National health standards and elements



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CPR and First Aid for Shock and Choking Test

  1. What are the signals of a heart attack?









  1. What is a defibrillator (AED) and what is it used for?



  1. What is The Cardiac Chain of Survival?


















  1. What is the purpose of CPR?


  1. What are chest compressions and rescue breaths?


  1. What are the important points about CPR for…

    1. Adults


    1. Children


    1. Infants


  1. Why is the recovery position the safest position for an unconscious person (that has a pulse and is breathing)?



  1. What happens 4-6 minutes after breathing is stopped?



  1. What happens 6-10 minutes after breathing is stopped?

  2. What happens after 10 minutes after breathing is stopped?


  1. What should you do if a person is choking?

Adult/child


Infant


  1. If a person passes out, why might CPR help?



  1. What is shock?



  1. What are signs of shock?









  1. What can you do to help minimize the effects of shock?










Lesson 4: Weather Emergencies
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.



OBJECTIVES:

  • Students will understand that static electricity is the cause of lightning.

  • Students will understand lightning forms because of an accumulation of electrical charges inside a cloud due to friction from dust, ice, and water droplets.

  • Students will understand a tornado is a vortex.

  • Students will understand a thunderstorm may draw up air from the ground, creating unstable combinations of rising and falling air and resulting in a violent rotating storm. If the storm touches the ground, a tornado is born.


KEY TERMS:

Thunder Lightning hurricane


BIG IDEAS:

  • Students will build health skills and knowledge in the area of weather emergencies.


ESSENTIAL QUESTIONS:

  • What knowledge, skills, and behaviors contribute to personal safety?

  • How do I protect myself and others from tornadoes and hurricanes?

  • Why is it important to know the terminology for a tornadoe?


JOURNALING ACTIVITIES:

  • Mary Shelley speculated that a person could be made from parts of dead people. In her book Frankenstein , a mad doctor assembled people parts into a personlike shape, then brought it to life with lightning. Knowing what you now know about lightning, debate whether or not this would really work.


INSTRUCTIONAL ACTIVITIES:

THUNDER and LIGHTNING

Thunder

Thunder is the sound made as a result of lightning.

It is either a sharp, loud crack or a low rumble.

It is caused by the rapid expansion of air around the bolt of lightning.



Lightning

Lightning is a charge of electricity that travels out from a thunder cloud.

Like electricity, the bolt of lightning moves from the negative to the positive.

This creates a giant spark.




Share with your class the following explanation of lightning from Simple Weather Experiments with Everyday Materials, by Muriel Mandell (Sterling Publishing Company, 1990):

The violent air currents in thunderclouds move different-sized drops and dust particles at different speeds. Those of the same size and with similar amounts of electricity get concentrated in the same part of the cloud. A very high positive electrical charge is formed in the cold higher parts, while near the ground the thundercloud usually is negatively charged. The big difference between the charges at the top and bottom of the cloud creates a powerful voltage or electric pressure. This "push" sends a flash of lightning streaking through the cloud between those parts with opposite electric charges.






Electrical Emergencies

  • Remove or inactivate (shut off) power source before attempting to assist a victim

    • Household power: Shut off fuse box, circuit breakers, or main switch, or unplug cord

    • High Voltage Lines: activate EMS and be sure police or power company have turned off power

    • Power Lines on Auto: Victims stay in car unless fire or explosion threatens life.





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