Health Science Education
Material Type:
Activity/Lab, Lesson Plan
High School
  • EMR
  • Emergency
  • PSA Video
  • Red Cross
  • filmmaking
    Creative Commons Attribution

    Education Standards

    EMR Student PSA Film

    EMR Student PSA Film


    This is a video assignment for students who are taking the CTE Emergency Medical Responder course at their public high school. This lesson/project aims at helping students use and grow their filmmaking skills while applying their knowledge of what to do in medical or environmental emergencies.

    Summary/Background for Teachers



    This PSA Film activity is an engaging activity and project for students to apply their newfound knowledge of handling medical and environmental emergencies as a trained Emergency Medical  Responder (EMR). Students will apply their understanding of needed assessment skills and interventions as they create a short PSA film to help educate non-trained individuals on what they can do during an emergency situation. This project should be planned out as a final assessment or demonstrative assignment for this specific unit in the EMR Red Cross curriculum.

    Background for Teachers:

    This Lesson Plan will be implemented at the end of the medical and environmental interventions unit as a review and reflection experience. Students will have learned about different emergency situations they may find themselves in as a trained first responder and will use this assignment to show their proficiency in performing required Red Cross skills such as head to toe assessments, primary assessments, obtaining pertinent and recent medical history, taking vital signs, calling for back up, and using PPE/BSI equipment.


    Goals and Outcomes

    Step 1- Goals and Outcomes:

    Red Cross Objective: The trained EMR will demonstrate how to handle a variety of medical emergencies and environmental emergencies that can occur at any given time.

    Lesson Objective:

    •  Students will correctly demonstrate skills needed to intervene in a medical or environmental emergency.
    • Students will show their competence and understanding of assorted interventions for medical and environmental emergencies.

    Learning Outcome: Students will demonstrate their understanding of interventions and skill competency by creating a short PSA film about what to do* during medical or environmental emergencies.

    *Students will orient their films to teach those who are not EMR certified on what they can do.


    Planning Instruction

    Step 2- Planning Instruction:

    This assignment will be given in class during large group instruction time and should take no more than 5 to 10 minutes to explain the requirements and instructions to complete the assignment. The educator will need to explain the importance of creating an informative and interesting/informative film that is no longer than 1 to 2 minutes.

    The teacher will show an exemplar PSA film for students that is creative and engaging as an example for students to not copy but follow as they create their own films. This project will take time to complete, teachers should give their students at least one to two weeks to plan, film, and edit their film before submitting it.

    Due to the short and concise nature of a PSA film, students will not need to spend a large amount of time completing this assignment. Students will be given one in-class day to start this assignment and will need to do the majority of their work on their own time. Their film must include another individual that they are helping or other individuals that are filmed assisting others.

    During the filmmaking process, students will need to abide by digital citizenship rules and regulations by citing any resources used from the American Red Cross, images taken from open-sourced resources like WikiCommons, musical websites, or A work cited page must be added at the end of each student film to credit any music, images, or graphics used within the films.

    Students should be encouraged to using filming techniques like adequate lighting in shots, and clear audio throughout their film to ensure that the film content can be understood. Students should use also have proficient transitions between shots and display some sort of graphic/text use.

    At the end of this project, teachers are encouraged to share student films within the class. Encourage students to share their films on social medial when appropriate.



    Step 3- Instruction:

    This is your Medical and Environmental Emergency PSA Film project! You will need to create a short 1-2 minute PSA film designed to help non-trained EMR individuals that may encounter a given medical or environmental emergency situation. Remember we talked about the following medical and environmental emergencies:


    • Diabetic shock
    • Epilepsy
    • Stroke
    • Abdominal Pain


    • Dehydration
    • Heat Exhaustion
    • Heat Stroke
    • Hypothermia
    • Frostbite
    • Bee Stings
    • Venomous Snake Bites

    You will pick one of the following situations to create your PSA film about. Your film should include (but does not need to follow this order) the following:

    • Part of a Primary Assessment: airway check, SAMPLE History, vitals, head to toe assessment
    • Basic First Aid Skill
    • A brief explanation of the condition
    • Scene safety check/BSI/PPE/Call for backup
    • More than one person demonstrating skills and emergency situation

    Because this is a short PSA film, you need to keep your instruction and information brief and to the point. You also need to be creative with your film, this should be anything but boring. Look below for an example PSA film I made about the class.

    Exemplar Film:

    Let this film be a work of creativity. You can use appropriate music, images, and media from the internet, but they will need to be from open-sourced websites. You can use WikiCommons or Google Images, but you need to cite all of your resources. If you want to use stop motion, or animate your film, by all means, go wild. Just make sure you get the needed information across in 1 to 2 minutes. Submitting a premade film you found on the internet is plagiarism and you receive zero points for your project, this needs to be your original work.

    Student films should contain the following elements:

    • Well-lit shots scenes and transitions
    • Adequate audio input and added background music (We should be able to hear everything that is said in your film)
    • Clear and concise script (Viewer should understand what they need to do in the specific emergency you pick by the end of your film.)

    To help students stay on track through this project there will be a mid-project self-assessment that students will complete, you can find this Rubric in our Canvas course under the Unit 5 module. It is titled the self-assessment rubric. This is a way to check on your progress with the assignment and needs to be completed in class by the assigned due date. Remember you can access the assignment’s final rubric in the Canvas assignment, reference this rubric often so you can stay on track with the required components.

    Students will submit their completed PSA on our Canvas website under the Unit 5 module assignment: Student PSA Film Assignment.

    This assignment will be due one week from the day it is introduced.



    Step 4- Assessment:

    Students will perform a self-assessment midway through their project to make sure they are still in alignment with the project requirements. Students will have access to the final assessment rubric to guide them through the project. The self-assessment rubric (available below) will help the student check their own efforts in this specific project, as well as assess the need for assistance from their teacher/educator. Students will then turn in their assessments to their teacher so that their needs can be assessed and assistance be given if needed. Students will be encouraged to revise their work if they do not find it suitable for the final submission.

    Self-Assessment Rubric:

    The final assessment rubric will be used by the teacher to assess student performance with their film. The rubric assesses student creativity, the performance of demonstrated skills, clarity of instruction within the film, and audio and visual components.