Grade 3 Science Wisconsin standards Standards

Earth and Space

Life

Physical

Order events in daily routine including sunrise and sunset.

Recognize patterns about length of daylight hours over time (e.g., week to week, month to month).

Target Level: Represent and interpret data on a picture, line, or bar graph to show seasonal patterns in the length of daylight hours.

Anticipates routine (e.g., clothes to wear, activities to do) to follow when it is raining.

Recognize how water (hydrosphere) affects people in a region (e.g., floods, droughts, mudslide, tourism, and recreation).

Target Level: Develop a model showing how water (hydrosphere) affects the living things (biosphere) found in a region.

Initial Level: Identify one way to protect a resource of Earth (e.g., put paper in the recycling bin).

Precursor Level: Compare two methods people can use to help protect the Earth's resources.

Target Level: Use information to describe how people can help protect the Earth's resources and how that affects the environment.

Initial Level: Distinguish things that grow from things that don’t grow.

Precursor Level: Provide evidence that plants grow.

Target Level: Provide evidence that plants need air and water to grow.

Initial Level: Identify common human foods.

Precursor Level: Identify a model that shows the movement of matter from plants to animals (e.g. food chain/food web).

Target Level: Create a model that shows the movement of matter (e.g., plant growth, eating, composting) through living things.

Initial Level: Recognize the change in state from liquid to solid or from solid to liquid of the same material.

Precursor Level: Compare the weight of an object before and after it changes from a liquid to a solid and from a solid to a liquid.

Target Level: Measure and compare weights of substances before and after heating, cooling, or mixing substances to show that weight of matter is conserved.

Initial Level: Match materials with similar physical properties.

Precursor Level: Classify materials by physical properties. (e.g., weight, shape, texture, buoyancy, color, or magnetism).

Target Level: Make observations and measurements to identify materials based on their properties (e.g., weight, shape, texture, buoyancy, color, or magnetism).

Initial Level: Recognize the direction an object will go when dropped.

Predict the direction an object will go when dropped.

Target Level: Demonstrate that the gravitational force exerted by Earth on objects is directed down.

Initial Level: Identify simple models that show that plants need sunlight to grow.

Precursor Level: Use models to describe that plants capture energy from sunlight.

Target Level: Create a model to describe that energy in animals' food was once energy from the Sun.

Earth's Place in the Universe

Earth and the Solar System

Earth's Systems

Earth Materials and Systems

Earth and Human Activity

Human Impacts on Earth Systems

From Molecules to Organisms: Structures and Processes

Organization for Matter and Energy Flow in Organisms

Ecosystems: Interactions, Energy, and Dynamics

Interdependent Relationships in Ecosystems

Matter and Its Interactions

Structure and Properties of Matter

Motion and Stability: Forces and Interactions

Types of Interactions

Energy

Energy in Chemical Processes and Everyday Life

Cross Cutting Concepts

Science and Engineering Practices

Engineering, Technology, and the Application of Science (ETS)

Earth and Space Science

Physical Science

Life Science

Students use science and engineering practices, disciplinary core ideas, and patterns to make sense of phenomena and solve problem

Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions.

Students use science and engineering practices, disciplinary core ideas, and cause and effect relationships to make sense of phenomena and solve problems.

Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity may or may not signify a cause and effect relationship.

Students use science and engineering practices, disciplinary core ideas, and an understanding of scale, proportion and quantity to make sense of phenomena and solve problems.

Students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as mass, time, temperature, and volume.

Students use science and engineering practices, disciplinary core ideas, and an understanding of systems and models to make sense of phenomena and solve problems.

Students understand a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They also describe a system in terms of its components and their interactions.

Students use science and engineering practices, disciplinary core ideas, and an understanding of energy and matter to make sense of phenomena and solve problems.

Students understand matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes, recognizing the total mass of substances does not change.

Students use science and engineering practices, disciplinary core ideas, and an understanding of structure and function to make sense of phenomena and solve problems.

Students understand different materials have different substructures, which can sometimes be observed; and substructures have shapes and parts that serve functions.

Students use science and engineering practices, disciplinary core ideas, and an understanding of stability and change to make sense of phenomena and solve problems.

Students measure change in terms of differences over time, and observe that change may occur at different rates. They understand some systems appear stable, but over long periods of time they will eventually change.

Students use science and engineering practices, cross-cutting concepts, and an understanding of Earth's place in the universe to make sense of phenomena and solve problems.

The Universe and Its Stars

Stars range greatly in size and distance from Earth, and this can explain their relative brightness.

Earth and the Solar System

The Earth's orbit and rotation, and the orbit of the moon around the Earth cause observable patterns.

The History of Planet Earth

Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

Certain features on Earth can be used to order events that have occurred in a landscape.

Students use science and engineering practices, crosscutting concepts, and an understanding of Earth's systems to make sense of phenomena and solve problems.

Earth Materials and Systems

Four major Earth systems interact. Rainfall helps to shape the land and affects the types of living things found in a region. Water, ice, wind, organisms, and gravity break rocks, soils, and sediments into smaller pieces and move them around.

Plate Tectonics and Large-Scale System Interactions

Earth's physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events.

The Roles of Water in Earth's Surface Processes

Most of Earth's water is in the ocean, and much of the Earth's freshwater is in glaciers or underground.

Weather and Climate

Climate describes patterns of typical weather conditions over different scales and variations. Historical weather patterns can be analyzed.

Biogeology

Living things can affect the physical characteristics of their environment.

Students use science and engineering practices, crosscutting concepts, and an understanding of the Earth and human activity to make sense of phenomena and solve problems.

Natural Resources

Energy and fuels humans use are derived from natural sources, and their use affects the environment. Some resources are renewable over time, others are not.

Natural Hazards

A variety of hazards result from natural processes; humans cannot eliminate hazards but can reduce their impacts.

Human Impacts on Earth Systems

Societal activities have had major effects on the land, ocean, atmosphere, and even outer space. Societal activities can also help protect Earth's resources and environments.

Students use science and engineering practices, cross-cutting concepts, and an understanding of engineering design to make sense of phenomena and solve problems.

Defining and Delimiting Engineering Problems

Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.

Developing Possible Solutions

Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions.

At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.

Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved.

Optimizing the Design Solution

Students use science and engineering practices, crosscutting concepts, and an understanding of the links among Engineering, Technology, Science, and Society to make sense of phenomena and solve problems.

Interdependence of Science, Engineering, and Technology

Science and technology support each other.

Tools and instruments are used to answer scientific questions, while scientific discoveries lead to the development of new technologies.

Influence of Engineering, Technology, and Science on Society and the Natural World

People's needs and wants change over time, as do their demands for new and improved technologies.

Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal demands.

When new technologies become available, they can bring about changes in the way people live and interact with one another.

Students use science and engineering practices, cross-cutting concepts, and an understanding of the nature of science and engineering to make sense of phenomena and solve problems.

Science and Engineering Are Human Endeavors

Science and engineering knowledge have been created by many cultures.

People use the tools and practices of science and engineering in many different situations (e.g. land managers, technicians, nurses and welders).

Science and engineering affect everyday life.

Science and Engineering Are Unique Ways of Thinking with Different Purposes

Science and engineering are both bodies of knowledge and processes that add new knowledge to our understanding.

Scientific findings are limited to what can be supported with evidence from the natural world. Basic laws of nature are the same everywhere in the universe (e.g. gravity, conservation of matter, energy transfer, etc.).

Engineering solutions often have drawbacks as well as benefits.

Science and Engineering Use Multiple Approaches to Create New Knowledge and Solve Problems

The products of science and engineering are not developed through one set "scientific method" or "engineering design process." Instead, they use a variety of approaches described in the Science and Engineering Practices.

Science explanations are based on a body of evidence and multiple tests, and describe the mechanisms for natural events. Science explanations can change based on new evidence.

There is no perfect design in engineering. Designs that are best in some ways (e.g. safety or ease of use) may be inferior in other ways (e.g. cost or aesthetics).

Students use science and engineering practices, crosscutting concepts, and an understanding of structures and processes (on a scale from molecules to organisms) to make sense of phenomena and solve problems.

Structure and Function

Plants and animals have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction.

Growth and Development of Organisms

Reproduction is essential to every kind of organism. Organisms have unique and diverse life cycles.

Organization for Matter and Energy Flow in Organisms

Food provides animals with the materials and energy they need for body repair, growth, warmth, and motion. Plants acquire material for growth chiefly from air, water, and process matter, and obtain energy from sunlight, which is used to maintain conditions necessary for survival.

Information Processing

Different sense receptors are specialized for particular kinds of information; animals use their perceptions and memories to guide their actions.

Students use science and engineering practices, crosscutting concepts, and an understanding of the interactions, energy, and dynamics within ecosystems to make sense of phenomena and solve problems.

Interdependent Relationships in Ecosystems

The food of almost any animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants, while decomposers restore some materials back to the soil.

Cycles of Matter and Energy Transfer in Ecosystems

Matter cycles between the air and soil and among organisms as they live and die.

Ecosystem Dynamics, Functioning, and Resilience

When the environment changes, some organisms survive and reproduce, some move to new locations, some move into transformed environments, and some die.

Social Interactions and Group Behavior

Being part of a group helps animals obtain food, defend themselves, and cope with changes.

Students use science and engineering practices, crosscutting concepts, and an understanding of heredity to make sense of phenomena and solve problems.

Inheritance of Traits

Many characteristics of organisms are inherited from their parents. Other characteristics result from individuals' interactions with the environment. Many characteristics involve both inheritance and environment.

Variation of Traits

Different organisms vary in how they look and function because they have different inherited information; the environment also affects the traits that an organism develops.

Students use science and engineering practices, cross-cutting concepts, and an understanding of biological evolution to make sense of phenomena and solve problems.

Evidence of Common Ancestry and Diversity

Some living organisms resemble organisms that once lived on Earth. Fossils provide evidence about the types of organisms and environments that existed long ago.

Natural Selection

Differences in characteristics between individuals of the same species provide advantages in surviving and reproducing.

Adaptation

Particular organisms can only survive in particular environments.

Biodiversity and Humans

Populations of organisms live in a variety of habitats. Change in those habitats affects the organisms living there.

Students use science and engineering practices, crosscutting concepts, and an understanding of matter and its interactions to make sense of phenomena and solve problems.

Structures and Properties of Matter

Matter exists as particles that are too small to see. Matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular materials.

Chemical Reactions

Chemical reactions that occur when substances are mixed can be identified by the emergence of substances with different properties. In chemical reactions the total mass remains the same.

Students use science and engineering practices, crosscutting concepts, and an understanding of forces, interactions, motion and stability to make sense of phenomena and solve problems.

Forces and Motion

Qualities of motion and changes in motion require description of both size and direction.

The effect of unbalanced forces on an object results in a change of motion.

Patterns of motion can be used to predict future motion.

Types of Interactions

Some forces act through contact, some forces (e.g. magnetic, electrostatic) act even when the objects are not in contact.

The gravitational force of Earth acting on an object near Earth's surface pulls that object toward the planet's center.

Students use science and engineering practices, cross-cutting concepts, and an understanding of energy to make sense of phenomena and solve problems.

Definitions of Energy

Moving objects contain energy. The faster the object moves, the more energy it has.

Conservation of Energy and Energy Transfer

Energy can be moved from place to place by moving objects, or through sound, light, or electrical currents. Energy can be converted from one form to another form.

Relationships Between Energy and Forces

When objects collide, contact forces transfer energy so as to change objects' motions.

Energy in Chemical Processes and Everyday Life

Plants capture energy from sunlight which can be used as fuel or food.

Stored energy in food or fuel can be converted to useable energy.

Students use science and engineering practices, cross-cutting concepts, and an understanding of waves and their applications in technologies for information transfer to make sense of phenomena and solve problems.

Wave Properties

Waves are regular patterns of motion, which can be made in water by disturbing the surface. Waves of the same type can differ in amplitude and wavelength. Waves can make objects move.

Electromagnetic Radiation

Objects can be seen when light reflected from their surface enters our eyes.

Information Technologies and Instrumentation

Patterns can encode, send, receive, and decode information.

Students ask questions and define problems, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Asking Questions

Students ask questions that specify qualitative relationships. This includes the following:

Ask questions about what would happen if a variable is changed.

Identify scientific (testable) and non-scientific (non-testable) questions.

Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

Defining Problems

Students use prior knowledge to describe and define simple design problems that can be solved through the development of an object, tool, process, or system. They include several criteria for success and constraints on materials, time, or cost.

Students develop and use models, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Developing Models

Students build and revise simple models and use models to represent events and design solutions. This includes the following:

Identify limitations of models.

Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events.

Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution.

Develop and/or use models to describe or predict phenomena.

Develop a diagram or simple physical prototype to convey a proposed object, tool, or process.

Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system.

Students plan and carry out investigations, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Planning and Conducting Investigations

Students plan and carry out investigations that control variables and provide evidence to support explanations or design solutions. This includes the following:

Collaboratively plan and conduct an investigation to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.

Evaluate appropriate methods and tools for collecting data.

Make observations and measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.

Make predictions about what would happen if a variable changes.

Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success.

Students analyze and interpret data, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Analyze and Interpret Data

Students begin to use quantitative approaches to collect data and conduct multiple trials of qualitative observations. (When possible, digital tools should be used.) This includes the following:

Represent data in tables or various graphical displays (bar graphs, pictographs, and pie charts) to reveal patterns that indicate relationships.

Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, or computation.

Compare and contrast data collected by different groups in order to discuss similarities and differences in their findings.

Analyze data to refine a problem statement or the design of a proposed object, tool, or process.

Use data to evaluate and refine design solutions.

Students use mathematics and computational thinking, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Qualitative and Quantitative Data

Students extend quantitative measurements to a variety of physical properties, using computation and mathematics to analyze data and compare alternative design solutions. This includes the following:

Organize simple data sets to reveal patterns that suggest relationships.

Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems.

Create and use graphs or charts generated from simple algorithms to compare alternative solutions to an engineering problem.

Students construct explanations and design solutions, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Construct an Explanation

Students use evidence to construct explanations that specify variables which describe and predict phenomena. This includes the following:

Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard).

Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation.

Identify the evidence that supports particular points in an explanation.

Design Solutions

Students use evidence to create multiple solutions to design problems. This includes the following:

Apply scientific ideas to solve design problems.

Generate multiple solutions to a problem and compare how well they meet the criteria and constraints.

Students engage in argument from evidence, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Argue from Evidence

Students critique the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world. This includes the following:

Compare and refine arguments based on an evaluation of the evidence presented.

Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation.

Respectfully provide and receive critiques from peers about a proposed procedure, explanation, or model by citing relevant evidence and posing specific questions.

Construct and/or support an argument with evidence, data, or a model.

Use data to evaluate claims about cause and effect. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.

Students will obtain, evaluate and communicate information, in conjunction with using crosscutting concepts and disciplinary core ideas, to make sense of phenomena and solve problems.

Obtain, Evaluate, and Communicate Information

Students evaluate the merit and accuracy of ideas and methods. This includes the following:

Read and comprehend grade-appropriate complex texts and other reliable media to summarize and obtain scientific and technical ideas, and describe how they are supported by evidence.

Compare and/or combine information across complex texts and other reliable media to support the engagement in scientific and engineering practices.

Combine information in written text with that contained in corresponding tables, diagrams, or charts to support the engagement in other scientific and engineering practices.

Obtain and combine information from books or other reliable media to explain phenomena or solutions to a design problem.

Communicate scientific and technical information orally or in written formats, including various forms of media, which may include tables, diagrams, and charts.

HSF/Health Science Foundations

Academic Foundations in Health Science: Students will apply the academic subject matter required for proficiency within their area.

Relate the knowledge of structures to the functions of the human body.

Identify parts of the human body.

Name basic directional terms in relation to the human body.

Match individual organs to the correct body systems.

Identify diseases and disorders which affect the human body and related biomedical therapies.

Describe signs of illness.

Identify methods that promote recovery from human diseases and disorders.

Use appropriate mathematical tools as they apply to the practice of healthcare.

Demonstrate accurate measurement of length, volume, and mass of discrete objects.

Read information contained in diagrams, charts, graphs and tables.

Tell time using a 12-hour clock.

Use knowledge of life stages to interact effectively with patients, clients, and residents.

Identify life stages throughout develop.

Identify ways in which people grow and develop.

Identify basic human needs.

Technical Skills: Students will apply technical skills common to each health science career pathway, demonstrating skills and knowledge as appropriate.

Apply diagnostic procedures for measuring and recording vital signs including the normal ranges.

Identify the four main vital signs.

Explain why vital signs are routinely measured in healthcare settings.

Identify equipment used to measure vital signs.

Obtain training or certification in skills necessary to function as a healthcare professional.

Describe situations in which an emergency exists and identify sources of appropriate help.

Demonstrate correct steps for completing a 911 call.

Define and provide examples of technical skills used by healthcare professionals.

Apply standard precautions to prevent the spread of infection.

Identify when and how to wash hands.

Explain the importance of covering a cough.

Identify protective equipment used in health care settings.

Explain the relationship between germs and illness.

Apply health informatics skills to maintain accurate patient records.

Define the term medical record.

Identify data items found in a medical record.

Differentiate between fact and opinion.

Health Information Technology for Healthcare Applications: Students will use information technology applications required within all career specialties. They will demonstrate use as appropriate to healthcare applications.

Demonstrate Health Information Management knowledge and skills.

List questions asked when someone does not feel well.

Support privacy and confidentiality of health information.

Differentiate between personal information and public information.

Explain importance of keeping passwords private and logging off at end of session for healthcare workers.

Apply basic computer literacy skills to health science occupations.

Identify common computer hardware components and mobile devices used by healthcare professionals.

Use a mouse, touchpad screen and keyboard to interact with computer applications.

Locate information about patient care organized in a hierarchical outline structure.

Compare information from multiple sites to identify questionable medical information.

Identify times when it is inappropriate to access social media.

Communications within Healthcare Settings: Students will apply various methods of giving and obtaining health care information and communicate effectively both orally and in writing.

Apply the concepts of effective verbal and nonverbal communication in the healthcare industry.

Identify types of verbal and nonverbal communication used with patients.

Identify barriers to communication with patients and healthcare workers (i.e. body language, interrupting).

Discuss why knowing the difference between opinions vs. factual information is important when dealing with illness.

Identify the sender and the receiver in communication between a doctor and a patient.

List qualities of a good listener and speaker in healthcare scenarios.

Utilize medical terminology appropriate to a specific health science occupation.

Identify roots, prefixes and suffixes in words related to healthcare.

Find simple abbreviations used by medical professionals.

Describe illness or injury.

Develop written communication skills to meet healthcare industry standards.

Use correct spelling, grammar and punctuation writing medical stories.

Read charts of health information.

Systems in Healthcare: Students will illustrate how a healthcare worker's role fits into a department, an organization, and the overall healthcare environment, identifying how key systems influence services performed and quality of care.

Delineate elements and examples of healthcare delivery systems focusing on funding sources, organizational mission and purpose and types of facilities and services.

Identify healthcare facilities within their communities and tasks performed by people who work there.

Describe the responsibilities of consumers within the healthcare system (respect rights of healthcare workers and other patients, responsible healthcare habits, becoming an educated advocate for yourself).

Identify ways in which people appropriately use consumer healthcare.

Discuss common methods of payment for healthcare.

Recognize payment is made for exchange of health care services.

Employability Skills for Healthcare Workers: Students will demonstrate how employability skills enhance their employment opportunities and job satisfaction.

Demonstrate personal traits of healthcare professionals and positive work behaviors for retaining employment in the healthcare industry.

Describe clothing worn and hygiene behaviors of a variety of healthcare workers.

Identify traits of a good healthcare worker.

Demonstrate appropriate behavior in varied settings (i.e., classroom, home, clinics and hospitals).

Examine healthcare opportunities to develop a quality career plan.

Identify different kinds of medical jobs.

Describe jobs in healthcare.

Describe the difference between on-the-job training and formal education for a medical career.

Identify personal interests, skills and aptitudes that lead to success in healthcare careers.

Demonstrate skills related to seeking and applying for employment to find and obtain a healthcare job.

Name examples of sources for locating healthcare job openings.

Legal Responsibilities of Healthcare Providers: Students will identify the legal responsibilities, limitations and implications of actions within the healthcare delivery setting, performing duties according to regulations, policies, laws and legislated rights of clients.

Interpret and evaluate legal responsibilities and implications in a variety of healthcare settings.

Describe right and wrong in medical stories.

Recognize laws and legal responsibilities of citizens and healthcare workers.

Examine and assess standards for Health Insurance Portability and Accountability Act (HIPAA).

Identify circumstances that require privacy.

Determine situations in which sharing private information is necessary and/or beneficial.

Defend patient responsibilities and rights in the healthcare setting.

Differentiate between responsibilities and rights for self and medical workers.

Ethical Practices for Healthcare Environments: Students will apply accepted ethical practices with respect to cultural, social and ethic differences within the healthcare environment and perform quality healthcare delivery.

Develop practices within the school, community and healthcare setting that respect ethical boundaries.

Identify right from wrong in personal health.

Recognize that people have differing opinions, beliefs and feelings about healthcare.

Recognize appropriate boundaries for various roles (i.e., student, teacher, parent, doctor, nurse).

Demonstrate respect and appreciation for diversity of individuals within the healthcare setting.

Discuss ways in which medical patients are similar and different.

Demonstrate respectful behavior toward others in a healthcare setting.

Accept personal differences when interacting with others in school, home, community, or healthcare environments.

Safety within Healthcare Settings: Students will analyze the existing and potential hazards to clients, co-workers, and self, working to prevent injury or illness through safe work practices and follow health and safety policies and procedures.

Explain principles and practices of infection control in healthcare.

Describe how germs can make people ill.

Name body fluids that can carry germs.

Explain the importance of hand washing and cough/sneeze etiquette.

Describe personal safety procedures and equipment used in healthcare settings.

Identify personal safety equipment used in healthcare settings.

Analyze environmental safety practices within the healthcare setting.

Demonstrate safety techniques used in healthcare settings.

Discuss common safety hazards impacting the healthcare industry.

Recognize signs, symbols, and labels related to safety.

Identify hazardous materials and unsafe situations.

Examine emergency procedures and protocols within the healthcare setting.

Develop a fire prevention and safety practices plan for clinic and hospital.

Recognize when a medical emergency exists.

Teamwork Skills for Healthcare Workers: Students will identify the roles and responsibilities of individual members as part of the healthcare team, including their ability to promote the delivery of quality healthcare, interacting effectively and sensitively with all members of the healthcare team.

Identify roles and responsibilities of healthcare team members.

Describe what it means to belong to a group that protects and heals others.

Practice working as a team to help others.

Describe member roles of different teams.

Recognize characteristics of effective team relationships.

Recognize characteristics of a positive team working in the medical field.

Explain situations in which conflict occurs in healthcare settings.

Participate in team building activities.

Demonstrate leadership skills to accomplish organizational goals in a healthcare setting as well as a local HOSA chapter.

Identify leaders in the medical field.

Practice being a leader in classroom/school setting.

Health Maintenance Practices: Students will analyze the fundamentals of wellness and the prevention of disease processes, practicing preventive health behaviors among clients.

Apply health science concepts to identify behaviors that promote health and wellness.

Identify personal hygiene behaviors that promote health and wellness.

Identify food and physical activity choices that promote health and wellness.

Describe and apply strategies for the prevention of diseases including health screenings and examinations.

Demonstrate proper hand washing and personal etiquette as it relates to disease prevention.

Identify ways to prevent the spread of germs that cause infectious disease through food, water, air, blood and touch.

Analyze complementary (alternative) health practices as they relate to wellness and disease prevention.

Define alternative health practices.

Locate resources from home, school and community that provide valid health information.