PART REV Lesson Plan TEMPLATE Blank V1

Chapter 2: First Aid for Emergency and Non-Emergency Situations Lesson 1: The Need for First Aid/Your Response

CORE LET 2 – 1 Oct & 2 Oct 2012 / SFC Brayboy Unit 4: Wellness, Fitness, and First Aid Chapter 2: First Aid for Emergency and Non-Emergency Situations Lesson 1: The Need for First Aid/Your Response Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Administrator Lesson Guide: Lesson Competency: Assess first aid situations Linked McRel Standards: H1. Knows the availability and effective use of health services, products, and information; H8. Knows essential concepts about the prevention and control of disease; TR5. Applies basic trouble-shooting and problem- solving techniques Linked JROTC Program Outcomes: Promote wellness through nutrition, physical fitness, and substance abuse prevention [wellness]

Thinking Processes Core Abilities Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel) Build your capacity for life-long learning Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web) Communicate using verbal, non-verbal, visual, and written techniques Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram) Take responsibility for your actions and Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I) choices Part-Whole - Brace Map* (Alt. = Pie Chart) Do your share as a good citizen in your Sequencing -Flow Map* (Alt. = Flow Chart, Linear String) school, community, country, and the world Treat self and others with respect Cause and Effect - Multi-Flow Map* (Alt. = Fishbone) Apply critical thinking techniques Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)

* Thinking Map

Multiple Intelligences Bloom’s Taxonomy Authentic Assessment Learning Objectives Bodily/Kinesthetic Remember Observation Checklist Explain the significance of the Good Samaritan Law Visual/Spatial Understand Portfolio Identify the steps for evaluating a victim Logical/Mathematical Apply Rubric Identify the seven life-saving steps of first aid Verbal/Linguistic Analyze Test and Quizzes Identify the information needed when calling an emergency number such as 911 Musical/Rhythmical Evaluate Thinking Map® Describe the purpose of the Universal Naturalist Create Graphic Organizer Precautions Interpersonal Structured Reflection Notebook Entries Define key words: Cardiopulmonary Metacognition Resuscitation (CPR), catastrophes, consent, Intrapersonal Logs Emergency Medical Service (EMS), evaluate, What? Performance first aid, Good Samaritan Law So What? Project Now What? Legend: Socratic Dialog  Indicates item is not used in lesson E-I-A-G  Indicates item is used in lesson

Lesson Preview: Inquire: Guide Cadets to the learning objectives in their Student Learning Plan. Cadets attempt to answer “What if” questions about first aid situations. Cadets complete Exercise #2: Agree/Disagree to on their own and review the correct answers as a class. Gather: Part 1: Display the animation on the Good Samaritan Laws and Universal Precautions. Display the animation on the “ABCs” and first aid kits. Brief Cadets on calling 911 in an emergency. Part 2: Display the animation on the seven life-saving steps. Have Cadet teams create Tree Maps of the steps in providing first aid. Process: Part 1: Cadets use the practice scenarios in Exercise #1: First Aid Scenarios to practice the procedures for using the ABCs and treating for shock. Part 2: Cadets use the to the CERT Alert CPS Game to practice their skills in stabilizing an injured person.

Unit 4: Wellness, Fitness, and First Aid 1 Unit #: Name

Apply: Distribute the Need for First Aid/Your Response Performance Assessment Task.

CORE LET 2 Unit 4: Wellness, Fitness, and First Aid Chapter 2: First Aid for Emergency and Non-Emergency Situations Lesson 1: The Need for First Aid/Your Response Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2

Note: This lesson uses the CERT ALERT CPS game found in Curriculum Manager Applications.

Instructor Lesson Plan: Why is this lesson important? Most people encounter at least one situation requiring the use of first aid at some time in their lives. Perhaps a friend falls rollerblading and breaks an arm. Or maybe a younger brother cuts himself on broken glass and requires stitches. In each of these cases, someone at the scene has to give the first aid until the injured person receives proper medical attention. That someone can be you if you acquire basic first aid knowledge of what to do and not to do in different accident situations. First aid can mean the difference between life and death. In addition to the first aid taught in this lesson, consider taking a first aid class from a qualified instructor. Many schools, hospitals, and fire departments offer first aid classes that provide demonstrations and hands-on experience with medical models of victims.

Lesson Question How should JROTC Cadets determine what type of first aid victim needs?

What will Cadets accomplish in this lesson? Lesson Competency Assess first aid situations

What will Cadets learn in this lesson? Learning Objectives a. Explain the significance of the Good Samaritan Law b. Identify the steps for evaluating a victim c. Identify the seven life-saving steps of first aid d. Identify the information needed when calling an emergency number such as 911 e. Describe the purpose of the Universal Precautions f. Define key words: Cardiopulmonary Resuscitation (CPR), catastrophes, consent, Emergency Medical Service (EMS), evaluate, first aid, Good Samaritan Law

When will your Cadets have successfully met this lesson’s purpose? Performance Standards  by summarizing the important aspects of first aid  when their summary details the ways to evaluate a victim  when their summary details when to call for emergency help and what to tell them  when their summary details the seven life-saving steps

NOTES:

Chapter Name / Lesson Name 2 Chapter 2: First Aid for Emergency and Non-Emergency Situations Lesson 1: The Need for First Aid/Your Response

Part 1: 45 minutes

Phase 1 -- Inquire:

Lesson Delivery Setup:

1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to Cadets. 2. Ensure that Cadets have access to the Student Learning Plan. 3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the Focusing Question. 4. Prepare to display the Learning Objectives. 5. Prepare to lead a “What if” discussion about given first aid situations. 6. Prepare to distribute Exercise #2: Agree/Disagree. 7. Prepare to use the Exercise #2: Agree/Disagree Answer Key. 8. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about first aid. Have they ever had to give first aid to someone or receive first aid themselves? The Inquire Phase of the lesson is to set Cadets up to begin thinking about what they already know about this subject area. 1. EXPLORE: THINK ABOUT what you Display the Focusing Question on the PowerPoint know about first aid. PREPARE for this Presentation. Allow time for discussion. lesson by discussing What you will Review the Student Learning Plan. Ask Cadets to find the accomplish in this lesson; What you will answers to the following questions on their plans: What will learn in this lesson; Why this lesson is you accomplish in this lesson; What you will learn in this important, and When you will have lesson; Why the lesson is important; When will you have successfully met this lesson’s purpose. successfully met the lesson’s purpose.

Show the learning objectives slide. Remind Cadets that learning objectives tell them ‘what’ they will learn about in this 90-minute lesson. Explain that key words are vocabulary words. They will appear throughout the lesson. Suggest that Cadets write down on paper or circle any words that they are not familiar with. Remind them that you may be checking their comprehension of the words later in the lesson. 2. ENGAGE: CONSIDER how you would Display the “What if” slide. Prompt Cadets to answer “What react to an injured person. ANSWER the if”: “What if” scenarios presented by your  A classmate fell while playing sports and hurt her instructor. ankle. After icing it for 20 minutes, she cannot put weight on it.  A family member cut himself with a kitchen knife; the cut has been bleeding for 30 minutes.  A three-year old child fell down the stairs onto his head. He’s crying and has a bump on his head. It is not important that Cadets answer these questions correctly. Use the discussion as a way for Cadets to think

about what they already know and what they would like to know about first aid. 3. PARTICIPATE: COMPLETE Exercise Distribute Exercise #2: Agree/Disagree. Have Cadets #2: Agree/Disagree. REVIEW the correct complete the exercise on their own. Then use the Exercise answers with your class. #2: Agree/Disagree Answer Key to review the correct answers with Cadets. 4. EXPLORE: REFLECT on what you Use these Reflection Questions as tools to focus Cadet want to learn about first aid. ANSWER the discussion, reflection on learning, and note taking as you reflection questions presented by your feel appropriate for your Cadet population. instructor.  How much do you already know about first aid?  Have you ever been in a situation where you had to give or receive first aid?  How would you feel if you were injured and the person giving you first aid was not trained? Conclude this phase of learning by summarizing the purpose of the activity and informing them that they will now learn some new information about first aid basics.

Total Time: 15 minutes

Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Phase 2 -- Gather Part 1:

1. Prepare to show all Gather Phase slides from the Lesson PowerPoint presentation. 2. Prepare to display the animations in the presentation. 3. Prepare to brief Cadets on calling 911, as described in the slides. 4. Be prepared to launch Reinforcing Questions.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about how to respond to a first aid situation. The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences. 1. EXPLORE: VIEW the presentation on the Display animation on the Good Samaritan Laws and Good Samaritan Law and Universal Universal Precautions. Display animation on the ABCs Precautions. VIEW the presentation on the and first aid kits. “ABCs” used to evaluate victims and first aid Display the Reinforcing Question(s). kits. 2. EXPLORE: LISTEN to a briefing on calling Use the slides to brief Cadets on calling 911. Discuss 911 for emergency help. the need for 911 calls and communicating clearly with the 911 dispatcher. Stress that a 911 dispatcher may give directions on what to do until an ambulance arrives. Display the Reinforcing Question(s). 3. ELABORATE: REFLECT on what is needed Use these Reflection Questions as tools to focus Cadet

to respond to an emergency. ANSWER the discussion, reflection on learning, and note taking as reflection questions presented by your instructor. you feel appropriate for your Cadet population.  Do you know enough now to be a Good Samaritan and offer first aid?  Do you think you could remain calm in an emergency where someone was badly hurt? Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.

Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Phase 3 -- Process Part 1:

1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. 2. Familiarize yourself with the scenarios in Exercise #1: First Aid Scenarios. 3. Prepare to distribute Exercise #1: First Aid Scenarios. 4. Be prepared to launch Reinforcing Questions.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about using what they’ve learned in responding to a first aid situation. This phase of the lesson allows Cadets to practice using the new skill or knowledge. 1. PARTICIPATE: PRACTICE what you’ve Distribute Exercise #1: First Aid Scenarios to Cadets learned about Universal Precautions and the and divide them into teams of four to five people. “ABCs.” With your team, ROLE-PLAY the Instruct the teams to role-play the scenarios to practice scenarios in Exercise #1: First Aid Scenarios. the procedures for using the ABCs and treating for shock. Circulate as Cadets practice and provide feedback as needed. Display the Reinforcing Question(s). 2. EXPLAINE; REFLECT on the people you Use these Reflection Questions as tools to focus Cadet know who are qualified to give first aid. ANSWER discussion, reflection on learning, and note taking as the reflection questions presented by your you feel appropriate for your Cadet population. instructor.  Do you know anyone who is qualified to give first aid?  Do you think everyone should be able to give first aid? Why or why not?

Unit 4: Wellness, Fitness, and First Aid 5 Unit #: Name Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Part 2: 45 minutes

Phase 2 -- Gather Part 2:

1. Prepare to show all Gather Phase slides from the Lesson PowerPoint presentation. 2. Provide access to a student text: Unit 4: Foundations for Success in Life, Career, Health, and Wellness (hardbound); LET 2 (softbound); the e-text version found in the U4C2L1 resource folder on the Curriculum Manager. 3. Provide chart paper and markers for partner or team use. 4. Prepare to display a sample Tree Map. 5. Be prepared to launch Reinforcing Questions.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about how they would determine the type of first aid to provide to an accident victim. The Gather Phase introduces Cadets to the learning objectives by providing new information or content through the activities provided. Cadets begin to build on any previous knowledge or experiences. 4. PARTICIPATE; VIEW the presentation on Display the presentation on the Seven Life-Saving the Seven Life Saving Steps and Shock. With Steps and Shock. your team, CREATE a Tree Map showing the Divide Cadets into seven teams and distribute chart details about one of the steps. Use your student paper and markers. Assign one of the seven steps to text as a resource. POST your map at the front each team. Instruct teams to create a Tree Map of the room for class review. showing the details about each step. Direct Cadets to use their student text as a resource. When Cadets have completed their maps, post them at the front of the room to make a larger Tree Map on the seven steps. Display the Reinforcing Question(s). 5. EXPLAIN; REFLECT on the seven steps. Use these Reflection Questions as tools to focus Cadet ANSWER the reflection questions presented by discussion, reflection on learning, and note taking as your instructor. you feel appropriate for your Cadet population.  Which one of the seven steps would you find most difficult to do? Why?  Do you think you know enough about how to identify a person who is in shock? Conclude this phase of learning by summarizing the purpose of the activity(ies) and informing them that they will now ‘do’ something with the new information or skill they were introduced to.

Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Phase 3 – Process Part 2:

1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation. 2. Set up student computers and prepare to run the CERT ALERT First Aid CPS Game with the class.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about using what they’ve learned in a first aid emergency. This phase of the lesson allows Cadets to practice using the new skill or knowledge. 3. PARTICIPATE; PRACTICE applying what Run the CERT ALERT First Aid CPS Game. Let you’ve learned. PARTICIPATE in the CERT- Cadets select first aid options until victims are ALERT game with your class. stabilized. 4. EXPLORE; REFLECT on how you will use Use these Reflection Questions as tools to focus what you’ve learned. ANSWER the reflection Cadet discussion, reflection on learning, and note questions presented by your instructor. taking as you feel appropriate for your Cadet population.  What first aid skills will you take with you from this lesson?  What do you think is the most important concept to remember about first aid procedures? Conclude this phase of learning by summarizing the purpose of the activity and informing Cadets that they will now apply the new knowledge or skill through the assignment or activity outlined in the performance assessment task.

Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Phase 4 -- Apply:

1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation. 2. Distribute the Need for First Aid/Your Response Performance Assessment Task. 3. Supply Cadets with card stock or index cards for use in making “How To” cards in the Performance Assessment Task. 4. Determine how you will review the key words from this lesson. 5. Prepare to use the Digital Timer application in your Curriculum Manager. 6. Prepare to assign the performance assessment task as homework as time necessitates.

Student Learning Activity Teaching Notes Direct Cadet Focus: Ask Cadets to think about how they can remember what they’ve learned. This phase of learning will help Cadets transfer past knowledge and experience to new knowledge and skills introduced and practiced during this lesson. Prompt Cadets by asking them how this lesson can be used beyond this classroom experience. 1. ENGAGE; COMPLETE the Need for First Distribute the Need for First Aid/Your Response Aid/Your Response Performance Assessment Performance Assessment Task and index cards (or Task. SUBMIT your completed performance card stock). The performance assessment task may assessment task to your instructor for feedback be completed in class or assigned as homework, and a grade. depending on the available time. Refer Cadets to the scoring guide for a list of criteria that should be included in their written summary. The same criteria on the scoring guide can be used as a grading checklist, too. Remind Cadets that lesson assessment tasks can be used as evidence of learning and are solid artifacts to add to their Cadet Portfolios. 2. REVIEW the key words of this lesson. Key words connect concepts and principles introduced in the text and learning activities. After activities are complete, Cadets should be able to complete a quick check on each word and define it properly. Remind Cadets that key words were introduced throughout various learning activities and should not be ‘new’ to them. Instruct Cadets that you are going to see how well they remember the key word meanings and launch the automated response slides or one of several animated games. Remember to use your digital timer in Curriculum Manager to set a reasonable time limit for this activity. 3. REFLECT on what you have learned in this Use these Reflection Questions as tools to focus lesson and how you might use it in the future. Cadet discussion, reflection on learning, and note taking as you feel appropriate for your Cadet population.  What worries you most about providing first aid?  How confident are you in your ability to be able to help an injured person? Can Cadets answer the Lesson Question(s) now: How should JROTC Cadets determine what type of first aid a victim needs? Allow some time for discussion.

Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this phase of learning. Modify activities as necessary for your Cadet.

Homework:

Cadets may need complete their performance assessment task as homework if they are not able to complete it in class. Have Cadets set up a First Aid Resource File to hold the “How To” cards that they will be developing in the next several lessons. Cadets may want to use a file card box or a binder with clear plastic card holders. Ask Cadets to interview their family and/or neighbors about any first aid emergencies they have encountered. Make a notebook entry describing the event. Identify the steps they followed and how they similar/different from the steps you learned in class.

Optional Activities: The following activities are not used within the Student Learning Plan, but you may find them useful for enrichment, extra practice, or as homework assignments. The optional activities for this lesson plan include:  Direct Cadets needing or seeking additional training to complete the distance learning lesson about the First Aid Response and to report when they have successfully completed the lesson. Log on to www.jrotcdl.com for access to the distance learning lesson and confirm the Cadet’s completion of the lesson.

Note on Cadet Portfolios: As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and evaluating Cadet Portfolios.

Wednesday,  JROTC POI Objectives: Set up Cadet Class A Uniforms. Uniform Inspection. Date Procedures: Engage 3 Oct 12  Focus/Starter/Review: Class formation, class motto, JROTC creed, Pledge of Allegiance, Classroom Rules. (10 Mins)  Lecture/Notes/Discussion: Day #3 . Chapter/Topic: . Introduce New Vocabulary: Class A Uniform with Insignia, Honor Unit

 Guided Practice: (kinesthetic) Properly fit cadet uniform with the required insignia and with all required clothing items  Independent Practice: (verbal, auditory) Cadets will read and study cadet handbook on proper wear of the cadet uniform.  Closure:

Text/Materials:  Textbook: LET II CORE Handbook  Worksheets/Handouts: NA  Supplies: Cadet clothing items

Evaluation:  Class participation.

Thursday, JROTC POI Objectives: Date  Guest Speaker – Us Army Recruiter. Understand the Army requirements for enlistment. 4 Oct 12  Cadets will practice the proper techniques for stationary movements and marching movements.

Procedures: Day # 4  Focus/Starter/Review: Class formation, class motto, JROTC creed, Pledge of Allegiance, Classroom Rules.

 Lecture/Notes/Discussion: (kinesthetic, auditory) . Chapter/Topic: Stationary Movements, Us Army Benefits . Introduce New Vocabulary: Right Face, Left Face, About Face, Present Arms, Order Arms.  Guided Practice: (kinesthetic, visual, auditory) Cadets conduct squad level practice.  Independent Practice: (kinesthetic, visual, auditory) Cadet Leaders conduct inspection of squad level drill training.

 Closure: Discuss basic use of the Military Class “A” uniform.

Text/Materials:

 Textbook: NA  Worksheets/Handouts: NA  Supplies:

Evaluation:  On site observation with corrections

Friday, JROTC POI Objectives: Date 5 Oct 12  Demonstrate Individual Physical Fitness By Completing The Five Events Of The Cadet Challenge Program.

Procedures: Day #5  Focus/Starter/Review: Class formation, class motto, JROTC creed, Pledge of Allegiance, Classroom Rules. Scoring of the Cadet Challenge.

 Lecture/Notes/Discussion: (auditory, kinesthetic) Discuss exercise procedures for today, inside or outside based on the weather. Complete the Cadet Challenge Program Physical Fitness Test for those who have not completed.

Chapter Name / Lesson Name 10 Chapter 2: First Aid for Emergency and Non-Emergency Situations Lesson 1: The Need for First Aid/Your Response . Chapter/Topic: Ready, Go…Crossing The Finish Line. . Introduce New Vocabulary: PT (Physical Training)

 Guided Practice: (kinesthetic) Warm-up, conditioning, and cool-down exercise. Cadet Challenge PFT.

 Independent Practice: (learning styles met) Individual warm-up and exercise.

 Closure: Cool-down/Personal Hygiene

Text/Materials:

 Textbook: LET I-IV Text Books  Worksheets/Handouts: NA  Supplies: PT Area

Evaluation:

 On Site Observation and Correction

Unit 4: Wellness, Fitness, and First Aid 11