Young Worker Safety and Health Training
Construction Industry Training Module
The Southeast Center for Young Worker Safety and Health
Georgia Tech OSHA Consultation Program
This material was produced under grant number: #SH-23564-12-60-F-13 from the Occupational Safety and
Health Administration, U.S. Department of Labor. It does not necessarily reflect the views or policies of the
U.S. Department of Labor, nor does mention of trade names, commercial products, or organizations imply
endorsement by the U.S. Government.
Objectives:
The students will be provided with a basic overview of the hazards of working in the construction
industry. In particular, training will emphasize on the top four construction hazards (also referred
to as the “focus four” construction hazards: falls, struck-by, caught-in, and electrical hazards;
personal protective equipment; heat illness prevention; and ergonomics.
Enduring Understanding(s):
1. The student will be able to
identify potential occupational
hazards associated with the
construction industry.
2. The student will be able to
discuss possible solutions to
control job hazards found in
the construction industry.
Essential Question(s):
- What are the main health and safety hazards
associated with working in the construction
industry?
- What are the potential solutions to control job
hazards in the construction industry?
Total Duration: 1hour
Materials and Equipment:
-Use PowerPoint slides with a laptop and LCD projector. (Alternatively, PowerPoint slides may be
printed onto Overhead transparencies and used with an overhead projector)
-Speakers for audio
-Where possible, provide a computer with Internet access
-(optional)Personal protective equipment for demonstration
-Box of No. 2 pencils (enough for half the class)
Notes for instructor:
This lesson is meant to educate students, teachers, employers, and parents about the importance of young
worker safety and training in the construction industry. This lesson is meant to last approximately one
hour, depending on the level of interaction and discussion with class participants. Before teaching this
lesson:
1. Determine the technology capabilities at the location of training. Where possible, use a laptop, LCD
projector, speakers, and screen.
Review the “Glossary of Terms” in preparation for this lesson.
2. Determine Internet access capabilities for the training location.
3. Define the audience: employers, educators, young workers, parents to emphasize each group’s focus
to reduce young worker injuries and illnesses during the training.
4. The “microphone” icon on the slides indicates an opportunity for student discussion. The “movie
reel” icon on the slides indicates the use of interactive media. The “puzzle” icon on the slides
indicates a classroom activity.
Lesson Plan
Activity
A.
Introduction
to
Construction
Industry
Hazards
Time
5
minutes
Materials
Slides 1-4
B.
Focus Four
Hazards in
the
Construction
Industry
20
minutes
Slides 5-22
Internet
access
Speakers
Description
Begin by introducing the course and the learning objectives. Explain
that this is an awareness level training. Engage students in a dialogue
to explore their impressions and understanding of the construction
industry/trades and some of the occupational hazards associated with
working in this field. Provide some of the facts included in the notes
section of Slide 3. Share that youth working in construction are
disproportionately injured and killed compared to older construction
workers. Review Slide 4 and the top hazards in construction that will be
covered by this training.
Section 1: Fall Hazards (slide 5): Begin the discussion by talking about
falls. Ask the class to provide examples of what a worker may fall from
that could cause an injury or death. Explain that not all fatal falls
involve falling to a lower level (for example, from a third story to
ground level), but also from off a ladder or out of a lift or off a scaffold.
Slides 6-7: Explain that OSHA’s rule is that some type of fall
protection must be used when working at heights of 6 feet or more.
Ask if anyone in the class is 6 feet tall (or more) and have them stand
up for reference. Review the components of a fall protection system.
Ask if anyone has seen these systems in place. Review when these
systems must be used. Using the picture as guidance, point out the
components of a personal fall arrest system (full body harness) and the
components that are missing. Review the components of a proper
guardrail system.
Slide 8: Explain that falls from ladders are also dangerous. Using the
picture, review what makes this situation hazardous. Ask the class to
describe (or have one participant demonstrate) what “3 points of
contact” looks like.
Slide 9: Reinforce the point that every fall injury and fatality is
preventable. It requires that both employers and employees work
together to plan ahead, provide and use the appropriate equipment, and
train on how to install or wear appropriate fall protection. Remind the
young workers that if they find themselves in a situation where they are
asked to work at heights without fall protection that they should speak
up.
Section 2: Struck-By Hazards (slide 10): Begin the discussion by
reviewing the statistics about the general public being injured during
walking and texting. Many of these people were struck-by a vehicle
because they were not paying attention to where they were in relation
to where other (moving) objects were. Ask the class if any of them
have had a close call while doing too many things at once.
Slide 11: Watch the video and discuss with the class what they noticed
between the first and second viewings.
Slide 12: Describe how preventing struck-by injuries and deaths is
another high focus area for OSHA. Over 75% of struck-by fatalities
involve heavy equipment such as trucks or cranes. Define struck-by:
the potential to be pinned, struck by swinging backhoes, crushed by
overturned vehicles, hit by a car or truck, or hit by falling material.
Ask the class if they can think of any construction trades that are more
at risk than others for struck-by hazards. Review the control options on
the slide.
Slide 13: Review the final control points. Emphasize the concept of
overloading a piece of equipment, and how to find a load rating.
Section 3: Caught-In or Between Hazards (slide 14) Tell the class that
another of OSHA’s Focus Four hazards of concern is about excavation
and trenching. Looking at the photo on the slide, ask the class what
their concern is with the photo. A cave-in (or trench collapse) is one
hazard that may exist. Ask them if they can tell if there is an
underground utility or power source. Electrocution is another hazard of
trenching if workers accidentally contact utilities. Review the
information/statistics in the notes section of the slide and share with the
class. Review how a trenching fatality can result even if the person
caught-in a cave-in isn’t completely buried initially (due to the pressure
on their body from the soil making it impossible to take a breath, or
from compartment syndrome). [Additional video and true story: Darby
Patrick http://channel.nationalgeographic.com/channel/videos/highwayworker-buried-alive/]
Slide 15: Provide the definition of “caught-in or between”. Ask the
class for examples. Additional examples are provided on the slide.
Slide 16: Watch the video and pause at indicated intervals to ask the
class their thoughts on the questions posed in the video.
Section 4: Electrical Hazards (Slide 17): Ask the class if they can
guess how many workers are electrocuted each year. Answers are
provided on the slide. Review the most frequent causes of electrical
injuries: a) contact with power lines; b) lack of ground-fault protection;
c) equipment is faulty or missing protective components; d) equipment
is not used properly; and e) extension cords misuse.
Slide 18: Review the different hazards/outcomes presented by electrical
hazards. If desired, and time allows, or if additional information about
how electricity works is required, visit:
http://www.osha.gov/SLTC/etools/construction/electrical_incidents/ele
ccurrent.html .
C. Nail Gun
Injuries
5
minutes
Slides 2324
Slides 19-22: Review the requirements associated with the pictures on
the slide.
Nail guns are used widely on many construction jobs, and while they
can make a job task go faster, they can also cause serious injuries. If
you are under 18, you are prohibited from using a nail gun, but it is
D. Personal
Protective
Equipment
(PPE) in the
Construction
Industry
5-10
minutes
E. Heat
Illness
Prevention in
the
Construction
Industry
5-10
minutes
F. Ergonomic
Hazards in
the
Construction
Industry
5-10
minutes
important to know the risks and protective measures you should take.
Most of the time, injuries are to the hand and fingers, followed by
injuries to the leg areas. Most nail guns (or nailers) use pressurized air
(pneumatic power) to drive nails into the destination surface. It is
critically important to know and receive training on the type of nail gun
being used on-site since the firing mechanism varies. Unintended nail
discharge is a highly common source of injury.
Slide 25-26 Ask the class if they can name the most common type of PPE found on
construction sites. In fact, most jobsites have signs posted at the
entrance listing the requirements. Ask the class if those types of PPE
cover all potential PPE needs. Ask them to list other types of PPE they
might find for use. As they name the types (or you bring up the list on
the slide), discuss what those PPE items are used for. This is an
opportunity to discuss chemical hazards and other exposures found on
construction sites.
Slides 26- Ask the class how they think it feels to wear lots of clothes or things on
30
their body when it is hot. But remind them that despite the heat, PPE is
Speakers still a requirement for construction jobsites, and that we have to find
other ways to keep employees cooled off and safe from heat-related
illness. Review the sources of heat, and briefly cover how heat can
make you ill or even be fatal by raising your internal temperature too
much.
Slides 3134
No. 2
Pencils
Watch the video, and then review the heat facts to know (slide 29), and
different ways to protect yourself (slide 30).
Ask the class: How many play video games, and how long they play
them for. Discuss over use of thumb and hands small muscles; intense
grips, forceful pushing of buttons. Review with students the common
postures and body positions that construction workers use for certain
tasks, and how these positions are unnatural for how the body would
“like” to be. Discuss how doing these tasks with these movements over
and over again can cause injury to the body. Discuss how using the
proper body postures and muscles can actually prevent injury.
Activity: Have the students divide into pairs, and hand out one pencil to
each student pair (slide 32). Have Student A hold the pencil using the
grip shown in Figure 1. Have Student B try to pull the pencil out of
Student A’s hand. Have Student B return the pencil to Student A.
Have Student A hold the pencil using the grip shown in Figure 2. Have
Student B try to pull the pencil out of Student A’s hand again. Note the
difference in results. Have Student B hold the pencil using the grip in
Figure 2. Have Student A try to pull the pencil out of Student B’s hand.
Return the pencil to Student B and instruct Student B to hold it using
the grip shown in Figure 3. Have Student A try to pull the pencil out of
Student B’s hand again. Discuss the results as a group. Explain the
differences between the grip strengths and the number of muscles
engaged. (Source: OSHA’s 11: An OSHA 10-hour curriculum for
Young Workers developed by the University of Washington
Environmental and Occupational Health Sciences.)
[Alternatively, if there is not enough time, have one student pair
demonstrate this activity for the class]
G. Youth
Rules
2
minutes
Slides 3537
Conclusions
and
Summary
5
minutes
Slides 3842
Review the definition of “ergonomics” and then review the list of
questions on Slide 34. Discuss as a group, and review the prevention
strategies as time allows.
Review the Prohibited Jobs list for those under 18 years old; but remind
them that 16-17 year olds are allowed to participate in certain activities
if they are apprenticing and meet certain criteria. Each individual
workplace and State Department of Labor will help determine
eligibility. (Prohibited Task List: http://www.youthrules.dol.gov/knowthe-limits/hazards/index.htm )(Exemption List:
http://www.dol.gov/whd/regs/compliance/childlabor101_text.htm#11)
Conclude this section by engaging the students in a discussion focusing
on their rights as an employee. Section 5(a)(1) of the OSH Act states:
“Each employer shall furnish to each of his employees employment and
a place of employment which are free from recognized hazards that are
causing or are likely to cause death or serious physical harm to his
employees." Discuss what it means to have a workplace that is safe and
healthful.
- Go over the objectives of this lecture, as outlined in the
beginning of this lesson plan.
- Share various resources outlined on slides 38-42.
- Share contact information for Youth Center on slide 40.
- Answer student questions.
References
•
•
•
•
•
•
•
Nail Gun Safety: http://www.cdc.gov/niosh/docs/2011-202/
• OSHA Occupational Heat Exposure: http://www.osha.gov/SLTC/heatstress/prevention.html
OSHA Construction E-Tool: http://www.osha.gov/SLTC/etools/construction/index.html
OSHA Construction Standards 29 CFR 1926:
http://www.osha.gov/pls/oshaweb/owasrch.search_form?p_doc_type=STANDARDS&p_toc_level=1&p_ke
yvalue=Construction
OSHA Fall Protection Safety and Health Topics:
http://www.osha.gov/SLTC/fallprotection/construction.html
OSHA Trenching and Excavation Safety and Health Topics:
http://www.osha.gov/SLTC/trenchingexcavation/index.html
OSHA Electrical Construction Safety and Health Topics:
http://www.osha.gov/SLTC/electrical/construction.html
OSHA 10-Hour Construction Industry Outreach-Trainer Presentations:
http://www.osha.gov/dte/outreach/construction_generalindustry/const_outreach_tp.html
NIOSH and CDC. (2010), Youth@Work Talking Safety: Teaching Young Workers about Job Safety and
Health. Department of Health and Human Services, Public Health Service, Centers for Disease Control,
National Institute for Occupational Safety and Health. NIOSH Publication No.2007-136.
OSHA. (2010), Introduction to OSHA Presentation. United States Department of Labor, Occupational Safety
and Health Administration.
Hecker, S. et al. (Downloaded 2011), OSHA’s 11: An OSHA 10-hour curriculum for Young Workers.
University of Washington Environmental and Occupational Health Sciences.
* This material was produced under grant number # SH-23564-12-60-F-13 from the Occupational Safety and Health Administration,
U.S. Department of Labor. It does not necessarily reflect the views or policies of the U.S. Department of Labor, nor does mention of
trade names, commercial products, or organizations imply endorsement by the U.S. Government.