S.H.+CPR+Lesson+4

** Found Unconscious Choking Adult, Child, or Pediatric **
 * Lesson Plan **

Co-Teachers: Scott Higgins & Ms. Kendra Hinz Instructional Strategy: Direct Instruction Time: 48 Minutes Date: 11.21.2011

__National Standard 1 __ Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities. __National Standard 2 __ Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.


 * ** Desired Results ** ||
 * **__Co-Teaching__: List the co-teaching style you’ll be using and why you have chosen this co-teaching method.**


 * One teaches, one assists – While one teacher is demonstrating the correct steps while the other teacher will help to explain in detail the correct steps to take when/if the student were to **find** a person that is unconscious and choking. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**


 * Student will understand the importance of always starting with the 3 C’s when finding an unconscious choking situation. Great.
 * Student will understand each of the 16 possible steps required when finding a person that is unconscious and choking. This is a "know" ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__?**


 * The 3 C’s (check, care, call)
 * How to correctly open the airway.
 * How to check for breathing.
 * How long to check for breathing.
 * How to correctly give rescue breaths. Mrs. Duffee talked about this. Did you?
 * How to correctly give chest compressions. Did you teach this today or just demonstrate it?
 * How long to continue compressions / rescue breaths – when can you stop?
 * How rescue breaths for adults or children differ from rescue breaths of infants.
 * When to scan for bleeding.
 * When is an AED used. |||| **What do you want students to be able to __do__?**

Students will be able to correctly demonstrate:


 * Head tilt / Chin lift
 * Give rescue breaths
 * Give chest compressions
 * Demonstrate the 3 C’s (check, care, call) when called to a choking situation.
 * Check for breathing
 * Is there anything else?
 * List correct procedure...
 * Execute correct procedure...
 * Correctly care for an unconscious adult/child/infant
 * others? ||
 * **__Group Accountability (Formative Evaluation)__**
 * How will you check to see whether your class has met your learning objectives?**


 * //Observation//. Student will be expected to practice the correct steps to take in finding a person who is unconscious or choking. .You will observe to make sure they execute the correct steps, yes? State this as "I will observe..." or "instructor will observe..." then detail what you will be looking for while observing.
 * When students demonstrate (//tests//) the correct technique/steps to take for finding an unconscious choking person they will receive a stamp in their packet that shows they have passed that skills test. They will test/receive a stamp for each of the found unconscious choking adult, child and pediatric. .---> (this can go under the "summative" evaluation. They receive a "grade" = stamp of approval. ||||  ||
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**


 * Chest Compressions
 * Rescue Breaths
 * Head-Tilt
 * Chin Lift
 * 3 C’s (Check, Call, Care)
 * “Puff” (in regards to infants)
 * AIrway
 * Obstructed airway
 * Conscious/Unconscious
 * Scene
 * Bleeding |||| **__ How __ will you teach this key vocabulary to enable students to meet the learning objective?**


 * The key vocabulary will be discussed as we go through the lesson. In addition to knowing the definition of each word the students will be able to know the skill that goes along with each word. For example, the child will know what chest compressions are and also know how to correctly administer the chest compressions.
 * Including vocabulary in a discussion is __not__ teaching the vocabulary. How can you use vocabulary that students may not know? They will not have access to the lesson without first knowing the vocabulary. How will you make sure they know it? How will you teach it? ||
 * **What is/are the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**


 * What is the importance of studying what to do in a situation where you find an unconscious choking child – Why is this important to know? - You could make this into one simple question, "Why is it important to know what to do when you find an unconscious adult or child?" "Why are the the 3 C's so important?"


 * Why is it important to always consider yourself first in a situation where you may find a person that is choking and is unconscious? Good question. How was this question addressed throughout this lesson? |||| **How will you differentiate for all the learners.** ||
 * **Materials/Resources Required:**

(What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** ||
 * Manikins, Breathing Masks, Study Guide ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Daily Announcements || 3 minutes ||
 * Review Unconscious choking of adult, child, pediatric. || 2 minutes ||
 * Introduce Found Unconscious Adult, Child, or Infant choking

We come upon the scene during the time the choking is happening as opposed to being there from when it starts. || 3 minutes || Introduce Found Unconscious Choking Adult.
 * How is it different? **
 * __ Co Teach: Mr. Higgins leads, Ms. Hinz assists. __
 * -Cover each step of Found Unconscious Choking Adult. **

Good give and take between you and Ms. Hinz (and Mrs. Duffee). You're addressing all the questions students may have together. How might you engage students more throughout your demonstration? What questions could you ask them as you go to make sure they're tracking and keeping up with you? You have a projector in here, I have cell service...could you create a few "poll everywhere" questions and ask students to respond to a series of questions as you discuss the steps with them? Most kids are watching. How do you know that they are engaged in what you are talking about? You can ensure that they are by designing specific activities. If you don't have access to technology, you could create some pencil and paper questionnaires that you reference as you go to get students more involved. I know your're using Ms. Hinz's lesson and are limited (to some degree) to what she had planned. || 8 minutes || Introduce Found Unconscious Choking Adult - Child. Introduce Found Unconscious Choking Adult. **-Cover each step of Found Unconscious Choking Infant.**
 * __ Co Teach: Mr. Higgins leads, Ms. Hinz assists. __
 * -Cover each step of Found Unconscious Choking Child. ** || 8 minutes ||
 * __ Co Teach: Ms. Hinz leads, Mr. Higgins assists. __

Good: Stressed importance of "checking the scene." || 8 minutes || Students will have the rest of the period prior to being released to practice the skills that they have learned for finding an unconscious person who is choking. They will also have the opportunity to test if they feel comfortable. I will also be going around and helping them study for their test and asking any questions they may have prior to their test.
 * __ Practice Time __

Are all kids are supposed to be practicing the entire time given? What should the kids who are sitting by the manikins not doing anything be doing while the others are testing? How could you ensure that all kids are practicing these skills the entire time (even if they've 'passed' on whatever age person they have at their side? Could there be a can in the middle or front of the room with scenarios that partners take turns drawing from. The partner then reads the scenario to their friend while that person practices. The paper also details whether or not the first two breaths go in, how the person responds, if there is bleeding, if there is an obstructed airway etc. Groups could be given points (not for credit, but in a game) for however many additional scenarios they accomplish. It would not even be bad if they draw a repeat scenario. They never know what they'll come upon. Meg and I witnessed a terrible car accident in Arizona, while driving to Mexico a few years back and just a few weeks ago a friend of mine choked at his daughter's birthday part. You'll notice that some pairs have already begun to invent their own scenarios. They would enjoy this creativity.

As things are right now, many are sitting and chatting about every day life.

Make the students know that you believe your time and their time and everything you have planned for them is **__invaluable__**. You will use every second to its fullest for their benefit. || 10 Minutes || Questions & Answers
 * __ Review/ Closure/ Reminders __

Scott, students will fill out your informal assessment forms to the best of their ability. I wonder if, next time, you'll consider explaining it to them. Give them a rationale and tell them specifically what you need from them. Kids will always "do" what you've asked them to do when it's school related. They're experts at being students and will go along with things like cattle. You'll win them 110% if you explain, describe and justify how things work for their benefit. Always do this ahead of time. || 3 Minutes ||
 * Release for next class period. || 0 minutes ||