National health standards and elements


For wrist flexion injuries, place the stirrups on the back side of the hand



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For wrist flexion injuries, place the stirrups on the back side of the hand

with the wrist hyper-extended.

REHABILITATION

Activity:

  1. Rehabilitation Stations

    1. Discuss how to and why to use each station

    2. Tour the rotations

    3. Select groups to work with

    4. Rotate through stations

REVIEW:

  1. What are the three first steps for responding to an emergency

Check, call, care

  1. Identify the four types of open wounds.

Abrasions, lacerations, punctures, and avulsions

  1. Describe the procedure for treating a minor burn.

Cool the burn with cold water, cover it with a sterile bandage, and give an over the counter pain reliever.

Injuries to Muscles, Bones, and Joints Quiz


  1. What is P_____________________________

R_____________________________

I_____________________________

C_____________________________

E_____________________________




  1. What is the difference between a strain and a sprain?




  1. What are two reasons for giving a splint as a first responder?



  1. What is the difference between an anatomic splint and a rigid splint?


  1. What is the difference between a fracture and a dislocation? How are their symptoms similar?


Lesson 3: CPR/AED/SHOCK/STROKE
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.

  • Students will be able to gain knowledge needed to perform CPR and First-Aid, while understanding the importance of demonstrations and other health and safety issues.


ENDURING UNDERSTANDING:

  • To be able to make an informed decision and be aware of the consequences of that decision.


OBJECTIVES:

  • The student will be able to identify an obstructed airway and demonstrate the Heimlich Maneuver.

  • The student will be able to demonstrate the basic steps of CPR.

  • The student will be able to assess emergency situations and determine the appropriate response (airway obstruction, nonresponsiveness with breathing, nonresponsiveness with no breathing, nonbreathing with pulse, and nonbreathing with no pulse).

  • The student will be able to work cooperatively and collaboratively  in practice situations to demonstrate all skills.

  • Students will be able to recite three signs of a stroke and know how to respond. (Face, Arm, Speech, Time)


MATERIALS:

Rescue Annie, Andy Child and Infant Dummies; Breathing Barrier; Training AED; Replacement Lungs; Cleaning Supplies/Gauze; VCR / DVD; Videos / DVD’s relevant to subject material; TV programs relevant to subject material; Computer programs/CD’s relevant to unit; Content to supplement and enhance classroom discussion and self-test


KEY TERMS:

Heimlich Maneuver; Cardiac Arrest; Stroke; Stoma; Pulse (Carotid, Brachial);



Automated External Defibrillator (AED); Head-Tilt Chin Lift; Jaw Thrust; Trachea; Epiglottis; Sternum; Xyphoid Process; Artery; Vein; Recovery Position
BIG IDEAS:

  • Learning basic safety precautions can help a person avoid threatening or harmful situations.


ESSENTIAL QUESTIONS:

  • Why is it important to know the basics of CPR and First Aid for your personal wellness? (e.g., universal precautions)

  • Why is making the right decision in an emergency important and how can that decision influence the situation?


JOURNALING ACTIVITIES:

  • Why do you believe it is important to know the basics of CPR and First Aid.


INSTRUCTIONAL ACTIVITIES:

  • Students will begin by locating their own pulse rate and participating in some aerobic activities to gain an awareness of the change in heartrate and the recover phase.

  • Students will practice the rescue procedures on Rescui-Annie manikins as single rescuers and with partners

  • Students will be given scenarios to practice assessment and action procedures

  • Students will work in small groups and with partners to gain the background knowledge for the terminology, risk factors, and heart and lung anatomy and functions.


Discussion:

  • Everyday nearly 800 Americans suffer sudden cardiac arrest at home, work, or in a public place.

  • Fewer than 8% survive. CPR can more than double or triple a victim's chance for survival.

  • Immediately responding to an emergency with the appropriate steps can mean the difference between life and death.

  • The most urgent medical emergencies are those in which the victim is unresponsive or has stopped breathing.


What is a heart attack?


Tachycardia (V-Tach)

Heart’s electrical system tells the ventricles to contract too quickly





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