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Graphic Communications Safety & History

Basics

  • Project TitleGraphic Communications Safety & History
  • Employer SiteBelmont Printing Company
  • Submitted By (Teacher Name)Tom Burke
  • SchoolWaltham High School
  • Brief Description and RationaleStudents will be able to clearly identify all the shop equipment/machines and will understand how to operate and work in the print shop environment safely. Students will also learn about responsibility and key historical information on why Graphic Communication is important and specifically why shop safety is important. It is essential that all my students learn this because the importance of Graphic Communication to mankind is vital to transfer information and record history. Knowing this will encourage students to be inspired and hopefully become future printers/graphic designers. Then overall safety knowledge is absolutely essential as shop specific safety for students is of the utmost importance now during their High School years and for them to know for future employment.
  • Grade Level10-12
  • Materials / ResourcesFor this unit, students will have access to the Safety Program, Safety Data Sheets, Graphic Communications The Printed Image by Z.A. Prust, Offset Lithographic Technology by Kenneth F. Hird, and a computer or laptop to access the internet.

    Students will also be supplied paper to practice handling and using various machines provided in the classroom such as the Cutter, the Binding machine, the Folder, and many more.
  • Duration of lessonThe whole unit will be a week of classes, or 5 class periods of 75 minutes each.
  • Key Vocabulary / Word WallOffset
    Cutter
    Folder
    Binding
    Finishing
    Rollers
    Blanket Wash
    Lithographic
    Graphic Design
    RBG
    CMYK
    Resolution
    Index
    Copy, Book, Cover
    Bond
    Dimension
    Fire Extinguisher
    Safety
    Dangerous
    Substrate
    Press
    Digital Printer
    Ergonomics
    Carpal Tunnel
  • Pre-Requisite KnowledgeBasic understanding of safety
    Understanding of good behavior and respect
    Basic understanding of Graphic Communication vocabulary and terms.
    Basic understanding of COVID health and safety
  • Strategies to promote equityCreate inclusive lesson plans so any students regardless of gender/race/religion/etc has a fair and positive learning opportunity and experience.
    Make sure every student has access to all the tools they need.
    Always offer extra help when necessary
    Persistently teach the value of respect and treating everyone equally.
  • Instructional ObjectivesStudents will be able to describe and apply health and safety regulations such as
    - Identify, describe and apply health and safety regulations that apply to specific tasks and jobs.
    - Identify, describe and apply Right-To-Know (Hazard Communication Policy) and other communicative regulations that apply to specific tasks and jobs in the specific occupational area.
    - Explain procedures for documenting and reporting hazards to appropriate authorities.
    - Identify and describe potential consequences for non-compliance with appropriate health and safety regulations.
    - Identify and list contact information for appropriate health and safety agencies and resources.
    - Demonstrate safe dress and use of relevant safety gear, personal protective equipment (PPE) and ergonomics, e.g., wrist rests, adjustable workspaces, equipment, gloves, proper footwear, earplugs, eye protection and breathing apparatus.
    - Demonstrate appropriate safe body mechanics (including appropriate lifting techniques and ergonomics)
    Describe First Aid procedures for potential injuries and other health concerns in occupational areas.
    - Describe the need for emergency preparedness and an emergency action/response plan.
    - Describe procedures used to handle emergency situations, defensive measures and accidents, including identification, reporting, response, South Carolina Department of Education – CATE Graphic Communications Standards | Rev. May 2016 evacuation plans and follow-up procedures.
    - Demonstrate safety practices in specific occupational areas used to avoid accidents.
    - Describe fire protection measures and precautions and response procedures.
    - Identify, describe and apply health and safety regulations that apply to specific tasks and jobs.
    - Demonstrate appropriate workspace cleaning, sanitation, disinfection and sterilization procedures required in specific occupational areas, e.g., Workplace Housekeeping OSHA Regulations.
    - Locate emergency equipment, first aid kit, SDS information directories and emergency action/response plan/escape routes in your lab, shop and classroom, including labels and signage that follow OSHA Hazard Communication Program (HAZCOM), eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, telephone, master power switches and emergency exits.
    - Demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab, shop and classroom, e.g., the OSHA Lockout/Tagout Program (LOTO).
    - Describe safe practices and procedures when working with and around electricity (e.g., ground fault circuit interrupter and frayed wiring)

Lesson #1 | General Shop Safety

  • Lesson Plan 1 TopicGeneral Shop Safety
  • Lesson plan 1 objectivesStudents will be able to describe and apply health and safety regulations such as
    - Identify, describe and apply health and safety regulations that apply to specific tasks and jobs.
    - Identify, describe and apply Right-To-Know (Hazard Communication Policy) and other communicative regulations that apply to specific tasks and jobs in the specific occupational area.
    - Explain procedures for documenting and reporting hazards to appropriate authorities.
    - Identify and describe potential consequences for non-compliance with appropriate health and safety regulations.
    - Identify and list contact information for appropriate health and safety agencies and resources.
    - Demonstrate safe dress and use of relevant safety gear, personal protective equipment (PPE) and ergonomics, e.g., wrist rests, adjustable workspaces, equipment, gloves, proper footwear, earplugs, eye protection and breathing apparatus.
    - Demonstrate appropriate safe body mechanics (including appropriate lifting techniques and ergonomics)
    Describe First Aid procedures for potential injuries and other health concerns in occupational areas.
    - Describe the need for emergency preparedness and an emergency action/response plan.
    - Describe procedures used to handle emergency situations, defensive measures and accidents, including identification, reporting, response, South Carolina Department of Education – CATE Graphic Communications Standards | Rev. May 2016 evacuation plans and follow-up procedures.
    - Demonstrate safety practices in specific occupational areas used to avoid accidents.
    - Describe fire protection measures and precautions and response procedures.
  • Anticipatory set or lesson opening (to activate students` prior learning or draw student interest or involvement)Can anyone name something dangerous about printing?
    Does anyone know what a cutter is?
    Does anyone know how to print a business card?
    Would anyone like to know what‘s dangerous in this shop before we go in there?

  • Direct InstructionThe direct instruction for this lesson will minimal and will mainly consist of me introduce the next strategies and prompts as well as me going through the health and safety regulations that apply to ergonomics and calling on students during Read Alouds and projector-based instruction.
  • Guided PracticeI will go through the health and safety regulations for computers with students like how to sit properly to avoid back aches and carpal tunnel, and how to take breaks when needed from the computer screen to avoid eye injury.

    We will perform a Read Aloud in order to go over and learn the Right-To-Know Laws.

    I will show on the projector where, why, and how to identify and list contact information for appropriate health and safety agencies and resources. Students will be able to search on Google themselves.





  • Independent Practice/Differentiated ActivitiesStudents will perform a Partner read to explain procedures for documenting and reporting hazards.

    Students will be presented an article that discusses how to identify and describe potential consequences for non-compliance with appropriate health and safety regulations. They will independently read and take notes and then do a Think, Pair, Share
  • Reflection on Employability SkillsAll the skills and health and safety regulations learned in this lesson are vital for basic employability skills. Students need to know this basic background knowledge on how to identify health and safety regulations or else they might create an unsafe environment for themselves and they‘re coworkers in a print shop or graphic design environment. I will stress how safety is the most important and necessary skill for any employer.
  • Lesson ClosureThe lesson will close with a simple and general Google Form Quiz:

    1. Explain the Right-To-Know Laws
    2. How would you document and report a chemical spill?
    3. What could happen to an employee who doesn‘t follow the appropriate Health and Safety regulations?
    4. Find the contact information for who to call if the Cutter breaks.
    5. What is one thing you learned that surprised you today?
  • Summative/end of lesson assessmentThe end of lesson assessment will be the students responses to the lesson closure Quiz. Also throughout the rest of the week, I will continue to ask students questions to see if they understand. I will also be able to see if they are dressed properly and sitting properly.
  • References / Resources / Teacher Preparationhttps://ed.sc.gov/instruction/career-and-technical-education/programs-and-courses/career-clusters/arts-av-technology-and-communications/graphic-communications-2-3-4/

    Graphic Communications The Printed Image by Z.A. Prust

    Offset Lithographic Technology by Kenneth F. Hird

Lesson #2 | Equipment Specific Safety

  • Lesson Plan 2 TopicEquipment Specific Safety
  • Lesson Plan 2 Objectives- Identify, describe and apply health and safety regulations that apply to specific tasks and jobs.
    - Demonstrate appropriate workspace cleaning, sanitation, disinfection and sterilization procedures required in specific occupational areas, e.g., Workplace Housekeeping OSHA Regulations.
    - Locate emergency equipment, first aid kit, SDS information directories and emergency action/response plan/escape routes in your lab, shop and classroom, including labels and signage that follow OSHA Hazard Communication Program (HAZCOM), eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, telephone, master power switches and emergency exits.
    - Demonstrate the safe use, storage, and maintenance of every piece of equipment in the lab, shop and classroom, e.g., the OSHA Lockout/Tagout Program (LOTO).
    - Describe safe practices and procedures when working with and around electricity (e.g., ground fault circuit interrupter and frayed wiring)
  • Anticipatory set or lesson opening (to activate students` prior learning or draw student interest or involvement)Who has an iPhone?
    Who has a TV?
    Who has a Laptop?
    Who`s ever slouched in their seat at school?
    Who wants to hear about something dangerous?
  • Direct InstructionThe direct instruction for this lesson will be me identifying and teaching how to use each machine/piece of equipment and identifying the health and safety regulations needed for each.

    For example..."This is the cutter. Does anyone know what the cutter does? Right, it cuts paper. You see this blade here? This is a very sharp blade...."

    I will run through detailed descriptions and functions of each machine and show how to use the machine safely.
  • Guided PracticeRight after showing each machine, I will have students use each machine along with me by their side guiding them through it.

    For example, "Ok, let`s try it ourselves. Everyone take a stack of paper on the table behind you and line up to use the cutter. I will be right here next to you to help you use it. Remember to use good safety skills and when you`re not using the cutter, make sure to stand behind this line."

    "Ok now we`re all going to try the folder. Grab a sheet from the pile on the right and line up to fold our Waltham High Schoo brochures. You can keep them when you`re done. Remember, if you have baggy or loose clothing or jewelry, you won`t be able to use the folder and that will affect your grade for the day"
  • Independent Practice/Differentiated ActivitiesNext student swill be provided with a worksheet that has pictures of all the equipment and machines in the shop. On this worksheet they will have to identify the machine name, the brand, the serial number, the model number, and the contact information. Students will be able to walk around the class with this worksheet and a writing utensil and write down there answers as they go.
  • Reflection on Employability SkillsAll print shops and graphic design companies include at least the majority of the equipment and machines that students will learn about in this lesson. This is perhaps the most important lesson of the unit and possibility of the class in general, as basic knowledge and use of the equipment and machines is how students will hopefully become future employees. You can`t get hired if you don`t know what to do.
  • Lesson ClosureThe lesson will end with anExit ticket through Google forms where students will perform a 3-2-1. They will write in paragraph form 3 things they learned, 2 things they have questions about, and one thing they want me to know or be informed about.
  • Summative/end of lesson assessmentThe end of the lesson assessment will be me reading through their 3-2-1 responses, asking questions throughout the lesson, and seeing how students perform with each machine. This will be reinforced throughout the unit and the class as a whole as students illustrate their knowledge of each machine by using them correctly and safely. Students will be able to create the Room exit plan digitally and then print out and finish safely and successfully at the end of the unit.
  • References / Resources / Teacher Preparationhttps://ed.sc.gov/instruction/career-and-technical-education/programs-and-courses/career-clusters/arts-av-technology-and-communications/graphic-communications-2-3-4/

    Graphic Communications The Printed Image by Z.A. Prust

    Offset Lithographic Technology by Kenneth F. Hird

Lesson #3 | Safety Data Sheets and Chemicals

  • Lesson Plan 3 TopicSafety Data Sheets and Chemicals
  • Lesson Plan 3 ObjectivesStudents will be able to...
    - Identify, describe and demonstrate the effective use of Safety Data Sheets (SDS).
    - Read and interpret chemical, product and equipment labels to determine appropriate health and safety considerations.
    - Demonstrate safe dress and use of relevant safety gear, personal protective equipment (PPE) and ergonomics, e.g., wrist rests, adjustable workspaces, equipment, gloves, proper footwear, earplugs, eye protection and breathing apparatus.
    - Locate emergency equipment, first aid kit, SDS information directories and emergency action/response plan/escape routes in your lab, shop and classroom, including labels and signage that follow OSHA Hazard Communication Program (HAZCOM), eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, telephone, master power switches and emergency exits
    - Apply and practice safe handling of recycle hazardous, flammable and combustible materials, according to EPA, OSHA and product specifications
  • Anticipatory set or lesson opening (to activate students` prior learning or draw student interest or involvement)I will utilize the writing strategy Quick Writes to have students respond to the following questions

    Please write what you think a Safety Data Sheets might be.

    Graphic communications heavily involves printing. What chemicals do you think might be used in a print shop?

    What might be dangerous about chemicals in a print shop?

  • Direct InstructionMy direct instruction will be introducing the prompts and strategies used to helped perform the guided practice and individual activities.
  • Guided PracticeI would then utilize talk and turn and allow students to discuss their answers to the Quick Write questions with their classmates around them.

    After they finish up I will have students perform a Stop and Jot while I read an excerpt from Graphic Communications The Printed Image that defines what Safety Data Sheets are and lists chemicals that are used in the industry.

    I will have students then perform another talk and turn to discuss the same questions to see if they or their classmates learned anything.
  • Independent Practice/Differentiated ActivitiesI will then pass out the excerpt that I just read to every student (or have it on Google Classroom) and I will give the students time to read it on their own.
  • Reflection on Employability SkillsSafety Data Sheets need to be understood by every student who wants to get employed in Graphic Communications. Also, the chemicals we learn are important in order to perform the jobs required in a print shop or graphic design position.
  • Lesson ClosureThe lesson will close with breaking student into two big groups. One group will write their own definition of what Safety Data Sheets are. They other group will write what chemicals are used in Print Shop and what its uses and safety techniques are. After completing this section, students will get into groups of 4 (2 from the Safety Data Sheets group and 2 from the Chemicals group) and they will write a paragraph on what Safety Data sheets are, why the are important, and 3 chemicals used in a print shop, what they`re used for, and why they might be dangerous.
  • Summative/end of lesson assessmentThe final paragraphs that each group writes will be shared out loud with the class. The knowledge portrayed within these paragraphs as well as me going through each students previous answers and performance will serve as a way for me to assess if they actually learned what they were supposed to.
  • References / Resources / Teacher Preparationhttps://ed.sc.gov/instruction/career-and-technical-education/programs-and-courses/career-clusters/arts-av-technology-and-communications/graphic-communications-2-3-4/

    Graphic Communications The Printed Image by Z.A. Prust

    Offset Lithographic Technology by Kenneth F. Hird

Lesson #4 | How to respond to dangerous situations: A Fire

  • Lesson Plan 4 TopicHow to respond to dangerous situations: A Fire
  • Lesson Plan 4 Objectives- Identify, describe and apply health and safety regulations that apply to specific tasks and jobs.
    - Locate emergency equipment, first aid kit, SDS information directories and emergency action/response plan/escape routes in your lab, shop and classroom, including labels and signage that follow OSHA Hazard Communication Program (HAZCOM), eyewash stations, shower facilities, sinks, fire extinguishers, fire blankets, telephone, master power switches and emergency exits
    - Explain procedures for documenting and reporting hazards to appropriate authorities.
    - Identify and describe potential consequences for non-compliance with appropriate health and safety regulations.
    - Identify and list contact information for appropriate health and safety agencies and resources.
    - Describe the need for emergency preparedness and an emergency action/response plan.
    - Describe procedures used to handle emergency situations, defensive measures and accidents, including identification, reporting, response, South Carolina Department of Education – CATE Graphic Communications Standards | Rev. May 2016 evacuation plans and follow-up procedures.
    - Describe fire protection measures and precautions and response procedures.
  • Anticipatory set or lesson opening (to activate students` prior learning or draw student interest or involvement)I will use an essential question to start the class...
    "How to we exit this classroom if there`s a fire in the school?"
    "How will we exit the school?"
    "Where will we go once we`ve exited the school?"
  • Direct InstructionMy direct instruction will consist of explaining exactly where to go when the fire alarm goes off. I will also be explaining how to do the strategies and prompts used in the lesson.
  • Guided PracticeWe will all stand up and actually walk through where exactly we would go from our specific classroom if the fire alarm goes off. Students will be able to exit the classroom in a controlled environment to see exactly where to go for fire drills or hopefully not a real fire.

    I will go through the picture that shows how to Exit the classroom on the projector. I will also explain how The "Exit sign" and the "Exit Plan" are two clear examples of how important Graphic Communications is.
  • Independent Practice/Differentiated ActivitiesStudents will create their own Fire Exit plans (possibly digitally, but at this point probably just by hand). I will explain to them to be as creative and interesting as possible. These are fun Fire Exit plans, as long as they demonstrate correctly how to exit the school from this classroom.
  • Reflection on Employability SkillsI will let students know that every print shop will have a Fire Exit and a Fire Plan posted somewhere for employees to see and that it is essential to be able to easily read these in order to be able to safely exit and avoid injury or possibly death.
  • Lesson ClosureThe lesson will close with all or most students standing up and presenting their Fire Exit Plan poster to the classroom. This will be fun to see how creative students are.
  • Summative/end of lesson assessmentStudents will pass in their posters as class comes to an end and I will be able to assess if they clearly understood how to exit through each students Fire Exit Plan poster.

    I will used to attached rubric to assess each student
  •  

    View/Download File: Rubric

  • References / Resources / Teacher Preparationhttps://ed.sc.gov/instruction/career-and-technical-education/programs-and-courses/career-clusters/arts-av-technology-and-communications/graphic-communications-2-3-4/

    Graphic Communications The Printed Image by Z.A. Prust

    Offset Lithographic Technology by Kenneth F. Hird

Lesson #5 | Graphic Communications History and Responsibility

  • Lesson Plan 5 TopicGraphic Communications History and Responsibility
  • Lesson Plan 5 ObjectivesStudents will apply Graphic Communications knowledge and skills in everyday practice.
    Students will be able to describe how graphic communications started.
    Students will analyze what modern day graphic communications looks like and what it might look like in the future.
    Students will analyze and describe the immense responsibility of graphic communications including propaganda, the dangers of spreading false news, and the dangers of taking advantage of the actions like unlawfully printing money.
  • Anticipatory set or lesson opening (to activate students` prior learning or draw student interest or involvement)What is Graphic Communications?

    Does anyone like money?
  • Direct InstructionMy direct instruction will be very minimal for this lesson. It will mainly consist of a long session of back and forth guided practice will the students, asking them questions, and helping them see that Graphic Communications is everywhere and is the only way humans can record history. I will then go through explaining to students how to go about completing their independent work of reading an excerpt from "The Pocket Pal"
  • Guided PracticeI will start with the activator question, "What is Graphic Communications?" I will go through some answers and then I will explain in detail and will numerous examples of what Graphic Communications is. For example, "Look at your shirt. Does it have a logo? That‘s communication through graphics. Look around the room what do you see. How do you know where to exit? That‘s all Graphic Communcations"
    Then I will go onto describe in short and with some examples on my projector some of the machines used in the Print Shop that help create the Graphic Communication examples we all see today.
  • Independent Practice/Differentiated ActivitiesStudents will read and excerpt from "The Pocket Pal" Third Edition Revised and Reprinted on their own. They will then write ten facts they learned in the excerpt on a Google Form link I will provide.
  • Reflection on Employability SkillsThis is the most important lesson in the whole unit and possibly the whole class. This is the lesson where I can show students just how important Graphic Communications is in the world. This is the unit where kids can be inspired to work in the Graphic Communications field. The lessons learned here will help students gain knowledge and passion for Graphic Communications which in turn is the number one most important thing to being a good worker and having good employability skills.
  • Lesson ClosureThe lesson will closed with a Think, Pair, Share. I will write the question "What is Graphic Communications?" and the students will having to write a solid answer/definition that includes multiple things we learned in the lesson.
  • Summative/end of lesson assessmentThe assessment will be the students` closing answers to the question "What is Graphic Communications". I will also be asking them multiple questions throughout class in order to assess if the students truly understand what it is.
  • References / Resources / Teacher Preparationhttps://ed.sc.gov/instruction/career-and-technical-education/programs-and-courses/career-clusters/arts-av-technology-and-communications/graphic-communications-2-3-4/

    Graphic Communications The Printed Image by Z.A. Prust

    Offset Lithographic Technology by Kenneth F. Hird

Recommended Strategies / Instructional Techniques

  • Reading StrategiesThroughout this lesson and unit I will utilize the following reading strategies
    -Word Wall
    -Sentence Frames
    -Partner Reading
    - Think, Pair, Share
    - Me reading out loud in class
    - Key words/vocabulary review
  • Multimedia/Visual Strategy (f.e. slides)I love utilizing Youtube videos to students and especially visual learners really understand what I‘m saying.

    How to/How it works videos...

    OSHA Safety Signs: https://www.youtube.com/watch?v=7KI-jBbSxTU

    How to use correct ergonomics at a computer desk: https://www.youtube.com/watch?v=K88q_oEwRS8

    How to use the Cutter: https://www.youtube.com/watch?v=RgAAZLH-28M

    How a Hamada Offset Press works: https://www.youtube.com/watch?v=eZTi5zmd9U4

    How to use a binding machine: https://www.youtube.com/watch?v=1wCMdxihR5U

    How to use the Laminator: https://www.youtube.com/watch?v=4zliTEg6xNQ

    How to pad paper: https://www.youtube.com/watch?v=4Z7UoKEdmag


    I will also have the Unit Plan and the daily Lesson plan displayed on a wall in the classroom along with the Word Wall for the whole unit.
  • Graphic organizers or handoutsGoogle Classroom with serve as the Graphic Organizer for this class. Just me simply posting lessons, graphics, and Quizzes, etc in Google Classroom in the order we go through in class, serves as an excellent Graphic Organizer.
  • Writing StrategiesWriting strategies will include:
    - Sentence frames
    - Quick writes
    - And writing in paragraph form in order to answer the lesson closure Quiz
  • Speaking and Listening StrategiesStudents will be listening to me, the instructor, at the beginning of the class, the will be raising their hands to respond to questions asked, and they will be listening to their classmates as the respond to questions. Think, Pair, Share is also a strategy to allow speaking and listening.
  • Family: Any opportunities to involve parent/guardians and other family members in this project?Will will heavily discuss Covid-19 and how safe we need to be regarding that as well. I will let students know family comes first and if you or anyone in your family feels sick or is uncomfortable please let me know.
  • Virtual/Remote Teaching StrategyAll of this info (each machine and their functions/health and safety, the key terms, the word wall, etc.) will all be available on Google Classroom through posts and graphics I have made that I will attach to the classroom.

    I will also have worksheets for students to identify each piece of equipment in the shop.

    Google Forms will be used heavily for writing prompts such as Quick Writes, Reflection responses, and Quizzes.

Activity Sheets

  • Intro to Offset Press

    Main Idea: Familiarization with press systems



    Essential Questions:



    1. Are all systems the same on different presses?



    2. What are some of the similaritieson different makes and models?



    3. Which systemis the most important to set up and why?



    4. What are some safe precautions that need to be taken when using or around the press?



     



    Learning Outcomes



    Students will explain safety issues related to press. This will be evidence by performing daily press checklist and identifying press safety features.



    Students will identify parts and press systmes. This will be evidenced by producing and labelling diagrams of press systems and parts.



    Students will perform set up and operation of press. This will be evidenced by setting up the press for operation to include mixing fountain solution and inking press and making adjustments for various substrates.



    Students will explain the process of wash-up, lubrication and maintenenance. This will be evidenced by performing end of job and end of day clean up procedures.



     



     


  •  /project760_1237/Intro_to_Offset_Press_and_Duplicators.png/project760_1237/Intro_to_Offset_Press_and_Duplicators.png
  • How to Use a Fire Extinguisher

    Please see attached


  •  /project760_1237/How_to_Use_a_Fire_Extinguisher.png

Tags = Graphic Communication | Subject = CVTE | Grade Level = HS | Time Period = School Year | Program/Funding = | Externships-2020 |
Direct website link to this project: http://ContextualLearningPortal.org/contextual.asp?projectnumber=760.1237