Lesson Plans

Standards-Based Outcomes (MDE):

Heath:

Content Standard 1: All students will apply health promotion and disease prevention concepts and principles to personal, family, and community health issues.

Prior Knowledge:

Students will know the purpose of the lungs and esophagus.

Cue Set:

1. Start by posing a “What if...” question.
“What if during lunch today your best friend was choking; what would you do?”

2. Brainstorm responses from the class.
Ask the students, “What is happening in the esophagus and lungs when food is stuck?”

Best Shot Instruction:

1. Pass out the American Red Cross handouts on the Heimlich maneuver. The method for the Heimlich maneuver is in the students’ first aid manual by the Red Cross. (The method in this lesson does not apply to infants.)

2. Describe and explain all the steps in the Heimlich maneuver, as well as how to handle a breathing emergency, as described below:

a. If someone is having trouble breathing, help him/her rest in a comfortable position which makes breathing easier.

b. Have someone call 911.

c. Talk to the victim to see if he or she can speak. Ask the question, "Are you choking?” A victim who can not breathe can not speak or make any noise and may answer by nodding. If the victim is an infant, try to make the child speak and check breathing and skin color continually.

d. Explain that when someone is choking, the food or object goes down the wrong path and enters the bronchi instead of the esophagus. If the victim is choking and air is not passing in and out of the bronchi, the Heimlich maneuver is suggested.

e. Place the thumb side of a fist against the middle of the abdomen just above the navel. Grasp the fist with the other hand.

f. Give quick upward thrusts.

g. Repeat until the object is coughed up, or the person becomes unconscious.

3. Show the computer simulation of the choking victim. The students will find it entertaining and informative.

a. The project must be set up in class ahead of time. Use the software program A.D.A.M. on the computer with an overhead screen in place for the projected image.

b. During the simulation, the victim is presented choking on a piece of celery. A.D.A.M. shows a cross section of the choking victim's throat, bronchi, and head.

c. The simulation shows how the food becomes lodged.

d. The simulation continues with a demonstration of the Heimlich maneuver.

e. The simulation then gives details on lung, mouth, and throat structures.

4. During the simulation, pause at the part which shows the object lodged.

a. Identify the different structures for the class.

b. Explain how close the bronchi and esophagus are to one another.

c. Reinforce the importance of not speaking whiIe food is in the mouth.

Reteaching and Enrichment:

1. Do the animated lung puzzle in the A.D.A.M. program with the class.

-Select student volunteers to come up to the computer and place puzzle pieces until the puzzle is completed correctly.

2. Go to the 3D display in the A.D.A.M. program. Show each side of the esophagus from all angles. By seeing the entire lung structure in 3D, the students will have a better idea of how the lungs are positioned in the body.

Review and Closure:

1. Have students select partners and practice the Heimlich maneuver skills.

2. The instructor will move around the classroom and observe each student perform the Heimlich maneuver.

3. Ask the class the original question; “If your best friend was choking today at lunch, what would you do?” Give the students time to respond.

Assessment:

1. Walk around the room while the students are practicing the skills. Success will be determined by the correct completion of the maneuver.

2. Once mastery has been attained (shown by correct demonstration of the maneuver), the student will be marked as passing the skill.

East Detroit Public Schools Lesson Design

East Detroit Public Schools
Lesson Design