# Handout 1.1: Hazard Hunt

Name: ______________________________ Date: ______________ Team: ______

**Directions:** There are hazards planted at every station in this room. Your team has eight minutes to find them. At each station: look, do not touch; write, do not fix; whisper. For every hazard you find, write what it is, circle its family, write what could happen, and write one way to prevent it. When the timer ends, go back to home base for Part 2.

## Word bank: the six hazard families

Every hazard belongs to one of these six families. If it can burn, cut, trip, spark, or make you sick, it is a hazard.

| Family | What it means | Example |
|---|---|---|
| Burns | Hot pans, hot water, steam, hot oven | A pot handle turned out over the edge |
| Cuts | Anything sharp | A tool hidden under suds in the sink |
| Falls | Anything you can slip or trip on | A wet towel on the floor |
| Fire | Anything that can catch | A paper towel next to a burner |
| Electrical | Cords, plugs, water near outlets | A cord draped across a burner |
| Food contamination | Germs getting into food | Raw chicken touching bread |

## Word bank in other languages

[Check with a native speaker before printing.]

| English | Turkish | Portuguese | Spanish |
|---|---|---|---|
| hazard | tehlike | perigo | peligro |
| burn | yanık | queimadura | quemadura |
| cut | kesik | corte | corte |
| fall | düşme | queda | caída |
| fire | yangın | fogo | fuego |
| sick | hasta | doente | enfermo |

## Part 1: The hunt

Circle the family for each hazard. If you find two hazards at one station, write the second one on the back.

| Station | What is the hazard? | Family (circle one) | What could happen? | How do you prevent it? |
|---|---|---|---|---|
| 1 | | Burns / Cuts / Falls / Fire / Electrical / Food | | To prevent this, you should ______ |
| 2 | | Burns / Cuts / Falls / Fire / Electrical / Food | | To prevent this, you should ______ |
| 3 | | Burns / Cuts / Falls / Fire / Electrical / Food | | To prevent this, you should ______ |
| 4 | | Burns / Cuts / Falls / Fire / Electrical / Food | | To prevent this, you should ______ |
| 5 | | Burns / Cuts / Falls / Fire / Electrical / Food | | To prevent this, you should ______ |
| 6 | | Burns / Cuts / Falls / Fire / Electrical / Food | | To prevent this, you should ______ |

Hazards our team found: ______ out of 12.

## Part 2: Our team's top five

Of everything your team found, choose the five that could hurt someone the worst in this room. Rank them 1 to 5, with 1 the most serious. For each one, write one sentence that says why it is that serious. Every team member writes the team's list on their own sheet.

| Rank | Hazard | Why it is this serious (one sentence) |
|---|---|---|
| 1 | | |
| 2 | | |
| 3 | | |
| 4 | | |
| 5 | | |

Grade 8 stretch: next to each hazard, write which rule in the Room and Lab Agreement it breaks. Then write a one-line accident report for your number 1, as if it had happened: what happened, when, and where; who was involved and who saw it; what was done; what we change.

_____________________________________________________________________________

_____________________________________________________________________________

Keep this sheet. Your team's top five becomes part of the class Kitchen Safety Contract in Lesson 1.4.

* * *

# Teacher key

There is no single right answer for Part 1, because the planted hazards are the teacher's own. Use the list below to check that a station's hazard was named, put in the right family, and given a prevention step that would actually work. The stations and hazards here are the ones suggested in Lesson 1.1; replace them with your own. [Sal: write your real station list here after you stage the room, and keep the photos.]

| Station | Planted hazard | Family | What could happen | A prevention step that works |
|---|---|---|---|---|
| 1 | Pot handle turned out over the edge of the stove | Burns | Someone bumps it and boiling water spills on them | Turn handles in, toward the back of the stove |
| 1 | Cord draped across a burner | Electrical (accept Fire with a reason) | The cord melts, shocks someone, or catches fire | Keep cords off the stove; unplug when not in use |
| 2 | Wet towel on the floor | Falls | Someone slips carrying something hot | Pick it up; hang towels; wipe spills right away |
| 2 | Cabinet door open at head height | None of the six fits neatly; accept Falls (a bump or a stumble) or "other" with a reason | Someone stands up into it | Close cabinets and drawers every time |
| 3 | Knife or shears in the sink under suds | Cuts | A hand reaches in and gets cut | Never leave sharp tools in the sink; wash and put away right away |
| 4 | Raw chicken (prop) touching bread on a cutting board | Food contamination | Germs move from raw meat to food that will not be cooked | Separate boards; raw meat away from ready-to-eat food; wash hands and boards between |
| 5 | Unlabeled spray bottle on the counter | Food contamination (accept Burns or "chemical" with a reason) | Someone uses a cleaner on food or gets it on skin or in eyes | Label every bottle; keep cleaners away from food; know where the Safety Data Sheets are |
| 5 | Oven mitt with a hole | Burns | Heat comes through the hole | Use a whole, dry mitt; throw out damaged ones |
| 6 | Paper towel roll touching a burner grate | Fire | The paper catches | Nothing on the stove that is not a pot |
| 6 | Wet mitt hanging on the oven handle | Burns | Steam goes through wet cloth and burns the hand | Dry mitts only |

Part 2 is scored complete, partial, or missing for daily work: complete means five hazards ranked with a sentence each that names the harm; partial means three or four; missing means fewer than three or no sentences. The "why" sentences do not have to agree with your ranking; they have to give a reason.