Syllabus

Hoover High School Fire Science - Unit Plan

TEACHING PLAN

Course Title:  Fire Science I

Lesson Topic:  CPR AHA

Unit/Project Title:     Unit 23: First Aid Provider

CTE

Standards

Pathway Standard(s)

Anchor Standard(s)

Common Core Standard(s)

B4.0 Execute safety procedures and protocols associated with local, state, and federal regulations in order to conduct duties effectively and safely within fire and emergency services.

4.1 Use electronic reference materials to gather information and produce products and services.

4.2 Employ Web-based communications responsibly and effectively to explore complex systems and issues.

4.3 Use information and communication technologies to synthesize, summarize, compare, and contrast information from multiple sources.

4.4 Discern the quality and value of information collected using digital technologies and recognize bias and intent of the associated sources.

4.5 Research past, present, and projected technological advances as they impact a particular pathway.

4.6 Assess the value of various information and communication technologies to interact with constituent populations as part of a search of the current literature or in relation to the information task.

1. Apply appropriate technical skills and academic knowledge. Career-ready individuals readily access and use the knowledge and skills acquired through experience and education. They make connections between abstract concepts with real-world applications and recognize the value of academic preparation for solving problems, communicating with others, calculating measures, and other work-related practices.

2. Communicate clearly, effectively, and with reason. Career-ready individuals communicate thoughts, ideas, and action plans with clarity, using written, verbal, electronic, and/or visual methods. They are skilled at interacting with others, are active listeners who speak clearly and with purpose and are comfortable with the terminology common to the workplace environment. Career-ready individuals consider the audience for their communication and prepare accordingly to ensure the desired outcome.

3. Develop an education and career plan aligned with personal goals. Career-ready individuals take personal ownership of their own educational and career goals and man- age their individual plan to attain these goals. They recognize the value of each step in the educational and experiential process and understand that nearly all career paths require ongoing education and experience to adapt to practices, procedures, and expectations of an ever-changing work environment. They seek counselors, mentors, and other experts to assist in the planning and execution of education and career plans.

4. Apply technology to enhance productivity. Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring and using new technology. They understand the inherent risks—personal and organizational—of technology applications, and they take actions to prevent or mitigate these risks.

5. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals recognize problems in the workplace, understand the nature of the problems, and devise effective plans to solve the problems. They thoughtfully investigate the root cause of a problem prior to introducing solutions. They carefully consider options to solve the problem and, once agreed upon, follow through to ensure the problem is resolved.

6. Practice personal health and understand financial literacy. Career-ready individuals understand the relationship between personal health and workplace performance. They contribute to their personal well-being through a healthy diet, regular exercise, and mental health activities. Career-ready individuals also understand that financial literacy leads to a secure future that enables career success.

7. Act as a responsible citizen in the workplace and the community. Career-ready individuals understand the obligations and responsibilities of being a member of a com- munity and demonstrate this understanding every day through their interactions with others. They are aware of the impacts of their decisions on others and the environment around them and think about the short-term and long-term consequences of their actions. They are reliable and consistent in going beyond minimum expectations and in participating in activities that serve the greater good.

8. Model integrity, ethical leadership, and effective management. Career-ready individuals consistently act in ways that align with personal and community-held ideals and principles. They employ ethical behaviors and actions that positively influence others. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the direction and actions of a team or organization, and they recognize the short-term and long-term effects that management’s actions and attitudes can have on productivity, morale, and organizational culture.

9. Work productively in teams while integrating cultural and global competence. Career-ready individuals positively contribute to every team as both team leaders and team members. They apply an awareness of cultural differences to avoid barriers to productive and positive interaction. They interact effectively and sensitively with all members of the team and find ways to increase the engagement and contribution of other members.

10. Demonstrate creativity and innovation. Career-ready individuals recommend ideas that solve problems in new and different ways and contribute to the improvement of the organization. They consider unconventional ideas and suggestions by others as solutions to issues, tasks, or problems. They discern which ideas and suggestions may have the greatest value. They seek new methods, practices, and ideas from a variety of sources and apply those ideas to their own workplace practices.

11. Employ valid and reliable research strategies. Career-ready individuals employ research practices to plan and carry out investigations, create solutions, and keep abreast of the most current findings related to workplace environments and practices. They use a reliable research process to search for new information and confirm the validity of sources when considering the use and adoption of external information or practices.

12. Understand the environmental, social, and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact other people, organizations, the workplace, and the environment. They are aware of and utilize new technologies, understandings, procedures, and materials and adhere to regulations affecting the nature of their work. They are cognizant of impacts on the social condition, environment, workplace, and profitability of the organization.

Performance Objective(s)

OBSERVABLE ACTION             (verb: what student is doing)

CONDITION  

(given: materials, resources)

CRITERIA

(how measure/evaluate success)

DOK: 2

Students will demonstrate proper CPR techniques, AED usage, and first aid procedures in accordance with American Heart Association (AHA) guidelines.

During hands-on practice sessions and skills testing in simulated emergency scenarios.

Perform procedures in correct sequence, with effective compressions/ventilations and accurate AED use, meeting AHA certification standards

Learning Theory Used in this Lesson   ☒Constructivist   ☐Socio-Cultural   ☐Transformative

Summative Assessment

Summative Assessment

Purpose / Description

Standard Alignment

AHA Skills Performance Test

Students perform Adult, Child, and Infant CPR and use an AED following the official AHA skills checklist.

AHA Heartsaver CPR AED, 2020 Guidelines Update

First Aid Scenario Evaluation

Students assess, call for help, and manage a simulated medical emergency (e.g., bleeding, shock, burns, fractures).

AHA First Aid Standards

Written Exam

Multiple-choice test covering key AHA concepts: scene safety, PPE, chain of survival, recognition of cardiac arrest.

AHA Knowledge Standards

Student Reflection Report

Students write a one-page reflection summarizing what they learned, how they stayed calm under pressure, and why safety and communication matter in emergencies.

CTE Anchor Standard 2: Communication; 6: Health & Safety

Passing Criteria:
Students must complete all AHA-required skills at a competency level of 80% or higher and pass the written exam to earn certification.

Materials Resources

Technology  

Materials / Resources / Technology

Instructional Resources:

• American Heart Association Heartsaver CPR/AED & First Aid Manual (2020 Edition)

• AHA Skills Performance Checklists

• CTE Fire & Emergency Services Safety Rubric

Equipment:

1. CPR manikins (adult, child, infant)

2. AED trainer units

3. First Aid kits (bandages, gloves, gauze, splints, epinephrine trainers)

4. PPE (gloves, masks, barrier devices)

Technology:

1. AHA eLearning platform / blended training modules

2. Google Classroom – quizzes, reflection uploads, certificate tracking

3. Projector / Smartboard – display AHA training videos and visual scenarios

4. 5-Star or Excel Tracker – log CPR completion and skill verification dates

LESSON OUTLINE

KEY POINTS & CUES

To help you plan

INTRODUCTION (e.g., HOOK, Connect to Prior Learning,

Background Knowledge, Clarify Objective)

Hook – Capture Student Interest

Begin class with a real-life scenario video or story:

“A 17-year-old high school student performed CPR on his teacher and saved their life before paramedics arrived.”

Ask students:

·         “If someone collapsed right in front of you, would you know what to do and have the confidence to act?”

This creates an emotional and authentic connection, immediately engaging students by linking classroom skills to real-life emergency response and career readiness in Fire & EMS fields.

Connect to Prior Knowledge / Skills

1.       Review students’ previous learning on scene safety, universal precautions, and PPE use from earlier safety lessons (B4.0).

Ask quick review questions:

2.       “What’s the first thing you do when you arrive on an emergency scene?”

3.       “Why is checking for hazards before acting important?”

4.       Discuss how that same safety principles apply when giving CPR or First Aid.

This helps students make connections between firefighter safety protocols and medical emergency response skills.

Build Background Knowledge – Quick Warm-Up

Use a Think–Pair–Share or hands-on demo:

• Have students locate and handle an AED trainer or practice glove-up procedures?

• Display the Chain of Survival on the board and have students identify what steps they already recognize (e.g., “call 911,” “begin CPR”).

• Emphasize how every responder — even students — plays a vital role in improving survival rates.

This brief activity prepares students for the technical steps of CPR by linking visual, verbal, and physical learning cues.

Clarify Instructional Objective

Clearly state today’s learning target using behavior, condition, and criteria format:

Objectives:

1.       Given American Heart Association CPR and First Aid equipment (condition), students will demonstrate correct CPR and AED procedures on an adult, child, and infant manikin (behavior) with 80% accuracy according to AHA Heartsaver standards (criteria).

2.       Reinforce verbally and visually by posting the objective on the board, highlighting that successful completion leads toward official AHA CPR/First Aid certification — a key step for careers in firefighting, EMS, and public safety.

§ How will you “hook” student interest and attention?

§ Explain how you will decide and connect to prior knowledge/skills?

§ What quick activity will build background knowledge?

§ How will you clarify instructional objective (behavior, condition, and criteria)?

(Explain, Model, Demonstrate WITH Student Interaction)

Modeling / Demonstration Process

The instructor will model step-by-step CPR and First Aid procedures using an AHA-approved demonstration video and live demonstration on an adult manikin.

Process to Model:

1. Scene Safety and PPE: Instructor verbalizes “Scene is safe,” demonstrates glove application and checking responsiveness.

2. Call for Help: Points to a student to “call 911” and “get the AED.”

3. Assess Breathing and Pulse: Demonstrates head tilt–chin lift and checks carotid pulse for no more than 10 seconds.

4. Chest Compressions:

·         Shows correct hand placement (center of chest).

·         Demonstrates 2-inch compression depth at 100–120 per minute using a metronome sound.

5. Rescue Breaths:

·         Demonstrates opening the airway, sealing the mask, and delivering 2 breaths watching for chest rise.

6. AED Application:

·         Shows correct pad placement and follows AED voice prompts.

7. Continue CPR until EMS arrival or victim recovery.

·         Instructor repeats using child and infant manikins, highlighting differences in hand placement, compression depth, and breath volume.

End Product for Students to Visualize

1. A fully correct CPR cycle performance 30 compressions and 2 breaths with AED use modeled live by the instructor.
2. A display poster/chart of the AHA Chain of Survival and CPR steps is shown beside the demo area.

3. Students can visually and mentally model what their final skills check-off will look like during the summative AHA certification.

Promoting Student Interaction & Structured Discussion

To ensure engagement during modeling:

Guided Questioning:

·         “Why do we check scene safety before touching the victim?”

·         “What could happen if compressions are too shallow or too deep?”

·         “How does teamwork affect CPR success rates?”

Think–Pair–Share:

After the demo, students discuss in pairs:

·         “What step seemed hardest or most important? Why?”

Group Role Assignment:

·         Students form triads (Compressor, AED Operator, Timekeeper) and mimic the instructor’s steps as a team.

Visual Check-In:

·         Students use the CPR Skills Checklist to follow along and identify each modeled step as the instructor performs it.

This phase promotes peer learning, verbal rehearsal, and muscle memory, ensuring students internalize both the sequence and reasoning behind each action.

§ Model: How will you model, demonstrate or show the learners?

-Do you have a process to model?

-Is there an end product you want to create ahead of time for students to see?

§ How will you promote student interaction & structured discussion during this phase?

INSTRUCTIONAL STRATEGIES & CHECKS FOR UNDERSTANDING

Instructional Strategies Used

This lesson incorporates a combination of visual, hands-on, and collaborative learning strategies to meet the needs of diverse learners and reinforce skill retention.

(Continued below)

Strategy Type

Description / Example

Purpose

Visuals & Demonstrations

Use AHA video clips, Smartboard slides, and live instructor modeling of CPR steps. Display Chain of Survival chart and CPR ratio posters around the room.

Provides visual anchors for step sequencing and promotes long-term memory through repetition.

Hands-On Activities

Students perform CPR and AED procedures on manikins, rotate through skill stations (Adult, Child, Infant CPR, and First Aid).

Reinforces procedural accuracy through kinesthetic learning.

Graphic Organizers / Notetaking

Students complete a CPR Steps Flow Chart and First Aid Reference Sheet during guided instruction.

Helps organize procedures visually and supports English Learners (EL) and visual learners.

Group Work / Peer Collaboration

Students work in triads (Compressor, AED Operator, Scene Leader) to simulate emergency scenarios.

Builds teamwork, communication, and accountability — key Fire/EMS competencies.

Real-World Scenario Simulation

Small groups rotate through mock incidents (e.g., choking victim, cardiac arrest, bleeding control).

Applies technical knowledge in realistic contexts that mirror field expectations.

Use of Technology

AHA eLearning modules, metronome app for compression rhythm, Google Classroom reflections.

Provides audio pacing feedback and supports blended learning access.

Check for Understanding (CFU) Strategies

Continuous formative assessment will occur throughout the lesson to ensure mastery of each critical CPR/First Aid step.

CFU Strategy

When Used

Purpose / Adjustment Plan

Thumbs Up / Side / Down

After each modeled step (scene safety, AED use, compression depth).

Quickly identifies confidence levels; reteach step immediately if more than 30% show “side/down.”

Cold Call / Q&A

During group discussion: “What’s the compression-to-breath ratio?”

Clarifies misconceptions on the spot before moving to hands-on practice.

Peer Checklists

Students assess each other using the AHA Skills Rubric during partner drills.

Reinforces standards through peer observation and discussion.

Instructor Walk-Around

Instructor monitors skill stations, giving instant corrective feedback.

Provides individualized coaching; reteach to small group if common error observed.

Exit Ticket / Digital Quiz

At lesson end, short Google Form: “List 3 steps before giving compressions.”

Measures comprehension: data used to identify who needs extra remediation before certification testing.

Instructional Adjustment Plan

If CFUs reveal gaps in understanding or performance:

·   Pause and Re-Model: Instructor repeats demonstration slowly and narrates each motion.

·   Small-Group Re-Teach: Pull aside students struggling with compression rhythm, AED pad placement, or airway management for focused skill practice.

·   Visual Reinforcement: Replay AHA demonstration clip or show animated diagram of heart compressions.

·   Peer Mentor Support: Pair advanced students (“certification ready”) with those who need more guided practice.

·    

These strategies ensure that every student meets the AHA Heartsaver skill standard and is fully prepared for summative certification testing.

§ Explain any strategies you will use (visuals, hands-on activities, manipulatives, charts, models, maps, graphic organizers, note-taking, group work etc.)

§ Explain use of “Check for Understanding” activities/strategies and if students do not understand, how do you plan to adjust your instruction?

Skill/Knowledge Guided Practice

Student Practice Activity

Students will actively practice CPR and First Aid procedures in small groups while the instructor circulates to monitor, coach, and assess skills.
The activity directly supports the objective:

Given American Heart Association CPR/First Aid materials, students will demonstrate correct CPR and AED procedures on adult, child, and infant manikins with 80% accuracy.

Activity Steps:

1. Partner Collaboration: Students are placed in teams of three — Compressor, AED Operator, and Scene Leader.

2. Hands-On Practice:

Rotate through three 10-minute skill stations:

·         Adult CPR & AED Use

·         Child/Infant CPR

·         First Aid Scenarios (bleeding control, choking, shock management)

·         Instructor uses AHA Skills Performance Checklists to assess technique and safety.

3. Written & Reflective Component:

·         After practice, students complete a Quick Write Reflection:

·         “What part of CPR felt most challenging, and how did you adjust to improve your technique?”

·         Reflections are shared in pairs, fostering metacognition and peer learning.

Small / Large Group Strategies

• Small Group Practice (Primary Focus):
  Students collaborate at manikin stations, taking turns performing, timing, and observing. The instructor rotates among groups to deliver targeted feedback.

• Large Group Review:
  After rotations, the class gathers for a 5-minute debrief. Instructor reviews key takeaways using visual anchors (Chain of Survival chart) and re-demonstrates any step where common errors were observed.

• Peer Mentoring:
  Advanced students who already show proficiency serve as peer leaders, helping guide struggling peers with compression rhythm and AED sequencing.

Critical Thinking & Problem Solving

Students use critical thinking by:

• Analyzing Situations: Determining whether the victim is breathing, needs CPR, or requires First Aid.

• Decision-Making Under Pressure: Deciding when to call 911, when to start compressions, and when to apply the AED.

• Problem Solving: Adjusting compression depth, responding to AED prompts, and adapting care for infants or children.

• Scenario Application: During mock drills, students identify the most effective life-saving response for different emergency types.

These experiences mirror real-world emergency response situations faced by firefighters, EMTs, and first responders — reinforcing both technical skill and judgment.

Check for Understanding (CFU) During Guided Practice

• Instructor Observation: Uses AHA Skills Rubric to monitor performance accuracy, sequence, and safety.

• Verbal Questioning: Instructor pauses groups and asks, “Why is it important not to pause compressions longer than 10 seconds?”

• Peer Evaluation: Team members complete a short CPR Partner Checklist during each rotation.

• Quick Review Quiz: At the end of guided practice, students complete a 3-question exit slip (digital or paper) checking comprehension of steps and ratios.

Addressing Confusion & Reinforcing Learning

If students show errors or misunderstanding:

1. Immediate Re-Model: Instructor stops and re-demonstrates correct hand placement, compression rate, or AED use.

2. Slow-Motion Coaching: Instructor narrates each step slowly while students mimic in real time.

3. Peer Support: Pair proficient students with those who struggled to reinforce muscle memory.

4. Visual Reinforcement: Replay AHA training clip or display CPR Step Diagram again for visual learners.

5. Class Reflection Closure:
   End with a large-group reflection prompt:

Ask: “What did you learn about staying calm and following procedure during a real emergency?”

This reinforces both technical accuracy and the emotional resilience expected in Public Service careers.

§ Clearly explain the practice activity students will engage & focus on the objective (task, partner collaboration, written work, etc.)

§ Explain how you will implement small / large group strategies

§ How will students use critical thinking & problem solving in activity

§ Explain how you will Check For Understanding

§ Explain how you will clear up any confusion and reinforce learning at the close of Guided Practice?

Formative Assessment/Closure

FORMATIVE ASSESSMENT / CLOSURE

Student Demonstration of Understanding

During closure, students independently demonstrate their mastery of CPR and First Aid skills through short, authentic practice assessments that mirror certification testing.

Tasks include:

1. Independent CPR Skills Demonstration
   Each student performs one full CPR cycle (30 compressions + 2 breaths) on the manikin while following AED prompts and verbalizing each step (scene safety → check responsiveness → call 911 → begin compressions → AED use).

2. First Aid Mini-Scenario
   Students select a random injury or medical emergency card (bleeding, choking, burn, fracture) and demonstrate proper care procedures using the correct sequence.

3. Reflection / Debrief
   Students write a brief Reflection Log answering:

“How confident are you in performing CPR or First Aid outside of class, and what step would you still like to practice?”

These tasks allow students to apply procedural knowledge independently, showing whether they can recall, explain, and perform AHA-aligned steps without instructor prompting.

Evidence of Learning Collected

The following evidence will be observed and collected to measure learning progress:

Evidence Type

Description

AHA Skills Checklists

Instructor records completion and accuracy for each required step (compression depth, rate, sequence, PPE use).

Peer Review Sheets

Peers verify sequence accuracy and give ratings (1–5) on teamwork, communication, and safety.

Reflection Logs / Exit Tickets

Students’ written reflections reveal self-awareness, understanding, and readiness for certification.

Instructor Observation Notes

Instructor documents real-time performance strengths and areas needing reteach.

All artifacts are used to confirm alignment with AHA Heartsaver performance criteria and CTE Anchor Standard 6 – Health and Safety.

Specific & Timely Feedback Plan

Feedback is given immediately after each student demonstration and reinforced in written and digital forms:

• Immediate Verbal Feedback: Instructor provides on-the-spot corrections (“Press deeper,” “Maintain rhythm,” “Re-check responsiveness”) while the student performs.

• Written Feedback: Each student receives a marked AHA Skills Checklist noting specific strengths and “Next Step” improvement comments.

• Peer Feedback: Partners share one positive observation and one suggestion using sentence stems (“I noticed you …,” “Next time try …”).

• Re-practice Opportunity: Students who score below proficiency (80%) revisit that skill station for targeted reteach and second attempt within the same class period.

• End-of-Lesson Summary: Instructor closes with a whole-class review discussion, reinforcing key takeaways and answering remaining questions before transitioning to summative AHA testing.

Outcome:
By the end of this closure activity, students demonstrated procedural competence, received individualized feedback, and identified next-step goals to prepare for the official AHA certification assessment.

§ Describe what students will do (independently or with other students) to demonstrate level of understanding/skill

§ What will you observe/collect that will measure student learning?

§ How will you provide specific & timely feedback?

EL

Strategies

English Learner (EL) Strategies

Strategy

Implementation in Lesson

Purpose / Benefit

Visual Supports & Demonstrations

Display labeled visuals of CPR steps (Scene Safety → Call 911 → Compressions → AED) and project AHA videos with subtitles.

Reinforces comprehension through visual and auditory repetition.

Simplified Vocabulary / Word Wall

Post key terms (compressions, responsiveness, AED, airway, PPE) with images and definitions.

Builds technical language proficiency.

Modeling with Think-Aloud

Instructor verbalizes each step while demonstrating (“Now I am checking for breathing… Now I am starting compressions”).

Supports auditory learners and ELs with step-by-step sequencing.

Sentence Frames for Peer Feedback

Provide prompts: “I noticed you did ____. Next time, try ____.”

Encourages structured speaking practice using academic and professional language.

Partner & Small-Group Collaboration

Pair EL students with bilingual or advanced peers during hands-on drills.

Promotes peer modeling and supportive communication.

Graphic Organizers

Students complete a CPR Flowchart and Chain of Survival visual organizer during notetaking.

Assists comprehension by mapping processes visually.

Chunked Instructions

Break directions into small, manageable steps with checks for understanding after each.

Prevents information overload and supports retention.

§ List & explain strategies for this lesson that supports students with different learning abilities

Learning Strategies 504/IEP

504 / IEP Learning Strategies and Accommodations

Strategy / Accommodation

Implementation Example

Purpose / Benefit

Extended Time / Repetition

Allow additional practice time at skill stations; offer second opportunity to demonstrate CPR steps.

Reduces performance anxiety and ensures mastery through repetition.

Alternative Response Options

Permit verbal explanation or written outline of CPR steps before performing physically (if physical limitations exist).

Allows equitable assessment aligned with student abilities.

Preferential Grouping

Place students in smaller practice groups with peer mentors or near instructor for direct support.

Provides immediate feedback and increased engagement.

Multi-Sensory Instruction

Combine auditory (verbal cues), visual (videos, charts), and kinesthetic (hands-on practice) modes.

Enhance understanding through multiple learning pathways.

Step-by-Step Visual Checklist

Provide laminated CPR/First Aid checklist to follow during drills.

Offers concrete guide for procedural memory.

Frequent Check-Ins / Clarification

Instructor pauses to confirm understanding before next task.

Prevents confusion and ensures mastery before moving forward.

Positive Reinforcement

Praise effort and correct use of procedures rather than speed.

Build confidence and support self-regulation.

Reduced Writing Demand (if needed)

Allow oral responses for reflection logs or use voice typing in Google Docs.

Supports students with fine-motor or processing challenges.

Universal Supports for All Learners

• Clear Visual Objective Posted: “Today we will demonstrate CPR & First Aid using AHA standards.”

• Use of Modeling, Guided Practice, and Peer Coaching.

• Safe and Encouraging Environment: Emphasizes teamwork, mutual respect, and learning from mistakes — core fire service values.

Outcome:
All learners, regardless of English proficiency or learning needs, can understand, perform, and reflect on life-saving CPR and First Aid procedures confidently and accurately — meeting CTE and AHA performance expectations.

Reflection:  How will you review what students have learned and clarify the next steps during the last few minutes of class?

REFLECTION

Review and Connection to Future Learning

In the final minutes of class, the instructor will bring students together for a whole group debrief to review and reinforce the day’s learning objective:

“Given AHA materials and equipment, students will demonstrate correct CPR and AED procedures on an adult, child, and infant manikin with 80% accuracy.”

The instructor will restate the purpose — emphasizing how mastering CPR and First Aid is a core responsibility for all Fire and Public Safety professionals.

Students will be asked:

“How might these skills apply when responding to a real emergency or during your next fire training scenario?”

This connects today’s medical response focus to future lessons on Incident Command, Emergency Scene Management, and EMS Operations, reinforcing continuity within the Fire Science pathway.

Identifying and Addressing Learning Gaps

While reviewing performance checklists, the instructor will identify common skill gaps such as:

1. Inconsistent compression depth or hand placement

2. Delayed AED activation

3. Difficulty recalling sequence of steps or scene safety checks

To address these gaps:

1. Schedule a re-teach mini lab before AHA certification testing.

2. Provide video review and hands-on remediation for any student scoring below 80% proficiency.

3. Offer optional open-lab practice during the week for additional support.

Students will also self-assess their confidence using a CPR Self-Rating Scale (1–5) to determine who needs extra help before the summative evaluation.

Balancing Technical Information, Concepts, and Applications

Instruction throughout the lesson — and reinforced in reflection — maintains a balance between:

1. Technical Skills: Proper CPR sequence, compression depth, AED use.

2. Conceptual Understanding: Why each step is important in saving lives and preventing further injury.

3. Real-World Application: How firefighters, EMTs, and public safety personnel apply these techniques during emergencies.

During reflection, the instructor highlights how both knowledge (why) and action (how) are required for effective responders — linking classroom learning to on-scene readiness.

Student Self-Reflection and Closure

To promote metacognition and ownership of learning, students will complete a brief written or verbal reflection prompt such as:

1. “What part of CPR or First Aid do you feel most confident about today?”

2. “If you were first on the scene, what step would you take first — and why?”

3. “How can you improve your performance before certification day?”

Students will share responses in pairs or aloud, helping normalize self-assessment as part of firefighter professionalism.

4. The instructor concludes with a positive affirmation and preview:

“Today you learned how to save a life. Next class, we will move from individual response to working as a fire team — applying these same safety and communication principles during full-scene operations.”

Outcome:
Students leave class with a clear understanding of their progress toward the AHA certification objective, concrete next steps for improvement, and a deeper appreciation of how lifesaving skills connect to their future roles in the Fire and Emergency Services pathway.

§ Review learning objective & connect to future lesson

§ What student gaps in learning do you need to remedy to meet objective?

§ How will you balance technical information, concepts & applications?

§ Consider student self-reflection