Module 5: Safety and Health at Work

Facilitator’s Manual

MYDev Life Skills Curriculum

An Adaptation of EDC’s Work Ready Now! Curriculum
Module 5: Safety and Health at Work Facilitator’s Manual

Module 5: Safety and Health at Work

“Ang kaligtasan ay dapat pinaghahandaan”
Safety doesn’t happen by accident.

Safety and Health at Work Objectives

By the end of the module participants will:

 Describe the importance of good personal care and healthy habits at work
 Do proper hand-washing techniques
 Identify unsafe situations that could harm people while on the job
 Identify ways to prevent accidents and getting sick at work
 Respond appropriately if there is a safety hazard, an accident or an emergency at work

Module Overview

Activity Time
 Session 1: Positive Health and Safety Practices 5 hr 50 min
1: Introductory Activity and Learner’s Reflection 1 hour 35 min
2: Healthy Hygiene & Sanitation Practices 50 min
3: Proper Hand-washing Techniques 50 min
4: Hazards in the Workplace and Application 1 hour
5: Ways to Make Work Safer and Application 1 hour 35 min

 Session 2: Emergencies at Work 1 hr 50 min

6: Introductory Activity 35 min
7: Responding to Emergencies 40 min
8: Module 5 Review and Assessment 35 min

Total Time: 7 hr 40 min

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Module 5: Safety and Health at Work Facilitator’s Manual

Module 5 Materials and Preparations

 Basic training materials: manila paper, markers, tape, chalk.
 Make sure participants have their Participant’s Handbook available.

Session 1:
 1 paper ball
 Learner’s Reflection
 Review main concepts from previous module
 Prepare a manila paper with the proverb (below) to discuss with learners.
 (optional) Identify and gather existing health education materials from the Department
of Health and different institutions.
 Handout 5.1: Habits for Good Health
 Handout 5.2: Healthy Hygiene and Sanitation Practices
 Set up 3 stations around the room, with the information in the “How To Box” (found in
Handout 5.2) for each station.
 Make a sign with manila paper for each station – Germs be Gone!, Let’s Eat!, and Water
and Waste!
 Place the information and materials needed for each group at different stations (use real
materials that you can easily find such as basin, soap, water, handkerchief, cloths to wipe
tables, – make it as real as possible!).
 Handout 5.3: Proper Way of Washing Hands
 Prepare venue for hand washing activity and the needed soaps and hand towels
 Using manila paper, make a large chart with four columns. The headers for each column
should be: Safety, Chemical, Biological, Other
 Review preparation steps before the activity
 Handout 5.4: Hazards in the Workplace
 Handout 5.5: Find a Hazard
 Create 3 signs with the headings: Remove the hazard, Improve work policies and
Procedures, Use protective clothing and equipment.
 Become familiar with the types of hazards and stories in Handout 5.6: Controlling Hazards
 Handout 5.7: Finding Solutions to Hazards

Session 2:
 Review the topics in the previous session
 Scissors, box
 Photocopy Facilitator Tool 5.A: Q&A on Emergencies and Disasters and cut out the
questions and answers separately. Paste the “disaster questions” on the manila paper
and post it on the wall. Fold the answers and put them in a box.
 Review topics covered in the module.
 Make three signs with the headings: “START”; “TRUE”; “FALSE”.
 Review true/false questions before the activity.
 Make 1 copy per participant of the End-of-Module Assessment

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 Module 5: Safety and Health at Work Facilitator’s Manual

SESSION 1: POSITIVE HEALTH AND SAFETY PRACTICES

Activity 1: Introductory Activity1

 Objectives - By the end of the activity, participants will be able to:
a. Review the main concepts of the previous module (Module 4: Work
Habits and Conduct)
b. Identify the main concepts of Module 5
c. Share prior experiences and knowledge regarding workplace safety
d. Identify important health practices in the workplace
e. Assess personal health
 Time Required: 1 hour 35 minutes
 Methodology: small group work, jingle/song development, large group discussion
 Materials and Preparation:
 1 paper ball
 Learner’s Reflection
 Review main concepts from previous module
 Prepare a manila paper with the proverb (below) to discuss with learners.
 (optional) Identify and gather existing health education materials from the
Department of Health and different institutions.
 Handout 5.1: Habits for Good Health

Steps:

1. Welcome learners to module 5 and quickly review the main content from the previous
module. Ask the learners to form one big circle. Tell them to join hands and to follow
your instructions to either “jump in”, “jump out”, “jump to the left” or “jump to the
right”. The person who fails to follow the given instruction will have to give an
example of things he or she learned about Work Habits and Conduct (what it means):
filling up a bio-data and writing an application letter, processes and tips during a job
interview, workplace behaviors and attitudes, and time management.
Ask participants to think about the proverb found at the beginning of Module 5: “Ang
kaligtasan ay dapat pinaghahandaan” (Safety doesn’t happen by accident). What is
the meaning?
(30 min)

1
Some of the materials in this Session are adapted from the EDC-­‐developed workplace safety and health curriculum for
young people in the United States, Youth@Work: Staying Safe

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Module 5: Safety and Health at Work Facilitator’s Manual

Explain that this module will focus on Health and Safety at Work. Ask them what they
think the relevance is between the proverb and the module. How does it relate to real
life? The first session will cover good practices to stay healthy and safe at work. State
the main Key Topics of this session (below).
(5 min)

Key Topics 
• Healthy habits
• Hygiene and sanitation at work
• Hazards in the workplace and ways to make work safer

2. Have learners take the Learner’s Reflection in their Participnat’s Handbook. Explain
that this is not a test but is a way to see what they already know or do not know about
the topics.
Explain the meaning of each column (1, 2, 3, 4). Tell them that you will read a few
statements. For each statement they need to check the column that best describes
them. Stress the importance of answering honestly and independently.
Read one statement at a time and allow time for learners to think of an answer.
(15 min)

3. Ask a few learners to share

whether or not they (or someone Facilitator Tip 
they know) experienced some
health/safety hazards. Ask them If additional time is available, another way
to CLAP if their answer is YES, and to do this activity would be to use existing
stay quiet if their answer is NO. health education materials from the
Department of Health. A number of pictures
Have you or anyone you know or posters could be given to participants and
ever: then they could identify the healthy habit
associated with it. Following that, they could
a. Gotten sick from spoiled or do the assessment of their own health
unclean food, either at home habits.
or in a restaurant?
b. Been injured while working?
c. Been afraid about a task you’ve been asked to do at work?
Ask, what happened? How did that happen?
Explain that most of the people experienced or know someone who experienced health
or safety hazards at work.
(15 min)

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Module 5: Safety and Health at Work Facilitator’s Manual

4. Explain that we will start by thinking about the ways in which we stay healthy. We will
look at some of the good habits that keep us healthy.
Form 3 groups and ask them to read the list of 1-14 health habits in Handout 5.1:
Habits for Good Health in their Participant’s Handbook – they do not need to
complete the table yet. Assign each group some health habits for them to discuss.
Group 1: habits 1 – 5,
Group 2: habits 6 – 10,
Group 3: habits 10 – 14
The groups will discuss the health habits assigned to their group and create a brief
song or jingle to communicate those health habits. They have 10 minutes to prepare a
song.
Have each group present their song or jingle. While the other groups listen to the
song, they should compare the song with the list of health habits in Handout 5.1.
(20 min)

5. Ask participants to
complete the assessment
in Handout 5.1 in their
Participant’s Handbook,
for their own reflection.
There are no wrong
answers. As they
complete the assessment,
they should think about:
Do any health habits
surprise me? Is any
healthy habit missing in
this list?

Explain that the idea is for

learners to reflect on the
health habits that they
already practice and the ones that they need to get better at. Healthy behavior is a
very large topic, one that we could spend the whole course exploring. There may be
additional opportunities to participate in more health‐related learning activities
through the Mindanao Youth for Development (MYDev) Program.
(10 min)

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 Module 5: Safety & Health at Work Facilitator’s Manual

Learner’s Reflection: Module 5 Safety and Health at Work

This is not a test but is a way for us to see what you already know or do not know about the topics. I will read a
skill that is listed in the left column. Think about yourself and your experience. I will read the statements across
the top. Check the column that best represents your situation. The results will guide me in helping you learn
more about this topic.

Ang mga katanungan dito ay hindi test. Ito ay isang paraan upang malaman natin ang inyong kaalaman, kasanayan
o kakayahan tungkol sa paksang ito. Lahat ng inyong mga kasagutan ay ating tatanggapin.

Babasahin ko ang bawat tanong. Magbalik‐tanaw sa inyong mga karanasan at i-tsek ang sagot na naaangkop
sa inyong sitwasyon. Ang inyong kasagutan ay magiging gabay ko sa pagpapalawak ng inyong kaalaman tungkol
sa paksang ito.

My experience 1 2 3 4
I don’t have I have very I have some I have a lot
Knowledge, skills and abilities
any little experience of
experience experience doing this. experience
Kaalaman, kasanayan at kakayahan doing this doing this doing this
Wala akong karanasan sa Mayroon
Wala akong Kaunting- akong Marami
karanasan kaunti karanasan akong
sa paggawa lamang ang sa paggawa karanasan
nito aking nito sa paggawa
nalalaman nito
sa paggawa
nito

Taking care of my health / Pag-aalaga sa aking

kalusugan
Preventing illness through proper sanitation and
hygiene / Pag-iwas sa sakit sa pamamagitan ng
tamang kalusugan at kalinisan
Identifying potential hazards (things that can
cause harm) on the job /Pagtukoy ng mga bagay
na maaring magdala ng kapahamakan sa lugar
na pinagtatrabahuhan
Preventing common workplace accidents / Pag-
iwas sa mga sakunang karaniwang nangyayari sa
lugar na pinagtatrabahuhan
Knowing what to do if you see a hazard that is
not corrected / May kaalaman kung anong dapat
gawin kapag may nakaambang panganib na
hindi natutugunan

Knowing how to respond in emergencies /

Pagtugon sa panahon ng kagipitan o emerhensya

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Module 5: Safety & Health at Work Facilitator’s Manual

 Handout 5.1: Habits for Good Health

Rate yourself on the following health habits:

HABITS FOR GOOD HEALTH Always Sometimes Never

1. I get enough rest.

2. I try to eat foods that are nutritious for me.

3. I avoid smoking and drinking.

4. I get plenty of exercise.

5. I strive to be clean and keep my

surroundings clean.

6. I take precautions against Malaria and Dengue.

7. I avoid injuries when possible (e.g. wear helmet

when riding motorcycle)

8. I treat minor injuries and illnesses

promptly.

9. I strive to have happy relationships.

10. I avoid gossiping about others.

11. I like to see others do well.

12. I avoid thinking about myself in a negative

way.

13. I strive to look my best.

14. I am optimistic about the future.

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Module 5: Safety & Health at Work Facilitator’s Manual

Activity 2: Healthy Hygiene and Sanitation Practices

 Objectives - By the end of the activity, participants will be able to:
a. Describe the importance of personal and public cleanliness
b. Know how to prevent the spread of illness and contamination at work,
home and community
 Time Required: 50 minutes
 Methodology: large group discussion, small group activities, demonstration
 Materials and Preparation: manila paper, markers, tape
 Handout 5.2: Healthy Hygiene and Sanitation Practices
 Set up 3 stations around the room, with the information in the
“How To Box” (found in Handout 5.2) for each station.
 Make a sign with manila paper for each station – Germs be Gone!,
Let’s Eat!, and Water and Waste!
 Place the information and materials needed for each group at different
stations (use real materials that you can easily find such as basin, soap,
water, handkerchief, cloths to wipe tables, – make it as real as possible!).

Steps:

1. In the last activity, we identified one of the important health habits for workers as
‘striving to be clean and keep my surroundings clean.’ In many workplaces, this is
called ‘hygiene and sanitation.’ ‘Hygiene’ is personal cleanliness and ‘sanitation’ is
public cleanliness.
What can happen if we do not keep ourselves clean? Our communities or workplaces
clean?
(10 min)

2. Have participants count off 1, 2, 3 to form 3 groups. The groups will be called:
Group 1: Germs be gone! (personal hygiene practices)
Group 2: Let’s eat! (food sanitation practices)
Group 3: Water and waste! (clean water and toilet facilities)
Tell participants that they are to go to the station that is labeled with their name.
They are to read through and discuss the “HOW TO” box in Handout 5.2: Healthy
Hygiene and Sanitation Practices in their Participant’s Handbook.
They should use the “HOW TO” box and other materials provided in their stations to
demonstrate how to perform the task/action given to them (examples: demonstrate
hand washing using the basin, soap and water, etc.)
Tell participants that they will have 5 minutes to prepare for their tasks.
(20 min)
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Module 5: Safety and Health at Work Facilitator’s Manual

3. For each group to share, all groups should gather around Group 1 station to observe
their demonstration on healthy hygiene and sanitation practices. Once the
demonstration has been done and briefly discussed, move on to Group 2 station and
listen to the leaders’ explanation on healthy tips on food sanitation practices and then
move on to Group 3 station to listen to their leader’s explanation on clean water and
toilet facilities. Answer any questions participants have on the topics. Summarize the
main message from each station and answer any questions.
(20 min)

 LOW LITERACY ALTERNATIVES 

When participants get into their small groups, they should discuss what
they know about their assigned topic – personal hygiene, food
sanitation and clean water/toilet facilities. If pictures are available on
these topics, use them to help participants understand the healthy
practices associated with the topics. If there is someone in the group
who can read, they can also read the information. Once they have
understood the topics, they can proceed preparing their group task.

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Module 5: Safety and Health at Work Facilitator’s Manual

 Handout 5.2: Healthy Hygiene and Sanitation Practices

STATION # 1: Germs be gone! (Personal Hygiene Practices)

Many illnesses and diseases such as diarrhea and intestinal worms are preventable by safe
hygiene practices. These practices get rid of the germs that cause the illnesses.

What are germs? Germs are very small organisms that can grow in the body and cause
infectious diseases. They can make you sick and are easily transferred. There are, however,
things you can do to help prevent them from getting into your system and making you sick.

HOW TO? How do you help prevent germs from getting you or others sick? One excellent way is
by washing your hands very often.

When do you wash your hands?

 Before eating  Before breastfeeding
 After using the bathroom  Before preparing food
 After touching a sick person  Before and after treating wounds
 After blowing your nose, coughing or  After handling garbage
sneezing
What is the proper way to wash your hands?
1. Wet your hands with running water if possible.
2. Apply liquid, bar or powder soap.
3. Lather well.
4. Rub your hands vigorously for at least 20 seconds. Remember to scrub all surfaces, including the
backs of your hands, wrists, between your fingers & under your fingernails.
5. Rinse well.
6. Dry your hands with a clean or disposable towel or let them air dry.

Top 10 Personal Hygiene Practices for Everyone

1. Daily showers or bath and washing hair
2. Frequently washing hands and face
3. Daily brushing and flossing teeth, regularly after every meal
4. Wearing clean clothes and keeping your surroundings clean
5. Hold a tissue or handkerchief over the mouth when coughing or sneezing, not a bare hand
6. Stopping bad habits such as nose‐picking, touching the face etc.
7. Washing hands before eating
8. Not licking fingers before picking up sheets of paper
9. Not biting nails
10. Washing hands right after you touch your shoes
(Source: http://www.chaimedia.com/list/499.html)

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Module 5: Safety and Health at Work Facilitator’s Manual

STATION # 2: Let’s Eat! (Food Sanitation Practices)

HOW TO? How do we keep food, dishes, and work area clean?

Washing and Cooking Food:

As important as it is to wash one’s hands thoroughly, you also need to wash food off before
eating it so that you do not ingest germs through food. You need to:
 Use a clean water source to wash off fruit and vegetables (as well as a type of
sanitizer) before preparing to eat or serve.
 Cook the food thoroughly to get rid of germs that could be on the food. This can get
rid of a lot of unseen germs.
Remember that food grows in manure and you would rather have these germs removed by
washing and cooking them out.

Washing Dishes and Storing Food

Germs can also be on dirty dishes and cooking pots and pans. So, before and after using the
cooking supplies (including utensils) you should:
 Wash dishes with soap and water (preferably hot water when possible).
 When storing food, try to make sure that it is sealed in a bag (to prevent rats and
cockroaches from getting to it).
 If you see rat droppings in the food, you should throw it out. They carry many
diseases that can make you sick.
 Never consume any bread or other food products with visible mold. The food has
gone ‘bad’ at this point and must be thrown out as it could make you sick.

Keeping Your Work Area Clean

If you are planning to enter the workforce, especially in a restaurant, it is very important to:
 Keep your assigned workstation clean by washing it thoroughly with either a
sanitizer or a soap often throughout your shift. Food is touching your workstation
and can be contaminated by an unclean surface. So cleaning it often will help
prevent germs getting you or customers sick.

*Note: The Department of Health inspects restaurants for hygiene practices, so it is

important that all areas remain clean so your employer will be happy with you and your
work.

In Summary:

Germs, or microbes, come from many different origins (including food itself) and can be kept out
of food by following some prevention techniques:

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Module 5: Safety and Health at Work Facilitator’s Manual

Sources of Microbes Prevention Techniques

Contaminated kitchen Ensure containers and kitchen surfaces are kept
surfaces clean; Keep garbage away from food being
prepared.
Dust Keep surfaces clean.
Insects, rodents and pets Keep them away from food particularly for dry
foods kept outside of refrigerators or freezers,
store in tightly sealed containers.
Dirty hands and dish cloths Wash regularly.
Raw foods Keep foods separate to prevent cross‐
contamination; carefully wash preparation
surfaces and utensils between uses for different
foods.

Take particular care with surfaces and utensils

used to prepare meat and poultry to prevent
potential spread of salmonella.

http://www.eufic.org/article/en/page/TARCHIVE/expid/tips‐good‐hygiene‐practices/

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 Module 5: Safety and Health at Work Facilitator’s Manual

STATION # 3: Water and Waste! (Clean Water and Toilet Facilities)2

Poor water and sanitation can lead to intestinal worms and diarrheal diseases such as cholera,
dysentery and typhoid. Here is a story to show how germs are spread from feces:

One day a man relieved himself in a field behind a house. He had diarrhea. Later a dog sniffed
and tasted the ground around the diarrhea. A small boy played with the dog. The boy fell down
and began to cry. His mother picked him up. He wiped his dirty hands on her dress. The mother
was cooking dinner on the fire. She removed the pot using part of her dress to cover her hands
so she wouldn’t burn herself. The dirt/feces got onto her hands. She served the food to her
family. They ate. A few days later they all had diarrhea.

HOW TO? How do we prevent the spread of germs?

1. Wash hands before and after using the toilet and before handling food.
2. Use a toilet: If there is no toilet, relieve yourself far from water sources and where it
won’t come into contact with animals or people. Cover it with dirt to avoid flies.
3. Use clean and safe methods of preparing and storing food.
4. Keep animals away from food and water sources.
5. Protect water sources and use clean water for drinking and washing.
6. Cover food.

Hygiene and toilets:

 Keep wells and public water places clean. Do not let animals near drinking water, also
keep animals out of latrines and homes (possible hygienic contamination, risk of
spreading of disease)
 Toilets should be at least 20 meters or more away from the water source.
 Over time, one can throw lime, dirt or ashes in the hole to reduce the smell and keep
flies away.
 Make sure your toilet is covered.

Disinfecting Water:

1. Boil water for at least one minute (3 minutes in mountainous regions) and store in
clean containers.

2. Use chlorine to disinfect water. Follow the instructions on the bottle.

2
Information adapted from Conant, Jeff. Sanitation and Cleanliness for a Healthy Environment. The Hesperian Foundation.
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Module 5: Safety and Health at Work Facilitator’s Manual

 Activity 3: Proper Hand washing Techniques

 Objectives - By the end of the activity, participants will be able to:
a. Learn the proper way to wash ones hands
b. Do actual proper hand washing.
 Time Required: 50 minutes
 Methodology: pair work, pictures
 Materials and Preparation: manila paper, markers, tape, soap, hand towel
 Handout 5.3: Proper Way of Washing Hands
 Prepare venue for hand washing activity and the needed soaps and hand towels

Steps:
1. Tell participants that now they will be learning-by-doing on the proper way to wash
their hands.

Ask them to go to Handout 5.3: Proper Way of Washing Hands. Discuss thoroughly
the step-by-step procedure in washing one’s hands. Let learners read each step to
encourage participation.
(20 min)

2. After fully discussing the techniques, group learners in pairs in preparation for the
actual hand-washing. Invite them to the latrines and hand to them the soaps and
towels.

A learner from each pair will demonstrate the proper hand-washing method while
his/her partner checks whether the right steps were followed based on Handout 5.3.

Then, they will switch roles. They do this until all learners have experienced the
proper procedure in hand-washing.

Remind learners that they should religiously follow the proper steps in washing their
hands. That by constant practice, they would develop the habit of always washing
their hands to prevent the spread of germs and diseases.
(30 min)

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 Module 5: Safety and Health at Work Facilitator’s Manual

 Handout 5.3: Proper Way of Washing Hands3

3
Information adapted from Circles of Innovation website :
http://circlesofinnovation.valenciacollege.edu/2014/06/04/clean-hands-save-lives/
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Module 5: Safety and Health at Work Facilitator’s Manual

 Activity 4: Hazards in the Workplace and Application

 Objectives – By the end of the activity, participants will be able to:
a. Identify the main hazards found in workplaces
b. Understand why the situation or substance is hazardous
 Time Required: 1 hour
 Methodology: group discussion, pair work, pictures
 Materials and Preparation: manila paper, markers, tape, cards or post-it notes
 Using manila paper, make a large chart with four columns. The headers for
each column should be: Safety, Chemical, Biological, Other
 Review preparation steps before the activity
 Handout 5.4: Hazards in the Workplace
 Handout 5.5: Find a Hazard

Steps:

1. Tell learners that now they will be thinking about the ways in which people may get
hurt on the job. By the end of the activity, they should be able to identify some of
the main hazards and know why they cause harm.

Explain that some job hazards are very obvious, but others are not. In order to be
better prepared to be safe on the job, it is necessary to be able to identify different
types of hazards. Tell the class that hazards can be divided into four categories:

Safety hazards can cause immediate accidents and injuries. Examples: hot surfaces,
slippery floors.

Chemical hazards are gases, vapors, liquids, or dusts that can harm your body.
Examples: cleaning products or pesticides.

Biological hazards are living things that can cause diseases such as flu, AIDS,
Hepatitis, and TB. Examples: bacteria, viruses, or insects. In the workplace, you can
be exposed to biological hazards through contact with used needles, sick children,
animals, etc.

Other health hazards are harmful things, not in the other categories, that can injure
you or make you sick. These hazards are sometimes less obvious because they may
not cause health problems right away.
Examples: noise or repetitive movements.
(10 min)

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Module 5: Safety and Health at Work Facilitator’s Manual

2. Ask learners to think about places they have worked, or workplaces with which they
are familiar (construction sites, farms, stores, bakery, restaurants, offices, etc.). Have
participants give examples of possible job hazards and say whether each one is a
safety hazard, chemical hazard, biological hazard, or other health hazard. List each
hazard on a manila paper.
Have learners work in pairs and ask them to go to Handout 5.4: Hazards in the
Workplace in their Participant’s Handbook to review the list and discuss with their
partner.
(15 min)

Note to Facilitators: Participants may confuse the effects of hazards with the hazards
themselves. They may mention “cuts” instead of knives, which cause the cuts. The cause is
the hazard and should be listed on the chart. If people give effects rather than causes, ask
them what causes the problem that they mention. This will help later when students discuss
how to eliminate hazards. Your completed chart may include some of this examples. This
sample is found in Handout 5.3 that is also in their Participant’s Handbook.

Safety Hazards Chemical Hazards Biological Hazards Other Health

Hazards
• Hot surfaces • Cleaning products • Viruses • Noise
• Slippery floors • Pesticides • Bacteria • Vibration
• Unsafe ladders • Solvents • Molds • Radiation
• Machines without • Acids • Animals • Heat or cold
protection
• Sharp knives • Mill dust (cassava, • Birds • Repetitive
millet…) movements
• Hot grease • Lead • Insects • Awkward posture
• Unsafe electric • Ozone • Snakes • Heavy lifting
circuits
• Lack of fire exits • Machines without • Poisonous plants • Fast pace of work
protection
• Motor vehicles • Wood dust • Used needles • Harassment
• Cluttered work • Mercury • Stress
areas
• Falling objects • Poor air quality • Areas too dark or
too bright
• Gasoline • Violence

3. Find the hazards in the picture.

Divide the learners into 3 groups. Ask them to go to Handout 5.5: Find the Hazards
in their Participant’s Handbook. They will see 3 different pictures of work scenes.

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Assign each group a picture to look at and identify as many hazards as they can
(either safety or health hazards) and list them down in their notebook.

Tell them they also should think about how each hazard could harm them if they
were working in this workplace. What makes this particular situation or substance
harmful?

Tell learners they will have about 5 minutes to find all the hazards in the pictures
assigned to them and how these hazards could harm people.

After 5 minutes, bring the full group back together. Ask each group to present the
hazards they found in the assigned work scene. What group found more hazards? If
the group misses any hazards, point them out.
(15 min)

Below is a list of hazards that are present in a few of the pictures.

Restaurant
• Hot grill • Steam
• Fire • Hot oven
• Cooking grease • Knives
• Heavy lifting • Slippery floor
• Cleaning chemicals • Pressure to work fast
• Stress

Grocery Store
• Heavy lifting • Box cutter
• Meat slicer • Cleaning chemicals
• Repetitive motion • Bending or reaching
• Standing a lot • Stress

4. Application of Learning:
If your training location is in or near a large facility, or in a neighborhood where there
are small businesses and workplaces, participants may go out in small groups of 3 to 5
to look for potential hazards after today’s session. They can discuss in their groups the
types of hazards they found and possible solutions.

They can write down their observations, both hazards identified and possible solutions,
in their Notebooks.
(20 min)

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Module 5: Safety and Health at Work Facilitator’s Manual

 Handout 5.4: Hazards in the Workplace

Types of hazards:

Safety hazards can cause immediate accidents and injuries. Examples: hot surfaces, slippery
floors.

Chemical hazards are gases, vapors, liquids, or dusts that can harm your body. Examples:
cleaning products or pesticides.

Biological hazards are living things that can cause diseases such as flu, AIDS, Hepatitis, and TB.
Examples: bacteria, viruses, or insects. In the workplace, you can be exposed to biological
hazards through contact with used needles, sick children, animals, etc.

Other health hazards are harmful things, not in the other categories, that can injure you or
make you sick. These hazards are sometimes less obvious because they may not cause health
problems right away. Examples: noise or repetitive movements.

Examples of Hazards in the Workplace:

Safety Hazards Chemical Hazards Biological Hazards Other Health

Hazards
• Hot surfaces • Cleaning products • Viruses • Noise
• Slippery floors • Pesticides • Bacteria • Vibration
• Unsafe ladders • Solvents • Molds • Radiation
• Machines without • Acids • Animals • Heat or cold
protection
• Sharp knives • Mill dust (cassava, • Birds • Repetitive
millet…) movements
• Hot grease • Lead • Insects • Awkward posture
• Unsafe electric • Ozone • Snakes • Heavy lifting
circuits
• Lack of fire exits • Machines without • Poisonous plants • Fast pace of work
protection
• Motor vehicles • Wood dust • Used needles • Harassment
• Cluttered work • Mercury • Stress
areas
• Falling objects • Poor air quality • Areas too dark or
too bright
• Gasoline • Violence

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 Handout 5.5: Find the Hazard

1. Restaurant Kitchen Scene

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2. Grocery Store Scene

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Module 5: Safety and Health at Work Facilitator’s Manual

3. Office Scene

http://cartoonstudio.co.uk/cartoonist-for-hire/health-safety-cartoons-health-safety-cartoon-strips/

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Module 5: Safety and Health at Work Facilitator’s Manual

 Activity 5: Ways to Make Work Safer and Application

 Objectives - By the end of the activity, participants will be able to:
a. Tell three ways (methods) of controlling hazards and staying safe
b. Identify the best ways to address specific problem situations
 Time Required: 1 hour and 35 minutes
 Methodology: large group discussion, pictures
 Materials and Preparation: manila paper, markers, tape
 Create 3 signs with the headings: Remove the hazard, Improve work
policies and Procedures, Use protective clothing and equipment.
 Become familiar with the types of hazards and stories in Handout
5.6: Controlling Hazards
 Handout 5.7: Finding Solutions to Hazards

Steps:
1. Pick one job hazard from the list that the class made during the previous activity. (For
example, you might write “slippery floors.”) Ask the group: How can this workplace
hazard be reduced or eliminated?

Ask them to suggest possible solutions for slippery floors. They might say:
• Put out “Caution” signs.
• Clean up spills quickly.
• Install slip‐resistant flooring.
• Use floor mats.
• Wear slip‐resistant shoes.
• Install grease guards on equipment to keep grease off the floor.
(15 min)

2. Explain to the class that there are often several ways to control a hazard, but some are
better than others. Have participants go to Handout 5.6: Controlling Hazards in their
Participant’s Handbook and hold a class discussion to explain the three main control
methods. Point learners to the signs that state each of the methods for controlling
hazards:

 Remove the hazard

 Improve work policies and procedures
 Use protective clothing and equipment
(15 min)

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3. Choose one more hazard from the last activity and have participants say how each of
these 3 methods can be used to control the hazard.
(5 min)

4. Explain that now we will be using pictures and stories to identify possible solutions
(using all 3 categories) to existing hazards. Do this activity together. Invite participants
to go to Handout 5.7: Finding Solutions to Hazards in their Participant’s Handbook.

Read the first story about the dishwasher aloud and discuss the question:
What solutions do you think might prevent this injury from happening again?

Possible answers include:

Remove the Hazard: Substitute a safer cleaning product. Use disposable pans. Use a
dishwashing machine.
Work Policies: Have workers clean one pan at a time. Give them training about how
to protect themselves from chemicals.
Personal Protective Equipment: Goggles.

Repeat the same process for one more story. Remind them to think of the 3 methods
for reducing hazards (Learners may work on the last stories as additional practice /
homework after this activity.)
(30 min)

5. Application of Learning:
With the learnings in module 5 as their guide, ask the learners to group themselves into
two groups. Visit the Barangay Hall or any nearby establishment. Allow each group 15
minutes to roam around the vicinity of the building and identify hazards and provide
solutions to each hazard that they have identified.

Ask each team to report their “findings” once they return to the learning center.
(30 min)

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 Handout 5.6: Controlling Hazards

Method 1: Remove the Hazard

The best control measures remove the hazard from the workplace altogether, or keep it
isolated (away from workers) so it can’t hurt anyone. This way, the workplace itself is
safer, and all the responsibility for safety doesn’t fall on individual workers. Here are
some examples:

• Use safer chemicals, and get rid of hazardous ones

• Store chemicals in locked cabinets away from work areas
• Use machines instead of doing jobs by hand
• Have guards around hot surfaces

Method 2: Improve Work Policies and Procedures

If you can’t completely eliminate a hazard or keep it away from workers, good safety
policies can reduce your exposure to hazards. Here are some examples:

• Safety training on how to work around hazards

• Regular breaks to avoid fatigue
• Assigning enough people to do the job safely (lifting, etc.)

Method 3: Use Protective Clothing and Equipment

Personal protective equipment is the least effective way to control hazards. However,
you should use it if it’s all you have. Here are some examples:

• Gloves, steel‐toed shoes, hard hats

• Respirators, safety glasses, hearing protectors
• Lab coats or smocks

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 Handout 5.7: Finding Solutions to Hazards

Alice is a 17-year-old dishwasher at Font Restaurant. To clean the cooking pans, she soaks
them in a powerful chemical solution. She uses gloves to protect her hands and arms. One
day, as Alice was lifting three large pans out of the sink at once, they slipped out of her
hands and back into the sink. The cleaning solution splashed all over the side of her face
and got into her right eye. She was blinded in that eye for two weeks. What solutions can
you think of that might prevent this injury from happening again?

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Ruben works in the fields spraying pesticides on crops. After a few days of spraying, Ruben
became very ill. His eyes burned, his chest hurt, he had difficulties breathing, and he felt
dizzy. His friends took him to the health clinic but a week later he was still having chest
pains and difficulties breathing. What solutions can you think of that might prevent this
situation from happening again?

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(Optional additional practice)

Abdul works for Robinson’s Rice Mill and was helping unload a big truck that had just come
in from Sangali, Zamboanga City. He was under a lot of pressure from the boss to get the
truck unloaded quickly. When he picked up one large and heavy sack, he slipped and fell.
He tried to keep his balance so that he wouldn’t drop the sack. He felt a very sharp pain in
his lower back. He kept working because he was embarrassed to let anyone know how
much he was hurting. The next day he couldn’t come to work, he was in so much pain. He
lost 5 days of work and his back still hurts. What solutions can you think of that might
prevent this injury from happening again?

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(Optional additional practice)

Patrick is 18 years old. He is very proud to have gotten a job working as a waiter in a hotel
restaurant. One day he slipped on some stairs while carrying a bowl of soup. He tried to
stop his fall but burned his arm and a customer’s back in the process. He also injured his
back when he hit the stairs. What solutions can you think of that might prevent this injury
from happening again?

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Module 5: Safety and Health at Work Facilitator’s Manual

(Optional additional practice)

Kasim works for a construction company that makes large office buildings in Lamitan
City. One day he arrived late and realized that the other workers were already up on
the roof. With some supplies in his backpack, he quickly climbed the ladder as he did
not want to get in trouble for being late. While scurrying up the ladder, he slipped and
fell. He survived, but broke several bones in his back and spent three months in a cast.
What solutions can you think of that might prevent this injury from happening again?

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Module 5: Safety and Health at Work Facilitator’s Manual

SESSION 2: EMERGENCIES AT WORK

 Activity 6: Introductory Activity
 Objectives - By the end of the activity, participants will be able to:
a. Review the key learning points from the previous session on staying
healthy and preventing work hazards
b. Develop a common understanding of emergencies at work
 Time Required: 35 minutes
 Methodology: large group discussion with invited resource person
 Materials and Preparation:
 Review the topics in the previous session

Steps:
1. Ask for 1‐2 volunteers to talk about their reflections on the previous session on
Positive Health and Safety Practices, and any new insights from talking about the
session with friends or family members since you last met. Summarize the
discussion by stressing the need to stay healthy – for yourself, for your family, and in
order to be consistently present at work.
(5 min)

2. Explain to participants that in this session we are going to focus on emergencies at

work. Ask learners about the term ‘emergency’:
What do you think is an emergency in the workplace?

You can use this general definition: An emergency is any unplanned event that
threatens employees, customers, or the public; that shuts down business
operations; or that causes physical or environmental damage.

Invite a Red Cross personnel or a City Disaster and Risk Reduction Office staff to
discuss further on emergency situations and response mechanisms. Ask if anyone
has experienced any of these emergencies, either at work or elsewhere. How did you
respond? What was the outcome? Answers might include: severe injury, fire,
explosion, earthquake, severe storm, family feud, violence, etc.

Review the key topics of the session:

(30 min)
Key Topics 
• Types of emergencies that can occur in a workplace
• How to handle emergencies

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Module 5: Safety and Health at Work Facilitator’s Manual

 Activity 7: Responding to Emergencies & Staying Healthy at Work

 Objectives - By the end of the activity, participants will be able to:
a. Recognize the appropriate response to emergencies in the workplace
b. Identify healthy hygiene practices in the workplace
 Time Required: 40 minutes
 Methodology: large group discussion, matching questions and appropriate
answers
 Materials and Preparation: manila paper, tape
 Scissors, box
 Photocopy Facilitator Tool 5.A: Q&A on Emergencies and Disasters and
cut out the questions and answers separately. Paste the “disaster
questions” on the manila paper and post it on the wall. Fold the answers
and put them in a box.

Steps:

1. Introduce the exercise on types of disasters, explain to participants that they will
work in pairs. They should pick a paper from the box with a written answer (from
the cut-outs of Facilitator Tool 5.A). Ask them to match the answer with the disaster
question posted in the manila paper.
(20 min)

2. Have participants reflect on this activity by responding to the following questions:

a. How do you feel about dealing with possible emergencies at work?
b. Have you ever had to deal with an emergency before?
c. With the information learned through the exercise, do you feel better able to
handle an emergency? Why?
(20 min)

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 Module 5: Safety and Health at Work Facilitator’s Manual

Facilitator Tool 5.A: Q&A on Emergencies and Disasters

(Make photocopies and then cut out on dotted lines)

Q. If you are inside a building Q. If you smell smoke and Q. If an unknown chemical spills
and begin to feel the shaking of suspect a fire burning in your workplace, what should
an earthquake, what should you somewhere in the building, you do?
do? what should you do?
----------------
---------------- ----------------
A. Leave it alone, and get a
A. Get outside if safely possible. A. Shut the door, get out of the boss or go for help. Do not touch
If not, get under something building, and call 112 or get the it or breathe in the fumes.
heavy or sturdy like a desk or neighbors to help.
doorframe.

Q. If you are working outside Q. A co-worker slips on a Q. If a co-worker falls off a

when a storm with lightening slippery floor and hits his head, ladder and injures his back,
starts, and you can’t get to loosing consciousness. What do what should you do?
shelter, what should you do? you do?

---------------- ---------------- ----------------

A. Crouch low to the ground, sit A. Don’t move him because you A. Do not move him
on the balls of your feet, stay may cause more damage. Call for yourself (this can cause
away from trees and metal help. more damage), and call
objects.
112 for an ambulance.

Q. Which is more hazardous, a Q. True or False? If you are Q. What are some security
sharp knife or a dull knife? caught in a fire you should stay measures that can reduce the
close to the ground. chance of workplace violence?
----------------
---------------- ----------------
A. A dull knife, because you
force harder to cut. A. True. A. Good lighting; a reliable
communication devise; a security
guard; a video camera; work in
groups.

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Q. Where do you report an Q. What should you do for Q. What should you do for a
emergency? a severe cut? very serious second or third
degree heat burn?

---------------- ---------------- ----------------

A. Apply pressure to the A. Don’t remove clothing.

wound and, if there are no Inform supervisor and call
A. Police Station, hospital, broken bones, elevate the for help.
barangay hall, Fire Station. wound above the heart.
Seek medical help.

Q. You are working on a Q. You are driving home from

construction site and a co- work. It is late and you are on a Q. What are the steps for
worker faints and falls road in a remote rural area of using a fire extinguisher?
into a trench. What do Marawi City. Your motorcycle
you do? breaks down. What should you
do?
----------------
----------------
----------------
A. Pull the pin; aim the
A. Tell a supervisor. Do not
A. Use your cell phone, if nozzle; squeeze the
move the person until you
you have one, and call for trigger; seep the
can determine if he is
injured. Bathe face gently help. extinguisher back and
with cool water. Turn on his forth over the fire.
side if he vomits and keep
his airway clear.

Q. Name 3 times when it is Q. What is at least one item Q. Name two things
necessary to wash your that should be included in an that should be in an
hands. emergency kit? Emergency Action Plan.

---------------- ---------------- ----------------

A. Before eating; after A. Bottled water; flashlight and A. The name or the position of
going to the toilet; before batteries; first aid supplies the person who should
breastfeeding; before preparing be in charge; escape routes;
training; drills; alarm systems;
food; before & after changing a meeting places.
baby’s soiled cloth / diaper; after
coughing, sneezing or
blowing your nose, etc.

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 Module 5: Safety and Health at Work Facilitator’s Manual

Q. If a chemical gets into your Q. If your clothes catch on fire, Q. What is at least one factor that
eye, what should you do? what should you do? increases your risk of being
robbed at work?

---------------- ---------------- ----------------

A. Stop, drop and roll; or A. Working alone; working at

A. Flush it with water for at least smother the flames with a
15 minutes. night; access to money.
blanket. Never run.

Q. What are two methods to Q. What should be used to put Q. Name 2 personal hygiene
clean water so it is safe for out a grease fire on a stove? practices that can prevent
drinking? spreading germs when working
in a restaurant.
---------------- ----------------
----------------
A. Boiling for three minutes and A. A pan lid or baking soda, or
letting cool or using Chlorine. sand. Never water or flour. A. When working in a
restaurant you should
wash your hands
frequently, pull your hair
back and keep your
fingernails short.

Q. What does the skull and Q. Nose picking can lead to the Q. What type of shoes should
crossbones symbol mean? spread of germs. True or False? construction workers wear?

---------------- ---------------- ----------------

A. Poison. A. True – avoid picking your A. Construction workers should

nose as much as possible. It can wear shoes that are closed at the
spread disease, and increase toes. Sandals should not be
likelihood of infection or cold. worn! Ideally, boots should be
Wash hands after picking to used.
avoid spreading germs to others.
Avoid touching your face a lot
too, to prevent germs from
entering your mouth.

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Module 5: Safety and Health at Work Facilitator’s Manual

 Activity 8: Module 5 Review and Assessment

 Objectives - By the end of the activity, participants will be able to:
a. Review some of the main topics covered in the safety and
Health at Work module
b. Take the Learner’s Reflection
 Time Required: 35 minutes
 Methodology: large group discussion and activities – possibly a game
 Materials and Preparation: manila paper, markers, tape
 Review topics covered in the module.
 Make three signs with the headings: “START”; “TRUE”; “FALSE”.
 Review true/false questions before the activity.
 Make 1 copy per participant of the End-of-Module Assessment

Steps:

1. Explain that this activity will help us review what we

Facilitator Tip 
learned about positive health and safety practices
If it is not possible to play this game
and emergency response at work throughout this outdoors, adjust the game to play it
module, and what we still need to get better at. indoors. Make room for learners to
move from one side to the other in
Ask learners to step outside to play a TRUE or the room. It does not need to be a
FALSE game. Place the 3 signs forming a triangle, triangle, it may be a straight line
with each sign in a corner. Ask learners to gather with the start sign in the middle
around the START sign. and the other two signs in the two
extremes.
Explain that you will read a statement and they have
to decide whether it is true or false. If they think it is
TRUE, they should run towards the TRUE sign, if they think it is FALSE, they should
run to towards the FALSE sign.
(5 min)

2. Ask if they have any questions. Let the activity begin! Read one statement at a time
and allow time for learners to decide their answer. Once they have decided, read
the answer out loud.
a. Germs are spread through animals but not people.
(Answer: FALSE. Germs can be spread by animals, food, and people)
b. Personal cleanliness is important at home and at work.
(Answer: TRUE.)
c. Hazards at work can be prevented by: removing the hazard, improving work
policies and procedures, and staying away from work because of the hazard.
(Answer: FALSE. Hazards at work can be prevented and avoided by: removing
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the hazard, improving work policies and procedures, and using protective
clothing and equipment.)
d. Improving work policies and procedures can help control hazards at work.
(Answer: TRUE.)
e. If your clothes catch fire, run for help.
(Answer: FALSE. If your clothes catch fire, stop, drop and roll; or smother the
flames with a blanket. Never run.)
f. Family members do not need to wash hands before eating a meal together
because they all have the same germs.
(Answer: FALSE. Everyone should wash their hands before eating a meal
because we carry different types of germs depending on where we where we
were and what we did.)

Remind learners that positive health and safety habits are things that we should
practice every day at work, home and in the community.
(10 min)

3. Congratulate participants for finishing Module 5. Explain that they will now take a
short assessment to see how much they learned. Clarify that this assessment is
very important for the Facilitator and for themselves to see what knowledge and
skills they know and what they still need to reinforce. The results will not affect your
ability to continue in the program.
(20 min)

Make sure learners are seated in a way that is conducive to testing and with enough
space between learners.

Give each learner a copy of the End-of-Module Assessment and ask them to answer the
questions.

Once participants have finished the post assessment, go over the answers with them
if time permits.

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Module 5: Safety and Health at Work Facilitator’s Manual

End-of-Module Assessment
Module 5: Safety and Health at Work

Circle an answer for each statement.

English Tagalog
1. Habits for good health include: 1. Kasama sa gawi para sa magandang
kalusugan ang:
a. Regular bathing
b. Eating nutritious foods a. Regular na paliligo
c. Avoiding smoking and drinking b. Pagkain ng masustansiya
alcohol c. Pag-iwas sa paninigarilyo at
d. Being positive pag-inom ng alak
e. All of the above d. Pagiging positibo
e. Lahat ng nabanggit

2. Josephine works in a restaurant. To 2. Nagtatrabaho si Josephine sa isang

prevent germs from spreading she restawran. Para maiwasang magkalat
should: ng mikrobyo, dapat:

a. Wash the cooking surface once a a. Hugasan niya ang cooking

week surface isang beses bawat
b. Always use the same cooking linggo
surface for raw meat and raw b. Lagi niyang gamitin ang
vegetables parehong cooking surface para
c. Wash her hands before and after sa hilaw na karne at hilaw na
preparing food gulay
d. All of the above c. Maghugay siya ng kamay bago
e. None of the above at pagkatapos maghanda ng
pagkain
d. Lahat ng nabanggit
e. Wala sa nabanggit

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Module 5: Safety and Health at Work Facilitator’s Manual

3. Examples of safety hazards include: 3. Kasama sa mga halimbawa ng safety

hazard ang:
a. Contact information Hot grease
b. Cluttered working areas a. Mainit na mantika
c. Slippery floors b. Makalat na lugar sa
d. Falling objects pagtatrabaho
e. All of the above c. Madulas na sahig
d. Nalalaglag na mga bagay
e. Lahat ng nabanggit

4. Using protective clothing and equipment 4. Ang paggamit ng dami at gamit na

is a form of: pamproteksiyon ay isang uri ng:

a. Showing who the supervisor is a. Pagpapakita kung sino ang

b. Fashion supervisor
c. Controlling hazards b. fashion
d. clothing necessary only in urban c. pag-iwas sa mga aksidente
areas d. pangangailang para lang sa mga
e. None of the above siyudad
e. Wala sa nabanggit

5. Improving work policies and procedures 5. Makatutulong sa pag-iwas sa aksidente

can help control hazards at work. sa trabaho ang pagpapabuti ng mga
tuntunin at pamamaraan sa
a. True pagtatrabaho.
b. False
a. Tama
b. Mali

6. Personal cleanliness is important at 6. Mahalaga ang pansariling kalinisin sa

home and at work. tahanan at sa trabaho.

a. True a. Tama
b. False b. Mali

Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum
©2016 Education Development Center, Inc. All Rights Reserved. Page 40
Module 5: Safety and Health at Work Facilitator’s Manual

7. What should you do for a severe cut? 7. Ano ang dapat mong gawin sa isang
malalim na hiwa?
a. Apply pressure to the wound,
elevate wound above heart, and a. Diinan ang sugat, iangat ang
seek medical help sugat nang mataas sa puso, at
b. Let the blood flow freely maghanap ng tulong medikal
c. Clean it with any water available b. Hayaang umagos ang dugo
d. All of the above c. Hugasan ng naroroong tubig
e. None of the above d. Lahat ng nabanggit
e. Wala sa nabanggit

8. If your clothes catch fire, run for help. 8. Kapag nag-apoy ang damit, tumakbo ka
para humingi ng tulong.
a. True
b. False a. Tama
b. Mali

9. Family members do not need to wash 9. Hindi kailangang maghugas ng kamay

hands before eating a meal together mga kasapi ng pamilya bago kumain
because they all have the same germs. dahil pare-pareho lang ang mikrobyong
mayroon sila.
a. True
b. False a. Tama
b. Mali

10. Germs are spread through animals but 10. Napakakalat ang mikrobyo ng mga
not people. hayop, hindi ng mga tao.

a. True a. Tama
b. False b. Mali

Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum
©2016 Education Development Center, Inc. All Rights Reserved. Page 41
Module 5: Safety and Health at Work Facilitator’s Manual

End-of-Module Assessment Answers

Module 5: Safety and Health at Work

1. e

2. c

3. e

4. c

5. True

6. True

7. a

8. False

9. False

10. False

Mindanao Youth for Development Project Life Skills Curriculum, adapted from EDC’s WRN! Curriculum
©2016 Education Development Center, Inc. All Rights Reserved. Page 42