Resources needed Lesson presentation. Introduction: sticky notes to annotate whiteboard Activity 1: Casualty cards (optional) Activity 3: baby doll (optional)

Check the scene…Identify all the dangers you can spot! Warm UP: Check-call-care Check the scene…Identify all the dangers you can spot! water around cable – danger of electrocution steam – scalding danger wet floor – slipping danger b. why your own safety must come first Encourage students to use the whiteboard marker tool (available via the icon at the bottom left of the screen) to circle any hazards they can see in the accident scene. When the red button is clicked, students can compare their ideas with the answers given. Ask: “How could you make this accident scene safer?” (Alternative activity. Time needed: 5 minutes) sharp bits of broken china

> put your actions in order of importance Size up the scene You spot someone lying on the pavement in the street on your way home from the school. What questions would you ask yourself? > write a list > put your actions in order of importance > check your list with the one on the next slide. c. to assess if a person is unconscious Students could work in pairs to generate a list of questions they might ask themselves on discovering an unconscious person. Prompt them to think about both whether they should act and how they would tell what was wrong with the person. Ask students to prioritise their lists, putting the questions in order of importance. They can check their ideas with those shown on the next slide. (Alternative activity. Time needed: 10 minutes)

What questions would you ask yourself? > Is it safe for me to approach the person? – Is there someone else to help? – Why has no one else stopped? -Why might they be in the state they are in? > Are they conscious? – Can they hear my voice when I ask if they’re ok? – Do they respond when I tap & shout? -If conscious, will they consent to my help? If not, assume they’re unconscious. -Call 911 Check for breathing Check for bleeding Check pulse Provide appropriate care c. to assess if a person is unconscious Ask: “What does unconscious mean?” “Why do you think you should make your own safety the first priority?” (If you put yourself in danger there may soon be two casualties rather than one. If you are injured, you won’t be able to help the person who has collapsed.) “What kind of response could you look for? (A reply, mumbling, opening eyes or moving.)

If the person doesn’t respond, shout for help. Then open his or her airway so you can check if they are breathing… Place your hand on the casualty’s forehead and gently tilt the head backwards. Place two fingers on the tip of the casualty’s chin and lift the chin. c. to assess if a person is unconscious Ask: “Why do you think tilting someone’s head back and lifting their chin is important?” Collect students’ responses.

d. when and how to put someone in the recovery position When someone’s unconscious, the tongue goes floppy and can fall to the back of the throat. This may prevent air getting through. d. when and how to put someone in the recovery position

d. when and how to put someone in the recovery position But when the head is tipped back, the tongue is pulled forward, allowing air through. d. when and how to put someone in the recovery position Note - If you are using Microsoft PowerPoint 2000 or earlier, this animation may not function. Remove the top picture to see the underlying image. Simply opening the airway like this can save a life because it allows them to breathe.

How to check if someone’s breathing. What three senses could you use? Click to see. 1 3 Look along the body to see if the chest is moving up and down. Listen for breathing. Put your ear close to unconscious person’s mouth and nose. 2 Feel for breath on your cheek. d. when and how to put someone in the recovery position Explain that if the casualty is taking strange, infrequent gasps of air it is a sign of trouble and as bad as not breathing. Ask: “What might happen if a person stays on their back?” Check for ten seconds

This video clip shows you how to put someone in the recovery position. Now it’s your turn to try… d. when and how to put someone in the recovery position Students view the video clip. They then work in groups of three to practise the procedure. One student takes the part of the unconscious person, the second plays a first aider and the third gives instructions on what to do next. (A video clip showing how to manage this classroom technique is available in the teachers’ area of the disc.) If there is not enough space for the whole class to do this, ask two students to demonstrate while the rest of the class takes it in turns to give instructions. The recovery position poster in the Lesson resources can help with this activity. (Alternative activity. Time needed: 25 minutes)