GRADE 9
Safety & Emergency Preparedness: First Aid/CPR/AED
UNIT OVERVIEW
UNIT SUMMARY
Throughout this unit, students will recognize
various emergency situations and learn the
appropriate first aid procedures for each
situation.
Students will examine the many scenarios
associated with CPR, AED, and First Aid
throughout this unit to include:
Responding to an Emergency
Chain of Survival
Types of Injuries
Wound Care
Cardiopulmonary Resuscitation
Defibrillation (AED)
First Aid for Shock
First Aid for Choking
Responding to Common Emergencies
Treatment of Poisonings
Students will engage in a variety of cooperative
learning activities, classroom discussions, and
direct instruction. The learning scenario and
corresponding culminating activity are meant to
serve as an authentic assessment opportunity
that will incorporate the 21st Century skills of
creativity, critical thinking, communication, and
collaboration.
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Mathematics - comparison, predictions,
and inferences made in utilizing
information that is presented in graphs
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Physical Science - constructing and
interpreting frequency distributions,
scatter plots
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Language Arts/ English - using appropriate
verbal and nonverbal presentation skills;
analyze, develop, produce media
messages
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Social Studies - creating an informed,
carefully reasoned position on a
community issue
LEARNING SCENARIO TO KICK OFF UNIT
National and local associations (AHA, Red Cross,
ECSI, Virginia Department of Education) are
continuously looking for new ways to connect
with teens to learn lifesaving techniques:
Gwyneth’s Law (House Bill 2028/Senate Bill 986)
will help to train an ever-growing group of
citizens in Virginia that will be ready and able to
do CPR. If you were to create a program/social
media campaign to inform teenagers of the
importance of first aid and CPR, what would it
look like? How would you reach adults in your
community?
ASSESSMENT
In addition to the culminating activity that
creates an opportunity for authentic
assessment, students will be responsible for
summative cognitive knowledge.
Adapted from Healthy Choices, Fairfax County Public Schools
JMU-HPAI SOL Teacher Trainer Cadre
1
How can we help students help themselves and
others in cases of emergency injury or illness?
CROSS-CURRICULAR STRATEGIES
Throughout the unit, health educators support
learning in additional content areas to include:
Page
ESSENTIAL QUESTIONS FOR THIS UNIT
Why should students prepare for emergencies?
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Background information on a specific, high
frequency emergency
Signs & Symptoms
First Aid
Medical Care
Treatment & Follow-Up
What teens need to know
Students should be provided choice when
presenting their program/social media campaign
such as:
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Dramatization
Poster/Pamphlet campaign
Slide Presentation
Website
Social media
o YouTube video/PSA
o Twitter posts campaign
o Blog posts
o Facebook page(s)
Debate with other classmates
Students will be assessed on the presentation
using the performance rubric included within the
unit plan. Rubric may be adapted at teacher’s
discretion.
What are the 3 Cs for emergency care? • What is
the Good Samaritan Law? • What is the
preferred method for opening an airway? •
What are the accepted steps of Rescue
Breathing, Heimlich Maneuver, and CPR? • What
are the warning signs of a Heart Attack, Stroke,
and Shock? • What are the various types of
wounds and how is each treated? • What are the
basic first aid steps for heat related injuries,
burns, seizures, nosebleeds, hyperventilation,
and frostbite? • What is RICE? • How do you
treat bone, muscle, and tendon injuries? • How
long does it take for permanent brain damage to
occur after breathing has stopped? • How do you
care for a victim suspected of having a neck or
back injury? • What are the ABCs of emergency
first aid care? • What does LLF stand for? • What
does FAST stand for?
CAREER CONNECTIONS
The following careers may be explored and
partnerships could be forged with professionals
in the following fields throughout this unit:
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Key components to the authentic assessment
include:
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Effective communication of factual
information
o Identification of emergency
o Strategies for responding to injury
o First Aid techniques
 Type of presentation media chosen by
student
effectively communicates
message to teens
 Creative presentation
Adapted from Healthy Choices, Fairfax County Public Schools
JMU-HPAI SOL Teacher Trainer Cadre
Emergency Medical Technician
Paramedic
Firefighter
Police officer (SRO)
Armed Forces Medic
Allied Health Professional
Nurse
Physician
o Emergency Room
o Neurologist (Brain)
o Cardiologist (Heart)
o Pulmonologist (Lungs)
2
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KEY QUESTIONS/ISSUES
Page
CULMINATING ACTIVITY FOR AUTHENTIC
ASSESSMENT
Students will present their first aid awareness
program/social media campaign for teens.
Presentations should include, but are not limited
to:
Standards, Benchmarks, Indicators Addressed in This Unit
Page
3
9.1.j – Identify behaviors that may contribute to intentional and unintentional injuries and result in
permanent disabilities.
9.2.o – Evaluate the long-term consequences of injury (e.g., permanent disability) and disease, and
describe controllable and uncontrollable risk factors.
9.3.c – Develop a personal plan to reduce or prevent injury, substance use, and communicable
disease
9.3.f – Demonstrate adult and child cardiopulmonary resuscitation (CPR), use of automated external
defibrillator (AED), and first aid skills for bleeding, contusions, fractures, and anaphylactic shock.
9.4.n – Create an action plan to prepare for a natural disaster
Adapted from Healthy Choices, Fairfax County Public Schools
JMU-HPAI SOL Teacher Trainer Cadre