Lesson overview

Grade 8
08/09/2015

Students will learn to understand the principles and stages of a resuscitation

action plan (Appendix 1). They will participate in activities designed to teach them
the components of each step of the action plan in a fun and interactive
environment. Students will be required and encouraged to work effectively in a
team whilst completing activities that challenge them mentally and physically.
Learning outcomes:
1. Learn and understand the basic
principles of resuscitation.
2. Demonstrate the ability to work in a
team to achieve common goals.
3. Recognise the state of an emergency
and how and where to seek help.
Lesson objectives:
At the end of this lesson students should
be able to:
1. Name and describe each component
of the Resuscitation Action Plan.
2. Recognise when to implement the
Resuscitation Action Plan.
3. Work in a team to reach common
goals.
4. Recognise how and where to seek
help in an emergency.

Curriculum links:
Strand: Personal, Social and
Community Health Substrand:
Being healthy, safe and active
Content descriptor: Practise and
apply strategies to seek help for
themselves or others (ACPPS072)
Elaborations:
1. Collaborating with peers to
suggest strategies they could
use in emergencies
2. Demonstrating basic first-aid
principles and strategies
Strand: Movement and Physical
Activity
Substrand: Moving our body
Content descriptor: Use feedback
to improve body control and
coordination when performing
specialised movement skills
(ACPMP080)
Elaboration:
1. Participating in activities

where vision is compromised

to demonstrate the
importance of auditory
feedback
Substrand: Learning through
movement Content descriptor:
Evaluate and justify reasons for
decisions and choices of action when
solving movement challenges

(ACPM087)

Equipment:
Warm up: Call the Doctor:
-

2 hoops
2-3 bibs

TEAMS PACKS for challenge:

-

6 large envelopes
6 labelled school maps
6 blank ACTION PLAN cards (Appendix 2).
Look, Listen and Feel sheet (Appendix 3)

DANGER:
-

Obstacles Approximately 20 items+

(Hoops, Mats, Poly spots, Bean bags, etc.)
1 blind fold

RESPONSE:
-

3 buckets with 1 label each (Shoulder, Hand and Cheek).

Bucket of Bean bags
2 Cones

SEND FOR HELP:

-

HELP card (Appendix 4).

AIRWAYS:
-

Play tunnel
20 objects (e.g. bean bags or balls)
20 object labels (10 0xygen and 10 Tongue).

BREATHING:
-

Picture (Appendix 5)
Bell (Something that makes a distinct noise)
Shoe box or similar (hole in top for students to put their hands in)
Distinct item for inside the shoe box (for students to identify without observing)

DEFRIBILLATION:

Hoop.

Warm up

Teaching Points/ Safety

Considerations:

Call the doctorStudents will spread out around the gym.

There will be two taggers and 2 doctors

(each of the doctors will carry a hoop).
These roles will be chosen by the teacher.

Ensure there is no rough play

when students are tagging.

Dont rush being healed.

Students should take their
time to avoid tripping over the
hoop.

Encourage every student to

participate (join in).

Demonstrate the role of the

Doctor (hoop over the frozen
students heads to heal them)
as some students may not
understand; this ensures the
game is fluent.

Use clear signalling (whistle to

gain attention).

Move around the groups as

much as possible. Spend time
with them encouraging them
to think about what each

The taggers aim is to tag as many people

possible in the allocated time.
Once tagged, students will freeze where
they are standing and call the doctor for
help. The doctors will then use their hoop
to heal the frozen players by placing the
hoop over their head and letting the frozen
player step through it. The healed player
can then return to the game.
The doctors cannot be tagged.
Main Activity:
Prior to this activity students should be told
that the aim of the task is to receive seven
tokens (one from each activity) and return
to the gym with them attached to their
ACTION PLAN, in the order they think they
go in.
Save a LifeStudents will be given a team envelope
with the items they require for the tasks.
The will then use their map (example map
is attached as appendix 6) to navigate
around stations in varying orders (teams
can choose their order.
Teacher should allocate starting stations
and advise students that once completed
they must go to another station (preferably

one that is free).

station represents.

There will be seven stations to correlate

with the seven stages of the Resuscitation
Action Plan; these will be named
accordingly. Depending on numbers there
should be 5/6 teams (ensures that there is
always a station free for teams to go to
once they have completed a task). Teams
should assign a team captain.
Instructions for team captains should
be pasted/ written on the front of the
envelope (See appendix 7 for example
instructions.
During the Brooks lesson team
captains will be University students.
The aim of this activity is for the teams to
collect seven tokens (appendix 8). Teacher
should place tokens at each activity so that
teams can collect it once they complete the
task. This Token should then be stuck onto
their ACTION PLAN cards (found in team
envelopes).
The task for students, involving the tokens,
is to determine which order they go in.
Tokens and Action plan card should be
adhered with Velcro. Velcro is effective as it
allows the students to alter their decisions
quickly and efficiently at each station (e.g.
go to station RESPONSE first and place it in
the first spot, then once complete the
danger task decide that this should go
first). When students complete all tasks
they should decide as a team what order
they believe they go in.
DRSABCD- All instructions for students
should be printed and placed at each
activity. STUDENT INSTRUCTIONS can
be found at appendix 10. Due to these
activity instructions, the activities do
not need to be explained prior to
commencement of the save a life
activity.

Blu-Tac could also be effective

to stick the tokens to the card.

Teacher should move around

stations and assist students
with interpreting the
instructions if required.

Safety!!! Clearly tell the

blindfolded student to stop if
they are going to trip/ run into
an obstacle.

Station 1: DANGER
At this station students must guide a
blindfolded teammate through the mine
field.
The minefield is an area of play filled with
obstacles (See appendix 9). Students do
not physically guide their blindfolded team
member through. They must go to the end
of the course and guide them through
using only verbal cues.
If the blindfolded student touches an
obstacle they must be safely guided back
to the start to retry.
Once the team has successfully completed
the task they receive their danger token.

Ensure students do not enter

the throwing zone. And aim
only for the buckets- not each
other.

Ensure every student is

involved in the delivery.

Station 2: RESPONSE
At this stations students need to throw
bean bags into three labelled buckets
(Shoulder, Hands and Cheek) which are set
up approximately 5-10 metres from the
throwing line (marked out by cones).

Students must throw bean bags into

each bucket.
Only one student can throw at a
time and the same student
cannot throw twice in a row.
Students must work together to
check each bucket for a response.
Once 5 beanbags have landed in
each bucket they can conclude that
the patient is unconscious and move
onto the next station.

Station 3: SEND FOR HELP

At this station students must send for help.

There will be a card labelled HELP and the
aim of the challenge is for students to
deliver the card to a designated area.
Students are not allowed to walk with the
card or throw the card. They must work
together to complete the challenge.

1 student in the tunnel at a

time.
The game must be reset once
a team has completed the
challenge.

Station 4: AIRWAYS
In this challenge there will be a tunnel
acting as the air way with bean bags inside.

Set all three of these activities

up approximately 5 metres
apart to ensure the students
concentrate on their
designated task.

Clown fish (Tail)

Encourage students to think

critically
Ask thought provoking
questions.

The bean bags will either be labelled with

something foreign to the airway, the
Tongue or objects that are welcome to the
airway, Oxygen.
Students must take in turns to crawl
through the airway clearing one foreign
object at a time until the airway is
completely clean.
Station 5: BREATHING
For this station there will be 3 tasks for the
students to complete: Look, Listen and
Feel. Teams should split themselves into
three groups (e.g. Team of six would split
into three pairs) each group should then
complete one of the activities before
sharing their decision with their team.
For the Look component of this activity
students will need to look at the picture
supplied in Appendix 5 and decide what it
is that they see.
For the Listen component of the task the
students will need to listen to the sound
played by the team captain and decide
what it is that they hear.
For the Feel component of the task
students will need to place their hand in
the box and decide what the item is that
they feel.
Once each of the groups have decided
what it is they see, hear and feel they need

to record it on the Look, Listen and Feel

sheet provided in their team envelope.
Station 6: CPR
At this station students must answer the
quiz questions to the best of their ability.
Quiz can be found in team instructions
(appendix 9). Once students have
answered all questions they must place the
answer sheet in their team envelope before
moving on to the next activity.
Station 7: DEFIBRILATION
Students will form a human knot. Between
one of the links (two students arms) there
will be a hoop acting as the patients heart.
The team will work together by untangling
the knot; this restarts the patients heart.
Conclusion:
What did we Learn? Groups will finish at
different times (this will depend on the time
it takes them to complete each of the
activities).
Once the teams have completed all of the
challenges they must decide on an order to
put each step/station.
Teams should make their way to the gym
where the teachers will then lead a group
discussion asking each group of students to
write their orders on the board.
Groups will also be asked why they chose
the order that they did (this can be
completed as other teams make their way
in).
The teachers will then explain the correct
order of the steps and the processes
involved with each step.
Discuss DRSABCD and how acronym used
to remember the steps and the order to
complete them in.
Example Questions: Airway challenge:

When a victim is unconscious all

muscles are relaxed, including the
tongue, which falls to the back of the
throat and blocks air from entering
the lungs.

Why do you think objects labelled tongue

needed to be removed?
Look, Listen and Feel sheet: What did the
groups answer?
Students will then complete a
feedback sheet regarding the lesson.

Modifications for inclusiveness:

Variety of activities ensures that all students are provided with the opportunity to
not only participate but also succeed when completing the activities.
Look, Listen, Feel activity can include students who are hard of hearing or blind.
As this lesson is comprised of numerous activities, each one can be altered slightly
to include a child with a disability. For example, in Minefield, the obstacles can be
easily spaced out to allow room for a wheelchair. The tunnel used for the airway
tunnel could be a large parachute for students who can not get as low to the
ground. Substitution of equipment and space can make each activity easily
adaptable. The lesson is team based; this allows extra peer support for students
who may need it.
Assessment:
-

Teams final order of the Resuscitation action plan and reasoning behind
selection order.
Students ability to work cooperatively in a team.
Participation

Reflection:
Was the lesson enjoyable for the students?
Did the students learn anything in regards to DRSABCD?

Appendix 1:

Appendix 2: Print one per team

Appendix 3: Print one page per team.

Appendix 4: Ensure there is one HELP token per team

Use this token to

SEND FOR HELP
Use this token to
SEND FOR HELP
Use this token to
SEND FOR HELP

Appendix 5: LOOK (What is this picture of?)

Appendix 6: SCHOOL MAP

Appendix 7:
Team captain
instructions

You have been selected as captain of your

team
It is your job to:
Keep your team safe and together at all
times.
Ensure that all team members contribute to
each activity
Make sure that each activity is completed
sensibly and correctly.

At the Airways station it is your job to know

that 10 objects are labelled Tongue and 10
objects are labelled Oxygen. This
information helps you to know if your
team needs to complete either of the
extra duties at this activity.

Appendix 8: Ensure there are enough tokens at each activity for each of the
teams (Print enough pages for each team).

Appendix 9:

Appendix 10: Activity instructions for students.

Open the patients mouth if there is foreign material

present; place in the recovery position and clear the
airway with fingers.

THE CHALLENGE:
AIRWAY CHALLENGE:

Clear the tunnel (patients airway) one object at a time

to ensure that nothing is blocking it.

Objects labelled Oxygen must remain in the tunnel.

Objects labelled Tongue must be removed.

If any oxygen is removed from the tunnel, your team

must complete 30 star jumps each. If any objects
labelled tongue remains inside the tunnel each
member of your team must complete 5 push ups.
Once the airway has been cleared you will
receive your AIRWAY token.
Place all objects back in the airway for the next group,
before moving on to the next activity.

Appendix 16:
Student Feedback Sheet:

How enjoyable did you find todays activities?

1= not enjoyable at all

10 = extremely enjoyable

10

Did you understand all of the instructions?

1 = didnt understand anything

10= completely understood everything

10

What did you learn about Resuscitation Action Plan that you didnt already know?

Would you change anything about todays lesson