PLEASANT VALLEY SCHOOL DISTRICT
Brodheadsville, Pennsylvania 18322
PLANNED COURSE ADAPTATIONS/MODIFICATIONS
Introduction

PREFACE
PLANNED COURSE CURRICULUM GUIDE (PCCG)
DEFINITIONS

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)

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

PLANNED COURSE CURRICULUM GUIDE (PCCG)

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:	SCIENCE
Discipline/Grade Level:	HONORS ANATOMY & PHYSIOLOGY II -- GRADES 11, 12

UNIT LESSON OUTCOME: 1

The learner will describe the gross anatomy, histology, physiology, and common pathologies of the nervous system.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

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

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

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

� Identify the three (3) basic functions of the nervous system in maintaining homeostasis. � Classify the organs of the nervous system into central and peripheral divisions. � Contrast the histological characteristics and functions of neuroglia and neurons. � Classify neurons structure and function. � Describe the conditions that contribute to the resting state of a neuron. � List the sequence of events involved in the generation and conduction of a nerve impulse. � Define the all-or-none principle of nerve impulse transmission. � Define a synapse and list the factors involved in the conduction of an impulse across a synapse. � Compare the functions of excitatory and inhibitory pathways in helping to maintain homeostasis. � Describe integration at synapses. � Define the roles of neurotransmitters in conducting a nerve impulse across a synapse. � List the factors that may inhibit or block nerve impulses. � List the necessary conditions for the regeneration of nervous tissue. � Explain the organization of neurons in the nervous system. � Describe how neural tissue is grouped. � Describe the gross anatomical features of the spinal cord. � Explain how the spinal cord is protected. � Describe the structure and location of the spinal meninges. � Discuss the location, general technique, purpose, and significance of a spinal puncture. � Describe the structure of the spinal cord. � Explain the functions of the spinal cord as a conduction pathway and reflex center. � Describe the components of a reflex arc and its relationship to homeostasis. � Compare the functional anatomy of a stretch reflex, tendon reflex, flexor reflex, and crossed extensor reflex. � List and describe several clinically important reflexes. � Name the thirty-one (31) pairs of spinal nerves. � Define a dermatome and its clinical significance. � Describe spinal cord injury and list the immediate and long-range effects. � Identify the effects of peripheral nerve damage and conditions necessary for its regeneration. � Identify the principal parts of the brain. � Describe how the brain is protected. � Explain the formation and circulation of cerebrospinal fluid. � Describe the blood supply to the brain and the concept of the blood-brain barrier. � Compare the components of the brain stem with regard to structure and function. � Identify the structures and functions of the diencephalon. � Describe the surface features, lobes, tracts, and basal ganglia of the cerebrum. � Describe the principle waves of an EEG and explain its significance in the diagnosis of certain disorders. � Explain the concept of brain lateralization. � Describe the anatomical characteristics and functions of the cerebellum. � Discuss the functions of the various neurotransmitters found in the brain. � Define a cranial nerve and identify the twelve (12) pair of cranial nerves by name, number, type, location, and general function. � Describe the effects of aging on the nervous system. � Define a sensation and list the four (4) prerequisites necessary for its transmission. � Describe the characteristics of sensation. � Classify receptors on the basis of location, stimulus detected, and level of complexity. � List the location and function of the receptors for tactile sensations, thermoceptive sensations, and pain. � Distinguish among somatic, visceral, referred, and phantom pain, and describe the various methods used to relieve pain. � Identify proprioceptive receptors and indicate their functions. � Describe the functional map of the somatosensory cortex. � Describe how sensory input and motor responses are linked in the central nervous system. � Describe the functional map of the motor cortex. � Compare and contrast the integrative functions such as memory, wakefulness, and sleep. � Compare the structural and functional differences between the somatic efferent and autonomic portions of the nervous system. � Identify the principal structural features of the autonomic nervous system. � Compare and contrast the sympathetic and parasympathetic divisions of the autonomic nervous system in terms of structure, physiology, and neutrotransmitter release. � Explain the role of the hypothalamus and its relationship to the sympathetic and parasympathetic divisions. � Explain the relationship between biofeedback and meditation and the autonomic nervous system. � Locate the receptors for olfaction and describe the neural pathway for smell. � Identify the gustatory receptors and describe the neural pathway for taste. � Explain the structure and physiology of the accessory structures of the eye. � List and describe the structural divisions of the eye. � Discuss retinal image formation by describing refraction, accommodation, and constriction of the pupil, convergence, and inverted image formation. � Define emmetropia, myopia, typermetropia, and astigmatism. � Compare and contrast the physiology of day and night vision. � Identify the afferent pathway of light impulses to the brain. � Describe the anatomical subdivisions of the ear. � List the principal events in the physiology of hearing. � Identify the receptor organs for static and dynamic equilibrium. � Explain the causes and symptoms of the major diseases related to the spinal cord, spinal nerves, brain, cranial nerves, autonomic nervous system, and special sense organs. � Define medical terminology associated with the various divisions of the nervous system and its special sense organs.	� Histology: Students use 8 mm transparencies and microscope slides to practice recognizing the various types of cells and tissue associated with the nervous system. � Pathology: Students use 8 mm transparencies to recognize the organic and systemic damage causes by various homeostatic imbalances of the nervous system. � Reflex Arcs: Students toss peas at one another while wearing safety goggles. They then diagram a typical reflex arc using paper neurons. � Reflexes: Students investigate withdrawal reflexes, stretch reflexes, pupillary reflexes, and vestibular reflexes. � Reaction Time: Students study the effect of caffeinated and decaffeinated beverages on their reaction time. � Spinal Cord: Students dissect a spinal cord and identify its major parts. Students compare their dissection with charts and models of the spinal cord. � The Brain: Students dissect a fresh brain and identify its major parts. Students compare their dissection with preserved brains, charts, and models. � EEG: Students analyze the EEGs of individuals who are conscious, sleeping, dreaming, epileptic, and schizophrenic. � The Eye: Students dissect a fresh eye and identify its major parts. Students compare their dissection with preserved eyes, charts, and models. � Vision: Students investigate the blind spot, accommodation, afterimages, eye dominance, near point, visual acuity, and peripheral vision. � Chemical Senses: Students map the four basic taste responses on their tongues. Students investigate adaptation of the olfactory receptors. � View various audiovisual materials to augment lecture such as: � Carolina Biological: Human Histology Set (8 mm transparencies) � Pathology Slide Series (8 mm transparencies) � Nova: The Case of the Frozen Addict (video) � Nova: What Smells? (video) � The Infinite Voyage: Fires of the Mind (video) � The Infinite Voyage: Mental Illness (video) � The Mind: In Search of the Mind (video) � Madness: Brain Waves (video) � Cataract Surgery (video) Correctives: � Students construct story boards illustrating the sequence of steps in physiological processes and present for peer and teacher evaluation. � Numbered head quizzes demonstrate vocabulary word which are problematic; "I HAVE" game to reinforce vocabulary skills. � Socratic Questioning to determine common misconceptions held by students. � "Drill and Kill" using flash cards. Extensions: � Students create visual images that represent the major concepts of the unit first, then write a narrative to explain the images -- each group's presentation then is evaluated by peers and the teacher for completeness, accuracy, clarity and overall quality. � Students in groups construct concept maps of major topics, then pass them to one side, where the next group adds or modifies the information according to their understanding. Common errors are then grouped into categories for re-teaching and clarification. � Students create and present a lesson on a topic using research materials, overheads, power point or other multi-media.	� Teacher designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught. � Socratic questioning � Numbered heads quizzes � Biomurals and bioglyphics � Reporter, paraphraser, recorder activity � Tests and quizzes � Laboratory write-ups � Essay quizzes (compare and contrast, list and describe) � Lab practicums � Mapping exercises � Portfolios	� Textbook and on-line web site � Coloring books � Review packets � Dissection materials � Computer tutorials � "I have" games � Lecture notes � Concept maps � Videodiscs � Filmstrips � VCR tapes � Models and charts

Subject Title:	SCIENCE
Discipline/Grade Level:	HONORS ANATOMY & PHYSIOLOGY II -- GRADES 11, 12

UNIT LESSON OUTCOME: 2

The learner will describe the gross anatomy, histology, physiology, and common pathologies of the endocrine system.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

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

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

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 relationship between the endocrine system and the nervous system in maintaining homeostasis. � Discuss the functions of the endocrine system in maintaining homeostasis. � Define an endocrine gland and list the endocrine glands of the body. � Distinguish between water-soluble and lipid-soluble hormones. � Explain the mechanism of hormonal action. � Identify the role of prostaglandins in hormonal action. � Describe the control of hormonal secretions via feedback cycles and cite several examples. � Describe the structural and functional divisions of the pituitary gland. � Discuss how the hypothalamus and pituitary gland are structurally and functionally related. � List the hormones of the pituitary gland, their principal actions, and their associated hypothalamic regulating factors. � Describe the release of hormones stored in the pituitary gland and their principal actions. � Describe the location and histology of the thyroid gland. � Discuss the principal actions and control of thyroid gland hormones. � Describe the location and histology of the parathyroid glands. � Explain the principal actions and control of the parathyroid hormones. � Describe the location and histology of the adrenal glands. � Describe the structural and functional divisions of the adrenal glands. � Describe the effects of the adrenal hormones on physiological activities and explain how these hormones are controlled. � Identify the relationship between the adrenal glands and the sympathetic division of the autonomic nervous system. � Describe the location and histology of the pancreas. � Compare the principal actions of the pancreatic hormones and describe how they are controlled. � Explain why the ovaries and testes are classified as endocrine glands. � Describe the location and histology of the pineal gland and the possible functions of its hormones. � Describe the location and histology of the thymus gland and the function of its hormones in immunity. � Explain why portions of the placenta, kidneys, gastrointestinal tract, and skin are considered to be endocrine structures. � Identify the body reactions during the alarm, resistance, and exhaustion stages of stress. � Explain the causes and symptoms of the major diseases of the endocrine system. � Define medical terminology associated with the endocrine system.	� Histology: Students use 8mm transparencies and microscope slides to practice recognizing the various types of glands in the endocrine system. � Pathology: Students use 8mm transparencies to recognize the organic and systemic damage caused by various homeostatic imbalances of the digestive system. � View various audiovisual materials to augment lecture such as: � Carolina Biological: Human Histology Set (8mm transparencies) � Homeostasis: Hormones Correctives: � Students construct story boards illustrating the sequence of steps in physiological processes and present for peer and teacher evaluation. � Numbered head quizzes demonstrate vocabulary word which are problematic; "I HAVE" game to reinforce vocabulary skills. � Socratic Questioning to determine common misconceptions held by students. � "Drill and Kill" using flash cards. Extensions: � Students create visual images that represent the major concepts of the unit first, then write a narrative to explain the images -- each group's presentation then is evaluated by peers and the teacher for completeness, accuracy, clarity and overall quality. � Students in groups construct concept maps of major topics, then pass them to one side, where the next group adds or modifies the information according to their understanding. Common errors are then grouped into categories for re-teaching and clarification. � Students create and present a lesson on a topic using research materials, overheads, power point or other multi-media.	� Socratic questioning � Numbered heads quizzes � Biomurals and bioglyphics � Reporter, paraphraser, recorder activity � Tests and quizzes � Laboratory write-ups � Essay quizzes (compare and contrast, list and describe) � Lab practicums � Mapping exercises � Portfolios	� Textbook and on-line web site � Coloring books � Review packets � Dissection materials � Computer tutorials � "I have" games � Lecture notes � Concept maps � Videodiscs � Filmstrips � VCR tapes � Models and charts

Subject Title:	SCIENCE
Discipline/Grade Level:	HONORS ANATOMY & PHYSIOLOGY II -- GRADES 11, 12

UNIT LESSON OUTCOME: 3

The learner will describe the gross anatomy, histology, physiology, and common pathologies of the lymphatic system.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

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

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

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

� Describe the components of the lymphatic system. � List the functions of the lymphatic system. � Describe the histological features of the organs of the lymphatic system. � Trace the general plan of lymph circulation. � Discuss how edema develops. � Explain the difference between immunity and nonspecific resistance. � Discuss the roles of the skin and mucous membranes, antimicrobial substances, phagocytosis, inflammation, and fever as components of nonspecific resistance. � Define immunity and explain the relationship between an antibody and an antigen. � Contrast the role of T cells in cellular immunity with the role of B cells in humoral immunity. � Explain the role of the skin in immunity. � Define a monoclonal antibody and explain its clinical importance. � Discuss the relationship of immunology to the development and treatment of cancer. � Describe the effects of aging on the lymphatic system. � Contrast the causes, symptoms, treatments, and prevention of various homeostatic imbalances of the lymphatic system. � Define medical terminology associated with the lymphatic system	� Histology: Students use 8mm transparencies and microscope slides to practice recognizing the various types of cells and tissues associated with the lymphatic system. � Pathology: Students use 8mm transparencies to recognize the organic and systemic damage caused by various homeostatic imbalances of the lymphatic system. � View audiovisual materials to augment lecture such as: � Carolina Biological: Human Histology Set (8mm transparencies) � Pathology Slide Series (8mm transparencies) � Nova: New Organs for Old (video) Correctives: � Students construct story boards illustrating the sequence of steps in physiological processes and present for peer and teacher evaluation. � Numbered head quizzes demonstrate vocabulary word which are problematic; "I HAVE" game to reinforce vocabulary skills. � Socratic Questioning to determine common misconceptions held by students. � "Drill and Kill" using flash cards. Extensions: � Students create visual images that represent the major concepts of the unit first, then write a narrative to explain the images -- each group's presentation then is evaluated by peers and the teacher for completeness, accuracy, clarity and overall quality. � Students in groups construct concept maps of major topics, then pass them to one side, where the next group adds or modifies the information according to their understanding. Common errors are then grouped into categories for re-teaching and clarification. � Students create and present a lesson on a topic using research materials, overheads, power point or other multi-media.	� Socratic questioning � Numbered heads quizzes � Biomurals and bioglyphics � Reporter, paraphraser, recorder activity � Tests and quizzes � Laboratory write-ups � Essay quizzes (compare and contrast, list and describe) � Lab practicums � Mapping exercises � Portfolios	� Textbook and on-line web site � Coloring books � Review packets � Dissection materials � Computer tutorials � "I have" games � Lecture notes � Concept maps � Videodiscs � Filmstrips � VCR tapes � Models and charts

Subject Title:	SCIENCE
Discipline/Grade Level:	HONORS ANATOMY & PHYSIOLOGY II -- GRADES 11, 12

UNIT LESSON OUTCOME: 4

The learner will describe the gross anatomy, histology, physiology, and common pathologies of the pulmonary system.

RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)

Communications

1.1

1.2

1.3

1.4

1.5

1.6

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