1. Resources needed
Lesson presentation.
Activity 2: Baby doll (optional). Copies of resource sheets for individual pupils The recovery position word game (optional).

2. You will learn: to assess if a person is unconscious
Learning objectives
You will learn:
to assess if a person is unconscious
when and how to put someone in the recovery position
to assess if a baby is unconscious
how to put a baby in the recovery position.
Using the presentation
This lesson is designed to allow for flexible planning for lessons between 30 and 90 minutes. Refer to the lesson plan to help select activities. For a 30 minute lesson, for example, follow:
the introduction
one 10 minute activity from ‘Activity one’
one 10 minute activity from ‘Activity two’
then finish with a five minute plenary.

3. Introduction Simon’s story
“I was in a queue waiting for tickets at the cinema when this bloke in front just keeled over.
I felt I should get involved… but I didn’t have a clue what to do.
Lucky for him, there was a girl in the queue who knew exactly how to help.
I remember thinking, I wish I knew about stuff like that...”
Introduction
Ask: Why do you think the man might have keeled over? and “What do you think you would have done?” Students work in pairs to list their answers. They then feedback to the class.
(Time needed: 5 minutes)

4. a. to assess if a person is unconscious
You spot someone lying on the pavement in the street on your way home from the shops. What questions would you ask yourself?
> write a list
> check your list with the one
on the next slide.
to assess if a person is unconscious
Students could work in pairs to generate a list of questions they might ask themselves on discovering an unconscious person. Prompt them to think about both whether they should act and how they would tell what was wrong with the person. Ask students to prioritise their lists, putting the questions in order of importance. They can check their ideas with those shown on the next slide.
(Alternative activity. Time needed: 10 minutes)

5. a. to assess if a person is unconscious
What questions would you ask yourself?
> Is it safe for me to approach the person?
– Is the person just asleep or drunk or fallen over?
– Why has no one else stopped?
> Are they conscious?
– Can they hear my voice when I ask if they’re ok?
– Do they respond when I gently shake their shoulders?
> If not, assume they’re unconscious.
Remember:
D is for Danger
a. to assess if a person is unconscious.
Ask:
“What does unconscious mean?”
“Why do you think you should make your own safety the first priority?” (If you put yourself in danger there may soon be two casualties rather than one. If you are injured, you won’t be able to help the person who has collapsed.)
“What kind of response could you look for? (A reply, mumbling, opening eyes or moving)
(This is not an exhaustive list of questions – students may have other suggestions.)
R is for Response

6. b. when and how to put someone in the recovery position
If the person doesn’t respond, shout for help.
Then open his or her airway so you can check if they are breathing…
Place your hand on the casualty’s forehead and gently tilt the head backwards.
Place two fingers on the tip of the casualty’s chin and lift the chin.
b. when and how to put someone in the recovery position
Ask: “Why do you think tilting someone’s head back and lifting their chin is important?” Collect students’ responses.
A is for Airway

7. b. when and how to put someone in the recovery position
When someone’s unconscious, the tongue goes floppy and can fall to the back of the throat. This may prevent air getting through.
b. when and how to put someone in the recovery position

8. b. when and how to put someone in the recovery position
But when the head is tipped back, the tongue is pulled forward, allowing air through.
b. when and how to put someone in the recovery position
Simply opening the airway like this can save a life because it allows them to breathe.

9. b. when and how to put someone in the recovery position
How to check if someone’s breathing.
What three senses could you use? Click to see. 1 3
Look along the body to see if the chest is moving up and down.
Listen for breathing. Put your ear close to unconscious person’s mouth and nose. 2
Feel for breath on your cheek.
b. when and how to put someone in the recovery position
Ask: “ How could you tell is someone is breathing? What three senses would you use?” (Look, listen, feel)
Split students into 3 groups: one for look, one for listen and one for feel. Ask each group to suggest how their sense could be used to check whether someone is breathing or not. Does everybody agree? Discuss any amendments before checking the diagram labels by clicking the boxes on screen.
Note – if you are using Microsoft PowerPoint 2000 or earlier, this animation may not function. Remove each layer manually to reveal the text.
(Alternative activity. Time needed: 5 minutes.)
Check for ten seconds
B is for Breathing

10. b. when and how to put someone in the recovery position
If the person is breathing normally, the next step is to put him or her in the recovery position and call 999…
Her breathing
sounds normal!
b. when and how to put someone in the recovery position
Explain that if the casualty is taking strange, infrequent gasps of air it is a sign of trouble and as bad as not breathing.
Ask: “What might happen if a person stays on their back?”
Now the airway
will stay open.

11. b. when and how to put someone in the recovery position
This video clip shows you how to put someone in the recovery position.
Watch the
clip twice.
Now it’s your turn to try…
b. when and how to put someone in the recovery position
Students view the video clip. They then work in groups of three to practise the procedure. One student takes the part of the unconscious person, the second plays a first aider and the third gives instructions on what to do next. (A video clip showing how to manage this classroom technique is available in the ‘How to…’ area of the disc.)
If there is not enough space for the whole class to do this, ask two students to demonstrate while the rest of the class takes it in turns to give instructions. The recovery position poster in the kit can help with this activity.
(Alternative activity. Time needed: 25 minutes)

12. b. when and how to put someone in the recovery position
What is the recovery position?
> A way for someone to lie that keeps the airway open.
> The mouth is low, so any blood or vomit can drain out.
> The chest is clear of the ground, so it’s easier for the person to breathe.
> In this position the casualty is stable and can’t roll anywhere. This means their open airway is safe. 1 2 3 4 5 6 7 8
b. when and how to put someone in the recovery position
Students could work together to complete the missing words puzzle, or complete the longer task on individual worksheets (The recovery position word game is available in the Lesson resources.)
Note – if you are using Microsoft PowerPoint 2000 or earlier, this animation may not function. Remove each box manually to reveal the words.
(Alternative activity. Time needed: minutes)
Missing words:
airway low vomit lie clear easier drain stable

13. b. when and how to put someone in the recovery position
Putting someone in the recovery position keeps them safe. It helps a breathing person keep breathing.
when and how to put someone in the recovery position
Now the person’s airway is safe, it’s time to call 999 for an ambulance. Check that they are still breathing every minute until help arrives.

14. c. to assess and treat an unconscious baby
Lizzie’s story
“I love babysitting for my sister. But I always worry about what I’d do if anything went wrong.
Would I cope?”
c. to assess and treat an unconscious baby

15. c. to assess if a baby is unconscious
If you’re dealing with a baby, you have to be gentle… Remember: 1
D is for Danger
First check for danger.
Then check if the baby is conscious. Speak to him or her and tap the baby’s foot to see if you get a response. Never shake a baby to get a response.
If there is no crying or movement then assume he or she is unconscious. 2
R is for Response
c. to assess if a baby is unconscious
Students could practice assessing and treating an unconscious baby using an appropriate doll.
(Alternative activity. Time needed: 5 minutes)

16. c. to assess if a baby is unconscious
Remember: 3
A is for Airway
To open the airway tilt the baby’s head back very gently.
Use 1 finger to lift the chin.
c. to assess and treat an unconscious baby 4
B is for Breathing
Check whether the baby is breathing normally: look, listen and feel for breathing.

17. d. how to put a baby in the recovery position
If the baby is breathing normally, use this recovery position…
Hold baby’s head downwards.
Support baby’s head with your other hand.
d. how to put a baby in the recovery position
Explain that if the baby is not breathing they should perform CPR, which will be covered in a separate lesson.
Students could practice assessing and treating an unconscious baby using an appropriate doll. A variation of this task is for students to demonstrate the process but with one deliberate error. The rest of the groups has to spot the error.
(Alternative activity. Time needed: 15 minutes)
Take the baby with you to call 999 for an ambulance. Check the baby’s breathing every minute until help arrives.

18. > try to get a response > open airway > check for breathing
Plenary
If someone collapses…
> check for danger
> try to get a response
> open airway
> check for breathing
> if the casualty is breathing normally, put them in the recovery position
> call 999 for ambulance.
Plenary

19. You’ve completed this lesson on the recovery position.
Find out more
You’ve completed this lesson on the recovery position.
Test your knowledge in our interactive quiz, or find out more with one of these activities…
Interactive quiz
Figure drawing
Put a friend in the recovery position. Sketch your friend.
“I was at a gig when this bloke in front just keeled over…”
What happened next? Finish the story.
Interactive quiz will take around minutes to complete. For questions on Recovery position go to the “Main Stage” area.
Differentiated homework tasks:
Less able students – Figure drawing. Sketch a friend in the recovery position.
More able students – Finish the story from the opening given.