• Working in teams, students interview a variety of health care workers. Student teams report back to the class about what they have learned. After each team has reported, the teacher leads a discussion on how the roles of health care workers have changed.
• Working in small groups, students design a display to depict various types of health care facilities that are in their community. Each student group will present and explain the display to the class.

Growth and Development Standard 2: Students will understand basic physical and psychological human needs and how these needs relate to the quality of life. They will distinguish factors contributing to wellness and illness and will demonstrate healthy behaviors.
Examples of the types of work students should be able to do to meet the standard:

• Students keep a physical activity diary for one week. They develop a class chart using fractions. Students are divided into various groupings (ten students equal one third of a class of thirty), according to physical activities. They then answer the following question: Were the students who played soccer more fit than the students who participated in gymnastics or Nintendo?
• Students compare fitness groups according to the President’s Council on Fitness Standards. Individually, using the activity diary, each student compares and evaluates his or her own fitness with the Fitness Standards and creates a self-improvement plan as needed.

Safety Standard 3: Students will understand the nature of microorganisms and the relationship of these organisms to disease processes. They will define various microorganisms and modes of transmission and will give examples of preventive measures that could occur in the home or school environments.
Examples of the types of work students should be able to do to meet the standard:

• Students prepare an oral presentation on an infectious disease that is commonly present in their school setting. They describe the signs and symptoms, the means of transmission, and research the causative microorganism of the disease. Students then make recommendations to prevent the spread of this disease.

Communication and Decision Making Standard 4: Students will understand the principles of effective communication and decision-making. They will show they can communicate both orally and in writing. They will listen attentively and follow instructions, request clarification or additional information as needed.
Examples of the types of work students should be able to do to meet the standard:

• Students discuss in groups reasons for concise, clearly written entries on legal documents such as patient charts. Students present their findings to the class.
• Students role-play a situation in which non-verbal communication is used. Students can then discuss facial expressions and context and culture of facial expressions and the importance of all types of communications in health care.

• After viewing films and reviewing resource materials showing actual health occupations and workplace situations, students research and formulate a dress code that would be acceptable in a variety of health care settings.
• Upon visitation of three health care facilities, students critique the facility based on professionalism in the areas of facility appearance, personal grooming and appearance, and professional communications.
• Given a scenario of a health care worker who is performing duties that are not within the legislated scope of practice in California, but are legal in another state, students in groups discuss the responsibility of that health care worker according to California’s professional ethics and the results of noncompliance that would occur.

Career Planning Standard 6: Students will understand the process of career planning. They will participate in the initial stages of self-assessment for planning, career choices, and decision-making.
Examples of the types of work students should be able to do to meet the standard:

• Students prepare posters that illustrate the various opportunities in health care. Students investigate a career in health care that interests them and create a poster to depict that career. Students should be encouraged to research literature, write letters to professional organizations, and interview and job shadow the health care worker. Students will present their poster to the class and answer questions regarding that career.

• Students organize and participate in a discussion of the possible ramifications of sharing confidential information about a patient that they have overheard while on a hospital site visit. The patient has a terminal diagnosis and the family has not yet been informed.