Illinois Learning Standard: 22.A.4c: Demonstrate basic procedures in injury prevention and emergency care that can be used in the home, workplace, and community; e.g., first aid, CPR(Physical Development and Health Descriptors, 2013).

Illinois State Law: Public Act 98-0632: Beginning with the 2014-2015 school year, all secondary schools in the state shall include instruction (training) on CPR and use of AEDs and the instruction must be included in the curriculum (Andel, 2015).

In this unit we must cover all the proper procedures for infant, child, and adult CPR. We must also cover how to use a AED properly without injuring anyone. We will use hands on training along with the use of video and lecture materials.

Lesson Set Up: The teacher should slide the desks together to make a table of 4-5 desks. The teacher should also make sure to put 6 CPR manikins together to prepare for before the lesson. 

Meaning of lesson: The lesson starts as a brief didactic lesson to go through the main points with skeleton notes with oral and visual learning. They will then get practice using a rubric to review a person performing CPR.

Part 1

To start the class, the teacher will share the survey with the students. As the students are turning in the survey, the teacher should look at the live response summary to get the insights to see where the class is struggling in their knowledge base.

As students are finishing the survey, the teach will share the skeleton notes out either electronically or in paper form for students to follow along. 

(Tomaska, J. (2020). CPR with blanks. Retrieved June 09, 2020, from https://docs.google.com/document/d/0BzXmQJtbFYklRDExV3A3TDcyQ0E/edit)

After all the students have completed the survey, the teacher will have the students get into groups of 4-5 and then come get a CPR manikin. The teacher will then put the full notes up on the projector in the classroom for the students to follow along. 

(Tomaska, J. (2020). CPR with blanks. Retrieved June 09, 2020, from https://docs.google.com/document/d/0BzXmQJtbFYklRDExV3A3TDcyQ0E/edit)

The teacher will start a brief 10-15 minute didactic lesson over the main points of CPR and using an AED. The main points should include:

1. Before anything, check the scene for safety. You do not want to become a victim yourself. (The person may have been electrocuted, there may be a fire, there may be carbon monoxide. The rescuer should not put themselves at risk too. If dangerous, move the person if possible, or wait for emergency personnel)
2. Check for responsiveness ("Hey, Hey are you ok?") before you check for breathing, pulse, and call 911.( They may just be sleeping, dont call 911 until you assess the situation and know that they are unresponsive by using your voice first and then try lightly shaking them)
3. After initiating the emergency response start the 30 compressions and remember: shoulders in line with wrists, elbows locked, fingers interlocked, 100 compressions per minute, compression depth of 2 inches. (Teacher should demonstrate on a manikin to show the shoulders over hands, elbows locked, and fingers interlocked)
4. Use 2 fingers for infant chest compressions, and 1 hand for child chest compressions (Teacher should explain that the two fingers used are what ever are comfortable as in index and middle fingers or ring and middle fingers)
5. Use 2 full breaths for adult and child rescue breaths allowing the chest to rise and fall with each breath, and 2 cheeks full of air for infant rescue breaths allowing the chest to rise and fall with each breath (Teacher should demonstrate how to tilt the head back to open the airway so the breaths can go in. We will not do the full breaths in class for practice or the assessment. we will just talk on how to do it properly)
6. If someone has gotten the AED, follow the verbal instructions from the AED.( Teacher will show what an AED looks like and that the AED will walk them through when to press the shock button, when to do CPR, when to do the breaths, and so on)
7. Make sure everyone has backed away and is not touching the victim with the AED shocks( The AED will announce to back away from the victim)
8. Continue CPR and use of the AED until: The victim breathes on their own, help arrives, or you are too tired to continue.( If there is more than one person that knows CPR, you can switch off when you get tired)

Part 2

The teacher will then start showing the American Red Cross Training Video (CPR Adult and Child). The students can use the CPR manikin at their desks for reference.

Part 3

After watching the last video, the students will get a good representation of how CPR should be done. CPR is not done the correct way on television a lot of the time. The teacher will now share the rubric for how the students will be assessed in two days:

(Tomaska, J. (2020). CPR Testing Rubric. Retrieved June 09, 2020, from https://docs.google.com/spreadsheets/d/196UNAgC5xPApgFFR4C6I5giFxWY7-L0Z5ggffzutbBo/edit#gid=0)

Using the rubric, the students will take notes about a person in the next video clip (Jumanji: Welcome to the Jungle) and how well they performed CPR.

Once the video is complete, have the students discuss their notes with their group. They should give a grade using the rubric you provided:

From the information provided in the movie clip, the max grade the actor could get would be a 7 out of 10 or a 70%. Here is what they should have been marked off for:

1. They did not check for a pulse before starting CPR. They just saw the life erasing
2. They only did 3 compressions, the elbows were not locked, and the chest did not compress 2 inches
3. They were instructed to give 3 breaths instead of 2 breaths

This exercise should give the students a good idea on how the rubric works.

Closure: The students will have actual practice on the manikins tomorrow. The teacher should remind them that they can bring headphones for a few of the activities.

Lesson Set Up: The teacher should slide the desks together to make a table of 4-5 desks. The teacher should also make sure to put 6 CPR manikins together to prepare for before the lesson.

Meaning of lesson: The lesson starts with giving student choice on how to incorporate 100 compressions per minute. The majority of the lesson is collaborative learning through live peer review using the CPR rubric provided yesterday. This be the kinesthetic learning of process. In this process, the teacher becomes a facilitator and removes themselves from the didactic methods of teaching.

Part 1

The teacher will start off with a review of how CPR must be performed with a rhythm of at least 100 compressions per minute. There are many songs that are 100 beats per minute that can help stay in rhythm. The teacher will use "Staying Alive," as an example as it is one of the most commonly used songs when performing CPR.

After playing the video, the students will find a school appropriate song that they know that is 100 beats per minute that will help them stay in rhythm of 100 compressions per minute while practicing CPR. The students will have 10 minutes to do a Google search to find an appropriate song to help them. 

After the 10 minutes the students will go into their groups of 4-5 and the teacher will distribute manikins

Part 2

The teacher will instruct the groups to use the CPR rubric that was provided yesterday. The students will rotate who is performing CPR and the others will peer review using the rubric. After each student is done with one cylce of CPR the group will give constructive feedback on how improve for the next time.

As the students are practicing and peer reviwing, the teacher should be circulating around the room while watching and listening to make sure students are giving correct feedback. This is where the teacher becomes the facilitator.  There are some things that the students may miss or may forget to ask as part of the rubric. Below are some common examples of what could be missed:

1. Shoulders over hands
2. Elbows locked
3. 2 inches of compression
4. Child 1 arm extended
5. Infant 2 fingers and cheeks full of air
6. What to do if the victim was electricuted?
7. What if the victim was choking?
8. Checking for responsiveness before calling 911
9. Checking for pulse and breathing before starting CPR
10. How to call 911 with only 1 rescuer

With about 10 minutes left the teacher will instruct the students to have one more person practice and then review with that person.

Closure: The teacher will announce that the students will get choice on how they are assessed tomorrow. They will get a choice of the active test of performing CPR with a few questions. They will have the choice of a complete oral test where the teacher just asks them questions. The last choice will be the same as the pre survey which will be multiple choice.

Lesson Set Up: The teacher should have the room back to normal with the desks in rows with at least 3 feet in between each desk and row, if possible

Meaning of lesson: The assessment portion can become very stressful for students. Every student is a different type of learner and should not be assessed in the same way. The students will have a choice of the oral test using the rubric, the active test along with oral questions with the rubric, or the multiple choices test. 

As stated above, the assessment day can be very stressful for some students. The teacher will play the video First Aid Fail- The Office US to ease the students minds as no matter what your test cannot go as bad as the video.

The video should help them relax after bringing some humor to the assessment process. After the video the teacher will ask if there are any questions over anything with CPR? Once all questions are answered, the teacher will share the post survey if that is what assessment they choose. The students can come up at first come first serve basis for the oral and active assessments if that is what they choose. The teacher will evaluate using the rubric and record each student's grade that chooses the oral and active tests for assessment.

As the students finish with their assessment, they can start reading for the next unit. They must stay silent as others are taking their assessment.