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Category IV

Assignment #1 – Parliamentary Procedure

  • Divide the class into two or three teams of five - eight students per team.
  • Follow the process for “Parliamentary Procedure: Three Days in the Classroom.”
  • Teach parliamentary procedure using the Parliamentary Procedure PowerPoint and the Parliamentary Procedure Information handouts.
  • Give students a day to practice in class.
  • Facilitate team demonstrations of a simulated HOSA chapter meeting using parliamentary procedure.

Assignment #2 – Career Health Display (CHD)

  • The Career Health Display rubric (rating sheet) can be adapted to evaluate a display that illustrates a number of different topics. This makes the Career Health Display an excellent classroom tool.
  • Present students with topic options. The topic can be a health career (as required in the guidelines) or any number of topics. Virtually anything that is taught in the classroom can be demonstrated using the CHD rating sheet. Possible examples include:
    • Diseases and Disorders
    • Body Systems
    • Historical Figures in Health Care
    • Health Facilities
    • Technology in Health Care
  • Have students create a display or an assigned topic, either independently or in pairs. Grade the display using the adapted rating sheet. If possible, exhibit the best displays in the media center or during a school open house.

Assignment #3 – HOSA Bowl

  • Have students write four - five questions from the unit being studied. Write each question on a different index card. The questions should be short answer with the answer coming at the end of the question.
  • Use the HOSA Bowl format and buzzer system as a fun method of reviewing for an exam, using the student-created questions.

Assignment #4 – Biomedical Debate

  • This event makes an outstanding classroom assignment using the existing guidelines and rating sheets.
  • First, decide if both the preliminary and debate rounds are going to be used, or just the debate round.
  • Divide students into teams of three - four members per team.
  • Determine the topic(s) to be debated. At least two teams must have the same topic in order to debate each other.
  • Usually, teachers assign the topic one - two weeks before the presentation to provide plenty of time to research the topic. A day in the school computer lab is helpful in completing Internet research. At least one day in the classroom for practice is also recommended.
  • Invite professionals from the health care community to judge classroom presentations.

Assignment #5 – Medical Reading

  • Instructors use this event to promote reading skills in students.
  • At the beginning of the year, select one or two books from the Medical Reading list.
  • Divide students into teams of three members per team.
  • Assign the books for out-of-class reading. A semester is usually a good amount of time for the assignment.
  • Have each student write two - three questions per book on an index card. The questions should be short answer, with the answer provided on the same side of the card.
  • Write a 25 item multiple choice test for the books and administer the test.
  • Allow the top three scoring teams to compete in the question-answer round using the questions written by students.
  • Select judges from the top three scoring students (using the multiple choice test) whose team did not make it to the final round.
  • Present awards to the winning team.
  • Debrief the activity. How does the content in the book(s) relate to what was learned in the classroom this year?

Assignment #6 – Creative Problem Solving

  • Write a secret problem that relates to the course unit being studied.
  • Divide the class into teams of three - four members per team.
  • Give teams 15 minutes to consider the secret problem to be solved.
  • Allow teams to present their solution to the class.
  • Use the HOSA Creative Problem Solving rating sheet to evaluate each team’s presentation.


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