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. 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.
 
 
 
               
 
 
 

PLANNED COURSE CURRICULUM GUIDE (PCCG)
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: FOODS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 1
 
The learner will be able to implement and utilize kitchen principles.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
 
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
 
2.5
 
2.6
X
2.7
 
2.8
X       2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
 
3.6
 
3.7
x
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
X
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
X
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
X
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
X                            
Health, Safety & PE
 
10.1
 
10.2
X
10.3
X
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
X
13.3
 
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 1      
       
  Describe the techniques that correspond with common recipe terms and abbreviations.
  Identify kitchen equipment used in food preparation.
  Practice the use of accurate measuring techniques.
  Describe the importance of safe food handling and kitchen sanitation.
  Develop time management techniques and team work habits to work cooperatively in the foods lab.
  Analyze recipes and organize information for efficient classroom use.
  Identify aesthetic factors that affect meal planning.
  Set a table and use appropriate etiquette for formal and informal dining.
  Identify situations where tipping is appropriate and calculate tip amounts.
 
 
 
 
 
 
 
  		  Create a dictionary of recipe terms.
  Complete anagrams and/or crosswords of food preparation terms.
  Show students kitchen equipment and explain use and care.
  Scavenger hunts for kitchen utensils and equipment.
  Demonstration of measuring techniques or a variety of common ingredients.
  Student demonstrations of measuring techniques.
  Show video "Kitchen Safety Essentials".
  Create posters of safety guidelines.
  Introduce lab procedures and format for planning and carrying out a lab experience using a sample recipe.
  Visual demonstration of garnishing techniques.
  Practice garnishing techniques with fruits, seasoning and vegetables.
  Show filmstrip on garnishing techniques.
  Select pictures from magazines that are examples of the six aesthetic factors in meal planning.
  Plan menus with pictures that demonstrate the use of the six aesthetic factors.
  Show video on table etiquette-formal and business situations.
  Demonstrate correct table settings or various situations.
  Given a menu, students will practice table setting for breakfast, lunch and dinner.
  Given sample restaurant guest checks calculate appropriate tips.
Correctives:
  Make flash cards for terms and kitchen utensils and equipment.
  Practice measuring common ingredients.
  Additional assignments and activities from the "Reteaching" suggestions from the textbook.
Extensions:
  Showcase display of kitchen utensils explaining use and care.
  Create a bulletin board showing formal and informal table settings.
  Analyze a recipe and list measuring equipment. Describe techniques and preparation terms used to prepare the recipe.
 
 
 
 
  		  Portfolio
  Worksheets
  Test Quizzes
  Visual presentations
  Cooperative groups
  Diagrams
  		  Textbook-Guide to Good Food, Largen and Bence, 2002
  Textbook, Food for Today, Kowtaluk, l997
  Videos- "The Art of Dining", Kitchen Safety Essentials" and "How to Survive in Your Kitchen".
  Supplies for posters and visuals.
  Complete set of tableware, glassware, flatware, etc.
  Food supplies for demonstrations
  Magazines
  Calculators
 
 
 
 
 
 
 

 

 
Subject Title: FOODS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 2
 
The learner will analyze the importance of nutrition and wellness as it relates to life-long food choices.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
X
1.6
X 1.7 X
1.8
X            
Mathematics
 
2.1
 
2.2
 
2.3
X
2.4
 
2.5
 
2.6
X
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
X
3.8
X 3.9          
Environment & Ecology
 
4.1
 
4.2
 
4.3
 
4.4
X
4.5
 
4.6
 
4.7
 
4.8
X 4.9          
Civics & Government
 
5.1
X
5.2
 
5.3
 
5.4
X                            
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
X
10.2
X
10.3
 
10.4
X
10.5
                         
Family & Consumer Science
 
11.1
X
11.2
 
11.3
X
11.4
X                            
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
X
13.3
 
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      
       
  Describe the key nutrients, explain their functions and list important food sources.
  Develop a framework for good nutrition using the Food Guide Pyramid and the dietary guidelines for Americans.
  Compare and contrast nutrition labels and consumer label information.
 
 
 
 
 
 
 
  		  Research the functions of various nutrients.
  Make a collection of labels from important food sources for the key nutrients.
  Complete study guide on nutrients, excesses and deficiencies and food sources.
  Take the diet quizzes and rate personal eating habits.
  Make a collage on the "Food Guide Pyramid" or "Dietary Guidelines for Americans".
  Show and discuss the video on the Food Guide Pyramid.
  Record several days of food and beverage intake. Analyze as to meeting the guidelines of the Food Guide Pyramid. Calculate caloric intake.
  Demonstrate or show actual food portion size.
  Devise a menu for a day using magazine pictures, flannel board pictures, etc. that meets the suggestions of the Food Guide Pyramid.
  Play Food Pyramid Bingo to recall servings, guidelines, and food groups.
 
Correctives:
  Search food product labels that depict deficiencies and excesses of RDA requirements.
  Identify the parts of a food label. Discuss government requirements for labels for nutrition and consumer information.
Extensions:
  Plan nutritious and attractive meals for various age groups, and/or for people with health concerns.
  Interview a dietitian, food service director, or an athletic trainer.
  Work with the school lunch program to plan healthful and appealing food options.
 
 
 
 
 
  		  Study guides
  Portfolio
  Rubric for research project and oral presentation.
  Tests
  Quizzes
  Daily caloric intake assessment.
  		  Textbook- Guide to Good Food-Largen and Bence, 2002.
  Videos- "Daily Food Choices for Healthy Living", Understanding Food Labels".
  Construction paper, glue, magazines, poster board, etc.
  Food samples.
  Community Resources
  Computer program for dietary analysis.
 
 
 
 
 
 
 

 
 

 
Subject Title: FOODS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 3
 
The learner will identify and demonstrate the principles of food selection, preparation and storage.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
 
1.6
X 1.7  
1.8
X            
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
X
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
X
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
X
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
X
11.2
 
11.3
X
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
 
12.4
 
12.5
 
12.6
                     
Career Education & Work
 
13.1
 
13.2
X
13.3
 
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      
       
  Identify the specific purpose of basic ingredients in bread making.
  Practice the mixing shaping and baking techniques of bread products.
  Classify the groups of cakes.
  Compare the ingredients and baking techniques for cakes.
  Select and practice cake-decorating techniques.
  Identify the types of cookies and compare their shaping and baking preparations.
  Describe how to classify, select, store and prepare all forms of fruits.
  Identify the factors that affect selection, preparation, and safe handling of meats, poultry and meat alternates.
  Develop guidelines for preparing, shaping, baking and storing pies and pastry.
  Discuss the selection, preparation and storage guidelines for the classifications of vegetables.
 
 
 
 
 
 
  		  Show and discuss video demonstrations on the preparation of quick breads and yeast breads.
  Complete study guides on the functions and ingredients, classifications, and mixing methods for quick breads.
  Demonstrations-biscuit or muffin preparation.
  Student lab experiences: drop batter, pour batters, soft dough. Select recipes and prepare in-groups.
  Demonstration-mixing, kneading and shaping techniques for yeast breads.
  Local speaker from bakeries to demonstrate cake decorating.
  Video on cake decorating.
  Student lab experiences. Select and prepare recipes for shortened and foam type cakes.
  Video on cookie preparation.
  Student lab experiences. Select and prepare recipes of the six classifications of cookies.
  Demonstration-Techniques for judging ripeness, quality, selection, forms and classifications of fruits.
  Student lab experience: prepare a recipe using fresh fruits.
  Use the meat cut identification charts to show wholesales and retail cuts of meat.
  Show and discuss videos that emphasize selection, storage and safe handling of meats and poultry.
  Student lab experience: Select and prepare recipes for meat or poultry. Include side dish recipes to complete a meal.
Correctives:
  Prepare posters for the classifications of fruits/vegetables showing examples of each classification.
  Flash card review of meat retail cuts emphasizing animal source, or preparations.
  Read recipes for cookies and determine the classification.
Extensions:
  Compare ready-made, partially prepared and homemade quick read products for cost, nutritional value, appearance and flavor.
  Visit a grocery store meat department.
  Complete a nutritional comparison for fruits or vegetables.
  Visit a produce department in a local grocery store to view the variety of produce available, seasonal fruits or vegetables and characteristics of quality.
  Plant seeds for an indoor herb garden-sage, chives, parsley, basil etc.
  		  Portfolio
  Worksheets and study guides.
  Quizzes
  Tests
  Cooperative lab groups
  Self-evaluation
  Checklist
  Rubrics for group lab evaluations.
  Rubric for posters.
  		  Videos- "Baking Basics" series (yeast breads, quick breads, pizza, cookies, pour batters). Home Baking Association.
  Small equipment, appliances, food supplies.
  Resources-guest speakers from the community.
  Cookbooks, libraries reference materials.
  Textbook-Guide to Good Food, Largen and Bence, 2002.
  Textbook-Food for Today, Kowtaluk, l997
  Seed catalogs
  Meat cut charts
  Visual displays
  Food samples
  Specialty equipment
  Filmstrips-pies, cookies
  Video-"Preparing Vegetables"
 
 
 
 
 
 
 

 

 
Subject Title: FOODS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 11 AND 12
UNIT LESSON OUTCOME: 4
 
The learner will examine the customs, culture and cuisine of regional and world food preparation.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
X
1.4
X
1.5
 
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
 
2.2
 
2.3
X
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
X
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
X
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
X
8.3
 
8.4
X                            
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
X
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
 
11.3
X
11.4
                             
World Language
 
12.1
X
12.2
 
12.3
 
12.4
 
12.5
X
12.6
                     
Career Education & Work
 
13.1
 
13.2
 
13.3
 
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      
       
  Identify and describe foods common to select regions of the United States.
  Explain the customs and traditions of the people that influence the foods.
  Identify the geographic, climatic, historical and cultural factors that have influenced the food customs of various countries.
  Identify and describe foods typical of the country studied.
 
 
 
 
 
 
 
  		  Select regions of the United States to study.
  Show videos on selected areas with emphasis on food preparation and cultural influences.
  Prepare posters showing location of the region sample menus and pictures of typical foods.
  Prepare foods typical of the cuisine of regions studied.
  Complete crossword puzzles of vocabulary terms.
  Select countries of the world to study.
  Read and discuss packet that describes culture, cuisine and customs of specific countries of the world.
  Show videos and discuss preparation techniques, customs and traditions influencing the cuisine.
  Show equipment and demonstrate use and food preparation for a particular country.
  Select and prepare recipes typical of the cuisine.
  Use flash cards crossword puzzles or work searches to identify and define vocabulary terms.
Correctives:
  Complete a review packet for each region of the United States or foreign country studied.
  Play review games or each area of study -"I have…who has" or a game similar to Jeopardy, etc.
Extensions:
  Interdisciplinary project- research and reports on foods, culture, music, arts, and traditions. Prepare foods typical of the countries of Germany, Spain, Mexico, Latin American countries (work with foreign language departments).
  Read recipes from foreign countries. Make a list of ingredients that are not common and research these ingredients.
 
 
 
 
  		  Cooperative group activities
  Quizzes
  Tests
  Portfolio
  Assignments
  Rubric evaluation for labs.
  		  Video "The Amish-A People of Preservation"
  Video-"Easy Mexican Recipes"
  Video Series- The Frugal Gourmet (foreign foods preparation).
  Textbook- The Guide to Good Food, 2002 Largen and Bence.
  Construction paper, posterboard, magazines, glue, markers, etc.
 
 
 
 
 
 
 

 
 
 

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