Page 250 - Social Sciences Humanities - The Ontario Curriculum Grades 9 to 12 - 2013

Grade 12, University/College Preparation
C1. Physical Development and Brain Physiology: demonstrate an understanding of physical development, including brain physiology and development, throughout the lifespan;
C2. Sensory and Motor Development: demonstrate an understanding of sensory and motor development at different stages of the lifespan;
C3. Factors Affecting Physical Development: demonstrate an understanding of contextual factors that can affect physical development, particularly brain development, throughout the lifespan and of the effects of these factors.
C1. Physical Development and Brain Physiology
C2. Sensory and Motor Development
THE ONTARIO CURRICULUM, GRADES 9–12 | Social Sciences and Humanities
SPECIFIC EXPECTATIONS
By the end of this course, students will:
C1.1 explain theories of human physical development (e.g., the theories of Arnold Gesell, Esther Thelen)
Teacher prompt: “According to Gesell, why do children develop the ability to reach before they develop the ability to print?”
C1.2 describe the major changes in the body throughout the lifespan (e.g., cephalocaudal and proximodistal patterns of growth in infancy and childhood; changes associated with puberty; changes related to sex drive, sexual attraction, and reproduc­ tion; changes associated with menopause; physical changes in elderly people)
C1.3 describe human brain physiology, including key structures and their functions (e.g., the brain­ stem is responsible for basic vital life functions
such as breathing; the cerebellum is responsible
for movement, posture, and balance)
C1.4 describe the development of the brain from the prenatal period through the elder years, with particular emphasis on significant changes that occur throughout the lifespan (e.g., neuron for­ mation, neural tube development, neurogenesis, neuronal migration, myelination, synaptogenesis,
development of the prefrontal cortex, peak periods of growth for each brain lobe, synaptic pruning, brain shrinkage, slowing of brain function)
By the end of this course, students will:
C2.1 analyse the major milestones in motor skills development in the early years of life (e.g., milestones related to reflexes, gross motor skills, fine motor skills)
Teacher prompts: “How do the rooting reflex, sucking reflex, and moro reflex of early infancy help to ensure survival?” “Most children develop the pincer grasp at approximately seven months of age. To what extent does this development depend on their experience manipulating objects?” “At what age do most children
learn to crawl, walk, and run?”
C2.2 describe changes to sensory faculties
and motor skills in later life (e.g., presbyopia, presbycusis, decline in taste buds, reduced muscle strength and bone density, slower reflexes), and explain strategies that can be used to slow, prevent, or otherwise address their decline (e.g., doing regular cardiovascular and weight- bearing exercise, practising good nutrition, wearing ear protection when working around loud noises, having cataract surgery, wearing a hearing aid)
C. UNDERSTANDINGPHYSICAL DEVELOPMENT
OVERALL EXPECTATIONS
By the end of this course, students will:
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