Supporting Adults through Vocational
Education (S.A.V.E) EMT Program
The S.A.V.E. EMT Program prepares adult students to become certified emergency medical
technicians and to work in the EMT field where they will provide basic emergency care to victims of
traumatic and/or medical emergencies and transport them to the appropriate medical facility. This
intensive five month EMT course is competency based and includes a three-week pre-training,
didactic lectures, practical skills labs, and two basic life support clinical rotations on a 9-1-1
ambulance in New York City.
Our Approach
While attending the technical training, S.A.V.E. EMT students participate in an integrated academic
support course to strengthen basic skills and preview and review technical training content. The basic
skills component supports students who are preparing for the New York State Emergency Medical
Technician certification exam. The program provides academic support and enrichment to students
with a diverse range of literacy proficiencies and socio-economic backgrounds.
Lesson Preview
The Body Systems and Topographic Anatomy lesson is an introduction to concepts and
processes in basic human anatomy and physiology. S.A.V.E. students complete this lesson during
the pre-training vestibule component of the program, using a variety of reading and group work
learning strategies. During the course of the lesson, students complete two journal entries to explain
the planes of the human body and how two body systems of their own choosing work together. They
complete a body cavity labeling activity and play “Topographic Anatomy Charades” to deepen their
understanding of topographic anatomy.
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Body Systems and Topographic Anatomy
Guiding Questions: How do the human body systems work together? What functions does each
system perform? What organs comprise a body system?
Lesson Description
During the course of the lesson, students complete two journal entries to explain the planes of the
human body and how two body systems of their own choosing work together. They complete a body
cavity labeling activity and play “Topographic Anatomy Charades” to deepen their understanding of
topographic anatomy.
Learning Objectives
 Identify the quadrants, cavities and planes of the body
 Identify the component parts of various body systems in the human body
 Explore relationships between human body systems
 Apply active reading strategies to EMT text book
 Apply knowledge of technical vocabulary and information to varied learning situations
Materials
 Journal #3 & #4
 Copies: Quadrants and Anatomic
Positions cutouts
 Copies: Anatomic positions activity
 Copies: Body cavities
 Copies: Spinal Column Diagram
 Colored pencils





Glue sticks
Scissors
Markers
Electronic pencil sharpener
(optional)
Zippy bags with topographic
anatomy charades cards for pairs
Learning Plan
1. Journals #3 and #4 (photocopy front/back)
Journal #3: Write about topographical anatomy. What is it? What does the phrase
“landmarks on the surface of the body” mean? Why do EMTs need to know about
topographical anatomy? Describe the planes of the body. What directional terms do you
remember?
Journal #4: Choose two human body systems. Below, describe how they work together. You
can choose from the pairs listed below, or select your own. Please write in complete
sentences.




Skeletal & Muscular
Nervous & Skeletal
Circulatory & Urinary
Digestive & Urinary
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2. Quadrants & Anatomic Positions cut-out activity; Body cavities labeling, spinal column
diagram labeling
1. Explain to students that we are going to review quadrants, anatomic positions, body cavities,
and parts of the spinal column.
2. Explain each hand-out.
3. Encourage students to try to do the work without referencing the text book or lecture notes.
4. Make materials available: colored pencils, scissors, markers, glue sticks, copies.
5. Tell students that they may work together or individually and they may use the cafeteria tables
if they would like.
3. Topographic Anatomy Charades
1. Explain to students that they will practice their topographic anatomy terminology with partners:
a. They will work in pairs and use “topographic anatomy charades” cards.
b. They will place the stack of cards face-down and take turns picking from the stack.
c. Each student will have to do what the card says.
d. If a card says to “identify” something, they should show it on their partner’s body (as if the
partner was the patient). If a card says to “demonstrate” something, they should show it
with their own bodies.
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Quadrants and Anatomic Positions Cut-Outs
Left Upper Quadrant
Right Upper Quadrant
Left Lower Quadrant
Right Lower Quadrant
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Topographical Anatomy Part I: Quadrants
1. Draw the two intersecting lines that divide the abdominal cavity into quadrants.
2. Attach the correct labels to the quadrants.
3. Color the quadrants as follows:
a) Left lower quadrant – red
c) Left upper quadrant – green
b) Right upper quadrant – blue
d) Right lower quadrant – yellow
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Topographical Anatomy Part II: Anatomic Positions
1. Place the pictures next to the correct anatomic position term.
2. Write what you know about each position.
Place pictures in this column, next
to the correct term.
Write what you know
about each position.
Prone
Supine
Shock position
Trendelenburg’s
position
Fowler’s
position
Recovery
position
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Charades Cut Outs
Coronal Plane
Identify the invisible
coronal plane.
Transverse Plane
Identify the invisible
transverse plane.
Midaxillary Line
Identify the invisible
midaxillary line.
Midsagittal /
Sagittal
Identify the midsagittal
part of the body.
Anterior
Identify the anterior
side of the body.
Flexion
Demonstrate flexion
with your leg.
Right
Identify your
patient’s right arm.
Left
Identify your
patient’s left leg.
Extension
Demonstrate extension
with your arm.
Proximal
Inferior
Identify a body part that
Adduction
Name three body parts
is
Demonstrate adduction
that are on the inferior proximal to the elbow.
with your legs.
part of the body.
Medial
Identify the medial
part of the torso.
Lateral
Identity the lateral
part of the trunk.
Abduction
Demonstrate abduction
with your legs.
Plantar
Identify a plantar
surface.
Distal
Identify a body part that
is distal to the elbow.
Rotation
Demonstrate rotation
with your arms.
Posterior
Identity the posterior
side of the body.
Superior
Name three body parts
on the superior part of
the body.
Palmar
Identify a palmar
surface.
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