CURRICULUM MAP
Course Title: Emergency Medical Responder 3
Course Number: 8417171
UNIT/ORGANIZING PRINCIPLE: Introduction to EMS Services
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
22.0 Demonstrate
and understanding
of the roles and
responsibilities of
the Emergency
Medical
Responder
24.0 Demonstrate
an understanding
of medico-legal
aspects
41.0 Recognize
life-threatening
situations.
44.0 Identify
critical incident
stressors
1.
2.
3.
4.
PACING:
Unit Number: 1
What are the Emergency Medical Responder’s legal and ethical responsibilities?
How did EMS evolve?
What are the roles and responsibilities of the Emergency Medical Responder?
How should the Emergency Medical Responder interact with the Emergency Medical Services?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:

Describe the history of EMS

Describe the roles and responsibilities of
Emergency Medical Responder

Recognize the signs and symptoms of critical
incident stress

Describe expressed and implied consent and
related issues

Describe the provisions of HPPA

Describe the duty to act

Describe chain of infection

List and describe standard precautions

Describe principles of safely operating a
ground ambulance and operating safely in and
around a landing zone during air medical
operations and transport
Reasoning:

Research and analyze “The Whitepaper”

During role-play discover whether an EMS
career is appropriate for an individual.

After viewing video, infer the legal and ethical
responsibilities of EMS personnel.

Discuss and demonstrate Hazardous Waste
Operations and Emergency Response
Updated: February 15, 2016
National
Curriculum
Standards:
Module 1,
Lesson 1-1:
Introduction to
EMS Systems
BENCHMARKS
22.01 Describe
the role of
Emergency
Medical
Responder as a
member of the
EMS Team
22.02 List and
describe the
responsibilities of
the Emergency
Medical
Responder for the
provision of prehospital
emergency care
within the local
EMS system.
22.03 Describe
principles of
safely operating a
ground
ambulance.
22.04 Understand
the guidelines of
KEY
TERMINOLOGY
Abandonment
Advance Directives
Assault
Battery
Body Substance Isolation
Burn-out
Child abuse
Confidentiality
Consent (both expressed and
implied)
Critical Incident Stress
Debriefing
Do Not Resuscitate (DNR)
Domestic violence
Duty to act
Elder Abuse
False imprisonment
Good Samaritan Laws
HAZWOPER
HIPPA
Joint Commission
National Association of
Emergency Medical
Technicians
National Highway Traffic








ACTIVITIES/
RESOURCES
View Videos on EMS
services
Make a timeline on EMS
services
Research and analyze
“The White Paper”
(available on-line)
Role-play trauma
incident to determine
possible reactions as both
Emergency Medical
Responder and family
member
Discussion of critical
incident stressors
Use textbook and/or
internet resources to
describe chain of
infection and standard
precautions
Proper hand hygiene,
gloving, gowning, use of
face masks
View video: John Q or
Lorenzo’s Oil (legal and
ASSESSMENTS
Performance Tasks
(Skills Sheets)
Selected Response
Successful completion
of AES
HealthCenter 21
modules



Tied to
essential
questions
Data collected
through
Scantron
Defined
Testing
Window
1
Lesson 1-2: Wellbeing of the
Emergency
Medical
Responder
Lesson 1-3: Legal
and Ethical Issues
Skills:

Demonstrate proper use of PPE

Demonstrate appropriate Joint Commission
Patient Safety Goals
Products:

Create a timeline of the development of EMS
services
Updated: February 15, 2016
operating safely
in and around a
landing zone
during air medical
operations and
transport.
22.05 Implement
appropriate Joint
Commission
patient safety
goals.
22.06 Discuss and
demonstrate
Hazardous Waste
Operations and
Emergency
Response
(HAZWOPER)
standard.
24.01 Describe
and demonstrate
an understanding
of the
medicolegal
aspects of an
Emergency
Medical
Responder’s
provision of
emergency
medical care….
24.02 Practice
within
medicolegal
standards.
41.01 Take steps
to minimize to
Safety
Administration
Negligence
OSHA
Patient’s Bill of Rights
Personal Protective
Equipment
Physical restraint
Scene survey
Scope of Practice
Stress
White Paper

ethical issues)
Use textbook and/or
internet resources to
research legal and ethical
issues.
Interventions:
Re-teach if necessary
Peer tutoring
ESE strategies
ESOL strategies
AES Curriculum—HealthCenter
21
Enrichment:
Peer teaching
Honors contract
Suggested Resources:
Textbook
Internet
AES Curriculum—HealthCenter
21
Videos/DVDs
2
minimize the
chance of injury
or death to all
involved when
confronted with a
potentially lifethreatening
situation on the
basis of an
assessment of a
scene.
44.01 Identify
stressors which
may affect the
performance of an
Emergency
Medical
Responder.
44.02 Identify
stressors which
may affect the
behavior of a sick
or injured person.
44.03 Carry out
procedures to
minimize critical
incident stress.
Updated: February 15, 2016
3
CURRICULUM MAP
Course Title: Emergency Medical Responder 3
UNIT/ORGANIZING PRINCIPLE: Anatomy and Physiology Review
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
Health Science 1
Standards
National
Curriculum
Standards:
Module 1,
Lesson 1-4—The
human body
Course Number: 8417171
PACING:
Unit Number: 2
1. How is the body organized?
2. How do EMS workers communicate to one another about the human body?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:

Describe the structures and functions of the
respiratory, muscular, skeletal, nervous, and
circulatory/cardiovascular systems

Use appropriate medical/topographical
terminology
Reasoning:

Associate underlying structures with the
superficial anatomy
Skills:

Demonstrate positioning patients
Updated: February 15, 2016
BENCHMARKS
N/A
KEY
TERMINOLOGY
Abduction
Adduction
Alveoli
Anterior
Anatomical position
Anatomy
Aorta
Appendicular skeleton
Arteries
Atlas
AV node
Autonomic nervous system
Axial skeleton
Axis
Bilateral
Blood
Brain stem
Bronchi
Capillaries
Central nervous system
Circulation
Cranium
Deep
Diaphragm
Distal
Dorsal
Epiglottis
ACTIVITIES/
RESOURCES
Review the structures and
functions of the respiratory,
muscular, skeletal, nervous, and
circulatory/cardiovascular
systems.
HealthCenter 21 activities
Identify structures using
appropriate models and
diagrams.
ASSESSMENTS
Performance Tasks
(Skills Sheets)
Selected Response
Successful completion
of AES
HealthCenter 21
modules

Position patients

Interventions:
Re-teach if necessary
Peer tutoring
ESE strategies
ESOL strategies
AES Curriculum—HealthCenter
21

Tied to
essential
questions
Data collected
through
Scantron
Defined
Testing
Window
Enrichment:
Peer teaching
Honors contract
Suggested Resources:
4
Eversion
Extension
Flexion
Fontanelles
Fowler’s position
Heart
Homeostasis
Inferior
Inversion
Lateral
Medial
Midaxillary line
Midclavicular line
Midline
Perfusion
Peripheral nervous system
Physiology
Posterior
Pronation
Prone
Proximal
Recovery position
Respiration
SA node
Superficial
Superior
Supination
Supine
Thoracic cavity
Topographical
Trendelenberg’s position
Unilateral
Veins
Ventilation
Ventral
Updated: February 15, 2016
Textbook
Internet
AES Curriculum—HealthCenter
21
Videos/DVDs
5
CURRICULUM MAP
Course Title: Emergency Medical Responder 3
Course Number: 8417171
UNIT/ORGANIZING PRINCIPLE: Airway Management
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
27.0 Conduct a
Primary
assessment of
problems that are a
threat to life if not
corrected
immediately
28.0 Demonstrate
BLS Procedures
32.0 Demonstrate
understanding of
airway
management,
respiration, and
artificial
ventilation
38.0 Identify and
provide initial care
for a sick and/or
injured patient
National
Curriculum
Standards:
Module 2,
Lesson 2-1 Airway
PACING:
Unit Number: 3
1. What are signs and symptoms of inadequate ventilation?
2. Why is “airway” always first?
3. What methods can be used to correct an airway problem?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Describe proper use of pulse-oximeter
Describe signs and symptoms of airway compromise.
Identify respiratory distress and respiratory failure.
Identify oxygen delivery system
Discuss Tracheostomy.
Reasoning:
Clinical scenarios and role-plays regarding airway
compromise.
Skills:
Demonstrate maintenance of open airway.
Correctly use barrier devices.
Demonstrate proper use of recovery position.
Demonstrate proper use of a bag-valve mask (one and
two person).
Demonstrate proper use of airway adjuncts.
Demonstrate proper application of supplemental
oxygen.
Demonstrate proper use of suction.
Assess level of consciousness
Auscultate lung sounds.
Updated: February 15, 2016
BENCHMARKS
27.01 Determine
and record the
level of
consciousness of
the injured
person.
27.02Assess for
an inadequate
airway,
inadequate
respirations,
inadequate
circulation and
profuse bleeding.
27.03 Recognize
when immediate
correction is
necessary.
27.04 Assess
patient and
determine if the
patient has a life
threatening
condition.
28.01 Establish
and maintain an
KEY
TERMINOLOGY
Accessory muscle use
Air hunger
Airway
Apnea
Artificial ventilation
Asthma
Auscultate
Bag-valve mask
Bronchospasm
Contraindication
COPD
Crackles
Cricoid pressure
Croup
Cyanosis
Dead space
Dentures
Dyspnea
Embolus
Esophagus
Flow-restricted oxygenpowered ventilation
device
Gag reflex
Head tilt/chin lift
Humidification
ACTIVITIES/
RESOURCES
Use barrier devices.
Maintain open airway.
Hands-on practice with airway
models.
Practice auscultating lung
sounds.
Airway adjunct insertion
Supplemental oxygen
application
Use DVDs, videos as
appropriate (airway evaluation,
lung sounds, etc.)
Use textbook resources.
ASSESSMENTS
Performance Tasks
(Skills Sheets)
Selected Response



Interventions:
Re-teach if necessary
Peer tutoring
ESE strategies
ESOL strategies
AES Curriculum—HealthCenter
Tied to
essential
questions
Data collected
through
Scantron
Defined
Testing
Window
Enrichment:
Peer teaching
Honors contract
Suggested Resources:
6
Lesson 2-2
Practical Lab-airway
Lesson 2-3
Evaluation-Airway
Updated: February 15, 2016
open airway using
both manual and
mechanical
airway
techniques.
28.02 Restore
breathing and
circulation by
means of
cardiopulmonary
resuscitation.
32.01 Apply
knowledge of
Anatomy and
Physiology to
airway
management
procedures.
32.02 Understand
the
pathophysiology
of respiratory
dysfunction.
32.03 Use
available
mechanical
devices to assure
the maintenance
of an open airway
and assist
ventilation.
32.04
Demonstrate
proficiency in
supplemental
oxygen therapy
including portable
Hypoventilation
Hypoxia
Jaw thrust
Larynx
Mandible
Maxilla
Nasal canula
Nasal flaring
Nasal-pharyngeal airway
Non-rebreather mask
Occlusion
On board oxygen
Oro-pharyngeal airway
Palpate
Pharynx
Pocket mask
Pursed lip breathing
Regulator
Resuscitate
Retraction
Rhonchi
Saliva
Sputum
Stoma
Sublingual
Tachypnea
Tonsils
Trachea
Tracheostomy
Tripod position
Uvula
Ventilation
Wheezing
Yankauer
Textbook chapters 7, 8, 27
Internet
Videos/DVDs
7
oxygen cylinder
and oxygen
delivery devices.
32.05 Describe
and demonstrate
airway
management
utilizing of upper
airway
suctioning.
38.02 Identify
and care for
patients
experiencing
respiratory
distress, utilizing
patient
assessment.
Updated: February 15, 2016
8
CURRICULUM MAP
Course Title: Emergency Medical Responder 3
UNIT/ORGANIZING PRINCIPLE: Patient Assessment
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
25.0 Determine
and record vital
signs of a sick or
injured person.
26.0 Use Medical
Identification
devices
27.0 Conduct a
primary
assessment of
problems that are a
threat to life if not
corrected
immediately.
33.0 Provide
secondary
assessment
37.0 Provide
emergency
evacuation and
transfer of a sick
and/or injured
person
39.0 Identify and
care for patients
1.
2.
3.
4.
PACING:
Unit Number: 4
How do I safely lift and/or move a client?
How does scene appearance and mechanism of injury determine my assessment?
What is the difference between a life threatening injury/illness and a non-life threatening injury/illness?
How do I perform a primary and a secondary assessment?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Discuss theory and methods for measuring vital signs.
Discuss theory and methods for assessment of clients.
Describe the components of SAMPLE
Discuss theory and methods for body mechanics and
client movement.
Describe care for clients in special situations.
Describe entrapment situations and extrication.
Reasoning:
Compare and contrast assessment and care of an
accident victim with a specific disorder (identified by a
medical identification device) to an accident victim
who is otherwise healthy.
Differentiate between emergency and non-emergency
moves.
Based on a given scenario, determine, using ABCs and
other assessment methods, whether a situation is lifethreatening or non-life threatening.
Skills:
Measure and record vital signs.
Perform primary and secondary assessment of clients.
Demonstrate appropriate body mechanics.
Demonstrate methods of emergency and nonemergency moves/lifts.
Demonstrate compassionate, empathetic care.
Updated: February 15, 2016
Course Number: 8417171
BENCHMARKS
KEY
TERMINOLOGY
25.01 Determine
ABCs
and record skin
Aniscoria
color, temperature Antecubital fossa
& moistness.
Arm drag
AVPU
25.02
Demonstrate
Bed roll
ability to
Blanket drag
accurately
Body mechanics
measure and
Capillary refill
record vital signs Carry transfer
including manual Caterpillar pass
blood pressure.
Chair carry
26.01 Identify the Clothing drag
most commonly
Cradle carry
used medical
Cravat
identification
Crepitus
devices.
Crumple zone
26.02 Apply the
Diastolic
information
Direct carry
contained on or in Draw sheet
the medical
Emergency drag
identification
Emergency move
devices to patient Environmental assessment
assessment and
Exhalation
patient care
Extremity life
ACTIVITIES/
RESOURCES
Client Scenarios
Demonstrate moving/lifting
techniques.
Measure and record vital signs
Demonstrate patient interview
skills.
Demonstrate Inspection,
Palpation, Percussion,
and Auscultation as part
of assessment.
Demonstrate Medical Patient
Assessment.
Demonstrate Trauma Patient
Assessment.
Interventions:
Re-teach if necessary
Peer tutoring
ESE strategies
ESOL strategies
AES Curriculum—HealthCenter
ASSESSMENTS
Performance Tasks
(Skills Sheets)
Selected Response



Tied to
essential
questions
Data collected
through
Scantron
Defined
Testing
Window
Enrichment:
Peer teaching
Honors contract
9
who are in special
situations.
41.0 Recognize
life-threatening
situations.
42.0 Recognize
entrapment
situations
National
Curriculum
Standards:
Module 3,
Lesson 3-1 Patient
Assessment
Lesson 3-2
Practical Lab—
Patient Assessment
Lesson 3-3
Evaluation—
Patient Assessment
Updated: February 15, 2016
procedures.
27.01 Determine
and record the
level of
consciousness of
the injured
person.
27.02 Assess for
an inadequate
airway,
inadequate
respirations,
inadequate
circulation and
profuse bleeding
27.03 Recognize
when immediate
correction is
necessary
27.04 Assess
patient and
determine if the
patient has a life
threatening
condition.
27.05 Use spinal
precautions as
appropriate
33.01 Conduct a
methodical headto-toe physical
examination to
discover
conditions not
found during the
primary
assessment.
Firefighter’s carry
Firefighter’s drag
General impression
Grunting
Gurgling
High index of suspicion
Initial assessment
Initial report
Inspiration
Jaundice
Pack strap carry
Pallor
Paradoxical motion
Perimeter
PERRLA
Power grip
Power lift
Pulse
Pupil
Rescuer’s assist
Risk factors
Safety corridor
SAMPLE
Scoop stretcher
Seat carry
Size up
Sling
Snoring
Squat lift
Sphygmomanometer
Staging
Stair chair
Sternal rub
Stridor
Sucking chest wound
Symptom
Systolic
Suggested Resources:
Textbook—Ch. 10, 11, 12, 13,
17
Internet
Videos/DVDs
10
33.02 Interview
the sick or injured
person to obtain
facts relevant to
the person’s
condition.
33.03 Interview
co-workers,
witnesses, family
members, or other
individuals to
obtain facts
relevant to the
person’s
condition.
37.01 Describe
situations when a
person should be
evacuated or
transferred.
37.02 Use the
most appropriate
assist, drag or
carry (alone or
with a partner) to
move a sick or
injured person
from a dangerous
location to a safe
place.
37.03 maintain
safety precautions
during evacuation
and transfer
39.01 Identify
patients who have
special needs.
Updated: February 15, 2016
Transfer board
Triage
Unresponsive
Wheezing
11
39.03 Care for the
injured/ill elderly
39.04 Care for the
injured/ill
physically
disabled.
39.05 Care for the
injured/ill
developmentally
disabled.
41.01 Take steps
to minimize the
chance of injury
or death to all
involved when
confronted with a
potentially lifethreatening
situation on the
basis of an
assessment of a
scene.
42.01 Identify
accident-related
hazards and
undertake hazard
control measures
consistent with
the capabilities of
the Emergency
Medical
Responder and
available
equipment.
42.02 Use
available
equipment safely
Updated: February 15, 2016
12
to gain access to
persons who are
entrapped.
\
Updated: February 15, 2016
13
CURRICULUM MAP
Course Title: Emergency Medical Responder 3
UNIT/ORGANIZING PRINCIPLE: Circulation
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
27.0 Conduct a
primary
assessment of
problems that are a
threat to life if not
corrected
immediately.
28.0 Demonstrate
BLS procedures
29.0 Recognize
and control
bleeding.
30.0 Recognize
and control shock.
38.0 Identify and
provide initial care
for a sick and/or
injured patient.
National
Curriculum
Standards:
Module 4
4-1 Circulation
1.
2.
3.
4.
5.
PACING:
Unit Number: 5
How do I recognize internal bleeding?
How do I care for a patient in shock?
What is the cardiac chain of survival?
How do I perform CPR?
How do I stop external bleeding?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
List the reasons the heart stops beating.
Describe theories and methods of CPR.
List types of shock.
List types of external bleeding.
Describe the cardiac chain of survival.
Describe causes of internal bleeding.
Recognize signs and symptoms of heart attack (angina
vs. myocardial infarction)
Reasoning:
Explain the rationale for the progression of assessment
and treatment of the ABCs.
Explain reasons for encouraging family presence while
performing CPR.
Skills:
Certification in BLS for Health Care Providers, to
include adult, child, infant and AED.
Demonstrate methods for controlling external bleeding.
Demonstrate methods for treating shock.
Product:
Research paper (family presence during CPR)
Updated: February 15, 2016
Course Number: 8417171
BENCHMARKS
27.01 Determine
and record the
level of
consciousness of
the injured
person.
27.02 Assess for
inadequate
airway,
inadequate
respirations,
inadequate
circulation, and
profuse breathing.
27.03 Recognize
when immediate
correction is
necessary.
27.04 Assess
patient and
determine if the
patient has a life
threatening
condition.
KEY
TERMINOLOGY
ACS
Anaphylactic shock
Anaphylaxis
Angina
Artificial pacemaker
Asystole
Automated external
defibrillator (AED)
Automatic implantable
cardioverter/
defibrillator
Automaticity
Bradycardia
Capillary refill
Cardiac output
Cardiogenic shock
Chain of survival
Compensated shock
Coronary arteries
Decompensated shock
Defibrillation
Diaphoretic
Dysrhythmia
Electrocardiogram (ECG)
ACTIVITIES/
RESOURCES
CPR certification course
Cardiovascular A & P Review
Clinical scenarios
Research paper
Auscultate heart sounds
Interventions:
Re-teach if necessary
Peer tutoring
ESE strategies
ESOL strategies
AES Curriculum—HealthCenter
Enrichment:
Peer teaching
Honors contract
ASSESSMENTS
Performance Tasks
(Skills Sheets)
Selected Response



Tied to
essential
questions
Data collected
through
Scantron
Defined
Testing
Window
Suggested Resources:
Textbook—Ch. 9, 27, 28, 29,
Appendix B
Internet
Videos/DVDs
14
4-2 Practical
Lab—circulation
4-3 Evaluation—
circulation
Updated: February 15, 2016
27.05 Use spinal
precautions as
appropriate.
28.01 Establish
and maintain an
open airway using
both manual and
mechanical
airway
techniques.
28.02 Restore
breathing and
circulation by
means of
cardiopulmonary
resuscitation.
28.03
Demonstrate
proficiency in the
use of an
automated
external
defibrillator.
29.01 Identify
items that can be
used to control
external bleeding
and minimize the
contamination of
open wounds.
29.02 Apply
pressure dressings
that will control
bleeding and
minimize the
contamination of
open wounds.
Escape rhythm
Evisceration
Hemorrhagic shock
Hypertension
Hypoperfusion
Hypothermia
Hypovolemia
Hypovolemic shock
Irreversible shock
MAST
Motion artifact
Neurogenic shock
Normal sinus rhythm (NSR)
Orthostatic vital signs
PASG
Perfusion
Postural hypotension
Premature ventricular
complex (PVC)
Pulseless electrical activity
(PEA)
Rhythm
Septic shock
Shock
Stroke volume
Sudden cardiac death
Tachycardia
Unstable angina
Uticaria
Ventricular fibrillation
Ventricular tachycardia
15
29.03 Identify the
likelihood of
internal bleeding
through
observations of
signs, symptoms,
and mechanisms
of injury.
29.04 Care for a
patient who
exhibits the signs
and symptoms of
internal bleeding.
30.01 Recognize
the likelihood that
shock may occur
or be present on
the basis of
patient
assessment and
observation of
mechanism of
injury.
30.02 Provide
anti-shock
measures as part
of routine patient
care.
38.01 Identify
and care for
patients with a
non-traumatic
chest pain,
utilizing patient
assessment.
Updated: February 15, 2016
16
CURRICULUM MAP
Course Title: Emergency Medical Responder 3
UNIT/ORGANIZING PRINCIPLE: Injury and Illness
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
27.0 Conduct a
Primary
Assessment of
problems that are a
threat to life if not
corrected
immediately.
31.0 Understand
the importance of
emergency
medications.
34.0 Identify
Musculo-Skeletal
Injuries
35.0 Demonstrate
proper
immobilization of
cervical/spinal
injury.
36.0 Demonstrate
proper extremity
immobilization as
well as other
immobilization for
other injuries.
1.
2.
3.
4.
PACING:
Unit Number: 6
How do I care for heat or cold emergencies?
How do I provide emergency care to a patient with a medical illness?
How do I provide emergency care to a patient with a soft tissue or musculo-skeletal injury?
How do I provide emergency care for a poisoning or environmental toxin victim?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Describe signs and symptoms of various medical
illnesses/injuries.
Describe possible causes of allergic reactions.
Describe the rule of nines and Palmer methods of burn
assessment.
Reasoning:
Differentiate between general and specific medical
complaints.
Explain the rationale for modifying your behavior
toward a patient with a behavioral emergency.
Skills:
Correctly apply splints, bandages, and dressings.
Demonstrate spinal immobilization.
Demonstrate care for heat and cold injuries.
Demonstrate care for bites and stings.
Demonstrate proper use of an auto-injector.
Role-play assessment of altered mental status.
Product:
Create a public service announcement about injury and
illness prevention/patient education.
Updated: February 15, 2016
Course Number: 8417171
BENCHMARKS
27.01 Determine
and record the level
of consciousness of
the injured person.
27.02 Assess for an
inadequate airway,
inadequate
respirations,
inadequate
circulation and
profuse bleeding.
27.03 Recognize
when immediate
correction is
necessary.
27.04 Assess
patient and
determine if patient
has a life
threatening
condition.
27.05 Use spinal
precautions as
appropriate.
31.01 Understand
KEY
TERMINOLOGY
AAA
Abrasion
Allergen
Allergic reaction
Altered mental status
Amputation
Appendicitis
Auto-Injector
Avulsion
Black widow spider bite
Bowel obstruction
Boyle’s law
Brown recluse spider bite
Cardiac contusion
Cervical spine
immobilization
device
Cincinnati prehospital
stroke scale
Cholecystitis
Closed fracture
Compartment syndrome
Conduction
Contusion
Convection
ACTIVITIES/
RESOURCES
Clinical scenarios
Immobilization Skills
Auto-injector Use
Role-play
Public service announcement
Research pre-hospital, intrahospital and post-hospital
survival statistics for specific
disease or condition.
Interventions:
Re-teach if necessary
Peer tutoring
ESE strategies
ESOL strategies
AES Curriculum—HealthCenter
ASSESSMENTS
Performance Tasks
(Skills Sheets)
Selected Response



Tied to
essential
questions
Data collected
through
Scantron
Defined
Testing
Window
Enrichment:
Peer teaching
Honors contract
Suggested Resources:
Textbook—Ch. 21, 22, 23, 24,
25, 30, 31, 33, 34, 35
Internet
17
38.0 Identify and
Provide initial care
for a sick and/or
injured patient
39.0 Identify and
care for patients
who are in special
situations.
National
Curriculum
Standards:
Module 5
Lesson 5-1
Medical
Emergencies
Lesson 5-2
Bleeding and Soft
Tissue Injuries
Lesson 5-3 Injuries
to Muscles and
Bones
Lesson 5-4
Practical Lab:
Illness and Injury
Lesson 5-5
Evaluation: Illness
and Injury
Updated: February 15, 2016
the advantages,
disadvantages, and
techniques of self
and peer
administration of an
intramuscular
injection by autoinjector.
31.02 Describe the
name, effects,
indications, routes
of administration,
and dosages for
specific
medications.
34.01 Identify the
various types of
musculo-skeletal
injuries.
34.02 Immobilize
and otherwise care
for suspected
fractures,
dislocations,
sprains and strains
with available
supplies and
equipment,
including
commercially
available and
improvised devices.
35.01 Identify need
for spinal
immobilization
35.02 Maintain inline immobilization
Cravat
Crush injury
Cushing’s reflex
CVA
Decompression sickness
De-gloving avulsion
Diabetes
Direct pressure
Dislocation
Embolism
Entrance wound
Epilepsy
Evaporation
Exit wound
Expressive aphasia
Facial droop
Fasciotomy
Flail chest
Foot drop
Fracture
Frostbite
Full thickness burn
Gastroenteritis
Generalized seizure
GI bleed
Guarding
Glasgow Coma Scale
Heat illnesses
Hematoma
Hemorrhage
Hemothorax
Impaled object
Inflammation
Intracranial pressure
Kussmaul’s respiration
Laceration
MSDS
Videos/DVDs
18
of cervical spine.
35.03 Place proper
fitting rigid
extrication type
cervical collar.
35.04 Place patient
in supine position
on full length spine
board.
35.05 Secure
patient to
immobilization
device.
36.01 Identify need
for extremity
immobilization.
36.02 Assess
motor, sensory, and
distal circulation in
extremities.
36.03 Place proper
fitting splint on
extremities.
36.04 reassess
motor, sensory, and
distal circulation in
extremities.
38.03 Identify and
care for patients
experiencing a
diabetic emergency,
utilizing patient
assessment.
38.04 Identify and
care for a patient
who is experiencing
a seizure, utilizing
Updated: February 15, 2016
Near drowning
Necrotic
Occlusive dressing
Open fracture
Overdose
Palmer method
Paralysis
Paraplegia
Paresthesia
Partial thickness burn
Pneumothorax
Post-ictal phase
Point tenderness
Poison control center
Poisoning
Pronator drift
Puncture
Range of motion
Receptive aphasia
Renal stone
Rule of nines
Quadriplegia
Skull fracture
Splints
Standing take-down
Straddle injury
Stridor
Stroke
Subcutaneous emphysema
Subdural hematoma
Sucking chest wounds
Superficial burn
Tension Pneumothorax
TIA
Tourniquet
Traction
Venomous snakes
19
patient assessment.
38.05 Identify and
care for a patient
who has ingested,
inhaled, absorbed
or been injected
with a poisonous
substance.
38.06 Identify and
care for a patient
who is in an altered
state of
consciousness
utilizing patient
assessment.
38.07 Identify and
care for a patient
who is experiencing
a stroke, utilizing
patient assessment.
38.08 Identify and
care for a patient
who has a foreign
body in the eye,
utilizing patient
assessment.
38.09 Identify and
care for a patient
with thermal,
chemical, or
electrical burns,
determining the
severity including
degree, body
surface area, type,
and location.
38.10 Identify and
Updated: February 15, 2016
20
care for a patient
suffering from an
environmental
emergency
including heat
cramps, heat
exhaustion, heat
stroke, and
frostbite, utilizing
patient assessment.
39.01 Identify
patients who have
special needs.
39.04 Care for
injured/ill
physically disabled.
39.05 Care for the
injured/ill
developmentally
disabled.
Updated: February 15, 2016
21
CURRICULUM MAP
Course Title: Emergency Medical Responder 3
UNIT/ORGANIZING PRINCIPLE: Childbirth, Children and Special
PACING:
Needs
Unit Number: 7
1. How do I recognize child/elder abuse?
ESSENTIAL
2. What is the Emergency Medical Responder’s role in emergency childbirth?
QUESTIONS:
3. How does the patient’s age and mental status affect emergency assessment?
CONCEPTS
/CONTENT
LEARNING TARGETS/SKILLS
BENCHMARKS
KEY
(Outcomes)
(Performance Tasks)
TERMINOLOGY
39.0 Identify and
39.01 Identify patients Abortion
Knowledge:
care for patients
Describe mental illnesses that could result in a
who have special
Addiction
who are in special behavioral emergency.
needs.
Amniotic sac
situations
List signs and symptoms of a behavioral emergency. 39.02 Care for
Anxiety
43.0 Assist with
Discuss personal safety during behavioral
injured/ill children
Apgar
emergency
emergencies.
39.03 Care for the
Arthritis
childbirth.
Explain body changes during pregnancy
injured/ill elderly
Asthma
Recognize normal/abnormal labor.
39.04 Care for the
Behavioral emergency
Describe the medical/legal responsibilities to report injured/ill physically
Bloody show
National
child/elder abuse.
disabled.
Braxton Hicks
Curriculum
Describe signs that childbirth is imminent.
39.05 Care for the
Breech
Standards:
Describe the stages of labor.
injured/ill
Cervix
Module 6
Lesson 6-1
Describe developmental considerations for the
developmentally
Child abuse
Childbirth
assessment of the child and infant.
disabled
Childbirth
Lesson 6-2 Infants Discuss the physical/mental effects of aging
43.01 Evaluate a
Croup
and children
mother to determine
Crowning
Lesson 6-3
whether deliver is
CSF shunt
Reasoning:
Practical Lab—
Discuss the implications of the Apgar score for the
imminent
Dementia
childbirth and
newborn.
43.02 Assist with a
Depression
children
Explain how pediatric anatomy alters patient
normal delivery
Dilation
Lesson 6-4—
assessment.
43.03 Care for the
Eclampsia
Evaluation, Infants Explain how elderly anatomy alters patient
mother and baby
Ectopic pregnancy
and children.
assessment.
43.04 Identify
Effacement
abnormal childbirth
Elder abuse
situations and care for Febrile seizure
the mother and baby
Fetus
Updated: February 15, 2016
Course Number: 8417171
ACTIVITIES/
RESOURCES
Clinical scenarios
Research Paper
Guest speakers
Interventions:
Re-teach if necessary
Peer tutoring
ESE strategies
ESOL strategies
AES Curriculum—HealthCenter
Enrichment:
Peer teaching
Honors contract
ASSESSMENTS
Performance Tasks
(Skills Sheets)
Selected Response



Tied to
essential
questions
Data collected
through
Scantron
Defined
Testing
Window
Suggested Resources:
Textbook—Ch. 32, 36, 37, 38,
39, 40, 41
Internet
Videos/DVDs
22
Skills:
Refresh Child/Infant CPR skills/theory
Assessment of child, infant, special needs patients.
Product:
Research paper on use of restraints.
Research paper on child abuse/elder abuse including
emergency responders’ reactions.
Updated: February 15, 2016
within the Emergency
Medical Responder’s
capabilities.
Fontanelles
Fundus
Hallucination
Intercostals retraction
Labor
Mandated reporter
Meconium
Meningitis
Mental illness
Miscarriage
Molding
Neonate
Osteoporosis
Placenta
Placenta previa
Placental abruption
Polypharmacy
Premature delivery
Prolapsed umbilical cord
Restraints
Sexual assault
SIDS
Stages of labor
Sterna retraction
Substance abuse
Supine hypotensive
syndrome
Suicide
Take down
Uterus
Vernix
Withdrawal
23
CURRICULUM MAP
Course Title: Emergency Medical Responder 3
Course Number: 8417171
UNIT/ORGANIZING PRINCIPLE: EMS Operations
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
23.0 Demonstrate
an ability to
communicate
effectively as part
of the EMS team.
37.0 Provide
emergency
evacuation and
transfer of a sick
and/or injured
person.
40.0 Provide triage
to victims of
multiple casualty
incidents
41.0 Recognize
life-threatening
situations.
National
Curriculum
Standards:
Module 7
Lesson 7-1 EMS
operations
Lesson 7-2
PACING:
Unit Number: 8
1. How do I transfer care according to the chain of command?
2. What is my role in a hazardous materials situation?
3. Why do we use triage?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Describe chain of command
Describe the steps in the START system
Describe the use of verbal reports in the transfer of
care.
Discuss proper use of body mechanics for patient
transport/evacuation.
Describe the differences between biological,
chemical and mechanical weapons of destruction.
Reasoning:
Explain how triage helps organize care in a multiple
casualty incident.
Explain how the primary assessment system applies
to triage.
Explain how hazardous materials can affect your
approach to a scene.
Skills:
Apply the START system
Perform triage at a mass casualty simulation.
Role-play transfer of care report
Updated: February 15, 2016
BENCHMARKS
23.01 Demonstrate the
proper procedure for
the transfer of patient
care to other EMS
personnel.
23.02 Describe
information regarding
a patient’s condition
and treatment that
need to be
communicated.
23.03 Communicate
the Emergency
Medical Responder’s
observations and
actins to whomever
patient care is
transferred.
23.04 Describe and
apply the principles of
communicating with
patients in a manner
that achieves a
positive relationship.
23.05 Recognize
simple medical
KEY
TERMINOLOGY
Affidavit
Biological agents
Briefing
Chain of command
Charting
Chem trec
Chemical weapons
Cold zone
Command post
Communication center
Communication specialist
Confidentiality
Decontamination corridor
Domestic terrorist
Entrapment
Hazardous material
Hot zone
Incident commander
LACES
Morgue
Multiple casualty incident
Objective
Patient care report
Patient refusal form
Placard
Special incident report
ACTIVITIES/
RESOURCES
Clinical scenarios
Mass casualty simulation
Role play
Guest speakers
Interventions:
Re-teach if necessary
Peer tutoring
ESE strategies
ESOL strategies
AES Curriculum—HealthCenter
Enrichment:
Peer teaching
Honors contract
ASSESSMENTS
Performance Tasks
(Skills Sheets)
Selected Response



Tied to
essential
questions
Data collected
through
Scantron
Defined
Testing
Window
Suggested Resources:
Textbook—Ch. 18, 19, 20, 44,
46
Internet
Videos/DVDs
24
Evaluation EMS
operations
Updated: February 15, 2016
prefixes/suffixes/comb
ining words.
37.01 Describe
situations when a
person should be
evacuated or
transferred.
37.02 Use the most
appropriate assist,
drag, or carry to move
a sick or injured
person from a
dangerous location to
a safe place.
37.03 Maintain safety
precautions during
evacuation and
transfer.
40.01 Categorize the
victims of multiple
casualty incidents
according to the
severity of injury or
illness on the basis of
patient assessments.
40.02 Use triage tags
or other identification
devices available
locally to indicate
priorities for prehospital emergency
care and transportation
to medical facilities.
40.03 Work as a
member of a team to
perform triage at
locations of multiple
Staging area
Staging officer
START
Subjective
Telemetry
Terrorism
TRACEM
Triage
Triage tag
Verbal report
Weapons of mass
destruction
25
casualty incidents.
40.04 Work as a
member of a team to
perform patient
assessments at
locations of multiple
casualty incidents.
40.05 Work as a
member of a team to
carry out patient care
procedures at the
locations of multiple
casualty incidents.
40.06 Demonstrate
knowledge of the
operating procedures
during a terrorist event
or during a
natural/man-made
disaster.
41.01 Take steps to
minimize the chance
of injury or death to
all involved when
confronted with a
potentially lifethreatening situation
on the basis of an
assessment of a scene.
Updated: February 15, 2016
26
CURRICULUM MAP
Course Title: Emergency Medical Responder 3
Course Number: 8417171
UNIT/ORGANIZING PRINCIPLE: EMS Executive Internship
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
All Emergency
Medical
Responder
Standards and
National
Curriculum
Standards
PACING:
Unit Number: 9
1. What is the application of academic skills in a clinical setting?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
 Describe the duties, skills, and personal
qualities needs for the EMS profession.
 Use appropriate medical terminology.
Reasoning:
 Triage patient needs in a clinical setting.
 Determine the appropriate care for each
patient.
Skills:
 Demonstrate in the classroom and clinical
settings (as appropriate) the skills needed for
the Emergency Medical Responder.
 Demonstrate appropriate professional
behavior, appearance, and attitude in both
classroom and clinical settings.
Products:
 Mass Casualty Incident
 Industry Certification- NREMT
 Patient presentation of situations encountered
during their rotation.
BENCHMARKS
Instructor may
develop benchmarks
for the clinical
rotations, but all
benchmarks must be at
the Emergency
Medical Responder
level and must not go
beyond the scope of
practice of the
Emergency Medical
Responder. Invasive
procedures are not
allowed.
KEY
TERMINOLOGY
Terminology will vary per
emergency situation
encountered.
ACTIVITIES/
RESOURCES
Clinical Rotations are required
for this course. Students must
spend a minimum of one shift
per nine weeks in the field.
These clinical rotations must be
completed during the school day.
During clinical rotations students
must be supervised at all times
by the clinical instructor who is a
licensed professional at the
clinical site.
Resources:
Use VCS Emergency Medical
Responder Forms including:
 Clinical Rotation
Agreement
 Clinical Rotation
Training Plan
 Time sheets to be signed
by clinical instructor.
 Clinical Rotation
Evaluation Form
ASSESSMENTS
Evaluation form to be
completed by clinical
instructor. Use
Emergency Medical
Responder Clinical
Rotation Evaluation
Form.
Classroom assessments
may be performance –
based, patient
scenarios, and selective
and/or extended
response.
NREMT- written and
practical examination
Interventions:
Re-teach if necessary
Updated: February 15, 2016
27
Peer Tutoring
ESE Strategies
ESOL strategies
Enrichment:
Tutoring
Updated: February 15, 2016
28