Introductory Message

For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development and
Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What am I good at? before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
 Let’s Learn

At the end of this module, you are expected to:

• demonstrate the conduct of primary and secondary survey of the victim (CAB).
• assess emergency situations for unintentional injuries.

Let’s Try
Test I. Multiple Choice. Choose the letter of the correct answer.
1. What do you call the immediate care given to an injured person before the arrival
of a physician?
A. First Aid B. Intensive Care
C. Chest Compression D. Cardiopulmonary Resuscitation
2. Which is an objective of first aid?
A. To prolong life B. To intensify suffering
C. To end the services of a physician D. To bridge the gap between the
victim and the physician
3. When a first aider does not alarm a victim, what characteristic does s/he show?
A. gentleness C. resourcefulness
B. being observant D. tactfulness
4. What is the first thing to do in assessing an emergency situation?
A. Call for help B. Survey if the scene is safe
C. Do a head-to-toe examination D. Check the vital signs of the victim
5. When is primary survey of the victim done?
A. When the victim is conscious B. During the survey of the scene
C. When the victim is unconscious D. After the victim has regained
consciousness
6. What sterile cloth is used to cover a wound?
A. bandage B. cold compress
C. dressing D. hot compress
7. What is used to stop bleeding and provide support for immobilization of a
fracture?
A. bandage B. cold compress
C. dressing D. hot compress
8. Which is a break in the continuity of the tissue in the body?
A. fracture B. laceration
C. sprain D. wound
9. What open wound is caused by nails, needles and other pointed objects?
A. avulsion B. incision
C. laceration D. puncture
10. Which is used to transport an unconscious victim who should not be lifted due
to serious injuries?
A. blanket drag B. chair drag
C. hammock carry D. lover’s carry
Test II. Write TRUE if the statement is correct and FALSE if it is incorrect.
1. It is good to give food to an unconscious victim.
2. First aid takes the place of the services of a physician.
3. The victim is experiencing shock if his eyes are dilated.
4. The RICE method is used in treating sprains and strains.
5. Apply direct pressure to stop severe bleeding of a wound.
6. A good first aider informs the victim of the severity of the injury.
7. Immobilize the fractured part before taking a victim to the hospital.
8. Primary and secondary surveys of the victim are performed if the scene is
not safe.
9. The first consideration in transporting a victim is to identify the place
where the victim will be transferred.
10. Checking if something is blocking the airway of the victim is the last step
in doing primary survey of the victim.

Alternatively, you may answer these questions online!

Use this link on your cellphone, laptop, or desktop:
https://docs.google.com/forms/d/e/1FAIpQLScP-
IECzuAok0SNtWTdL3_MpRpuO6ZD9OrKrxyWogyehgTcNQ/viewform?usp=sf_link
Use proper capitalization to activate the link. You will see your score after completing the test. Make sure you are
connected to the internet.

Let’s Explore
“Prevention is better than cure.” Practicing this principle advocates safety
awareness which is essential in achieving quality of life. But our immediate
environment poses danger to everyone. No place is considered safe not even in the
comfort of our homes. Accidents may happen to anybody at any place, at anytime.
Thus, taking the right safety measures greatly helps prevent accidents and injuries.
Nevertheless, when accidents happen, it is important to have the knowledge and
skills to deal with them. Having knowledge and skills on safety education and injury
prevention could help you, your loved ones and other people in your community
during emergency situations. This learner’s material offers you a wide array of
information that can start you on the road to injury prevention. It focuses on the
common unintentional injuries that may happen at home, in your school, at work
and even in recreational areas, and analyzes why such injuries occur. In order to
prevent or reduce the risks of these serious injuries, you will learn the concepts and
principles of safety education, practice the habits of observing appropriate personal
safety measures; and take responsibility for your safety and that of others by
performing appropriate skills and knowledge in first aid procedure. To facilitate
learning and make it more interesting and enjoyable, various learning aids and
strategies are especially crafted just for you to expand and reinforce your knowledge
and skills about safety education. Keep in mind that accidents and injuries can be a
result of a situation, an unsafe action or unsafe environment. You can do a lot to
prevent injuries by understanding the situation, being cautious and being aware of
safety hazards in your immediate environment. The processes of developing
awareness of immediate hazards and dangers, equipping you with appropriate
 accident prevention skills to overcome these hazards, and keeping everyone alive are
components of safety education. Safety education is important because living is more
enjoyable when we are safe. Therefore, make safety a vital part of life. Always
remember that if you want to live happily, you have to:
• do things safely
• reduce the risk of accidents
• reduce unnecessary risk taking
• develop safety consciousness at all times.

Let’s Elaborate

Study carefully Figure 1. It shows the procedure in assessing emergency situations.

Figure 1. Steps in Assessing Emergency Situation.
(Source: The Health Curriculum in Philippine Basic Education, Vol. 2)
• If yes, can the
danger be easily
managed?
1. Is anyone
• If it cannot, call for
in danger? emergency help
and protect the
scene.
• Gently, shake the shoulder and
ask question, hey! Hey! Are you
okay?
2. Move to • If the victim responds, treat any
the quietest life threatening condition.
victim • If there’s no response, check the
airways.

• Do the “head tilt-

chin lift method. Lift
3. Open the the chin, remove
any obstructions
airways present then gently
• If breathing, check for and
tilt back the head.
treat any life threatening
conditions and place in the
recovery positions.
• If not breathing, give two
rescue breaths, pinch the
4. Check for nose, seal your mouth over
breathing the victim’s mouth and
breath into the person.

• If the victim is a child or

5. Look for an adult, who has suffered
from a drowning or
signs of accident proceed directly
circulations. to the CPR.
• Otherwise, look for signs of
life such as movement and
normal skin color for a few
seconds.

Start Cardiopulmonary Continue rescue

resuscitation (CPR) breathing check for
(Combines rescue signs of circulations
breathing with chest every minute.
compressions)
 Vital signs are measures of various physiological statistics taken in order to
assess the most basic body functions. The act of taking vital signs normally entails
recording body temperature, pulse rate or heart rate, blood pressure, and
respiratory rate.
Before, Airway, Breathing and Circulation (ABC) are mnemonics for essential
steps used by both medical professionals and lay persons such as first aiders when
dealing with a patient.
In 2010, the American Heart Association is rearranged the ABCs of
cardiopulmonary resuscitation (CPR) in its American Heart Association Guidelines
for Cardiopulmonary Resuscitation and Emergency Cardiovascular Care, published
in Circulation: Journal of the American Heart Association.
"For more than 40 years, CPR training has emphasized the ABCs of CPR,
which instructed people to open a victim's airway by tilting their head back,
pinching the nose and breathing into the victim's mouth, and only then giving
chest compressions," said Michael Sayre, M.D., co-author of the guidelines and
chairman of the American Heart Association's Emergency Cardiovascular Care
(ECC) Committee. "This approach was causing significant delays in starting chest
compressions, which are essential for keeping oxygen-rich blood circulating
through the body. Changing the sequence from A-B-C to C-A-B for adults and
children allows all rescuers to begin chest compressions right away."

Difference between signs and symptoms

Signs are details discovered by applying your senses – sight, touch, hearing
and smell during the course of the examination.
Example:
• Bleeding
• Swelling
• Deformities
Symptoms are sensations that the victim feels or experiences and may be able to
describe.
Example:
• Nausea
• Vomiting
• Heat
• Impaired sensations
There are two ways to conduct physical examination when giving first aid:
1. Primary Survey
Primary survey of the victim is used when the victim is unconscious
and to find out and immediately treat life-threatening conditions.
a. Check for Consciousness
1. Ask the victim: “Hey, hey, are you okay?” while carefully shaking the victim’s
shoulder.
2. When there is no response, not even mumbles or groans, the victim is
unconscious and in need of immediate medical help.
b. Open the Airway
1. The victim’s unconsciousness maybe due to an obstruction in his/her airway.
It may also be caused by a narrowed airway making breathing impossible.
2. Find out if there is loss of muscular control in the throat area which allows
the tongue to slip back and block the throat.
 3. Lift the chin and tilt the head of the victim (if the victim is an adult). This way
you will be able to lift the tongue from the back of the throat, leaving the
airway clear.

c. Check for Breathing

1. Put your face near the victim’s mouth and look, listen, and feel for breathing.
You should observe for:
2. Chest movement, sound of breathing, or feel of breath on your cheek
d. Check for Circulation
1. Locate pulse using your middle and index finger. Pulse indicates blood
circulation, which is essential for the heart and brain to function.
2. Poor blood circulation may be reflected on the pale color of the skin. This is
fatal.
3. To revive circulation, perform CPR immediately.

2. Secondary Survey
Secondary survey is used when the victim is conscious or has revived. It
aims to detect everything about the patient’s condition.
a. History Taking
SAMPLE PAIN is the mnemonic in order to perform the steps more easily.
S-ymptoms (the chief complaint of the patient)
A-llergy (find out if the victim is allergic to anything)
M-edication (what are the medicines s/he is currently taking)
P-revious illness (that may be related to the problem)
L-ast meal (only for those subject for operation)
E-vents prior to what happened
P-eriod of pain (How long? What started it?)
A-rea (Where is the pain coming from?)
I-ntensity
N-ullify (What stopped it?)
b. Checking for Vital Signs
A. Pulse rate
Steps in checking the pulse:
• Use your fingertips in getting the pulse. Follow the following
procedure:
1. Place the finger tip over an artery where it either crosses a bone
or lies close to the skin.
2. Feel the pulsations as the pressure wave of blood causes the
vessel wall to expand – that is the pulse.

• The pulse rate may be taken in different points in the body like:
1. Brachial 5. Subclavian
2. Carotid 6. Axillary
3. Wrist 7. Femoral
4. Temporal
NO-NO in Getting Pulse Rate
• Never use your thumb; it has its own pulse.
• Do not palpate both the carotid arteries at the same time.
• Do not take the pulse when the victim is in sitting position. Pulsations
disappear as the victim is elevated to a sitting position.
• Never put too much pressure or massage the carotid. You may disturb
the heart’s electrical conduction system.
 Normal Pulse Rate
60-70 Men
70-80 Women
80-90 Children Over 7 Years Old
80-120 Children Over 1-7 Years Old
110-130 Infants
B. Temperature
Guidelines in checking temperature:
• It is being important to monitor temperature in the case of stroke and
high fever.
• Body temperature is measured by using a thermometer within the:
1. Rectum (rectal)
2. Oral (mouth)
3. Axillary (armpit)
C. Respiration
Guidelines in checking respiration:
• Count the number of breaths per minute.
• A whistle sound or wheeze and difficulty in breathing may mean an
asthma attack.
• A gurgling or snoring noise and difficulty in breathing may mean
that the tongue, mucous or something else is stuck in the throat
and does not let enough air to get through.
*Between12-20 breaths per minute are normal for adults and older children;
40 breaths per minute are normal for babies.
D. Skin color
Guidelines in checking skin color:
• Skin color reflects the circulation of blood and the saturation of
oxygen in the blood.
• The presence of mucous around the mouth, inner eyelids, and nail
beds is a sign of poor blood circulation.
• A healthy skin that warm and pink because blood flows normally
in the blood vessels.
c. Head to Toe Examination
1. Head and neck
• Are there any lacerations or contusions in the area?
• Is there a presence of blood in the victim’s hair? If yes, immediately find
out where it is coming from.
• Is there any fluid in the victim’s nose, and ears? If so, the victim has a
skull fracture.
1. Eyes
• Pay close attention to the pupils.
Pupil Appearance Assessment

Dilated Pupil State of shock

Very small pupil Poison or use of prohibited drugs

Different size Head injury that requires

immediate attention
 Small and bright Pupils are reactive

No reaction DEATH

2. Chest
• Check for cuts, bruises, penetrations, and other impairments.
• If the victim feels pain while you apply pressure onto his/ her chest,
there could be a rib fracture.
3. Abdomen
• Does the victim’s abdomen hurt? Where is the pain coming from?
• Is his/ her abdomen tender?
• Did you feel any lumps? If yes, get immediate medical assistance.
4. Back
• Is there movement in the victim’s lower extremities?
• Is there sensation in these parts? If the answer is yes, do not move the
victim. Immobilize him/ her.
Top Ten things to do in case of emergency
1. Shout for HELP!
2. Survey the scene and assess the situation.
3. Determine if the accident warrants a visit to the nearest hospital or if simple
cleansing and band aid will do.
4. If you are certified in CPR and a victim needs it, begin CPR right away.
5. Stop the bleeding, if there is any.
6. Treat any symptoms of shock.
7. Look for the medical alert tag in every victim.
8. Seek trained medical assistance.
9. Never give anything by mouth to an unconscious victim.
10. Wait for medical professionals to arrive.
*ALWAYS LOOK FOR A MEDICAL ALERT TAG IN EVERY VICTIM.
EMERGENCY ACTIONS PRINCIPLE
Source: Red Cross Manual
STEP 1: Is the scene safe? If yes, proceed to the next steps. If no, do not
attempt to go to the accident. Call emergency medical services instead.
STEP 2: Make sure the victim is lying on his back. If not, roll the victim.
STEP 3: Check for responsiveness by tapping the shoulder of the victim
saying: Hey! Hey! Hey! Are you okay?
STEP 4: If there is no response, call for a help immediately.
STEP 5: Do primary survey of the victim.
• Airway- check if there is blockage in the airway. (If yes, take it out using
your pinky finger in a scooping motion.
• Breathing – use the maximum head tilt- chin lift method and look listen
feel. (If negative, perform rescue breathing.)
• Circulation – use carotid pulse (if negative, go to step 6)
STEP 6: While applying maximum head tilt, chin lift method, pinch the nose
and give two initial full breaths to the victims.
STEP 7: Take off clothes of the victim that can block the compression area.
STEP 8: Perform CPR on the victim and do 5 cycles of compressions and 2
breaths.
STEP 9: If the victim is revived, do the secondary survey of the victim. If not,
continue performing CPR while waiting for the rescue team.
 STEP 10: Do the secondary survey. Record all the data and surrender to the
rescue team.
INTERVIEW
S - Symptoms
A - Allergy
M - Medication
P – Past Medical History
L – Last Oral Intake
E – Events prior to the accident
VITAL SIGNS – Carefully check the following vital signs.
• Eyes – dilated – shocked, constricted - stroke or drug abuse, pupils are
unequal – stroke or head injuries.
• Nose – watery- fracture or skull injury.
• Blush skin color- licking oxygen (cyanosis)
• Body temperature
• Blood pressure
• Head to Toe Examination- Check for the following:
D - deformity
C - contusions
A - abrasions
P - puncture
B - burns
T - tenderness
L - lacerations
S – swelling

Let’s Dig In

Choose twos situations below. Record a video on what kind of first aid you wil give
in the chosen situations. Send your video to your teacher through FB messenger

Situation 1 Situation 2 Situation 3

Situation 4
After a strong After a fire Your two
earthquake, incident in siblings, after (Think an
you see many your school, playing with emergency Situation 5
victims you see your your neighbors situation that
wounded from classmates under a very may possibly (Think of an
falling objects. lying down at hot happen on the emergency
Some are the bottom of temperature road.) situation at
conscious and the stairs. suddenly home.)
some are not. Some are fainted.
crying others
are shocked.
Process questions:
1. Why is it important to assess the situation first before proceeding to the primary
and secondary survey of the victim?
2. When should a primary survey of the victim be used?
3. When should a secondary survey of the victim be used?
How was your performance? I am sure it was great.

Let’s Remember

Rate Yourself
How well did you perform and participate in assessing emergency situations and in
doing primary and secondary surveys of the victims? Write your name and reason
at the right side of your chosen self-rating.

Advanced

Proficient

Approaching
Proficiency

Developing

Beginning

1. Why is it important to follow the proper procedures in assessing emergency

situations and in doing basic life support (primary and secondary survey of the
victim)?

Let’s Apply

Learning Outside
Interview a bonafide Red Cross member, a medical practitioner like a nurse,
first aider, rescuer, health professional, life guard or a physician. Gather
information with the use of the guide questions below. Present a summary
of facts through a pamphlet, editorial, newsletter, etc.
1. What is the first thing that they do in case of an emergency?
2. How do they prepare themselves for an emergency?
3. What do they consider in addressing emergency situations?
4. What trainings did they undergo?
5. Why did they choose their profession?

Let’s Evaluate

Direction: Encircle the letter of the correct answer.

1. These are measures of various physiological statistics taken in order to
assess the most basic body functions.
a. Vital Signs b. Accident c. Primary d. Secondary
2. It is used when the victim is unconscious and to find out and immediately
treat life-threatening conditions.
a. Vital Signs b. Accident c. Primary d. Secondary
3. It is used when the victim is conscious or has revived. It aims to detect
everything about the patient’s condition.
a. Vital Signs b. Accident c. Primary d. Secondary
4. These are details discovered by applying your senses – sight, touch, hearing
and smell during the course of the examination.
a.. sign b. symptoms c. Primary d. Secondary
5. These are sensations that the victim feels or experiences and may be able to
describe.
a.. sign b. symptoms c. Primary d. Secondary
6. ABC are mnemonics for essential steps used by both medical professionals
and lay persons such as first aiders when dealing with a patient. Which is not
belong?
a. Airway b. Breathing c. Circulation d. Compressed
7. The following are used in checking vital signs. Which is not belong?
a. Temperature b. Respiration c. Saliva d. Skin color
8. It is the normal pulse rate for men.
a. 60-70 b. 70-80 c. 80-90 d. 90-100
9. It is the normal pulse rate for women.
a. 60-70 b. 70-80 c. 80-90 d. 90-100
10. It is the normal pulse rate for children over 7 years old.
a. 60-70 b. 70-80 c. 80-90 d. 90-100

Alternatively, you may answer these questions online!

Use this link on your cellphone, laptop, or desktop:
https://docs.google.com/forms/d/e/1FAIpQLSdii1vu4M
DzYo_oQgfhBgPqum_QCQo15ccw4f8vHG8emVkFA/viewform?usp=sf_link
Use proper capitalization to activate the link. You will see your score after completing the test. Make sure you
are connected to the internet.
 Let’s Extend
Activity 13 – Music is Good for Health
Compose a 4-line jazz chant in English, Filipino or your own dialect
describing the importance of having first aid and safety awareness.
Criteria: Relevance and Stage Performance
Example:
First Aid ay kailangan
Upang emergency ay ating matugunan
Ngunit mas makakabuting,
mag- ingat- ingat lang
Iwasan ang sakuna,
katawan ay protektahan

References
• American Heart Association (2010).
• Guidelines for cardiopulmonary resuscitation and emergency
cardiovascular care. Journal of the American Heart Association.
• Darilag, Agripino G., et.al. (2012). Enjoy life with P.E. and Health:
Textbook for second year. SD Publications, Inc.
• Galvez Tan, Jaime Z., et.al. (2009). The health curriculum in
Philippine basic education: A resource book on health for teachers.
Vol. 2. Pasay City: UNESCO, National Commission of the Philippines,
Social and Human Sciences Committee.
• Santiago, Glinore B., et. al. (2004). MAPEH: A worktext in music, arts,
physical education and health. Manila: St. Augustine Publications,
Inc. St. John Ambulance Caring for Life, et.al. (2006). Pocket first aid.
Revised Edition. London: Dorling Kindersley Limited.
 Development Team of the Module
Writers: JOHN CARLO C. LIMPIADO
Editors:
Content Evaluator: GLADYS XZIERA D. RAMOS
Language Evaluator: DENNIS C. SANTOS
Reviewers: MR. SHOJI G. GERONA. EPS, MAPEH
Illustrator: MELANIE D. GATANELA, AMAPOLA ESPOS
Layout Artist: MELANIE D. GATANELA
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD Chief
DR. ELLERY G. QUINTIA, CID Chief
MR. SHOJI G. GERONA. EPS, MAPEH
DR DAISY L. MATAAC, EPS – LRMS/ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City

Telefax: 8384251

Email Address: [email protected]