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)


 
 

 

Back to top


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
 
 
 
 
 
 
 
 

Back to top


PLANNED COURSE CURRICULUM GUIDE (PCCG)

Back to top


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: BIOLOGY II
 
Discipline/Grade Level: 		 
SCIENCE -- GRADES 10 - 12
UNIT LESSON OUTCOME: 1
 
The learner will use statistical applications to explain the passage of hereditary patterns to offspring.
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 X
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
 
2.4
X
2.5
X
2.6
X
2.7
X
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
X
3.2
X
3.3
X
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
X
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 role of genes in heredity.
  Use basic statistics to solve problems involving various hereditary patterns.
  Explain various human genetic disorders.
  Describe the genetic mechanism for evolutionary change.
  Relate the role of genes to homeostasis and metabolism.
  Discuss current issues in genetics. 		  Lecture with effective note taking skills.
  Question and answer sessions.
  Discussions.
  Demonstrations.
  Share and pair.
  Complete worksheets.
  Complete study guides in cooperative atmosphere.
  Go over homework assignments.
  Co-op groups map concepts and terms.
  Use models to enhance visualization and understanding of concepts.
  Read selected materials aloud.
  Record journal entries.
  Critically reflect on their work in their student portfolio.
  Cooperative learning groups.
 
Correctives
  Review vocabulary and concepts.
  Contact parents.
Extensions
  Compile a bookmark file of related web sites.
  Complete a research project.
  Create a concept map.
  Summarize current literature. 		  Chapter test
  Quizzes on material taught
  Quizzes on material assigned
  Notebooks
  Lab sketches
  Lab write-ups
  Lab performance
  In-class performance
  Contribution to discussion
  Co-op group performance
  Homework
  Chapter outlines
  Worksheets
  Study guides
  Crossword puzzles
  Word searches
  Word scrambles
  Projects
  Papers
  Presentations
  Group assignments
  Biology collages
  Biology murals
  Concept mapping
  Journal entries
  Portfolio
  Final test
  		  Overhead transparencies
  Teacher-made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, and lecture notes
  Various texts
  Various manufacturer-made curriculum materials
  PowerPoint presentation
  Marker/chalkboard
  Various models
  CD ROM software
  Video disk images and movies
  Video tapes
  Internet access
  Hallway cork strips and showcases
 
Subject Title: BIOLOGY II
 
Discipline/Grade Level: 		 
SCIENCE -- GRADES 10 - 12
UNIT LESSON OUTCOME: 2
 
The learner will describe the widespread verifiable evidence supporting evolutionary theory.

 
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 X
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
 
2.4
X
2.5
X
2.6
 
2.7
 
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
X
3.2
X
3.3
X
3.4
 
3.5
X
3.6
X
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
X
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      
  Elucidate the theory of evolution.
  Distinguish between science and non-science.
  Interpret evidence for evolution.
  Explain the nature of a theory and the nature of science.
  Explain the significance of evolution as biology’s unifying principle.
  Give examples of how the modern findings of geology, astronomy, genetics and biochemistry harmonize with evolution.
  Outline the historical development of evolutionary theory.
  Examine Darwin’s postulates as the basis of his theory.
  Explain the Theory of Natural Selection.
  Predict the role of environmental change upon evolution.
  Summarize the chemical origin of life.
  Outline major events in the geologic record.
  Explain Punctuated Equilibrium and other modern amendments to evolutionary theory.
  Calculate relative percentages for time corresponding with events in the geologic record. 		  Lecture with effective note taking skills.
  Question and answer sessions.
  Discussions.
  Demonstrations.
  Share and pair.
  Complete worksheets.
  Complete study guides in cooperative atmosphere.
  Go over homework assignments.
  Co-op groups map concepts and terms.
  Use models to enhance visualization and understanding of concepts.
  Read selected materials aloud.
  Record journal entries.
  Critically reflect on their work in their student portfolio.
  Cooperative learning groups.
Correctives
  Review vocabulary and concepts.
  Contact parents.
Extensions
  Compile a bookmark file of related web sites.
  Complete a research project.
  Create a concept map.
  Summarize current literature. 		  Chapter test
  Quizzes on material taught
  Quizzes on material assigned
  Notebooks
  Lab sketches
  Lab write-ups
  Lab performance
  In-class performance
  Contribution to discussion
  Co-op group performance
  Homework
  Chapter outlines
  Worksheets
  Study guides
  Crossword puzzles
  Word searches
  Word scrambles
  Projects
  Papers
  Presentations
  Group assignments
  Biology collages
  Biology murals
  Concept mapping
  Journal entries
  Portfolio
  Final test
  		  Overhead transparencies
  Teacher-made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, and lecture notes
  Various texts
  Various manufacturer-made curriculum materials
  PowerPoint presentation
  Marker/chalkboard
  Various models
  CD ROM software
  Video disk images and movies
  Video tapes
  Internet access
  Hallway cork strips and showcases
 


 
Subject Title: BIOLOGY II
 
Discipline/Grade Level: 		 
SCIENCE -- GRADES 10 - 12
UNIT LESSON OUTCOME: 3
 
The learner will summarize ecological principles, processes, and problems.

 
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 X
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
 
2.4
X
2.5
X
2.6
 
2.7
 
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
X
3.2
X
3.3
X
3.4
 
3.5
 
3.6
 
3.7
 
3.8
  3.9          
Environment & Ecology
 
4.1
X
4.2
X
4.3
X
4.4
 
4.5
 
4.6
X
4.7
X
4.8
X 4.9          
Civics & Government
 
5.1
 
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
 
6.3
X
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
X
8.2
 
8.3
 
8.4
X                            
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
X
11.4
                             
World Language
 
12.1
 
12.2
X
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      
       
  Explain relationships between organisms and their environment.
  Summarize fundamental ecological principles as they relate to a species.
  Chart energy flow through ecosystems.
  Chart nutrient cycling and sinks within ecosystems.
  Explain the ecological roles of fungi and bacteria.
  Relate limiting factors and ecology to co-evolution.
  Clarify various environmental issues and discuss their impacts.
  Discuss American citizenship within the context of personal involvement in environmental issues.
  		  Lecture with effective note taking skills.
  Question and answer sessions.
  Discussions.
  Demonstrations.
  Share and pair.
  Complete worksheets.
  Complete study guides in cooperative atmosphere.
  Go over homework assignments.
  Co-op groups map concepts and terms.
  Use models to enhance visualization and understanding of concepts.
  Read selected materials aloud.
  Record journal entries.
  Critically reflect on their work in their student portfolio.
  Cooperative learning groups.
 
Correctives
  Review vocabulary and concepts.
  Contact parents.
Extensions
  Compile a bookmark file of related web sites.
  Complete a research project.
  Create a concept map.
  Summarize current literature. 		  Chapter test
  Quizzes on material taught
  Quizzes on material assigned
  Notebooks
  Lab sketches
  Lab write-ups
  Lab performance
  In-class performance
  Contribution to discussion
  Co-op group performance
  Homework
  Chapter outlines
  Worksheets
  Study guides
  Crossword puzzles
  Word searches
  Word scrambles
  Projects
  Papers
  Presentations
  Group assignments
  Biology collages
  Biology murals
  Concept mapping
  Journal entries
  Portfolio
  Final test
  		  Overhead transparencies
  Teacher-made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, and lecture notes
  Various texts
  Various manufacturer-made curriculum materials
  PowerPoint presentation
  Marker/chalkboard
  Various models
  CD ROM software
  Video disk images and movies
  Video tapes
  Internet access
  Hallway cork strips and showcases
 
Subject Title: BIOLOGY II
 
Discipline/Grade Level: 		 
SCIENCE -- GRADES 10 - 12
UNIT LESSON OUTCOME: 4
 
The learner will describe various types of viruses and bacteria.

 
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 X
1.8
X            
Mathematics
 
2.1
X
2.2
X
2.3
 
2.4
X
2.5
X
2.6
 
2.7
 
2.8
  2.9   2.10   2.11    
Science & Technology
 
3.1
X
3.2
X
3.3
X
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
X
5.2
 
5.3
 
5.4
                             
Economics
 
6.1
 
6.2
 
6.3
 
6.4
 
6.5
                         
Geography
 
7.1
 
7.2
 
7.3
 
7.4
                             
History
 
8.1
 
8.2
 
8.3
 
8.4
                             
Arts & Humanities
 
9.1
 
9.2
 
9.3
 
9.4
                             
Health, Safety & PE
 
10.1
 
10.2
 
10.3
 
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
 
11.3
 
11.4
                             
World Language
 
12.1
 
12.2
X
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      
       
  Describe the various groups of viruses.
  Explain the types of viral life cycles.
  List and describe various viral diseases.
  Contrast the structure of viruses with bacteria.
  Identify the various groups of bacteria.
  Explain their pathological, ecological and physiological roles. 		  Lecture with effective note taking skills.
  Question and answer sessions.
  Discussions.
  Demonstrations.
  Share and pair.
  Complete worksheets.
  Complete study guides in cooperative atmosphere.
  Go over homework assignments.
  Co-op groups map concepts and terms.
  Use models to enhance visualization and understanding of concepts.
  Read selected materials aloud.
  Record journal entries.
  Critically reflect on their work in their student portfolio.
  Cooperative learning groups.
 
Correctives
  Review vocabulary and concepts.
  Contact parents.
Extensions
  Compile a bookmark file of related web sites.
  Complete a research project.
  Create a concept map.
  Summarize current literature. 		  Chapter test
  Quizzes on material taught
  Quizzes on material assigned
  Notebooks
  Lab sketches
  Lab write-ups
  Lab performance
  In-class performance
  Contribution to discussion
  Co-op grou