Essential Questions for This Unit

ESSENTIAL QUESTIONS FOR THIS UNIT Why should students prepare for emergencies? CROSS-CURRICULAR STRATEGIES Throughout the unit, health educators support How can we help students help themselves and learning in additional content areas to include: others in cases of emergency injury or illness? ▸ Mathematics - comparison, UNIT SUMMARY predictions, and inferences made in Throughout this unit, students will recognize utilizing information that is presented in various emergency situations and learn the graphs appropriate first aid procedures for each situation. ▸ Physical Science - constructing and interpreting frequency distributions, Students will examine the many scenarios scatter plots associated with CPR, AED, and First Aid throughout this unit to include: ▸ Language Arts/ English - using appropriate verbal and nonverbal Responding to an Emergency presentation skills; analyze, develop, Chain of Survival produce media messages Types of Injuries Wound Care ▸ Social Studies - creating an informed, Cardiopulmonary Resuscitation carefully reasoned position on a Defibrillation (AED) community issue First Aid for Shock First Aid for Choking LEARNING SCENARIO TO KICK OFF UNIT Responding to Common Emergencies National and local associations (AHA, Red Cross, Treatment of Poisonings ECSI, Virginia Department of Education) are continuously looking for new ways to connect with teens to learn lifesaving techniques: Students will engage in a variety of cooperative Gwyneth’s Law (House Bill 2028/Senate Bill learning activities, classroom discussions, and 986) will help to train an ever-growing group of direct instruction. The learning scenario and citizens in Virginia that will be ready and able to corresponding culminating activity are meant to do CPR. If you were to create a program/social serve as an authentic assessment opportunity media campaign to inform teenagers of the st that will incorporate the 21 Century skills of importance of first aid and CPR, what would it creativity, critical thinking, communication, and look like? How would you reach adults in your collaboration. community?

ASSESSMENT

Adapted from Healthy Choices, Fairfax County Public Schools JMU-HPAI SOL Teacher Trainer Cadre In addition to the culminating activity that  Type of presentation media chosen by creates an opportunity for authentic student effectively communicates assessment, students will be responsible for message to teens summative cognitive knowledge.  Creative presentation CULMINATING ACTIVITY FOR AUTHENTIC ASSESSMENT KEY QUESTIONS/ISSUES Students will present their first aid awareness program/social media campaign for teens. What are the 3 Cs for emergency care? • What Presentations should include, but are not is the Good Samaritan Law? • What is the limited to: preferred method for opening an airway? • What are the accepted steps of Rescue  Background information on a specific, Breathing, Heimlich Maneuver, and CPR? • high frequency emergency What are the warning signs of a Heart Attack,  Signs & Symptoms Stroke, and Shock? • What are the various types  First Aid of wounds and how is each treated? • What are  Medical Care the basic first aid steps for heat related injuries,  Treatment & Follow-Up burns, seizures, nosebleeds, hyperventilation,  What teens need to know and frostbite? • What is RICE? • How do you treat bone, muscle, and tendon injuries? • How Students should be provided choice when long does it take for permanent brain damage presenting their program/social media to occur after breathing has stopped? • How do campaign such as: you care for a victim suspected of having a neck or back injury? • What are the ABCs of  Dramatization emergency first aid care? • What does LLF stand  Poster/Pamphlet campaign for? • What does FAST stand for?  Slide Presentation  Website CAREER CONNECTIONS  Social media The following careers may be explored and o YouTube video/PSA partnerships could be forged with professionals in the following fields throughout this unit: o Twitter posts campaign o Blog posts  Emergency Medical Technician o Facebook page(s)  Paramedic  Debate with other classmates  Firefighter Students will be assessed on the presentation  Police officer (SRO) using the performance rubric included within  Armed Forces Medic the unit plan. Rubric may be adapted at  Allied Health Professional teacher’s discretion.  Nurse  Physician Key components to the authentic assessment o Emergency Room include: o Neurologist (Brain) o Cardiologist (Heart)  Effective communication of factual o Pulmonologist (Lungs) information o Identification of emergency o Strategies for responding to injury o First Aid techniques

Adapted from Healthy Choices, Fairfax County Public Schools JMU-HPAI SOL Teacher Trainer Cadre Adapted from Healthy Choices, Fairfax County Public Schools JMU-HPAI SOL Teacher Trainer Cadre