CURRICULUM MAP-Revised 9/2012
Course Title: Health Science 2
Course Number: 8417110
UNIT/ORGANIZING PRINCIPLE: Basic health skills
ESSENTIAL
QUESTIONS:
CONCEPTS/
CONTENT
(Outcomes)
7.0 Use oral and
written
communication
skills in creating,
expressing and
interpreting
information and
ideas.
9.0 Demonstrate an
understanding of
and apply wellness
and disease
concepts.
10.0 Demonstrate
the importance of
health, safety, and
environmental
management
systems in
organizations and
their importance to
organizational
performances and
regulatory
PACING:
Unit Number: 1
How do I safely and effectively measure and record vital signs?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Recognize normal and abnormal values for
all vital signs.
Recognize common terminology and
abbreviations used in documenting and
discussing vital signs.
Identify sites for assessing pulse, blood
pressure and temperature.
Identify the instruments needed for
assessing vital signs.
Convert temperatures between Celsius and
Fahrenheit.
Correctly chart vital signs on both graphic
and narrative records.
Review appropriate body system(s) as
necessary.
Reasoning:
BENCHMARKS
(SSS)
7.01 Apply basic speaking
and active listening skills
including reflection,
restatement, and clarification
techniques.
7.02 Develop basic
observational skills and
related documentation
strategies in written and oral
form.
7.05 Use appropriate medical
terminology and
abbreviations.
7.06 Recognize the
importance of courtesy and
respect for patients and other
health care workers and
maintain good interpersonal
relationships.
7.07 Recognize the
importance of patient/client
education regarding health
care.
7.08 Adapt communication
KEY
TERMINOLOGY
Apical
Antecubital space
Asepsis
Assess
Auscultate
Axillary
Blood pressure
Brachial
Diastolic
Febrile
Oral
Palpate
Popliteal
Pulse
Radial
Rectal
Respiration
Rhythm
Sphygmomanometer
Stethoscope
Systolic
Temperature
Tympanic
Vital signs
Suggested
ACTIVITIES/
RESOURCES
Course textbook
Charting materials
Assessment tools
Role-play
Hands-on practice
Video (optional)
AES HealthCare 21 activities
Suggested
ASSESSMENTS
Performance assessment
Written response
Selected response
 Tied to essential
questions
 Defined Testing
Window
HOSA participation is
encouraged.
Interventions
Peer tutoring
Cooperative learning
Re-teaching
Re-testing
Teacher coaching/individual
instruction
ESOL strategies
ESE strategies
Enrichment
Participation in community and
school health fairs.
1
compliance.
11.0 Recognize and
respond to
emergency
situations.
12.0 Recognize and
practice infection
control procedures.
16.0 Apply basic
math and science
skills.
17.0 Demonstrate
language arts
knowledge and
skills
Compare and contrast a variety of methods
for measuring temperature including
contraindications.
Compare and contrast a variety of methods
for measuring blood pressure.
Describe the relationship between age and
normal vital signs values taking into
account anatomical and physiological
differences.
Differentiate between appropriate patient
explanations for vital signs.
Explain the effects of lifestyle on vital
signs and health care workers’
responsibility for educating clients about
those effects.
Skill:
Accurately measure and record vital signs
on a variety of clients.
Convert military/standard time
Convert height and weight measurements
between household and metric
Use appropriate aseptic technique.
Demonstrate appropriate communication
with a variety of clients.
skills to varied levels of
understanding and cultural
orientation.
7.11 Report relevant
information in order of
occurrence.
7.13 Locate, organize and
reference written information
from various sources.
9.01 Describe and apply
strategies for prevention of
diseases including health
screenings and examinations.
9.02 Identify personal health
practices and environmental
factors which affect optimal
function of each of the major
body systems.
10.02 Demonstrate the safe
use of medical equipment.
11.01 Monitor and record
vital signs.
12.02 Demonstrate
knowledge of medical
asepsis and practice
procedures such as handwashing and isolation.
16.01 Construct
charts/tables/graphs to
interpret health care practices
using functions and data.
16.03 Make, use and convert
using both traditional and
metric units.
17.01 Locate, comprehend
Research
Suggested Resources
Textbook
Teacher
Computerized blood pressure
measurement (if equipment is
available)
2
and evaluate key elements of
oral and written information.
17.03 Present information
formally and informally for
specific purposes and
audiences.
3
CURRICULUM MAP
Course Title: Health Science 2
Course Number: 8417110
UNIT/ORGANIZING PRINCIPLE: Basic Patient Care Skills
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
6.0 Demonstrate
knowledge of the
health care
delivery system
and health
occupations.
7.0 Use oral and
written
communication in
creating,
expressing and
interpreting
information and
ideas
8.0 Describe the
importance of
professional ethics
and legal
responsibilities.
9.0 Demonstrate
an understanding
of and apply
wellness and
disease concepts.
PACING:
Unit Number: 2
How will I care for a client/patient in a health care setting?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Define vocabulary.
Identify modalities.
Measure intake and output
Convert standard volume measurement to metric.
Safely operate equipment.
Describe the Patient’s Bill of Rights.
Communicate appropriately with the client/patient.
Review appropriate body system(s) as necessary
Reasoning:
Determine client comfort needs.
Compare and contrast mobility aids.
Analyze the advantages and disadvantages among
the types of services available to clients.
BENCHMARKS
(SSS)
6.04 Identify the
general roles and
responsibilities of the
individual members
of the health care
team.
7.03 Identify
characteristics of
successful and
unsuccessful
communication
including barriers.
7.04 Respond to
verbal and nonverbal
cues.
7.07 Recognize the
importance of
courtesy and respect
for patients and other
health care workers
and maintain good
interpersonal
relationships.
7.09 Adapt
KEY
TERMINOLOGY
Activities of daily
living (ADLs)
Ambulate
Closed bed
Confidentiality
Contractures
Decubitus ulcer
Edema
Home health
Incontinent
In patient
Intake and output
Long-term care
Occupied bed
Omnibus Budget
Reconciliation
Act (OBRA)
Open bed
Out patient
Patient’s Bill of Rights
Range of motion
Standard precautions
Transfer
Suggested
ACTIVITIES/
RESOURCES
Vocabulary activity
Career discussions
Role play
Skills activities:

Hand washing

Operating hospital bed

Bed making (occupied,
unoccupied)

Intake and output
measurement and
recording.

Positioning

Safe wheelchair
operation

Transfer

Ambulation

Assisting with bathing

Range of motion

Applying elastic hose

Vital Signs

Recording and reporting
AES HealthCare 21 activities
HOSA participation is
encouraged.
Suggested
ASSESSMENTS
Performance assessment
Written response (scenario)
Selected Response


Tied to essential
questions
Defined Testing
Window
4
10.0 Demonstrate
the importance of
health, safety, and
environmental
management
systems in
organizations and
their importance to
organizational
performance and
regulatory
compliance.
11.0 Recognize
and respond to
emergency
situations.
12.0 Recognize
and practice
infection control
procedures.
15.0 Demonstrate
knowledge of
blood borne
diseases including
AIDS
16.0 Apply basic
math and science
skills.
17.0 Demonstrate
language arts
knowledge and
skills
19.0 Solve
problems using
critical thinking
Differentiate the roles of the different health care
team members.
Skills:
Demonstrate skills accurately and in a timely
manner using good body mechanics.
Use aseptic technique and standard precautions.
Provide client-centered care.
Accurately record and report.
communication skills
to varied levels of
understanding and
cultural orientation.
7.10 Distinguish
between and report
subjective and
objective information
7.11 Report relevant
information in order
of occurrence.
7.15 Interpret verbal
and nonverbal
cues/behaviors that
enhance
communication.
7.16 Apply active
listening skills to
obtain and clarify
information.
8.03 Explain the
Patient’s Bill of
Rights.
8.05 Discuss the
importance of
maintaining
confidentiality of
information,
including computer
information.
8.06 Recognize the
limits of authority
and responsibility of
health care workers.
9.03 Identify
Interventions
Peer tutoring
Teacher coaching
Cooperative learning
Re-teaching
Re-testing
Enrichment
Hospital/nursing home
volunteering
Job shadowing
Suggested Resources
Textbook procedures
Video/DVD
Demonstration
Supplies for bed making, I & O,
ambulation, transfer, bathing,
vital signs, elastic hose,
wheelchairs.
5
skills, creativity
and innovation
20.0 Describe the
roles within teams,
work units,
departments,
organizations,
interorganizational
systems, and the
larger
environment.
21.0 Demonstrate
leadership and
teamwork skills
needed to
accomplish team
goals and
objectives.
psychological
reactions to illness
including defense
mechanisms.
10.01 Demonstrate
the safe use of
medical equipment.
10.02 Recognize and
report safety hazards.
10.03 Identify and
practice security
procedures for
medical supplies and
equipment.
10.04 Demonstrate
proper body
mechanics.
10.05 Demonstrate
the procedure for
properly identifying
patients.
10.06 Demonstrate
procedures for the
safe transport and
transfer of patients.
11.01 Monitor and
record vital signs.
12.01 Demonstrate
knowledge of
medical asepsis and
practice procedures
such as hand-washing
and isolation.
12.02 Demonstrate
knowledge of
6
surgical asepsis
12.03 Describe how
to dispose correctly
of biohazardous
materials, according
to appropriate
government
guidelines such as
OSHA.
15.04 Apply infection
control techniques
designed to prevent
the spread of diseases
to the care of all
patients following
CDC guidelines.
16.01 Draw, read,
and report on graphs,
charts, and tables.
16.02 Measure time,
temperature, distance,
capacity, and
mass/weight.
17.01 Locate,
comprehend and
evaluate key elements
of oral and written
information.
17.03 Present
information formally
and informally for
specific purposes and
audiences.
19.01 Employ critical
thinking skills
7
independently and in
teams to solve
problems and make
decisions.
19.02 Employ critical
thinking and
interpersonal skills to
resolve conflicts.
19.03 Identify and
document workplace
performance goals
and monitor progress
toward those goals.
19.04 Conduct
technical research to
gather information
necessary for
decision-making.
20.01 Describe the
nature and types of
business
organizations.
20.02 Explain the
effect of key
organizational
systems on
performance and
quality
20.03 List and
describe quality
control systems
and/or practices
common to the
workplace.
21.01 Employ
8
leadership skills to
accomplish
organizational goals
and objectives.
21.02 Establish and
maintain effective
working relationships
with others, in order
to accomplish
objectives and tasks.
21.04 Employ
mentoring skills to
inspire and teach
others
21.06 Recognize
factors and situations
that may lead to
conflict.
21.07 Demonstrate
effective techniques
for managing team
conflict.
9
CURRICULUM MAP
Course Title: Health Science 2
UNIT/ORGANIZING PRINCIPLE: CPR and First Aid
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
7.0 Use oral and
written
communication skills
in creating, expressing
and interpreting
information and ideas.
8.0 Describe the
importance of
professional ethics and
legal responsibilities.
9.0 Demonstrate an
understanding of and
apply wellness and
disease concepts.
10.0 Demonstrate the
importance of health,
safety, and
environmental
management systems
in organizations and
their importance to
organizational
performance and
regulatory compliance.
Course Number: 8417110
PACING:
Unit Number: 3
How can I help any person in an emergency?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Define first aid and emergency terms
and abbreviations.
BENCHMARKS
(SSS)
7.01 Apply basic speaking
and active listening skills
including reflection,
restatement and clarification
Describe prevention of disease
techniques.
transmission during emergency care. 7.04 Respond to verbal and
non-verbal cues.
Identify the emergency action steps.
7.09 Adapt communication
skills to varied levels of
Identify the ABCs of emergency care. understanding and cultural
orientation.
Identify signs of a heart attack.
8.13 Recognize the limits of
authority and responsibility
Describe the Good Samaritan laws.
of health care workers.
9.02 Identify personal
Describe informed consent and
health practices and
implied consent.
environmental factors which
affect optimal function of
Identify heat/cold emergencies.
each of the major body
systems.
Identify drug related emergencies.
10.02 Demonstrate the safe
use of medical equipment.
Identify evacuation procedures for
10.05 Identify and practice
local community.
security procedures for
KEY
TERMINOLOGY
ABCs
Abdominal thrust
Amputation
Abrasion
American Red Cross
Anaphylaxis
Automated external
defibrillator (AED)
Avulsion
Bag-valve mask
Barrier device
Capillary refill
Cardiac arrest
Cardiopulmonary
resuscitation (CPR)
Chest compression
Conscious
Critical
Defibrillation
First aid
Focused examination
Fracture
Frostbite
Head tilt-chin lift
Suggested
ACTIVITIES/
RESOURCES
Certifying agency materials
Vocabulary activity
Hands-on skill practice
Role-playing
AES HealthCare 21 activities
HOSA participation is encouraged.
Interventions
Cooperative learning
Peer tutoring
Teacher coaching
Re-teaching
Re-testing
ESOL strategies
ESE strategies
Suggested
ASSESSMENTS
Required
assessments for
certifying agency
including formative
and summative.
Selected response
Written
response/scenario
Performance
assessment


Enrichment
Research
Peer tutoring
Tied to
essential
questions
Defined
Testing
Window
Suggested Resources
Textbook
Internet
Teacher
Certifying Agency
10
11.0 Recognize and
respond to emergency
situations.
12.0 Recognize and
practice infection
control procedures.
14.0 Explain the
importance of
employability skills
and entrepreneurship
skills.
15.0 Demonstrate
knowledge of blood
borne diseases
including HIV/AIDS.
19.0 Solve problems
using critical thinking
skills, creativity and
innovation.
21.0 Demonstrate
leadership and
teamwork skills
needed to accomplish
team goals and
objectives.
Review appropriate body system(s)
as necessary
Reasoning:
Determine the type of splint needed
for a musculo-skeletal injury.
Differentiate among modes of
transfer/transport for an accident
victim.
Compare and contrast one-rescuer
and tworescuer CPR
Skill:
Assess an accident or sudden illness
scene using the emergency action
steps.
Provide care for a shock victim
Perform Cardiopulmonary
Resuscitation on adult, child and
infant victims.
Perform AED skills.
Perform first aid skills.
Product:
Certification through American Red
Cross or American Heart
Association.
medical supplies and
equipment.
10.08 Demonstrate proper
body mechanics and
ergonomics.
10.10 Demonstrate
procedures for the safe
transport and transfer of
patients.
10.11 Describe fire, safety,
disaster and evacuation
procedures.
11.02 Describe legal
parameters relating to the
administration of
emergency care.
11.03 Obtain and maintain
training or certification in
cardiopulmonary
resuscitation (CPR),
automated external
defibrillator (AED), foreign
body airway obstruction
(FBAO) and first aid.
11.04 Recognize adverse
drug related emergencies
and take appropriate first
aid action.
12.02 Demonstrate
knowledge of medical
asepsis and practice
procedures such as handwashing and isolation.
12.04 Describe how to
dispose correctly of
Heart attack
Heat cramps
Heat exhaustion
Heat stroke
Hemorrhage
Hyperglycemia
Hypoglycemia
Hypothermia
Immobilization
Incision
Initial assessment
Laceration
Life threatening
Puncture
Seizure
Shock
Stroke
Triage
Unconscious
Ventricular fibrillation
Mannekins/ decontamination
supplies
AED trainer
First Aid materials
11
biohazardous materials,
according to appropriate
government guidelines such
as OSHA.
14.01 Identify personal
traits or attitudes desirable
in a member of the
healthcare team.
15.02 Distinguish between
fact and fallacy about the
transmission and treatment
of diseases caused by blood
borne pathogens including
Hepatitis B.
15.05 Apply infection
control techniques designed
to prevent the spread of
diseases to the care of all
patients following CDC
guidelines.
19.01 Employ critical
thinking skills
independently and in teams
to solve problems and make
decisions
19.02 Employ critical
thinking and interpersonal
skills to resolve conflicts.
21.02 Establish and
maintain effective working
relationships with others, in
order to accomplish
objectives and tasks.
21.06 Recognize factors and
situations that may lead to
conflict.
12
CURRICULUM MAP
Course Title: Health Science 2
Course Number: 8417110
UNIT/ORGANIZING PRINCIPLE: Introduction to Health Care
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
6.0 Demonstrate
knowledge of the
health care
delivery system
and health
occupations.
14.0 Explain the
importance of
employability
skill and
entrepreneurship
skills.
17.0
Demonstrate
language arts
knowledge and
skills
19.0 Solve
problems using
critical thinking
skills, creativity
and innovation
PACING:
Unit Number: 4
1. How does the health care system in the United States work?
2. How do I get a job in health care?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge
Describe the history of health care.
Define “trend”
Describe trends in health care.
Describe types of health care facilities.
Describe organizational levels in health care facilities.
Describe the health care team.
Describe types of health insurance.
Describe professional standards and personal traits
needed by health care workers.
Describe items needed for job application and interview.
Reasoning
Differentiate between different types of health insurance
(HMO vs PPO, etc.)
BENCHMARKS
(SSS)
6.01 Identify the basic
components of the health
care delivery system.
6.02 Identify common
methods of payment for
healthcare services
6.03 Describe the various
types of health care
providers and the range
of services available
including resources to
victims of domestic
violence.
6.04 Describe the
composition and
functions of the health
care team.
6.05 Identify the general
roles and responsibilities
of the individual
members of the health
care team.
KEY
TERMINOLOGY
Baby boom
Centers for Disease
Control and
Prevention (CDC)
Co-payment
Deductible
Diagnosis related
groups (DRGs)
Food and Drug
Administration
(FDA)
Health maintenance
organization (HMO)
Hippocrates
Insurance premium
Managed care
National Institutes of
Health (NIH)
Trend
US Department of
Health
and Human Services
Suggested
ACTIVITIES/
RESOURCES
Textbook activities
Vocabulary activity
Compare and contrast ancient
and current health care
practices.
Research health care plans
(compare and contrast)
Complete insurance forms
Current event
Develop job application
portfolio including job
search, cover letter,
resume, completed job
application, interview.
AES HealthCare 21 activities
HOSA participation is
encouraged.
Suggested
ASSESSMENTS
Selected response
Written response


Tied to essential
questions
Defined Testing
Window
Interventions
Peer tutoring
ESE strategies
ESOL strategies
13
20.0 Describe the
roles within
teams, work
units,
departments,
organizations,
interorganizational
systems, and the
larger
environment.
Analyze the effects of the aging population on health
care.
Compare and contrast health care facilities with health
care agencies.
Develop a plan to pay for health care in the future.
Skill
Conduct an appropriate job interview
Product
Complete a job search using appropriate media.
Create a resume and cover letter and correctly
complete a job application.
6.06 Identify the roles
and responsibilities of the
consumer within the
healthcare system.
6.07 Explain the cause
and effects of factors that
influence the current
delivery system of
healthcare.
6.08 Explain the impact
of emerging issues
including technology,
epidemiology, bioethics
and socioeconomics on
the healthcare delivery
systems..
14.01 Identify personal
traits or attitudes
desirable in a member of
the healthcare team.
17.01 Locate,
comprehend and evaluate
key elements of oral and
written information.
17.02 Draft, revise, and
edit written documents
using correct grammar,
punctuation
17.03 Present
information formally and
informally for specific
purposes and audiences
19.03 Identify and
document workplace
performance goals and
(DHHS)
Workers’
compensation
World Health
Organization
(WHO)
Resume
Cover letter
Re-teaching
Enrichment
Research
Internet
Suggested Resources
Textbook
Newspapers/news magazines
Internet
Insurance forms
14
monitor progress toward
those goals.
19.04 Conduct technical
research to gather
information necessary for
decision-making
15
CURRICULUM MAP
Course Title: Health Science 2
Course Number: 8417110
UNIT/ORGANIZING PRINCIPLE: Safety and Infection Control
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
7.0 Use oral and
written
communication
skills in creating,
expressing and
interpreting
information and
ideas.
10.0 Demonstrate
the importance of
health, safety, and
environmental
management
systems in
organizations and
their importance to
organizational
performance and
regulatory
compliance.
12.0 Recognize
and practice
infection control
PACING:
Unit Number: 5
How do I protect myself and others in a health care setting?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Describe the role of OSHA in the health care
setting.
Describe antiseptics, disinfectants and
sterilization.
Describe appropriate accident prevention, fire
safety and disaster procedures.
Describe JCAHO patient safety goals.
Describe standard precautions, transmission
based precautions and BSI.
Describe the chain of infection.
Review appropriate body system(s) as necessary
Reasoning:
Compare and contrast the roles of the CDC and
NIH in health care.
BENCHMARKS
(SSS)
7.07 Recognize the
importance of
patient/client education
regarding health care.
7.13 Locate, organize
and reference written
information from
various sources.
10.01 Describe
personal and jobsite
safety rules and
regulations that
maintain safe and
healthy work
environments.
10.02 Demonstrate the
safe use of medical
equipment.
10.03 Explain and
apply the theory of
root-cause analysis.
10.04 Identify and
describe methods in
KEY
TERMINOLOGY
AIDS
Antibiotic
Antibiotic resistance
Antiseptics
Body alignment
Body mechanics
Centers for Disease
Control and
Prevention
(CDC)
Chain of infection
Disinfection
Fire triangle
Hepatitis B
Material safety data
Sheets
Medical asepsis
Microbiology
National Institute
for
Occupational
Safety and
Health
Suggested
ACTIVITIES/
RESOURCES
Vocabulary activity
Discussion and writing
assignments regarding roles of
OSHA, CDC, NIH.
Skills practice and
demonstration

Fire and disaster safety

Standard and
transmission based
precautions (incl. hand
washing)

Body mechanics and
patient transfer

Patient identification
Suggested
ASSESSMENTS
Selected response
Written response (scenario)
Performance assessment


Tied to essential
questions
Defined Testing
Window
National Institutes of Health
Infectious Disease Modules
HIV/AIDS research and
presentation
16
procedures.
15.0 Demonstrate
knowledge of
blood-borne
diseases, including
AIDS.
16.0 Apply basic
math and science
skills.
17.0 Demonstrate
language arts
knowledge and
skills
19.0 Solve
problems using
critical thinking
skills, creativity
and innovation
Given a scenario, determine which client would
be evacuated first in an emergency.
Analyze ways that microorganisms can be
beneficial.
Explain how common household and medical
practices encourage the development of antibiotic
resistant microorganisms.
Skill:
Safely and appropriately operate a fire
extinguisher.
Demonstrate appropriate patient identification
procedures.
Demonstrate medical and surgical asepsis
including proper disposal of biohazardous waste.
Demonstrate appropriate body mechanics.
Product:
HIV/AIDS presentation.
medical error reduction
and prevention in the
various healthcare
settings.
10.05 Identify and
practice security
procedures for medical
supplies and
equipment.
10.06 Demonstrate
personal safety
procedures based on
Occupational Safety
and Health
Administration
(OSHA) and Centers
for Disease Control
(CDC).
10.08 Demonstrate
proper body mechanics.
10.09 Demonstrate the
procedure for properly
identifying patients.
10.10 Demonstrate
procedures for the safe
transport and transfer
of patients.
10.11 Describe fire,
safety, disaster and
evacuation procedures.
10.13 Discuss Joint
Commission patient
safety goals.
10.14 Explain
emergency procedures
(NIOSH)
Nosocomial infection
Occupational Safety
and Health
Administration
(OSHA)
Personal protective
equipment
(PPE)
Standard precautions
Sterilization
Surgical asepsis
Transmission-based
precautions
Tuberculosis
AES HealthCare 21 activities
HOSA participation is
encouraged.
Interventions
Peer tutoring
Cooperative learning
Re-teaching
Re-testing
Teacher coaching
Enrichment
Bacterial growth experiments
Develop a safety plan for the
classroom.
Complete a material safety data
sheet for a chemical used in the
classroom.
Suggested Resources
Textbook
Internet
NIH Infectious Disease Modules
Materials for skills practice
Videos, CDs and DVDs
17
to follow in response to
workplace accidents.
12.01 Demonstrate
knowledge of medical
asepsis and practice
procedures such as
hand washing and
isolation.
12.02 Demonstrate
knowledge of surgical
asepsis.
12.03 Describe how to
dispose correctly of
biohazardous materials,
according to
appropriate government
guidelines such as
OSHA.
15.01 Distinguish
between fact and
fallacy about the
transmission and
treatment of diseases
caused by blood borne
pathogens including
Hepatitis B.
15.02 Identify
community resources
and services available
to the individuals with
diseases caused by
blood borne pathogens.
15.03 Identify “at risk”
behaviors which
promote the spread of
18
diseases caused by
blood borne pathogens
and the public
education necessary to
combat the spread of
these diseases.
15.04 Apply infection
control techniques
designed to prevent the
spread of diseases to
the care of all patients
following CDC
guidelines.
15.05 Demonstrate
knowledge of the legal
aspects of AIDS,
including testing.
16.04 Make estimates
and approximations
and judge the
reasonableness of the
result.
16.06 Demonstrate
ability to evaluate and
draw conclusions.
16.07 Organize and
communicate the
results obtained by
observation and
experimentation.
16.08 Ask appropriate
scientific questions and
recognize what is
involved in
experimental
19
approaches to the
solution of such
questions.
17.01 Locate,
comprehend and
evaluate key elements
of oral and written
information.
17.02 Draft, revise, and
edit written documents
using correct grammar,
punctuation and
vocabulary.
17.03 Present
information formally
and informally for
specific purposes and
audiences.
19.01 Employ critical
thinking skills
independently and in
teams to solve
problems and make
decisions.
19.02 Employ critical
thinking and
interpersonal skills to
resolve conflicts.
19.03 Identify and
document workplace
performance goals and
monitor progress
toward those goals.
19.04 Conduct
technical research to
20
gather information
necessary for decision
making.
21
CURRICULUM MAP
Course Title: Health Science 2
UNIT/ORGANIZING PRINCIPLE: Legal and Ethical Issues in Health PACING:
Care.
Unit Number: 6
How do I know the “right” thing to do?
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
LEARNING TARGETS/SKILLS
BENCHMARKS
(Outcomes)
(Performance Tasks)
(SSS)
8.0 Demonstrate
8.01 Discuss the legal
Knowledge:
legal and ethical
Distinguish between laws, morals, and ethics.
framework of the
responsibilities.
health care occupations
17.0 Demonstrate
Describe a health care code of ethics.
including scope of
language arts
practice legislation.
knowledge and
Define standard of care and standard of practice.
8.02 Explain practices
skills
that could result in
19.0 Solve
Describe informed consent.
malpractice, liability,
problems using
negligence,
critical thinking
Describe all forms of advance directives and list
abandonment, false
skills, creativity
the appropriate uses of each form.
imprisonment and
and innovation.
fraud.
20.0 Describe the
Explain patient’s/client’s rights and
8.03 Demonstrate
roles within teams, responsibilities.
procedures for accurate
work units,
documentation and
departments,
record keeping.
Reasoning:
organizations,
Evaluate an issue that may be legal but not ethical 8.04 Interpret
interor may be ethical but not legal.
healthcare facility
organizational
policy and procedures.
systems, and the
Debate the issue: Computers are a threat to
8.05 Explain the
larger
health care confidentiality.
patients’ “Bill of
environment.
Rights.”
8.06 Identify and
Skill:
Record information correctly in the patient chart. implement standards of
Course Number: 8417110
KEY
TERMINOLOGY
Advance directives
Certification
Confidentiality
Durable power of
attorney
Ethics
Health care proxy
Informed consent
Law
Liable
Licensure
Living will
Morals
Negligence
Privileged
communication
Reciprocity
Registration
Scope of practice
Standard of practice
Standard of care
Tort
Suggested
ACTIVITIES/
RESOURCES
Vocabulary activity
Current event on legal or ethical
issue in health care.
Research and complete advance
directive forms.
Use scenarios to discuss and
write about legal and ethical
behavior.
Suggested
ASSESSMENTS
Selected response
Written response
(scenarios)
Performance assessment
(charting)


Tied to essential
questions
Defined Testing
Window
Correctly record information in
the client chart.
AES HealthCare 21 activities
HOSA participation is
encouraged.
Interventions
Peer tutoring
Re-teaching
Re-testing
22
the Health Insurance
Portability and
Accountability Act
(HIPAA)
8.07 Describe advance
directives
8.08 Distinguish
between express,
implied and informed
consent.
8.09 Explain the laws
governing harassment,
labor and employment.
8.10 Differentiate
between legal and
ethical issues in health
care.
8.11 Describe a Code
of Ethics consistent
with the health care
occupations.
8.12 Identify and
compare personal,
professional and
organizational ethics.
8.13 Recognize the
limits of authority and
responsibility of health
care workers including
legislated scope of
practice.
8.14 Recognize and
report illegal and/or
unethical practices of
healthcare workers
ESOL strategies
ESE strategies
Enrichment
Interview malpractice attorney.
Research malpractice cases.
Suggested Resources
Textbook
Internet
Advance directive documents
Charting materials
23
8.15 Recognize and
report abuse including
domestic violence and
neglect.
8.16 Evaluate and
justify decisions based
on ethical reasoning.
8.17 Evaluate
alternative responses to
workplace situations
based on personal,
professional, ethical,
legal responsibilities
and employer policies.
8.18 Identify and
explain personal and
long-term
consequences of
unethical or illegal
behaviors in the
workplace.
8.19 Interpret and
explain written
organizational policies
and procedures.
8.20 Distinguish among
the five schedules of
controlled substances.
17.01 Locate,
comprehend and
evaluate key elements
of oral and written
information.
19.01 Employ critical
thinking skills
24
independently and in
teams to solve
problems and make
decisions.
19.04 Conduct
technical research to
gather information
necessary for decisionmaking.
20.01 Describe the
nature and types of
business organizations.
25
CURRICULUM MAP
Course Title: Health Science 2
UNIT/ORGANIZING PRINCIPLE: Nutrition
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
7.0 Use oral and
written
communication
skills in creating,
expressing and
interpreting
information and
ideas..
9.0 Demonstrate
and understanding
of and apply
wellness and
disease concepts.
16.0 Apply basic
math and science
skills.
17.0 Demonstrate
language arts
knowledge and
skills
Course Number: 8417110
PACING:
Unit Number: 7
What are the basics of nutrition for wellness?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Describe the energy nutrients.
Describe the functions, food sources, and signs of
toxicity and deficiency of vitamins.
Describe the functions, food sources, and signs of
toxicity and deficiency of minerals.
Describe the USDA food guide
Calculate individual calorie needs.
Review appropriate body system(s) as necessary
Reasoning:
Persuade a client that certain dietary fats are
essential to health.
Skill:
Prepare a meal that meets the requirements of
assigned therapeutic diet and feed to a client who
requires assistance.
BENCHMARKS
(SSS)
7.07 Recognize the
importance of
patient/client education
regarding health care.
9.01 Describe and
apply strategies for
prevention of diseases
including health
screenings and
examinations.
9.02 Identify personal
health practices and
environmental factors
which affect optimal
function of each of the
major body systems.
9.04 Identify
complementary and
alternative health
practices including
biomedical therapies.
9.05 Discuss the
adverse effects of the
use of alcohol, tobacco,
KEY
TERMINOLOGY
Amino acids
Antioxidant
Basal metabolic rate
(BMR)
Calories
Cholesterol
Chronic disease
Dietary fiber
Malnutrition
Nutrient dense
Nutrients
Nutrition
Protein
Recommended dietary
allowances
Saturated fat
Therapeutic diet
Unsaturated fat
Vitamins
Suggested
ACTIVITIES/
RESOURCES
Vocabulary activity
Discuss energy nutrients.
Writing assignment regarding
the importance of fat intake.
Go to www.choosemyplate.gov
and complete activity.
Suggested
ASSESSMENTS
Selected response
Written response
Product assessment.


Tied to essential
questions
Defined Testing
Window
Determine individual calorie
needs (including calories burned
during activities)
Create a menu that meets
individual nutrient needs (food
pyramid)
Research vitamins and minerals.
Research therapeutic diets
Create advertisement to
encourage teenagers to eat more
fruits and vegetables.
26
Product:
Using your own personal information design a
menu plan that meets your food pyramid needs.
Research a nutrient and present information to
class.
Research a therapeutic diet and present to class.
Create an advertisement that will persuade
teenagers to eat more fruits and vegetables.
legal and illegal drugs
on the human body and
apply safety practices
related to these and
other high risk
behaviors.
9.06 Explain basic
concepts of positive
self-image, wellness
and stress.
9.07 Develop a
wellness and stress
control plan that can be
used in personal and
professional life.
9.08 Explore and
utilize the U.S.
Department of
Agriculture’s MyPlate
food guide
(www.choosemyplate.g
ov) .
16.03 Make use and
convert using both
traditional and metric
units.
16.06 Demonstrate
ability to evaluate and
draw conclusions.
17.01 Locate,
comprehend and
evaluate key elements
of oral and written
information.
17.02 Draft, revise, and
Interventions
Peer tutoring
Cooperative learning
ESOL strategies
ESE strategies
Re-teaching
Re-testing
Enrichment
Research
Suggested Resources
www.choosemyplate.gov
Textbook
Internet
27
edit written documents
using correct grammar,
punctuation and
vocabulary.
17.03 Present
information formally
and informally for
specific purposes and
audiences.
28
CURRICULUM MAP
Course Title: Health Science 2
UNIT/ORGANIZING PRINCIPLE: Human Growth and
Development
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
09.0 Demonstrate
an understanding
of and apply
wellness and
disease concepts.
Course Number: 8417110
PACING:
Unit Number: 8
How do individuals change throughout the life span?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
BENCHMARKS
(SSS)
09.01 Describe and
apply strategies for
List the developmental age groups
prevention of diseases
including health
Describe the physical, cognitive, intellectual,
screenings and
social and psychological development of each age examinations
group
09.02 Identify personal
health practices and
Describe the types of communication for each age environmental factors
group
which affect optimal
functions of each of the
Describe the risk factors for each age group
major body systems.
09.03 Identify
Describe the effects of aging on each age group
psychological reactions
to illness including
Describe the stages of grief and death and dying
defense mechanisms
09.05 Discuss the
Reasoning:
adverse affects of the
use of alcohol, tobacco,
How do each of the age groups affect the cost of
legal and illegal drugs
health care?
on the body and apply
safety practices related
to these and other high
Skill:
risk behaviors.
Demonstrate communication with each age group 09.06 Explain basic
KEY
TERMINOLOGY
Amniotic sac
Cephalocaudal
Development
Chorion
Circumcision
Conception
Developmental
Milestones
Embryo
Fallopian tube
Fertilization
Fetus
Genes
Geriatrics
Implantation
Kyphosis
Morula
Osteoarthritis
Presbyopia
Puberty
Synapses
Wellness
Zygote
Suggested
ACTIVITIES/
RESOURCES
Vocabulary activity
Role-play
Suggested
ASSESSMENTS
Selected response
Written response
Product assessment.
Age group presentation

Communication role-play

Tied to essential
questions
Defined Testing
Window
AES unit
Interventions
Peer tutoring
Cooperative learning
ESOL strategies
ESE strategies
Re-teaching
Re-testing
Enrichment
Research
Suggested Resources
AES software
Textbook
Internet
29
Product:
Role-play
Age group presentation
concepts of positive
self image, wellness
and stress.
09.07 Develop a
wellness and stress
control plan that can be
used in personal and
professional life
09.09 Recognize the
steps in the grief
process.
30
CURRICULUM MAP
Course Title: Health Science 2
UNIT/ORGANIZING PRINCIPLE: Employability skills
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
14.0 Explain the
importance of
employability skill
and
entrepreneurship
skills
17.0 Demonstrate
language arts
knowledge and
skills
18.0 Demonstrate
personal moneymanagement
concepts,
procedures, and
strategies
20.0 Describe the
roles within teams,
work units,
departments,
organizations,
interorganizational
systems, and the
Course Number: 8417110
PACING:
Unit Number: 9
How do I get a job?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Describe personal traits desired by employers in the
healthcare industry
Identify documents needed for employment
Describe appropriate preparation for a job
interview.
Describe financial skills needed to survive
independently
Reasoning:
Determine resources needed for a job search
Create appropriate questions to ask during
interviews
Skills:
Complete a generic job application
BENCHMARKS
(SSS)
14.01 Identify
personal traits or
attitudes desirable in
a member of the
healthcare team
14.02 Exemplify
basic professional
standards of
healthcare workers as
they apply to
hygiene, dress,
language,
confidentiality and
behavior
14.03 Identify
documents that may
be required when
applying for a job.
Maintain a career
portfolio to document
knowledge, skills and
experience
14.04 Write an
appropriate resume
KEY
TERMINOLOGY
Aggressive personality
Assertive personality
Budget
Cover letter
Discrimination
Diversity
Feedback
Networking
Objective comments
Passive personality
Resume
Sexual harassment
Stereotype
Subjective comments
Suggested
ACTIVITIES/
RESOURCES
Vocabulary Activity
Job search activity
Suggested
ASSESSMENTS
Job Seeking Portfolio
(product assessment)
Selected response
Written response
Create cover letter

Create resume

Mock interviews
Tied to essential
questions
Defined Testing
Window
Personal finance activity
AES Health Center 21 unit
Interventions
Peer tutors
Teacher modeling and coaching
ESOL strategies
ESE strategies
Enrichment
Interview medical professionals
Re-teaching
31
larger environment
21.0 Demonstrate
leadership and
teamwork skills
needed to
accomplish team
goals and
objectives
Participate in mock interviews
Maintain and balance a checkbook
Product:
Complete a job seeking portfolio that includes a
cover letter and resume
Create a personal budget
14.05 Conduct a job
search and complete
a job application
form correctly
14.06 Demonstrate
competence in job
interview techniques
14.07 Examine levels
of education,
credentialing
requirements
including licensure
and certification,
employment
opportunities,
workplace
environments and
career growth
potential
14.08 Identify and
demonstrate positive
work behaviors need
to be employable
14.10 Develop
personal career plan
that includes goals,
objectives, and
strategies
14.12 Evaluate and
compare employment
opportunities that
match career goals
14.13 Identify and
exhibit traits for
retaining employment
Suggested Resources
AES software
Internet
Textbook
32
14.14 Identify
opportunities and
research requirements
for career
advancement.
14.15 Research the
benefits of ongoing
professional
development.
14.16 Examine and
describe
entrepreneurship
opportunities as a
career planning
option
17.01 Locate,
comprehend and
evaluate key elements
of oral and written
information.
17.02 Draft, revise
and edit written
documents using
correct grammar,
punctuation and
vocabulary.
17.03 Present
information formally
and informally for
specific purposes and
audiences.
18.01 Identify and
describe the services
and legal
responsibilities of
33
financial institutions
18.02 Describe the
effect of money
management on
personal and career
goals
18.03 Develop a
personal budget and
financial goals
18.04 Complete
financial instruments
for making deposits
and withdrawals
18.05 Maintain
financial records
18.06 Read and
reconcile financial
statements
18.07 Research,
compare and contrast
investment
opportunities
20.01 Describe the
nature and types of
business
organizations.
20.02 Explain the
effect of key
organizational
systems on
performance and
quality.
20.03 List and
describe quality
control systems
34
and/or practices
common to the
workplace
20.04 Explain the
impact of the global
economy on business
organizations.
35
CURRICULUM MAP
Course Title: Health Science 2
UNIT/ORGANIZING PRINCIPLE: Health Care Careers and Career
Clusters
What health care career would be best for me?
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
LEARNING TARGETS/SKILLS
(Outcomes)
(Performance Tasks)
6.0 Demonstrate
Knowledge:
knowledge of the
Identify career clusters
health care
delivery system
Identify education needed for specific careers.
and health
occupations.
Describe credentialing for health care careers.
7.0. Use oral and
written
Describe the career ladder.
communication
skills in creating,
Describe personal qualities needed for specific
expressing and
careers.
interpreting
information and
Describe the National Health Care Skill Standards
ideas.
8.0 Describe the
Describe the continuing education needs for a
importance of
specific career.
professional ethics
and legal
Reasoning:
responsibilities.
Analyze the relationship between level of education
13.0 Use
and salary, responsibility, and potential for
information
advancement.
technology tools.
14.0 Explain
Skills:
employability
Apply computer skills for research and
Course Number: 8417110
PACING:
Unit Number: 10
BENCHMARKS
(SSS)
6.03 Describe the
various types of
health care providers
and the range of
services available
including resources to
victims of domestic
violence.
6.05 Identify the
general roles and
responsibilities of the
individual members
of the health care
team.
6.07 Explain the
cause and effects of
factors that influence
the current delivery
system of healthcare.
6.08 Explain the
impact of emerging
issues including
technology,
epidemiology,
KEY
TERMINOLOGY
Associate Degree
Bachelor’s Degree
Bioinformatics
Career ladder
Continuing education
Credential
Diagnostic services
Doctorate
Entrepreneur
Health Informatics
Master’s Degree
National Health Care
Standards
Project
(NHCSSP)
Standards
Support services
Therapeutic services
Suggested
ACTIVITIES/
RESOURCES
Discuss types of education
available.
Discuss career clusters
Research specific careers.
Career presentation
AES HealthCare 21 activities
HOSA participation is
encouraged.
Interventions
Peer tutors
Teacher modeling and coaching
ESOL strategies
ESE strategies
Suggested
ASSESSMENTS
Presentation (product
assessment)
Selected response
Written response


Tied to essential
questions
Defined Testing
Window
Enrichment
Interview medical professionals
Re-teaching
Suggested Resources
Internet
Textbook
Presentation materials (posters
and art supplies or PowerPoint)
36
skills and
entrepreneurship
skills.
17.0 Demonstrate
language arts
knowledge and
skills
20.0 Describe the
roles within teams,
work units,
departments,
organizations,
interorganizational
systems, and the
larger environment
presentation.
Product:
Career presentation with visual.
bioethics and
socioeconomics on
healthcare delivery
systems.
7.13 Locate, organize
and reference written
information from
various sources.
7.14 Design, develop
and deliver formal
and informal
presentations using
appropriate media to
engage and inform
diverse audiences..
8.13 Recognize the
limits of authority
and responsibility of
health care workers.
13.01 Describe
technology
applications in
healthcare.
13.02 Define terms
and demonstrate
basic computer skills.
13.03 Interpret
information from
electronic medical
documents.
13.06 Employ
computer operations
applications to
access, create,
manage, integrate,
37
and store
information.
14.01 Identify
personal traits or
attitudes desirable in
a member of the
healthcare team.
14.07 Examine levels
of education,
credentialing
requirements
including licensure
and certification,
employment
opportunities,
workplace
environments and
career growth
potential.
14.09 Compare
careers within the
health science career
pathways (diagnostic
services, therapeutic
services, health
informatics, support
services or
biotechnology
research and
development).
14.11 Examine
licensing,
certification, and
industry credentialing
requirements.
38
14.12 Evaluate and
compare employment
opportunities that
match career goals.
14.14 Identify
opportunities and
research requirements
for career
advancement.
14.15 Research the
benefits of ongoing
professional
development.
17.01 Locate,
comprehend and
evaluate key elements
of oral and written
information.
17.02 Draft, revise,
and edit written
document using
correct grammar,
punctuation and
vocabulary.
17.03 Present
information formally
and informally for
specific purposes and
audiences.
20.01 Describe the
nature and types of
business
organizations.
20.02 Explain the
effect of key
39
organizational
systems on
performance and
quality.
20.04 Explain the
impact of the global
economy on business
organizations.
40
CURRICULUM MAP
Course Title: Health Science 2
Course Number: 8417110
UNIT/ORGANIZING PRINCIPLE: Medical Terminology
ESSENTIAL
QUESTIONS:
CONCEPTS
/CONTENT
(Outcomes)
7.0 Use oral and
written
communication
skills in creating,
expressing and
interpreting
information and
ideas
PACING:
Unit Number: 11
How can I understand and use medical terminology?
LEARNING TARGETS/SKILLS
(Performance Tasks)
Knowledge:
Define given medical abbreviations.
Define given prefixes, suffixes and word roots.
Combine prefixes, suffixes and word roots to
create and define new and/or unfamiliar words.
Reasoning:
Analyze the advantages and disadvantages of
using abbreviations in health care.
Review appropriate body system(s) as necessary
Skill:
Translate sentences with abbreviations from
health care records.
Translate medical prescriptions.
Product:
Sets of flashcards for abbreviations and word
parts.
BENCHMARKS
(SSS)
7.05 Use appropriate
medical terminology
and abbreviations.
KEY
TERMINOLOGY
Combining form
Prefix
Suffix
Word root
Suggested
ACTIVITIES/
RESOURCES
Create flashcards for given
abbreviations.
Create flashcards for given
prefixes, suffixes and word
roots.
Use word part flashcards to
create and define new words.
AES HealthCare 21 activities
Suggested
ASSESSMENTS
Selected response
Translate abbreviation
sentences.
Translate medical
terms.
Written response—
advantages and
disadvantages.
 Tied to essential
questions
 Defined Testing
Window
HOSA participation is
encouraged.
Interventions
Peer tutoring
Teacher coaching
ESE strategies
ESOL strategies
Re-testing/ alternate test style
Enrichment
Research current trends in
41
medical abbreviation use.
Suggested Resources
Textbook
Medical dictionaries
Internet
42