A couple of different ways to consider:

I used to teach a course called "Biology and Occupational Hygiene" (later it was changed to "Biology for Environmental Engineers," a required course for that major).  I would focus my safety discussions around organ systems.  I.e. give the anatomy and physiology of the skin and then talk about occupational skin diseases.  I'd do the same for the respiratory system, eyes and ears, etc.

In that class I also threw in topics such as the radium girls stories. LSI's "what not to do in the lab" cartoon, and an exercise on hazard mitigation.

More recently, I've put together a power point for graduate students (easily understandable by undergrads) for a Responsible Conduct of Research course.  This year I reorganized it to model after ACS's "RAMP(P)"

Recognize the hazards - where are the located, LSI's "Life's nine hazards" 

Assess the risks - Hazard analysis, ACS's hazard assessments 

Mitigate the hazards - my interactive activity identifying and ranking the hierarchy of controls (Elimination, substitution, engineering controls, administrative controls, PPE), a PPE discussion based on Schroder, et al 2016, a real-life example of miscalculating the risks (splash of concentrated NaOH from a pipette),

Preparing for Emergencies- incident reports, incidents at institutions (methylmercury, Texas Tech, UCLA, Hawaii, Yale, Univ of Fl). BLS.gov causes of fatalities on the job,

The last "P" Protecting the environment (the for "L's" of hazardous waste (Labels, Lids, Leaks, Location), 

I close with Safety Culture from APLU and what is wrong with this picture (Nature) (I'd both QC and safety issues)

Jeff

Jeff Lewin