National health standards and elements



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SAFETY UNIT

It’s better to know it

and not need it,

than to need it

and not know it

Safety Unit Grades 9-12

NATIONAL HEALTH STANDARDS AND ELEMENTS

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

1.8.1 Analyze the relationship between healthy behaviors and personal health.

1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social health

in adolescence.















1.8.3

Analyze how the environment affects personal health.

1.8.4

Describe how family history can affect personal health.

1.8.5

Describe ways to reduce or prevent injuries and other adolescent health problems.







1.8.7

Describe the benefits of and barriers to practicing healthy behaviors.

1.8.8

Examine the likelihood of injury or illness if engaging in unhealthy behaviors.

1.8.9

Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

2.8.1

Examine how the family influences the health of adolescents.

2.8.2

Describe the influence of culture on health beliefs, practices, and behaviors.

2.8.3

Describe how peers influence healthy and unhealthy behaviors.

2.8.4

Analyze how the school and community can affect personal health practices and behaviors.

2.8.5

Analyze how messages from media influence health behaviors.

2.8.6

Analyze the influence of technology on personal and family health.

2.8.7

Explain how the perceptions of norms influence healthy and unhealthy behaviors.

2.8.8

Explain the influence of personal values and beliefs on individual health practices and behaviors.

2.8.9

Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.

2.8.10

Explain how school and public health policies can influence health promotion and disease prevention.

Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.

3.8.1

Analyze the validity of health information, products, and services.

3.8.2

Access valid health information from home, school, and community.

3.8.3

Determine the accessibility of products that enhance health.

3.8.4

Describe situations that may require professional health services.

3.8.5

Locate valid and reliable health products and services.

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

4.8.1

Apply effective verbal and nonverbal communication skills to enhance health.

4.8.2

Demonstrate refusal and negotiation skills that avoid or reduce health risks.

4.8.3

Demonstrate effective conflict management or resolution strategies.

4.8.4

Demonstrate how to ask for assistance to enhance the health of self and others.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

5.8.1 Identify circumstances that can help or hinder healthy decision making.

5.8.2 Determine when health-related situations require the application of a thoughtful

decision-making process.

5.8.3 Distinguish when individual or collaborative decision making is appropriate.

5.8.4 Distinguish between healthy and unhealthy alternatives to health-related issues or

problems.

5.8.5 Predict the potential short-term impact of each alternative on self and others.



5.8.6

Choose healthy alternatives over unhealthy alternatives when making a decision.

5.8.7

Analyze the outcomes of a health-related decision.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

6.8.1

Assess personal health practices.

6.8.2

Develop a goal to adopt, maintain, or improve a personal health practice.

6.8.3

Apply strategies and skills needed to attain a personal health goal.

6.8.4

Describe how personal health goals can vary with changing abilities, priorities, and responsibilities.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

7.8.1

Explain the importance of assuming responsibility for personal health behaviors.

7.8.2

Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.

7.8.3

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.

8.8.1

State a health-enhancing position on a topic and support it with accurate information.

8.8.2

Demonstrate how to influence and support others to make positive health choices.

8.8.3

Work cooperatively to advocate for healthy individuals, families, and schools.

8.8.4

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

  • Injury Prevention

  • Types of Injuries and Responses

  • Sun and Fun (Sunburn, Jellyfish Stings, Undertows & Currents)

Lesson 2: Injury Prevention

Lesson 3: CPR/AED

  • CPR/AED

  • Shock

  • Stroke

Lesson 4: Weather Emergencies

  • Lightning

  • Tornadoes

  • Hurricanes

Lesson 5: Internet Safety

  • Identity Theft

  • Cyber bullying

  • Piracy and Plagiarism

  • Inappropriate Content

  • Social Networking

Lesson 6: Violence

  • Bullying

  • Hazing



Lesson 1: First Aid
NATIONAL HEALTH STANDARDS AND ELEMENTS:

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.

Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health.
GOALS:

  • Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.


ENDURING UNDERSTANDING:

  • Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others.

  • Practicing and adopting safe behaviors reduces the likelihood of accidents and injury.



OBJECTIVES:

  • The student will list the Leading Causes of Death

  • The student will be able to list and describe the four Emergency Actions taken at the scene of an accident.

  • The student will be able to describe and perform Initial Assessment

  • The student will be able to quickly and correctly Activating EMS

  • The student will know what should be in a basic First Aid Kit

  • 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.


MATERIALS:

First Aid kit,



KEY TERMS:

Emergency First Aid First Aid Kit bleeding choking

Tick poisoning burns breathing sting

bandage antibacterial poison ivy bite sunburn

Splinter cuts bruise
BIG IDEAS:


  • Students will build health skills and knowledge in the area of injury prevention and safety.


ESSENTIAL QUESTIONS:

  • 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?



JOURNALING:

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.
JOURNALING ACTIVITY:


  • 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?

INSTRUCTIONAL ACTIVITIES:

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.


Guiding principles

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

  • Cancer 500,000

  • Stroke 150,000

  • 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?



- # of victims

- mechanism (cause) of the injury/illness

  1. Is it Safe !!

Determine scene safety prior to approaching


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