This website by MedicalMutual Insurance Company of Maine provides an example environmental safety plan for a healthcare setting, which includes equipment safety, medication safety, infection control, fire safety, electrical safety, and more. In order to “evaluate” these environmental safety practices, students can reflect on their own experiences being in a healthcare setting as a patient, volunteer, employee, visitor, or student; they can recall which of these environmental safety practices they saw in action and how effective they were. For example, the student may have seen a “no smoking” sign or a properly labeled sharps container. The goal of this activity is to help students become familiar with recognizing and assessing environmental safety in healthcare.

This website is great for teaching students to recognize signs, symbols, and labels related to safety. The website provides pictures and descriptions of physical safety symbols, fire safety symbols, first-aid symbols, hazard symbols, radiation hazard symbols, and other symbols. As an interactive activity, students should make flashcards as they navigate the website. The front side of the flashcard could have a picture or drawing of the symbol, and the backside could have a description of its meaning. The goal of this activity is to familiarize students with safety symbols, labels, and signs that they may encounter in a medical setting, so they can recognize them and stay safe in their future healthcare jobs. As a supplemental activity, students could use the scenario worksheet linked in the WISELearn description (answer key provided). Students could also complete a scavenger hunt around the school's science laboratories to find safety symbols. If a science lab is not available, then teachers could print pictures of medical settings, and students can identify all the signs, symbols, and labels in the pictures. Another supplemental activity could be doing the flyswatter review game; pictures of the signs, symbols, and labels would be printed and taped to the board. Teachers would read descriptions to two students with flyswatters, and they race to identify the correct symbol.

Students obtain basic knowledge of the multidisciplinary aspects of the use of undergrounds space. Based on knowledge about the characteristics of several construction technologies they are able to asses their applicability in different situations. This may be different geological or physical conditions. They are able to analyze and structure the complex decision making process that is related to the use of underground space and define an integral approach