1. PLEASANT VALLEY SCHOOL DISTRICT
    2. Brodheadsville, Pennsylvania 18322
    3. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
    4. Introduction
  1. PREFACE
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. PURPOSE AND INTENT
  4. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  5. DEFINITIONS


 
 
 
 
 

 
 
 
 
 

 


PLEASANT VALLEY SCHOOL DISTRICT



PLEASANT VALLEY SCHOOL DISTRICT


Brodheadsville, Pennsylvania 18322



Brodheadsville, Pennsylvania 18322


PLANNED COURSE ADAPTATIONS/MODIFICATIONS



PLANNED COURSE ADAPTATIONS/MODIFICATIONS
 


Introduction



Introduction
 

 The instructional adaptations that follow are provided as suggestions to be implemented with all students, particularly with those in need of special education services including the gifted. This listing is in no way intended to be exhaustive. Rather, it is reflective of some major considerations in the area of curriculum adaptations/modifications.
 
These instructional adaptations will work with any student, but are especially beneficial to those in need of learning support. Some may argue that these modifications are simply good teaching. Indeed, modifications of this type do represent good teaching. These principles of good teaching become instructional modifications whenever: (1) certain students in a particular class require such modifications above and beyond what is typically required by most students in that class and (2) without these modifications, these same students would not succeed.
 
Assessment is an integral part of instruction reflecting student progress as well as achievement. Therefore, also included are suggestions for assessment modifications.
 
 
  Peer Support
  Cooperative learning among peers
  Modeling
  Development of Information Organizer
  Development of Graphic Organizer
  Development of structured study guides
  Student selection of instructional material (i.e., reading, writing, math)
  Taped lessons
  Copy notes (peer or teacher)
  Student conferencing
  Combine and vary modes of lesson presentation
  Adjust language level to match the developmental and intellectual levels of students
  Let student practice given examples first. Then assign tasks to be completed.
  Provide opportunity for guided and independent practice in a variety of situations
  Limit number and length of directions
  Have students repeat/review directions (i.e., peer to peer, student to teacher)
  Give feedback that is as immediate, specific, and objective as possible
  Clarify error responses so that students do not make the same errors over and over again
  Reinforce progress towards desired outcomes
  Breakdown complex tasks into smaller, more manageable units
  Use verbal prompts to elicit desired results
  Use manual guidance (i.e., hand over hand) to facilitate correct responses
  Computer assisted instruction
  Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) 		  Extended test time
  Test read to student by teacher or peer
  Oral testing (i.e., student retelling of information)
  Open book/note test
  Alternate testing (any demonstration of a student's understanding of concepts)
  Retesting
  Reduce the number of responses required on tests
  Use of curriculum based assessment
  Vary test format
  Objectively define mastery as related to each task. Tasks should be learned to mastery
  Reduce or remove distracting stimuli
  Use of concrete objects and manipulatives in all stages of instruction and assessment
  Emphasize important information
  Allow extra time to complete assignments/projects
  Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to complete the same number of tasks as the rest of the class
  Use supplemental materials
  Alternate assignments accepted (i.e., modification to homework assignments)
  Flexible grouping/individual assistance
  Seating to accommodate needs
  Teacher proximity
  Use behavioral management techniques (i.e., contracts, time-out, token system, charts)


 
 

 

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PREFACE
 

 
 
Users and information seekers should familiarize themselves with the purpose and terminology of this Planned Course
Curriculum Guide (PCCG). We suggest that you first read the following:
 
 
            • PCCG PURPOSE AND INTENT
           • PCCG DEFINITIONS
 
 
  The PCCG specifies the unit lesson outcome, essential content, standards, activities, resources, and evaluation of student performance. This sector provides the means to initiate the learning activities to attain the program goal as identified in the course description and intent.
 
 The standards and outcomes are minimal expectations; further embellishment of the course is discretionary with the instructor depending upon the capability of the students.
 
 This PCCG is designed as an ACTIVE document capable of technological modification as required.
 
 The instructional delivery of this curriculum is quality controlled through the lesson plan development of the teacher.
 
 
 
 
 
 

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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PURPOSE AND INTENT
 

 
 

The Planned Course Curriculum Guide (PCCG) is a multi-purpose document:
 

•  All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum
 
•  A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes]
 
•  Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced and comprehensive basic curriculum
 
••  Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources
 
•  Staff development areas for curriculum improvement are provided
 
•  The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an administrative document and an instructional guide
 
•  Content and subject format remain flexible and adaptable to modification - an “active” document
 
•  Special Pennsylvania Department of Education [PDE] legislation is identified
 
•  Parents and students are provided with an overview of the instructional program and each course in particular
 
 
 
 
 
 
 

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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DEFINITIONS
 

•  Course Description and Intent: a brief overview of the course and program goals
 
 
•  Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level
 
 
•  Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course
 
 
•  Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as appropriate to help the student attain the rigorous standards of a quality education
 
 
•  Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards
 
 
•  Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student must attain
 
 
•  Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning activities and content
 
 
•  Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria
 
 

 
Subject Title: INDUSTRIAL TECHNOLOGY
 
Discipline/Grade Level: 		 
BASIC MECHANICAL DRAWING -- GRADES 9 - 12
UNIT LESSON OUTCOME: 1
 
The learner will be familiar with careers that require drafting skills, and state the importance of precision and thoroughness.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
 
2.3
 
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
  3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
X
11.2
X
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
X
13.2
X
13.3
X
13.4
X                            

 
 
ESSENTIAL CONTENT OUTCOMES/STANDARD
 
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
RESOURCES AND MATERIALS
STANDARD 1      
       
  Students will become familiar with the use of drafting in the following careers:
1.  Architecture
2.  Tool & die design
3.  Mechanical drawing
4.  Electronic drafting
5.  Civil drafting
6.  Pipeline drafters
7.  Engineering
  Mechanical
  Electronic
  Industrial
  Aeronautical
Also, related careers
  Illustration
  Web design
  Graphic design
  Science technician
  Surveying technician
  Students will develop the ability to produce complete and thorough drawings throughout the course.
  Students will name at least 5 careers that use drafting.
  Students will state at least 5 examples of problems caused by work that is not precise, or is incomplete.
 
  		  The class will read a handout on careers from the Dept. of Labor
  Students will discuss possible job opportunities in drafting.
  Students will see examples of inaccurate drawings, and discuss the possible problems caused by the lack of precision. 		  Students will take a short multiple choice quiz.
  Students will be asked to list the drafting careers that use each type of drawing used throughout the course.
 
 
 
  		  Overhead
  Transparency on careers
  List of web sites to explore careers in drafting

 
Subject Title: INDUSTRIAL TECHNOLOGY
 
Discipline/Grade Level: 		 
BASIC MECHANICAL DRAWING -- GRADES 9 - 12

 
UNIT LESSON OUTCOME: 2
 
The learner will be able to demonstrate the use of basic drafting equipment to draw basic lines and shapes. Also, the learner will demonstrate the use of block style lettering on all drawings throughout the course.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
2.3
X
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9 X 2.10 X 2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
  3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
 
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
 
13.3
X
13.4
                             


 
ESSENTIAL CONTENT OUTCOMES/STANDARD
 
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
RESOURCES AND MATERIALS
STANDARD 2      
       
  Demonstrate the use of drafting equipment and lettering by:
1)  drawing 3 line weights:
a.  Construction,
b.  dimension, and
c.  object
2)  lettering all drawings using capitol block style lettering
3)  using the “T” square, the 45 /90 triangle, and the 30 /60 /90 triangle to draw lines at various angles from 0 to 90 at 15 increments.
4)  using a drafting compass and a circle template to draw circles at specific locations
5)  using English and Metric rulers to locate various lines on the drawings
6)  completing a border and title block for every drawing throughout the course.
 
 
 
 
 
 
 
  		  Practice drawing various line weights
  Complete English and Metric work sheets
  Practice drawing a border line and title block.
  Practice block style capitol letters
  Complete a plate with various angle lines.
  Practice drawing circles with a compass and circle template at specific locations on the paper.
 
Correctives:
  Show students how the finished drawings should look, and compare his work to the master. Also, hand out old equipment for students to take home and re-practice any skills not acquired in class.
 
Extensions:
  Have students use a protractor to draw various angle lines
 
 
 
  		  Class participation
  Drafting performance quizzes called “plates.”
 
 
 
 
  		  Drafting equipment
1.  board
2.  “T”-Square
3.  30/60/90 triangle
4.  45/90 triangle
5.  .7mm mechanical pencil
6.  eraser
7.  eraser shield
8.  ruler
9.  compass
10.  circle template
11.   ½ ” drafting tape.
  Green drafting paper.
  Angle and line weight guide sheet
  Border and title block guide sheet
  Lettering guide sheet

 
Subject Title: INDUSTRIAL TECHNOLOGY
 
Discipline/Grade Level: 		 
BASIC MECHANICAL DRAWING -- GRADES 9 - 12
UNIT LESSON OUTCOME: 3
 
The learner will be able to perform geometric construction methods used in mechanical drawing.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
2.3
X
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9 X 2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
  3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
 
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
 
13.3
X
13.4
                             

 

 
ESSENTIAL CONTENT OUTCOMES/STANDARD
 
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
RESOURCES AND MATERIALS
STANDARD 3      
       
  The learner will perform geometric construction methods used to construct various shapes in drafting.
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  		  Demonstrate each of the following mechanical functions and have students perform each.
a)  Bisect a line and establish its perpendicular and parallel
b)  Divide a line equally enlarging and reducing
c)  Bisecting and duplicating angles
d)  Construct angles and polygons
e)  Identify properties of a curve or arc:
1)  find the center
2)  find the tangent
f)  Draw the involute of a square.
g)  Construct the ellipse.
 
Correctives:
  Provide extra worksheet practice of construction methods that allow copying of procedures.
 
Extensions:
  Peer couch other students - add "helical curve"
  		  Class participation.
  Drafting performance quizzes called “plates.”
 
 
 
 
   		   Drafting equipment
  White 8 ½ x 11 paper
  Geometric shapes handout

 
 
 
Subject Title: INDUSTRIAL TECHNOLOGY
 
Discipline/Grade Level: 		 
BASIC MECHANICAL DRAWING -- GRADES 9 - 12
UNIT LESSON OUTCOME: 4
 
The learner will be able draw 3 view orthographic projections of simple objects.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
2.3
X
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9 X 2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
  3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
 
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
 
13.3
X
13.4
                             

 

 
ESSENTIAL CONTENT OUTCOMES/STANDARD
 
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS (Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
RESOURCES AND MATERIALS
STANDARD 4      
       
  Students will be able to draw a 3 view orthographic projection of a mechanical object from the actual object, or a sketch of the object
  Students will be able to accurately dimension the drawing using standard dimensioning techniques.
  Students will be able to use English, decimal, and Metric measurements.
  Students will be able to show sectional views of simple cylindrical objects.
  Students will be able to show auxiliary views of simple objects.
 
 
 
 
 
 
 
  		  Have students look at objects, and pick the correct 3 view drawing from a list.
  Students will draw at least 5 drawings of objects, starting from simple to complex, including a machine part, an unfolded sheet metal box, and a small cabinet.
  After feedback from the teacher, each student will use a guide sheet to add dimensions to each drawing, again from simple to complex.
  Students will develop a chart to convert fractions to decimals.
 
Correctives:
  Show students how the finished drawings should look, and compare his work to the master. Also, hand out old equipment for students to take home and re-practice any skills not acquired in class.
 
Extensions:
  Advanced students can draw more complex 3 view drawings, such as showing irregular curves
 
  		  Class participation.
  Drafting performance quizzes called “plates.”
  		  Handout with sample 3 view drawings
  Geometric shapes (wood)
  Geometric shapes (sketches)
  Dimension guide sheet
  Calculators
  Sectional view handout
  Auxiliary view handout

 

 
Subject Title: INDUSTRIAL TECHNOLOGY
 
Discipline/Grade Level: 		 
BASIC MECHANICAL DRAWING -- GRADES 9 - 12
UNIT LESSON OUTCOME: 5
 
The learner will be able to draw geometric shapes in pictorial representations.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
2.3
X
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9 X 2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
 
3.8
  3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
 
10.4
 
10.5