TEACHING/LEARNING STRATEGIES
Chapter 1: The Red Cross
Video: Show the video Whenever Help is Needed. (This is also
available in French.)
Materials: DVD, computer with DVD player or stand-alone DVD
player with TV, and LCD projector with TV
Red Cross in the Community: Tell stories about what the Red
Cross is doing in your community and around the world.
Materials: newspaper or online articles
Brainstorm: Ask participants if they know what the Red Cross
means and what programs and services the Canadian Red Cross
offers.
Puzzles: Make up various jigsaw puzzles with pieces
representing different aspects of the Red Cross.
Have participants put the puzzles together.
Materials: jigsaw puzzles
Copyright © 2011 The Canadian Red Cross Society
Chapter 2: Preparing to Respond
“Concerns”: Hand out pieces of paper or index cards and ask
participants to write down their biggest concerns or questions
about first aid. Put the concerns and questions on a flip chart page
(anonymously) and re-examine them during the course or at the
end to make sure that they have been addressed.
Materials: paper or index cards, markers, flip chart paper
Adaptations: Do this as a group discussion.
Glove Removal: Give each participant a pair of gloves. After the
participants put them on, spray shaving cream or whipped cream
on the palms of the gloves. Have participants remove the gloves
safely without getting any cream on their hands.
Materials: gloves (non-latex), shaving cream or whipped cream
Brainstorm: Have participants brainstorm about things that
would help them act in an emergency situation.
Materials: flip chart paper, markers
Glove Removal Relay: Divide the class into groups and line them up
facing a pair of gloves across the room (one pair per team). When you say
“go,” the first person in each group runs across the room, puts the gloves
on, and then removes them. Then this person runs back to the group and
the next person goes. Each person in the group must put the gloves on and
take them off. Time how long it takes for all the teams to complete the task.
Materials: one pair of gloves per team, timer
Adaptations: Do this seated in a circle and see how fast you can go
around the circle.
Copyright © 2011 The Canadian Red Cross Society
Stop the Infections: Have participants list three ways they can
prevent infections in a child care facility. Once they have created
the list, have them share their ideas with the rest of the class.
Materials: paper, pen
This Is the Way We Wash Our Hands: Give each participant a
bar of soap. Review how to wash your hands properly. Then have
participants demonstrate the handwashing technique in the
closest washroom.
Materials: bars of soap
Building a First Aid Kit: Make a first aid kit using a plastic craft
box to hold the supplies. Give participants an item for their kits
each time you finish a chapter.
First Aid Kit Relay: Put the contents of several first aid kits on the floor
and cover them. Divide the class into groups so that there is one kit for
each group and have each group line up behind one of the covered kits.
The teams uncover the contents and begin passing the items, one at a
time, to the back of the line. The last person puts the item into a bag.
After the last item has been passed, the Instructor asks the teams to write
down what they passed back. They must also decide if there is something
useful that could be included in a first aid kit that they did not see.
Materials: paper, markers, the contents of several first aid kits, bags large
enough for the contents of a kit
Copyright © 2011 The Canadian Red Cross Society
Chapter 3: The Emergency Medical Services System
To Call or Not to Call?: Make up index cards that show
different injuries and conditions of varying degrees of
seriousness. Hold up one card at a time and ask participants to
decide whether the condition is serious enough to call EMS/9-1-1.
Materials: index cards showing various injuries and conditions
Scripted Call (Role-Play): Have participants pair up and stand
back to back with their partner. Have participants take turns
calling EMS/9-1-1 (one participant plays the dispatcher and the
other plays the caller).
Name That Rescuer!: Divide the class into two groups and give
them two minutes to come up with as many forms of help as
they can think of. (Examples: coast guard, rescue co-ordination
centre, park ranger, police, ambulance, fire, security, lifeguard, ski
patrol, First Aider, etc.) The group that has the most is the winner
and the participants receive a prize.
Materials: flip chart paper, markers, prizes
Broken Telephone: Have participants brainstorm about what
information an EMS/9-1-1 dispatcher needs to have. Give participants
cards with simulated EMS calls (participants can work alone or in
pairs, depending on the number of cards). Then, with their list in mind,
have the participants take turns reading the simulated EMS calls and
trying to discover the missing information. Discuss what information
was missed and the impact it might have.
Materials: index cards with simulated EMS calls on which vital
information is missing, flip chart paper, markers
Copyright © 2011 The Canadian Red Cross Society
Chapter 4: Check, Call, Care
Find the Penny: Have participants pair up. One partner will act as a First Aider
and the other will act as the ill or injured person. Ask the First Aiders to leave the
room. Tape pennies (or other objects such as marbles or balls of masking tape) to
the ill or injured people in various locations to indicate injuries, pain, or wounds.
Then ask the First Aiders to return to the room and do a head-to-toe check on their
partner until they find all the injuries marked by the objects. Some ill or injured
people can be conscious and some can be unconscious.
Materials: tape, objects to represent injuries, pain, or wounds
NOTE: Make sure the members of your class are comfortable with each other
before using this activity.
Adaptations: Tape the penny to a full-size mannequin and have participants do
a head-to-toe check of the mannequin.
Build the Steps: Give participants index cards with one step of
Check, Call, Care on each card. Have teams put the steps in the
proper sequence.
Materials: index cards or strips of paper with the Check, Call,
Care steps written on them, one step per card
Name That Danger: Divide participants into teams for a relay race.
Have the teams line up facing a piece of flip chart paper (one piece
of paper per team). The first person from each team goes up to the
paper and writes down a danger he or she might encounter in an
emergency situation. Once this person returns to the line, the next
person goes up and adds another danger to the list. Continue until
one team cannot think of any more dangers or set a time limit.
Materials: flip chart paper, markers
Make-Up for Shock: Ask a participant to volunteer to be your model.
By putting different materials on the volunteer, simulate what may
happen to a person in shock.
Water: cold, clammy
Ice: cold
Talcum powder (or substitute): pale
Fake vomit: nausea
Also ask the volunteer to take quick little breaths to simulate anxiety.
Explain why we see these things.
Materials: water, ice, talcum powder, fake vomit
Copyright © 2011 The Canadian Red Cross Society
Chapter 5: Airway Emergencies
Abdominal Thrusts at Work: To show how chest or abdominal thrusts work,
you can make a very simple model. Use an empty plastic bleach or
dishwashing detergent bottle, a plug that fits snugly in the top of the bottle,
and a string about 60 cm (2 feet) long. Put the plug snugly in the top of the
bottle. Tie one end of the string to the bottle and the other to the plug.
Squeezing the sides of the bottle firmly and quickly will force the plug out of
the bottle by increasing the air pressure inside the bottle. Caution: Do not
point the bottle at anyone when performing the “thrust” because the plug
comes out with a lot of force.
Materials: plastic bleach bottle or dishwashing detergent bottle, a plug that
fits snugly into the bottle, string
LUNGO: Create LUNGO sheets (similar to BINGO sheets) with the
answers to first aid questions in each box. You act as the caller and
ask questions. For example, if your question is how to treat a
conscious, choking baby, the participants put an “x” on the box of
their LUNGO sheet that says “five firm back blows and five chest
thrusts.” Participants must get either four corners or a full line to win.
Award prizes accordingly.
Materials: LUNGO sheets (just like BINGO but with LUNGO at the top),
markers, prizes
Breathe Easy: To help participants understand the reason for
doing the head-tilt/chin-lift, have them plug their nose, tuck their
chin to their chest, and breathe through their mouth. Then have
them keep their noses plugged, tilt their head back, point their
nose toward the ceiling, and breathe through their mouth. Note
how much easier it is to breathe with the head tilted back.
Windpipe: Use something tube-like to simulate a windpipe. For
example, you could use a bottle or an empty toilet paper roll.
Now put different things into it to show how easy it is to block a
windpipe. Use objects such as a marble, bottle cap, cigarette
butt, button, penny, or safety pin. Even small objects that fit
through the opening should be kept out of the reach of children.
Materials: tube, various objects to demonstrate blockages
Copyright © 2011 The Canadian Red Cross Society
Choking at Different Ages: Divide the class into three groups
and give each group an age category: 0–2 years, 3–4 years, and
5+ years. Have each group list items and situations that cause
choking for that age category and then present its findings to the
class. Ask participants to suggest ways to prevent the choking
and to teach children to prevent it.
Materials: pens, paper
Around the Town: Divide the class into four groups. Assign
each group one of the following locations: playschool, party,
grandparents’ home, fast-food restaurant. Ask each group to list
causes of choking in these locations and how to prevent it. Then
have the class discuss how to teach children to prevent choking.
Materials: pens, paper
All Choked Up: Divide the class into three groups. Give each
group one of the following topics: food, toys, other objects. Have
each group list five or six items in the category. Switch papers.
Have the next group think about ways to prevent choking on
these items and then present them to the class. Finally, have the
class discuss how to teach children to prevent choking.
Materials: pens, paper
Chapter 6: Breathing and Circulation Emergencies
Fruits and Vegetables: Use plastic grape clusters or plastic
broccoli to show the anatomy of the lungs.
Materials: plastic grapes or broccoli
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Empathy Drill: Give each participant a drinking straw. Have
participants pinch their nose and breathe through the straw.
Emphasize how they feel short of breath. Talk about asthma or
shortness of breath.
Materials: drinking straws
How Do We Breathe?: To demonstrate how we breathe, use the top
half of a plastic pop bottle. Put a balloon inside the neck to represent
the lungs and tape a piece of rubber across the open bottom of the
bottle to represent the diaphragm. When you pull down on the
“diaphragm,” the balloon inflates, and when you let go, the balloon
deflates. You can also make a hole in the side of the bottle to represent
a penetrating chest wound. Keeping the hole covered will allow the
“lung” to work normally.
Materials: pop bottle, balloon, piece of thin rubber or elastic, tape
Short of Breath: Give each participant a plastic stir stick and a
regular drinking straw. Ask participants to try breathing through
the stir stick to demonstrate how an asthmatic feels when he or
she breathes. Then ask them to breathe through the straw to
demonstrate how it feels to breathe normally.
Materials: plastic stir sticks, drinking straws
Questions, Questions: On index cards, list several questions.
Distribute the questions to the class and let participants discuss the
answers with each other. You can organize this by teams.
Sample questions include the following:
• True or false: Electrical shock and drowning are two situations in
which a child could stop breathing.
• Name two places a child could drown in the house.
• Name two ways to prevent drowning indoors.
• Name two ways to prevent drowning outdoors.
Copyright © 2011 The Canadian Red Cross Society
• True or false: It is three times more common for boys to drown than
girls.
• Name two ways a child could be electrocuted outdoors.
• Name two ways a child could be electrocuted indoors.
• True or false: Suffocation and strangulation are two situations in
which a child could stop breathing.
• Name two ways a child could suffocate in the home.
• Name two ways to prevent suffocation in the home.
• Name two ways a child could be strangled outdoors.
• Name two ways a child could be strangled indoors.
• True or false: Poisoning and choking are NOT situations in which a
child could stop breathing.
• True or false: A temper tantrum can make a child stop breathing.
• True or false: An allergy can cause a child to stop breathing.
Materials: index cards, pens
Risky Pictures: Break the class up into teams. Have one person from each
team come up to the front of the class. Give him or her a piece of paper
with a risk factor for cardiovascular disease written on it. This person must
draw a picture representing the risk factor on a dry-erase board or piece
of flip chart paper while his or her teammates try to guess what is being
drawn. Time the teams. The team with the lowest overall time wins.
Materials: dry-erase board (or flip chart paper), markers, timer, papers
with the risk factors for cardiovascular disease written on them
Adaptation: If some people cannot get up in front of the class, for
various reasons, make sure that there are more team members than
items to draw.
Blood Circulation: Using cartoon drawings, explain how a
blood cell moves through the heart, lungs, back to the heart, out
to the rest of the body, and back to the heart.
Materials: dry-erase board or flip chart paper, markers
Copyright © 2011 The Canadian Red Cross Society
Signs and Symptoms: Divide the class into small groups. Have
the groups match the signs and symptoms with the correct
circulatory condition. Encourage the participants to consider
what is happening to the circulatory system in each case.
Materials: laminated cards with the signs and symptoms of
various circulatory conditions, such as heart attack, stroke,
internal bleeding
Fibrillation Simulation: Make some Jell-O® and put it into a plastic
bag. Seal the bag well and put an elastic band around the middle of
the bag to divide the bag into two chambers. (Make sure the Jell-O®
can move from one chamber to the other.) Simulate how the heart
works by squeezing the bag at the bottom. Simulate fibrillation by
squeezing the bag several times very quickly. Discuss why the Jell-O®
does not move into the top chamber when the “heart” fibrillates.
Materials: Jell-O®, plastic bag that can be sealed, elastic band
Chapter 7: Respiratory and Cardiac Arrest
Better Breathing Steps: Write the steps for first aid for
respiratory arrest on index cards, one step per card. Have
participants work in groups to put the cards in the proper order.
Materials: index cards or strips of paper with the first aid steps
for respiratory arrest
Build the Sequence: Divide participants into teams for a relay
race. Have the first person of each team approach a mannequin
and do the first step in the CPR sequence. The second person
comes up and does the first and second steps. The third person
does the first three steps. The relay is complete when one team
completes one full cycle of CPR.
Materials: one mannequin per team
Copyright © 2011 The Canadian Red Cross Society
Chapter 8: Wound Care
Apple Mishap: To demonstrate different types of wounds, use
an apple to show how the skin is affected. (If you want to
involve the entire class, use a watermelon instead and then
share it with them.) Cut the fruit with a knife to show an
incision, scrape it with sandpaper to show an abrasion, and so
on. You can also sprinkle coffee grounds on the wounded fruit
and have the participants clean the wound.
Materials: apples or watermelons, various tools for making
“wounds,” coffee grounds (optional)
Egg Boil: This activity can be used as a homework assignment or in
class to demonstrate why it is important to cool burns. Boil three eggs
in a pot of water for two minutes. Turn off the stove. Put one egg in a
sink or bucket of cold water and one egg on the counter and leave the
other in the pot. After five minutes, cut all the eggs in half to show
that even the egg removed from the heat and put on the counter
continued to cook more than the one cooled by water. Explain that
burns must be cooled to stop the burning process.
Materials: eggs, stove, pot, sink or bucket of cold water, knife
Make a Burn: Use make-up to simulate burns. Use red theatre
make-up for superficial burns, petroleum jelly and toilet paper for
partial-thickness burns, and black theatre make-up for fullthickness burns.
Materials: red and black theatre make-up, petroleum jelly, toilet
paper
Make a Wound: Use red felt or face paints to simulate bleeding.
Have participants treat the wounds.
Materials: red felt or face paint
Copyright © 2011 The Canadian Red Cross Society
Act Fast!: Use “fast action drills” to practise bleeding control. Split the class
into two groups and then position them in two lines, facing each other. One
line represents the First Aiders and the other represents the injured people.
Read a brief description of a situation and ask the First Aiders to react. Then
have the groups switch roles. Examples of situations:
• Cut hand
• Gash in wrist
• Puncture wound in foot
• Impaled object in foot • Nosebleed
• Scraped knee
• Scraped hand
• Cut mouth with missing teeth
• Cut on side of head
• Black eye in the making
Materials: bandaging materials, splinting materials
Chapter 9: Head and Spine Injuries
In the News: Pass out newspaper clippings of articles about
injuries involving various activities. Discuss these incidents with
the group and talk about how they could have been prevented.
Materials: newspaper clippings
Simulated Log Roll: Use a wooden block to simulate a torso.
Attach a slinky to the top of the block to simulate a neck. Then
put a bleach bottle filled with sand on top of the slinky to
simulate the head. Have the participants try to roll the “body”
with as little neck movement as possible.
Materials: wooden block, sand, empty bleach bottle, metal or
plastic spring (slinky)
Speed Answer: Divide the class into teams. When you call out a
situation that could cause an injury (e.g., a motor vehicle
collision), the teams compete to be the first to yell out a way to
prevent the injury (e.g., wear a seat belt).
Copyright © 2011 The Canadian Red Cross Society
In the News: Have three booklets with at least 10 clippings
from magazines and newspapers describing babies’ and toddlers’
falls, children’s falls, and head and spine injuries. Use a
highlighter to outline the summary. Give the clippings to each
group and have the groups read the summaries. Ask participants
to share an anecdote with their group about a child falling. As a
class, discuss ways to prevent falls and ways to teach children
how to prevent falls.
Materials: magazine or newspaper clippings, highlighter
Stop the Injuries: Divide participants into three groups by topic:
falls at home, falls at the playground, and automobile emergencies.
Have groups discuss what can happen in these situations, when
these emergencies are most likely to happen, and how to prevent
them. Have participants decide and list the three most important
rules to teach children for their topic. Have them offer ideas for
teaching these rules to children.
Materials: paper, pens
Chapter 10: Bone, Muscle, and Joint Injuries
It Can Happen Anywhere: Break the class into small groups and
give each group an activity or place. Have them come up with the
types of bone, muscle, and joint injuries that would most likely
happen in these situations. This session should not go longer than
five minutes. After participants have listed several injuries, have
them come up with strategies for prevention. Bring the groups back
together and quickly review their lists with the rest of the class.
Materials: paper, markers
Gee, That Treatment Sounds Familiar: Give index cards to each
participant with a description of an injury that is a sprain, strain,
fracture, or dislocation. Have everyone read their cards (aloud if
everyone is comfortable). On the back of the cards include the
treatment (make sure that these are generic treatments so that the
care for each situation is almost identical). Have participants read the
treatment for their injury. Discuss how all the treatments are the same.
Materials: index cards with injuries written on one side and the
treatment on the other
Copyright © 2011 The Canadian Red Cross Society
Scavenger Hunt: Send participants out to look for materials
that could be used as a splint or sling and bring them back.
Creative Splinting: Have several items that are common
around the house and could be used to immobilize a broken
bone (e.g., blankets, towels, gym bags, magazines). After you
outline the principle of immobilization, demonstrate using the
items available.
Materials: variety of splinting materials
Chapter 11: Sudden Medical Emergencies
Name That Emergency: Give participants an index card with the
signs and symptoms of a specific medical emergency. Include heart
attack along with those covered in this chapter. In turn, each
participant acts out his or her emergency, adding signs and
symptoms as they proceed. Others guess what the emergency is
and describe the first aid necessary. Remind participants to use the
Check, Call, Care steps as a guide.
Materials: index cards with various signs and symptoms written on
them
Mini-Presentations: Break the class into groups. Give each
group a condition from the chapter. Have each group prepare a
short presentation on the subject and present it to the class.
Make sure they include signs and symptoms, first aid treatment,
and prevention.
Copyright © 2011 The Canadian Red Cross Society
Chapter 12: Environmental Emergencies
That’s Cold!: To demonstrate how quickly the body can develop
hypothermia when it is cold and wet, use a bucket of ice water
and a fan. Have participants take turns putting on a cloth glove,
plunging it into the cold water, and bringing it out and holding it
in front of the fan.
Materials: ice water, bucket, fan, cloth gloves
Chapter 13: Poisons
Poison Proof: Fill four buckets with clean, empty containers of poisonous
substances found in the kitchen, garage, workplace, and bathroom. Fill a fifth
bucket with “unusual” poisons. Make five posters and place them around the
room: kitchen, garage, workplace, bathroom, unusual. Place the appropriate
poison bucket under each sign. Have participants walk around, look at the
poisons, and add two or three new poisons to each poster. Now divide the class
into five groups. Each group takes a poster and bucket and determines how to
“poison proof” the room. Have each group share its ideas with the class.
Materials: buckets, clean, empty containers of poisonous substances, flip chart
paper, markers
Poison Symbols: If this is a course for the general public, show
examples of poison symbols for commercial household products.
If this is a course for workplace employees, show examples of
Workplace Hazardous Materials Information System (WHMIS)
labels.
Materials: appropriate poison symbols
Pass the Poison: Give each participant an index card. Have the
participants write the name of a household poison on the card and pass it
to the person on the right. Each person then thinks of a way to prevent
the type of poisoning written on the card just received. Then each
participant writes the method of prevention on the card and passes it to
the person on the right. The next person thinks of a way to teach a child
about this poison, writes it on the card, and passes the card to the right.
For the final task, have each person read out the findings to the class.
Materials: index cards, pens
Copyright © 2011 The Canadian Red Cross Society
Additional Child Care First Aid & CPR Chapters
Chapter 14: Childhood Illnesses
I Feel Sick: Give participants a copy of the Illness Report Form.
Have them do a role-play in which they fill out the reports for
children with various illnesses. Develop a list of different signs
and symptoms that could help with the role-playing.
Materials: Illness Report Forms (available on the Instructor
Network)
Do You Measure Up?: Have an assortment of containers and
liquids to show how thick liquids will cling to the inside of
containers. Demonstrate how to pour medication correctly at the
table level and at eye level.
Materials: assorted containers and liquids
What’s Normal?: Have participants measure their own
temperature and breathing rate and record these on the flip
chart.
Materials: flip chart, markers, thermometers
I Need Water: Demonstrate the effects of dehydration and
rehydration by using a plant that is dehydrated. Show
participants the plant and water it, and then let participants
examine it the next day.
Materials: dehydrated plant, water
Copyright © 2011 The Canadian Red Cross Society
Chapter 15: Keeping Children Safe
Getting Around Safely: Place three posters around the room
(use laminated posters if possible). Label them “Safe Rider”
(picture of a person getting into a car), “Safe Bicycle” (picture of
a bicycle), and “Safe Driving” (a poster divided into nine boxes).
Divide the class into three groups and assign each one a poster.
Have the “Safe Rider” and “Safe Bicycle” groups draw or list the
necessary safety equipment. Have the “Safe Driving” group draw
as many road signs from memory as possible.
Materials: posters, paper, markers
Water, Water Everywhere: Divide the class into groups. Give
each group pictures of aquatic environments (e.g., backyard
pool, river, lakefront, beach). Have each group list potential
dangers in the areas. Ask the groups to suggest how to make
these areas safe and how to teach children to be water safe.
Materials: pictures of aquatic environments
Escape!: Have participants draw maps of their homes and label
the rooms and the location of smoke detectors. Review the
principles of an escape plan and have the participants develop
one.
Materials: paper, pens
Questions, Questions: On index cards, list several water safety questions. Distribute
the questions to the class and let participants discuss the answers with each other. You
can organize this by teams. Sample questions include the following:
• How long should you wait after eating before going in the water?
• Do you buy a personal flotation device (PFD) or lifejacket according to a child’s
height or weight?
• What should a child learn to do for leg cramps?
• You should always swim where there is a _______ on duty.
• For long distance swimming, swim ______ to shore.
• What are some ways you can teach children to be water safe?
• Name three drowning hazards in the home and how to make them safer.
• What are some things you could use to rescue a drowning child?
• How much water is necessary for a child to drown?
• What should we not ask babysitters or siblings to do?
Copyright © 2011 The Canadian Red Cross Society
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What should you do if your small boat capsizes?
What are three things to look for in a PFD or lifejacket?
What should you look for on the label of a PFD or lifejacket?
What should you use to protect an outdoor pool?
When must you wear your lifejacket or PFD?
What is the safe way to use floating toys?
Name three safety rules for the beach or pool.
When is diving safe?
What should you teach children to do if they are caught in weeds while swimming?
What are some hazards to check for in a swimming area?
How many people should be on a diving board at one time?
When can you leave an infant alone in the tub?
Materials: index cards with questions written on them
General Strategies
Local Statistics: Give participants statistics for injuries in your
community. This will help make your course credible and
relevant. Local EMS or fire and medical administrative personnel
can often give you information on items such as the number of
motor vehicle collisions, injuries, fatalities, drownings, and firerelated incidents.
Match It: On one set of index cards put a word used in first aid and on
another set put the definition for the words. Make up enough sets for 2–4
groups. Divide the class into groups. (Base the number of groups on the
number of sets of cards.) See if they can match the word to its definition.
Give them 5–10 minutes, depending on the number of cards per set.
Materials: several sets of index cards with first aid words and
definitions
Adaptation: Instead of word/definition, use situation/treatment.
Games: Make up a Jeopardy! or Who Wants to Be a Millionaire
game about any topic you choose.
Copyright © 2011 The Canadian Red Cross Society
Acronym: Divide the class into groups and give each group a word
from the First Aid & CPR Manual. Have each team create a suitable
definition of the word using words that start with each letter.
Example:
S – System
H – Has
O – Obviously
C – Completely
K – Konked out
Materials: paper, pens
Let’s Review: Print review questions on index cards. Throughout
the course, have participants pick a card and find the answer to
the question. (This is an activity for the second day.)
Materials: index cards with review questions
Checklists: Make up laminated checklists or recording sheets.
Have participants record vital information on these sheets during
scenarios. This will reinforce the importance of recording
information to pass along to EMS personnel when they arrive.
Materials: laminated checklists or recording sheets
Copyright © 2011 The Canadian Red Cross Society