Chemical Hazards and Hazard Communication

Transcription

1 Chemical Hazards and Hazard Communication LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 1

2 Module at a Glance A. Introduction Activity Time Materials & Resources The i nst r uct or r eviews the OSH A di scl osure st at ement and the wor kshop object i ves. The class br ainst or ms a list of chemi cal s they use on the job. 10 minutes Slide #2, Training Object i ves Slide #3, OSHA disclosur e st at ement Slide #4, What Chemical s Do You Wor k Wi th? B. What Makes a Chemical Likely to Cause Harm? 10 minutes Fact sheet A, pages 1-4, Chemical Hazards The i nst r uct or r eviews t he factors that make a chemical l i kel y t o cause har m. C. How Do Chemicals Affect the Body? Pair s discuss t he differ ent ways chemi cal s can affect t he body and then the class learns about acute and chronic and local and syst emi c heal t h effect s. D. How Can Chemical Hazards Be Controlled? The class lear ns about Cal /OSH A exposure l imi t s and how t o contr ol chemi cal hazards. 15 minutes Slide #5, L ocal H eal t h Effects Slide #6, Syst emic Heal t h Effect s 15 minutes Fact sheet A, pages 5-7, Controlling Chemical Hazards Slide #7, H ow Can Chemical Hazards Be Contr ol l ed? LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 2

3 Activity Time Materials & Resources E. CAL/OSHA s Hazard Communication Standard. The following information is r eviewed: -Cal/OSHA s Hazard Communication Standard -Globally Harmonized Syst em (GH S) -Old chemical label -N ew GH S label -Pict ogr ams -Safet y Dat a Sheet (SDS) 20 minutes Fact sheet A, page 14 & 15, Evaluating Your Workplace Hazard Communicati on Pr ogr am Fact sheet A, pages 8-10, Chemi cal L abel s. Fact sheet A, pages 10-13, Safet y Dat a Sheet s Slide #8, GHS Slide #9, Old l abel Slide #10, N ew GH S label Slide #11, Pi ct ogr ams Slide #12, SDS sect i ons F. Evaluating An SDS Smal l gr oups st udy a sampl e SDS, answer quest i ons on a wor ksheet, identify target or gans on a T-shir t and r epor t back t o t he class. 20 minutes Col or ed dot s Sampl e SDS Wor ksheet #1, SDS Wor ksheet Toxic T-Shir t s G. What To Do If Exposed To A Chemical 5 minutes The instructor explains what t o do i f a wor ker i s exposed t o chemi cal s at wor k. Total time: 1 hour and 30 minutes LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 3

4 Preparing to Teach This Module Befor e you pr esent this Suppl emental Modul e: 1. Obtain Fact sheet s A and Wor ksheet #1, one for each par t i ci pant. I nser t t hese into the course manuals in advance. 2. Col l ect an SDS of a chemi cal participants work with on t he job. M ake copi es for ever yone i n t he class. 3. Obtain col or ed dot s (st icker s) in any col or. 4. Obtain 4 Toxic T-shir t s (whi t e T-shirt with body organs drawn on it) for t he class. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 4

5 Detailed Instructor s Notes A. Introduction to This Module (10 minutes) 1. Show Slide #2, and t el l t he class that we are goi ng to learn about chemical hazards and Cal/OSHA s Hazard Communication standard. Review t he object i ves for t hi s cl ass. By t he end of t hi s sessi on you wi ll be able to: L i st fact or s t hat can influence t he l i keli hood a per son will develop heal t h effect s from a chemi cal exposure. I denti fy t hree ways chemi cal s can enter t he body. Expl ai n how chemicals can affect t he body. Descr i be and eval uat e t hree ways t o el i minat e or r educe chemi cal hazards. Descr i be five r equi r ements of Cal/OSHA s Hazard Communication standard. Descr i be t he new Gl oball y H ar moni zed Syst em. Get i nfor mat i on from a Safet y Dat a Sheet (SDS). 2. Show Sl i de #3 and expl ai n t he OSH A di sclosure st at ement. 3. Show Sl i de #4 and ask t he class what chemical s t hey wor k with? Wr i t e t he names of t he chemi cal s peopl e menti on on a flipchart page. If necessar y, ask for names of ot her chemi cal s that participants are familiar with, so your li st i ncludes many di ffer ent for ms of chemi cal s. Save t his list for l at er use. Your compl eted flipchart may include: Sol vents such as methyl ethyl ket one, t oluene, and benzene Cleaning products Paints Wood dust LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 5

6 Asbest os Pest i ci des Heavy metals such as cadmium, lead, and mercury Gasoline Ask if anyone has ever been i njured or made si ck by a chemi cal t hey used. Ask for at least two or t hree st or i es. After participants have explai ned what happened, tell the class: I t i s ver y i mpor t ant for wor ker s t o be t r ai ned about t he chemi cal s t hey use. They need t o know how these chemi cals can harm them and how t o wor k safel y wit h t hem. Training about speci fi c chemi cal s used on your job i s r equi r ed by Cal/OSHA s Hazard Communication standard. Today s class will pr ovide a basi c over view of chemi cal hazar ds. I t i s not i ntended t o substitute for training r equi r ed by t he H azar d Communi cat i on standard. B. What Makes a Chemical Likely to Cause Harm? (10 minutes) The instructor explains all chemicals have the potential to cause harm. But, some ar e mor e l i kely t o cause har m t han ot her s. Ther e ar e five fact or s that make a chemi cal mor e l i kely t o cause harm: (list on flipchart as each is presented) Toxicity Toxicity is the ability of a chemical to cause harm. I f t he chemi cal can cause har m onl y i f t he per son i s exposed t o a ver y l ar ge amount of i t, that chemi cal woul d be consi der ed r el at i vely non-t oxic. I f only a small amount of exposure t o a chemi cal can cause har m, t he chemi cal i s considered highly toxic. An exampl e of a highl y toxic chemical is Cyani de (and ot her subst ances cal l ed poi sons). I t t akes ver y li t t le of this substance to cause significant harm. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 6

7 Route of Exposur e and Chemical Forms A second fact or t hat det er mi nes i f a chemi cal will cause har m i s whet her i t i s i n a form t hat can easi l y enter t he body. Chemi cals get i nto t he body t hrough: Breathing (also called inhalation). Thi s i s t he mai n way wor ker s ar e exposed t o chemi cal s on t he job. Ski n and eye contact. A chemi cal can damage your ski n or eyes. Some can al so pass t hrough t he ski n and get i nto your bl oodst r eam. Swallowing (also called ingestion). Although you don t usually swal l ow chemi cal s deli ber at ely, t hey can be car r i ed on ci gar et t es, food, or unwashed hands. Al so, some chemi cal s may get swal l owed when you cough up dust. H ow chemi cal s get i nto t he body i s r elat ed t o t he for m the chemical i s in. Chemicals come i n t he for m of liquids, solids, dust s, mist s, vapor s, fumes, gases, and fiber s. Somet i mes you can see or smel l t hem, somet i mes you can t. The for m a chemi cal is i n can det er mi ne whet her i t wil l cause har m. For exampl e, although some things are absorbed through the skin, lead paint is not absorbed through the skin and so it won t get i nt o your body if you get it on your hands. H owever, i f you sandbl ast lead pai nt and t hen br eat he t he dust, i t can enter your body t o affect your centr al ner vous syst em and ot her or gans. Somet i mes chemi cal s change for ms. For exampl e, li qui d cl eaning pr oduct s can be put into a bottle and then sprayed. In this case they ar e t urned i nto mists. Liquid sol uti ons, when t hey evapor at e, gi ve off vapors that can be inhaled. Dose and Duration Dose is how much of the chemical a per son i s exposed t o. Gener all y, t he gr eat er t he dose, t he gr eat er t he har m. For exampl e, br eat hing a l ot of or gani c solvents wi ll affect t he centr al ner vous syst em but breathing just a little may just give you a headache. Durat i on i s how l ong a per son i s exposed t o t he chemi cal. Gener al l y, t he l onger t he exposure, t he gr eat er t he har m. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 7

8 Reaction and Interaction React i on and i nter act i on i s what ot her chemi cal s a per son i s exposed t o. Some chemi cal s, in combi nat i on, can cr eat e a di ffer ent chemical. This is called r eaction. For example, bleach and ammonia mixed t oget her pr oduce a di ffer ent, mor e t oxic gas. Some chemi cal s, i n combi nat i on, i ncr ease t he l i keli hood t he per son will get si ck. For exampl e, bei ng exposed t o asbest os and al so bei ng a ci gar et t e smoker wi ll i ncr ease t he l i keli hood of get t i ng cancer. Thi s i s called interaction. Individual Differences A final fact or i s i ndi vidual di ffer ences. Some peopl e ar e mor e susceptible to getting sick from chemicals. Examples of individual di ffer ences t hat put some peopl e at i ncr eased r i sk include family hi st or y, age, pr egnancy, pr evious exposures, and whet her t he wor ker i s a smoker, has sensi t ivit i es, or uses cer t ai n medi cat i ons. Refer t he cl ass t o Fact sheet A, Chemical Hazards, and t el l them that this r esource pr ovides mor e i nfor mat i on about chemi cal s. C. How Do Chemicals Affect the Body? (15 minutes) 1. Ask participants to take two mi nutes t o t alk wi t h t he per son next t o t hem about t he di ffer ent heal t h effect s chemi cal s may cause. Suggest that t hey think about the chemicals t hey li st ed at t he begi nni ng of t he cl ass, or ot her chemi cal s t hey ar e fami li ar wit h t hat ar en t on t he l i st. If you wish, display the flipchart page you made ear li er t hat has t he l i st of chemi cal s. After about two minut es, ask peopl e t o shar e exampl es of chemi cal s t hey talked about and healt h effect s t hey i denti fied. Wr i t e t hese heal t h effect s on a flipchart page. Exampl es may include: A rash from get ting a sol vent on t he ski n Difficulty breathing or di zzi ness from exposure t o sol vent vapor s Burns t o t he ski n or eyes from a harsh chemical like drain cl eaner s LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 8

9 Lung pr obl ems from inhaling asbest os or cement dust. Say t o t he class Notice t hat some of these heal t h effect s occur r i ght away and ot her s t ake a l ong t ime t o devel op. When t hey occur r i ght away, we cal l t hem acute effects. What are some exampl es of acute effect s? Examples include a chemi cal burn t o t he ski n or eyes, or a skin rash from handling a sol vent. Some acute effect s t ake a few hours t o devel op (l i ke nausea from pest i ci de exposure). When heal t h effect s occur a l ong t i me after exposure, we cal l t hem chr onic effects. What are some exampl es of chroni c effect s? Examples include lung disease or cancer after many years of exposure t o asbest os or neurol ogi cal pr obl ems caused by l ong-t er m exposure t o l ead dust. Some chemi cal s can cause bot h acute and chroni c effect s. For exampl e, br eat hi ng solvent vapor s coul d gi ve you a headache or make you dizzy r i ght away. Breat hing t hose vapor s for year s may al so cause l i ver damage. What are clues that might tell a worker that a health effect he or she is exper i enci ng i s r el at ed t o exposures at wor k? Sympt oms go away aft er t i me off from wor k, l i ke weekends or vacations. Ot her wor ker s doi ng t he same job have simil ar sympt oms. Si nce chroni c heal t h effect s devel op a l ong t i me after exposure, i t may be har der t o r ecogni ze when t hey ar e wor k-r el at ed. Wor ker s need t o be aware when a chemical can cause a l ong-t er m heal t h effect, so t hey can pr ot ect t hemsel ves and pr event future di sease. 2. Show Sl i de #5 and say t o t he class: Some chemi cal s cause health effect s r i ght at t he poi nt of exposure. We cal l t hese local effects. For example, if ammonia gas is inhaled, it qui ckl y i r r i t at es t he lini ng of t he r espi r at or y t r act. Al most no ammoni a passes from the lungs into t he bl ood. So ammoni a only causes l ocal effect s. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 9

10 3. Show Sl i de #6 and tell the class: Ot her chemi cal s can enter t he body and t r avel i n t he bl oodst r eam to affect internal organs. We cal l t hese systemic effects. The or gans most often affect ed by chemi cal s ar e t he lungs, l iver, ki dneys, hear t, ner vous syst em (including the brain), and r epr oduct i ve syst em. Ask par t icipants what chemi cal s t hey ve hear d of or wor ked wi t h that could affect a particular organ, (ei t her as a l ocal effect or syst emic effect ). Examples may include: Asbest os t ar get s t he lungs. Sol vents can affect t he l i ver, t he centr al ner vous syst em, and t he r epr oduct i ve syst em. M et al fumes can affect t he st omach and i ntest i nes. Lead dust and l ead fumes can affect t he r epr oduct i ve syst ems i n bot h men and women. Det er gents, cl eaner s, and solvents can affect the skin by drying it out or causi ng r ashes, sor es, or ot her ski n ai l ments. 4. Tel l t he cl ass about chemi cal s and cancer. Can all chemi cal s cause cancer? N o. Cancer i s t he uncontr ol l ed gr owth and spr ead of abnor mal cell s i n t he body, and i s caused by some chemi cal s but not ot her s. I t i s not t r ue t hat all chemi cal s cause cancer i n l ar ge enough doses. I t i s i mpor t ant t o know when a particular chemi cal i s beli eved t o cause cancer so you can pr ot ect yoursel f. 5. Tel l t he cl ass about t he r epr oduct i ve effect s of chemi cal s. As we have menti oned, some chemi cal s affect t he r epr oduct i ve syst ems of men and women. Exampl es of t he r epr oduct i ve effect s of chemi cal s on men and women i ncl ude t he i nabi li t y t o concei ve chi l dr en, l ower ed sex dr ive, dist ur bances in menst r uat ion, miscar r iages, st illbir t hs, and defects in children that are apparent at birth or later in the child s devel opment. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 10

11 6. Summar i ze t he i nfor mat i on just pr esented: We ve l ear ned t hat : Chemicals can cause acute (shor t -t er m) and/or chronic (l ongt er m) heal t h effect s. Some chemi cal s can cause bot h. Symptoms can be a clue that you ar e exper i encing acute health effect s but chronic effect s don t show up right away. Chemi cal s can cause local effects wher e t hey fir st contact your body or systemic effects i f t hey get i nto your bl oodst r eam. N ot al l chemi cal s cause cancer, no mat t er how much you ar e exposed t o. D. How Can Chemical Hazards Be Controlled? (15 minutes) 1. Brai nst or m a l i st of t he main ways t o contr ol exposure t o hazar dous chemi cals: L et s make a li st of some ways t o r educe or el i minat e exposure t o chemi cal s at wor k. As participant s r espond, list t heir ideas on a flipchart page. Answer s may include: Substitute a safer chemi cal product in place of a toxic one. Encl ose a pr ocess t hat uses t oxic chemi cal s so no one i s exposed. U se good ventil at i on so wor ker s don t br eat he in a chemi cal. Limit how much time a wor ker i s exposed t o a chemi cal. Train wor ker s i n how t o use chemi cal s safel y. U se per sonal pr ot ect i ve equi pment such as gl oves, goggl es, r espi r at or s, et c. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 11

12 Ther e ar e many ways t o pr ot ect wor ker s from hazar ds. But not al l sol uti ons ar e equal ly effect i ve. 2. Show Sl i de #7 and t ell t he class t he best way t o pr ot ect wor ker s i s t o r emove t he hazar d from t he wor kpl ace al t oget her, or at l east keep t he hazard away from workers. Remove the Hazard Policies and Pr ocedures Per sonal Pr ot ect ive Equipment Refer t o t he l i st of soluti ons on t he fli pchar t you just cr eat ed. Ask t he class: Whi ch of t he sol uti ons on t he fli pchar t i s an exampl e of removing t he hazard? Substituting safer chemical products, such as water-based cl eaner s i nst ead of or gani c sol vents. H owever, r emember t hat wat er -based doesn t al ways mean i t s non-t oxic or safe. Enclosing or isolating a process that uses toxic chemicals. Installing ventilation to r educe t he amount of chemi cal s from t he ai r wor ker s br eat he. These ar e cal l ed engineering contr ols. They ar e consi der ed t he most effect i ve kind of sol utions because t hey get ri d of t he hazar d at t he source. They don t r el y on wor ker s t o fol l ow cor r ect pr ocedures and t hey don t al l ow for wor ker s t o t ake shor t cuts t hat might be danger ous. Explain: LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 12

13 Anot her way t o pr ot ect wor ker s i s t o set up wor k pol i ci es and procedures that cut down exposure to hazards by changing how the job i s done. Explain: Which of the sol uti ons on the flipchart i s an exampl e of poli ci es and pr ocedures? Providi ng br eaks. Training workers in using chemicals safely. These ar e cal l ed administrative contr ols. Personal protective equipment, or PPE, i s wor n on t he body and pr ot ect s you from exposure t o a hazar d. What are some exampl es of PPE used for chemi cal s? Ask t he class: Respi r at or s Goggl es Gl oves Cover al l s or ot her pr ot ect i ve cl ot hi ng Why i s PPE usual l y consi der ed l ess effect i ve t han t he ot her met hods? Possi bl e answer s i ncl ude: I t doesn t get r i d of t he hazar d i t sel f. Wor ker s may not want t o wear it because it can be uncomfor t abl e, hot, and may make i t har d t o communi cat e. I t has t o fit pr oper l y t o wor k. In many cases it must be cl eaned and i nspect ed often. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 13

14 It has to be the right type for the particular hazard, such as the right respirator cartridge or glove for t he chemi cal bei ng used. Wor ker s must know and r emember how t o use i t pr oper l y. Some PPE cr eat es i t s own hazar ds, such as heat, heavy wei ght, reduced visibility, r educed hear i ng, r est r i ct ed movement, and di scomfor t. 3. Refer t he cl ass t o Fact sheet A, pages 5-7, Controlling Chemical Hazards. Tell them that this pr ovides mor e i nfor mat ion about contr ol li ng chemi cal hazards. E. Cal/OSHA s Hazard Communication Standard (20 minutes) 1. Explain to the class that you will next discuss how t o find infor mat i on about speci fi c chemi cal s. 2. Ask peopl e to call out what things t hey woul d like t o know about t he chemi cal s t hey wor k wi t h. Wr i t e t hei r answer s on a flipchart page, and then add any they may not have menti oned. The l i st may include the following: How toxic is it? Who makes i t? H ow do you handl e i t safel y? What should you do in an emergency? H ow do you di spose of i t safely? What heal t h effect s does i t cause? How flammable is it? I s t her e a safe l evel of exposure? LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 14

15 Do you need a r espi r at or or ot her PPE when you wor k wi t h i t? 3. Explain to the class that they have the right to get i nfor mat i on from t hei r empl oyer about chemicals under Cal/OSHA s Hazard Communication standard. The standard has five major r equi r ements t hat empl oyer s must fol l ow: Devel op a wri t t en hazar d communi cat i on pr ogr am. Pr epar e an i nventor y of al l hazar dous subst ances i n t he wor kpl ace. M ake sure al l chemi cal pr oduct s i n t he wor kpl ace have label s. Obtain Safety Dat a Sheet s (SDSs), once known as Material Safet y Data Sheet s (M SDSs), for al l chemical s i n t he wor kpl ace and make t hem availabl e t o empl oyees. Trai n empl oyees about t he hazar ds of t he speci fic chemi cal s t hey wor k wi t h or wor k ar ound, how t o pr ot ect t hemsel ves agai nst chemi cal exposure, and how t o r ead SDSs and l abel s. Refer t he cl ass t o Fact sheet A, pages14 & 15, Evaluating Your Workplace s Hazard Communication Program. I t has mor e i nfor mat i on on what should be in an employer s hazard communication program. 4. Show Slide #8 and tell the class: The Hazard Communication standard has been revised to come into compliance with the new Globally Harmonized System which has been adopted by many countries around the world. The changes involve: Hazard classification: Provides specific criteria for classification of health and physical hazards, as well as classification of mixtures. Labels: Chemical manufacturers and importers will be required to provide a label that includes a harmonized signal word, pictogram, and hazard statement for each hazard class and category. Precautionary statements must also be provided. Material Safety Data Sheets, now called Safety Data Sheets: Will now have a specified 16-section format. Information and training: Employers are required to train workers by December 1, 2013 on the new labels elements and safety data sheets format to facilitate recognition and understanding. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 15

16 5. Show Slide #9 and tell the class: Old labels currently were only required to have the following information on them: Product identity Hazard warnings Name and address of the manufacturer 6. Show Slide #10 and tell the class: Under the new GHS, labels must include signal words, pictograms and hazard statements. For each hazard class and category of chemical, labels must now include: Product identifier Supplier information A signal word Pictogram A hazard statement and a precautionary statement One very confusing thing about the GHS system of doing things is that the categorization scheme for the severity of physical hazards will be the opposite of what you currently see on National Fire Protection Association placards or the Hazardous Materials Identification System where 1 under NFPA or HMIS is least severe and a 4 is most severe. Under GHS it is the opposite category 1, under GHS, is most severe.) 7. Show Slide #11 and tell the class: As of June 1, 2015, the OSHA Hazard Communication Standard (HCS) requires pictograms on labels to alert workers of the chemical hazards they could be exposed to. The pictogram on the label is determined by the chemical hazard classification. 8. Show Slide #12 and tell the class: Material Safety Data Sheets are now called Safety Data Sheets and the information provided on them must now be in a standard, set order and format, making it easier to find needed information about health effects and emergency procedures. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 16

17 Employers are now required to train employees about these new changes to the Haz Com standard. 9. Explain Cal/OSHA s legal exposure limits. Tell the class: Cal/OSHA requires employers who use certain chemicals to keep worker exposure below set limits, called Permissible Exposure Limits (PELs). The PEL for a chemical is the maximum amount of that chemical that a worker may be exposed to over a period of time. For most regulated chemicals there is a limit to exposures averaged over an 8-hour day. Some chemicals also have shorter limits (usually 15 or 30 minutes) or maximum (ceiling) concentrations. The idea is that the employer must control exposures so that workers aren t breathing enough of the chemical to cause harm. Workers should be told by their employer about the exposure limits for any chemicals they use. Not all chemicals have PELs. F. Evaluating An SDS (20 minutes) 1. I ntr oduce t he smal l gr oup act i vit y. Explain that in this activity the class will be divided into smal l gr oups t o l ear n how t o r ead and understand the heal t h effect s sect i on of a SDS. Explain that each group will be given a SDS for a particular chemical, a Toxic T-shir t with the outline of a body draw on it with organs, and sever al col or ed dot s. Each group will answer some questions about the chemical, usi ng t he healt h effect s sect i on of t he SDS. A vol unteer will put on the Toxic T-shirt and will explain what t ar get or gans t he chemi cal affect s i n t he body. Note to Instructor: Remember, you will need a SDS for t hi s sessi on. Be sure t o col l ect it i n advance and have copi es avai labl e (see Pr epar i ng t o Teach t hi s M odul e, p.4). 2. Divide the class int o 3-4 smal l gr oups, wit h no mor e t han si x peopl e i n each gr oup. Pass out Wor ksheet #1, SDS Wor ksheet. Al so gi ve each gr oup a copy of t he SDS. Al so distribute a Toxic T-shirt and sever al col or ed dot s t o each gr oup. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 17

18 3. Befor e t he gr oups begi n wor ki ng, r ead al oud t he quest i ons on Wor ksheet #1. Explain that they should use their SDS t o answer Quest i ons #1-4. Point out that when answering Question #4, they shoul d mar k t he t ar get or gans affect ed by t he chemi cal on t he Toxic T-shi r t usi ng t he color ed dot s. Quest i on #5 asks for t hei r opi ni on about what health effects concern t hem most. Ask each gr oup t o have a vol unteer t ake not es. Each group should also sel ect anot her t wo peopl e t o r epor t back t o t he whol e cl ass: one t o hold up t he Toxic T-shir t and one t o r epor t on t heir wor ksheet answer s. Gi ve t he gr oups mi nutes t o answer t he quest i ons on t he wor ksheet. As t hey wor k, check i n t o see i f t her e ar e any quest i ons. Bri ng t he whol e class back t oget her after minutes. H ave each smal l gr oup r epor t back on a di ffer ent quest i on on t he wor ksheet. Ask for a vol unteer t o explai n t he t ar get or gans t he chemi cal affect s i n t he body on t he Toxic T-shir t. Ask if any of t he smal l gr oups have a di ffer ent answer. G. What To Do If Exposed To A Chemical (5 minutes) Tell the class: I f you get exposed t o a chemi cal on t he job, do t he fol l owing: Let your supervisor and union know I denti fy t he chemi cal (s) i nvol ved Follow SDS first aid directions Get medical attention as needed. Ask a coupl e of vol unteer s t o shar e one or two act i ons r el at ed t o chemi cal hazar ds and the Hazard Communication standar d t hat t hey would li ke t o t ake back at their wor kpl ace. Tel l peopl e t hat t his ends t he sessi on on chemi cal s at t he wor kpl ace. LOHP. OSHA grant #SH-2764SH5: Chemical Hazards and Hazard Communications, 18