Safety in a Robotics Classroom
Robotics and Automation
Lesson Plan
Performance Objective
At the end of the lesson, students will demonstrate knowledge related to governmental regulations. The
government regulations will include health and safety, demonstrated respect for diversity in the workplace,
demonstrated appropriate actions, and identification of consequences relating to discrimination, harassment,
and equality. Students will demonstrate knowledge by completing the Searching for Safety and Health
Hazards Assignment and matching the criteria in the Searching for Safety and Health Hazards Rubric.
Specific Objectives
 Identify the causes of safety hazards.
 Identify and reduce hazards in the robotics workplace.
 Discuss laws that protect teens from doing hazardous work.
 Demonstrate how to solve health and safety problems in the robotics workplace.
 Name the agencies that enforce health and safety laws.
 Describe the importance of diversity in the workplace.
 Identify the consequences related to discrimination, harassment, and equality in the
robotics workplace.
Terms
 OSHA- the Occupational Safety and Health Administration (OSHA) is a government agency under the
U.S. Department of Labor that helps employers reduce injuries, illnesses, and deaths in the workplace.
 Safety- being safe; security.
 Health- physical and mental well-being; freedom from disease.
 Hazard- risk; danger.
 Hazardous work- risky work; dangerous work.
 Health laws- the federal, state, and local law, rules, regulations, and other jurisprudence among
providers, payers, and vendors to the health care industry and its patients.
 Safety laws- primary laws governing workplace safety that are administered by the Occupational
Safety and Health Administration (OSHA).
 Diversity- difference; variety.
 Discrimination- to make distinctions in treatment; to show partiality or prejudice.
 Harassment- to trouble by repeated raids or attacks.
 Equality- to do or make something equal to.
Time
It should take approximately 45 minutes to teach the lesson and 45 minutes for each of two lab sessions.
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Preparation
TEKS Correlations
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
Robotics and Automation
 130.370 (c)
o (1) The student demonstrates the skills necessary for success in the workplace. The student is
expected to:
(F) demonstrate knowledge related to governmental regulations, including health and
safety;
(H) demonstrate respect for diversity in the workplace; and
(I) demonstrate appropriate actions and identify consequences relating to
discrimination, harassment, and equality.
Interdisciplinary Correlations
English Language Arts and Reading, English IV
 110.34 (b)
o (9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text to
support their understanding. Students are expected to:
(A) summarize a text in a manner that captures the author's viewpoint, its main ideas,
and its elements without taking a position or expressing an opinion;
(B) explain how authors writing on the same issue reached different conclusions
because of differences in assumptions, evidence, reasoning, and viewpoints;
(C) make and defend subtle inferences and complex conclusions about the ideas in
text and their organizational patterns; and
(D) synthesize ideas and make logical connections (e.g., thematic links, author
analysis) among multiple texts representing similar or different genres and technical
sources and support those findings with textual evidence.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Robotics Engineer,
O*Net Number: 17-2199.08
Reported Job Titles: Associate Professor of Automation, Engineer, Automation Engineer, Plant Floor
Automation Manager
Tasks
 Debug robotics programs.
 Provide technical support for robotic systems.
 Review or approve designs, calculations, or cost estimates.
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






Install, calibrate, operate, or maintain robots.
Supervise technologists, technicians, or other engineers.
Integrate robotics with peripherals, such as welders, controllers, or other equipment.
Process or interpret signals or senor data.
Investigate mechanical failures or unexpected maintenance problems.
Create back-ups of robot programs or parameters.
Design automated robotic systems to increase production volume to precision in high-throughput
operations, such as automated ribonucleic acid (RNA) analysis or sorting, moving, or stacking
production materials.
Soft Skills
 Critical Thinking
 Operation Monitoring
 Judgment and Decision Making
 Reading Comprehension
 Quality Control Analysis
Accommodations for Learning Differences
These lessons accommodate the needs of every learner. Modify the lessons to accommodate your students
with learning differences by referring to the files found on the Special Populations page of this website.
Preparation
 Have materials and websites ready prior to the start of the lesson.
 Research the Internet for the United States Department of Labor OSHA website, especially the
United States Department of Labor Teen Workers videos
o http://www.lni.wa.gov/WorkplaceRights/TeenWorkers/SpeakersProgram/default.asp
 Review and become familiar with the OSHA terminology.
 Have a copy of the Safety in the Robotics Classroom Rubric for each student.
 Have Robotics Safety in the Robotics Classroom IQ Test available for students to complete.
References
 The United States Department of Labor OSHA Young Workers website
(https://www.osha.gov/youngworkers/)
 Texas Workforce Commission
(http://www.twc.state.tx.us/customers/jsemp/employee-rights-laws.html)
 The American Century Dictionary. (1995). New York, NY: Oxford University Press, Inc.
Instructional Aids
 Safety in the Robotics Classroom slide presentation
 Safety in the Robotics Classroom Rubric
 United States Department of Labor Teen Workers Teen Safety Video (15-minutes)
o http://www.lni.wa.gov/WorkplaceRights/TeenWorkers/SpeakersProgram/default.asp
 Center for Disease Control Safety website
o http://www.cdc.gov/niosh/talkingsafety/states/tx/default.html
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Introduction
The purposes of this lesson are to help students understand the following concepts:
 the causes of safety hazards and how to identify and reduce hazards in the robotics workplace;
 the laws that protect teens from doing hazardous work and the agencies that enforce health and safety
laws;
 how to solve health and safety problems in the robotics workplace; and
 the importance of diversity in the workplace and the consequences related to discrimination,
harassment, and equality in the robotics workplace.

Show
o United States Department of Labor Teen Workers Teen Safety Video (15 minutes)
 http://www.lni.wa.gov/WorkplaceRights/TeenWorkers/SpeakersProgram/default.asp

Ask
o
o
o
o
o
Have you ever had a job?
Where did you work?
What did you do?
Have you ever been hurt at work, or do you know someone who was?
Have you ever been hurt at school, or do you know someone who was?

Show
o Darrell’s story (Slide 9)
o Angela’s story (Slide 10)

Say
o From Darrell’s story
 Why did this happen?
 What could have kept Darrell from being hurt?
 How could this injury change Darrell’s life?
o From Angela’s story slide
 Why did this happen?
 What could have kept Angela from being hurt?
 How could this injury change Angela’s life?

Ask
o Are you ready to learn how to work in a safe and healthy robotics workplace?
Outline
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MI
OUTLINE
I.
Goals
II.
Terms (Slides 1-4)
III.
Teen Workers Teen Safety Video (Slide 7)
IV.
What is your experience with work? (Slide 8)
V.
Teens Work Injuries
a. Darrell’s Story (Slide 9)
b. Angela’s Story (Slide 10)
VI.
Question (Slide 11)
VII.
Teen Worker Injury Statistics (Slide 12-13)
VIII.
Teen Worker Statistics (Slide 14)
IX.
Causes of Safety Hazards (Slide 15)
X.
Identify Job Hazards (Slide 16)
XI.
Reduce Hazards (Slide 17)
XII.
Teens Protection laws (Slide 18)
XIII.
Solve Health and Safety Problems (Slide 19)
XIV.
Health and Safety Enforcement Agencies (Slide 20)
XV.
Diversity in the Workplace (Slide 21)
XVI.
Discrimination in the Workplace (Slides 22-31)
XVII.
Harassment in the Workplace (Slide 32)
XVIII.
Equality in the Workplace (Slide 33)
XIX.
Resources (Slide 34)
XX.
Searching for Safety and Health Hazards
Assignment (Slide 35)
NOTES TO TEACHER
Show Safety in a
Robotics Classroom
slide presentation.
Students take notes
during the presentation.
Show and discuss
Darrell’s Story and
Angela’s Story. Ask
questions and allow
time for students to
answer.
After presentation, have
students complete the
Searching for Safety and
Health Hazards
Assignment. Grade the
assignment using the
Searching for Safety and
Health Hazards Rubric.
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
The students will record notes from the Safety in a Robotics Classroom slide presentation.
Independent Practice
The students will complete the Searching for Safety and Health Hazards Assignment.
Summary
Review
The students will be able to explain their knowledge of governmental regulations, including health and safety;
respect for diversity in the workplace; and identification of consequences related to discrimination,
harassment, and equality in the robotics workplace environment.
Evaluation
Informal Assessment
The teacher will observe students completing their Searching for Safety and Health Hazards Assignment.
Formal Assessment
The students’ safety practices are graded using the Searching for Safety and Health Hazards Rubric.
Enrichment
Extension
The students will research robotics safety and health information from association and organization websites
and individually complete their own robotics safety and health video.
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Safety in a Robotics Classroom
Searching for Safety and Health Hazards Assignment
Directions
Form a safety and health hazards team of two students. Walk through your robotics classroom,
storage room, and three additional work areas at school. Search for safety and health hazards.
Record the following in the appropriate area: the Hazard and the Possible Harm it may cause.
Turn in your results to your teacher.
Hazard
Possible Harm
Hazard
Possible Harm
Hazard
Possible Harm
Hazard
Possible Harm
Robotics Classroom
Storage Room
Other Area:
Other Area:
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Safety in a Robotics Classroom
Searching for Safety and Health Hazards Rubric
Poor 5-6 points
Moderate 7-8
points
Mastery 9-10 points
Score 25-50
points
Criteria
Poor
Moderate
Mastery
Score
Searching for Safety
and Health Hazards
Completed less
than half the
project standards
and/or needed
repetitive
assistance.
Teacher observed
none of the team
members
interacting,
discussing, posing
questions to each
other, exchanging,
and rethinking
ideas.
Completed half
the project
standards and/or
needed some
assistance.
Completed the
entire project
standards from
start to finish and
with little to no
help.
Teacher observed
all team members
interacting,
discussing, posing
questions to each
other, exchanging,
and rethinking
ideas all of the
time.
Teamwork
Participation
Documentation
Presentation
Student never
brainstormed
and/or searched
for hazards and
their possible
harm.
Missing two or
more hazards.
Team members
presented two
hazards and
possible harm.
Teacher observed
some team
members
interacting,
discussing, posing
questions to each
other, exchanging,
and rethinking
ideas most of the
time.
Student searched
occasionally for
the hazards and
their possible
harm.
Missing one
hazard.
Team members
presented three to
four hazards and
possible harm.
Student searched
actively for the
hazards and their
possible harm.
Completed all five
hazards and
recorded possible
harm.
Team members
presented five
hazards and
possible harm.
Total Score: _______
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