Technology Integration UbD

8/3/2019 Technology Integration UbD

1/13

Steve Sapere

FRIT 8530: Applications of Instructional Technology

Technology Integration Plan

Fall, 2011


2/13

Title of Unit Community First

Aid

Grade Level(s) 9 12

Standard:

HS-ATS-10: The student will demonstrate the performance of first aid procedures

meeting and/or exceeding all standards of the American Red Cross (ARC) and/or

American Heart Associations (AHA) utilizing personal protection devices and

equipment in compliance with all OSHA regulatory guidelines. Simulations may be used

when necessary.

a. Demonstrate the assessment of a victim requiring first aid, identification of the signs andsymptoms, and how to locate the victims injuries.b. Demonstrate the ability to adapt resources at the scene of injury for the provision of first aid

techniques as necessary.c. Perform basic triage techniques for emergency situations involving multiple victims.

d. Successfully complete the American Red Cross (ARC) and/or American Heart Associations(AHA) First Aid Training.

Understandings:

Students will understand that:

y Proper first aid can mean the difference between life and death (or a return to full functionvs. permanent disability)

y First aid procedures do not take the place of qualified assistance.y The five basic human senses are the best tools available to a first aid provider in assessing

a scene in order to determine if an emergency exists.y A first aid provider can only provide the treatment he or she is qualified to provide.y The basic premises of remaining calm, scene safety, and calling for assistance (EMS) are

the same regardless of the first aid procedure.

y A primary goal of first aid providers is to not become a victim themselves.y A victims right to privacy and confidentiality in treatment must be preserved (HIPPA

law)

y The first aid treatment provided will vary depending on the type of injury/illness, theenvironment, equipment and supplies available, and the availability of qualified medical

assistance.


3/13

Essential Questions:

Overarching Questions:

1. When is safety an issue?2. What types of things are harmful to

your health?3. How can health risks be reduced?4. How do health and safety issues relate

to emergency issues?

5. How do you use decision making indealing with health and safety?

6. How do you identify and evaluateemergency situations?

Topical Questions:

1. What are the first aid and safetyguidelines?

2. What are some risks to yourself andothers, and how can they be reduced?

3. What information is important to notewhen first coming to the scene of an

accident?

4. What are the components of a 911 call?5. What are some first aid skills used to

control different emergency situations?6. How does the type of injury, wound,

shock, etc., determine the first aidprovided?

7. What supplies are needed, or could beused to help in treating those injuries?

Knowledge and Skills

KnowledgeStudents will KNOW:

y What constitutes an emergencyy The role of the first aid provider in an

emergency situation

y The guidelines for minimizing the riskof accidental death or injury in anemergency situation

y The guidelines of patient/victimconfidentiality and privacy as outlined

in the Health Insurance Portability andAccountability Act (HIPPA)

y The guidelines and steps involved inproviding basic first aid in a variety ofemergency situation

SkillsStudents will be ABLE TO:

y Demonstrate and perform basic first aidin a variety of situation, including first

aid treatments for:

y Bleeding and woundsy Shocky Poisoningy Burnsy Heat exposurey Cold exposurey Bone and joint injuries


4/13

Stage 2 Evidence

Performance Task(s)

As this lesson plan is based on an objective for a Career Tech class geared towards tangible, real

world outcomes, and because I deal with students in all grade and ability levels (9th

through 12th,

Special Education through Honors, and everything in between) I felt compelled to base at least

one of my assessments on the students demonstrated understanding of the content of the unit,rather than on their ability to write or manipulate technology. Students who are not as well

versed in manipulating technology (computers, video, etc.) can choose the low-tech option(#2).

I decided, therefore, to give students the option to choose one of the two performance tasks for

their assessment in this unit.

Performance Task Option 1 Instructional Video or Visual

Standard: The student will demonstrate the performance of first aid procedures.

(Explanation, Interpretation, Application, Perspective)

Goal: To demonstrate an understanding of basic first aid techniques

Role: You are a first aid instructor charged with educating the public about first aid procedures

and techniques.

Audience: The members of your community, your students, and the general public

Situation: As part of your own training, you have learned and become proficient in a variety offirst aid techniques. You need to impart this knowledge to the community in an effective manner.

Product Performance and Purpose: Create an instructional video or visual (VoiceThread, narrated

slide show, or some form of video podcast) explaining and instructing the community on anindividual first aid technique in explicit detail.

Standards and Criteria for Success: Your presentation must include all of the important elements

of your chosen first aid technique. In addition, the presentation must include the standard first aidelements generic to all first aid situations (remaining calm, scene safety/assessment, calling for

qualified assistance, patient/victim confidentiality). Finally, your chosen first aid procedure mustbe presented in such a manner that an individual with no prior first aid experience would be able

to use your visual as a learning tool.


5/13

Performance Task Option 2 Demonstration of First Aid Technique

Standard: The student will demonstrate the performance of first aid procedures.

(E

xplanation, Interpretation, Application,P

erspective)

Goal: To demonstrate an understanding of basic first aid techniques

Role: You are a first aid provider faced with a potential emergency situation.

Audience: Your victim, plus any bystanders in the area of the scene.

Situation: You will arrive at the scene of a potential emergency. You will be the only first aid-trained individual on scene, and will, therefore, be responsible for making all decisions on the

assessment of the scene, as well as the care and treatment of the victim.

Product Performance and Purpose: You will correctly carry out the proper first aid steps for arandomly-assigned procedure on an actual (mock) victim.

Standards and Criteria for Success: Knowing that any errors in proper first aid procedure canresult in potential death or disability, your performance of the assigned first aid procedure must

be free from mistakes or missed steps. You must correctly assess the emergency scene andexecute all steps of the appropriate first aid procedure without error. In addition, you must be

prepared to correctly respond to questions during the performance of the procedure.

Other Evidence(e.g. tests, quizzes, work samples, observations)

1. K-W-L Chart or Anticipation Guide addressing key understandings of the unit. Initially,this will serve as an activating strategy to tap into students prior knowledge. This will be

re-visited/completed at the conclusion of the unit as a part of the self-assessment process.

(Self-Knowledge)

2. Quizzes over key terminology from unit:Abrasion Heart attack

Amputation Heat exhaustionAvulsion Heat stroke

Burn Hemorrhage

Convulsion Hypothermia

Diabetic coma Incision

Diaphoresis Infection

Dislocation Laceration


6/13

Dressing Poisoning

First aid Puncture

Fracture Shock

Frostbite Sprain

Triage

Wound

3. Graphic Organizers/Guided Notes/Worksheets:y To plan/shape performance tasks by identifying key components/steps in first aid

procedures. Explanation/instruction of general first aid and specific first aid procedures

will be done via video podcast/narrated PowerPoint. Students will work in pairs/groups to

complete organizers/flowcharts/worksheets while teacher circulates and provides informal

feedback. (Explanation, Interpretation, Application)

4. Observationsa. Oral & written responses to questions from selected texts and audio-visual

presentations

b. Responses to teacher questioningc. Participation/contribution to class discussionsd. Participation in guided practice of a variety of first aid techniquese. Participation in active role-play of first aid procedures. To foster student

understanding of first aid concepts, students will alternately take on the roles of

both first aid providers and victims in practicing and performing first aid

procedures. (Empathy)

5. Ticket-Out-the-Door/1-minute essay-type activity on selected days to assess studentunderstanding/misunderstanding of lesson. (Explanation)

StudentSelf-Assessment and Reflection

1. Students will engage in both self and peer assessment of both of the Performance Tasksfor the unit using the attached scoring rubrics. Self and peer assessment scores will count

as a portion of the grade for each Performance Task.

2. Students will answer the following learning reflection questions upon completing eachPerformance Task

a. What were you expected to do?b. In this assignment, what did you do well?


7/13

c. If you were to do this task over, what would you do differently?3. Re-visit and complete the K-W-L Chart or Anticipation Guide. What did you learn? (K-

W-L) What misconceptions were clarified for you on the Anticipation Guide?

(all of these activities/assessments address the facet ofSelf-Knowledge)

Stage 3: Plan Learning Experiences

Week 1

1. Show opening video clip from the American Heart Associations Heartsaver First AidDVD. The clip has been chosen because it does a good job of highlighting one of the

major understandings of the unit, which is the important role of proper first aid care plays

in terms of preserving live and preventing permanent disability.

2. Introduce the Essential Questions for the unit. In addition, introduce and discuss the twopossible choices of culminating performance tasks for the unit:

y An instructional video or other visual demonstrating knowledge of a randomlyselected first aid technique. The video/visual tutorial should be of such quality

that an untrained individual could view it and have a good understanding of how to

perform the given first aid procedure.

y Successful demonstration/performance of a randomly selected first aid techniquein a mock emergency situation. The learner must correctly assess the emergencyscene and execute all steps of the appropriate first aid procedure without error

3. K-W-L chart. Have students work in cooperative pairs to fill in the K column of thechart what they currently KNOW about first aid. One member of each pair will then

add one or more items from the pairs K list to the class master K-W-L, which will be

saved as a file/document on the SMART Board (or Promethean Board) in the classroom.

Pair will follow a similar procedure for the W column of their charts what they

WANT to know about first aid.

4. Using pages 378 443 of the course textbook, DiversifiedHealth Occupations, studentswill work independently to define key terminology for the unit. Students will be informed

that they will be tested/quizzed over these terms toward the end of the second week of the

unit.

5. Students will view the video podcast forUnit 15.1, which is an overview of the first aidunit, and provides a foundational background for the rest of the material that will be

presented. While viewing the video podcast, students will work in cooperative pairs to fill

in a graphic organizer/guided notes sheet to highlight the key information from the unit.


8/13

6. Students will view the First Aid Basics segment of theAHA Heartsaver First AidDVD.While viewing, they will add to the information on their graphic organizers/guided notes

sheets, or highlight any important points that were common between the DVD and the

video podcast.

7. Students will work independently to complete guided reading questions overUnit 15.1 ofthe DiversifiedHealth Occupations text. Student responses will be shared with the class

and teacher as a way of checking for understanding.

8. At the conclusion of the week, students will respond to the following prompts on a sheetof notebook paper as a ticket-out-the-door.

y List any three things you learned this week.y What questions are you left with at this point?y Is there anything you are having difficulty understanding?

Teacher will review student responses to determine student understanding and learner needs.

Week 2

1. Students will view the video podcast forUnit 15.3, which deals with first aid for bleedinginjuries. While viewing the video podcast, students will work in cooperative pairs to fill

in a graphic organizer/guided notes sheet to highlight the key information from the unit.

2. Students will view the First Aid forBleeding Injuries segment of theAHA HeartsaverFirst AidDVD. While viewing, they will add to the information on their graphic

organizers/guided notes sheets, or highlight any important points that were commonbetween the DVD and the video podcast.

3. Students will work independently to complete guided reading questions overUnit 15.3 ofthe DiversifiedHealth Occupations text. Student responses will be shared with the class

and teacher as a way of checking for understanding.

4. Working in cooperative/clinical pairs, students will practice a first aid procedure to controlbleeding, a pressure bandage. The procedure for performing pressure bandaging is

demonstrated in theAHA Hearstaver First AidDVD and explained in detail on pp. 401

402 of the course text. Partners will conduct a peer evaluation of each other using the

rubric labeled Clinical Procedure 15.3 contained in the appendix section of this

document.

5. Students will view the video podcast forUnit 15.4, which deals with first aid for thevarious forms of shock. While viewing the video podcast, students will work in

cooperative pairs to fill in a graphic organizer/guided notes sheet to highlight the key

information from the unit.

6. Students will view the First Aid for Shock segment of theAHA Heartsaver First Aid


9/13

DVD. While viewing, they will add to the information on their graphic organizers/guided

notes sheets, or highlight any important points that were common between the DVD and

the video podcast.

7. Students will work independently to complete guided reading questions overUnit 15.4 ofthe DiversifiedHealth Occupations text. Responses to guided reading questions will be

collected and checked by the teacher questions will measure students understanding of

the material in the unit.

8. A multiple choice matching quiz over the key terminology from the unit will beadministered. Purpose of quiz is to check for student understanding of the terminology.

Opportunity will be given to re-test if students wish.

9. At the conclusion of the week, students will respond to the following prompts on a sheetof notebook paper as a ticket-out-the-door.

y List any three things you learned this week.y What questions are you left with at this point?y Is there anything you are having difficulty understanding?

Teacher will review student responses to determine student understanding and learner needs.

Week 3

1. Students will view the video podcasts forUnits 15.5, 15.7 and 15.8, which deal with firstaid for poisoning, first aid for heat-related illnesses and first aid for exposure to the cold,

respectively. While viewing the video podcasts, students will work in cooperative pairs tofill in graphic organizers/guided notes sheets to highlight the key information from each of

the units.

2. Students will view the First Aid for Environmental Injuries segment of theAHAHeartsaver First AidDVD. While viewing, they will add to the information on their

graphic organizers/guided notes sheets, or highlight any important points that were

common between the DVD and the video podcasts.

3. Students will work independently to complete guided reading questions overUnits 15.5,15.7 and 15.8 of the DiversifiedHealth Occupations text. Student responses will be

shared with the class and teacher as a way of checking for understanding.

4. Based on the previously-completed graphic organizers, video podcasts, video segmentsand responses to guided reading questions, as well as feedback from their collaborative

partner and the teacher, students will begin working on their performance task. This

process begins with the students choice of task (either instruction video/visual or

demonstration/mock emergency), as well as choice of topic. Students will be given

opportunities in class to practice the first aid procedures covered up to this point and begin


10/13

planning for their performance task.

Week 4

1. Students will view the video podcasts forUnit 15.6, which deals with first aid for burns.While viewing the video podcast, students will work in cooperative pairs to fill in agraphic organizer/guided notes sheet to highlight the key information from the unit.

2. Students will view the Burn Injuries segment of theAHA Heartsaver First AidDVD.While viewing, they will add to the information on their graphic organizers/guided notes

sheets, or highlight any important points that were common between the DVD and the

video podcast.




4. Students will view the video podcasts forUnit 15.9, which deals with first aid for boneand joint injuries. While viewing the video podcast, students will work in cooperative

pairs to fill in a graphic organizer/guided notes sheet to highlight the key information from

the unit.

5. Students will view the Broken Bones and Joint Injuries segment of theAHA HeartsaverFirst AidDVD. While viewing, they will add to the information on their graphic

organizers/guided notes sheets, or highlight any important points that were common

between the DVD and the video podcast.




7. Working in cooperative/clinical pairs, students will practice a first aid procedure toimmobilize a broken arm, a sling. The procedure for executing a sling is demonstrated in

theAHA Hearstaver First AidDVD and explained in detail on pp. 423 - 425 of the course

text. Partners will conduct a peer evaluation of each other using the rubric labeled

Clinical Procedure 15.9 contained in the appendix section of this document.

8. A multiple choice test over the key information from the unit will be administered.Purpose of test is to check for student understanding of the material covered in the unit.Opportunity will be given to re-test if students wish.

9. Students will be given the remainder of the week (plus additional time, if needed) to workon their performance task of choice. Students choosing Performance Task #1 (the

instructional video/visual) will be given access to the full resources of the media center in

order to create their product. Students choosing Performance Task #2 (the mock

emergency/first aid procedure demonstration) will be given time, opportunity and


11/13

resources to practice their chosen procedure. In either case, students will be given a copy

of the performance task rubric to make sure they are meeting all of the requirements for

the assignment.

10.Students will use copies of the scoring rubric for the performance task to conduct both selfand peer assessment of the performance task for the unit. Self and peer assessment scores

will count as a portion of the grade for each performance task.

11.After completing their chosen performance task, students will answer the followinglearning reflection questions:

a. What were you expected to do?b. In this assignment, what did you do well?c. If you were to do this task over, what would you do differently?

12.Working in cooperative pairs, have students complete the L column of the K-W-L chart what did they LEARN through the course of the unit about the importance/role of

proper first aid and proper first aid procedures? One member of each pair will then addone or more items from the pairs L list to the class master K-W-L on the SMART

Board (or Promethean Board) in the classroom.

Appendix

The following scoring rubrics will be used as part of this instructional unit:

Clinical Procedure 15:3 - First Aid for Bleeding and Wounds Pressure Bandage of Upper

Extremity

Student: _________________________________

Peer/Partner:________________________________Skill Peer Check Off

(Initials)

Instructor Check

Off

Surveyed Scene

Asked permission to administer care

Gloves

Placed gauze over wound with pressure

Tied knot of pressure bandage over wound

Dressing was tight, but did not impede circulation

Dressing was neat

Elevated limbLocated pressure point (brachial artery)

Washed hands

Score: _________


12/13

Clinical Procedure 15:9 - First Aid for Bone and Joint Injuries Sling on the Upper

Extremity

Student: _________________________________

Peer/

Partner:________________________________Skill Peer Check Off

(Initials)

Instructor Check

Off

Surveyed Scene

Asked permission to administer care

Gloves

Observed for S/S of fracture, dislocation, joint injury

Immobilized injured part to prevent movement

Properly applied sling w/hand elevated above elbow

Checked for signs of impaired circulation (nail beds)

Adjusted sling (if necessary)

Monitored for signs of shock

Washed hands

Score: _________

Rubric for First Aid Unit Performance Task #1 (Instructional Video/Visual Display)

Superior

Work

Excellent

Work

Average Work Poor Work Unacceptable

Work

No Work

Submitted.Project is wellorganized,easy to follow,

and complete.

Showssuperior effortand was well

thought out.

Fairly wellorganized, andfor the most

part easy to

follow. Goodquality andshows

excellent

effort.

Organized forthe most part,some portions

unclear. Parts

hard to follow.Shows goodeffort with

adequate

quality.

Unorganizedandincomplete.

Difficult to

follow. Showslittle effort.

Incomplete,andinadequate. No

effort evident.

No work

submitted.

10 8 6 4 2 0


13/13

Rubric for First Aid Unit Performance Task #2 (Demonstration/MockEmergency)

Masterful, VeryProficient,

Excellent

Proficient andAdequate

Not Proficient,Needs

Improvement

Inadequate Not Demonstrated

Student

demonstrates taskswith greatefficiency,

accuracy, and

skill.

Student

demonstrates taskswith efficiency,accuracy, and

skill.

Student is aware

of tasks, howeverdoes not performwith accuracy,

skill or efficiency.

Student is

unaware of tasksasked to perform.

Demonstration of

Skills Not

Performed.

20 15 10 5 0

y Efficiency-ability to perform the component with a minimum of effort or waste.y Accuracy-ability to perform the component carefully without mistakes or errors.y Skill-ability to perform the component with expertise, judgment and knowledge.

References

The following resources are mentioned and used as part of this unit plan:

American Heart Association (2010). Heartsaver(R) First Aid CPR AED [Instructional DVD Set].

Simmers, L. (2004). Diversified health occupations (6th

ed.). New York, NY: Thomson Delmar

Learning

Technology Integration UbD

Documents

Transcript of Technology Integration UbD