ESSENTIAL QUESTIONS FOR THIS UNIT

Why should students prepare for emergencies?

How can we help students help themselves and others in cases of emergency injury or illness?

UNIT SUMMARY

Throughout this unit, students will recognize various emergency situations and learn the appropriate first aid procedures for each situation.

Students will examine the many scenarios associated with CPR, AED, and First Aid throughout this unit to include:

Responding to an Emergency

Chain of Survival

Types of Injuries

Wound Care

Cardiopulmonary Resuscitation

Defibrillation (AED)

First Aid for Shock

First Aid for Choking

Responding to Common Emergencies

Treatment of Poisonings

Students will engage in a variety of cooperative learning activities, classroom discussions, and direct instruction. The learning scenario and corresponding culminating activity are meant to serve as an authentic assessment opportunity that will incorporate the 21st Century skills of creativity, critical thinking, communication, and collaboration.

CROSS-CURRICULAR STRATEGIES

Throughout the unit, health educators support learning in additional content areas to include:

Mathematics - comparison, predictions, and inferences made in utilizing information that is presented in graphs

Physical Science - constructing and interpreting frequency distributions, scatter plots

Language Arts/ English- using appropriate verbal and nonverbal presentation skills; analyze, develop, produce media messages

Social Studies- creating an informed, carefully reasoned position on a community issue

LEARNING SCENARIO TO KICK OFF UNIT

National and local associations (AHA, Red Cross, ECSI, Virginia Department of Education) are continuously looking for new ways to connect with teens to learn lifesaving techniques: Gwyneth’s Law (House Bill 2028/Senate Bill 986) will help to train an ever-growing group of citizens in Virginia that will be ready and able to do CPR. If you were to create a program/social media campaign to inform teenagers of the importance of first aid and CPR, what would it look like? How would you reachadults in your community?

ASSESSMENT

In addition to the culminating activity that creates an opportunity for authentic assessment, students will be responsible for summative cognitive knowledge.

CULMINATING ACTIVITY FOR AUTHENTIC ASSESSMENT

Students will present their first aidawareness program/social media campaign for teens. Presentations should include, but are not limited to:

  • Background information on a specific, high frequency emergency
  • Signs & Symptoms
  • First Aid
  • Medical Care
  • Treatment & Follow-Up
  • What teens need to know

Students should be provided choice when presenting their program/social media campaign such as:

  • Dramatization
  • Poster/Pamphlet campaign
  • Slide Presentation
  • Website
  • Social media
  • YouTube video/PSA
  • Twitter postscampaign
  • Blog posts
  • Facebook page(s)
  • Debate with other classmates

Students will be assessed on the presentation using the performance rubric included within the unit plan. Rubric may be adapted at teacher’s discretion.

Key components to the authentic assessment include:

  • Effective communication of factual information
  • Identification of emergency
  • Strategies for responding to injury
  • First Aid techniques
  • Type of presentation media chosen by student effectively communicates message to teens
  • Creative presentation

KEY QUESTIONS/ISSUES

What are the 3 Cs for emergency care? • What is the Good Samaritan Law? • What is the preferred method for opening an airway? • What are the accepted steps of Rescue Breathing, Heimlich Maneuver, and CPR? • What are the warning signs of a Heart Attack, Stroke, and Shock? • What are the various types of wounds and how is each treated? • What are the basic first aid steps for heat related injuries, burns, seizures, nosebleeds, hyperventilation, and frostbite? • What is RICE? • How do you treat bone, muscle, and tendon injuries? • How long does it take for permanent brain damage to occur after breathing has stopped? • How do you care for a victim suspected of having a neck or back injury? • What are the ABCs of emergency first aid care? • What does LLF stand for? • What does FAST stand for?

CAREER CONNECTIONS

The following careers may be explored and partnerships could be forged with professionals in the following fields throughout this unit:

  • Emergency Medical Technician
  • Paramedic
  • Firefighter
  • Police officer (SRO)
  • Armed Forces Medic
  • Allied Health Professional
  • Nurse
  • Physician
  • Emergency Room
  • Neurologist (Brain)
  • Cardiologist (Heart)
  • Pulmonologist (Lungs)

Adapted from Healthy Choices, Fairfax County Public Schools

JMU-HPAI SOL Teacher Trainer Cadre