• Students prepare a report comparing and contrasting the health care system from primitive to present times. The paper should include at least five milestones that have changed health care, e.g., technology, sterilization, vaccines, antibiotics, and third-party payer systems.

Growth and Development Standard 2: Students will understand the basic developmental stages of human growth and development. They will recognize behaviors and physical characteristics of various stages of human growth and development and will recognize health issues commonly associated with each developmental stage.
Examples of the types of work students should be able to do to meet the standard:

• Students prepare a personal growth portfolio to include school pictures, growth measurements, and career choice changes through the various development stages.
• Students compare their height, eye color, and other physical characteristics to other classmates and discuss the basis for the differences.

Safety Standard 3: Students will know and understand occupational safety issues as they relate to the employer, employee, and patient within the health care setting. They will describe health safety habits that prevent injury. They will follow safety guidelines as appropriate at home, school, and at the healthcare setting.
Examples of the types of work students should be able to do to meet the standard:

• Students participate in a field trip/tour of a health care facility and identify potential safety hazards within specific departments and careers, and discuss steps that may be taken to avoid injury.
• Students participate in preparation of a safety fair to present to parents, students, school board members, and the community. Students will research the most common safety issues and injuries at home, at school, and in a health care facility and, by using pamphlets, presentations, and posters. The students will prepare recommendations to eliminate or reduce potential hazards.

Communication and Decision Making Standard 4: Students will understand key concepts of group dynamics, conflict resolution, and negotiation. They will work cooperatively, share responsibilities, accept supervision, and assume leadership roles. They will demonstrate cooperative relationships across gender, generation, and cultural groups.
Examples of the types of work students should be able to do to meet the standard:

• A group of students organize and participate in a panel discussion on a current bioethical issue. All students in the class must formulate a position and substantiate that position from information given by the panel members.

Ethical and Legal Responsibilities Standard 5: Students will understand laws, guidelines, and professional codes of the health care community. They will explain how individual responsibility for choice of action and behavior within legal and professional boundaries impacts quality of care.
Examples of the types of work students should be able to do to meet the standard:

• In cooperative learning groups students discuss and come to consensus on how they feel about being asked to donate a tissue or an organ and which organ they would be willing to donate. Students come to consensus about the circumstances under which they would be willing to accept the responsibility of giving away an organ of a “loved one.”
• In a classroom discussion, students discuss how they would feel if a health care worker broke the health care confidentiality code and told someone about their medical history. The medical history could include sensitive and confidential information.

Career Planning Standard 6: Students will understand the range of skills necessary for entry into the health care field. They will utilize this career information as they research education requirements, employment outlook, and career potential for various health care careers, and they will develop an initial career plan based on individual interest and attitude inventories.
Examples of the types of work students should be able to do to meet the standard:

• Students develop a career plan that includes selection of a career within a broad career focus, letters to the various colleges, universities, and/or appropriate trade school that offer the selected career preparation program.
• Students research financial aid, scholarships, grant and loans available to support their continuing education program.
• Students research admittance requirements and compare findings to their own high school credits, GPA, and college preparation courses and prepare a personal timeline of significant events that must occur in preparation for continuing their education program beyond high school.

• Students prepare and present to the class a written report on how technology has extended the average life span and the ramification of more people living longer on the cost of and access to health care.