Home School Life Journal From Preschool to High School

Home School Life Journal ........... Ceramics by Katie Bergenholtz
"Let us strive to make each moment beautiful."
Saint Francis DeSales

High School Health Credit: First Aid

High School Health Credit: First Aid

As part of the high school health requirements, we are going to be doing a first aid course this summer. I will be posting what we are learning and doing, as we go through the weeks. This series will begin this month, and will be posted each week throughout the summer, and will be worth 1 high school credit. Grading is based on 24 quizzes and class participation.
  1. Preparing to Act
  2. Acting in an Emergency
  3. The Human Body (human biology review)
  4. Assessing the Victim
  5. Cardiovascular Emergencies and Cardiopulmonary Resuscitation, and Automated External Defibrillators
  6. Airway Obstructions 
  7. Controlling Bleeding
  8. Shock
  9. Wounds
  10. Burns
  11. Head and Spinal Injuries
  12. Chest, Abdominal and Pelvic Injuries
  13. Bone, Joint and Muscle Injuries
  14. Extremity Injuries and Splinting
  15. Sudden Illness
  16. Poisoning
  17. Substance Misuse and Abuse
  18. Bites and Stings
  19. Cold and Heat Emergencies
  20. Behavioral Emergencies
  21. Pregnancy and Childbirth
  22. Remote Location First Aid
  23. Rescuing and Moving Victim
  24. Preparing for Natural Disasters

Text: Advanced First Aid, CPR and AED, National Safety Council

Ocean Currents; Marine Science Activities for Grades 5-12

What causes ocean currents? Learn how wind, temperature, salinity, and density set water into motion, and they make an in-depth investigation of the key physical science concept of density. This series of activities will cover these topics. For grades 5-12.

Ocean Currents, Part I: Surface Currents {Wind & Temperature}
Ocean Currents, Part II: Salinity Currents
Ocean Currents, Part III: Temperature Currents
Ocean Currents, Part IV: Polar vs. Tropical Water
Ocean Currents, Part V: Ice Cubes Demonstration
Ocean Currents, Part VI: Layering Liquids
Ocean Currents, Part VII: Explorers and Ocean Currents
Additional Activity: Current Events

Literature Connections: 
Adrift: Seventy Six Days Lost at Sea, Steven Callahan, Grades: 7–12
Bounty Trilogy, Charles Nordoff and James Norman Hall, Grades: 7–12
By the Great Horn Spoon!, Sid Fleischman, Grades: 4–8
Call It Courage, Armstrong Sperry, Grades: 3–6
The Cay, Theodore Taylor, Grades: 6–8
Darwin and the Voyage of the Beagle, Felicia Law, Grades: 4–8
Endurance: Shackleton's Incredible Voyage, Alfred Lansing, Grades: 7–12
Island of the Blue Dolphins, Scott O’Dell, Grades: 5–12
The Magic School Bus On the Ocean Floor, Joanna Cole, Grades: 1–4 (For younger grades, but still has some good information.)
Moby Dick, Herman Melville, Grades: 7–12
The Robinson Crusoe, Daniel Defoe, Grades: 7–12
Treasure Island, Robert Louis Stevenson, Grades: 7–12
The True Confessions of Charlotte Doyle, Avi, Grades: 5–8
The Voyager’s Stone: The Adventures of a Message-Carrying Bottle Adrift on the Ocean Sea, Robert Kraske, Reading Level is Grades: 3–6, but the story is wonderful and illustrations very informative.
Windcatcher, Avi, Grades: 4–7
The Wreck of the Waleship Essex, a Narrative Account, Owen Chase, Grades: 7–12

Sources and Resources:

First Aid, Lesson 2: Acting in a Emergency

High School Health Credit: First Aid

Explain how blood-borne pathogens may be transmitted.

The victim has an infectious pathogen and:

  • There is blood-borne transmission. (You come into contact with the person's blood or other bodily fluids.)
  • There is airborne transmission. (You inhale tiny droplets that contains the pathogen.)
  • There is direct contact. 
  • There is indirect contact (via contaminated objects, drink, food, etc.
Simply having the pathogen into the body does not mean a person will become ill.

What are some common blood-borne diseases?
  • AIDS
  • Hepatitis B
  • Hepatitis C

Describe standard precautions to take to prevent disease transmission when giving first aid.
  • Hand washing
  • Putting on gloves
  • Using a barrier device (face mask)

Source: Advanced First Aid, CPR and AED, National Safety Council

Activity: Practice putting on and talking off gloves without getting blood on your hands.

Put on the gloves.
You can practice taking off the gloves without getting fluids by putting ketchup on the gloves to simulate blood and practice taking them off correctly without getting the ketchup on your skin.
Hold hands away from your body, with fingers pointing down.
With one hand, grasp your other glove at the wrist or palm and pull away from your hand. 
Pull the glove the rest of the way off.
Holding the removed glove balled up in the palm of the gloved hand, insert two fingers under the cuff of the remaining glove.
Remove the glove by stretching it up and away from the hand and turning it inside out as you pull it off.
Dispose of gloves safely. Use a biohazard container, if possible.

Wash your hands.

What actions should you take whenever you recognize an emergency?
  1. Recognize the emergency.
  2. Check the scene.
  3. Check the victim.
  4. Call 911.
  5. Give first aid.
  6. Have the victim serk medical attention.

List some of the dangerous emergency scenes you should not enter.
  • Traffic collisions
  • Fire scenes
  • Electrical hazards
  • Water and ice hazards
  • Natural Disasters
  • Hazardous materials
  • Unsafe buildings
  • Suicide
  • Hostile victim or family

What are some signs of stress that may occur after an emergency and describe how one can get help if needed.
  • Talk to others you trust.
  • Your reaction is normal. Remind yourself of this.
  • Do not be reluctant to seek professional help.

Egyptian Reed Boat Model

Since we are beginning our study of Ancient Egypt with the Nile River, we made a model of their reed boats.
At our time spent at Turner's Creek park last week, we gathered some willow branches.
We wanted to make some Egyptian-style reed boats for our study of Ancient Egypt. This pile of branches made two small reed boats, so you need to collect a good amount of them to make the boats.
We followed the directions from Creekside Learning.
We stripped the leaves off the branches and cut them into 12-14 inch pieces in order to make them Playmobil size. Using one of the branches, we tied a bundle of them together, and then bent the bundle by using a rubber band to hold them into a "U" shape, and left it for a few days to dry in that position. We added a couple of zip ties to them to make sure they keep together.
Once dry, you can remove the rubber bands and the boats are ready for display and play.

Originally posted Nov 22, 2013

First Aid Lesson 1: Preparing to Act

High School Health Credit: First Aid

What are the four primary goals of first aid?
  1. Keep the victim alive until medical care is available.
  2. Prevent the victim's condition from getting worse 
  3. Help promote early recovery from the injury or illness.
  4. Ensure thHe victim receives appropriate medical care.

Explain why there is a need for first aid training?
  • Heart attack is the single most common cause of death in emergency situations, followed by strokes and injuries.
  • More than 735,000 heart attacks occur each year.

How do you decide whether to help an emergency?

Taking a first aid course will help you get past some things that might make you hesitate to act, such as;
  • You may be worried about not doing the right thing.
  • You may think someone else would provide better care.
  • You may not be sure it is an emergency.
  • You may be upset by the sight of blood or injury.
  • You may be worried about catching a disease from the victim.

How do you decide how to stay prepared for emergencies? 
  • Know appropriate first aid techniques.
  • Be confident in your skills
  • Have a personal first aid at home and in your car.
  • If you or or your significant others have a medical condition, be sure to have that information available for others in an emergency.

Describe the EMS system in your area and the different types of EMS professions.

In our area, we are to dial 911 for EMS.

EMS professions include:
  • Dispatcher
  • Emergency Medical Responder
  • Emergency Medical Technician
  • Medical Director
  • Hospitals and Specialised Centers

Explain when to call 911 and what information to give the dispatcher.

Call 911 when you or someone around you is;
  • Not breathing normally
  • Chest pain or pressure
  • Severe bleeding
  • Poisoning, drug overdose
  • Vomiting blood
  • Dizzy, confused or disoriented
  • Seizure
  • Severe burn
  • Drowning or near drowning
  • Suicide threat
  • Imminent childbirth
  • Unresponsive
  • When you are not sure
Tell the dispatcher;
  • Your name
  • The phone number you are using
  • The location and number of victims
  • What happened and whether the victim may require special rescue or medical equipment
  • The victim's current condition
  • The victim's age (approximate is fine) and sex
  • What has been done for the victim 

What are the legal issues you need to understand related to first aid?

Most states have a Good Samaritan law, protecting one when acting in an emergency voluntarily and without compensation and performing first aid as trained.

Once you begin providing first aid, you are obligated to continue giving care and remain with the victim.

You must provide first aid to a child if you are responsible for the child's care.

Some people are required to give first aid, if their job requires it. This is called the duty to act.

Before you give first aid, you must have the victim's consent (expressed consent) unless he is unresponsive or unless it is a child and a child's parent or guardian is not present (implied consent).

Do not give care if the victim denies consent unless you feel the victim is not competent to understand what is happening or the implications of denying consent.

The Garden Mural Project

This series of posts will cover many biology topics, especially for Preschool and Kindergarten aged students, although all elementary aged students will benefit from this study. This is a great study to begin in spring. The posts will cover nature study, hands-on projects and written science journal opportunities. The complete project takes about 16 weeks to complete.
1. Begin the Mural and Make A Field of Sunflowers: covers basic botany topics
2. Insects: Bees: includes parts of an insect and bee hive
3. Insects: Ants and Bees, begins the study of ants and their home, includes discussion of social insects and their behaviors
4. Insects: Butterflies and Metamorphosis: begins the study of butterflies and their life cycle, activities on butterfly behavior and how they protect themselves from predators. Also includes a comparison of moths and butterflies.
5. Helpful and Harmful Insects: Includes a study of ladybugs and aphids.
6. Spiders: Compares and contrasts the insect with the spider. Study of spiders and their homes.
7. Finishing Up the Mural: Study of what insects do in the winter, crickets and night insects. Sunflowers bloom and the meadow is complete.

Garden Mural Project, Lesson 7 Finishing up Insects and the Mural

Finishing up Insects and the Mural

Day 1: Learn what different insects do in cold weather (migrate, die, live dormant, hibernate, etc.)
Day 2: Read about other interesting insects such as Praying Mantises, Dragonflies, Damselflies, Crickets, Grasshoppers, Katydids and Cicadas and discuss what is learned. (Exploring Creation with Zoology I, by Jeannie Fulbright, chapter 13 is one such resource, or you may find books at the library.)

Day 3: On this week's nature walk, look for  Praying Mantises, Dragonflies, Damselflies, Crickets, Grasshoppers, Katydids and Cicadas (see the guidelines Handbook of Nature Study's Outdoor Hour Challenge, Dragonflies and Damselflies and Crickets, Grasshoppers and Katydids.) 

Day 4: If your student can find one, capture a cricket. Punch holes in the lid of a jar. Make a home for the cricket by picking plants and gather dirt from the area in which you find the cricket. Set a shallow container of water in the jar. Provide a variety in the cricket's diet with bits of lettuce, apple or oatmeal.  Have your student sketch the cricket in his nature  or science journal. 
Day 5: Have the student count the number of chirps in 15 seconds, add 40 and this is the approximate temperature. Do this several times to get an average. Discuss what an average is. Compare this with the temperature on a thermometer. Record all of this in the science journal. Do this as many times throughout the we as the student is interested. Release the cricket as soon as the activity is over.

Day 6: Take another insect nature walk, but this time at night. Compare what you find to what you found during the daytime.

Day 7: Your sunflowers' seeds have developed. Glue sunflower seeds to the paper flowers in your mural.

Garden Mural Project, Lesson 6: Spiders

Garden Mural Project, Lesson 6:  Spiders

Day 1: Teach the difference between an insect and a spider, by counting their legs (8, not 6) and body parts (2, not 3). Make a paper spider to add to your mural.

Day 2: For this week's nature walk, look for spiders and their webs. You may want to follow the guidelines at The Handbook of Nature Study's Outdoor Hour Challenge, Webs of All Kinds.

Day 3: Look at a variety of spider web designs. Place a sheet of waxed paper over the final web design. Secure the waxed paper to the background with tape. Using liquid glue on the waxed paper, have the student trace the web design. The glue should be in a continuous bead with not spaces. Let the glue dry overnight, Peel away the waxed paper, keeping the web of glue in one piece. Hang the web between two sticks or add it to your mural.
Day 4: Have your student select one type of spider to learn about and write a short report about it, including illustrations. (A good resource for this is chapter 13 of Exploring Creation with Zoology III, by Jeannie Fulbright or you can find resources at your library.)
Day 5: A Ground Spider uses a depression in the ground and, covering the hole with leaves and twigs, traps an unsuspecting insect as it falls through. You may make one of these, using a brad to make a door that can swing back and forth.

Day 6: Learn about other arthropods such as scorpions, centipedes, or isopods.  (A good resource for this is chapter 2 of Exploring Creation with Zoology III, by Jeannie Fulbright or you can find resources at your library.) What is an arthropod?