Welcome to the Health Science Technology 1 HSTE Project Wikispace


Health Science Assignment Page

Health Science Syllabus

Health Science TEKS Objectives

2014 - 2015 Student Disease Webpages
2014-2015 Student Disease Template

2nd Period
2014-2015 Ebola - P Yanez, M Sanchez
2014-2015 Breast Cancer - J Merrell, M. Delgado
2014-2015 Lupus - T Sierra, M Escamilla
2014-2015 AIDS - J. Torres, C. Garcia
2014-2015 Argyria - R. Rashkis, L. Rodriguez
2014-2015 Pica - A. Vassquez, C. Guerrero
2014-2015 Type 2 Diabetes - H. Rodriguez, G. Quinones
2014-2015 Lung Cancer - L. Reyes, S. Leal
2014-2015 Malaria - L. Carrasco, A. Claudio
2014-2015 ADHD - J. SanMiguel, A. Moncivais

3rd Period
2014-2015 Amyotrophic Lateral Sclerosis - P. Castillo, A. Escobal
2014-2015 Alzheimer's Disease - B. Cordova, L. Miranda
2014-2015 Chronic Erosive Gastritis - S. Rodriguez, K. Hernandez
2014-2015 Down's Syndrome - M. Monsebais, A. Nanez
2014-2015 Brain Cancer - J. Lara, J. Tijerina
2014-2015 Stone Man Disease - N. Mungia, D. Bolinger
2014-2015 Type 1 Diabetes - J. Hernandez, T. Ruiz
2014-2015 Pulmonary Fibrosis - O. Hernandez, M. Valdez
2014-2015 Smallpox - A. Martinez

5th Period
2014-2015 Progeria - J. Villeda, C. Casrez
2014-2015 Parkinson's Disease - M. Wells, J. Valdez
2014-2015 Herpes - A. Fernandez, T. Phommyvong
2014-2015 Neuroblastoma- Y. Chavez, C. Hernandez
2014-2015 Pneumococcal Disease - M. Hernandez, J. Uribe
2014-2015 Tuberculosis - J. Velasquez, H. Detton
2014-2015 Influenza - A. Cano, J. Villa
2014-2015 Leukemia - K. Lopez, R. Ramirez
2014-2015 Brain Tumor - S. Zamarripa, S. Nava
2014-2015 Ovarian Cancer - A. Carrillo, A. Gutierrez
2014-2015 Osgood-Schlatter - M. Gudgell, A. Carbajal
2014-2015 Tetanus - P. Alarcon, N. Delossantos
2014-2015 Lech-Nyhan Syndrome - B. Bartels, C. Vogel
2014-2015 Yellow Fever - E. Salgado, Z. Briones

9th Period
2014-2015 Rabies - A. Salazar, K. Ortiz
2014-2015 Coronary Artery Disease - R. Olivas, A. Lopez
2014-2015 Parry Romberg Syndrome - S. Hayes, N. Salgado
2014-2015 Gum Disease - J. Guerrero, M. Albineda
2014-2015 Infertility - E. Mejia, M. Montes
2014-2015 Skin Cancer - A. Valadez, A. Salas
2014-2015 Autism - E. Rodriguez, J. Amador
2014-2015 Heart Cancer - M. Ovalle, S. Vargas
2014-2015 Throat Cancer - K. George, E. Garcia
2014-2015 Stroke - S. Valadez, A. Garza
2014-2015 Severe Acute Respiratory Syndrome (SARS) - M. Lezama




2014 Body System Webpages
2nd Period Health Science 2013-2014
2nd Period Legal & Ethical Pages2014

4th Period Health Science 2013-2014
4rh period Legal & Ethical Pages 2014

5th Period Health Science 2013-2014
5th Period Legal & Ethical Pages 2014

8th Period Health Science 2013-2014
8th Period Legal & Ethical Pages 2014

This site is a "wiki," which means it is intended for everyone to have a chance to read and to contribute. For more information on wikis, please look here. A good example of a wiki that many people are familiar with is Wikipedia. Wikis can allow anyone to edit any page that they want to. While it might seem that allowing many people the ability to work on, modify, or overwrite each others work would result in chaos, it actually can work amazingly well.

During this year we will be looking for the answers to the following questions. You will add to our wiki.

§130.204. Health Science
Course Description: The Health Science course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will have hands-on experiences for continued knowledge and skill development. The course may be taught by different methodologies such as clinical rotation and career preparation learning.
PEIMS Number: 13020400
General Requirements: This course is recommended for students in Grades 10-12.
Recommended prerequisites: Principles of Health Science and Biology
TEKS
UNITS OF STUDY
Unit 1 Leadership
  1. The Student is expected to:
    • (c)(3)(D) evaluate the effectiveness of conflict resolution techniques in various situations;
    • (c)(7)(A) analyze systematic procedures for problem solving;
    • (c)(7)(B) evaluate the impact of decisions;
    • (c)(7)(C) suggest modifications based on decision outcomes;
    • (c)(10)(B) participate in group dynamics; and
    • (c)(10)(C) integrate consensus-building techniques.
  2. Activities
Unit 2 Communication
  1. The student is expected to:
    • (c)(2)(A) demonstrate therapeutic communication appropriate to the situation;
    • (c)(2)(B) execute verbal and nonverbal skills when communicating with persons with sensory loss and language barriers;
    • (c)(2)(C) apply electronic communication with appropriate supervision;
    • (c)(3)(A) evaluate how a healthy relationship influences career goals;
    • (c)(3)(B) demonstrate communication skills in building and maintaining healthy relationships;
    • (c)(3)(C) demonstrate strategies for communicating needs, wants, and emotions;
    • (c)(3)(D) evaluate the effectiveness of conflict resolution techniques in various situations;
    • (c)(4)(A) identify and retrieve reportable information;
    • (c)(4)(B) report information according to facility policy;
    • (c)(5)(A) describe document formats; and
    • (c)(5)(B) compile and record data according to regulatory agency policy.
  2. Activities
Unit 3 Ethical and Legal
  1. The student is expected to:
    • (c)(9)(A) research and describe the role of professional associations and regulatory agencies;
    • (c)(9)(B) examine legal and ethical behavior standards such as Patient Bill of Rights, Advanced Directives, and the Health Insurance Portability and Accountability Act;
    • (c)(9)(C) investigate the legal and ethical ramifications of unacceptable behavior; and
    • (c)(9)(D) perform within the designated scope of practice.
  2. Activities
Unit 4 Employability Skills and Professionalism
  1. The student is expected to:
    • (c)(4)(A) identify and retrieve reportable information;
    • (c)(4)(B) report information according to facility policy;
    • (c)(6)(A) research specific health science careers; and
    • (c)(6)(B) review employment procedures for a specific health science career.
  2. Activities
Unit 5 Safety and Governmental Regulations
  1. The student is expected to:
    • (c)(8)(A) comply with specific industry standards related to safety and substance abuse;
    • (c)(11)(A) conform to governmental regulations and guidelines from entities 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)(11)(B) explain protocol related to hazardous materials and situations such as material safety data sheets;
    • (c)(11)(C) observe and report unsafe conditions; and
    • (c)(11)(D) practice recycling and waste management for cost containment and environmental protection.
  2. Activities
Unit 6 CPR / AED & First Aid
  1. The student is expected to:
    • (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a laboratory setting.
  2. Activities
Unit 7 Infection Control
  1. The student is expected to:
    • (c)(1)(G) research the global impact of disease prevention and cost containment;
    • (c)(8)(I) perform skills specific to a health science professional such as medical assistant, dental assistant, emergency medical technician-basic, phlebotomy technician, and pharmacy technician;
    • (c)(11)(A) conform to governmental regulations and guidelines from entities 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; and
    • (c)(12)(A) research wellness strategies for the prevention of disease.
  2. Activities
Unit 8 Strategies for the Prevention of Diseases
  1. The student is expected to:
    • (c)(12)(A) research wellness strategies for the prevention of disease;
    • (c)(12)(B) evaluate positive and negative effects of relationships on physical and emotional health such as peers, family, and friends;
    • (c)(12)(C) explain the benefits of positive relationships among community health professionals in promoting a healthy community;
    • (c)(12)(D) examine access to quality health care; and
    • (c)(12)(E) research alternative health practices and therapies.
  2. Activities
Unit 9 Body Systems Structure and Function
  1. The student is expected to:
    • (c)(1)(E) summarize biological and chemical processes that maintain homeostasis; and
    • (c)(1)(F) explain the changes in structure and function due to trauma and disease.
  2. Activities
    • An Overview of Body Systems
Unit 10 Therapeutic and Diagnostic
  1. The student is expected to:
    • (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a laboratory setting.
  2. Activities
Unit 11 Occupationally Specific Knowledge and Skills
  1. The student is expected to:
    • (c)(1)(A) solve mathematical calculations appropriate to situations in a health-related environment;
    • (c)(1)(B) communicate using medical terminology;
    • (c)(1)(C) express ideas in writing and develop skills in documentation;
    • (c)(1)(D) interpret complex technical material related to the health science industry;
    • (c)(5)(A) describe document formats;
    • (c)(5)(B) compile and record data according to regulatory agency policy;
    • (c)(8)(A) comply with specific industry standards related to safety and substance abuse;
    • (c)(8)(B) model industry expectations of professional conduct such as attendance, punctuality, personal appearance, hygiene, and time management;
    • (c)(8)(C) articulate comprehension of assignment;
    • (c)(8)(D) employ medical vocabulary specific to the health-care setting;
    • (c)(8)(E) perform admission, discharge, and transfer functions in a simulated setting;
    • (c)(8)(F) demonstrate skills related to activities of daily living in rehabilitative care such as range of motion, positioning, and ambulation according to the health science industry standards, regulatory agency standards, and professional guidelines;
    • (c)(8)(G) role play techniques used in stressful situations such as trauma, chronic, and terminal illness;
    • (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a laboratory setting;
    • (c)(8)(I) perform skills specific to a health science professional such as medical assistant, dental assistant, emergency medical technician-basic, phlebotomy technician, and pharmacy technician; and
    • (c)(9)(D) perform within the designated scope of practice.
  2. Activities
















2013 Anatomy & Physiology Pages

2012 Anatomy and Physiology Pages

2nd Period Health Science 2012-2013

4th Period Health Science 2012-2013

5th Period Health Science 2012-2013

8th Period Health Science 2012-2013

IPad Jamboree 2013

This Site is a Wiki

This site is a "wiki," which means it is intended for everyone to have a chance to read and to contribute. For more information on wikis, please look here. A good example of a wiki that many people are familiar with is Wikipedia. Wikis can allow anyone to edit any page that they want to. While it might seem that allowing many people the ability to work on, modify, or overwrite each others work would result in chaos, it actually can work amazingly well.

During this year we will be looking for the answers to the following questions. You will add to our wiki.

§130.204. Health Science
Course Description: The Health Science course is designed to provide for the development of advanced knowledge and skills related to a wide variety of health careers. Students will have hands-on experiences for continued knowledge and skill development. The course may be taught by different methodologies such as clinical rotation and career preparation learning.
PEIMS Number: 13020400
General Requirements: This course is recommended for students in Grades 10-12.
Recommended prerequisites: Principles of Health Science and Biology
TEKS
UNITS OF STUDY
Unit 1 Leadership
  1. The Student is expected to:
    • (c)(3)(D) evaluate the effectiveness of conflict resolution techniques in various situations;
    • (c)(7)(A) analyze systematic procedures for problem solving;
    • (c)(7)(B) evaluate the impact of decisions;
    • (c)(7)(C) suggest modifications based on decision outcomes;
    • (c)(10)(B) participate in group dynamics; and
    • (c)(10)(C) integrate consensus-building techniques.
  2. Activities
Unit 2 Communication
  1. The student is expected to:
    • (c)(2)(A) demonstrate therapeutic communication appropriate to the situation;
    • (c)(2)(B) execute verbal and nonverbal skills when communicating with persons with sensory loss and language barriers;
    • (c)(2)(C) apply electronic communication with appropriate supervision;
    • (c)(3)(A) evaluate how a healthy relationship influences career goals;
    • (c)(3)(B) demonstrate communication skills in building and maintaining healthy relationships;
    • (c)(3)(C) demonstrate strategies for communicating needs, wants, and emotions;
    • (c)(3)(D) evaluate the effectiveness of conflict resolution techniques in various situations;
    • (c)(4)(A) identify and retrieve reportable information;
    • (c)(4)(B) report information according to facility policy;
    • (c)(5)(A) describe document formats; and
    • (c)(5)(B) compile and record data according to regulatory agency policy.
  2. Activities
Unit 3 Ethical and Legal
  1. The student is expected to:
    • (c)(9)(A) research and describe the role of professional associations and regulatory agencies;
    • (c)(9)(B) examine legal and ethical behavior standards such as Patient Bill of Rights, Advanced Directives, and the Health Insurance Portability and Accountability Act;
    • (c)(9)(C) investigate the legal and ethical ramifications of unacceptable behavior; and
    • (c)(9)(D) perform within the designated scope of practice.
  2. Activities
Unit 4 Employability Skills and Professionalism
  1. The student is expected to:
    • (c)(4)(A) identify and retrieve reportable information;
    • (c)(4)(B) report information according to facility policy;
    • (c)(6)(A) research specific health science careers; and
    • (c)(6)(B) review employment procedures for a specific health science career.
  2. Activities
Unit 5 Safety and Governmental Regulations
  1. The student is expected to:
    • (c)(8)(A) comply with specific industry standards related to safety and substance abuse;
    • (c)(11)(A) conform to governmental regulations and guidelines from entities 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)(11)(B) explain protocol related to hazardous materials and situations such as material safety data sheets;
    • (c)(11)(C) observe and report unsafe conditions; and
    • (c)(11)(D) practice recycling and waste management for cost containment and environmental protection.
  2. Activities
Unit 6 CPR / AED & First Aid
  1. The student is expected to:
    • (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a laboratory setting.
  2. Activities
Unit 7 Infection Control
  1. The student is expected to:
    • (c)(1)(G) research the global impact of disease prevention and cost containment;
    • (c)(8)(I) perform skills specific to a health science professional such as medical assistant, dental assistant, emergency medical technician-basic, phlebotomy technician, and pharmacy technician;
    • (c)(11)(A) conform to governmental regulations and guidelines from entities 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; and
    • (c)(12)(A) research wellness strategies for the prevention of disease.
  2. Activities
Unit 8 Strategies for the Prevention of Diseases
  1. The student is expected to:
    • (c)(12)(A) research wellness strategies for the prevention of disease;
    • (c)(12)(B) evaluate positive and negative effects of relationships on physical and emotional health such as peers, family, and friends;
    • (c)(12)(C) explain the benefits of positive relationships among community health professionals in promoting a healthy community;
    • (c)(12)(D) examine access to quality health care; and
    • (c)(12)(E) research alternative health practices and therapies.
  2. Activities
Unit 9 Body Systems Structure and Function
  1. The student is expected to:
    • (c)(1)(E) summarize biological and chemical processes that maintain homeostasis; and
    • (c)(1)(F) explain the changes in structure and function due to trauma and disease.
  2. Activities
    • An Overview of Body Systems
Unit 10 Therapeutic and Diagnostic
  1. The student is expected to:
    • (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a laboratory setting.
  2. Activities
Unit 11 Occupationally Specific Knowledge and Skills
  1. The student is expected to:
    • (c)(1)(A) solve mathematical calculations appropriate to situations in a health-related environment;
    • (c)(1)(B) communicate using medical terminology;
    • (c)(1)(C) express ideas in writing and develop skills in documentation;
    • (c)(1)(D) interpret complex technical material related to the health science industry;
    • (c)(5)(A) describe document formats;
    • (c)(5)(B) compile and record data according to regulatory agency policy;
    • (c)(8)(A) comply with specific industry standards related to safety and substance abuse;
    • (c)(8)(B) model industry expectations of professional conduct such as attendance, punctuality, personal appearance, hygiene, and time management;
    • (c)(8)(C) articulate comprehension of assignment;
    • (c)(8)(D) employ medical vocabulary specific to the health-care setting;
    • (c)(8)(E) perform admission, discharge, and transfer functions in a simulated setting;
    • (c)(8)(F) demonstrate skills related to activities of daily living in rehabilitative care such as range of motion, positioning, and ambulation according to the health science industry standards, regulatory agency standards, and professional guidelines;
    • (c)(8)(G) role play techniques used in stressful situations such as trauma, chronic, and terminal illness;
    • (c)(8)(H) demonstrate first aid, vital signs, cardiopulmonary resuscitation, and automated external defibrillator skills in a laboratory setting;
    • (c)(8)(I) perform skills specific to a health science professional such as medical assistant, dental assistant, emergency medical technician-basic, phlebotomy technician, and pharmacy technician; and
    • (c)(9)(D) perform within the designated scope of practice.
  2. Activities


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