FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION HEALTH AND PHYSICAL EDUCATION DEPARTMENT HEALTH III COURSE PHILOSOPHY Students will acquire the knowledge and skills to recognize and respond to an emergency. In a person s lifetime, they may be faced with an emergency situation, and they need to posses the knowledge of what to do before medical help arrives. COURSE DESCRIPTION Grade Level: 11 Department: Health & Physical Education Course Title: Credits: 1.25 Course Code: 113300 BOARD OF EDUCATION ADOPTION DATE: AUGUST 31, 2009
FREEHOLD REGIONAL HIGH SCHOOL DISTRICT Board of Education Mr. Ronald G. Lawson, President Mr. Christopher Placitella, Vice President Mr. William Bruno Mr. Tom Caiazza Mrs. Elizabeth Canario Mr. Barry Hochberg Mrs. Kathie Lavin Mr. Heshy Moses Mrs. Jennifer Sutera Mr. James Wasser, Superintendent Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction Curriculum Writing Committee Ms. Diana Keil Mr. Todd Liebman Supervisors Mr. Jeremy Braverman Dr. Dawn Forgerson Dr. Richard Malik Mr. Joseph Robinson Mr. John Schollenberger
Course Philosophy Students will acquire the knowledge and skills to recognize and respond to an emergency. In a person s lifetime, they may be faced with an emergency situation, and they need to posses the knowledge of what to do before medical help arrives. Course Description This course emphasizes the value of a safe and healthy lifestyle. The purpose of this course is to help people to recognize and respond to an emergency. Students will be able to use decision making, leadership and communication skills in order to identify ways to prevent injury/illnesses, recognize and respond to an emergency, follow the emergency action steps, prevent disease transmission and provide care for injuries/illnesses and life threatening emergencies. In addition this course will provide students with information about types of diseases and how to make informed choices that impact their well-being.
Curriculum Map Relevant Standards 1 2.1.12 E 3-4 2.1.12 F 5 2.1.12 D 1-3 2.3.12 B 7 2.1.12 B 1 2.1.12 D 1-3 2.2.12 A 1 2.2.12 B 1, 5 2.3.12 B 1 2.1.12 A 4 2.1.12 E 1-4 Enduring Understandings The most important thing a person can do in any emergency is activate the EMS system. Following Body Substance Isolation (BSI) precautions for disease prevention will help people live a healthier and longer life. Taking responsibilities for one s own choices is an essential step for developing and maintaining a healthy lifestyle. Recognizing life threatening conditions is essential to a victim s survival. Essential Questions What are the components of the EMS system? When checking a scene, what should you look for? How does one contract a blood borne pathogen? What are some of the ways that you can prevent yourself from contracting a disease when providing care? How do well informed choices impact your well-being? How do you maintain lifelong wellness? What are the four basic life threatening conditions? How do you provide care for the four basic life threatening conditions? Diagnostic (before) Student Survey Oral Questions/ Discussion Anticipatory Set Questions Assessments Formative (during) Skills Practice Quizzes Written Assignments Oral Presentations Observations Role Play Interviews Summative (after) Written Tests Projects Final Exam 2.1.12 E 1-4 First aid skills are necessary aspects in preventing injuries and illnesses. How would you care for injuries and illnesses? What first aid skills are imperative for survival? How does one diagnose any injury or illness? 4
Unit Title Unit #1: The EMS System Unit #2: Preventing Disease Transmission Unit #3: Lifestyle Diseases Unit #4: Respiratory and Cardiac Emergencies Unit #5: Injuries and Sudden Illnesses Freehold Regional High School District Course Proficiencies and Pacing Unit Understandings and Goals The most important thing a person can do in any emergency is activate the EMS system. 1. Students should be able to recognize and be prepared to respond to emergencies. Following Body Substance Isolation (BSI) precautions for disease prevention will help people live a healthier and longer life. 1. Students will learn how they can prevent themselves from getting diseases when providing care. Taking responsibilities for one s own choices is an essential step for developing and maintaining a healthy lifestyle. 1. Students will learn how their choices have a great effect on their overall well-being. Recognizing life threatening conditions is essential to a victim s survival. 1. Students will learn how to identify and care for respiratory and cardiac emergencies. First aid skills are necessary aspects in preventing injuries and illnesses. 1. Students will learn how to identify and care for injuries and sudden illnesses. Recommended Duration 1 week 1 week 2-3 weeks 2-3 weeks 2 weeks 5
Unit #1: The EMS System Enduring Understanding: The most important thing a person can do in any emergency is activate the EMS system. Essential Questions: What are the components of the EMS system? When checking a scene, what should you look for? Unit Goal: Students should be able to recognize and be prepared to respond to emergencies. Duration of Unit: 1 week NJCCCS: 2.1.12 E 3-4, 2.1.12 F 5 Instructional Guiding / Topical Questions Content, Themes, Concepts, and Skills Resources and Teaching Strategies How do you know that an emergency exists? What dangers might a person find when they arrive at the scene? What conditions might you find that warrants a call to EMS? What information do you need to tell the EMS system? What types of emergency information should you have about the victim and their situation upon the arrival of EMS? What are the legal aspects that pertain to the lay responder? How can you prepare yourself for an emergency? What items should be handy in your car or home in case of an emergency? Unusual odors, noises, sights, and behaviors or appearances Check the scene Call 911 Location What happened Number of Victims Victim s Condition Initial Assessment Head to Toe Exam (Adult) Toe to Head Exam (Child & Infant) Moving a Victim Good Samaritan Laws Implied Consent First Aid Kit Personal Medical Information Insurance Cards Emergency Contact Information Carbon Monoxide Poisoning Smoke detectors Radon detectors Suggestions on how to differentiate in this unit: Moodle Small Group Work Scenarios www.discoveryeducation.com Materials Textbook Related worksheets Videos Internet Practical Skills Student Discussion and Dialogue Lecture Presentations Video Demonstration Assessment Strategies Tests/Quizzes Worksheets Class Presentations 6
Unit #2: Preventing Disease Transmission Enduring Understanding: Following body substance isolation (BSI) precautions for disease prevention will help people live a healthier and longer life. Essential Questions: How does one contract a blood borne pathogen? What are some of the ways that you can prevent yourself from contracting a disease when providing care? Unit Goal: Students will learn how they can prevent themselves from getting diseases when providing care. Duration of Unit: 1 week NJCCCS: 2.1.12 D 1-3; 2.3.12 B 7 Guiding / Topical Questions How do diseases spread? Content, Themes, Concepts, and Skills Airborne Instructional Resources and Materials Textbook Teaching Strategies Assessment Strategies Tests/Quizzes What bodily fluids might you come in contact with when providing care that may contain diseases? Direct Contact Indirect Contact Related worksheets Videos Student Discussion and Dialogue Worksheets Class Presentations What are the blood born diseases that one might contract when providing care? How can you prevent yourself from getting diseases? Vector-Borne Hepatitis B & C HIV/AIDS Herpes Personal Protective Equipment (PPE) Body Substance Isolation (BSI) Internet Practical Skills Lecture Presentations Video Demonstration Glove Removal Suggestions on how to differentiate in this unit : Moodle Small Group Work Scenarios 7
Unit #3: Lifestyle Diseases Enduring Understanding: Taking responsibilities for one s own choices is an essential step for developing and maintaining a healthy lifestyle. Essential Questions: How do well informed choices impact your well-being? How do you maintain lifelong wellness? Unit Goal: Students will learn how their choices have a great effect on their overall well-being. Duration of Unit: 2-3 weeks NJCCCS: 2.1.12 B 1; 2.1.12 D 1-3; 2.2.12 A 1; 2.2.12 B 1 & 5; 2.3.12 B 1 Guiding / Topical Questions Content, Themes, Concepts, and Skills Instructional Resources and Teaching Strategies Materials What is a healthy lifestyle? Optimal functioning of body systems. Textbook Assessment Strategies Tests/Quizzes How does one maintain a healthy lifestyle? Treatment Diagnostic tests Related worksheets Videos Student Discussion and Dialogue Worksheets Class Presentations What are some lifestyle diseases? Cancer Internet How does one get a lifestyle disease? Cardiovascular/Heart disease Lecture What are some short-term and longterm side effects? What are the possible treatments? Respiratory/Lung diseases Emphysema Allergies Presentations Video Demonstration Asthma Stroke Arthritis Osteoporosis Alzheimer s Suggestions on how to differentiate in this unit Moodle Small Group Work Scenarios 8
Unit #4: Respiratory and Cardiac Emergencies Enduring Understanding: Recognizing life threatening conditions is essential to a victim s survival. Essential Questions: What are the four basic life threatening conditions? How do you provide care for the four basic life threatening conditions? Unit Goal: Students will learn how to identify and care for respiratory and cardiac emergencies. Duration of Unit: 2-3 weeks NJCCCS: 2.1.12 A 4; 2.1.12 E 1-4 Instructional Guiding / Topical Questions Content, Themes, Concepts, and Skills Resources and How does one recognize that a victim is having trouble breathing? How does one care for a conscious victim who can no longer cough, speak or breathe? How does one determine that a victim needs rescue breathing? How does one care for an unconscious victim who needs rescue breathing? What does CPR stand for? How does one determine that a victim needs CPR? How does one care for an unconscious victim that needs CPR? How does one determine if a victim has an airway obstruction? How does one care for an unconscious victim that has an airway obstruction? Conscious Choking - Adult - Child - Infant Rescue Breathing - Child - Infant CPR - Adult - Child - Infant Living Wills Unconscious Choking - Adult - Child - Infant Suggestions on how to differentiate in this unit: Moodle Small Group Work Scenarios Materials Textbook Related worksheets Videos Internet Practical Skills Mannequins Teaching Strategies Student Discussion and Dialogue Lecture Presentations Video Demonstration Assessment Strategies Tests/Quizzes Worksheets Class Presentations 9
Unit #5: Injuries and Sudden Illnesses Enduring Understanding: First aid skills are necessary aspects in preventing injuries and illnesses. Essential Questions: How would you care for injuries and illnesses? What first aid skills are imperative for survival? How does one diagnose any injury or illness? Unit Goal: Students will learn how to identify and care for injuries and sudden illnesses. Duration of Unit: 2 weeks NJCCCS: 2.1.12 E 1-4 Instructional Guiding / Topical Questions Content, Themes, Concepts, and Skills Resources and What are signs and symptoms of internal bleeding? How does one care for internal bleeding? What are the steps to control external bleeding? How does one characterize the different degrees of burns? How does one care for burns? What are the parts of the musculoskeletal system? What are signs and symptoms of muscle and bone injuries? How does one care for muscle and bone injuries? How does one care for sudden illnesses? What are the different ways that poisons can enter the body? What are the signs and symptoms of poisoning? How does one care for a victim who has been poisoned? How does one care for a victim who is suffering from a heat-related illness? How does one care for a victim who is suffering from a cold-related illness? Closed Wounds Open Wounds Lacerations, Abrasions, Avulsions and Punctures Bandages First, Second, and Third Degree Stop, Cool, Cover Muscles, Bones, Tendons and Ligaments Joints Sprains and Strains, Dislocations and Fractures, Splints and Slings Medical Alert Tag, Diabetic Emergency, Allergic Reactions, Shock, Seizure, Fainting, Vomit Inhaled, Absorbed, Injected, Ingested, Poison Control Center, Drug Overdose Heat Cramps, Heat Exhaustion, Heat Stroke, Hypothermia, Frostbite Materials Textbook Related worksheets Videos Internet Practical Skills Bandages Dressings Splints Cravats Blankets Teaching Strategies Student Discussion and Dialogue Lecture Presentations Video Demonstration Assessment Strategies Tests/Quizzes Worksheets Class Presentations 10
Suggestions on how to differentiate in this unit: Moodle Small Group Work Scenarios 11