<p> Dartmouth High School Human Biology 11 Course Evaluation and Outline 20115 Mr. Halley</p><p>Term course evaluation:</p><p>Work from Term I and Term II are worth 70% of the final mark. </p><p>Final examination is worth 30% of final mark and is based on the entire semester’s work!</p><p>Term work (70%) + Exam (30%) = 100%</p><p>Course outline (Units): </p><p>Skeletal and Muscular System Unit 25% Circulatory and Respiratory System Unit 25% Digestive System and Nutrition Unit 25% Integumentary System Unit 15% Human Genetics 10%</p><p>Extra help – All students at some time will require extra help. </p><p>*Please speak with Mr. Halley to schedule an appointment whenever you are experiencing difficulties. </p><p>Work handed in is due at the beginning of class. Extensions are to be discussed prior to the day work is due.</p><p>Tests – If a student has an excused absence on the day of a test, they will write it during class upon return.</p><p>Materials – duotang/portfolio folder, binder, looseleaf, pen/pencil, colored pencils HBO Outcomes Completed Identify and describe a career related to human systems, and report findings to the class (HB-101) Using a variety of research tools, collect information on a current topic of interest related to human biology (HB-201) Identify and describe examples of activities that demonstrate awareness of healthy lifestyles (HB-102) Explore ethical issues related to human biology (HB-103)</p><p>Introduction to Human Biology Identify the characteristics of living things (HB-301) Examine cells and investigate the diversity of cells (HB-202) Discuss the levels of organization as related to humans (HB-302)</p><p>Skin Identify and make the connections among the structures and the functions of the skin using a variety of representations (HB-303) Individually investigate their skin patterns and compare skin patterns as a group (HB-203) Explore and discuss the skin as a sensory organ (HB-204) Analyze various skin car practices relating those to their personal health (HB-104) Investigate and evaluate the claims of various skin and hair care products (HB-105) Investigate and communicate, in a variety of ways, the causes, symptoms and treatment of various skin disorders (HB-304)</p><p>Skeleton/Muscular Systems Identify the bones, joints and muscles of the skeletal/muscular system and describe the functions of each, referring to support and movement (HB-205) Investigate and communicate, in a variety of ways, the causes, symptoms and treatment of various skeletal and muscular disorders</p><p>Circulatory System Identify and make the connections among the structures and functions of the circulatory system using a variety of representations (HB-306) Investigate and communicate, in a variety of ways, the causes, symptoms and treatment of various blood and circulatory disorders and their impact on healthy living (HB-206)</p><p>Digestive System/Nutrition Explore the relationship among balanced diet, caloric intake and health, utilizing knowledge of the function and sources of the six essential nutrients (HB-106) Examine the influence of food labels, marketing techniques, and advertising on consumers and public health (HB-107) Identify and make the connections among the structures and the functions of the digestive system (HB-307) Explore, in a variety of ways, the causes, symptoms and treatments of eating and digestive disorders (HB-108)</p><p>Optional Units Identify and make connections between structure and functions for a minimum of two of the following: (HB-308) Nervous/sensory system Reproductive system Respiratory system Immune system Human behavior Human genetics In relation to the chosen topics, explore and communicate the effects of disorders on homeostasis (HB-109)</p><p> If you need to contact Mr. Halley please do so at [email protected]</p><p>I have read and understand this course outline.</p><p>Student Signature: Date: </p><p>Parent/Guardian Signature: Date: </p>