Header - Home Page
spacer
Teachers
Students
Administrators
Parents
Classroom Resources Professional Development Organizations and Associations HSTE in Texas Resources
Collage of Medical Images
spacer
spacer

130.202. Principles of Health Science

Course Description: The Principles of Health Science provides an overview of the therapeutic, diagnostic, health informatics, support services, and biotechnology research and development systems of the health care industry.

PEIMS Number: 13020200

General Requirements: This course is recommended for students in Grades 9-11.

TEKS

Timeline

UNITS OF STUDY

Unit 1 Health Care Systems & History of Health Care

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(M) research the historical significance of health care;
    • (c)(1)(O) analyze the impact of local, state, and national government on the health science industry;
    • (c)(1)(P) identify diverse and cultural influences that have impacted contemporary aspects of health care delivery; and
    • (c)(1)(Q) compare and contrast practices used by various cultures and societies to solve problems related to health.
  2. Activities

Unit 2 Careers in Health Care

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(N) describe the impact of health services on the economy;
    • (c)(2)(A) locate, evaluate, and interpret career options and employment information;
    • (c)(2)(B) recognize the impact of career decisions, including cause and effect of changing employment situations;
    • (c)(5)(B) identify academic requirements for professional advancement such as certification, licensure, registration, continuing education, and advanced degrees;
    • (c)(6)(A) compare health science careers within the diagnostic, therapeutic, health informatics, support services, and biotechnology research and development systems;
    • (c)(6)(B) identify the collaborative role of team members between systems to deliver quality health care;
    • (c)(11)(A) identify technological equipment used in each of the five systems and relate findings to identified societal risk factors; and
    • (c)(11)(B) recognize and relate the process for reporting equipment or technology malfunctions.
  2. Activities

Unit 3 Anatomy and Physiology

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(G) describe biological and chemical processes that maintain homeostasis; and
    • (c)(2)(D) accurately interpret, transcribe, and communicate medical vocabulary using appropriate technology.
  2. Activities

Unit 4 Basic Medical Terminology

  1. The student is expected to:
    • (c)(2)(D) accurately interpret, transcribe, and communicate medical vocabulary using appropriate technology.
  2. Activities

Unit 5 Anatomy and Physiology

  1. The student is expected to:
    • (c)(1)(C) interpret technical material related to the health science industry;
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(G) describe biological and chemical processes that maintain homeostasis;
    • (c)(1)(H) identify and analyze principles of body mechanics and movement such as forces and the effects of movement, torque, tension, and elasticity on the human body; and
    • (c)(2)(D) accurately interpret, transcribe, and communicate medical vocabulary using appropriate technology.
  2. Activities

Unit 6 Personal Qualities of a Health Care Worker

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(F) formulate responses using precise language to communicate ideas;
    • (c)(1)(L) analyze and evaluate communication skills for maintaining healthy relationships throughout the lifespan;
    • (c)(2)(A) identify components of effective and non-effective communication;
    • (c)(2)(B) demonstrate effective communication skills for responding to the needs of individuals in a diverse society;
    • (c)(2)(C) evaluate the effectiveness of conflict resolution techniques in various situations;
    • (c)(3)(A) identify traits of a leader;
    • (c)(3)(B) demonstrate leadership skills, characteristics, and responsibilities of leaders such as goal setting and team building;
    • (c)(3)(C) demonstrate the ability to effectively conduct and participate in meetings;
    • (c)(5)(A) identify employer expectations such as punctuality, attendance, time management, communication, organizational skills, and productive work habits;
    • (c)(7)(A) explain the concept of teaming to provide quality health care;
    • (c)(7)(B) examine the role of professional organizations in the preparation and governance of credentialing and certification; and
    • (c)(9)(B) identify wellness strategies for the prevention of disease.
  2. Activities

Unit 7 Legal and Ethical

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(8)(A) compare published professional codes of ethics and scope of practice;
    • (c)(8)(B) explain principles of confidentiality and ethical behavior, including the consequences of breech of confidentiality;
    • (c)(8)(C) discuss ethical issues related to health care, including implications of technological advances;
    • (c)(8)(D) examine issues related to malpractice, negligence, and liability;
    • (c)(8)(E) research laws governing the health science industry;
    • (c)(9)(A) recognize situations related to autonomy; and
    • (c)(9)(D) review documentation related to rights and choices.
  2. Activities

Unit 8 Human Growth and Development

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(I) identify human needs according to Maslow's Hierarchy of Human Needs;
    • (c)(1)(J) describe the stages of development related to the life span; and
    • (c)(1)(K) identify the concepts of health and wellness throughout the life span.
  2. Activities

Unit 9 Anatomy and Physiology

  1. The student is expected to:
    • (c)(1)(C) interpret technical material related to the health science industry;
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(G) describe biological and chemical processes that maintain homeostasis;
    • (c)(1)(K) identify the concepts of health and wellness throughout the life span; and
    • (c)(9)(B) identify wellness strategies for the prevention of disease.
  2. Activities

Unit 10 Vital Signs

  1. The student is expected to:
    • (c)(1)(A) convert units between systems of measurement;
    • (c)(1)(B) apply data from tables, charts, and graphs to provide solutions to health-related problems;
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(G) describe biological and chemical processes that maintain homeostasis;
    • (c)(11)(A) identify technological equipment used in each of the five systems and relate findings to identified societal risk factors; and
    • (c)(11)(B) recognize and relate the process for reporting equipment or technology malfunctions.
  2. Activities

Unit 11 Anatomy and Physiology

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(G) describe biological and chemical processes that maintain homeostasis; and
    • (c)(9)(B) identify wellness strategies for the prevention of disease.
  2. Activities

Unit 12 Nutrition and Wellness

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(K) identify the concepts of health and wellness throughout the life span;
    • (c)(9)(B) identify wellness strategies for the prevention of disease; and
    • (c)(9)(C) evaluate positive and negative effects of relationships on physical and emotional health such as peers, family, and friends and in promoting a healthy community.
  2. Activities

Unit 13 Promotion of Safety

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(H) identify and analyze principles of body mechanics and movement such as forces and the effects of movement, torque, tension, and elasticity on the human body;
    • (c)(10)(A) identify governing regulatory agencies such as the World Health Organization, Centers for Disease Control, Occupational Safety and Health Administration, Food and Drug Administration, and National Institute for Occupational Safety and Health;
    • (c)(10)(B) relate industry safety standards such as standard precautions, fire prevention, safety practices, and appropriate actions to emergency situations; and
    • (c)(10)(C) identify safety practices in all aspects of the health science industry.
  2. Activities

Unit 14 First Aid and CPR

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(6)(B) identify the collaborative role of team members between systems to deliver quality health care;
    • (c)(7)(A) explain the concept of teaming to provide quality health care;
    • (c)(10)(B) relate industry safety standards such as standard precautions, fire prevention, safety practices, and appropriate actions to emergency situations;
    • (c)(10)(C) identify safety practices in all aspects of the health science industry; and
    • (c)(11)(A) identify technological equipment used in each of the five systems and relate findings to identified societal risk factors.
  2. Activities

Unit 15 Infection Control

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(9)(B) identify wellness strategies for the prevention of disease;
    • (c)(10)(A) identify governing regulatory agencies such as the World Health Organization, Centers for Disease Control, Occupational Safety and Health Administration, Food and Drug Administration, and National Institute for Occupational Safety and Health;
    • (c)(10)(B) relate industry safety standards such as standard precautions, fire prevention, safety practices, and appropriate actions to emergency situations; and
    • (c)(10)(C) identify safety practices in all aspects of the health science industry.
  2. Activities

Unit 16 Cultural Diversity

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(P) identify diverse and cultural influences that have impacted contemporary aspects of health care delivery;
    • (c)(1)(Q) compare and contrast practices used by various cultures and societies to solve problems related to health;
    • (c)(2)(B) demonstrate effective communication skills for responding to the needs of individuals in a diverse society; and
    • (c)(9)(E) recognize diversity and cultural practices influencing contemporary aspects of health care.
  2. Activities

Unit 17 Anatomy and Physiology

  1. The student is expected to:
    • (c)(1)(D) organize, compile, and write ideas into reports and summaries;
    • (c)(1)(E) plan and prepare effective oral presentations;
    • (c)(1)(G) describe biological and chemical processes that maintain homeostasis; and
    • (c)(9)(B) identify wellness strategies for the prevention of disease.
  2. Activities
spacer
spacer
spacer
©2010 tea - university of north texas classroom resources - professional development - organizations & associations - hste in texas - resources
teachers - students - administrators - parents - contact us - privacy policy - browser information
development - beartoothweb


It is the policy of the University of North Texas not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.