Palm Springs Unified School District
High School Course Description Template
Please read: Sections 1, 2 and 4 below must be completed and submitted to the Director of
Secondary Curriculum and Instruction for all courses seeking Palm Springs Unified School
District Cabinet and Board approval. Sections 3 and 5 must also be completed if the course
will be submitted to the University of California (UC) for placement on your school’s a-g list.
For yes/no or check box questions, mark the appropriate blank with an X.
District Office Use Only
Transcript Title(s)/Abbreviation:
Intro to Health/Env Sci
Transcript Course Code(s)/Number(s):
Cabinet/
BOE Approval Date: June 11, 2013
8508
Section 1: Course Content
1. Course Title:
Introduction to Health & Environmental Sciences
April 22, 2013
Date this course was first submitted to the Curriculum Steering Committee:
Note: All courses submitted to the Curriculum Steering Committee will be evaluated for Cabinet and Board approval following the
established guidelines and timelines. Incomplete or missing information will delay the approval process.
2. Is this a re-write of an existing course?
No
If “Yes,” what is the Zangle Course Code:
X
Yes
8508S1/S2
3. CALPADS Code :
4298
4. PSUSD graduation requirement subject area:
General Elective
Note: Choose one from the following list- English I, II, III, or IV; Algebra; Math; World History; U.S. History; Civics; Economics;
Foreign Language; Fine Art; Physical Education; Health; General Elective; Biological Science; Physical Science.
ALSO: All courses in the subject area listed above must be taught by teachers who hold the appropriate and valid single subject
or designated subject teaching credential and/or are approved by the Human Resources Department to teach the course.
5. Unit Value for
complete course:
6. Grade Level:
2.5 PSUSD credits (one
quarter)
5 PSUSD credits (half
year/one semester)
X
9
10
X
10 PSUSD credits (one
year/two semesters)
Other (indicate value)
11
12
Note: Grade level pertains to which grades the course has been designed.
Note: For UC, 9th grade cannot be selected for Advanced Visual/Performing Arts courses. 9 th and 10th grades cannot be
selected for honors courses.
7. PSUSD Department:
Non-Departmental (Health Academy)
Note: Choose one from the following list- English; Mathematics; Social Science; Science; Visual and Performing Arts; Vocational
and Applied Technology; Foreign Language; Physical Education; Special Education; or Non-Departmental.
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8. PSUSD weighted GPA?
X
No
Yes
9. Is this an “online” learning course?
X
No
Yes
If “Yes,” list the online provider:
Note: If “Yes,” an additional course code will be created by ETIS with a virtual designation.
10. Will this course be offered only through the Alternative
Education Program?
X
No
Yes
11. Is this course an NCLB core subject course?
X
No
Yes
If “Yes,” list the NCLB subject area:
Note: Choose one from the following list: Arts; Biology; Chemistry; Civics and Government; Economics; English; Foreign
Language- French, German, Latin, Spanish, other; Geography; Geoscience; History; Math; Physics; Reading/Language Arts;
Science.
12. Career Pathway Relationship
Note: Refer to the list of Industries and their associated Pathways in Section 5, Item #38
Is this course an Industry and Career Pathway-related Course?
No
X
Yes
If “Yes,” which Industry? Health Science and Medical Terminology
Which Pathway? Public and Community Health
What sequence level?
grade 9-Introductory elective course
Note: Must be one of the following: 16-Beginning Literacy; 17-Beginning; 18-Intermediate; 19-Advanced (Capstone)
13. Is this course an Academy-related Course?
If “Yes,” which Academy?
No
X
Yes
HEAL-Health & Environmental health Academy of Learning
14. California Content Standards Taught in This Course:
English, Science, Health, CTE
15. California Standards Test Relationship - Name of the CST taken at the end of this course:
None
16. Course Outline:
I.
History of Health Care
A. Foundation Standard 1.0 - Academics
i. 1.3 History-Social Science
ii. 11.8.1 – Trace the growth of service sector, white collar, and professional
sector jobs in business and government
iii. 11.8.7 – Describe the effects on society and the economy of technological
developments since 1945, including the computer revolution, changes in
communication, advances in medicine, and improvements in agricultural
technology
iv. 11.11.3 – Describe the changing roles of women in society as reflected in
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the entry of more women into the labor force and the changing family
structure
v. History of Environmental Science
vi. 1.3 History-Social Science
1. 11.11 – Students analyze the major social problems and domestic
policy issues in contemporary American society
vii. 2.2 Writing
1. 1.7 Use systematic strategies to organize and record information
2. 2.3 Write reflective composition (a) explore the significance of
personal experience, events, conditions, or concerns by using
rhetorical strategies
II.
Introduction to Health Care Terminology
A. Foundation Standard 1.0 - Academics
i.
ii.
iii.
iv.
v.
vi.
vii.
III.
2.1 – Reading
– Identify and use the literal meanings of words and understand word
derivations.
– Distinguish between denotative and connotative meanings of words and
interpret the connotative power of words.
2.3 – Written and English Language Conventions
– Produce legible work that shows accurate spelling and correct punctuation
and capitalization.
2.4 – Listening and Speaking
2.5 – Know and understand medical terminology to interpret, transcribe, and
communicate information and observations necessary for workers in the health
care industry. Introduction to the 24-hour clock (military) time
Personal Traits and Health Career Planning: Professional behavior, professional dress,
Cornell note-taking, test-taking skills, study & organizational skills, bi-weekly progress
reports, 4-year plan development, college exploration & career research. Teamwork and
Leadership skills using activities from HOSA.
A. Foundation Standard 3.0 – Career Planning and Management
i.
3.1 – Know the personal qualifications, interests, aptitudes,
knowledge, and skills necessary to succeed in careers
ii.
3.2 – Understand the scope of career opportunities and know the
requirements for education, training, and licensure
B. Foundation Standard 6.0 – Health and Safety
i.
6.1 – Know the policies, procedures, and regulations, regarding
health and safety in the workplace, including employer’s and
employees’ responsibilities
C. Foundation Standard 7.0 – Responsibility and Flexibility
i.
7.5 – Know how to interact appropriately and respectfully in
various employment situations that involve persons from diverse
ethnic, generational, cultural, religious, and economic groups and
persons of different genders and sexual orientations.
D. Foundation Standard 9.0 – Leadership and Teamwork
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9.2 – Understand the ways in which professional associations,
such as Health Occupations Student of America (HOSA) and
competitive career development activities enhance academic
skills, promote career choices, and contribute to employability.
E. Foundation Standard 10.0- Technical Knowledge and Skills
i.
10.7 – Understand the processes used to evaluate alternative
health practices.
IV. Health Care Professionalism
A. Foundation Standard 10.0- Technical Knowledge and Skills
i. Patient Care & Patient Rights
ii. Ethics and Legal Issues
iii. Understand the importance of accountability and responsibility in fulfilling personal,
community, and workplace roles.
iv. Know how to interact appropriately and respectfully in various employment situations that
involve persons from diverse ethnic, generational, cultural, religious, and economic groups
and persons of different genders and sexual orientation.
i.
B. Foundation Standard 8.0 Ethics and Legal Responsibilities
i. Know the major local, district, state, and federal regulatory agencies and entities that
affect the industry and how they enforce laws and regulations
ii. Understand the concept and application of ethical and legal behavior consistent with
workplace standards.
iii. Understand the role of personal integrity and ethical behavior in the work place
iv. Understand and maintain the Patients’ Bill of Rights, patients’ and clients’ confidentiality,
and the HIPPA act.
V.
Health Care and Environmental Health Science Career Options: Integrated Project with
HEAL English I includes research using careercruising.com, development of tri-fold
brochure and/or display board using guidelines from HOSA competitive event-Career
Health Display.
A.
Foundation Standard – 2.0 Communication
a. Prepare a bibliography of reference materials for a report using a variety of
consumer, workplace, and public documents
b. Generate relevant questions about readings on issues that can be researched.
c. Listening and Speaking
i. 2.3, Apply appropriate interviewing techniques, which include the preparation
of relevant questions and demonstrate knowledge of subject and
organization and evaluation of effectiveness of the interview.
d. Foundation Standard 3.0 Career Planning and Management
i. 3.3 Develop a career plan that is designed to reflect career interests,
pathways, and postsecondary options.
e. Foundation Standard – 10.0 Technical Knowledge and Skills
i. 10.2 Understand how the health care delivery systems models can be
affected by costs, managed care, technology, aging population, access to
care, alternative therapies, and life style and behavioral changes.
VI.
Oral Final Presentations
A. Foundation Standard – 2.0 Communications
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a. Written and Oral English Language Conventions
1.2 Produce legible work that shows accurate spelling and correct
punctuation and capitalization.
b. Demonstrate an understanding of proper English usage and control of
grammar, paragraph, and sentence structure, diction, and syntax.
c. Listening and Speaking
2.2 Convey information and ideas from primary and secondary sources
accurately and coherently.
B. Foundation Standard – 11.0 Demonstration and Application
VII.
Infection Control
Understanding Principles
Universal Precautions
Foundation Standard 1.0 – Academics
1.2 Science, 10.b, Students know the role of antibodies and the body’s
response to infection.
1.2 Science, 10.c, Students know how vaccinations protects an individual
from infectious disease
1.2 Science, 10.d, Students know there are important differences between
bacteria and viruses with respect to their requirement for growth and
replication, the body’s primary defenses against bacterial and viral infections,
and effective treatments of these infections.
Foundation Standard 6.0 – Health and Safety
6.1 Understand the importance and use of standard precautions and
infection control, as appropriate.
VIII.
Environment, Ecology, and Pollution
Introduction to Symbiosis, Ecosystems, Pollution
Science Standard Ecology 6A – Biodiversity is the sum total of different kinds of
organisms and is affected by alterations of habitats
Science Standard Ecology 6E – Vital parts of an ecosystem is the stability of its producers
and decomposers
Science Standard Ecology 6F – Each link in a food web energy is stored in newly made
structures but much energy is dissipated into the environment as heat
Foundation Standard 1.0 Academics
1.1 Mathematics, 1.3, Use measures expressed as rates and measures expressed
as products to solve problems; check the units of the solutions; and use
dimensional analysis to check the reasonableness of the answer.
1.2 – Science, 4.c, Know how mutations in the DNA sequence of a gene may or
may not affect the expression of the gene or the sequence of amino acids in an
encoded protein.
2.2 Writing, 1.5, Synthesize information from multiple sources and identifies
complexities and discrepancies in the information and the different perspectives
found in each medium.
2.2 Writing, 2.4b, Analyze several historical records of a single event, examining
critical relationships between elements of the research topic.
2.2 Writing, 2.5c, Clarify and defend positions with precise and relevant evidence,
including facts, expert opinions, quotations, expressions of commonly accepted
beliefs, and logical reasoning.
2.2 Writing, 2.6a, Combine text, images, and sound and draw information from
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many sources (e.g., television broadcasts, video, films, newspapers, magazines,
CD-ROMs, the Internet, electronic media-generated images
Foundation Standard 5.0 – Problem Solving and Critical Thinking
5.2 Use critical thinking skills to make informed decisions and to solve problems.
Science Standard Ecology 6C – Fluctuations in population size in an ecosystem are
determined by the relative rates of birth, immigration, emigration, and death
IX. Healthy Lifestyles: Physical Fitness and Nutrition using instructional materials and activities
from HOSA Healthy Lifestyles guidelines and work with Health Corps Representative under
district Health Initiative.
A. Health Standard 7.0: Practicing Health-Enhancing Behaviors
7.1.
Select healthy foods and beverages in a variety of settings.
7.2.
Critique one’s personal diet for overall balance of key nutrients.
7.3.
Identify strategies for eating more fruits and vegetables.
7.4.
Describe how to take more personal responsibility for eating healthy
foods.
7.5.
Participate in school and community and activities hat promote
fitness and health.
i. Physical Fitness for a lifetime:
1. Body Composition: fat to lean muscle mass, BMI analysis
2. Aerobic vs. anaerobic exercise
3. Resting heart rate and target heart rate
4. Setting personal goals.
5. Component of exercise program, avoiding injury
ii. Nutrition
1. Nutrition label understanding
2. Essential nutrients in foods and effect on body
systems
3. Making responsible food choices, using My Plate
guidelines
17. Key Assignments:
1. A researched based cross-curricular project on a health care or environmental health
science career occupation including a written outline with documented research data
and visuals. Utilizing Career Cruising interest inventory to identify career choice and
research details of career. In collaboration with HEAL English I class, students will
prepare written brochure and/or display board using Career Health Display
competitive event guidelines from HOSA, and complete oral presentation to peers.
2. Professional Interview Day event including preparation of interview questions,
practicing personal introduction techniques and professional attire. Students will work
in teams to facilitate round-table event in which they will interview multiple
professionals from healthcare and environmental health science occupations as part
of the cross-curricular career project.
3.
Utilize Career cruising learning styles assessment component to help students identify
their strengths within a chosen career path.
4.
Personal Portfolio – begin collecting components of personal portfolio including high
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school 4 year plan, community service logs, work samples from academic classes and
other elements which will lead to final HEAL senior exit portfolio to prepare for
transition to post-secondary goals.
5.
Cross-curricular based project with English, Science and math on Autism spectrum,
culminating in an oral presentation with visual aids and the opportunity to engage in
community service event with a local Autism organization.
6.
Skills review from PSAT and ACT materials to help prepare for college assessment
testing.
7.
Healthy Lifestyles: value of good nutrition and active living. Using “7 Habits for Highly
Effective Teens” and HOSA guidelines for Healthy Living competitive event, students
will evaluate current physical and emotional health and set goals and objectives to
make improvements in one or more areas. Additional lessons to be provided by
Health Corps instructional team activities.
8.
Weekly notebook and agenda checks. Bi-weekly progress report forms to be
completed by students and signed by parents, then submitted to teacher.
9.
College and career planning through completion of 4-year high school plan, career
cruising portfolio, CSU mentor review and updating transcript information,
10.
HOSA activities
Students research; create and present a multi-week long project on personal health,
diet and fitness. (Health Standard 7.2)
18. Instructional Methods and Strategies:
1. Direct instruction/lecture
2. Reading (newspapers, internet articles, periodicals and books)
3. Collaboration and group work
4. Oral & Visual presentations
5. Internet research
6. Videos/DVDs
7. Cornell note taking
8. Study and organizational skills
9. Role play
10. Guest Speakers
11. Field Trips
12. Personal interviewing practice
19. Assessment Methods:
1. Written assignments and reports
2. Tests
3. Projects
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4.
5.
6.
7.
8.
9.
Portfolios
Oral Presentations
Student Participation & Attendance
Weekly Progress Reports
Unit exams and quizzes
Rubrics for Integrated projects & Project-Based Learning
20. Target Audience and Outcomes:
This course is for 9th graders who applied and were accepted into HEAL (Health &
Environmental health Academy of Learning). Student population in the course will include at
least 50% at-risk students; skill levels will include all ranges. The course is designed to support
academic achievement through development of study habits, academic monitoring and
application of relevancy of future career goals to academic success. Students will develop
relationships with peers, adults from HEAL team and industry professionals which will enhance
motivation and support goal-setting. Student engagement in cross-curricular project based
learning will provide rigor accompanied by teacher and peer support. Inclusion of introduction to
medical and science terminology along with preparation for college assessment testing. This will
enhance acquisition of vocabulary, English language arts and math skills; as well as prepare
students for the rigor of HEAL required English, math, science and CTE courses.
Note: Include in this section information on the demographic population(s) the course is intended to serve, i.e. intervention
(strategic, intensive, English learner, Special Education) benchmark, or advanced; the course(s) students currently are taking in
the absence of this course and why these courses may not be meeting students’ needs; what outcomes and skills students will
possess as a result of passing this course; how this course supports student achievement in subsequent courses; and how this
course is uniquely different from similar Board/Cabinet approved courses in our district.
21. Brief Course Description (to be used in your school’s Course Description Booklet):
This is an introductory course for HEAL (Health & Environmental health Academy of
Learning) that covers the foundations of health care and environmental health science,
health care terminology, personal traits and personal healthy lifestyle planning, health care
professionalism, and health care and environmental health science career options. It
includes the development of professional soft skills and study habits for academic success.
22. Texts and Supplemental Instructional Materials (all non-core instructional materials are the
responsibility of individual schools to purchase.)
Texts:
Covey, Sean. The 7 Habits of Highly Effective Teens. New York: Fireside, 1998.
Print.
Merki, Mary Bronson. Glencoe Health: A Guide to Wellness. New York, NY:
Glencoe/McGraw-Hill, 1999. Print.
Simmers, Louise. Diversified Health Occupations. 6th ed. New York: Delmar
Cengage Learning, 2004. Print.
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Supplemental Materials:
www.careercrusing.com – online program provided by PSUSD.
www.explorehalthcareers.org
www.healthjobsstarthere.org.
www.neha.org – Environmental Health website
www.niehs.gov – Environmental Health website
PSAT testing and review materials
ACT Explore curriculum
23. Will this course be submitted for approval by UC?
X
No
Yes
If “Yes,” complete sections 3, 4 and 5
Section 2: School and District Information
School Information
24. School Name:
Cathedral City High School
School District:
Palm Springs Unified School District
City and State:
Palm Springs, California
District Web Site:
http://www.psusd.us
School Course List Contact Information (Name of AP of Curriculum or Principal)
25. First Name:
Ryan
Last Name:
Woll
Position/Title:
AP of Curriculum
Email:
rwoll@psusd.us
Phone #:
760-770-0100
Ext:
102
Teacher Contact Information (Name of teacher/administrator who authored this course)
26. First Name:
Robert
Last Name:
Pascua
Position/Title:
HEAL freshman elective teacher/Biology & Health teacher
Email:
rpascua@psusd.us
Phone #:
760-770-0100
Ext.
Section 3: Course Information
Yes
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X
No
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27. Was this course “Previously Approved” by UC?
Note: if this course is to be submitted to UC and it was “Previously Approved,” the exact same course title as the previously
approved course must be used. Compete outlines are not needed for courses previously approved by UC. Courses that
are defined as “previously approved” are courses from the following programs (Advanced Placement, International
Baccalaureate, ROP courses, etc.), or courses from within the same district, or courses that have been removed within a
three-year window are being reinstated, and/or courses from UC-approved online providers. Courses modeled after
courses from outside the school district are also defined as “previously approved” but a complete course description will be
required for submission to UC. Each section below represents an individual page on the UC electronic submission site.
If “No,” proceed to the Course Description Section (Section 4).
If “Yes,” indicate which category applies:
28. Is this course modeled after a UC-approved course from another high school outside of
our district?
Yes
X
No
Note: If “Yes,” you will be required to submit a complete course description. UC will review the previous submission, if it is
available, to assist them in their review process.
If “Yes,” list which school and the school’s ATP code:
Exact Course Title:
29. Is this course modeled after an identical course approved by UC for the current year at
another high school in PSUSD:
Yes
No
If “Yes,” what school?
Exact Course Title:
30. Is this course being reinstated after removal within 3 years:
Yes
No
If “Yes,” what year was the course removed from the list?
Exact Course Title:
31. Has this course been provided program status, is not an online course, and is it listed
below?
Yes
No
If “Yes,” select an option from the Program Status list:
AVID Program
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Advanced Placement (AP)
CDE Agricultural Education
CSU Early Assessment Program (EAP)
Center for Advancement Research and Technology (CART)
International Baccalaureate (IB) Program
Project Lead the Way
ROP/C Organization
Name of ROP/C:
32. If “Advanced Placement,” has it been authorized by the College Board through the AP
audit process?
No
Yes
In Progress
Note: UC will only allow Advanced Placement courses that have passed or are in the AP audit process. UC requires all AP
courses on your list, including those approved in prior years, to be verified via the College Board AP audit process. UC will
run quarterly reports based on AP Audit data. AP courses not listed on the AP audit list will be removed.
If “In Progress,” date submitted to AP:
MM/DD/YYYY
Exact Program Course Title:
33(a). Is this course provided by one of the UC-approved online curriculum providers listed in #33?
Yes
No
33(b). Have you signed the appropriate partnership agreement with the provider regarding
methods of delivery and instruction?
Yes
No
Note: You must have signed an agreement with the appropriate provider and filed with UC in order to use their courses.
34. If the answer to either 33(a) or (b) is “No,” UC will not approve this course. If “Yes” to both
33(a) and (b), then select the appropriate option from the Online Provider List below:
Apex Learning Virtual School
Brigham Young University Independent Study
Connections Academy
Education Program for Gifted Youth Online High School at Stanford University (EGPY)
K12, Inc.
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Laurel Springs School (LSO)
National University Virtual High School
PASS Program/Cyber High
UC College Prep Online (UCCP)
Section 4: Course Description
35. Seeking “Honors” Distinction
Note: To receive “Honors” distinction for both UC and PSUSD, the course content must satisfy certain requirements. For
information about these requirements, refer to the a-g Guide: http://www.ucop.edu/a-gGuide/ag/a-g/honors.html. For
“Previously Approved” courses (including AP and IB), the honors information will be pre-populated as applicable on your UC
submission template.
X
No
Yes, AP
Yes, IB (Higher Level)
Yes, IB (Standard Level)
Yes, Other Honors
Note: “Other Honors” is defined by UC as a course specifically designed with distinctive features which set it apart from
regular high school courses in the same discipline areas. The course should be seen as comparable in terms of workload
and emphasis to AP, IB or introductory college courses in the subject. Honors courses must be designed for the 11 th and
12th grade level to be UC approved and require a comprehensive, year-long written final exam. In addition to AP and IB
higher level courses, high schools may certify not more than one honors level course per grade level in each of the
following subject areas only: history, English, advanced mathematics, each laboratory science course, each
language other than English, and each of the four VPA disciplines. If there are no AP or IB or higher level courses in a
given subject area, the high school may certify up to, but not more than two honors level courses in that area.
36. Subject Area and Category
“a”- History/Social Science
American Government/Civics
U.S. History
World History/ Geography/ Cultures
“b”- English
English
English ESL/ ELD
“c”- Mathematics
Algebra 1: Yr 1 of 2
Algebra 1: Yr 2 of 2
Algebra 1
Geometry: Yr 2 of 2
Geometry
Algebra 2: Yr 2 of 2
Algebra 2
Advanced Math
Statistics
Integrated Math 1
Geometry: Yr 1 of 2
Integrated Math 2
Algebra 2: Yr 1 of 2
Integrated Math 3
Algebra 2 and Trig
“d”- Laboratory Science
Biological Science
Chemistry
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Physics
Integrated Science
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Note: Students electing to enroll in an integrated-science program (ISP) are strongly advised by UC to complete the entire
three-year sequence. In most cases, the first year of an integrated science sequence fulfills only the “g” elective
requirement: the second and third years of the sequence then fulfill the two-year “d” laboratory science requirement.
Accordingly, if only ISP 1 and only one of ISP 2 or ISP 3 are completed, then one additional course from the categories of
Biology, Chemistry, or Physics from the “d” subject area must be taken to fulfill the “d” requirement.
Interdisciplinary Science
Note: This category demonstrates that the course is cross-disciplinary and is often used for advanced science courses such
as AP Environmental Science or Biochemistry
“e”- Language Other than English
LOTE Year 1
LOTE Year 2
LOTE Year 3
LOTE Year 4+
ASL
Chinese
French
German
Hebrew
Italian
Japanese
Latin
Russian
Spanish
Other- List:
Language
“f”- Visual and Performing Arts
Dance (Intro)
Dance (Advanced)
Music (Intro)
Music (Advanced)
Theater Arts (Intro)
Theater Arts (Advanced)
Visual Arts (Intro)
Visual Arts (Advanced)
“g”- Elective
History/Social Science
English
English- ESL/ELD
Math
Statistics
Science- Biological
Science- Integrated
Science- Physical
LOTE
VPA
X Interdisciplinary
Other
Section 5: Course Attributes
37. Is this course classified as a Career Technical Education Course?
X
Yes
No
If no, skip to item #39
38. If “Yes,” select the name of the industry and Career Pathway:
Agriculture and Natural Resources
Agricultural Business
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Agricultural Mechanics
Agriscience
Animal Science
Forestry and Natural Resources
Ornamental Horticulture
Plant and Soil Science
Arts, Media, and Entertainment
Media and Design Arts
Performing Arts
Production and Managerial Arts
Building and Construction
Cabinetmaking and Wood Products
Engineering and Heavy Construction
Mechanical Construction
Residential and Commercial Construction
Education, Child Development and Family Services
Child Development
Consumer Services
Education
Family and Human Services
Energy and Utilities
Electromechanical Installation and Maintenance
Energy and Environmental Technology
Public Utilities
Residential and Commercial Energy and Utilities
Engineering Design
Architectural and Structural Design
Computer Hardware, Electrical, and Networking Engineering
Engineering Design
Engineering Technology
Environment and Natural Science Maintenance
Fashion and Interior Design
Fashion Design, Manufacturing, and Merchandising
Interior Design, Furnishings, and Maintenance
Finance and Business
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Accounting Services
Banking and Related Services
Business Financial Management
X
Health Science and Medical Technology
Biotechnology Research and Development
Diagnostic Services
Health Information
X
Public and Community Health
Support Services
____________
Therapeutic Services
Hospitality, Tourism, and Recreation
Food Service and Hospitality
Food, Science, Dietetics, and Nutrition
Hospitality, Tourism, and Recreation
Information Technology
Information Support and Services
Media Support and Services
Network Communications
Programming and Systems Development
Manufacturing and Product Development
Graphic Arts Technology
Integrated Graphics Technology
Machine and Forming Technology
Welding Technology
Marketing, Sales, and Service
E-Commerce
Entrepreneurship
International Trade
Professional Sales and Marketing
Public Services
Human Services
Legal and Government Services
Protective Services
Transportation
Aviation and Aerospace Transportation Services
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Collision Repair and Refinishing
Vehicle Maintenance, Service, and Repair
Catalog Description
39. Brief Course Description
Note: Briefly (in a short paragraph) describe the course, focusing on content rather than instructional strategies,
assessments, or rationale. This description should be identical to the description in your school’s course catalogue.
This is an introductory course for HEAL (Health & Environmental health Academy of
Learning) that covers the foundations of health care and environmental health science,
health care terminology, personal traits and personal healthy lifestyle planning, health care
professionalism, and health care and environmental health science career options. It
includes the development of professional soft skills and study habits for academic success.
40. Pre-Requisite:
Required:
Recommended:
Note: Laboratory science and VPA courses require a pre-requisite. Submissions will not be allowed if this is not included.
Some courses, particularly in the mathematics subject areas, require appropriate pre-requisites. For further explanation,
refer to either the “Guide to a-g Requirements” document or the a-g Interactive Guide web site at www.UCOP.edu/a-gGuide.
Background Information
Note: Do not include information that could identify your school or PSUSD.
41. Context for Course (Required for CTE Courses)
Note: In order for UC to understand the context for a new course, it is helpful for UC to understand the broader program
and/or reform efforts of the school. In the space below, describe how this new course fits into broader departmental and/or
pathway structure and how it fits into the overall school restructuring plan. Also, identify if the course is intended to be a
core or supplemental course as well as the student, school, and community needs met by this course.
This course is for 9th graders who applied and were accepted into HEAL (Health &
Environmental health Academy of Learning). Student population in the course will include at
least 50% at-risk students; skill levels will include all ranges. The course is designed to
support academic achievement through development of study habits, academic monitoring
and application of relevancy of future career goals to academic success. Students will
develop relationships with peers, adults from HEAL team and industry professionals which
will enhance motivation and support goal-setting. Student engagement in cross-curricular
project based learning will provide rigor accompanied by teacher and peer support. Inclusion
of introduction to medical and science terminology along with preparation for college
assessment testing. This will enhance acquisition of vocabulary, English language arts and
math skills; as well as prepare students for the rigor of HEAL required English, math, science
and CTE courses.
42. History of Course Development (Required for CTE Courses)
Note: Likewise, it is sometimes helpful for UC to know the origins of a course and who was involved in its development. In
the space below, describe whether or not you consulted with UC admissions personnel or UC professors and include the
nature of the consultation. Also, identify if the course was modeled after another course at another school. Describe how
the course being submitted differs from the course which it was modeled, and include if the course (or very similar course)
has received any special recognitions, designations or awards, and if it has been articulated to a local community college
(COD) or university.
This course is for 9th graders who applied and were accepted into HEAL (Health &
Environmental health Academy of Learning). This course was originally written as a
semester-long course and paired with the PSUSD Health course that was part of the PSUSD
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graduation requirements. The graduation requirements have been revised to eliminate the
Health course. This provided an opportunity to expand the course to two semesters and
include support structures. The course is designed to support academic achievement
through development of study habits, academic monitoring and application of relevancy of
future career goals to academic success. Students will develop relationships with peers,
adults from HEAL team and industry professionals which will enhance motivation and
support goal-setting. Student engagement in cross-curricular project based learning will
provide rigor accompanied by teacher and peer support. Inclusion of introduction to medical
and science terminology along with preparation for college assessment testing. This will
enhance acquisition of vocabulary, English language arts and math skills; as well as prepare
students for the rigor of HEAL required English, math, science and CTE courses.
Textbooks
Note: Include a list of primary and secondary texts. Ensure to note the books that will be read entirely and those that will be
as excerpts. Textbook information is not necessary if the course is a Visual and Performing Arts, Advanced Placement, or
an International Baccalaureate course. Include the link to any/all online texts or non-standard electronic text materials.
43. Textbook
Title:
N/A
Edition:
Publication Date:
Publisher:
Author(s):
URL Resource(s):
Usage:
Primary Text
Read in entirety or near entirety
44. In the space below, list any additional textbooks that are used for this class.
Covey, Sean. The 7 Habits of Highly Effective Teens. New York: Fireside, 1998. Print.
Merki, Mary Bronson. Glencoe Health: A Guide to Wellness. New York, NY:
Glencoe/McGraw-Hill, 1999. Print.
Simmers, Louise. Diversified Health Occupations. 6th ed. New York: Delmar Cengage
Learning, 2004. Print.
45. In the space below, list and describe additional supplemental materials that will be used
for this class. If using online texts or non-standard material, provide the title of the material
or webpage and the URL link.
www.careercrusing.com – online program provided by PSUSD.
www.explorehalthcareers.org
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www.healthjobsstarthere.org.
www.neha.org – Environmental Health website
www.niehs.gov – Environmental Health website
PSAT testing and review materials
ACT Explore curriculum
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