| This
lesson plan is designed to be used with the video "Rhythm
of the Seasons: A Journey Beyond Loss", available
from the University of Florida IFAS/Extension Bookstore. Visit <www.flagsafe.ufl.edu> for more details. The core of this lesson plan is development of a personal hazard correction action plan. The hazard correction plan can be taught independently of the video, however, the video is very effective in creating a teachable moment which will motivate participants in the activity. |
This
document is CIR 1437, one of a series of Florida AgSafe,
a program in the Agricultural and Biological Engineering Department,
Florida Cooperative Extension Service, Institute of Food and
Agricultural Sciences (IFAS), University of Florida. First
published April 2003. Additional copies of this publication
are available at the Florida AgSafe Web site: Do
Your Homework Do
Your Homework
Publication #: CIR 1437
Disclaimer and Reproduction Information: Information in
NASD does not represent NIOSH policy. Information included in
NASD appears by permission of the author and/or copyright holder.
More
The authors - Carol J. Lehtola, associate professor and State
Extension Agricultural Safety Specialist, and Charles M. Brown,
Coordinator for Information/Publication Services, Agricultural
and Biological Engineering Department, Institute of Food and
Agricultural Sciences (IFAS), University of Florida, Gainesville,
32611.
IFAS, the Institute of Food and Agricultural Sciences, is
an equal opportunity/affirmative action employer authorized
to provide research, educational information and other services
only to individuals and institutions that function without
regard to race, color, sex, age, handicap, or national origin.
For information on obtaining other Extension publications,
contact you county Cooperative Extension Service office.
Florida Cooperative Extension Service / Institute of Food
and Agricultural Sciences / University of Florida / Christine
Taylor, Waddill, Dean.
Contents
Lesson Plan
Introduction
Background
Session Outline
Learning Objectives
Learning Environment/Aids
Part 1 — Beginning the Workshop
Part 2 — Introduction to Agricultural Safety
Part 3 — Discuss hazards in the local community
Part 4 — Presentation of Rhythm of the Seasons video
Part 5 — Discussion of Rhythm of the Seasons video
Part 6 — Development of an IMBY action plan
Part 7 — Highlight resources
Part 8 — Summary and wrap-up
Supplemental Materials
Using the IMBY Farm and Home Hazard Identification and Correction
Workbook
Hazard Identification Guide
Pre-Post
Test
PowerPoint Slides (Summary, Masters, and Handouts)
Resources
Rhythm of
the Seasons: Planting Seeds of Safety, Harvesting Grains of
Hope - A Lesson Plan for Farm Safety Audiences
SUBJECT: Call to action for hazard identification and correction.
GOAL: To empower families to take corrective measures at their
farm/agricultural workplace or place of residence.
Introduction
This lesson plan is designed as the basis for the IMBY Farm
and Home Hazard Workshop. IMBY stands for "In My Back Yard"
- that is where safety should begin. The lesson plan gives direction
for the educational part of the workshop. The mechanics of planning,
organizing and publicizing the workshop are covered in a companion
publication, "Toolkit for Implementing a Community-Based 'IMBY'
Safety Event" (see Resources at the end of this lesson plan).
The major activity of the event is the IMBY Farm and Home Hazard
Hunt, in which participants develop a personalized action plan
to eliminate hazards in their work or home environment.
This lesson is built around the video, "Rhythm of the Seasons:
A Journey beyond Loss." In this video, a mother tells the true
story of the loss of her 11-year-old son in a farm-related incident.
Viewers are introduced to the son, the circumstances of his
death, and the mother's first year of recovery. In this way,
the audience learns about the grief and other experiences that
accompanied this tragedy, and they also share in the inner world
of the mother's healing as she finds a sense of purpose through
this sad situation.
The video fosters interest and receptivity about this very serious
topic, creating a "teachable moment" which provides an opportunity
for general discussion by attendees or for use of the lesson
plan described in this publication. Either way, the program
should be planned such that attendees can take home with them
an IMBY action plan that they can implement at their own farm
or place of residence.
A set of PowerPoint slides has been created to use with this
lesson plan. Throughout the plan, symbols ([PP]) have been placed
in the right-hand margin to indicate that a PowerPoint slide
is available for that section.
Two hours should be allocated for a program in which the video
is shown and participant's action plans developed. This could
be a part of a Safety Day Camp, where children go to the various
stations while parents attend the "Rhythm of the Seasons" session.
The video would not be appropriate for children younger than
middle school.
Background
The video "Rhythm of the Seasons: A Journey beyond Loss" is
based on the book of the same name by Marilyn Adams and Mary
Kay Shanley. In the video, Marilyn reads from the book and certain
scenes are dramatized.
In 1986, Marilyn's son, Keith, was killed when he was submerged
in flowing corn in a gravity-flow grain wagon. At the time,
this hazard was virtually unknown or thought to be a risk only
in places where significant amounts of grain were stored. In
Marilyn's story, she tells about the impact of this loss and
her first year of recovery. At the end of that first year, she
decided to start an organization, Farm Safety 4 Just Kids, in
order to alert farm parents to the hazard that had killed Keith
and the many other agricultural hazards that lead to the death
and injury of children on farms.
Farm Safety 4 Just Kids is now an international organization
with over 140 chapters in the United States and Canada. Marilyn
travels widely to give talks and presentations, and has been
invited to several foreign countries to collaborate with farm
safety programs.
Marilyn published "Rhythm of the Seasons" in 1997, and in 1999,
Carol Lehtola of Florida AgSafe, the Florida Agricultural Safety
Program, proposed turning a reading of the book into a dramatic
presentation on video. This would allow the story to be shown
to a wide variety of audiences and reach many more people.
The statistics of agricultural death and injury tell a powerful
story, but it is a story in numbers. One of the most important
aspects of the book and the video is that they put faces on
the statistics. It is easy to dismiss talk about percentages
and trends, but to look into a mother's eyes as she tells the
story of her child's death is impossible to ignore.
Though the kind of incident that led to Keith's death might
be unlikely in some areas, each area of the country has its
own agricultural dangers. The presenter should emphasize to
the audience that this video is presented as a reminder of the
hazards on a farm or in the home and the importance of taking
the time to practice safety. When someone is killed or injured
- whether child or adult - the entire family and community are
affected.
Session Outline (For a two-hour session)
Specific Learning Objectives
At the end of the program, the audience will be able to:
Learning Environment/Aids
To complete this lesson plan, you will need:
To conduct this lesson, you will need a room with:
(See Resources at the end of this publication to find out
more about any of these materials.)
Each participant will need:
Before the Workshop
On the day of the workshop, check that all the equipment you
need is in place and double-check that all electronic equipment
is working properly. Make sure that markers have plenty of ink.
For whiteboards, make sure that markers will mark and are erasable.
Part 1 ... Beginning the Workshop
Time: 5-10 minutes
Focus: "How is your Safety Attitude?"
When the attendees are comfortably seated, welcome them to the
"IMBY Farm and Home Hazard Identification Workshop." Thank them
for coming and congratulate them on taking the time to make
a difference in the lives of their friends, family and community.
Remind them that there are many ways to do a job, but the safe
way is always the best way.
This lesson plan can be used with non-farm audiences. In that
case, use the PowerPoint slides, PP 2, PP 3, and PP 4, to show
how the lesson relates to them. Anyone who has land, or livestock,
and farm machinery (or small versions of it) needs to be aware
of farm safety issues.
Suggest that we often take shortcuts when we're the ones doing
the work because "we" never have "accidents". Follow up on this
point in a lighthearted way by asking the attendees to suggest
other excuses we make for ourselves. Have some fun with it.
Sum up their suggestions, and then ask them if they would accept
these excuses from their employees, family members, or children.
People might take some chances with their own lives, but when
inattention to hazards causes someone else to get hurt, it becomes
very clear how foolish it is for anyone to take needless chances.
Remind the attendees that the reason they are in the workshop
is because they care about safety. But they will carry the results
of the workshop everywhere as they display a safety attitude
and set a safety example.
This introduction should take no more than 5 - 10 minutes. This
is a time when the audience is getting comfortable with the
workshop they've decided to attend, the surroundings and the
presenter. At the same time the presenter is getting comfortable
with the audience, the material to be presented and being a
presenter. Pay attention to time. You may find yourself a little
nervous. Sometimes, "nerves" make people talk faster; others
forget the time and forget to move on. Even if your audience
is enjoying what they are doing, they will appreciate your discipline
when the workshop ends on time. As they sometimes say in show
business, "Always leave 'em wanting more!"
Part 2 ...
Introduction to Agricultural Safety
Time: 5-10 minutes
Focus: Learning Objective 1 - Identify and discuss leading agricultural
hazards.
Invite the audience to suggest what they believe are potential
hazards in agricultural work. Use the easel pad or blackboard
to record the suggestions where everyone can see them. Make
a note in parentheses if the suggested hazard applies to a specific
commodity.
Use this suggested list of topics - or other topics common to
your area - to discuss the hazards suggested by the audience
and to fill in any gaps (Note: Some of these topics and others
are covered in detail in the "Hazard Identification Guide" in
this publication.)
Invite the audience to consider the following quote: "Safety
is about being observant of the risks and taking action to avoid
them. This is how we save lives that can be lost in just a fraction
of a second."
It's a two-part formula: 1) be observant of the risks,
and 2) take action to avoid them. Safety is an active,
positive activity when it is considered up front.
This part of the lesson should take 10-15 minutes. You'll need
to keep it moving. You can flex a little on the time, but that
means borrowing time from one of the other parts of the lesson.
When making the list of hazards, it isn't important to include
every possible hazard. The idea is get people thinking about
this subject - to get them warmed up mentally. With a very active
group, you may have to interrupt their list making, but they
are going to have an opportunity to take these ideas a step
farther in the next objective.
Part 3 ... Discuss hazards in the local community
Time: 10-15 minutes
Focus: Learning Objective 2 - Identify and discuss the five
leading agricultural hazards in your community.
The audience has helped create a list of general hazards, but
what about their community or their farm or property. It is
time to get more specific.
On the board, write down the numbers 1, 2, and 3, like this:
Next to 1, write "Risks I've done something about." Ask for
two or three examples of risks and what the person did to eliminate
the risk. Next to 2, write "Risks that need work." Ask the audience
for two or three examples of risks they know they should do
something about, but maybe haven't. Encourage them to be honest
because we're all learning from each other in this situation.
Then next to 3, write "Risks I don't even know about." No need
to ask for examples! Make the point that we can't share about
something we don't know. The point is that many times, the only
training we receive for the work we do is exactly how to do
the job. However, we can't be observant of risks if we don't
know what they are. Ask for a couple of brief stories from the
audience about how they came to know the risks of their work.
Were there any surprises?
Share with the audience the five leading local hazards in the
community based on your research. Was everyone aware of these
risks?
Part 4 ...
Presentation of "Rhythm of the Seasons" video
Time: 25 minutes
Audiences generally find the "Rhythm of the Seasons" video very
moving, but not excessively sad or tragic (nevertheless, it
might be wise to have some tissues available). Although the
majority of the video concerns the first year of Marilyn's recovery
from Keith's death, the emphasis of the video is basically hopeful.
The video is not suitable for children younger than middle school
age as it concerns the thoughts and feelings of an adult.
We recommend that you show the entire video, all the way through
the epilogue and closing credits. The epilogue reinforces the
messages of the video and the extra time taken during the credits
gives viewers time to absorb what they have just seen. We feel
that this transitional time is important, especially for those
who respond to the video more deeply.
Part 5 ... Discussion of "Rhythm of the Seasons" video
Time: 10-15 minutes
Focus:
Learning Objective 3 - Discuss the impact that a farm-related
fatality has on a family and the community.
Learning Objective 4 - Discuss how the impact of the ROS story
can lead their family into developing an action plan for their
farm or home.
Many points of discussion can be taken from the "Rhythm of the
Seasons" video. Focus the audience's attention on the learning
objective by asking a question like, "What does this video tell
you about the impact that farm-related deaths or injuries have
on our families and community?" A couple of points you may want
to introduce are:
At some point, turn the audience's attention to the next learning
objective with a comment like, "We all know the stories, now
the question is what can we and what are we going to do about
it?"
Read the following quote from the Rhythm of the Seasons author:
You have seen their faces. They could be your brother, sister,
grandchild, daughter or son. This has to stop. The grief, the
pain, the feelings of loss do not have to happen. We have to
gather together as a stronger voice, a network of support, and
a movement forward from this point on in the interest of rural
America and the future of agriculture.
Ask the audience, how the video they have just seen motivates
them to develop a plan to make their farm or home safer.
-- Marilyn Adams, in a speech at the White House on September
18, 2002.
Part
6 ... Development of a take-home action plan
Time: 30-40 minutes
Focus:
Learning Objective 5 - Identify five hazards on their farm or
place of residence and discuss a corrective measure for each.
Learning Objective 6 - Discuss ideas for developing and implementing
an action plan for a hazard identification and correction 'process'
for their farm or home.
Begin this segment of the lesson by distributing the IMBY worksheets.
Read through the worksheets and discuss them with the audience
using the information you gained from "Using the IMBY Farm and
Home Hazard Identification and Correction Workbook." Begin by
discussing the contents of the worksheet on a basic level. This
gives people time to get to know the worksheet.
Focusing on Learning Objective 5, ask the audience to begin
thinking about what area of their farm or home they might focus
on and write down on the IMBY worksheet the five hazards that
concern them most. Ask individuals to share one or two of the
hazards they have written down, and occasionally, after someone
has shared, ask if anyone else had written down that same hazard.
Write down commonly shared hazards on the board. Use the "Hazard
Hunt Guide" to suggest some additional hazards that might be
relevant. Using the list you've created, get the audience to
propose corrections for that hazard.
Focusing on Learning Objective 6, ask the audience that now
that they've started the action plan, how can they make sure
the corrections are completed. Share some of the "Hints for
Successful Hazard Hunting."
Depending on the size of the group, you may want to teach this
section with the entire group together, or you may want to break
them into smaller groups to work through the IMBY worksheets.
Part
7 ... Highlight Resources
Time: 5 -10 minutes
Focus: Learning Objective 7 - Identify key resources they can
readily access for information.
The following are important sources of additional information
about agricultural safety.
Key Resources:
Part 8 ...
Summary and Wrap-up
Florida AgSafe - The Florida Agricultural Safety Program
Web site: http://www.flagsafe.ufl.edu
Best Management Practices for Agricultural Safety and Health
(Penn State)
Web site: http://www.agsafety.psu.edu/
National Agricultural Safety Database
Web site: http://www.nasdonline.org
Farm Safety 4 Just Kids
Web site: http://www.fs4jk.org
The National Children's Center for Rural and Agricultural
Health and Safety
Web site: http://www.marshfieldclinic.org/nfmc/pages/default.aspx?page=nccrahs_welcome
North American Guidelines for Children's Agricultural Tasks
Web site: http://www.nagcat.org
'Childproofing' Your Yard and Farmstead On the
Web at: http://edis.ifas.ufl.edu/AE166
Time: 5-10 minutes
Focus: Spread the message and follow-through
You and your audience have had a stimulating, thought-provoking
and practical couple of hours, but it is almost over. Encourage
them to think of safety as more than a bunch of precautions
and warnings - the "safety attitude" is part of taking a positive,
proactive approach to life. During your summary, remind the
audience that during the lesson they have learned the following:
Thank the audience for their attention and participation. Congratulate
them on wanting to be part of the solution. Remind them of the
key phrase: Follow through! Everything they've done in the lesson
today depends on that.
And remember...
Be Aware! Be Alert! Be Alive!
Supplemental Materials
IMBY Workbook - The upper image shows the front/back
of the workbook, and the lower image shows the inside. The workbook
is shown here at a reduced size. The actual size of the workbook
is standard 8½"x11". A color version can be downloaded at the
Florida AgSafe Web site: <www.flagsafe.ufl.edu>
Using the
IMBY Farm and Home Hazard Identification Workbook
Introduction
Farm safety involves a complex interaction of the environment,
the operator (person), and whatever one is working with, such
as machines or livestock. Some factors that create hazards are
beyond human control, for example, weather conditions like rain
or snow. However, there are ways to work safely in these situations.
More often, hazards are created by factors that can be controlled.
Developing and maintaining a safe farm workplace requires recognizing
these hazards and following through on a plan of action for
eliminating the hazards identified.
Where to start? The place to begin practicing safety is In My
Back Yard (IMBY). Use of the IMBY hazard identification guide
will enable one to recognize hazards, to identify available
resources and methods for eliminating hazards, and to prioritize
solutions for safety problems.
It is important to remember that the farm is often both workplace
and home. Thus all members of the family - from infants to the
elderly - can be exposed to hazardous machinery and disease-producing
agents on the farm. Education and prevention must be a family
affair. Therefore, the IMBY farm safety activity should involve
the entire family. From hazard identification to hazard elimination,
every member of the family has a valuable role to play.
How to Use the Workbook
A look inside the IMBY Farm and Home Safety Hazard Identification
and Correction workbook may be self-explanatory for many, but
let's take a look at it step by step.
At the top left, a space is provided to designate the Farm or
Work Area. It might be that Hazard Hunters will want to use
this form to do an overall survey of a farm or workplace, but
others may wish to designate a specific area, such as the grain
handling system, the machine shed, and so on. A separate form
could be created for each area and a different employee or family
member asked to complete the hazard identification and correction
for that area (write the name in the "Performed by" space).
The major part of the worksheet is taken up with the Hazard
Hunt table. It has a place to note each hazard, appropriate
corrective measure, how to make the correction, where to get
the materials or information needed to make corrections, and
the estimated time and cost. Working through all the steps to
make corrections makes the Hazard Hunt activity very practical.
It is easy to make long "to do" lists. What will help get each
of these tasks done is getting very specific about what to do
and how to do it. When a family or work group sits down together
to plan this work, the worksheet helps again, because everyone
knows who is doing what work.
The worksheet also has spaces for assigning a deadline and a
person to each task. When the correction has been made, the
date of completion can be noted. Schedule and prioritize hazards
that will be corrected. Then, make a note when they are corrected.
If the object or situation causing the hazard cannot be eliminated,
safeguard it as much as possible and learn how to live with
it safely - and instruct others of the hazards. Also, reinforce
good behavior - look for things that are being done right and
recognize people for those efforts.
Hints for Successful Hazard Hunting
Hazard Identification
Guide
This Hazard Identification Guide is provided to help you recognize
specific hazards. The Guide is not all-inclusive. Its purpose
is to provide general guidelines that will allow you to recognize
and note the correction of specific hazards.
Topics included in this guide are:
Safety Awareness
"Safety is about being observant of risks and taking actions
to avoid them. "
This statement describes the attitude of Safety Awareness. When
safety is the top priority for any task, that task will be done
just as efficiently, but with a big bonus - less risk to the
operator and those around the activity. Safer work promotes
productivity because workers are more knowledgeable and feel
more secure.
Here are some questions to ask that can help clarify family
or employee Safety Awareness:
Remember to tell people when they are doing things correctly
and safely!
General
Precautions
Farmstead
Slips/Trips/Falls
Slips/falls are a leading cause of injuries on the farm. Of
course, this can be made much worse by what one slips or falls
into - such as an auger, moving machinery, or a livestock pen.
Practicing good housekeeping around the farm can eliminate many
slip-fall hazards.
Equipment Storage
Catwalks
Catwalks have several applications, for example, at grain-bin
areas for loading trucks, walking from one bin to another, or
feeding hogs without having to enter a pen. They should have
skid-proof pads or a grated surface to prevent slippery conditions.
All catwalks should have railings.
Wells and Abandoned Farmsteads
Ladders
Lighting
Electrical
Unsafe work habits contribute to many electrical shock
cases. An example of this is intentional use ("I'll get by with
it one more time...") of defective and unsafe tools or equipment,
such as extension cords or power tools. Another cause is failing
to lock electrical equipment in the off position so it will
remain de-energized during repair or maintenance.
One of the most frequent causes of death by electrocution on
the farm involves the use of ungrounded portable power tools.
Tools need to be "UL" (Underwriters Laboratories) approved.
Older model tools with only a 2-wire power cord are not properly
grounded. If the tool cannot be grounded with a third wire,
it should be discarded. Use tools with double insulation and
install ground-fault circuit interrupter (GFCI) receptacles.
Watch for overhead power lines when working with augers,
antennas, ladders, etc. When sprayer booms, planter arms, and
the like are transported on a trailer or truck, they can come
into contact with power lines. It is important to know the location
of overhead lines for other locations where you may work. This
is especially important because some locations will have buried
lines and others will have overhead lines.
Fire
General
Prevent the major causes of fire. These include: overloaded,
damaged or faulty electrical wiring, careless smoking or cooking,
and faulty or misused heating equipment, all of which can be
corrected by inspection, maintenance and safe practices.
Gasoline and other flammable fuels should be stored in approved
containers. Control static electricity and sparks. Ground electrical
equipment and keep switches, motors, and connections in good
condition to reduce sparking and arcing. Grinders, welders,
and other spark-producing tools should not be used near flammable
materials or vapors.
Spontaneous Combustion
Fires caused by spontaneous combustion can occur any time --
day or night. Many times, these fires are already out of control
by the time they are detected. Many materials -- vegetable and
animal oils, soft coal, or vegetable and animal fibers, such
as flax, jute wool, and hay -- can heat spontaneously under
certain circumstances. Hay and silage often have been implicated
in many high-loss farm fires. Preventive measures include:
Harvest loose or chopped hay at low enough moisture content
to prevent molding, a key factor in heating. Avoid storing wet
hay.
Check stored hay for warm spots. If hay temperature is noticeably
warmer than when it was put in, watch it closely. If the temperature
reaches 175 degrees, get the hay out or divide it into small
shallow stacks.
With silage, the problem is too little moisture. Watch for silage
danger signs -- heat, release of moisture vapor or steaming,
smoke, or a charred tobacco smell. If they appear, call the
fire department. Realize that there are special procedures for
extinguishing silo fires. Oxygen-limiting silos should not have
water applied.
Store vegetable and animal oils, paint or linseed-soaked rags,
etc., in sealed containers in cool, well ventilated places away
from other combustibles.
Lightning
Lightning is a major cause of farm and ranch fires. Damage runs
into tens of millions of dollars every year.
Good lightning protection is the only means of preventing lightning
fires. A properly designed, installed and maintained lightning
protection system provides buildings with almost 100 percent
protection.
Check out your lightning protection system every year to see
that air terminals, conductor cables, connecting clamps and
grounds can provide an unbroken electrical flow to ground. If
you have no system or it is inadequate, see a qualified lightning
protection dealer.
Machinery
Are PTO driveline shaft shields in place and in good condition?
Is the PTO master shield on the tractor in place?
Are warning decals in place and readable?
Do grain auger elevators have a properly designed intake area
guard in place?
Are flexible-type guards, such as chain, tarp or rubberized
belt, in place and in good condition?
Are hydraulic hoses in good condition, with no indication of
noticeable cracks or leaks?
Are slow moving vehicle (SMV) emblems placed on all equipment
used on roadways?
Are SMV emblems bright in color and not obstructed when placed
on equipment?
Are guards in place to cover belt, chain, and gear drives?
Tractors
Is the tractor equipped with a rollover protective structure
(ROPS) and seatbelts?
Do you always wear seatbelts with ROPS?
Is there a slow moving vehicle (SMV) sign on the rear of the
tractor or towed equipment for roadway travel?
Are SMV signs clean, with good reflective qualities?
When towing equipment, do you use safety hitch pins and chains
for road traffic?
Is there a first aid kit mounted on the tractor, or accessible
nearby?
Are regular efforts made to keep steps free of mud, tools or
debris that could cause slips?
Is the exhaust system on each tractor in good condition and
leak-free?
Do you read the operator's manual or follow rules for safe operation?
Before operating, do you walk around the tractor making a visual
pre-operational check for bystanders and other objects?
Do you enforce the rule "No Extra Riders" on the tractor at
any time?
Do you lock brake pedals together before roadway travel?
Are brakes adjusted regularly?
When operating a tractor in buildings, do you open doors or
windows or start ventilation fans?
Are buildings locked or keys removed from the ignition of the
tractor when not in use to prevent unauthorized people from
using the equipment?
Do you always steer clear of hazards, such as ditches, steep
hills and other areas where tractors can tip?
When using front-end loaders, do you travel with the bucket
lowered to avoid tipping sideways?
Have all tractor operators on your farm received training on
their equipment and reviewed the manual or rules for safe operation?
Is mounted equipment always lowered before the operator leaves
the tractor?
Are towed loads always hitched to the drawbar and never higher?
When towing high or wide loads, are clearances from overhead
powerlines always checked?
If the tractor does not have a soundproof cab, does the operator
always wear hearing protection when noise level exceeds 90 decibels
for extended periods of several hours or more?
If you have many tractors or several units of the same model,
are they numbered to reduce errors in communication? (Especially
if you have several units of the same model.)
Have you developed a policy about when seatbelts and other Personal
Protective Equipment (PPE) should be worn or used?
Buildings
and Structures
Is there sufficient ventilation for dust and fume control?
Are walkways, aisles, steps, landings and traffic areas clear
of any obstructions, litter and debris?
Is there adequate lighting in work and travel areas?
Are stairs in good condition and equipped with handrails?
Are permanent ladders in good condition and checked before use?
Have danger spots in floors been repaired or corrected?
Are low ceilings, beams, etc., marked clearly with signs of
fluorescent materials to prevent bumping into them?
Are stored materials properly stacked to prevent them from falling?
Are protrusions such as nails removed from walls, railings,
etc., to prevent contact?
Is there ample walking space between parked machines where required?
Are keys removed from ignition or is machinery in locked sheds?
Do large doors open smoothly?
If building has no windows, are there emergency lights with
exit signs?
Do you have a carbon monoxide detector and does it work?
Are floor openings protected with barriers, lids, or safety
bars, to prevent individuals from falling through them?
Are gasoline tractors and other fuel-burning equipment stored
away from flammables or kept in a separate building?
Do you avoid bulk storage of flammable liquids in barns or other
structures?
Are there at least two exits available in barns and workshops?
Are elevated docks and mezzanines protected by safety rails?
Are all electrical outlets in the workshop properly grounded?
Is Personal Protective Equipment (PPE) available: i.e., goggles,
face shields, hard hats?
Are a stocked first aid kit and fire extinguisher available?
Are suitable receptacles available for oily rags, used oil,
etc.?
Is adequate, well-organized storage available for tools and
equipment?
Do you limit extension cords to temporary use?
Are portable lights properly shielded to prevent breakage?
Do you unplug portable tools when not in use?
Are nails removed from lumber before stacking?
Do you take care to adjust work practices on wet floors and
wipe up spills immediately?
Are doors with exit paddles or panic sets fully operational?
Animal
Handling Facilities
Do you always avoid entering a manure pit?
Are outside ramps, steps and entrance ways protected from rain
or properly maintained to deal with snow?
Are pens, gates, and fences in good condition, without edges
that stick out (no protrusions)?
Are restraining devices used, designed safely, in good condition,
without protrusions and securely anchored to prevent tipping
or slipping?
Are ventilation fans and vents in good operating condition and
lighting adequate?
Are heaters kept away from combustible materials?
Are animal drugs and barn chemicals kept in a secure are in
labeled or original containers?
Do you have cattle dehorned, and swine detusked?
Are children forbidden to excite, tease or abuse animals?
Do you make sure you have an emergency escape route when working
in close quarters with animals?
Are pets and animals immunized as required?
Do you use special care in handling animals with newborn young?
Do you make animals aware of your approach so you do not frighten
them?
Preparedness
Are first aid kits located in standard locations for your farm,
such as in the home or workshop, or on tractors or in vehicles?
Are emergency numbers and farm location numbers posted by all
phones?
Do you have an emergency tube located on the breaker pole and
is information current?
Is your 911 locator number used to mark your gate and posted
by the phone?
Are first aid kits periodically checked and replenished?
Have a reasonable number of employees been trained in first
aid and CPR to cover work areas? (1-day course for first aid
if under 5 people; if over 15 people, someone on site should
have a standard course.)
Do family members and/or employees know how to call for emergency
help?
Do family members and/or employees know how to shut off all
machinery if someone is caught up or pinned down?
Do you have a system to keep track of where family members or
others are playing or working and when they are expected to
return?
Do you routinely check with workers by phone, C.B. or radio?
Do you act on issued weather warnings?
Do you know what to do for poisoning?
Pre-Post
Test
1. Flowing grain is not a hazard.
True
False
2. List two things that can be incurred by family members if
someone is injured or killed in a farm-related incident.
____________________________________________________________________________
____________________________________________________________________________
3. List three leading hazards in your community.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. The organization that was founded as the result of the death
of an 11- year-old boy in a farm-related incident was:
a) National Safety Council
b) National Institute for Farm Safety
c) Farm Safety 4 Just Kids
d) National Children's Center for Rural and Agricultural Health
and Safety
5. People that have only a few acres do not need to worry about
hazards?
True
False
Summary of Power Point Slides
Slide
Number
Slide
Text
PP
1
Rhythm
of the Seasons: Planting Seeds of Safety, Harvesting Grains
of Hope
PP
2
"...but
I don't farm"
PP
3
"
GOT... an acre or two? ...a couple of horses? ... an ATV?
... a small tractor?
PP
4
"...then
this program is for you too!" "Farm" Safety... not just
for farmers!
PP
5
Agricultural
Hazards Tractors and machinery / Livestock / Grain handling
/ Confinement systems / Working environment / Road travel
with equipment / Children (workplace is place of residence)
/ Chemicals
PP
6
Safety
is about being observant of the risks and taking actions
to avoid them. This is how we save lives that can be lost
in just a fraction of a second.
PP
7
The
5 leading causes of ag related hazards in our community
are:
1. ___ / 2. ___ / 3. ___ / 4. ___ / 5. ___
PP
8
You
have seen their faces. They could be your brother, sister,
grandchild, daughter or son. This has to stop. The grief,
the pain, the feelings of loss do not have to happen.
We have to gather together as a stronger voice, a network
of support, and a movement forward from this point on
in the interest of rural America and the future of agriculture.
-- Marilyn Adams, in a speech at the White House on September
18, 2002.
PP
9
5
Hazards on our farm/workplace and a corrective measure
for each are:
1. ___ / 2. ___ / 3. ___ / 4. ___ / 5. ___
PP
10
Personal
Action Plan / IMBY* Safety Audit Identify the hazards
/ Identify corrective measures / Identify who is responsible
for seeing that it gets done / Set a target date
PP
11
Resources
Florida AgSafe - The Florida Agricultural Safety Program
Web site: http://www.flagsafe.ufl.edu
Farm Safety 4 Just Kids Web site: http
://www.fs4jk.org National Agricultural Safety Database
Web site: http
://www.nasdonline.org
PP
12
Resources
(cont'd) The National Children's Center for Rural and
Agricultural Health and Safety Web site: http://www.marshfieldclinic.org/nfmc/pages/default.aspx?page=nccrahs_welcome
North American Guidelines for Children's Agricultural
Tasks Web site: http ://www.nagcat.org 'Childproofing' Your Yard and Farmstead
On the Web at: http://edis.ifas.ufl.edu/AE166
Best Management Practices for Agricultural Safety and
Health (Penn State) Web site: http://www.agsafety.psu.edu/index.html
PP
13
Safety
is more than preventing injury and death...it is also
about taking a positive, proactive approach to life.
PP
14
Be
Aware! / Be Alert! / Be Alive!
Resources
IMBY Workshop
Materials
You can
download all the IMBY Workshop Materials at the Florida AgSafe
Web site: http://www.flagsafe.ufl.edu.
Rhythm
of the Seasons Video and Book
The video "Rhythm of the Seasons" can be purchased by contacting
UF/IFAS Extension Bookstore
The companion book to the Rhythm of the Seasons video or a book/video
package can be purchased by contacting:
Building 440 Mowry Road
P.O. Box 110011
Gainesville, FL 32611
Web site: http://ifasbooks.ufl.edu
Telephone: (352) 392.1764
Fax: (352) 392.2628
For credit card orders only, call (800) 226.1764.
Farm Safety 4 Just Kids
Additional Safety Web Sites
P.O. Box 458
Earlham, Iowa 50072
Telephone: (515) 758-2827 or (800) 423-5437
Web site: http://www.fs4jk.org
Florida AgSafe - The Florida Agricultural Safety Program
Web site: http://www.flagsafe.ufl.edu
Best Management Practices for Agricultural Safety and Health
(Penn State)
Web site: http://www.abe.psu.edu/ash/index.html/
National Agricultural Safety Database
Web site: http://www.nasdonline.org
Farm Safety 4 Just Kids
Web site: http://www.fs4jk.org
The National Children's Center for Rural and Agricultural Health
and Safety
Web site: http://www.marshfieldclinic.org/nfmc/pages/default.aspx?page=nccrahs_welcome
North American Guidelines for Children's Agricultural Tasks
Web site: http://www.nagcat.org
Additional Safety Information Materials from UF/IFAS and
Florida AgSafe
Safety Awareness
General Precautions
Farmstead
Slips/Trips/Falls
Ladders
Electrical
Fire
Lightning
These publications are available on the Web at: http://disaster.ifas.ufl.edu/chap8fr.htm
