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:	HONORS BIOLOGY I
Discipline/Grade Level:	SCIENCE -- GRADE 10

UNIT LESSON OUTCOME: 1 Organizing Biology

The learner will explain the characteristics of life and organize living things.

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

� Explain the concept of “life.” � Clearly define the characteristics of life. � Map the evolution of life. � Explain natural selection. � Define science and place it within a knowledge tree. � Locate the biological sciences within a framework of science. � Define and organize the science of biology and its branches. � Organize living things.	� Lecture with demonstration of effective note taking skills. � Question and answer sessions. � Discussion of definition and meaning of life. � Demonstrations. � Share and pair to review vocabulary and concepts. � Complete worksheet sand study guides in cooperative atmosphere. � Go over the many various homework assignments. � Co-op groups map concepts and terms. � Use models to enhance visualization and understanding of concepts on marker board, overhead projector, and with physical models. � Read selected sections of text aloud. � Create a journal entry about what life might be like on different planets. � Critically reflect on their work and write about it in student portfolio. � Create a biology or natural history magazine using desktop publishing technology. � Cooperative learning groups discuss “life” and construct an overhead transparency describing its characteristics; present and discuss. Correctives � Review text, study guide, crossword puzzles, word search, word scramble, etc. � Contact parents, counselor and other teachers. Extensions � Compile a URL bookmark file of biology web sites. � Complete a biology research project. � Create a concept map. � Summarize articles from current periodicals dealing with relevant issues. � Investigate the history of the legal definition of “death,” and therefore “life.” � Write a paper about a field of biology from a career perspective.	� Chapter test � Quizzes on material taught � Quizzes on material assigned � Worksheets � Homework � Study guides � Crossword puzzles � Word searches � Word scrambles � Notebook maintenance and organization � Chapter outlines � In-class performance � Lab performance � Lab sketches � Lab write-ups � Projects � Group assignments � Co-op group performance � Collections � Papers � Student presentations � Biology collages � Biology murals � Concept mapping � Journal entries � Portfolio exercises � Final test	� Overhead transparencies � Teacher-made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, and lecture notes � Various manufacturer-made curriculum materials � PowerPoint presentation � Marker/chalkboard � Various models � Various protozoa � Greenhouse � Library � CD ROM software � Video disk movies of life processes � Video tapes on the origin of life � Video microscope � World Wide Web

Subject Title:	HONORS BIOLOGY I
Discipline/Grade Level:	SCIENCE -- GRADE 10

UNIT LESSON OUTCOME: 2 Taxonomy

The learner will describe the taxonomic system used by biologists.

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 how organisms are classified by biologists. � Organize and describe the various levels of classification. � Distinguish between the domains and kingdoms. � Trace the evolution of the kingdoms. � Examine problems associated with the classification of species. � Explore cladograms. � Use binomial nomenclature and the taxonomic levels. � List and define word roots commonly used to name species. � Use a dichotomous key. � Classify man, insects, trees, wildflowers and other creatures.	� Lecture with demonstration of effective note-taking skills. � Question and answer sessions. � Discussion of the meaning and importance of the “species concept.” � Demonstrations. � Share and pair to review vocabulary and concepts. � Complete worksheets and study guides in cooperative atmosphere. � Go over the many various homework assignments. � Co-op groups map concepts and terms. � Illustrate models to enhance visualization and understanding of concepts on marker board, overhead projector, and with physical models. � Read selected sections of text or other writings aloud. � Outline major concepts in unit. � Record a journal entry about “endangered species.” � Outdoor on-campus field trip to practice using a taxonomic key. � Outdoor on-campus field trips to collect leaves, insects, and wildflowers. � Critically reflect on their work and write about it in student portfolio. � Research classification of selected organisms in text and other sources. � Leaf collection of common Pennsylvania trees and shrubs. � Wildflower collection of common local wildflowers. � Insect collection of various insect groups. Correctives � Review text, study guide, crossword puzzles, word search, word scramble, etc. � Contact parents, counselor and other teachers. Extensions � Collect additional leaves, insects, and wildflowers. � Prepare an insect collection for 4-H. � Prepare an expanded collection for meeting requirements of graduation project. � Tour an arboretum or university insect collection. � Incorporate video or digital images of insects, wildflowers or leaves into an instructional PowerPoint presentation.	� Chapter test � Quizzes on material taught � Quizzes on material assigned � Worksheets � Homework � Study guides � Crossword puzzles � Word searches � Word scrambles � Notebook maintenance and organization � Chapter outlines � In-class performance � Lab performance � Lab sketches � Lab write-ups � Projects � Group assignments � Co-op group performance � Collections � Papers � Student presentations � Biology collages � Biology murals � Concept mapping � Journal entries � Portfolio exercises � Final test	� Overhead transparencies � Teacher-made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, study guides and lecture notes � Various texts and manufacturer-made curriculum materials � PowerPoint presentations � Marker/chalkboard � Various models � Various field guides to trees, wildflowers, and insects � Videotape selections � Taxonomy appendix at rear of text � CD ROM software � Overhead transparencies � Greenhouse � Library � Leaf, insect, and wildflower collection manuals � Video microscope � PVSD Nature Sanctuary and school grounds � Use resources to determine the levels of classification of several organisms � Concept map of tree vocabulary � Internet access to forestry, dendrology, entomology and other web sites � Plant presses, insect pins, tags, boxes and Styrofoam.

Subject Title:	HONORS BIOLOGY I
Discipline/Grade Level:	SCIENCE -- GRADE 10

UNIT LESSON OUTCOME: 3 Science Process

The learner will use the scientific process to solve problems.

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

� Identify the fundamental nature of science. � Distinguish between science and non-science. � Explore the three types of science: observational, experimental, and theoretical. � Map the process known as experimental science. � Discriminate factors affecting the reliability of research. � Propose reasonable hypotheses. � Record observations and collect data. � Analyze data for patterns, inconsistencies and reliability. � Draw reasonable conclusions from information. � Organize and effectively report data. � Plot major historical developments in the history of science.	� Lecture with demonstration of effective note taking skills. � Question and answer sessions. � Discussion of science versus non-science as seen in popular media. � Demonstrations. � Share and pair to review vocabulary and concepts. � Complete worksheet sand study guides in cooperative atmosphere. � Go over the many various homework assignments. � Co-op groups map concepts and terms. � Use models to enhance visualization and understanding of concepts on marker board, overhead projector, and with physical models. � Crossword puzzles, study guide, and worksheets for homework. � Read selected articles that include the science process at work. � Reflect in a journal entry about astrology and other unscientific things. � Critically reflect on their work and write about it in student portfolio. � Lab -- an investigation into the growth of seedlings with and without fertilizer. � Lab -- an investigation into the behavior of laboratory mice given two different conditions such as light and dark, wet vs. dry, etc. � Play CD ROM simulation that involves making hypotheses and manipulating variables. � Video movies of science and scientists in action. � Write an article that incorporates the science process in their magazine. Correctives � Review text, study guide, crossword puzzles, word search, word scramble, etc. � Contact parents, counselor and other teachers. Extensions � Do scientific research for fulfillment of their Graduation Project. � Become an active ember of the Science Olympiad Team. � Do scientific research for competition in Junior Academy of Science. � Use desktop publishing to produce their own biology book on CD ROM.	� Chapter test � Quizzes on material taught � Quizzes on material assigned � Worksheets � Homework � Study guides � Crossword puzzles � Worksheets � Word searches � Word scrambles � Notebook maintenance and organization � Chapter outlines � In-class performance � Lab performance � Lab sketches � Lab write-ups � Projects � Group assignments � Co-op group performance � Collections � Papers � Student presentations � Biology collages � Biology murals � Concept mapping � Journal entries � Portfolio exercises � Final test	� Overhead transparencies � Teacher-made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, study guides and lecture notes � Various texts and manufacturer-made curriculum materials � PowerPoint presentations � Marker/chalkboard � Various models � Articles from current periodicals � Ten gallon aquaria and lab mice � Quantities of various seeds -- rye, wheat, oats, barley, corn, peas, beans � Potting soil, 1/2 gallon paper milk cartons, greenhouse � Various fertilizers -- Miracle Gro, Peter's, Agway, Jobe's, K-mart, etc. � Humidity meters, thermometers, rulers, pH meters, balances, chromatography paper, various indicators � Various glassware � Excel spreadsheet computer program � Video disks and video taps � Video microscope � Microscopes with various prepared and student-made slides � Various protozoa in pond water � Heavily pigmented plants in greenhouse � Onion and other plants � CD ROM software � Internet access in classroom and library

Subject Title:	HONORS BIOLOGY I
Discipline/Grade Level:	SCIENCE -- GRADE 10

UNIT LESSON OUTCOME: 4 Biological Tools

The learner will apply important tools and techniques used by research biologists to investigate life processes.

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