Page 211 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

Grade 11, College Preparation
A1. demonstrate an understanding of health care terminology and its correct usage;
A2. demonstrate a basic understanding of human anatomy and physiology;
A3. demonstrate a basic understanding of homeostasis and its relationship to personal health; A4. describe the relationship between lifestyle choices and personal health and well-being; A5. compare conventional and complementary methods of disease prevention and treatment.
A1. HealthCareTerminology
A2. Anatomy and Physiology
THEONTARIOCURRICULUM,GRADES11AND12 | TechnologicalEducation
SPECIFIC EXPECTATIONS
By the end of this course, students will:
A1.1 demonstrate an understanding of fundamental health care terminology (e.g., hypertension, jaun- dice, diabetes, obstruction, acute, chronic), and use it correctly in oral and written communication;
A1.2 demonstrate an understanding of anatomical terminology (e.g., positional [mandibular], direc- tional [anterior/posterior], motion [abduction]), and use it correctly in oral and written communication;
A1.3 name and identify the purpose of commonly used health care equipment (e.g., X-ray machine, phlebotomy equipment, refraction equipment, walker frames, autoclave);
A1.4 pronounce and spell key health care terms correctly (e.g., proximal = prox-ih-mahl).
By the end of this course, students will:
A2.1 describe the different types of tissue and the different types of cells and cell arrangements that characterize them (e.g., epithelial tissues make up the skin and inner body surfaces and are com- posed of tightly packed cells);
A2.2 identify the components of the musculo- skeletal system (e.g., major bones and muscles) and describe how they function (e.g., describe how different kinds of joints move);
A2.3 identify the components of the cardiovascular system (e.g., heart and heart components, veins, arteries), and demonstrate an understanding of how they function (e.g., by building a model of the heart to show major anatomical features and blood flow);
A2.4 identify the components of the respiratory system (e.g., larynx, epiglottis, trachea, lungs, and lung components), and demonstrate an under- standing of how they function (e.g., by building a functional model to illustrate the mechanism
of breathing);
A2.5 identify the three main areas of the neurolog- ical system (i.e., cerebrum, cerebellum, brain stem) and describe their function;
A2.6 identify the basic components of the diges- tive system (e.g., mouth, pharynx, esophagus, stomach, small and large intestines, gall bladder, liver), and demonstrate an understanding of how they function (e.g., by building a model to illustrate the digestive pathway);
A2.7 demonstrate an understanding of visual indicators of health status that should be noted when carrying out a health assessment of an individual (e.g., skin appearance [normal, bruised, jaundiced], breathing, posture, height, weight, alertness, balance, gait, signs of malnourishment).
A. HEALTH CARE FUNDAMENTALS OVERALL EXPECTATIONS
By the end of this course, students will:
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