CORE LET 2
Unit 4: Wellness, Fitness, and First Aid
Chapter 2: First Aid for Emergency and Non-Emergency Situations
Lesson 6: First Aid for Poisons, Wounds, and Bruises
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Administrator Lesson Guide:
Lesson Competency: Determine first aid for poisoning ,wounds, and bruises
Linked ELA Common Core: RI.9-10. READING: INFORMATIONAL TEXT - RI.9-10.1., RI.9-10.2., W.9-10. WRITING - W.910.1.e., W.9-10.2.f., W.9-10.3.b., W.9-10.3.e., W.9-10.4., SL.9-10. SPEAKING & LISTENING - SL.9-10.1., SL.9-10.1.a., L.910. LANGUAGE - L.9-10.1., L.9-10.2., L.9-10.2.c., L.9-10.4., L.9-10.4.a., L.9-10.4.c., L.9-10.4.d., WHST.9-10. WRITING:
HISTORY/SOCIAL STUDIES, SCIENCE, & TECHNICAL SUBJECTS - WHST.9-10.1.
Linked NHES: H3., H3.12.4., H4., H4.12.2., H4.12.4., H5., H5.12.3., H5.12.6., H8., H8.12.3.
Linked JROTC Program Outcomes: Promote wellness through nutrition, physical fitness, and substance abuse prevention
[wellness]
Thinking Processes
Core Abilities
Defining in Context – Circle Map* (Alt. = Mind or Concept Map, Sunshine Wheel)
Build your capacity for life-long learning
Communicate using verbal, non-verbal,
visual, and written techniques
Take responsibility for your actions and
choices
Do your share as a good citizen in your
school, community, country, and the world
Treat self and others with respect
Apply critical thinking techniques
Describing Qualities - Bubble Map* (Alt. = Star Diagram, Brainstorming Web)
Comparing/Contrasting - Double Bubble Map* (Alt. = Venn Diagram)
Classifying -Tree Map* (Alt. = Matrix, KWL, T-Chart, Double T, P-M-I)
Part-Whole - Brace Map* (Alt. = Pie Chart)
Sequencing -Flow Map* (Alt. = Flow Chart, Linear String)
Cause and Effect - Multi-Flow Map* (Alt. = Fishbone)
Seeing Analogies - Bridge Map* (Alt. = Analogy/Simile Chart)
* Thinking Map
Multiple Intelligences
Bloom’s Taxonomy
Authentic Assessment
Learning Objectives
Bodily/Kinesthetic
Remember
Observation Checklist
Identify the causes and symptoms of poisoning
Visual/Spatial
Understand
Portfolio
Describe how to treat a poison victim
Logical/Mathematical
Apply
Rubric
Verbal/Linguistic
Analyze
Test and Quizzes
Distinguish among the four types of open
wounds
Musical/Rhythmical
Evaluate
Thinking Map®
Describe how to treat wounds and bruises
Naturalist
Create
Graphic Organizer
Define key words: abrasions, amputation,
avulsion, incisions, lacerations, solvents
Interpersonal
Intrapersonal
Structured Reflection
Notebook Entries
Metacognition
Logs
What?
So What?
Now What?
Performance
Project
Socratic Dialog
E-I-A-G
Legend:
 Indicates item is not used in lesson
 Indicates item is used in lesson
Lesson Preview:
Energizer: Poll Cadets about their experiences with poisoning, wounds, and bruises.
Inquire: Guide Cadets to the learning objectives in their Student Learning Plan. Cadets complete Exercise #1:
Agree/Disagree on their own. Review the correct answers with the class.
Gather: Part 1: Display Flash #1: Poisons. Organize Cadets into teams. Guide Cadets to create a T-Chart or Flow Map
about first aid for poisoning. Part 2: Display Flash #2: Wound Types on wounds and bruises. Cadets create a T-Chart or Flow
Map on an assigned first aid topic.
Process: Part 1: Cadet teams present their assigned topics on first aid for poisoning to the class. Part 2: Cadet teams
present their assigned topics on first aid for wounds and bruises to the class.
Apply: Distribute index cards. Distribute the First Aid for Poisons, Wounds, and Bruises Performance Assessment Task.
1
Chapter 2: First Aid for Emergency and Non-Emergency Situations
Lesson 6: First Aid for Poisons, Wounds, and Bruises
CORE LET 2
Unit 4: Wellness, Fitness, and First Aid
Chapter 2: First Aid for Emergency and Non-Emergency Situations
Lesson 6: First Aid for Poisons, Wounds, and Bruises
Time: (a) 90-minute block with Part 1 and 2 or (b) 45-minute periods with activities for Days 1 and 2
Note: This JROTC lesson serves as a preparatory lesson for TEEN CERT Unit 3 - Disaster Medical Operations: Part 1 and
Unit 4 – Disaster Medical Operations: Part 2, and materials for this lesson are found in the TEEN CERT Resource Materials
Folder. Familiarize yourself with the entire contents of the TEEN CERT curriculum before implementation. Teen CERT lessons
can be implemented as JROTC elective hours of instruction as agreed upon by the school and/or JROTC education
professionals.
Instructor Lesson Plan:
Why is this lesson important?
As consumers, we buy more than a quarter of a million different household products - materials used in and
around the house for medication, cleaning, cosmetic purposes, exterminating insects, and killing weeds. These
items are valuable in the house and for yard maintenance, but misuse, especially when products are used in
inappropriate applications or quantities, can cause illness, injury, and even death. In this learning plan, you will
learn how to provide first aid treatment for various kinds of poisonings, wounds, and bruises.
Lesson Question
How do you give first aid for poisoning, wounds, and bruises?
What will Cadets accomplish in this lesson?
Lesson Competency
Determine first aid for poisoning, wounds, and bruises
What will Cadets learn in this lesson?
Learning Objectives
a. Identify the causes and symptoms of poisoning
b. Describe how to treat a poison victim
c.
Distinguish among the four types of open wounds
d. Describe how to treat wounds and bruises
e. Define key words: abrasions, amputation, avulsion, incisions, lacerations, solvents
When will your Cadets have successfully met this lesson’s purpose?
Performance Standards






by summarizing first aid for poisoning, wounds, and bruises
when they list symptoms of inhaled and oral poisoning
when they describe first aid for inhaled an oral poisoning
when they describe when a wound requires care
when they describe first aid for minor and serious wounds
when they describe first aid for bruises
NOTES:
Unit 4: Wellness, Fitness, and First Aid
2
Chapter 2: First Aid for Emergency and Non-Emergency Situations
Lesson 6: First Aid for Poisons, Wounds, and Bruises
Part 1: 45 minutes
Energizer:
Lesson Delivery Setup:
1. This is an optional motivational activity and should be used at your discretion, or as time permits.
2. Create a table on the board or with chart paper. Write column headings for poison, wounds, and bruises.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about injuries they
have experienced.
Ask the Cadets how many of them have:

Experienced some form of poisoning

Had wounds like a cut, scrape, etc

Had a bruise on a part of their body
Write down the number of each in the columns on your
table.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as you
feel appropriate for your Cadet population.

What surprised you about the number of people
who have had one of these three injuries?

Which of the injuries described could you treat
yourself?
Total Time: 5 minutes (optional)
Phase 1 -- Inquire:
Lesson Delivery Setup:
1. Make sure Curriculum Manager is installed and the clicker receiver is plugged in. Distribute clickers to
Cadets.
2. Ensure that Cadets have access to the Student Learning Plan.
3. Prepare to show all Inquire Phase slides from the Lesson PowerPoint Presentation and start with the
Focusing Question.
4. Prepare to display the Learning Objectives.
5. Prepare to distribute Exercise #1: Agree/Disagree.
6. Ensure Cadets have their Cadet Notebooks for use throughout this lesson.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about what they
know about poisons, wounds, and bruises. The Inquire
Phase of the lesson is to set Cadets up to begin thinking
about what they already know about this subject area.
Unit 4: Wellness, Fitness, and First Aid
3
Chapter 2: First Aid for Emergency and Non-Emergency Situations
1. THINK ABOUT what you know about
poisons, wounds, and bruises. PREPARE
for this lesson by discussing What you will
accomplish in this lesson; What you will
learn in this lesson; Why this lesson is
important, and When you will have
successfully met this lesson’s purpose.
Lesson 6: First Aid for Poisons, Wounds, and Bruises
Display the Focusing Question on the PowerPoint
Presentation. Allow time for discussion.
Review the Student Learning Plan. Ask Cadets to find the
answers to the following questions on their plans: What will
you accomplish in this lesson; What you will learn in this
lesson; Why the lesson is important; When will you have
successfully met the lesson’s purpose.
Show the learning objectives slide. Remind Cadets that
learning objectives tell them ‘what’ they will learn about in
this 90-minute lesson.
Explain that key words are vocabulary words. They will
appear throughout the lesson. Suggest that Cadets write
down on paper or circle any words that they are not familiar
with. Remind them that you may be checking their
comprehension of the words later in the lesson.
2. On your own, COMPLETE Exercise #1:
Agree/Disagree. REVIEW the correct
answers with your class.
Distribute Exercise #1: Agree/Disagree, and instruct Cadets
to complete it on their own. Inform them that they are not
expected to know the correct answers. This exercise will
reveal what they already know and need to know about first
aid for poisoning and wounds.
Review the correct answers with the class using the
Exercise #1: Agree/Disagree Answer Key.
3. REFLECT on what you need to learn about
poisoning, wounds, and bruises. ANSWER
the reflection questions presented by your
instructor.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as you
feel appropriate for your Cadet population.

How knowledgeable are you about poisoning?
About wounds and bruises?

How prepared are you currently to provide first aid
for simple wounds?
Conclude this phase of learning by summarizing the
purpose of the activity and informing them that they will now
learn some new information about poisoning.
Total Time: 10 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Inquire Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 2 -- Gather Part 1:
Lesson Delivery Setup:
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint presentation.
2. Provide access to a student text: Unit 4: Foundations for Success in Life, Career, Health, and Wellness
(hardbound); LET 2 (softbound); the e-text version found in the U4C2L6 resource folder on the
Curriculum Manager.
3. Provide chart paper and markers for partner or team use.
4. Prepare to show a sample T-Chart and Flow Map.
5. Be prepared to launch Reinforcing Questions.
Unit 4: Wellness, Fitness, and First Aid
4
Chapter 2: First Aid for Emergency and Non-Emergency Situations
Student Learning Activity
Lesson 6: First Aid for Poisons, Wounds, and Bruises
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about what
can cause poisoning.
The Gather Phase introduces Cadets to the learning
objectives by providing new information or content
through the activities provided. Cadets begin to build
on any previous knowledge or experiences.
1. VIEW a presentation on poisoning.
Display the animation on the different types of
poisoning.
Display the Reinforcing Question(s).
2. With your team, CREATE a T-Chart or Flow Map
on your assigned topic. JIGSAW your student
text to learn more about the topic. Be ready to
present your chart or map to class in the next
phase of your learning.
Divide Cadets into four teams. Distribute chart paper
and markers. Assign each team a topic to create a TChart or Flow Map on one of the following:

Symptoms of inhaled poisons

Treatment for victims of inhaled poisoning

Symptoms of oral poisoning

Treatment for victims of oral poisoning
Cadets will present their work to the class in the next
phase of learning.
3. REFLECT on household poisons. ANSWER the
reflection questions presented by your instructor.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as
you feel appropriate for your Cadet population.

What precautions do your parents take with
household poisons?

Would you know how to find out if something in
your house is poison?
Conclude this phase of learning by summarizing the
purpose of the activity(ies) and informing them that
they will now ‘do’ something with the new information
or skill they were introduced to.
Total Time: 15 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 3 -- Process Part 1:
Lesson Delivery Setup:
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how
they would recognize and treat poisoning.
This phase of the lesson allows Cadets to practice
using the new skill or knowledge.
1. With your team, PRESENT your assigned topic
Unit 4: Wellness, Fitness, and First Aid
Allow teams time to present their assigned topic on
5
Chapter 2: First Aid for Emergency and Non-Emergency Situations
to the class. TAKE NOTES on other teams’
presentations about symptoms and first aid for
poisoning.
2. REFLECT on first aid for poisoning. ANSWER
the reflection questions presented by your
instructor.
Lesson 6: First Aid for Poisons, Wounds, and Bruises
poisoning. Encourage Cadets to take notes on other
teams’ topics.
Display the Reinforcing Question(s).
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as
you feel appropriate for your Cadet population.

Why is it important to know how to prevent
poisoning?

Why should babysitters or older siblings know
how to prevent these injuries?

When should the local poison control center be
called?

Have you ever experienced food poisoning?
Total Time: 15 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Part 2: 45 minutes
Phase 2 -- Gather Part 2:
Lesson Delivery Setup:
1. Prepare to show all Gather Phase slides from the Lesson PowerPoint presentation.
2. Provide chart paper and markers for partner or team use.
3. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about first aid
for wounds and bruises.
The Gather Phase introduces Cadets to the learning
objectives by providing new information or content
through the activities provided. Cadets begin to build
on any previous knowledge or experiences.
4. VIEW a presentation on wounds and bruises.
Display the animation on wounds and bruises.
Display the Reinforcing Question(s).
5. With your team, CREATE a T-Chart or Flow Map
on your assigned topic. JIGSAW your student
text to learn more about the topic. Be ready to
present your chart or map to class in the next
phase of your learning.
Unit 4: Wellness, Fitness, and First Aid
Divide Cadets into five teams and distribute chart
paper and markers. Assign each team a topic to create
a T-Chart or Flow Map on one of the following:

When does a wound require first aid

First aid for minor wounds

First aid for serious wounds

First aid for amputation or crushing injuries

First aid for bruises
6
Chapter 2: First Aid for Emergency and Non-Emergency Situations
Lesson 6: First Aid for Poisons, Wounds, and Bruises
Tell Cadets they will present their work to the class in
the next phase of learning.
6. REFLECT on how to treat and prevent wounds.
ANSWER the reflection questions presented by
your instructor.
Use these Reflection Questions as tools to focus Cadet
discussion, reflection on learning, and note taking as
you feel appropriate for your Cadet population.

From your experience, what are common
causes of wounds?

What precautions can you take to prevent
wounds?
Conclude this phase of learning by summarizing the
purpose of the activity(ies) and informing them that
they will now ‘do’ something with the new information
or skill they were introduced to.
Total Time: 15 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Gather Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 3 – Process Part 2:
Lesson Delivery Setup:
1. Prepare to show all Process Phase slides from the Lesson PowerPoint Presentation.
2. Be prepared to launch Reinforcing Questions.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think what they
would do to help someone who had a wound.
This phase of the lesson allows Cadets to practice
using the new skill or knowledge.
3. With your team, PRESENT your assigned topic to
the class. TAKE NOTES on other teams’
presentations about first aid for wounds.
Allow teams time to present their assigned topic on
wounds. Encourage Cadets to take notes on other
teams’ topics.
Display the Reinforcing Question(s).
4. REFLECT on how to treat and prevent wounds.
ANSWER the reflection questions presented by
your instructor.
Use these Reflection Questions as tools to focus
Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
population.

Which type of injury do you think requires
EMS to be called? Why?

Why do you think you should learn these
skills?
Conclude this phase of learning by summarizing the
purpose of the activity and informing Cadets that they
will now apply the new knowledge or skill through the
assignment or activity outlined in the performance
assessment task.
Total Time: 10 minutes
Unit 4: Wellness, Fitness, and First Aid
7
Chapter 2: First Aid for Emergency and Non-Emergency Situations
Lesson 6: First Aid for Poisons, Wounds, and Bruises
Self-paced Option: Instruct self-paced learning Cadets to complete the Process Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Phase 4 -- Apply:
Lesson Delivery Setup:
1. Prepare to show all Apply Phase slides from the Lesson PowerPoint Presentation.
2. Distribute the First Aid for Poisons, Wounds, and Bruises Performance Assessment Task.
3. Prepare to distribute index cards for Cadet use in the performance assessment task.
4. Determine how you will review the key words from this lesson.
5. Prepare to use the Digital Timer application in your Curriculum Manager.
6. Prepare to assign the performance assessment task as homework as time necessitates.
Student Learning Activity
Teaching Notes
Direct Cadet Focus: Ask Cadets to think about how
they will remember first aid for poisoning, wounds,
and bruises.
This phase of learning will help Cadets transfer past
knowledge and experience to new knowledge and
skills introduced and practiced during this lesson.
Prompt Cadets by asking them how this lesson can
be used beyond this classroom experience.
1. COMPLETE the First Aid for Poisons, Wounds,
and Bruises Performance Assessment Task.
SUBMIT your completed performance
assessment task to your instructor for feedback
and a grade.
Distribute the First Aid for Poisons, Wounds, and
Bruises Performance Assessment Task. Distribute
index cards. The performance assessment task may
be completed in class or assigned as homework,
depending on the available time.
Refer Cadets to the scoring guide for a list of criteria
that should be included in their written summary. The
same criteria on the scoring guide can be used as a
grading checklist, too.
Remind Cadets that lesson assessment tasks can be
used as evidence of learning and are solid artifacts to
add to their Cadet Portfolios.
2. REVIEW the key words of this lesson.
Key words connect concepts and principles
introduced in the text and learning activities. After
activities are complete, Cadets should be able to
complete a quick check on each word and define it
properly.
Remind Cadets that key words were introduced
throughout various learning activities and should not
be ‘new’ to them.
Instruct Cadets that you are going to see how well
they remember the key word meanings and launch
the automated response slides or one of several
animated games.
Remember to use your digital timer in Curriculum
Manager to set a reasonable time limit for this activity.
3. REFLECT on what you have learned in this lesson
and how you might use it in the future.
Unit 4: Wellness, Fitness, and First Aid
Use these Reflection Questions as tools to focus
Cadet discussion, reflection on learning, and note
taking as you feel appropriate for your Cadet
8
Chapter 2: First Aid for Emergency and Non-Emergency Situations
Lesson 6: First Aid for Poisons, Wounds, and Bruises
population.

What did you learn about poisons, wounds,
and bruises?

What worries you most about providing first
aid for poisons, wounds, and bruises?
Can Cadets answer the Lesson Question(s) now:
How do you give first aid for poisoning, wounds, and
bruises?
Allow some time for discussion.
Total Time: 20 minutes
Self-paced Option: Instruct self-paced learning Cadets to complete the Apply Phase learning activities for this
phase of learning. Modify activities as necessary for your Cadet.
Homework:
1. Cadets may need time outside of class to complete the First Aid for Poisons, Wounds, and Bruises
Performance Assessment Task.
2. In their notebooks, have Cadets make a list of common items found in their house and/or garage that could
cause oral poisoning, if ingested.
Note on Cadet Portfolios:
As Cadets work through the lessons in this chapter, remind them to add completed documents to their Cadet
Portfolio. Portfolios can be arranged by topic, chapter, or LET depending on your requirements. Refer to the
Cadet Portfolio Assessment Task in your JROTC Instructor’s Desk Reference for ideas on setting up and
evaluating Cadet Portfolios.
Unit 4: Wellness, Fitness, and First Aid
9