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
           â€˘ 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: CONSUMER ECONOMICS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 10 - 12
UNIT LESSON OUTCOME: 1
 
The learner will identify basic concepts of our economic system.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
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
 
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
X
5.3
X
5.4
X                            
Economics
 
6.1
X
6.2
X
6.3
X
6.4
X
6.5
X                        
Geography
 
7.1
 
7.2
 
7.3
X
7.4
X                            
History
 
8.1
 
8.2
 
8.3
X
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
X
11.4
                             
World Language
 
12.1
 
12.2
 
12.3
X
12.4
 
12.5
 
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 1      
·   Explain the basic concepts that drive our economy.
·   Identify economic problem common to all societies.
·   Explain how supply and demand affect the prices of goods and services.
·   Give examples of how profit and competition affect prices of goods and services.
·   Identify and discuss ways the government influences the economy.
·   Compare recession and inflation and explain how government attempts to remedy each.
·   Explain how international trade affects consumers and producers.
 
 
 
 
 
 
 
  		·   Discuss case examples from the textbook: The Profit Motive, Competition, and Consumer Choice.
·   Interview a local merchant using activity from student workbook.
·   Brainstorm moneymaking ideas for teenagers considering personal resources.
·   Complete the activity from student workbook “Making the Most of Your Economic Resources”.
·   Make a set of flash cards using the vocabulary terms and review in small groups.
·   Complete “To Review” questions in the textbook.
·   Collect newspaper articles that discuss economic issues. Ex: inflation, recession, trade deficit, international trade.
Correctives:
·   Define vocabulary terms using the glossary and discuss their meaning. Complete Activity D “Economic Concepts”
Extensions:
·   Create a bulletin board for any of the topics in chapter 1. Ex: Law of Scarcity; Resources; Profit Motive; Role of Government; etc. 		·   Text and teacher designed worksheets.
·   Text and teacher designed tests and quizzes.
·   Review questions
·   Small group activities.
·   Portfolio
 
 
 
 
 
 
 
  		Ř   Textbook-The Confident Consumer-Sally R. Campbell 1995; Goodheard-Wilcox Company, Inc.
Ř   Student Activity Workbook The Confident Consumer
Ř   Newspapers
 
 
 
 

 

 
Subject Title: CONSUMER ECONOMICS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 10 - 12
UNIT LESSON OUTCOME: 2
 
The learner will identify and use information and techniques that will enable him/her to be confident, competent consumers.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
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
 
5.2
X
5.3
X
5.4
                             
Economics
 
6.1
 
6.2
X
6.3
 
6.4
 
6.5
X                        
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
X
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
X
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
 
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 rights and responsibilities of consumers.
·   Identify government regulations and agencies that protect consumer interests.
·   Write an effective letter about a consumer problem.
·   Identify reliable sources of consumer information.
·   Explain how needs, wants, values, goals and standards serve as guides to consumer decisions.
·   Describe how a family’s goals, values and standards affect family economics.
 
 
 
 
 
 
 
  		·   Complete a survey “What’s Your Consumer IQ?” to determine individual consumer behavior and habits.
·   Discuss consumer rights and responsibilities related to the purchase of specific goods and services. Ex: clothing, cars, prescription drugs, fast foods, etc.
·   Use library resources to investigate local, state and federal government agencies.
·   Write a consumer complaint letter or a letter of commendation for a consumer problem or situation. Send the letter to the appropriate business.
·   Complete activity “Government Agencies and their Functions”.
·   Complete activities “Psychological Aspects of Money” and “Your Financial Tendencies”. Discuss each activity.
·   Using newspapers and telephone directories, create a list of reliable information sources for several of the following categories of goods and services: travel, video and stereo equipment, grooming aids, clothing and medical care.
·   Make a timeline that illustrates the stages of the family life cycle. List needs, wants, values and goals a family might have at each stage.
·   “To Review” questions from the textbook.
Correctives:
·   Outline steps consumers can take when dealing with consumer problems. Describe how consumer oriented agencies and organizations can help resolve problems.
·   Use the local newspaper and explain how it can be a useful consumer information resource.
Extensions:
·   Prepare a community resource booklet and distribute in the local library and businesses.
·   Assign research activity “it’s the Law” investigating the regulations and laws for producing, selling and advertising a product.
 
 
 
 
 
  		·   Tests and quizzes
·   Surveys/questionnaires
·   Study guides
·   Portfolio
·   Individual or group evaluation for research project.
 
 
 
 
 
 
 
 
 
  		Ř   Survey/questionnaire “What’s Your Consumer IQ?”
Ř   Internet, telephone books, magazines, library reference books and computer references.
Ř   Computer lab for writing letter.
Ř   Guest speakers from local or state agencies.
 
 
 
 
 

 
 
 

 
Subject Title: CONSUMER ECONOMICS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 10 - 12
UNIT LESSON OUTCOME: 3
 
The learner will develop the necessary skills to become informed shoppers in the marketplace.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
X
2.2
X
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
X
3.8
X 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
X
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
X
6.3
X
6.4
X
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
X
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
X
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
 
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 and describe various types of sellers in the marketplace.
·   Explain how shoppers can recognize and take advantage of various selling methods.
·   Identify reliable sources of shopping information.
·   List guidelines for making rational shopping decisions.
 
 
 
 
 
 
 
  		·   Using newspapers and local sale advertisements, create posters of the various types of sellers: retail, department, factory outlets, door to door, mail order and electronic shopping.
·   Find examples of the different advertising techniques in local newspapers or on television. Evaluate the advertisements for information presented, and buying incentives.
·   Create advertisements for new products: posters or role-play.
·   Evaluate product packaging and product displays.
·   Read and compare product labels and hangtags.
·   Use the library to research product testing services.
·   Read and compare various types of warranties.
·   Select a product and compare the prices, seller and information available to the purchaser us “Rating the Sellers” activity from student workbook.
·   Take the “Smart Shoppers Aptitude” test and discuss scores.
·   Complete the “Shopping for Services” activity in the student workbook.
·   Discuss the “To Review” questions in the textbook.
·   TV log-watch 30 or 60 minute program recording all the advertisements presented. Discuss.
Correctives:
·   Define vocabulary terms using the glossary. Create flash cards for review or write review questions to use for a review game.
Extensions:
·   Develop a shopping guide for specific items including buying information on features, performance, quality, price, etc.
 
 
 
 
 
  		·   Small group work poster or advertisements use a rating evaluation, checklist or rubric.
·   Test and quizzes
·   Study guides
·   Portfolio
 
 
 
 
 
 
 
 
 
  		Ř   Student workbook and textbook The Confident Consumer by Sally R. Campbell; Goodheart Willcox.
Ř   Newspapers and local sale advertisements.
Ř   Posterboard, scissors, glue, etc.
Ř   “Consumers Report”, magazine and buying guides
Ř   Library resources for product comparison
Ř   Labels, hangtags
Ř   Warranties
 
 
 
 
 

 

 
 
Subject Title: CONSUMER ECONOMICS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 10 - 12
UNIT LESSON OUTCOME: 4
 
The learner will state guidelines for selecting, purchasing and storing food, and plan nutritious meals.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
X
2.2
X
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
X 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
X
6.3
 
6.4
X
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
X
7.4
                             
History
 
8.1
 
8.2
 
8.3
X
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
X
10.2
 
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
 
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 nutritional needs and the best food sources of essential nutrients.
·   Plan nutritious, appetizing meals and snacks.
·   Establish a food budget based on individual needs and resources.
·   Evaluate food stores to determine where to shop for the best price, selection and quality.
·   Explain the use of food labels.
·   Discuss food storage to properly maintain quality, flavor, and nutritive value to ensure safety.
·   List guidelines for choosing and eating at restaurants.
 
 
 
 
 
 
 
  		·   Create posters that state the functions of key nutrients and show pictures of food sources.
·   Show and discuss the food guide pyramid video.
·   In-groups cut out pictures of foods and create attractive and nutritious meals for one day.
·   Record food intake for 1-3 days and evaluate using the recommendations of the food guide pyramid.
·   Use a computer program to evaluate dietary intake.
·   Discuss current trends in food production, and supply and demand and relate to families pending for food.
·   Use newspaper advertisements to show or compare food prices.
·   Complete activity in workbook to evaluate local grocery stores for quality, service, and selection.
·   Compare information on food labels and describe how consumers can use this information when purchasing foods.
·   Purchase several foods and compare for quality taste, and calculate unit price.
·   Create pamphlets that discuss tips for buying and storing various foods. Ex: meats, poultry, and vegetables.
·   Complete activity in workbook where students compare various types of restaurants and food eateries for service, price, cleanliness, etc.
Correctives:
·   Create posters that show how to read nutrition labels.
·   Complete activity “food prices” make a list of commonly purchased foods and check the prices at two different grocery stores.
Extensions:
·   Research articles and/or government regulations on the following topics: inspection and grading, food additives, nutrition news, health foods.
·   Evaluate three food stores in the community and report on price, services, selection, cleanliness, etc. Report findings using guidelines from the textbook.
 
 
 
 
 
 
  		·   Teacher designed tests and quizzes
·   Worksheets designed to demonstrate knowledge of the concepts taught
·   Portfolio assessment
·   Homework assessment
 
 
 
 
 
 
 
 
 
  		Ř   Posterboard, markers, magazines
Ř   Video “The Food Guide Pyramid”.
Ř   Computer program for analyzing food items for nutritional value.
Ř   Newspapers, magazines
Ř   Student workbook The Confident Consumer- Campbell; 1995
Ř   Food labels
Ř   Food products for comparisons
 
 
 
 
 

 
 

 
Subject Title: CONSUMER ECONOMICS
 
Discipline/Grade Level: 		 
FAMILY AND CONSUMER SCIENCES -- GRADES 10 - 12
UNIT LESSON OUTCOME: 5
 
The learner will analyze wardrobe needs and wants state guidelines for clothing selection for quality and durability and explain how to properly care for clothing.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
X
1.3
 
1.4
X
1.5
X
1.6
X 1.7  
1.8
X            
Mathematics
 
2.1
 
2.2
X
2.3
 
2.4
 
2.5
 
2.6
 
2.7
 
2.8
  2.9   2.10   <