School CAN-AYAN INTEGRATED Grade 8

SCHOOL Level
Teacher IVY L. JUMAO-AS Learning TLE
Area -ICT
Teaching Dates and Quarter 2nd
Time
1.OBJECTIVES
A. Content Standards
The learner demonstrates understanding of concepts and underlying
principles of Occupational Health and Safety (OHS) procedures in relation
to hazards and risks in the workplace.
B. Performance Standards
The learner independently observes and practices occupational
health and safety procedures in the workplace.
C. Learning Competencies/Objectives
LO 3. Control hazards and risks
a.) Identify the different methods of controlling hazards and risks;
b.) Appreciate the importance of reviewing and monitoring hazard
control programs and methods;
c.) Observe and perform identification, evaluation and control of
hazards and risks.
TLE_ICTCS7/8OS-0j-3
2. CONTENT Hazards and risks control
3.LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
TLE Teacher’s Guide Exploratory Course on Computer Hardware
Servicing - Page 15
2. Learner’s Materials pages
COMPUTER HARDWARE SERVICING K to 12 – Technology and
Livelihood Education Page 92-102
3. Textbook pages
4. Additional Materials from LR portal
B. Other Learning Resources
4.PROCEDURES Teacher’s Activity Time Students’
Activity
A. Reviewing The teacher will ask the following 3mins. Students
previous lesson questions response:
or presenting the
new lesson “So base on our discussion Computer
yesterday, who can still remember ergonomics
what is computer ergonomics?” is the
discipline of
matching
the task to
the worker
using the
most
appropriate
equipment
to optimize
human well-
being and
overall
 performanc
e. This can
be
simplified to
―Modify
the
workplace,
“Good job! You have remembered not the
it well! Now, what should be individual".
considered in computer workstation
ergonomics?”  Work
surface
height
 Chair
 Keyboard
placement
 Screen
placement
 Desktop
layout
 Document
Holder
 Lighting
 Glare and
reflection
 Using a
mouse
 Typing
Technique
 Speed
Typing
 Length of
“Exactly! And why is it important to time in the
follow the proper computer keyboard
workstation ergonomics?”
>It Increase
Keyboardin
g Speed &
Accuracy
>Increase
Productivity
& Efficiency
>Prevent
“Very well said!” Repetitive
Stress
Injuries &
Fatigue
B. Establishing a The teacher will ask the students to 10mins The
purpose for the group their selves into 5 groups . students will
purpose and let the students identify health do the
and safety problems inside the group
computer laboratory. activity and
will present
The teacher will give the following to the class
 tips for the students to follow: their output.

“As you identify health and safety

problems inside our computer
laboratory, please do consider
these following tips:”

 Observe your workplace;

 Investigate complaints from
workers;
 Examine accident and near-miss
records;
 Examine sickness figures;
 Use simple surveys to ask your
co-workers about their health and
safety concerns;
 Use checklists to help you
inspect your workplace;
 Learn the results of inspections
that are done by the employer, the
union, or anyone else;
 Read reports or other
information about your workplace.

The teacher will let a

representative from each group to
share their output to the class.

The teacher will acknowledge the

students’ responses from the
activity.
C. Establishing The teacher will say “So based on 3mins. Students’
examples/instanc the tips in identifying health and Response:
es of the new safety problems that I have given
lesson you. You were able to clearly
determine the problems inside our
computer laboratory. Right?” Yes
ma’am!”
“And since we were able to
recognize the hazards in this room,
then we can determine which
measure will correct the problem
most effectively.”
D.Discussing new The teacher will discuss the 5mins The
concepts and methods of control through a students will
practicing new PowerPoint presentation listen and
skills #1  Elimination take down
- Elimination is the process notes about
of removing the hazard the
from the workplace. discussion.
 Substitution
- occurs when a new
chemical or substance is
used instead of another
 chemical.
 Engineering controls
- Good Housekeeping
 Administrative controls
- Emergency
Preparedness
 Personal protective
equipment.
- Personal protective
equipment (PPE) includes
items such as respirators,
protective clothing such as
gloves, face shields, eye
protection, and footwear
that serve to provide a
barrier between the wearer
and the chemical or
material.

E. Discussing new The teacher will discuss some 5mins The

concepts and precautions which can be taken to students will
practicing new reduce the risk of accidents (page listen and
skills #2 97) take down
notes about
the
discussion
and ask
some
questions.

and top tips to ensure that you

work safely and comfortably (page
98)
 The teacher will give time for the
students to ask questions from the
discussions and will correct any
errors and highlight any
misconceptions.
F. Developing The teacher will let the students 5mins The
mastery (Leads answer a word puzzle (self-check students will
to Formative 3.1, page 91) do the
Assessment 3) activity and
the class
will check
the output
after.

G. Finding practical The teacher will give relatable 5mins The class
applications of health and safety problems and let will share
concepts and the students identify how to control their ideas
skills in daily such hazards. to the class.
living
The teacher will say “Now, to
summarize our topic, let me show
you the following images which
symbolizes the 3 steps in
controlling hazards. What do you
think is the meaning of each
images in terms of controlling
hazards?”

See it. -
Identify the
hazards.
What is
unsafe?

Think It. -
Evaluate
the hazard.
What could
happen?

Do It. -
Provide
solutions to
“Very good answers!” control or
eliminate
the hazard
H. Making The teacher will ask “Why is it 5mins Students
generalizations important to monitor and review response:
and abstractions your hazard control program and
about the lesson methods?” It is
important to
monitor
both the
hazard and
the control
method to
make sure
that the
control is
working
effectively
and that
exposure to
the hazard
is reduced
or
eliminated.
I. Evaluating The teacher will let the students 15mins The
learning work in small groups (2-4 persons) students will
and think about specific, possible do the
computer laboratory or classroom group
hazards that could fall into the activity.
categories listed in handout 3.1
page 100.

The teacher will debrief the activity

in a large group by asking the
students what they thought might
be hazards. The students will write
their responses on the left side of a
flipchart and the teacher will ask
the students to speculate about the
kind of injuries that could result
from each hazard and write these
on the right side of the flipchart.

The teacher will make suggestions

that will control the risk and
hazards identified into an
innovative and creative way like
poster, brochure, and leaflets or
through a Facebook Fun Page.
 The teacher will use the rubrics
found in page 101 of the LM in
scoring the output of the students.
J.Additional Directions: Complete the Table 5mins The
Activities for below by analyzing the task given. students will
application or do the
remediation Your Task: additional
Think about what your first (next) activity to
job might be in the future. In your master the
mind make a picture of how your skill.
workplace looks like. Think about
how you could answer the following
questions.
The students will use the following
format in accomplishing the
activity.

5.REMARKS
6.RELECTION
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
 who require
additional
activities for
remediation
C. Did the
remedial lesson
work? No. of
learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?