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- 1Identify common health and safety hazards at ICT workstations in Ghanaian computer labs and classrooms.
- 2Show learners a 30-second projector image of a poorly arranged computer workstation with multiple hazards (laptop on floor, overloaded socket with 5 plugs, loud speakers, no screen protector). Ask: What dangers do you see in this workstation? Learners whisper their answers to their partner first, then a volunteer shares one hazard aloud.
- 3Divide class into pairs. Distribute printed images of three workstations — one safe, two unsafe. Pairs identify which workstation is safest and mark two hazards in each unsafe station. Call on one pair from each row to name one hazard they found.
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- UNDERSTANDING HEARING PROTECTION AND VOLUME SAFETY AT WORKSTATIONS
- 1Main activity: Use the computer/laptop connected to the projector. Open a sound settings demonstration (system volume at maximum, then at safe level 60%). Ask learners: Why do you think loud sound from speakers or earpieces is dangerous? Write their answers on the board. Explain that prolonged exposure to loud volume damages hearing permanently. Play two 10-second audio samples — one at unsafe volume (90dB), one at safe volume (60dB). Learners rate each volume on a card (1–5, where 5 is too loud). Collect three cards and discuss why the safe volume is better for long computer work.
- 2Sub-activity 1: Learners open their exercise books and copy three hearing safety rules you write on the board: (1) Keep speaker volume below 60% when sharing audio in class; (2) Use earpieces at 50% volume for personal work; (3) Take a 5-minute break every 20 minutes when using earpieces. Ask a learner who needs support to read aloud one rule to the class.
- 3Sub-activity 2: Fast finishers design a simple 3-step poster (on A5 card) showing 'Safe Volume Steps' for the computer lab. Use text and simple drawings. Invite the first three learners to finish to hold up their posters to the class.
- 4Struggling learners: focus on identifying the one loudest/safest volume in a pair of samples only. Fast finishers: create their poster and present it to another pair, explaining one rule to them.
- PROTECTING VISION: SCREEN PROTECTORS AND SPECTACLES USE AT WORKSTATIONS
- 5Main activity: Display on projector a close-up image of a computer screen with glare and reflections versus a screen with an anti-glare protector. Ask: How does the second screen look different? Learners discuss with their partner. Explain that screen protectors reduce glare and blue light, protecting eyes during long hours. Show a textbook page (section on ergonomics) describing proper spectacle use: keep screen 50cm from eyes, use blue-light glasses for 2+ hours of screen time. Demonstrate on the laptop by adjusting screen angle and distance. Ask three learners to adjust their own laptop angle and report if it feels better.
- 6Sub-activity 1: Give each pair a worksheet with three scenarios: (1) Ama works 4 hours on her laptop without spectacles; (2) Kwame uses a screen protector and takes breaks every 30 minutes; (3) Efua sits 20cm from her screen with no protection. Pairs rank them from safest to least safe and write one reason for their ranking. Collect three worksheets and read aloud one correct ranking.
- 7Sub-activity 2: Challenge task for fast finishers — Create a personal eye-care plan for a typical school computer day (8am–4pm). Specify: (1) when they wear spectacles, (2) when they use screen protectors, (3) break times. Advanced learners present their plan to another pair.
- 8Struggling learners: work with the textbook page provided; teacher reads the scenarios aloud and learners point to safest option. Average learners: complete the worksheet as described. Fast finishers: design the personalised eye-care plan.
- ELECTRICAL SAFETY: PREVENTING SOCKET OVERLOAD AT COMPUTER WORKSTATIONS
- 9Main activity: Using the projector, show an image of a Ghanaian computer lab with an electrical extension socket loaded with 8 plugs (laptop charger, printer, scanner, fan, lights, phone charger, speaker, and surge protector — a dangerous fire hazard). Ask: How many devices are plugged in? Which ones are essential? Which ones are risky? Learners call out answers. Write on the board the safe rule: Maximum 3 devices per socket; never chain multiple extension cords. Show on the laptop a short safety video (30 seconds from your internet connection) about electrical fires caused by overload. Ask: What caused the fire in the video? Learners respond chorally.
- 10Sub-activity 1: Provide each group of 4 with a diagram of a typical school computer workstation (3 sockets available, 6 devices listed: laptop, printer, phone charger, desk fan, external hard drive, table lamp). Groups circle which 3 devices are safe to plug in and cross out the others. Ask one representative from each group to draw their chosen three devices on the board and explain why those three are essential. Confirm safe choices (laptop, printer, charger) versus non-essential (fan, lamp — use battery or move to another socket).
- 11Sub-activity 2: Analyse task — Groups examine two photos (distributed via printed handouts): Workstation A has 2 plugs safely spaced, Workstation B has 5 plugs in one overloaded socket. Learners complete a comparison table (two columns: Safe vs. Unsafe) with three rows: Number of plugs, Spacing, Fire risk level. Ask a confident learner to fill in the board version from their group's work.
- 12Struggling learners: teacher provides the three safe devices pre-selected; learners focus on explaining why those are essential. Average learners: identify safe devices independently from the list. Fast finishers: design a labelled safe electrical layout for a 6-workstation computer lab using all 18 devices across 6 sockets (3 per socket), then justify their layout to the teacher.
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- 1Computer/Laptop
- 2Projector
- 3Textbook (ergonomics and electrical safety sections)
- 4Internet connection (30-second safety video)
- 5Printed images of three workstations (safe and unsafe)
- 6Sound samples (90dB and 60dB audio files)
- 7A5 cards for poster design
- 8Worksheet with three scenarios (vision safety)
- 9Diagram of workstation with 6 devices and 3 sockets
- 10Two photographs (safe vs. unsafe electrical layout)
- 11Comparison table template (Safe vs. Unsafe)
- 12Self-check card template (three smiley faces)
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- 1Ask the class: Imagine you are setting up a new computer lab in Takoradi Senior High School. What three safety measures must you teach new students first? Learners discuss in pairs for 1 minute, then three pairs share one safety measure each (hearing, vision, or electrical). Confirm their answers against the day's three exemplars.
- 2Learners complete a self-check card: Draw three smiley faces and label them: (1) I can explain safe volumes, (2) I can describe screen protector use, (3) I can identify socket overload risks. Learners colour each smiley green (confident), yellow (some doubt), or red (unsure). Collect cards to identify learners needing follow-up support tomorrow.
Exercise
- 1Assessment question: Kofi has set up his laptop workstation at home with these five items plugged into one socket: (1) laptop charger, (2) phone charger, (3) speaker at 90% volume, (4) desk fan, (5) table lamp. Identify THREE safety hazards in Kofi's setup and explain how to fix each one. Write your answer in complete sentences (5–7 lines). (Bloom's: Analyse — learners identify and justify hazards.)
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