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Content knowledge
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Students will be able to explain red blood cell structure and function in the human body and blood donation process so they can accurately describe why donation is vital to patients in San Diego. - explain
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- I can describe the basic role of red blood cells by stating that they carry oxygen throughout the body and help the body’s tissues function
- I can identify common red blood cell parts (such as the general shape and nucleus-free structure) from a model or image and use that information in a simple explanation of why blood donation is needed.
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- I can explain how red blood cell structure supports function by linking shape (biconcave form) and oxygen-carrying ability to delivering oxygen to the body
- I can describe, in order, the basic idea of the blood donation process (before, during, and after) and connect donation to providing oxygen-carrying blood for patients in need in San Diego.
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- I can accurately explain red blood cell structure and function using clear, correct vocabulary (e.g., biconcave shape, hemoglobin, oxygen transport) and relate it to how patients rely on healthy blood
- I can connect each major step of the donation process to what it accomplishes for donor safety and blood supply, and I can describe why donation matters using specific, patient-centered examples relevant to the local community.
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- I can produce a thorough, accurate explanation of red blood cell structure and function that demonstrates conceptual understanding (including hemoglobin’s role in oxygen transport and why red blood cells are specialized)
- I can explain why donation is vital to patients in San Diego by synthesizing red blood cell biology with the donation process into a logically organized, audience-friendly message that I can confidently deliver in posters, scripts, or brief live presentations.
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Content knowledge
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Students will be able to describe the basic steps of phlebotomy, including PPE use, mock blood draw procedures, and sharps disposal, so they can communicate safe donation expectations to donors. - describe
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- I can describe, in simple words, the basic sequence of a phlebotomy/mocked blood draw (getting prepared, wearing PPE, the donor being positioned, and safe handling of materials).
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- I can accurately describe the key PPE steps I would follow before and during a mock blood draw and explain how sharps are kept safely controlled from start to cleanup using correct, safe vocabulary.
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- I can clearly describe each step of a mock blood draw procedure (pre-check, PPE and hand safety, donor interaction, needle and collection handling on the training arm, and immediate sharps disposal) while maintaining a safety-focused explanation for donors.
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- I can explain the full mock blood draw and sharps disposal process in a smooth, donor-ready way using precise, step-by-step phlebotomy language, and I can adjust my explanation based on a donor’s questions to reinforce safe donation expectations.
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Skill
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Students will be able to use active listening strategies to gather donor questions and concerns during check-in and role-play conversations so they can respond accurately and respectfully. - use
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- I can greet a donor, listen as they share a question or concern, and use a simple clarification question (e.g., “Can you tell me a little more?”) to make sure I understand what they need.
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- I can use active listening (reflection, restatement, and clarification) to accurately summarize the donor’s concern and ask follow-up questions that help me gather relevant details before responding.
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- I can respond to donor questions using active listening strategies to guide the conversation—reflecting feelings, restating key points, and confirming understanding—then choose an accurate, respectful response based on what the donor shared.
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- I can independently lead a respectful check-in or role-play exchange by consistently applying active listening in real time, confirming accuracy with the donor, and tailoring my response to their specific concerns using a calm, unbiased communication style.
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Skill
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Students will be able to formulate positive responses to donor concerns and questions using reflection, restatement, and clarification so they can support informed participation in the blood drive. - formulate
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- I can listen to a donor’s question and restate what they said in my own words so I understand their concern
- I can share a simple, positive blood-donation fact using calm, respectful language.
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- I can use reflection and clarification to confirm what a donor needs (e.g., asking a follow-up question and summarizing their concern)
- I can formulate a supportive response that addresses the concern with accurate information and nonjudgmental tone.
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- I can respond to donor questions by using reflection, restatement, and clarification together to show I’m truly listening and gathering the right details
- I can formulate patient-centered, positive responses that reduce uncertainty and guide donors toward informed next steps.
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- I can independently manage common donor concerns by using reflection, restatement, and clarification in a logical, confident sequence
- I can consistently formulate respectful, bias-free, positive responses that address concerns fully, improve donor understanding, and support safe, willing participation during the blood drive.
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Disposition
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Students will be able to employ sensitivity and withhold bias in donor-facing communication so they can create an inclusive, welcoming blood drive environment. - employ
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- I can greet donors respectfully and use calm, welcoming language that treats everyone fairly during blood drive check-in or role-play scenarios.
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- I can communicate with sensitivity by using kind, nonjudgmental words and acknowledging donors’ feelings while maintaining an inclusive tone in my scripts and responses.
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- I can withhold bias by choosing accurate, respectful explanations that fit the donor’s concerns and by adjusting my wording to be supportive, professional, and welcoming.
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- I can consistently create a welcoming environment by demonstrating sensitivity and bias-free communication in both spoken interactions and donor-facing materials, using respectful language that makes donors feel safe, informed, and respected.
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Skill
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Students will be able to maintain HIPAA-safe written and spoken communication during donor sign-up and check-in so they can protect privacy and follow professional guidelines. - maintain
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- I can use HIPAA-safe words and formats in simple donor-facing check-in messages by following provided sentence starters and the school’s HIPAA checklist (e.g., keeping questions general and not requesting unnecessary details).
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- I can maintain HIPAA-safe spoken and written communication during mock sign-up by using professional language, correct phrasing from our scripts, and documented procedures for handling donor information with care.
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- I can independently choose appropriate HIPAA-safe responses during role-play check-in by identifying what can be shared, what must be protected, and by following our written HIPAA guidelines while communicating calmly and respectfully.
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- I can consistently demonstrate HIPAA-safe written and spoken communication during the real blood drive check-in by accurately applying HIPAA guidelines, protecting privacy in both informal and formal interactions, and adjusting my wording to ensure professional, secure communication.
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