Name:
Instructor/Class: Gunderson/Health
Date:
Period:
UNIT OUTLINE: Injury Care and Prevention
Unit: Injury Care and Prevention
Primary Concept(s): Unintentional Injury Prevention (CC), First Aid/CPR (CC)
Primary Health Skill(s): Decision-Making (DM), First Aid/CPR (CS)
Approximate Length: 8 days
Objectives:

Define “accidents,” un/intentional injuries, risk taking (reckless and cautious), OSHA Laws,
bullying, hazing, prejudice, stereotyping, date rape, anger management, conflict resolution,
first aid, universal precautions, Good Samaritan Laws, consent (active and implied),
un/conscious, muscle strain, sprain, cardiopulmonary resuscitation (CPR), automated external
defibrillator (AED). (CC)

Examine the impact of alcohol, tobacco and other drug use on unintentional injury.
(CC)

Differentiate between cautious and reckless risk taking. (CC)

Identify strategies to reduce the risk of injury. (CC)
o
o
o
o
o
o
Describe rules and laws intended to prevent injuries.
Explain ways to reduce risk of injuries during sports/recreational participation.
Explain ways to reduce risk of injuries around water.
Distinguish ways to prevent fires, reduce the risk of injuries in case of fire, and how to reduce the risk of
fire in while land urban areas in our community.
Identify ways to reduce the risk of work-related injuries including the examination of OSHA laws.
Access information on hazardous materials and emergency procedures to follow in the result of a spill
and/or resulting fire or explosion. (AI)*

Use a decision-making model that will enhance health and well-being. (DM)

Demonstrate the ability to create safety plans and use strategies to reduce risk. (SM)*

Describe and model procedures for emergency care and lifesaving, including CPR, first aid,
and control of bleeding. (CC, CS)
o
o
o
o
o
o
o
o
o

Name/perform the 3 action steps that should occur upon encountering an emergency
Identify life-threatening conditions and demonstrate how to check a victim for them
Demonstrate how to gain permission from a conscious victim to administer first aid
Demonstrate care for a conscious choking victim
Demonstrate care to control bleeding
Name the steps of R.I.C.E. (for muscle strains/sprains)
Mock rescue breathing and CPR
Model the recovery position
Demonstrate how to care for an unconscious choking victim
Recognize the option of organ and blood donation and the benefit of each. (CC)
Assessment(s):

Concepts: Injury Care and Prevention (CC) – Unit Test

Decision-Making (DM) – Unit Test

Concept Skills (CS) – First Aid/CPR Skill Assessment
Items in BOLD are Oregon Health Education Standards. Items marked with an asterisk (*) are assessed for concept
knowledge (CC) rather than skill mastery during this unit. They will be assessed for skill mastery in future units.
Safety at Home and in Your Community
Intentional Injuries:
Unintentional Injuries:
Factors that can help prevent unintentional injuries or lessen their damage include…
Factor
Description
Why don’t we refer to unintentional injuries as “accidents” in Health class?
Risk:
Reckless Verses Cautious Risk-Taking: Most situations involve some degree of risk. In
many cases, risk-taking is necessary for people to fully experience life. But “Cautious Risk
Takers” recognize potential risks. This enables them to take steps to reduce the
likelihood of being injured or causing injury to others.
Characteristics of
Characteristics of
Cautious Risk Takers
Reckless Risk Takers
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Decision-Making
The DECIDE Process: There is a process, called DECIDE, that can help you make important
decisions. Though it can help you with a variety of decisions, we are going to use it to help us reach
health-enhancing decisions. Each letter in the word DECIDE stands for a step in the process. Use this
worksheet to apply DECIDE to a situation in your life that poses a health risk. Use the table at the
bottom of the page to record your responses to steps 2 and 3.
1. Define the problem.
2. Explore your options.
In the first column of the table, list at least four possible options for solving your problem. Include
“do nothing” if it is an appropriate option.
3. Consider the consequences.
In the second and third columns, list both potentially positive and potentially negative
consequences. Consider what is likely to happen, not what you hope will happen. Think about the
benefits and risks of each option.
Options
Positive Consequences (Benefits)
Negative Consequences (Risks)
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4. Identify your values.
Your values are the standards and beliefs that are most important to you. Wanting to be
respected is an example of a value. So is wanting to help others or do well in school. List five
values you should consider while making this decision.
Now, identify those options that are a good match for these values.
5. Decide and act.
My decision is to
The steps I need to take to act on this decision are…
6. Evaluate the results.
Sometime after you act on your decision, review the results.
How did your decision work out?
How has it affected you and others?
What did you learn?
What, if anything, would you do differently next time?
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Emergency Care
Good Samaritan Laws
All 50 states have enacted __________________ laws that give legal protection to people who willingly
give emergency care to an ill or injured person without accepting anything in return. In order to protected,
you need to…

Act in good faith.

Not be purposefully __________________ or negligent.

Not do more than you are __________________ to do.

Not __________________ the person after you begin giving care.
Responding to an Emergency
Emergency Action Steps:
C
C
C
Step 1: CHECK
 Check the __________________ for safety and clues as to what happened (if you didn’t witness it).
 Check the __________________ for consciousness (If it’s not obvious, tap and ask, “Are you okay?”)
and other life-threatening conditions (severe bleeding, difficulty breathing, or no signs of circulation).
 If the victim is conscious, obtain consent.
 Provide your __________________.
 State your level of __________________.
 Ask for permission to __________________.
 Let the victim know what you are going to do.
 If the victim is not conscious, __________________, __________________, and
__________________ for signs of breathing. (Consent is implied.)
Step 2: CALL
 If life-threatening conditions are present, ask someone to call 911 (“Help! This
person is _<state condition>_. Will you call 911 and then report back to me?”)
OR
 Call 911 yourself and be prepared to let them know what has occurred, your
location, the number and condition of victims, the aid being provided, and your
name and phone number.
Step 3: CARE
 Put on __________________!
Severe Bleeding
 Apply direct __________________ to the wound using a sterile gauze pad or clean,
absorbent cloth (If gloves are not available, have the victim apply pressure on the wound!)
 While continuing to apply pressure, raise the wound above the victim’s
__________________ (unless you suspect a fracture).
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 Make a “pressure bandage” by snuggly wrapping an elastic bandage over the pad.
 If bleeding continues, apply additional __________________ on top of the existing ones.
Open Fracture
 Cut away clothing. Do not try to push the bone back through the skin.
 Apply gentle pressure with a large sterile pad to control bleeding. Do not push directly on the
exposed bone.
 Cover the entire wound with a sterile bandage or clean cloth.
 If the victim needs to be moved before help arrives, apply a splint to immobilize the injured
area.
Closed Fracture (Note: 911 is not necessary unless life-threatening conditions are present)
 Immobilize the injured area with a sling or splint.
 Keep the victim still and comfortable. Seek medical attention.
Muscle Strain/Sprain (Note: 911 is not necessary)
 R – __________________ the injured area and avoid using it.
 I – __________________ the area during the first 24 hours to reduce swelling.
 C – __________________ the area with an elastic wrap.
 E – __________________ the injured area to prevent or limit swelling
Conscious Choking
 Ask, “Are you __________________?”
 If the victim can respond, encourage him/her to keep __________________.
 If the victim cannot respond, give _____ back blows and then perform _____
abdominal thrusts (Heimlich maneuver).
 Stand behind the victim
 Wrap both arms around the upper part of the victim’s abdomen, just below
the rib cage.
 Make a fist with one have and place it, thumb inward, on the victim’s
abdomen between the navel and breastbone. Grasp your fist with your other
hand and pull sharply inward and upward.
 Continue (providing 5 back blows and 5 abdominal thrusts) until the object
becomes dislodged, the victim begins to cough or breathe, or the victim
becomes unconscious.
 If the victim becomes unconscious, call 911 then begin CPR.
Unconscious and Breathing
 Put the victim in the __________________ position on his/her side and continue to monitor
until EMS arrives.
Signals of a Heart Attack and the Cardiac Chain of Survival
Signals of a Heart Attack:
 __________________________
 __________________________
 __________________________
 __________________________
 __________________________
 __________________________
1. Early
2. Early
3. Early
4. Early
__________ __________ __________ __________
__________ __________ __________ __________
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Unconscious and not Breathing
 Kneel beside the victim and look, listen, and feel for signs of normal breathing.
 If the victim is not breathing normally, open the airway and give _____ rescue breaths.
 Place the heel of your hand in the center of the victim’s __________________.
 Place your other hand on top of your second hand and interlock your fingers.
Keep your fingers raised off the victim’s chest.
 Lean over the victim so your shoulders are above your hands and straighten
your arms.
 Press down on the breastbone to compress the chest by __________________
inches. Then, release the pressure without removing your hands from the
victim’s chest.
 Compress the chest _____ times at the rate of 2
compressions per second.
CPR
 Establish a cycle of _____ rescue breaths and _____
chest compressions. Five cycles of breaths and
compressions should take about 2 minutes.
 Continue CPR until medical help arrives and takes over,
an AED can be located and used, there are signs of life,
the scene becomes unsafe, someone else takes over, or
you are too tired to continue.
Unconscious Choking (and/or rescue breaths do not go in)
 __________________ the head and try 2 more rescue breaths
 Provide _____ chest compressions (do this even if breaths do not go in)
 Grasp tongue and lower jaw between the thumb and the forefinger and look in the mouth
 If you see an object, make a scooping motion with your finger in the victim’s mouth/throat to
retrieve the object.
 Try 2 more rescue breaths.
 Continue providing first aid until one of the following occurs:
1.
2.
3.
4.
OSHA (Lecture)
29 U.S.C. §651 et seq. (1970)
Congress passed the Occupational and __________________ Health Act to ensure worker and workplace
safety. Their goal was to make sure employers provide their workers a place of employment free from
recognized hazards to safety and health, such as exposure to toxic chemicals, excessive noise levels,
mechanical dangers, heat or cold stress, or unsanitary conditions. In order to establish standards for
workplace health and safety, the Act also created the National Institute for Occupational Safety and Health
(NIOSH) as the research institution for the ____________________________________ (OSHA). OSHA is
a division of the U.S. Department of Labor that oversees the administration of the Act and enforces
standards in all 50 states (U.S. Environmental Protection Agency).
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Teens and Unintentional Injuries
Leading Causes of Death Among Teens
The leading causes of death from injury among teens and young
adults include:
RIP
1.
The leading
cause of death
in America is
2.
3.
4.
but among
teens, it’s
____________
5.
6.
7.
8.
The Relationship Between Substance Use and Injuries: Graph and explain the
relationship between substance use and injuries.
Explanation:
Injuries
Substance Use
Safety Plans
One of the best things that you can do to reduce your risk of unintentional injury is to develop safety
plans before participating in potentially risky activities. Practice by identifying strategies that you
could actually use to keep yourself safe at a party.
Before going to a party, I could find out…
Instead of going alone to a party, I could…
To keep safe, I could bring to the party…
To stay safe at the party, I could…
If something dangerous were to happen, I could…
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