Lorson

 || - How to identify various musculoskeletal injuries - How to identify the signals head/neck/back injuries - How to identify the signals of a sudden illness including stroke, diabetic emergency, and poisoning and allergic reactions. - ` || - Why it is vital that we help other people in need - How the skills that we will learn can help save a life - Preventing disease transmission and the common misconceptions associated with contracting a disease. || **//__ Essential Questions: __//** - Would you care for someone you do not know? - Would you care for your best friend whom has AIDS? - Is it better to provide care to your friends or someone you do not know? - Do the good Samaritan Laws protect someone who is providing first aid care in another state or even another country? || - Identify several types of illnesses - Identify the signals and signs of a stroke - How to prevent disease transmission
 * =//__ Stage 1 – Desired Results __//=
 * **//__ Established Goals: __//**
 * **//__ Understandings: __//**
 * **//__ Students will know: __//**

|| **//__ Students will be able to: __//** - Apply a different types of splints on partner/manikin - Care for a stroke/overheated/cold related emergency/cut victim || || - Students will apply splints to their partners -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Identify on a partner the illness that will be secretly given to them through a marked piece of paper. || **//__ Other Evidence: __//** -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Weekly quizzes and homework assignments will be given to demonstrate the desired goals. -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> The students will reflect upon their learning by partner learning. If the students makes a mistake during their splinting, the partner will explain why the mistake was made and how to fix it. || || -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> The students will view a video on the head/neck/back injuries and then complete a task assigned to them demonstrating their understanding of how to properly apply splints and care for head/neck/back injuries. (Teacher will model while students follow, then students complete task on their own) -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Following day I will come into classroom and fall onto the ground, to see if the students understand how to care for a fall victim. After the care is provided teacher will show the video for sudden illness and stress the importance and the frequency of this type of injury. -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Students will talk with their partners, and explain how these things can affect them in their daily lives. They will come up with a scenario and play it out in front of the class. There the students will be able to view what their classmates have viewed as a sudden illness and how to care for it. -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Ask students to write a paper on how these sudden illnesses can affect their families and how they would cope with it, if one of their family members were suddenly struck by such an illness. -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Teacher provides students with surprising statistics that are related to diseases and the commonalities that play into first aid. -<span style="font-family: 'Times New Roman'; font-style: normal; font-variant: normal; font-weight: normal; font-size: 7pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"> Teacher explains the first aid is different across the world, but the universal sign for choking is the same. In any country you could provide first aid practices.
 * =//__ Stage 2- Assessment Evidence __//=
 * **//__ Performance Tasks: __//**
 * =//__ Stage 3 – Learning Plans __//=
 * **//__ Learning Activities: __//**

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This lesson was very different and kind of hard. We have been taught to always do lesson plans one way and it’s very straightforward. This was a new exciting way of possibly spicing up the classroom. This was my first encounter with the backwards design plan which lead for a shaky start. However, I think that this will be very helpful and informing for both myself, the adminstartion and even the students once I would be able to master making these types of lesson plans. Some of the difficulties that I encountered while making this was that instead of just knowing what was going to be written down because that’s how I have been doing it, it was hard to change my way of thinking. I normally start from the standards and make lessons there but this time, I kept in mind the state standards, but made aware of the final product. The lessons for me always came last so that was easy, but coming up with essential questions that were more in depth and you had to think about them more, making them open ended questions. The open ended questions however, could not have just one answer, no one will be wrong with whatever they say, I think that, that sense in making the lesson plan was very helpful. Sometimes when I ask a question and a student gives me a complete off the wall answer, I do think what are you talking about? We have gone over this 500 times and you still don’t get it right. By asking these open ended, no right or wrong answer questions, I think that this will open up many more doors for students who may not have normally got the right answer to just answer and state their opinion. Some additional questions are how can I make these lesson plans time efficient like I have made my other ones. Also, how do you incorporate these types of lessons into a school where they want standard based lessons?

<span style="font-size: 11pt; color: rgb(255, 0, 0); font-family: 'Comic Sans MS', cursive;"><span style="font-family: 'Times New Roman',Times,serif; color: rgb(12, 136, 136);"><span style="color: rgb(0, 0, 255);">Lindsay: In your learning activities I think starting off with a movie is a great way to motivate your students, in a way it gets them in the first aid mode and already has them thinking about the topic. Your essential questions are excellent! As I was reading them over, I was ready to explore my own thoughts. As they should, it would definitely allow room for thinking critically in regards to this topic. I like your topic for the paper, how an illness would affect your personal life, this makes it hit home. How would they feel, makes it personable. During the assessment phase of this template, you suggest a lot of partner which holds the students ultimately accountable for understanding the correct ways and technique in which you splint. My only suggestion would be is maybe to have a practical exam and the partner work can be just practice, but definitely work the room and be sure they are all performing correctly. Instead of providing information and statistics about specific diseases maybe a group project or a presentation of some kind will leave room for different kinds of assessment amongst your students. Overall, very good job, not so shaky! ~ ~ Andrea ~ ~

Lindsay-I think your EQ are great. As a learning activity, why not have students create a first aid manual for the school or design a procedure to create a school based student first aid team. The idea is to design an activity that allows for different levels of understanding for students and ways for you as the teacher to assess that. BB

Lindsay - I really like your essential questions. It forced students to think about how they would react to first aid situations, and it emphasizes how important knowing First Aid is. Bringing a personal connection with the subject is important to hook the students into the subject. I also enjoyed the learning activity when you come into the classroom and fall to the ground. You are showing the students that you have emerged yourself into the lesson and again you hook them into the subject. Another assessment could be letting students make their own first aid video and then a quiz for the rest of the class to take. -Leslie ~ Kati Gratz**
 * Lindsay - This unit looks like it would be a lot of fun! I teach human anatomy & physiology and I wish I read this when we were in our skeletal system chapter. I like your student's assessment of each others work. Just an addition to that would be that you have to check their work to ensure the splint was applied correctly. I also really like your essential questions, especially the one regarding if they would care for a friend with AIDS and if they would rather care for a friend or someone they don't know. Very good job on this unit!

Lindsay - You're essential questions are challenging and makde the students think a lot. i like it how you aks them would you care for someone who you do not know, because they should, and I bet they didn't knwo that. Maybe before teaching them that why should take care of someone who is need, ask them and tally up the students who would and would not. Ask the students why also. I'd be real curious to know why some of them wouldn't. - Rob