PPZ 3C – Health for Life

$639.00

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Category:

Description

Course Title: Health for Life, Grade 11
Course Code: PPZ 3C
Grade: 11
Course Type: College
Credit Value: 1.0
Prerequisite: None
Department: Science
Tuition Fee (CAD): $639

This course enables students to examine the factors that influence their own health practices and behaviors as well as those factors that contribute to the development of healthy communities. It emphasizes the concept of wellness, which addresses all aspects of well-being – physical, cognitive, emotional, spiritual, and social – and promotes healthy eating, physical activity, and building and maintaining a positive sense of self. Students will develop the skills necessary to make healthy choices and create a personal wellness plan. They will also design initiatives that encourage others to lead healthy, active lives. The course prepares students for college programs in health sciences, fitness, wellness, and health promotion.

Curriculum Expectations

By the end of the course, students will gain proficiency in the following areas:

Scientific Investigation Skills and Career Exploration
  • demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating);
  • identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
Cellular Biology
  • evaluate the impact of environmental factors and medical technologies on certain cellular processes that occur in the human body;
  • investigate the structures and functions of cells, and the factors that influence cellular activity, using appropriate laboratory equipment and techniques;
  • demonstrate an understanding of the basic processes of cellular biology.
Microbiology
  • assess the effects of microorganisms in the environment, and analyze ethical issues related to their use in biotechnology;
  • investigate the development and physical characteristics of microorganisms, using appropriate laboratory equipment and techniques;
  • demonstrate an understanding of the diversity of microorganisms and the relationships that exist between them.
Genetics
  • evaluate some social, ethical, and environmental implications of genetic research and related technologies;
  • investigate the process of meiosis, and analyze data related to the laws of heredity;
  • demonstrate an understanding of the process of meiosis, and explain the role of genes in the transmission of hereditary characteristics.
Anatomy of Mammals
  • analyze the social or economic impact of a technology used to treat systems in the human body, and the impact of lifestyle choices on human health;
  • investigate, through laboratory inquiry or computer simulation, the anatomy, physiology, and response mechanisms of mammals;
  • demonstrate an understanding of the structure, function, and interactions of the circulatory, digestive, and respiratory systems of mammals.
Plants in the Natural Environment
  • analyze the roles of plants in ecosystems, and assess the impact of human activities on the balance of plants within those ecosystems;
  • investigate some of the factors that affect plant growth;
  • demonstrate an understanding of the structure and physiology of plants and their role in the natural environment.

Unit Overview

Policies

Teaching and Learning Strategies

Enthusiastic teachers and instructors bring unique teaching and assessment methods to the classroom because students learn best when they are engaged in a range of different learning techniques. The activities allow students to apply learned concepts to current world social, economic, and environmental issues which impact daily life. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Instructors also inspire students to become successful problem solvers by investigating, providing alternative reasoning and solutions to problems as well as dedicating time and energy to the tasks at hand.

Effective instructional techniques utilize students’ existing knowledge and by capturing their interest and engaging in meaningful participation. Students will be engaged when they are able to see the correlation between the learned concepts and their ability to apply them to the world around them and in real-life situations. Students will have the chance to learn using a wide range of methods which include self-learning, cooperative learning as well as learning through teacher guidance as well has hands-on experiences. The methods and strategies teachers implement will be tailored to the learning requirements and the individual needs of the students. Teachers will achieve effective instruction in an online environment by using videos, interactive animations and virtual labs and discussion forums and video conferencing/live chat.

Individualized Accommodations for Students

Our methodology for student assessment follows the Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010) manual published by the Ontario Ministry of Education. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment tools are designed to improve student learning which includes descriptive feedback, coaching, observations and self-assessments. In addition, student can be independent and set individual goals, monitor progress against these goals, determine next steps and reflect on their thinking and learning. For a student with special education needs who requires modified or alternative expectations, assessment and evaluation of his or her achievement will be based on the modified curriculum expectations or alternative expectations outlined in the student’s Individual Education Plan (IEP). Accommodations required to facilitate the student’s learning may be identified by the teacher, however recommendations from a School Board generated in the form of an Individual Education Plan (IEP) should be used, if available.

For a student with special education needs who requires “accommodations only”, as described in his or her IEP, assessment and evaluation of achievement will be based on the appropriate subject/ grade/course curriculum expectations and the achievement levels outlined in the curriculum documents. A student’s Individual Education Plan (IEP) describes his or her educational program and any accommodations that may be required. The IEP specifies whether the student requires: accommodations only; or modified learning expectations, with the possibility of accommodations; Assessment accommodations are changes in procedures that enable the student to demonstrate his or her learning. These may include: visual supports to clarify verbal instructions, assistive devices, or some form of human support; alternative methods for the student to demonstrate his or her achievement of expectations (e.g., allowing the student to take tests orally) or the allowance of extra time to complete the assessment; alternative settings that may be more suitable for the student to demonstrate his or her learning. If accommodations are required to assess and evaluate student learning, the strategies to be used are outlined in the student’s IEP. For further details about the different types of accommodations, modified learning expectation and alternative programs please refer to Growing Success Assessment, Evaluation and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010)
Materials Required

Standard Computer Requirements for all courses: -Processor speed of 2 GHz or faster -Memory of 4 GB RAM or greater -A high speed internet connection with a connection speed of 10 MB/s or better. -Monitor and video card with 1024×768 or greater resolution -Keyboard and Mouse is recommended -Speakers/Headphones