Biosafety · SHS1 Biomedical Science

Lesson notes

Learning Objectives

Indicator: 1.1.2.LI.1 - Discuss the various biohazards as well as the risk groups.

By the end of the lesson, learners can:

Define biohazard and list at least five different types of biohazards found in healthcare, research, and community settings.
Classify biohazards into the four WHO risk groups (Risk Group 1 to 4) based on their level of pathogenicity, mode of transmission, and availability of treatment or prevention.
Match the internationally recognised biohazard symbol to its meaning and describe why a universal symbol is necessary for safety communication.
Apply the concept of risk (likelihood of harm multiplied by consequence of harm) to rank a set of local and laboratory scenarios from low to extreme risk.
Work collaboratively in mixed-gender, mixed-ability groups to justify the risk group assigned to a given biohazard through oral presentation.

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Curriculum details

Strand: Biomedical Science in Society (Strand 1)
Sub-strand: Biosafety (1.2)
Content standard: 1.1.2.CS.1 - Demonstrate an understanding of biohazards and analyse their routes of exposure. 1.1.2.LO.1 Describe various biohazards critically analyse their routes exposure.
Indicator: 1.1.2.LI.1 - Discuss the various biohazards as well as the risk groups.
Suggested placement: Semester 1, Week 6 (Week 6 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 29

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: With the aid of flashcards or pictures showing various biohazards, engage learners to identify and discuss the peculiar features.
Collaborative Learning: In large groups, identify and group a set of randomised biohazards according to their risk levels (Level 1, 2, 3 and 4). Explain the reasons behind the groupings (of the randomised symbols) through class presentations.
Activity-Based Learning: Identify various hazards in varied scenarios within the community (or through the use of videos or pictures), sketch the representative symbol and determine potential negative outcome(s) of a given hazard and the frequency of occurrence (i.e., "risk"). Learners assess if the risk is acceptable.
Teaching and Learning Resources:
- Flashcards
- Pictures
- Glo germ/dye/coloured Sticky Notes/Flip charts
- Standards and regulatory documents
- powder
- Chart
- Picture Video
- Chart
- Computer
Assessment (1.1.2.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 2 Skills of conceptual understanding; Level 3 Strategic reasoning.