Workplace Safety Presentations

Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned.


S&L4: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.


Estimated timeframe:

Activity steps

  1. This activity draws from opens in a new window The Change Agent’s online lesson packet opens in a new window Workplace Safety—Learn It and Teach It: Begin by reading over the lesson and printing needed materials. Time needed to complete this lesson will depend on the number and skill levels of your students and could potentially be broken up over two class sessions; the lesson culminates in students preparing oral presentations. Be sure to allow time for students or pairs/small groups to create their presentations, ideally incorporating PowerPoint or other visual media, and deliver them to classmates (or another audience).
  2. Follow the Workplace Safety lesson plan, having students read and discuss the texts and audiovisual materials. (For A/B Levels): If readings are too difficult for students at this level, scaffold with audio recordings or class read aloud. Alternatively, select lower level workplace readings from Unit 2 of the PIVA Pathways curriculum.
  3. Have students work individually or in pairs/small groups to create multimedia presentations synthesizing what they’ve learned.
  4. Share the opens in a new window Rubric for Presentations with students so that they know how they will be evaluated (and can self- or peer-evaluate). Provide feedback using the rubric.

Workforce readiness skills

opens in a new window Rubric for Presentations
opens in a new window External Resources
ELA Activities for Level A / B / C / D
Finding the Main Idea, Getting to Work on Time
Students at A level will be introduced to finding a main idea through pictures, and students with reading levels as low as first-grade equivalent will read a passage, retell it, and determine the main idea. Extension activities include practicing time management skills, including filling out a timesheet Read More Finding the Main Idea, Getting to Work on Time
“How To” Speeches
Teacher models a simple “how to” speech. Then, students prepare and deliver their own speeches. Read More “How To” Speeches
Understanding the Dyslexic Mind
In Part 1, students listen to a radio interview with a dyslexic journalist and answer questions about the details. In Part 2, students listen and read along to a radio piece about successful dyslexics. Students answer questions found in the reading. In Part 3, students analyze a graph showing the divergence of IQ and reading ability in dyslexics. Read More Understanding the Dyslexic Mind
The Affix Garden
Students manipulate shapes (flower=prefix, stem=root word, suffix=leaf) to learn about affixes and create words. Read More The Affix Garden
Conversational Fishbowl
Students choose a question (from a list such as opens in a new window this one ) to discuss in order to become more comfortable talking in a discussion format. Instructional focus should be on learners speaking one at a time and listening to respond or add to the topic. Read More Conversational Fishbowl
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