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TA Example Lesson

This lesson teaches 6th grade students about applying first aid procedures for temperature-related injuries like hypothermia, heat exhaustion, and heat stroke. Students will first engage in a skit activity where they are given index cards describing temperature injuries and must identify first aid supplies. Then, the teacher will model first aid procedures through role plays. For the main activity, students will be divided into groups where one student acts as the injured victim, one provides first aid, and one evaluates using a checklist. Students will be assessed on their ability to demonstrate the proper sequencing of first aid treatment. The goal is for students to understand how to appropriately assist someone experiencing a temperature-related medical emergency.

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Jovenil Bacatan
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349 views

TA Example Lesson

This lesson teaches 6th grade students about applying first aid procedures for temperature-related injuries like hypothermia, heat exhaustion, and heat stroke. Students will first engage in a skit activity where they are given index cards describing temperature injuries and must identify first aid supplies. Then, the teacher will model first aid procedures through role plays. For the main activity, students will be divided into groups where one student acts as the injured victim, one provides first aid, and one evaluates using a checklist. Students will be assessed on their ability to demonstrate the proper sequencing of first aid treatment. The goal is for students to understand how to appropriately assist someone experiencing a temperature-related medical emergency.

Uploaded by

Jovenil Bacatan
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
You are on page 1/ 6

Maureen Lankes

KH 7250
Rationale

1. Focus of lesson as part of a health unit:


The focus of the sixth grade first aid unit is applying appropriate first aid procedures for
temperature related injury. This lesson teaches how to apply appropriate first aid and
care for hypothermia, heat exhaustion, and heat stroke. The instructional design model
selected is Task Analysis. This model is appropriate because the first aid lesson builds on
previous knowledge (i.e., anatomy, temperature related terms and how they affect the
body), divides difficult skills into sequential steps, and incorporates a checklist.

2. Statement about the learner and learning:


Sixth graders are interested in first aid procedures, but may get nervous in different types
of emergency situations. They enjoy the responsibility that comes along with first aid
knowledge. They know that they have the skills to help someone in need and like that
independence. This is age appropriate and will allow students to feel learn and feel
comfortable with the appropriate first aid skills.

3. Plan for the lesson:


Steps for applying first aid for temperature related injuries comprise the teach section.
The anticipatory set engages students in a skit involving a temperature related situation.
In the student activity, practice the procedures for care of hypothermia, heat exhaustion,
and heat stroke as three different situations. Students follow a checklist, which includes
the steps to accurately perform assessment and care of the body. Students are assessed
through observation of skill performance using the checklist as a rubric.

4. Statement about impact of lesson on student as a productive citizen:


Being able to assess an emergency situation and accurately perform first aid promotes
health literacy through problem-solving, critical thinking, and responsible intervention.

Initial Description

Lesson Goal: Students will understand how to apply appropriate first aid and care for
heat related injuries.

Lesson Objective: The students will demonstrate the application of first aid procedures
for heat related injury by administering the appropriate steps to a victim during an injury
skit using their peers.

Blooms taxonomy action verbs: Apply, demonstrate, and perform

Category of learning outcome: Intellectual skill by being able to assess the situation
and knowing the proper order of steps. This is demonstrated in the lesson by having the
students practice their skills during the injury skits.

Pre-requisites for learning capabilities: Students must already have some knowledge
anatomy, temperature related terms and how they may affect the body.
Feelin Hot,Hot,Hot!
Maureen Lankes
KH 7250

First Aid
6th Grade
Task Analysis Model

National Education Standard: #3 Students will demonstrate the ability to practice


health-enhancing behaviors and reduce health risks.

QCC Objective: # 27 Identifies and explains the causes of extreme temperature


emergencies (e.g., hypothermia, heat exhaustion, and heat stroke) and the
appropriate strategies for prevention and treatment.

Georgia Technology Standard: Uses technology tools to refine knowledge.

Goal Statement: The student will understand how to apply first aid for
temperature related injuries including hypothermia, heat exhaustion, and heat
stroke.

Objective Statement: The student will demonstrate, through use of a skill


checklist, the proper sequencing of first aid treatment for three temperature
related injuries.

Anticipatory Set: In groups of four, students will be given an index card with one
of the three heat related injuries written on the card (hypothermia, heat
exhaustion, or heat stroke). Each group will also be given first aid supplies including
water, blanket, Gatorade, and an ice pack. Each group will write down when, why, and
how they think these supplies would be used to provide first aid for the heat
related injury written on the card. Students are given a five minute time limit to
come up with their answers.

Teach Section

Instructional Concept: First aid for heat related injury includes a primary survey
and a secondary survey to determine the type of heat related injury .

Pre-requisite knowledge includes: knowing how to observe for breathing; check for
temperature; check for motor function loss; how to take vital signs; how to call for
EMS;
Lesson Cues:
What is your first action taken?
Primary survey
Why would you need a secondary survey?
To assess the victim and to determine what type of injury they
are suffering from as well as how severe it may be.
What is the difference between heat exhaustion and heat stroke?
Heat exhaustion: a person may feel clammy; sweat profusely;
and/or feel weak, dizzy or nauseated. Body temperature may,
however, be close to normal.
Heat Stroke: a person also may feel dizzy, weak or confused.
Skin will feel dry rather than sweaty. Body temperature can rise
to 105 F or higher
What type of actions should be taken for hypothermia victims?
Move to a source of heat, remove any wet clothing, wrap in dry,
warm blanket, and monitor vital signs

Introduce related vocabulary: hypothermia, heat exhaustion, heat stroke,


humidity.
Differentiate between hypothermia, heat exhaustion, and heat stroke.
Signs and symptoms of each temperature related injury.
Primary and Secondary survey
911/EMS

Teacher Modeling: The class will be divided into groups of three. Each group will
be given three different scenarios written on three separate cards. One student
chooses a card, reads it, and poses as the victim. The victim needs to play the
role based on whatever temperature related injury is presented in the scenario. A
second student responds to the situation using the appropriate procedures and
actions, and the third student will assess the first aid responder using a checklist.
The students will rotate until all have been assessed using the checklist.
First Aid
Temperature Related Injury
Checklist

Each procedure is worth 1 point and the demonstration is worth 3 points.


Procedure Attained
Yes No
Primary Survey
Secondary Survey
: breathing
: skin temp
: discoloration
: slurred speech
: loss of motor function
Determine which Temp. related injury
Call for help/EMS
Hypothermia
: warm area
: remove wet clothing
: wrap in dry, warm blanket
: monitor vital signs
Heat Exhaustion
: give fluids
: move to cool place
: supine position/legs
Elevated 8-12 in
: wet towels/ice packs
Heat Stroke
: move to cool place
: wrap in wet sheets/towel
: cold packs
: monitor vital signs/shock
Demonstration
Total Points
Student Activity: The teaching model used is the Task Analysis model. This is
appropriate because it builds on previous knowledge, divides skills into sequential
steps and uses a checklist to become aware of the proper steps in an emergency
situation. Sixth graders are interested in first aid procedures and want the
opportunity to help someone. Based on the developmental characteristics of 11-12
year olds, sixth grade students have moved from concrete to more abstract ways
of thinking and enjoy playing around with ideas. Teaching in a way that allows
supervision, but not domination will create an atmosphere for learning. Small groups
are easy for them to work in and accomplish their objectives. At that age,
students are interested in first aid, but may panic in emergency situations. So
teaching the proper procedures will help them to be calm and help someone if a
situation arises. Materials needed for this activity (21 students) are 7 blankets, 7
water bottles, 7 Gatorade bottles, 7 ice packs, 21 index cards, and 7 pencils.

Closure Activity: Each student will create a poster to include cut out pictures and
hand made sketches for the first aid treatment of each of the three heat related
injuries. They will post the posters in the gym and in the male and female locker
rooms of the school.

Evaluation: The students will be assessed using a checklist as a rubric. Each proper
procedure is worth 1 point and the demonstration is worth 3 points. There is a
maximum of 15 points.

13-15 points= A
11-12 points= B
9-10 points= C
7-8 points= D
Less than 7 points= F

Any students who earn an F will be assigned a re-teach section.

Re-teach: Students will be asked to look at three whats wrong with this pictures
and fix each so that the correct heat injury and treatment are in each picture.

References:

Pfeiffer, Ronald, and Brent Mangus. Concepts of Athletic Training. 4th. Sudbury,
MA: Jones and Bartlett, 2005.

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