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: METAL I
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 1
 
The learner will be able to describe basic characteristics of metal working industries.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
 
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
X                        
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
X                            
Health, Safety & PE
 
10.1
 
10.2
 
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
X
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 1      
       
  Classify several metal working occupations as (a) semiskilled, (b) skilled, (c) technical, or (d) professional.
  Name five (5) safety rules for the metal lab.
  Follow safe practices in the lab, workplace and home.
  Identify by sight: steel, tin plate, galvanized steel, aluminum, copper, and brass.
  Name at least two (2) characteristics of each metal above.
  Describe how steel is made.
  Name three (3) kinds of carbon steels and their uses.
  List at least one (1) use for stainless steel and cast iron.
  List the carbon content of high, medium, and low carbon steels.
  List at least one (1) use for high, medium, and low carbon steels.
 
 
 
 
 
 
 
  		  The class will read a brief description on several careers, and discuss the characteristics, advantages, and disadvantages of each.
  The class will discuss areas of danger in the metals lab, and formulate a list of safety rules that the class will follow for the year.
  Each student will be given a small sample of steel, tin plate, galvanized steel, aluminum, brass, and copper. They will then fill out a worksheet on the description and characteristics of each metal.
  Give each student a measurement test. When each student scores a perfect 20 out of 20 correct, that student can work on a metal project. (East student can take the test an unlimited number of times).
  During work periods, the students will use a set of plans (provided by the teacher) to lay out lines for a sheet metal project.
  Students will watch a video on how steel is made, and then discuss it.
  The class will discuss the uses of different steels, and then complete a worksheet on carbon steels.
 
Correctives:
  Students will spend extra time identifying metal samples and/or fill out more worksheets on any subject they do not understand.
 
Extensions:
  Students will start examining more metal samples, and generate a list of characteristics.
 
 
 
 
 
 
  		  Teacher designed tests and quizzes that include:
  Fill in the blank
  Multiple choice
  Arrange in order.
  Portfolio which includes:
  Planning of teacher designed projects
  Planning of student designed projects
  Written narrative of procedures that students use to complete their projects.
  Observed work habits in the class or laboratory.
 
 
  		  "Technical Metals" text.
  Career handout.
  General Safety handout.
  "Metals" handout.
  Metal samples.
  Iron filings.
  Propane torch and striker.
  Periodic table of the elements.
  "How Steel is Made" handout.
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: METAL I
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 2
 
The learner will use measurement and drawings to construct various metal projects.

 
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
 
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
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
 
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      
       
  Score 100% on an English measurement test (20 questions).
  Accurately scribe lines on projects.
  Read plans of metal projects that the students will construct.
  Identify and use all layout tools used in the metal working laboratory.
 
 
 
 
 
 
 
  		  Give each student a measurement test. Those who score 100% do not need to participate in the next activity.
  Demonstrate how to read quarters, eighths, and sixteenths. Give the remaining students another measurement test. Those who score 100% do not need to participate in the next activity.
  When the class has the first work period on their first project, the students that have not scored 100% on a measurement test will try again. They will continue to take these tests until each one scores a perfect 100%.
  Give the students 3 to 5 measurement problems to do on every quiz or test for the rest of the year.
  Have the students find measurement son a practice drawing.
  Give the students a piece of sheet metal and a set of plans that show what lines to cut. Have the students draw those line on the sheet metal with pencil, using rulers, squares, and dividers.
 
Correctives:
  Students will complete more measurement tests until they score 100%.
 
Extensions:
  Students will start their first metal working project early.
 
 
 
 
 
 
 
  		  Teacher designed tests and quizzes that include:
  Fill in the blank
  Multiple choice
  Arrange in order.
  Portfolio which includes:
  Planning of teacher designed projects
  Planning of student designed projects
  Written narrative of procedures that students use to complete their projects.
  Observed work habits in the class or laboratory.
 
 
  		  Reading drawing handout.
  Small sheet metal box.
  Scribe.
  Punches.
  Divider.
  Ruler.
  Measurement tools handout.
  Measurement handout.
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: METAL I
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 3
 
The learner will use basic tools in the sheet metal and wrought metal trades.

 
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
 
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
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
X
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      
       
  Use basic metal working hand tools to complete their projects.
  Safely use the drill press on their projects.
  Use the sheet metal machines and hand tools correctly.
  Select and use the proper fasteners on their projects.
  Select the proper abrasive for their projects.
  Safely use the grinder, buffer, wire wheel, and belt sander to construct their projects.
 
 
 
 
 
 
 
  		  Students will watch a demonstration on the use of the ball peen hammer, hack saw, machinist's files, and cold chisels. They will also complete a handout on these tools.
  Students will watch a demonstration on the drill press, then fill out a worksheet on the parts and safety rules.
  Students will watch a demonstration on the use of the squaring shears, notcher, bar folder, box and pan brake, aviation snips, tin snips, and locking hand seamers. They will then complete a handout on the names and uses of each machine and tool.
  Each student will examine samples of some common metal fasteners, and then complete a handout on the names and uses of each fastener.
  The students will watch a demonstration on the uses of the abrasives used in the metal laboratory.
  The students will watch a demonstration on how to use the grinder, buffer, wire wheel, and belt sander.
 
Correctives:
  Students will make some bends on scrap metal for practice before they work on their project.
 
Extensions:
  Students who finish their sheet metal project early can design and construct a second sheet metal project of their own choice.
 
 
 
 
 
 
 
 
  		  Teacher designed tests and quizzes that include:
  Fill in the blank
  Multiple choice
  Arrange in order.
  Portfolio which includes:
  Planning of teacher designed projects
  Planning of student designed projects
  Written narrative of procedures that students use to complete their projects.
  Observed work habits in the class or laboratory.
 
 
  		  Hack saw, ball peen hammer, and bold chisel.
  File assortment.
  Hand tool handout.
  Drill press.
  Bar and pan brake.
  Bar folder.
  Squaring shears.
  Sheet metal.
  Layout tools.
  Spot welder.
  Grinder, buffer.
  Wire wheel.
  Belt sander.
  Sheet metal machine handout.
  Abrasive machine handout.
  Fasteners assortment.
  Fastener handout.
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: METAL I
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 4
 
The learner will use materials and equipment used in the "hot metals" trades.

 
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
 
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
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
X
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      
       
  Safely use the ARC welding equipment to weld a bead on 1/8 inch steel.
  Select the proper amperage, welding rod, and safety equipment needed in the ARC welding area.
  Demonstrate the proper order of setting up, lighting, and turning off the oxyacetylene equipment.
  Demonstrate how to make a sand casting.
  Demonstrate what happens to high carbon steel when it is hardened, tempered, or annealed.
 
 
 
 
 
 
 
  		  Have students watch a demonstration on the ARC welder, oxyacetylene equipment, how to ram a mold, and heat treating.
  Give each student a quiz on how to set up, light, and shut down the oxyacetylene equipment. Students can take as many quizzes as necessary to score 100%.
  During the second quarter, the teacher will divide the class into three (3) groups: Project, Welding, Oxyaceltyle and Foundry.
  Students will harden and temper the tip of a stubby screwdriver (students will make this during the third quarter).
 
Correctives:
  Welding: Students will spend extra time practicing flat welds.
  Oxyacetylene: Students will spend extra time studying the proper set up, lighting, and shut down procedures.
  Foundry: Students will need more time to make a mold.
 
 
Extensions:
  Project: Students will complete the projects they started during the first quarter. If they finish, they may start a new project of their own choice that could include any area in "hot metals".
  Welding: Students will practice welding beads on a piece of steel. If the advanced students choose, they may attempt butt joints. (During the third quarter the class will be required to weld butt joints, and the advanced students will attempt "T" joints).
  Oxyacetyle, and Foundry: Students will ram a mold using oil bond sand. The advanced students may choose to have the mold poured and make a project. Also, when students score 100% on the oxyacetylene safety quiz, they will light the torch in front of the instructor. The advanced students may practice brazing two pieces of steel together. Students will spend 6-8 class periods in each group; then the groups will rotate to the next area. After 18-24 class periods, all students will complete the work in all three areas.
 
 
 
 
 
 
 
  		  Teacher designed tests and quizzes that include:
  Fill in the blank
  Multiple choice
  Arrange in order.
  Portfolio which includes:
  Planning of teacher designed projects
  Planning of student designed projects
  Written narrative of procedures that students use to complete their projects.
  Observed work habits in the class or laboratory.
 
 
  		  ARC welding equipment.
  Oxyacetylene equipment.
  Metal samples.
  ARC welding handout.
  Oxyacetylene handout.
  Foundry equipment.
  Foundry handouts.
  Heat treating equipment.
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: METAL I
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 5
 
The learner will be able to use materials and equipment used in the machining trades.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6