Name of Learner:_______________________________________________________________________

Grade Level:___________________________________________________________________________
Section:_______________________________________________________________________________
Date:_________________________________________________________________________________

Prepare Materials, Tools, and

Equipment for Nursery Work
Quarter 3- Learning Activity Sheet
(LAS) for Grade 9
 Name of Learner:_______________________________________________________________________
Grade Level:___________________________________________________________________________
Section:_______________________________________________________________________________
Date:_________________________________________________________________________________

LEARNING ACTIVITY SHEET IN TECHNOLOGY AND LIVELIHOOD EDUCATION-9

I. Background Information for Learners:

This Learning Activity Sheet is all about OHS Hazards, Risks and Its’ Controls.This module
contains activities for you to complete and cover the knowledge, skills and attitudes required to
complete the competency: PREPARE MATERIALS, TOOLS AND EQUIPMENT FOR NURSERY
WORK, one of the modules in the Core Competencies for Agricultural Crop Production NC I.

What is hazard?

Hazards are any things that can harm workers. There are health hazards and safety hazards.

Health Hazards

Think of a health hazard as any agent, situation or condition that can cause an occupational
illness. There are five (5) types (look for each type during inspection):

1. Chemical Hazards, such as battery acid, solvents and pesticides.

2. Biological Hazards, such as bacteria, viruses, dust and molds. Biological hazards are often called
“biohazards” (e.g., animal borne disease, moldy, tetanus).
3. Physical Agents (energy) strong enough to cause harm, such as electric currents, heat, light, vibration,
noise and radiation.
4. Work Design (ergonomic) hazards, such as lifting, moving or repositioning of heavy loads.
5. Workplace stress, such as stress associated with work shifts, work load and harassment

A Health hazard may produce serious and immediate (acute) effects, or cause long term
(chronic) problems. All or part of the body may be affected. Occupational illnesses occur when someone
is exposed to a chemical or biological substance, a physical agent or other stressors that can harm them.
Someone with an occupational illness may not recognize the symptoms immediately. For example,
noise-induced hearing loss is often difficult for victims to detect until it is advanced and irreversible.

Safety Hazards

A safety hazard is anything that could cause a physical injury, such as cut or fracture. Safety
hazards cause harm when safety hazard controls are not adequate. Remember to check the adequacy of
controls during your inspections.

Using the following steps is practical and effective way of controlling hazards. It can work for
a ‘’formal’’ or “informal” inspection. The steps are:
* Spotting known and potential hazards
* Assessing or identifying the risks of these hazards and
* Making the changes that will eliminate or control the hazard.

Step 1: Spot the hazard

A hazard is any situation, activity, procedure, equipment or animal that could harm someone.
When spotting hazards, focus on all farm tasks, equipment and substances. When listing hazards use:

*Common sense

*Information from past accidents, near accidents and other experiences

*Information from your family, employees, neighbors

*Product literature and information from suppliers

Step 2: Assess the risk

Next, determine the risk of harm for the hazard(s) you’ve spotted. The risk of harm is the chance (or
like hood) that the hazard will actually harm someone. Risk assessment mainly depends on two factors:

* The like hood of an accident - Is it likely or unlikely to occur?

* The severity of the accident - Could it cause death, serious injury or minor injury?

* To assess the risk of a hazard hurting someone, ask questions like:

- How many people come in contact with the hazard?

-How often?

- How seriously could someone be harmed?

- How quickly could a dangerous situation come up if something goes wrong?

This will help you decide which hazard should be taken care of immediately. Also, you can use this
information to help you decide what to inspect, when to carry them out and how often.

The risk also depends on factors such as the physical and mental abilities of the individual, the weather
terrain and how the equipment is used.
Step 3: Make the Change

There are several ways to control hazards. Pick the way(s) that’s reasonable and practical for the
circumstance you face.

1. Eliminate hazard posed by equipment, animals, and environment if at all possible. You could, for
example, get rid of faulty machine, sell a bull that is difficult to handle, put hilly terrain into pastureland
rather than cultivate it.

2. Substitute something safer by using a different machine, material or work practice that poses less risk
to perform the same task. For example, you could substitute a safer chemical for a hazardous chemical
or always use your safer tractor in steep terrain to minimize the risk of rollover.

3. Use engineering/design controls when it’s not possible to eliminate hazards or substitute safer
materials or emergency. PTO and auger guards, rollover protective structures (RORPS) and brake locks
are good example of blocking controls used in farms. Design controls that isolate the worker/family
from the hazard including childproof locks on pesticide sheds, fenced safe play areas away from
immediate work environment and locating grain bins away from electrical lines.

4. Protecting the workers if other controls are inadequate. Protect workers through training supervision
and personal protective equipment. For example, you should supervise new workers until you’re sure
they’re competent to deal with hazardous situation. Use and provide proper clothes and masks for
handling Dangerous chemicals or biohazards.

5. Ensure someone at the worksite is trained in giving first aid.

II. Learning Competency with Code: At the end of the lesson the student will be able to:

Provide nursery support according to OHS requirement workplace information

Identify and report OHS hazards to the authority based on OHS requirements and
company reporting procedures

III. Directions/Instructions:
• Follow the directions and/or instructions in the activities and exercises diligently and Answer
all the given tests and exercises.

IV. Exercises/Activities:
Exercise #1: On the table below, cite an example of hazards in nursery work. Make your own
hazard control system by following the steps:

Example of Nursery Step 1. Spot the Hazard Step 2. Assess the Risk Step 3. Make the
Work Hazard Change
1.

Exercise #2: PERFORMANCE TASK (PRACTICUM )

 In your own locality (backyard garden/ farms/ nursery farms ). List some possible hazards that
always happen to you or a known farmer and the preventive measures how to control such hazards.

Examples of hazards Causes Preventive Measures

1.

2.

3.

4.

5.

Exercise #3: Look for types of hazards that were arranged in diagonal, horizontal or vertical direction.
How many can you find?

O B E L E C T R I C A L E T
T I I L A I C E E H P L D E
H B C O A L A I C T C F I A
E W K R L K C I L I H E F J
F T N P Y O A M X W E A A D
K R I H R M G E C I M S N F
F I O Y D F S I E M I K E E
N E I S O C E R C Y C L I R
E K J I L A I C B A A O O S
D M E C H A N I C A L B E E
O O L A I C O S O H C Y S P
S I W L P E E K A M S O P S
V Y R E E F C N I I N G L P

V. Rubric for Exercise #1:

Evaluation:
Your work will be evaluated using the following criteria:
1. Potential hazard are properly identified 50%
2. Suggestions are made to reduce risk 20%
3. Potential victims are properly identified 20%
4. Report is properly made 10%

VI. Reflection:
1. I Learned that ….
2. I enjoyed most on …

3. I want to Learn more on …

III. Answer Key:

Exercise #1 (Answers may vary)

Exercise# 2 (Answers may vary)

Exercise#3:

O B E L E C T R I C A L E T
T I I L A I C E E H P L D E
H B C O A L A I C T C F I A
E W K R L K C I L I H E F J
F T N P Y O A M X W E A A D
K R I H R M G E C I M S N F
F I O Y D F S I E M I K E E
N E I S O C E R C Y C L I R
E K J I L A I C B A A O O S
D M E C H A N I C A L B E E
O O L A I C O S O H C Y S P
S I W L P E E K A M S O P S
V Y R E E F C N I I N G L P
IV. References for Learners:

 Agricultural Crops Production NC I Competency Based Learning Materials

 https://www.hse.gov.uk/toolbox/manual.htm

 https://www.proprofs.com/quiz-school/story.php?title=manual-handling-quiz

 https://sielearning.tafensw.edu.au/toolboxes/TurfMgmt/html/pages/office/occupational_healt
h/manual_handling.html

 https://www.google.com/url?sa=i&url=https%3A%2F%2Fukindustriestraining.co.uk%2Fma
nual-handling-training%2F&psig=AOvVaw0QxVdk-
YoiuMQgsHbuCDH9&ust=1590619858116000&source=images&cd=vfe&ved=0CAIQjRxq
FwoTCIjtoaLQ0ukCFQAAAAAdAAAAABAT

 https://www.highspeedtraining.co.uk/hub/manual-handling-quiz/

Prepared by:

MERVIN L. TOMAS
Subject Teacher