Total Score_______
16
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Your Name___________________________________ Your Group Number_______
Peer Evaluation
1) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
0
1
2
3
A Lot
4
Would you want to work with this person in a group again based on
his or her level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
2) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
0
1
2
3
A Lot
4
Would you want to work with this person in a group again based on
his or her level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
17
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3) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
0
1
2
3
A Lot
4
Would you want to work with this person in a group again based on
his or her level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
4) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
0
1
2
3
A Lot
4
Would you want to work with this person in a group again based on
his or her level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
18
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5) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
0
1
2
3
A Lot
4
Would you want to work with this person in a group again based on
his or her level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
6) Name of Student________________________________________
At what level of seriousness did they take this activity?
Not Very Serious
Very Serious
0
1
2
3
4
Did they make a significant contribution to the brainstorming process?
No
Yes
0
1
2
3
4
Did they make a significant contribution to preparing for the skit?
No
Yes
0
1
2
3
4
What was the level of their participation in the skit(s)?
None
0
1
2
3
A Lot
4
Would you want to work with this person in a group again based on
his or her level of productivity?
No
Yes
0
1
2
3
4
Total Score_______
19
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Name:____________________________________
Date:_____________________________
Presentation Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
Topic/Content
 Topic discussed completely and in-depth
 Includes properly cited sources (if used)
Creativity/Neatness
 Integrates a variety of multimedia effects
to create a professional presentation
(transition and graphics) or appropriate
visual aid used
 Title slide, table of contents, bibliography
are included, using acceptable format
Mechanics
 Grammar, spelling, punctuation, and
capitalization are correct
 Image and font size are legible to the
entire audience
Oral Presentation
 Communicates with enthusiasm and eye
contact
 Voice delivery and projection are
dynamic and audible
Audience Interaction
 Presentation holds audience’s attention
and relates a clear message
 Clearly and effectively communicates the
content throughout the presentation
Total Points (20 pts.)
Comments:
20
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Name:____________________________________
Date:_____________________________
Writing Rubric
4 pts.
Excellent
Objectives
3 pts.
Good
2 pts. Needs Some
Improvement
1 pt. Needs Much
Improvement
N/A
Pts.
The writing has all required parts from
introduction to conclusion in smooth
transition.
The writing is interesting, supportive,
and complete.
The writing demonstrates that the
writer comprehends the writing
process.
Accurate spelling, grammar, and
punctuation
The content of paragraphs
emphasizes appropriate points.
The writer shows an understanding of
sentence structure, paragraphing, and
punctuation.
All sources and references are clearly
and accurately documented.
Total Points (28 pts.)
Comments:
21
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