First Aid

Grade 6 · Physical Education

Semester 1 | Period 3 | Week 17

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Subject: Physical Education

Semester: 1

Period: 3

Week: 17

School Name:
Teacher’s Name:
Subject: Physical Education
Grade Level: Grade 6
Date: Week 17
Lesson Duration: 45 minutes
Week & Period: Week 17, Period 3
Topic: First Aid
Sub-topic: Common Emergencies and First Aid

Learning Objectives
By the end of the lesson, students should be able to:

  • State causes and first aid steps for nosebleeds, bee stings, sprains/strains, and burns
  • Differentiate between sprains and strains
  • Explain safety rules to prevent emergencies

Previous Knowledge
Students know what accidents are and may have witnessed minor emergencies.

Instructional Materials
Charts of emergency situations, first aid kit, role-play props

Lesson Development – ABC Model

A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks: “Have you ever seen someone have a nosebleed? What did you do?” Learners share.

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

Teacher’s Explanation:
The teacher begins by explaining that an emergency is a sudden situation that needs quick action to help someone and prevent danger from getting worse. At home, school, or the playground, emergencies can happen unexpectedly, so knowing how to give First Aid is very important.

The teacher lists examples of common emergencies and their First Aid treatment:

  1. Nosebleeds:
    • Causes: hot weather, injury to the nose, picking the nose, or high physical activity.
    • First Aid:
      1. Make the person sit upright and lean forward slightly (to prevent blood from going down the throat).
      2. Pinch the soft part of the nose with fingers for about 10 minutes.
      3. Place a cold cloth or ice pack on the nose bridge.
      4. Do not tilt the head back as this can cause swallowing of blood and choking.
    • Example: A child playing football is hit in the face with the ball and starts bleeding from the nose.
  2. Bee Stings:
    • Causes: stings from bees, wasps, or other insects.
    • First Aid:
      1. Remove the sting carefully using a clean fingernail or flat object (not squeezing it, to avoid releasing more venom).
      2. Wash the area with soap and water.
      3. Apply a cold compress (ice wrapped in cloth) to reduce pain and swelling.
      4. If swelling is severe or the person has difficulty breathing, seek medical help immediately.
    • Example: A student playing near flowers is stung by a bee.
  3. Sprains and Strains:
    • Sprain – injury to a joint (like ankle or wrist) when ligaments stretch or tear.
    • Strain – injury to muscles or tendons caused by overstretching.
    • First Aid uses the RICE method:
      • R – Rest: stop using the injured part.
      • I – Ice: apply ice or cold cloth to reduce swelling.
      • C – Compression: wrap the area with a bandage to support it.
      • E – Elevation: raise the injured part above the heart level.
    • Example: A boy twists his ankle while running during P.E.
  4. Burns:
    • Causes: fire, hot water, electricity, chemicals.
    • First Aid for minor burns:
      1. Cool the burn immediately under clean, running water for at least 10 minutes.
      2. Do not apply oil, toothpaste, or powder (they trap heat and cause infection).
      3. Cover the burn with a clean, dry cloth or sterile dressing.
      4. Seek medical help if the burn is large, deep, or caused by chemicals/electricity.
    • Example: A girl spills hot tea on her hand at home.

Teacher Demonstrations:

  • Teacher demonstrates pinching the nose and leaning forward for a nosebleed.
  • Teacher shows how to remove a “pretend bee sting” from a learner’s arm.
  • Teacher role-plays RICE using a scarf for compression on a “sprained ankle.”
  • Teacher pours water on a pretend “burn” (using a doll or chart) to show correct first aid.

The teacher emphasizes safety rules at home and school to prevent emergencies, such as:

  • Avoid running in classrooms.
  • Do not play with fire, sharp objects, or chemicals.
  • Wear protective shoes outdoors.
  • Always follow teacher’s safety instructions in sports.

 

Learners’ Activities (Expanded):

  • Learners practice in pairs: one learner role-plays the injured person, the other gives First Aid.
  • Small groups rotate through “emergency stations” (nosebleed, bee sting, sprain, burn) and act out the steps of treatment.
  • Learners create a list of safety rules for classroom, playground, and home.
  • Volunteers demonstrate RICE on a classmate’s “sprained wrist.”

 

Assessment Checks:

The teacher asks oral and practical questions:

  1. “What should you do first if someone has a nosebleed?”
  2. “Why should the head not be tilted back during a nosebleed?”
  3. “What does RICE stand for?”
  4. “What is the first thing you must do when treating a minor burn?”
  5. Teacher calls students to demonstrate one emergency treatment (e.g., correct nosebleed position or applying ice to a sprain).

 

Notes (Expanded & Detailed):

  • An emergency is a sudden situation that needs quick First Aid.
  • Common emergencies and First Aid treatments:
  1. Nosebleeds: lean forward, pinch nose, apply cold cloth, never tilt head back.
  2. Bee stings: remove sting, wash area, apply cold compress, seek help if serious.
  3. Sprains/strains: use RICE – Rest, Ice, Compression, Elevation.
  4. Burns: cool under running water, cover with clean cloth, do not use oil or powder, seek help if severe.
  • Safety rules prevent accidents: avoid sharp objects, don’t play with fire, keep floors dry, handle chemicals safely, and play responsibly.
  • Key Point: Quick action saves lives and prevents injuries from becoming worse.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Emergencies need quick first aid. Safety rules help prevent many emergencies.

Evaluation Method (Expanded):
Exit slip/quiz: Write one emergency and first aid step.

Assignment (Expanded):
Write down safety rules for preventing accidents at school.

Follow-up Activity:
Learners share with family members safety rules discussed in class.

Differentiation / Inclusive Strategies
Learners with difficulties are paired with stronger ones for role-plays. Teacher gives extra oral prompts where needed.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low