Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Explain the importance of assuming responsibility for personal health behaviors.
Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.
Demonstrate behaviors to avoid or reduce health risks to self and others.
Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
State a health-enhancing position on a topic and support it with accurate information.
Demonstrate how to influence and support others to make positive health choices.
Work cooperatively to advocate for healthy individuals, families, and schools.
Identify ways in which health messages and communication techniques can be altered for different audiences.
Foreword and Unit Lessons This unit on Safety begins with First Aid and what every family should know. The scope needs, and limitations of first aid with laboratory training in the techniques and methods of injury care. The second element of this unit is Injury prevention from the aspect of an athlete. Proper stretching hydration to athletic taping will be taught. The third element unit is on CPR/AED. An opportunity for adult, child, and infant CPR through the Saving Live will be available. The fourth element deals with the safety issues involved with weather. Lightning, tornadoes and hurricanes will be the focus. The fifth element is essential in the technological 21st century dealing with the internet. Identity theft to social networking is key to helping students understand the risks associated with the internet. The last element of this unit on safety is in regards to violence in regards to bullying and hazing.
You are at liberty to add other elements and to add or edit Big Ideas and Essential Questions per grade level and student understanding. Essential Questions may be used as daily journal topics, essay questions or as end of unit assessments. Vocabulary can be used to supplement those in textbooks. Suggested class activities may be changed to use with different grade levels and/or enrichment activities may be added for higher grade levels. Not all class activities need to be used but several are suggested to keep classes engaged and on task.
Resources, Templates, Handouts and Activities follow all lesson outlines and but are not in order. I suggest that you print these materials and place the activities with each lesson outline in the correct order. Other ideas for differentiation and other activities have also been included.
UNIT LESSONS Lesson 1: First Aid
First Aid Kit – what EVERY family should have
Types of Injuries and Responses
Sun and Fun (Sunburn, Jellyfish Stings, Undertows & Currents)
The student will understand that Personal Safety is the number one priority of a first responder
The student will be able to define Good Samaritan Laws
The student will understand the methods of preventing Disease Transmission
The student will understand how to Prevent Injuries in a multitude of situations.
First Aid kit,
Emergency First Aid First Aid Kit bleeding choking
Tick poisoning burns breathing sting
bandage antibacterial poison ivy bite sunburn
Splinter cuts bruise
Students will build health skills and knowledge in the area of injury prevention and safety.
What knowledge, skills, and behaviors contribute to personal safety?
How do I protect myself and others from accidents and injuries?
Why is it important to know how to apply direct pressure over a cut using a clean cloth?
Why is it important to recognize the signs of fractures and get appropriate help?
Why is it important to recognize the signs of a heart attack?
Journal writing is essential, especially for Writing Across the Curriculum (WAC), and it can be easily incorporated daily by using one of the EQs for a quick pre-assessment, post-assessment or as an exit ticket.
Warm-Up/Writing Across the Curriculum (W.A.C.) Rubric
Complete sentences with grammatically correct language is expected; for example, do not use “cuz” for because or “b4” in place of before.
Complete sentences require a capital letter and an ending punctuation mark.
Each Complete sentence 15 pts.
Student writing is on topic 15 pts.
Independently prepare a new page for the First Aid Booklet.
What information is important to note when first coming to the scene of an accident?
What information would need to be reported, and to whom would you report it?
WHAT IS FIRST AID?
The care given before emergency medical help arrives and literally means the difference between life and death.
First aid is the provision of immediate care to a victim with an injury or illness, usually affected by a lay person, and performed within a limited skill range. First aid is normally performed until the injury or illness is satisfactorily dealt with (such as in the case of small cuts, minor bruises, and blisters) or until the next level of care, such as an ambulance or doctor, arrives.
The key guiding principles and purpose of first aid is often given in the mnemonic "3 Ps". These three points govern all the actions undertaken by a first aider.
Prevent further harm - Preserve life - Promote recovery
Define First Aid as “the emergency help given to an injured or suddenly ill person using available materials.”
A First Aider is “one who takes charge, or assists in managing an emergency scene by giving first aid.”
A casualty is defined as “any person who is injured or suddenly becomes sick.” Source: First on the Scene: The Complete Guide to First Aid and CPR
5 Leading Causes of Death
Heart Disease 600,000
Chronic Respiratory Disease 125,000
Unintentional Injury 100,000
Emergency Action Principles
I. Survey the Scene To look at or consider somebody or something closely, especially in order to form an opinion.
- are there hazards that could be dangerous to you or the victims?