Unit OutlineUnit TitleThe Price of Production

Stage3, year 6

Term3

Key Learning AreaScience and Technology

Duration10 weeks

StrandProducts

Rationale

This unit of work ‘The Price of Production’ will support student learning within the concept area of why we use manufactured products, and the environmental influences on product design (BOS, 2012). As highlighted in the NSW K-10 Science and Technology Syllabus, this unit of work follows a constructivist view of teaching and learning, and aims to foster students’ sense of wonder and expand their natural curiosity about the world (BOS, 2012, p.14). Throughout this content strand, ‘students develop their understanding of products that include objects, systems and artefacts, and the nature of materials and resources used to produce them.’ (BOS, 2012).

Scientific inquiry is a distinct way of finding answers to interesting questions and solutions to important problems about the natural world locally, nationally and globally, including shaping sustainable futures (BOS, 2012, p.12). Therefore, the unit is mostly inquiry based, using the 5E model, the Murdoch model and the Tomlinson model. The importance has been placed on the use of concrete and first-hand experiences to build knowledge through active construction. Students will be guided through the ‘construction of a new and deeper understanding of the concept’ (Graves, et al, 2012, p.268).

The 5E model is enquiry-oriented, where ‘ideas are developed from experiences of science phenomena, prior knowledge, rich discussions, teacher feedback and explanation, and opportunities to represent and re-represent developing understandings’ (Hackling, et al, 2007, p.14). The model has been used as a framework for the entire unit of work, and there is a lot of cooperative learning involved in many of the tasks to create class work that is both engaging and explorative (Australian Academy of Science, 2011).

Carol Tomlinson’s (2001) model was used to differentiate the products that students are expected to produce as a form of assessment. By allowing students to have a choice in the way their final product is presented, students are more highly motivated to put in the effort demonstrate what they have learned (Tomlinson, 2001).

Kath Murdoch’s (2010) model has been used as the layout for the webquest in this unit. Murdoch states that inquiry is all about ‘thinking in order to make meaning’ (Murdoch, 2010, p.1). Thinking is a domain that should be consciously planned into units to get the

best out of students. Because ‘at the heart of the inquiry process is the task of helping deepen students’ understandings by guiding their thinking about lower level ‘facts’ through to concepts and, ultimately, to higher level, transferable generalisations’ (Murdoch, 2010, p.1).

The ”Price of production” unit strongly links to indigenous perspectives through the indigenous 8 ways of learning (2012). ‘Teaching through aboriginal processes and protocols, not just aboriginal content validates and teaches through aboriginal culture and may enhance the learning for all students.’(Anonymous, 2012).

The unit embeds both traditional Aboriginal knowledge and western scientific knowledge. By acknowledging, and publicly valuing indigenous Australian science knowledge and interest, our unit is both engaging and inclusive of the Aboriginal community, which is beneficial to all students in our class (McConney, et al, 2010).

The study of 'Manufactured products' directly links with other key learning areas and ensures that students are exposed to both intra and inter curriculum links, for example, the price of production has connections with material world in the science and technology syllabus, the data and measurement strands of Mathematics and environmental factors that are explored in Human Society and its Resources. The unit also has strong links to the NSW K-10 English syllabus as students are actively engaged in speaking and listening, and building on their own understanding by viewing and responding to factual and narrative literacy.

KLA: Science and TechnologyOutcomes and Performance indicatorsProductsST3-16P Describes systems used to produce or manufacture products, and the social and environmental influences on product design

- Students compare the production process in a domestic setting to mass production, eg baking bread in the home to making it in a bakery- Students redesign a product to respond to a specific social or environmental consequence, eg redesign the packaging of a food product

to reduce garbage- Students explore the environmental impacts of manufacturing and mass production

Working ScientificallyST3-4WS Investigates by posing questions, including testable questions, making predictions and gathering data to draw evidence-based conclusions and develop explanationsStudents question and predict by:

- With guidance, pose questions to clarify practical problems or inform a scientific investigation- Predicting what the findings of an investigation might be- Apply experience from similar situations in the past to predict what might happen in a new situation

Students plan investigations by:- Working individually and collaboratively in conducting a range of appropriate investigation methods, including fair tests, to answer

questions or solve problems- Accurately observing, measuring and recording data, using digital technologies as appropriate

Students process and analyse data and information by:- Drawing conclusions and providing explanations based on data and information gathered first-hand or from secondary sources- Comparing gathered data with predictions, and using as evidence in developing explanations

Formative AssessmentThroughout the unit of work there will be ongoing assessment embedded within the lessons to ensure students are appropriately building on their knowledge, understanding and skills within the unit of work. The type of assessment that will be predominantly used will consist of questioning, work samples, observations, peer assessment and explanation and reasoning of student understandings through whole class discussion.

Lesson one: In lesson one the teacher will conduct diagnostic assessment to help identify the students’ prior knowledge through the use of the KWL chart, survey and interactive white board sorting activity.

Lesson two: A brainstorming activity used in this lesson will also be a valuable assessment tool to highlight the students’ prior understandings.

Lesson three: In lesson three students record their newly acquired knowledge during the experiment in numerous ways including using the iPads to take videos and pictures or writing anecdotal records in their work books. The students are further required to write a procedure for the science experiment, this work sample will be used as an assessment tool to identify students’ understandings.

Lesson four: The teacher will observe the students ability to hypothesis’ and record their findings during guided experiments

Lesson five: Worksheets will be used as an assessment tool to highlight student understandings. Through questioning at the end of the lesson the students are required to support their claims with what they have observed during the experiment.

Lesson six: Students are given time to research and record current theory about manufactured and domestic products. During the debate students will use this research to support their claims, which will effectively identify their understandings.

Lesson seven: The students will complete the worksheet provided with their observations to identify changes that

Summative Assessment

Summative assessment is conducted in the final lesson of the unit where students are required to create a marketing campaign and support their product redesign with key information and acquired knowledge built on throughout the unit of work. Students are also provided with the opportunity to peer assess during the presentations which is extremely valuable to the student to help them justify their own understandings or the understandings of their peers. In the final lesson students are encouraged to reflect on the KWL chart to help the students discover their new understandings as a result of the learning journey within the unit of work.

occur within the experiment and then will participate in a whole class discussion

Lesson eight and nine: The students will be required to complete a web quest and record their findings in word document. Students will also recreate an environmentally friendly product and will support their design with findings from their research.

Work SampleFormative evaluation is an important aspect of assessment because it provides data to enable ‘on the spot’ changes to be made where necessary” (Marsh, 2008). Collecting work samples in the ‘Price of Production’ unit will mean educators will be able to monitor progress and address any misconceptions students may have. Darling-Hammond & Falk (1997) highlights that assessment needs to “measure a broad range of abilities” whilst the work samples collected in this unit will allow this to be done it will also act as a tool to direct future lesson engagements. To ensure the above points are achieved we will be collecting work samples in lessons 3, 5 and 7.

StudentsNumberThere are 24 students in the class

Differentiation NeedsThere are three main groups in the class that need to be catered for:

Indigenous students Special needs student Gifted and talented students (4)

Students will be grouped: With students of similar abilities With students of mixed abilities

In some activities, students such as the four Gifted and Talented students will be grouped together for extension. In others, these four students will be in mixed ability groups, where they can assist their peers.

Kath Murdoch’s (2010) model of Inquiry Based Learning will be used to differentiate the webquest. Students can go beyond what

Skills, interest and prior knowledge Lessons will be created based on the students skills and interests ST2-16P Describe how products are designed and produced, and

the ways people use them- Students can identify the component parts of a product and

explain how the parts are designed to work together Students can question and predict by using their prior

knowledge Students can plan investigations by working collaboratively and

individually

they already know and use higher order thinking skills in order to challenge their own ideas. This process consists of:

Tuning in Finding out Sorting out Going further Reflection Taking action

For the webquest, the product that students end up with will be different depending on how students prefer to present their work. This is in line with the Tomlinson (2001) model and Gardner’s (2011) multiple intelligences. All students have their own way of learning, and preferred methods of doing things, and so they will be given ample opportunity to do this.

The Aboriginal 8 Ways of Learning (2012) have been used to differentiate for Indigenous students in the class. These include:

Story sharing Community links Deconstruct and reconstruct Non-linear Land links Symbols and images Non-verbal Learning maps

An example of where these have been used include:Lesson 7: This lesson involves the use of the 8 Ways ‘learning maps’ as students draw a diagram regarding the production process of paint; it has ‘land links’ because students are using ochre from the land, a which is a traditional Aboriginal style of painting; it has ‘community links’ because we are linking the lesson to Aboriginal community knowledge; and ‘story sharing’ through the video, which was produced by an Aboriginal man.

Learning MatterEssential UnderstandingStudents learn about

What manufactured products are Characteristics of manufactured products The production process in a domestic setting in comparison to

mass production The environmental impact of manufacturing Packaging of products Comparisons between manufactured products and domestic

products

Essential Skills Students learn to

Predict, question, observe and make informed decisions relating to products

Apply experience from experiments early on in unit to predict what might happen in the future

Plan investigations Process and analyse data and information relating to products

and their design Draw conclusions about domestic and manufacturing products. Develop innovative ideas in their student research task by using

creative thinking. Test the suitability of materials, considering whether the test

was fair or not.Related text TypesWithin the ‘Price of Products” unit the inclusion of text types is a valuable strategy to effectively integrate the Key learning area English.

Information Report: Lesson two provides students with an optional task that involves both researching and writing an information report based around Products indigenous people used in everyday life.

Procedure: Lesson three requires students to Individually write a procedure based on the bush soap vs manufactured soap experiment they performed.

Learning Matter

Learning Engagement Resources/ Preparation

Outcome 5 E Model

Lesson 1:Focus: Introduction to Products (90 minutes)

Students to do a blind taste test with manufactured and homemade products. They will use their senses to explore store bought and homemade cupcakes and orange juice.

Students do a survey on the Survey Monkey app on an Ipad and complete the survey during their exploration of the products. Display collated results on the Interactive Whiteboard. Discuss the results with the students.

Students are then asked to display class results in graphic form. Allow students to explore the packaging and labeling of the manufactured products and ask

informed questions to direct their thinking:- Is the product or packaging environmentally friendly?- Why is the packaging used?- What is its purpose?- The label tells us what is in the food. Do you know what the ingredients are?

Create a KWL chart with students about ‘products’- What is a product?- What types of products do we have?- What is a manufactured product?

Display sorting game on the Interactive Whiteboard. Students discuss the products displayed on the screen as a class and decide whether or not they believe they are manufactured or domestic (homemade) and why.

The survey, KWL chart and sorting activity are all forms of diagnostic assessment as they allow the teacher to identify any misconceptions students may have, and establishes a direction for the unit of work.

Differentiation: Students that have special needs eg students that have autism work better using technology to perform tasks (use of IWB throughout lesson). The student with autism will be paired up with a student of a higher ability level during group tasks. Indigenous perspectives: Using the five senses, learning through doing (Non-Verbal)Numeracy links: Students represent data in graphic form (MA3-18SP)Literacy Links: Communicating (EN3-1A)

Lesson 2Focus: Products we use in everyday life (90 minutes)

On the Interactive Whiteboard, students brainstorm which manufactured products they have used throughout the day. Establish the idea that we use manufactured products more than we may realise.

- Survey monkey link: https://www.surveymonkey.com/s/9XYV2YZ

- Manufactured cupcakes

- Home made cupcakes

- Freshly squeezed orange juice

- Manufactured orange juice

- KWL chart- IWB flipchart- Ipads- Plates- Cups

- IWB (flipchart)- Student

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ST3-16PEN3-2A EN3-1A

Engage

Engage

Discuss the things that have influenced student choices to use certain manufactured products (media, advertising etc). - What are the effects on the environment?- What are the effects on humans?

Discuss what Indigenous people may have used before manufactured products existed.- Which products would you need for survival?- How would you find them? (eg. Hunting and gathering)

Option 1: Have a guest speaker to discuss what Indigenous people used before products were manufactured.

Option 2: Reading of ‘Our world: Bardi Jaawi life at Ardiyooloon’. Students reflect on how their lives are different from the children living at Ardiyooloon. Students then research a product that was used in the Indigenous tribe at Ardiyooloon and write an information report about it.

Alternative for special needs student: Instead of writing the information report, the student discusses the product with the teacher, and verbally describes how it was made, what it was used for etc. The student would then be able to draw a diagram of the product, and if they choose, draw a diagram of a similar product we use today. The student would then verbalise the differences and similarities between the two products.

Differentiation: Pictures of manufactured and domestic products will be displayed for the visual learners.Indigenous Perspectives: Guest speaker. Land links, community links, story sharing. Literacy Links: Students participate in and contribute to discussions, identify and summarise key ideas and information from guest speakers, eg note-taking or using digital technologies, and use interaction skills. (EN3-2A , EN3-1A)Assessment: Formative assessment. Rubric provided for marking information report.

Lesson 3Focus: Experimenting with and comparing manufactured and Indigenous soap (90 minutes)

Discussion about what students think Indigenous soap (Lirringirn) is. Students watch a video about how to make Indigenous soap, and its uses. Ask students to predict whether they think regular hand soap or Soap Bush will work

better to clean their hands and why. In small groups, students use their prior knowledge from watching the video to make

Indigenous soap using a Soap Bush plant. Students will experiment by washing their hands for 30 seconds with regular hand soap and Soap Bush plant. Encourage students to record their findings with the iPad by taking photos, videos and anecdotal notes.

As a class, compare results and decide which soap worked better (discuss roughness,

questions for the guest speaker

- Our world: Bardi Jaawi life at Ardiyooloon

- Work book for information report

- Soap bush video: https://www.youtube.com/watch?v=u8fetAqaJOc

HT3-3

ST3-16P ST3-4WS EN3-1A ST3-13MWMA3-13MG

Explore

smoothness, smell, cleanliness). Individually, students write a procedure based on the experiment they performed.

Differentiation: Gifted and talented students can research where to find Soap Bush in Australia.Indigenous Perspectives: Community links - Aboriginal language. Land links –Bush soap comes from the land.Literacy Links: Aboriginal language, writing procedures (EN3-2A)Numeracy Links: Hand washing: measurement, time (MA3-13MG)Intra links: Material World- chemical makeup of regular soap (ST3-13MW)

Lesson 4: Focus: Exploring packaging and labeling of food (90 minutes)

Students explore food packaging and labeling. Ask them to look out for:- Percentages of sugar etc (is this good or bad?)- Use by date

Create maths questions with different quantities listed on packaging – eg. There is 12% sugar listed on one bag of snakes. You eat 2 snakes out of a total of 20. How much sugar are you consuming?

Discuss why food products are packaged. Students test the packaging in a range of experiments, chosen by them. They will test for

safety of product inside the packaging, durability of packaging, etc. Provide students with a range of materials to test their products.

Students decide whether or not the packaging they tested is suitable for the product inside. If not, what would they use instead?

Students will present their findings to the class.

Differentiation: Student with special needs is placed in a group with a gifted and talented student that can assist the student to understand the experiment. Mixed ability groups are used throughout the lesson. Indigenous Perspectives: Non-verbal – Exploring packaging, hands on.Literacy Links: Communicating ideas and findings (EN3-1A)

Lesson 5: Focus: Manufactured vs domestic cleaning products (90 minutes)

Discuss safety when using manufactured cleaning products. Look at the warning labels on the bottles and discuss all major hazards. Remind students they are chemicals.

In groups, students rotate to the following stations:

- Soap bush leaves

- Regular soap- Sink- Ipad- Workbooks

- Food packaging and labels

- Materials to test their products such as toothpicks to stab packaging, hair dryers to test how much heat and wind the package can withhold etc.

- Ipads

ST3-16P ST3-4WS EN3-1A MA3-2WM

Explore

Explore

- Window – test Windex vs vinegar and water- Whiteboard – test whiteboard cleaner vs vinegar and water- Sink – test Mr Muscle Total Clean vs Bicarb Soda- Outside the door – test Air Wick vs vinegar, water and lavender oil.

At their stations, students record their findings on the worksheet provided, and are encouraged to show their evidence through photos or videos on iPads.

As a class, discuss which products students thought worked best and why. Discuss which products are better for the environment and why.

- How is the mass produced product impacting the environment?- Knowing the environmental impact, would you change your mind about using the

manufactured products?

Differentiation: Mixed ability groups will be used to allow gifted and talented students to peer assist students with learning disabilities or special needs. Indigenous Perspectives: Non verbal, symbols and imagesLiteracy Links: Communicating impacts on the environment (EN3-1A)Numeracy Links: Intra links:

Lesson 6Focus: Debate

Students will be split into four carefully selected ability debate teams. The following scenario will be placed on the IWB: “The principal has decided that he wants

to turn the school into a green cleaning environment.” The debating team will be selected to debate through the eyes of either the school cleaner,

manufacturing company providing the current cleaning products, the students or the Principal.

Teams will be given 30 minutes to research and use their knowledge from previous lessons to come up with some strong points to argue their viewpoint.

Once the research has been completed, the debate can commence. The chairperson will control the debate by calling on speakers to state their views.

An IWB will be used to record the key points the students state throughout the debate. A short review of these points at the end of the debate will help the community come to a final decision.

Differentiation: The gifted and talented students will be given the role of the manufacturing company, as this role will be the hardest to comprehend. The students in the remedial group (including special needs students) will be given the role of the students, as it allows them to produce

- Windex- Vinegar- Water- Whiteboard

cleaner- Whiteboard- Sink- Mr Muscle

Total Clean- Bicarb soda- Air wick- Lavender oil- Worksheet- Ipads

- IWB (scenario displayed)

- Ipad- IWB flipchart

ST3-16P ST3-4WS EN3-1A

ST3-16P ST3-4WS EN3-1A EN3-2A EN3-5B

Explain

arguments from their own point of view. Indigenous Perspectives: Community links – Contextualised school setting.Literacy Links: Developing and supporting arguments (EN3-1A) Effective use of persuasive devices, Dealing with environmental issues (EN3-1A) Consider and develop sustained arguments and discussions supported by evidence (EN2-5B)

Lesson 7Focus: Manufactured paint vs Ochre (90 minutes)

Prediction: In groups of four, students will need to use the “doodle buddy” application to draw a learning map of how either Acrylic paint or Ochre has been produced/made. Students will be provided with a clue to help them start their prediction. The remedial students will be encouraged to predict how Ochre is made and some clues will be placed on their desk to act as a visual cue. The gifted and talented students will be encouraged to predict how acrylic paint is manufactured with little clues.

Once complete students will be selected to share their ideas and a discussion will take place. Key Questions include:

What do you think the manufactured paint was designed for? What will it work better on? What do you think the ochre paint was designed for? What do you think it will work better on?

Two shorts videos will follow the discussion explaining how each paint is produced: Acrylic paint: https://www.youtube.com/watch?v=zhjx3Xl_NI4 Ochre: https://www.youtube.com/watch?v=bCLCBwprEEk&feature=youtu.be

An IWB drag and drop activity will be displayed prior to the experiment allowing students to place their name under one of the following hypotheses. - Ochre is more durable than acrylic paint OR- Acrylic paint is more durable than ochre.

Explain that they will be working in groups to test these hypotheses shortly. Tally the results.

Ask students what is needed to ensure their experiment is a fair test. Highlight the controlled, independent and dependent variables.

Explain the worksheet and allow students enough time to conduct an accurate experiment. Findings may be recorded a number of ways such as drawing, written communication, video recordings and photos.

Students will conduct an experiment to test the ochre and acrylic paint on both white a4 paper and paper bark by

- Scratching- Crumple- Rubbing

- Acrylic paint- Ochre- IWB- Ipads- Newspaper- Paper bark- A4 Paper- Hair dryers- Acrylic video:- https://

www.youtube.com/watch?v=zhjx3Xl_NI4

- Ochre video: https://www.youtube.com/watch?v=bCLCBwprEEk&feature=youtu.be

ST3-5WT ST3-4WS ST3-16P EN3-1A

Elaborate

- Wetting with water- Drying with a hair dryer

Following the experiment a speaker from each group will be selected and asked to explain their findings.

Discuss shortly the environmental impacts both of these paints cause and ask students which paint they would prefer to use within the classroom.

Differentiation: Students will be placed in mixed ability groups. The students will be given some visual cues when they are predicting the manufacturing process and they can record their findings according to their wants and needs.Indigenous Perspectives: Learning maps – Drawing the production line and using new information gathered to alter initial ideas. Land links – Ochre comes from the land. Community links – Exposure to community knowledge. Story Sharing – Through the ochre making video.Literacy Links: Participate in and contribute to discussions (EN3-1A)

Lesson 8 and 9: Focus: Student research project (90 minutes)

Students work through a developed web quest: http://20113147.wix.com/thepriceofproduction

Students will be placed in ability groups to work through the tasks The web quest follows the inquiry based learning model and requires the students to work

through the task through the following phases; tuning in, finding out, sorting out, going further, reflecting and taking action.

Students will be given the following scenario ‘The principals wants to eliminate rubbish in the school playground, so you are required to do some research to redesign a packaged product from your lunch box and make that product more environmentally friendly’

Once the students choose their product they are required to research:- How it is produced- Look closely at the manufacturing process (e.g. from farm to store)- Domestic products that could replace this product- List pros and cons- Include other key information or interesting facts (refer to KWL chart) Once students have completed research they then need to think about how this product can

be improved and support their ideas with the research they have found Students will then redesign product and create model of new product using drawings/creating

prototypes etc Finally the students will use this new product and create a marketing campaign to advertise

- Wix: http://20113147.wix.com/thepriceofproduction

- Ipads- Laptops- KWL chart

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Elaborate

their new product highlighting the benefits of the new product and supporting claims with their research based knowledge

Differentiation: This task is differentiated through content, product and process, as students are free to choose the product to redesign and may create their marketing campaign in a way that is suitable to their ability. Gifted and talented- will create Ad for new product through making a video that goes for around 30-40 seconds or write an article for a science magazine advertising your new product. Remedial- will create a poster. Core- PowerPoint presentation or more informative poster etc. This acts as a form of summative assessment. Note: The class will create a rubric together so they are clear about the requirements of the task and can refer to this rubric throughout the web quest investigation.Indigenous Perspectives: Using current ideas and research to redesign a product,Deconstructing and reconstructing – Deconstructing knowledge to reconstruct a product that is more environmentally friendly.Literacy Links: Using digital sources to research (EN3-2A). Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements (EN3-1A)

Lesson 10: Focus: Evaluation (90 minutes)

Students present the advertising campaigns for the products they created and show videos etc Peer review will take place – reflection questions and feedback Finish the KWL chart by filling in the ‘what we have learned’ column. Students give feedback on the unit to the teacher. This will be done in a confidential way,

where students will write on a unit evaluation form and place in a box.

Differentiation: Indigenous Perspectives: Story sharingLiteracy Links: Deliver presentations, selecting and sequencing appropriate content and multimodal elements (EN3-1A)Numeracy Links: Intra links: - IWB

- KWL chart- Unit evaluation

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Evaluate

Formative assessment marking rubric (Lesson 6)

Summative Assessment Marking Rubric (Lesson 8 and 9)

Resources

TextOne Arm Point Remote Community School. (2010). Our World: Bardi-Jaawi life at Ardiyooloon. WA, Australia: Magabala Books.

Audio Visual- Soap bush video: https://www.youtube.com/watch?v=u8fetAqaJOc- Acrylic video: https://www.youtube.com/watch?v=zhjx3Xl_NI4 - Ochre video: https://www.youtube.com/watch?

v=bCLCBwprEEk&feature=youtu.be- Wix: https://www.youtube.com/watch?

feature=player_embedded&v=W5TrOqS9ofo- WIx: https://www.youtube.com/watch?

feature=player_embedded&v=VZNrj971g8Q

Onlinehttp://20113147.wix.com/thepriceofproductionhttp://www.greenchoices.org/green-living/cleaning/environmental-impactshttp://www.powerhousemuseum.com/ecologic/resources/useful-websites/http://www.msc.org/http://www.pro-pacpackaging.com.au/www.plantic.com.au www.ausasialink.comhttp://www.kelloggs.com.au/en_AU/home.htmlhttp://www.uncletobys.com.au/http://www.smiths.com.au/

HumanIndigenous guest speaker

Place Materials/ real life itemsAcrylic paintOchrePaper barkPaperHair dryerCleaning productsCupcakesOrange juice

Soap bushSoap

Risk Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10Allergies e.g. Nuts, gluten, dairy.

✓ ✓ ✓ ✓ Be aware of any students with allergies.

Misuse of Technology ✓ ✓ ✓ State the

appropriate ways to use technology.

Cyber-bullying ✓ ✓ ✓ Remind students of the school policy and consequences

Cultural Insensitivity ✓ Brief students on

the need to be sensitive to other people’s cultures and beliefs.

Ingestion of Chemical Products

✓ ✓ ✓ Make children aware of the safe way to handle and use chemicals. Supervised by adult.

Chemicals Contacting the Skin

✓ ✓.

Protective gear such as gloves should be worn.

Inappropriate use of Chemical Products

✓ Make children aware of the safe way to handle and use chemicals. Supervised by adult.

Electrocution from the dryer ✓ Ensure no water is

around this area. Supervised by adult.Risk Assessment

✓Low Risk ✓Moderate Risk ✓High Risk