Class: 5M Date:01/04/14 Time: 2pm - 2:50pm
Key Learning Area: PDHPE Lesson Topic: Emergency Services
Recent Prior Experience: Students are currently studying the unit, Safe Living and have just started the new topic emergency procedures. Students have a strong understanding of what the term safety is and can identify various forms of being safe around the home, school and local community.
Syllabus Outcome(s):
SLS3.13
Describes safe practices that are appropriate to a range of situation and environments.
DRAS3.1
Develops a range of in-depth and sustained roles.
Indicators of Learning for this lesson:
- Identify what is an emergency.
- Recognise and assist an injury.
- Demonstrate confidence in seeking assistance.
Assessment:
Formative assessment
SLS3.13
Applies great understanding of different types of inquiries and ability to classify them as an emergency or not.
Clearly identifies proper procedure for contacting an emergency service.
DRAS3.1
Shows evidence of sustaining the roll of the character.
Any safety issues to be considered:
Sharpe objecst on the floor
Make sure students an in comfortable clothing
Resources:
SMARTboard
15 iPads
15 Scrap paper
Pencils
Chairs
30 Pretend Phones
Aim: Identify types of injuries and classify what type of assistance they need.
Lesson Content / Indicators of Learning (What is
Taught):
INTRODUCTION
Different types of injuries, their causes and treatment for example a sprain, minor abrasion and bruise can receive help from your parents or teacher and later be checked by a doctor. A serious abrasion, broken bones, dislocation needs medical assistance and therefore needs an ambulance. The teacher will use visuals with diagrams with both English and Japanese to assist Kim.
Timing
(50mins)
10mins
2mins
Teaching Strategies / Learning Experiences:
(How it is taught)
T defines the term injury. Ss are provided with an iPad. One S from each pair is to sign into their Google account (a document where Ss can list ideas where other Ss can see). Each pair is to choose a different colour font.
Ss are to work collaboratively to list as many types of injuries they can think of. SLS3.13
As a class, review the list created by the students. Categorise them
Resources and
Organisation:
SMARTboard
15 iPads – one person from each pair is to collect an iPad. When finished return to

Identify the differences between consciousness – awake and unconscious – not awake and aware.
Mix abilities is encourage during the discussion to encourage peer learning.
DEVELOPMENT
Recognising there are different types of emergency services. Each service has a specific roll for example: police (robbery domestic violence, or a lost child), Fire brigade (Fire, car accident, stuck in a difficult place where no one can reach you) and ambulance (major injuries or unconscious patients).
By initiating discussion the teacher can encourage
Daniel and Travis to ensure they understand the content.
Identify how to call an emergency service. What do you need to know before you call? What are they going to ask you?
1. What emergency service do you need?
2. What is your address?
3. What is your phone number?
4. What is in the scenario?
5. Stay on the line.
During the roll play the teacher will invite Kim’s EAL teacher to assist in translating the steps.
12min
3mins
3mins
15mins into groups of being ‘conscious’ and ‘unconscious.’
Ss T/P/S what the terms ‘conscious’ and ‘unconscious’ mean.
Identify from the list of injuries what situations cause unconsciousness, for example falls, fainting, blows to the head.
Discuss whether or not you should call an ambulance for different types of injuries you have listed. SLS3.13
the front of the room.
Ss T/P/S different types of emergency service and identify the types of emergency when you need to call the police, fire brigade or ambulance.
T demonstrates three types of scenarios. Ss are to identify what emergency service you should call or not. SLS3.13
In groups of three, students are given a piece of paper and instructed to find a space in the room. Ss discuss three possible scenarios and record them on the paper.
T collects the scenarios and swaps the group ’s scenarios around. Ss record the procedure they would undergo when presented with this scenario for example what type of help is needed.
T asks one person from each group to stand up and read a scenario and their chosen procedure. The class is to evaluate their decision and include any relevant steps they may have forgotten. DRAS3.1
SLS3.13
T shows YouTube clip on what to expect when making a phone call to ‘000’. https://www.youtube.com/watch?v=k1DPWLsbU5A&list=PLA20C6ED
8D8E0328D https://www.youtube.com/watch?v=KBun-qAzk98
T asks the class to list the steps needed to make an emergency phone call.
T brings two chairs to the front of the room and gets two volunteers, one to be the operator and the other one the caller.
T assists Ss during role-play. Repeat with another volunteer.
DRAS3.1 SLS3.13
T supplies Ss with a pretend phone.
Ss pair up and find a spot in the classroom. Ss can use chairs if they want.
DRAS3.1 SLS3.13
Scrap paper and pencils. One Ss per a group is to collect a scrap piece of paper and pencil.
SMARTboard/
YouTube
Pretend phones.
T invites Ss to hand out and collect phones.

CLOSURE
Revise the types of inquires and procedures needed in an emergency.
In the reflection the teacher will provide Daniel with a cushion and a squeeze toy to provide him relief.
5mins Ss gather on the floor.
Ss turn to the person next to them and tell them something they learnt, found interesting and want to learn more about.
T asks a pair at the time to share their partner’s answers. SLS3.13
Class: 5M Date:01/04/14 Time: 9:55am – 10:55am
Key Learning Area: PDHPE Lesson Topic: Emergency Services
Recent Prior Experience: Students can identify different types of injuries and classify them into the categories of minor and severe (needing medical assistance). During their previous lesson students briefly talked about other types of emergency and the need to be calm and pronounce the words clearly.
Students were also introduced to the lateral position and place a person into the position with little movement to the spine.
Syllabus Outcome(s):
SLS3.13
Describes safe practices that are appropriate to a range of situations and environments
DRAS3.1
EN2-2A
Plans, composes and reviews a range of texts that are more demanding in terms of topic, audience and language.
Indicators of Learning for this lesson:
- Recognise an emergency.
- Perform correct procedure to ensure the patient and themselves are safe.
- Demonstrate confidence in performing DRSABCD.
Assessment:
Formative assessment
SLS3.13
Demonstrates correct technique placing an unconscious patient into a lateral position.
Performs DRABCD correctly.
DRAS3.1
Shows evidence of sustaining the roll of the character.
EN2-2A
Designs and creates a well structured jingle that is sequenced and topic related.
Any safety issues to be considered:
Sharp objects on the floor
Make sure students are in comfortable clothing.
Modify students ’ participation if have injuries i.e. let them record the steps or be in charge of placing the patient into the lateral position.
Resources:
SMARTboard
White board
Floor space
Students ’ workbooks
Aim: Demonstrate confidence in following the acronym DRSABCD to ensure the safety of their patients and them selves.

Lesson Content / Indicators of Learning
(What is Taught):
INTRODUCTION
Revising on prior knowledge on scenarios that need emergency service and identify which service is required.
Display the scenarios on the board with clear images.
Provide Kim with an extra sheet showing the different hand actions to match the emergency service.
In mix ability group’s students analyse the acronym DRSABCD.
Timing
(60mins)
5mins
5mins
Teaching Strategies / Learning Experiences:
(How it is taught)
T instructs the students to stand around the room.
T revises prior knowledge through reading scenarios and Ss identify what emergency service is needed, by playing the game Heads and Tails.
- Fire brigade - pretend to hold a hose
- Police – use your finger and make a pretend whistle.
- Ambulance – put your hands on head and wiggle your fingers like a siren.
T displays the scenarios on the board.
T invites the students to sit at the front of the classroom.
T explains to the class, ‘when we see someone who is unconscious and needs our help we follow the acronym DRSABCD’ ask the Ss to T/P/S what they think the letters represent. As a class discuss each letter and the importance of obeying it. SLS3.13
DEVELOPMENT
Identify whether the patient is unconscious.
If yes students need to ensure their safety by placing them into the lateral position to prevent harm. http://www.wikihow.com/Put-Someone-inthe-Recovery-Position
Repeating the procedure. Invite Daniel and another student volunteer to perform the procedure in the front of the class.
Following DRSABCD will ensure your safety and the safety of your patient.
D- danger: Move hazards from the patient i.e. glass, wires, rocks etc.
R- response: Lean down next the patient, ask questions, ‘Hi, how are you? Can you hear me?
’ or even lightly squeeze their hand to see if they respond.
S- Send for help: If there is no response call for an ambulance.
2mins
8mins
10mins
2mins
15mins
T organises the class into a circle ensuring all tables and chairs are pushed to the side.
T asks the class who has used or seen the recovery/ lateral position. T displays a step-by-step instruction on correct technique on the
SMARTboard. T uses a volunteer to assist her in demonstrating lateral or recovery position to the class. T emphasises the importance of keeping the back straight.
T invites a pair to come up and demonstrate the lateral position.
Ss are to stand up making two even lines ensuing they have the same sex opposite them. If uneven there can be groups of three. Ss take turns in placing their partner into the position.
T roams the classroom, assisting students who are having difficulty.
DRAS3.1 SLS3.13
T instructs Ss to sit at the front of the classroom.
T initiates class discussion on what the acronym DRSABCD could stand for.
T writes the acronym on the white board with clear and precise steps.
T reads a scenario to the class and asks for a volunteer to assist in demonstrating the steps of DRSABCD.
T invites other students to have a turn at performing DRSABCD
SLS3.13
T organises the students into same sex pairs to find a safe and appropriate
Resources and
Organisation:
SMARTboard
(scenarios)
Large floor space
SMARTboard
White board
Ss PDHPE workbooks. T asks Ss to hand out and collect work books.

A – Airways (Check, clear, look and open airway): Look inside their mouth can you see any foreign objects? If yes, clear the airway by gently opening the mouth and swooping it out. You may need to put your patience into the lateral position.
B – Breathing (look, listen and feel for normal breathing):
Look at their chest can you see it moving?
Place your ear over their mouth, can you feel or hear them breathing?
C – Start CPR (see website for more information).
D – Defibrillator (see website for more information), http://firstaidcoursesperth.net/cpr/usedrsabcd-to-save-a-non-breathing-casualty
Include basic information on when should you call an emergency service, what do you expect when on the phone and more advanced students can include DRSABCD.
Providing pro-formas and sentence starters to assists students with learning abilities .
CLOSURE
Revising students’ knowledge on correct procedures.
In the reflection the teacher will provide
Daniel with a cushion and a squeeze toy to provide him relief.
(add further pages as required)
8mins
5mins place in the classroom.
Ss take turns in performing the DRSABCD. SLS3.13 DRAS3.1
T invites Ss to the front of the class. T organises four Ss in each group to reflect on the lesson. Ss design a poem, rhyme or song on when and how to call an emergence service.
EN2-2A SLS3.13
Ss assemble back at the front of the classroom.
Ss take turns performing their jingle at the front of the class.

(write reflections on the following):
To what extent did the learners achieve the intended learning outcomes?
Describe the evidence you have for this.
Outline the follow-up to this lesson for the learners.
_________________________________________________________________________________________
Identify the teaching strategies / learning experiences that were most effective. Explain why.
Identify the teaching strategies / learning experiences that were least effective. Explain why.
How appropriate was the timing throughout the various sections of the lesson? Why?
Describe how the selection and use of resources supported learning in the lesson.
Identify what motivated the students. Explain why.
Identify the classroom management strategies that were most effective. Explain why.
What was most satisfying about the lesson?
Based on these reflections, outline the steps you should now take to improve your teaching in future lessons.

(Reference could be made, for example, to planning and preparation, knowledge of curriculum, organisation, motivation of pupils, strategies used, interaction with students, classroom management, catering for individual needs, use of resources, etc.)
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