CCE Career & College ExplorationsIrving ISD · Grade 7

Law, Public Service & Health Science · Week 4

Week 4: Dental Science and Health Data

2nd Six Weeks | Health Science | 5 class periods (50 minutes each)

2nd Six Weeks | Health Science | 5 class periods (50 minutes each)

What students will do

Students read dental evidence without diagnosing, design a toothbrush for a specific user, complete two required Xello profile tasks, and try a controlled ICD-10-CM coding simulation using fictional records. Across the week, they build one three-career evidence comparison and use it to make a supported recommendation.

Learning target

I can compare health careers using preparation, responsibilities, pay, and outlook, then explain which route fits a student's needs.

Success criteria

  • I separate an observation from a diagnosis.
  • I label salary figures with the year, geography, and measure.
  • I classify careers with the same evidence rule.
  • I complete the required Xello tasks or join the supervised catch-up list.
  • I support my recommendation with at least two accurate facts.

Standards

  • d(1)(C): identify career opportunities in Health Science (Days 1-2).
  • d(2)(A): describe preparation and training requirements (Days 1, 4-5).
  • d(3)(B): explore and list current opportunities to earn college credit in high school (Day 3).
  • d(5)(B): classify high-skill, high-wage, and high-demand evidence using a stated comparison rule (Days 2, 4-5).

Source and accuracy notes

FYF and the current district coursebook provide the career and program names used throughout the week. Both sources include Health Science: Dental and Health Science: Medical Billing at Singley, so those are the default teacher- and student-facing names. The evidence guide adds one set of May 2024 U.S. median pay figures for a consistent comparison. Those figures support the workbook lesson; they do not rename its careers or replace its district pathway information.

The Day 4 practice set uses the FY 2027 ICD-10-CM diagnosis-code descriptions effective October 1, 2026. It is a small classroom simulation, not medical-coding training or health advice. Every chart is fictional.

Week at a glance

Day Focus Student evidence
1 Smile Squad observations and dental careers FYF pp. 69-71 response + two-career Canvas check
2 Perfect Toothbrush and evidence classification FYF p. 73 prototype + two Canvas classifications
3 Xello Education experiences and Volunteer hours Xello report + Canvas college-credit check
4 Medical Billing and Coding + ICD-10-CM simulation Third career row + coding lab
5 Three-career decision 16-point minor evidence check

Core materials

Assessment and grading

Days 1-4 are formative. Day 5 is the recommended 16-point minor checkpoint once the Canvas Minor assignment group is confirmed. The physical or digital format, handwriting, platform access, and English mechanics are not separate grading criteria. The week does not add another major grade.

Platform roles

  • Xello: required Grade 8 completion tasks and localized career data when clearly labeled.
  • Hats & Ladders: optional career exploration; never the only evidence source.
  • Canvas: official directions, licensed images, practice quiz, catch-up path, and submission point.
  • Paper: FYF is the default writing surface on Days 1-2. Extra PDFs are access, absence, or no-workbook fallbacks. The Day 4 coding lab and Day 5 comparison remain justified separate artifacts.

Teacher readiness check

Before teaching, confirm that the licensed slides and workbook crops load in Canvas, Xello opens through ClassLink, the required Xello tasks appear in Completion Standards, and the Day 3 and Day 4 practice quizzes remain unpublished until review. Default printing is the Day 4 lab only when students are not completing it in Canvas. No VILS lab equipment is required.

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