Main Curriculum Tie:
Intended Learning Outcomes:
Introduction: Show the “Responsible Babysitting” video. This can be used as a devil’s advocate-type of approach for the first 5 minutes. If you do not already have this video, check its availability with Cambridge. An alternative video is the "Shaken Baby Syndrome" produced by KUTV.
Distribute copies of the child care safety assignment worksheet on the Six Points of Danger to each student. Refer to the bulletin board or the handout displaying the Six Points of Danger. Have the students record each point on their own worksheet. Encourage students to memorize these six points to help them prevent accidents when caring for children. Tell a personal story about an accident involving a child. (If you have not had a personal experiences, use stories from the media). Talk about the point of danger that had been overlooked causing the accident to occur.
Engage the students into a discussion as you identify a rule or point of danger that may have kept the child safe. For example, if the story is about a child finding and ingesting pills or other medication, the rule might be to keep medicines in a locked cabinet, or at least up high and out of the child’s reach. You may also talk about medical personnel that responded to the emergency.
Have students share their own experiences with emergency situations. If the student is relating a story about a friend or family member, be sure to remind the student not to use the victim's name. As students relate their stories, ask which point of danger was apparently overlooked. Ask if there is a rule that might help prevent such an incident in the future. On their safety assignments worksheets, have the students write in ten rules that may help them avoid accidents and emergencies. Note any health care occupations (careers) on the board as they are mentioned in discussions.
To improve classroom discussion, have students who want to talk raise their hands and record those names on the board. If other students want to participate after the first person has started, simply add their names to the end of the list. This will prevent interruptions and encourage others that their turns are coming.
If students are not sharing experiences. begin other class discussion by using the case studies (pp. 8.33-8.38 in the TLC curriculum) and relating them to the Six Points of Danger rather than the five steps of problem solving.
Review basic first-aid information from the Independent Living Skills (pp. 1.33-1.34) section of the TLC curriculum.
Review the occupational titles that have been listed on the board. Show the list of health care careers in their pathways. Ask if the students can think of other careers that relate to emergency medicine, accidents, or the treatment of children. Add these titles to the list on the board. Possible titles might include:
**Emergency Medical Technician
If you have computers in your classroom, let students work in groups using Career Futures or the Occupational Outlook Handbook to look up job descriptions. There are many websites available for students to look up career information. Have them work individually or in groups to write their own stories about having to deal with each of these jobs. You may also want students to create stories using different health care careers.
Prepare the students for the next day’s guest speaker--E.R. nurse, physician, EMT, or other workers representing the emergency health care system. Brainstorm a list of questions to ask the guest speaker including:
Additional questions for emergency or trauma health care providers:
A general outline for the expected presentation should be given to the health care professional a few days before the actual class. You will want to use the Guest Speaker Student Evaluation form located in the TLC Work-Based Learning Tool Kit CD for each student to record his/her thoughts about the guest speaker. Be sure the guest speaker allows time to answer students' questions at the end of his/her presentation.
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