G.O.+Lesson+Plan+3

** Lesson Template **
 * Glenn Oslin **


 * ** Desired Results ** ||
 * **Relevant Minnesota or Nat’l Content Standards:**

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. |||| **Learning Objective: Key Understanding(s) you intend students to obtain:**


 * Demonstrate what is to be done when finding an unconscious choking adult victim. This is an "able to do"
 * Demonstrate what is to be done when finding an unconscious choking child victim. This is an "able to do"
 * Demonstrate what is to be done when finding an unconscious choking pediatric (infant) victim. This is an "able to do"
 * Why is it important to know these skills? If you detail what these "skills" are this last statement is a great "understanding" ||
 * ** Assessment Evidence ** ||
 * **What do you want your students to __know__**


 * Know what is to be done when finding an unconscious choking adult victim.
 * Know what is to be done when finding an unconscious choking child victim.
 * Know what is to be done when finding an unconscious choking pediatric victim.
 * What is to be done? - if you've not listed this out for them, they'll have a guessing game ahead of them. I know you know these things Glenn. I know you know them in your mind. You know your content. At what point are these actions made explicit to the students. |||| **What do you want students to be able to __do__?**

Perform these necessary steps effectively to help someone who is choking: Yes. Remember that these statements can't be the same as those that you have in the "understandings" box. The understandings should be the answers to the "Why do I have to learn this? Why do I have to do this questions?" ||
 * Demonstrate what is to be done when finding an unconscious choking adult victim.
 * Demonstrate what is to be done when finding an unconscious choking child victim.
 * Demonstrate what is to be done when finding an unconscious choking pediatric victim.
 * **__Group Accountability (Formative)__**
 * How will you check to see whether your class has met your learning objectives?**


 * After the information is presented students will have an opportunity for questions as well as during the demonstration. If students won't or don't ask questions, how do you know they've understood what they're supposed to? If you have a class full of shy students or intimidated students
 * After the steps for each situation have been completed, students will be asked to practice what was learned in their pairs for a few minutes. If the students have questions they can ask at this time for help as the teachers circulate to each group. The teachers in the classroom will test students after the allotted practice time. |||| **__Individual Accountability (Summative)__**
 * How will you check to see if individuals have acquired the knowledge/skills you expected them to learn?**

Great ||
 * Students will have the opportunity to practice the necessary steps as well as test at the end of the class.
 * Final test is taken at the end of the unit over all the situations.
 * ** Learning Plan ** ||
 * **What key vocabulary/language will students need to know to meet the learning objective?**


 * Unconscious (Cannot respond)
 * Adult (9 years and up)
 * Child (2 to 9 years old)
 * Infant (0-2 years old)
 * Consent - Did you talk about this today?
 * Implied consent - Did you talk about this today?
 * Head tilt
 * Chin lift
 * Survey Scene

I ask about these terms because, when filling out lesson plans for your TPA, if you mention vocabulary words...you must discuss them and highlight them or be ready to explain (through detailed reflection) why you did not. |||| **How will you teach this key vocabulary to enable students to meet the learning objective?**


 * Students will use the vocabulary in the practice and testing on the manikins. ||
 * **What is the Essential/Guiding Question(s) for this Lesson? (It should correlate to your learning objective.)**


 * How many breaths are given in between compressions? (Adult, child, infant?) - this is 'know'
 * How many compressions are given? Is it the same number for adults, child, and infant? - this is a 'know'

Why is it important for me to know and be able to do CPR correctly? Why is it important for me to execute all the necessary "before CPR" tasks correctly? Why is it important for me to know CPR? Where could I use CPR in my every day life? How are the procedures for adults, kids and babies different? Why are the procedures for adults, kids and babies different? Who cares whether or not I can do this?

--- you talked with a kid on Wednesday about these things, Glenn. You talked with him about the fact that he may use CPR (or need to use it) on his younger brother. The student wasn't wanting to participate and you talked through these higher level understandings and essential questions with him (with or without knowing) in order to convince him of its importance. |||| **How will you differentiate for all the learners (ELL, Sp. Ed., poverty, gifted, etc.) in your class?**
 * Differentiation Options: questions, stems, sentence frames, strategies, etc.**

(What will you do? What do you expect students to do? Include set induction and closing.) || ** Time Allotment ** ||
 * Rewording instructions for better understanding
 * Demonstrations 1 on 1 with the manikins
 * Pairing with students with a strong grasp on the information from the lesson. ||
 * **Materials/Resources Required:**
 * 10-15 manikins (10 adult/child, 5 infant), 30 face shields, 30 pairs of gloves, student CPR packets,** ||
 * **SCHEDULE OF ACTIVITIES** ||
 * ** Method/Strategy **
 * Class attendance/ announcements/ review of previous class || 5 minutes ||
 * Introduction to the days learning objectives (found unconscious choking adult, child, and pediatric victims). Great use of demonstration on the manikin. Would you consider moving the students closer to the 'scene' in order that they see things and hear you both more clearly?

Thank you, Glenn for articulating the connection to cardiac and cardiac arrest being related to a heart attack.

Nice job picking up the instructional conversation for Kendra while she was counting chest compressions and/or doing other demonstrations.

. || 2 minutes ||
 * Demonstration of each skill on the manikin, co-teacher talks through each step as the other performs the skill. || 10 minutes ||
 * Questions in between each demonstration of skills.

After talking about and demonstrating on the adult, would you consider "breaking things up" so that students have the chance to demonstrate/try/explain their level of knowledge about adult CPR? You asked questions to engage them throughout (this is great) but how could you split up their attention span(s) even more? Students will always need you to do this for them. They'll "check out" and not tell you they're "checking out."

Great questions throughout. Questions made sure individual students were tracking. How could you have solicited answers from all students that would also allow you to measure whether or not each individual was tracking correctly? (Could you have a poll everywhere.com set up to track their answers? You ask, "What's the next step given certain circumstances" and students text in their answers. you see live what their thoughts are. Could you have asked them to post "live" on a facebook page answers to questions you pose in class (via cell phone, iPod touch or other device? If such technology is not available, could you have asked students to record their individual answers on a piece of paper at certain points and in response to certain questions as you go. You wouldn't have access to such immediate feedback, at least you'd be able to debrief with it after the fact to see how students were tracking.).

"What's the reasoning for the re-tilt?" - this question is getting at an essential/guiding question. "Why is it important to follow the necessary steps when executing CPR? Why is it important to "re-tilt" after an initial breath does not go in? || 3 minutes ||
 * Students get in pairs of 2, 1 person will get a manikin, then practice skills on the manikins with his/her partner. Test students as they perform the tasks. Rotate every 7-10 minutes between adult, child, and infant skills.

Each teacher can work one-one with a student (today-State Football Tournament) and evaluates students on their CPR ability. Each student is given a scenario and conducts the "survey the scene" thru to the point of starting CPR.

Kendra demonstrates such skill in not getting upset or matching a student's (Jeffrey's) tension when he is agitated. Some people are born with this ability, most have to learn how to not react to a reactor. This was fun to see.

Great professional conversation with Kendra about IEPs, parent conferences etc. eh? This has been a good experience, yes? || 25-30 minutes ||
 * Pick up/wipe off manikins, face shields, and gloves. Reminders and dismissal || 3 minutes ||