Health Science 20 Mr. B. Banerjee
Ph: 306-523-3400 Fax:306-751-4831
COURSE OUTLINE
Students will gain a general understanding of human anatomy and physiology. (In discussions - also a possibility of attaining certification in CPR & First Aid – Student cost for certification).
v Students will examine basic nutrition information and use it to make decisions about daily food choices.
v Students will be introduced to areas of exercise management and exercise physiology and will look at the importance of exercise as a part of a healthy lifestyle.
v Students will be provided the opportunity to explore options in the Health Science field to better prepare them for making career choices.
The Health Science 20 program emphasizes:
Ø Human Anatomy and Physiology
Ø Injury Prevention and Rehabilitation
Ø Nutrition
Ø Exercise Management
Ø Career and Employment Preparation
Rationale:
Active living and wellness are integral in today’s society as health is being recognized as a basic resource. Today’s lifestyles contribute to an increase in cardiovascular disease and stressful environments. Demographic surveys suggest that the percentage of our population over 50 years of age will increase significantly in the next 10 years. Consequently, there will be more career opportunities in the traditional health care system and in businesses focused on health and fitness. The public school system needs to initiate and promote interest and experience in this ever-growing field.
Unit/Topic / Title / TimeUnit 1 / Anatomy and Physiology / 30 hours
Unit 2 / Injury Prevention and Rehabilitation / 25 hours
Unit 3 / Nutrition / 20 hours
Unit 4 / Exercise Management / 20 hours
Unit 5 / Career and Employment Preparation / 5 hours
Total Hours / 100
Unit 1: Human Anatomy and Physiology 30 Hours
This unit provides an introductory survey of human anatomy and physiology that can be applied to subsequent units on Injury Prevention and Rehabilitation, Nutrition and Exercise Management and can have direct relevance to personal health choices.
Anatomical Terminology:
Students will be able to:
Ø list the levels of organization in the human body
Ø define the term anatomical position
Ø define the directional terms used to
Ø describe structural features of the body
Ø describe the major body regions
Ø describe the four common planes used in sectioning the body or organs
Ø describe the two major cavities of the body
Ø explain the meaning of the term homeostasis
Cells and Tissues:
Students will be able to:
Ø identify and discuss the basic structure and function of a cell
Ø compare the major passive and active transport processes that move substances through cell
Ø membranes
Ø explain the importance of cellular reproduction
Ø list the phases of mitosis and describe the events that occur in each one
Ø describe the function and common locations of:
v epithelial tissues
v connective tissues
v muscle tissues
v nerve tissues
Organ Systems of the Body:
Students will be able to:
Ø list the 11 major organ systems of the body – focus will be on some of the systems.
Ø identify and locate the major organs of each organ system
Ø briefly describe the major functions of each organ system
*Integumentary System:
Students will be able to:
Ø explain the functions of the integumentary system
Ø define two major categories of body membranes
Ø describe the structure of skin
Ø identify the accessory structures of the skin
*Skeletal System:
Students will be able to:
Ø describe the functions of the skeletal system
Ø describe the general structure of a bone and list the functions of its parts
Ø distinguish between axial and appendicular skeletons, and identify the major bones that comprise the axial and appendicular skeleton
Ø compare the structure and function of the various types of joints and give examples of each
*Muscular System:
Students will be able to:
Ø contrast the structural and functional characteristics of skeletal, smooth and cardiac muscle tissue
Ø describe the structure of a skeletal muscle sarcomere and motor unit
Ø discuss and compare the major types of skeletal muscle contractions
Ø identify and label the major muscles of the body
Ø understand the types of movements produced by skeletal muscles
Nervous System:
Students will be able to:
Ø describe the structure and function of neurons and explain neuron processes
Ø describe the processes of impulse formation and conduction including synaptic transmission
Ø identify the major anatomical components of the brain and spinal cord and give their functions
Ø describe common disorders of the nervous system
*Circulatory System:
Students will be able to:
Ø identify parts of the heart and describe their functions
Ø trace the flow in blood through the heart
Ø compare structure and function of blood vessels
Ø explain how the exchange of materials between blood and tissues occurs
Ø describe how blood pressure is regulated
Respiratory System:
Students will be able to:
Ø list the parts of the respiratory system and describe their functions
Ø describe the mechanism of breathing
Ø list and describe the various respiratory volumes and explain their importance
Ø describe the process of gas exchange in the lungs and body tissue
Ø understand the mechanisms of oxygen and carbon dioxide transport by the blood
Digestive System:
Students will be able to:
Ø contrast mechanical and chemical digestion
Ø identify the four layers of the alimentary canal and state their functions
Ø identify and describe the organs of the digestive system giving their locations, major components and functions
Ø discuss the basics of protein, fat and carbohydrate digestion
Unit 2: Injury Prevention and Rehabilitation 25 Hours
This unit provides students with knowledge and skills that will allow them to be Athletic Trainers for school or community teams and understand contemporary issues in health care.
Injury Prevention & Rehabilitation Terminology:
Students will be able to:
Ø define and understand the basic concepts and medical terminology involved in injury assessment and rehabilitation
Injury Assessment:
Students will be able to:
Ø identify specific anatomical parts of the body involved with injury
Ø recognize and evaluate signs and symptoms of injury
Ø explain the importance of ‘patient history’ in assessing an injury
Ø identify and perform some functional tests
Injury Rehabilitation and Prevention:
Students will be able to:
Ø explain and apply the P.R.I.C.E. Principle at the time of injury
Ø identify basic concepts related to appropriate rehabilitation techniques
Ø explain the importance of early protected mobilization and proprioceptive training
Ø identify methods of injury prevention
Unit 3: Essentials of Nutrition 30 Hours
This unit provides students with nutrition information that can be applied to individuals with special nutritional needs such as athletes, diabetics and vegetarians.
Carbohydrates:
Students will be able to:
Ø explain the importance of carbohydrates as a nutrient
Ø explain the difference between a monosaccharide, a disaccharide, and a polysaccharide
Ø describe starch, glycogen, dextrin and cellulose
Ø state the importance of fibre in a well-balanced diet
Ø identify the major functions of carbohydrates
Fats:
Students will be able to:
Ø define the health needs for fats
Ø differentiate between saturated and unsaturated fats
Ø explain the role of cholesterol in the body
Ø identify and understand the need for essential fatty acids
Ø state the recommended dietary intake of fats
Proteins:
Students will be able to:
Ø define the health needs for proteins
Ø give examples of simple and complex proteins
Ø differentiate between essential and non-essential amino acids
Ø identify food items highest in protein content
Ø state the recommended dietary intake of protein
Ø understand the digestion and absorption of protein
Vitamins
Students will be able to:
Ø define the health needs for vitamins
Ø identify the physiological functions of each vitamin
Ø identify food sources for each vitamin
Ø explain how food preparation and cooking can affect vitamin content of food
Ø state the recommended requirement for each vitamin
Minerals:
Students will be able to:
Ø define the health needs for minerals and differentiate between major and trace elements
Ø identify the physiological functions of specific minerals
Ø identify food sources for each mineral
Ø identify problems associated with mineral imbalances
Ø state the recommended requirement for each mineral
Well-Balanced Diet:
Students will be able to:
Ø identify the recommended number of daily servings from the food groups in the Food Guide Pyramid
Ø make small changes in their daily food selections and preparations that make a significant change in their nutritional wellness
Nutrition and Metabolism:
Students will be able to:
Ø define anabolism and catabolism
Ø describe the metabolic roles of carbohydrates, fats, proteins, vitamins and minerals
Ø define basal metabolic rate and list some factors that affect it
Ø identify the caloric value of each of the bulk nutrients and discuss the implications for weight control and exercise
Fluid and Electrolyte Balance:
Students will be able to:
Ø describe and compare body fluid compartments
Ø explain mechanisms that maintain fluid balance
Ø explain how an athlete can maintain a state of hydration during an event
Unit 4: Exercise Management 30 Hours
This unit provides students with the knowledge and skills to develop and evaluate exercise programs for themselves and other groups with special needs like heart attack victims, physically- challenged individuals and the elderly.
Components of Physical Fitness:
Students will be able to:
Define physical fitness
Define each of the components of physical fitness
Explain the importance of lifestyles to good health and wellness
Training for Muscular Strength and Endurance:
Students will be able to:
Ø define muscular strength and endurance training
Ø describe three types of muscle contractions
Ø identify correct safety guidelines for weight training
Ø explain basic training systems
Cardio-respiratory Fitness:
Students will be able to:
Ø define cardio-respiratory fitness
Ø describe how to monitor target heart rate
Ø explain how to train the cardio-respiratory system
Flexibility:
Students will be able to:
Ø identify correct guidelines for flexibility development
Ø define two types of stretching
Ø identify basic flexibility exercises
Health and Wellness:
Students will be able to:
Ø explain the difference between health and wellness
Ø identify the dimensions of wellness
Ø analyze their own levels of health and wellness and identify the strategies necessary to meet their own needs
Ø explain the physical and emotional effects of stress and identify strategies to cope with stress
Ø have an understanding of Basic First Aid & CPR
Exercise Management Related Topics:
Students will be able to:
Ø explain the physiological differences between men and women regarding their performance levels
Ø identify and recommend exercises for pregnant women and the elderly
Ø explain how the physical benefits
Ø exercise can have on ‘special populations’ and possible limitations
Ø discuss the effect of drugs on the individual and sport
Unit 5: Career and Employment Preparation 5 Hours
This unit provides students with the knowledge and skills to explore career opportunities in community recreation.
Exploring Health Related Careers:
Students will be able to:
Ø construct an updated resume
Ø prepare a covering letter
Ø create a personal profile
Ø evaluate skills learned in the community
INSTRUCTIONAL COMPONENT:
Direct instruction
Interactive instruction
Group and individual projects
Experimental design
Guest lecturers
Case studies
ASSESSMENT COMPONENT:
Daily assignments
Quizzes/tests
Practical exams
Group projects
Oral presentations
Models/visual representations
Video/journal reviews
STUDENT EVALUATION:
1. Tests/quizzes 40%
2. Final Project/Test 10%
3. Assignments/Projects 35%
4. Classwork/Homework 15%
EQUIPMENT:
Ø models and charts of: muscles, bones, joints, anatomical torso, heart
Ø blood pressure cuffs and stethoscopes
Ø athletic tape and accessories
Ø fitness testing equipment
Ø videos of: Systems of the Body, Steroid Use, Healthy Lifestyles, CPR, First Aid
Ø computer programs: A.D.A.M
ADDITIONAL INFORMATION:
A number of guest speakers can bring their expertise to the classroom. For example:
Ø A physiotherapist can provide information on gait and choosing athletic shoes
Ø A health practitioner can provide a lecture on multiple sclerosis
Ø A sports specialist might lecture on training for a triathlon
Ø A nutritionist might provide information on heart attack and a vegan lifestyle
Earned Options Program: Student Name:
(Print your name above)
WKC Science Department Earned Option
Purpose:
The purpose of the Earned Option is to assist you in improving your achievement by encouraging you to maintain regular attendance, punctuality and good work habits.
Outcomes:
It is a privilege intended to increase your success by providing the opportunity to earn an exemption from writing one science final exam per semester. Should you qualify, you have the option of choosing to:
a) Be exempt from writing the final exam in one science class each semester,
b) Write the final exam and only have the exam count if it improves your semester end grade, or
c) Write the final exam in the normal prescribed manner.
Criteria:
The rules and minimum requirements (which are at the discretion of the WKC Science Department) for the Earned Option include:
a. Maximum of 5 explained absences over the entire semester, which must be explained within 5 days of the absence (school related functions do not apply).
b. Maximum of 3 lates in the class over the entire semester.
c. All assignments must be completed in a satisfactory manner with a maximum of 3 late assignments over the entire semester (no zeros).
d. Absolutely no violation of school conduct/citizenship problems (in class cell phone usage, suspensions, cheating, plagiarism, etc.). Cell phones should be turned off and put away when class begins and are to remain this way for the duration of class.
e. and you must have a passing grade at semester end.
Students eligible for the Earned Option will be notified and confirmed at semester end.
Parent Signature: Date:
Student Signature: Date:
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