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

PREFACE
PLANNED COURSE CURRICULUM GUIDE (PCCG)
PURPOSE AND INTENT
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

Subject Title:	FAMILY AND CONSUMER SCIENCES
Discipline/Grade Level:	GRADE 8

UNIT LESSON OUTCOME: 1

The learner will determine the importance of nutrition and wellness as it relates to life-long food choices.

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

� Define nutrition. � Identify the information found on the food pyramid including food groups and number of servings and serving sizes. � Match foods to the food group in which they belong. � Evaluate personal eating habits using the “My Pyramid” standards. � Name the six nutrient groups and explain their function in the body. � Identify the information found on a package, nutrition label, and ingredients. � Identify the Dietary Guidelines for Americans and relate each guideline to personal dietary habits and physical activity daily. � Present the health problems related to excesses in fat, sodium, sugar, and exercise. � Identify the nutritive value of low fat, low sodium, and empty calories (sugar). � Compare foods for content of fat, sodium, and sugar. � Identify various types of fats. � List ways to improve the diet according to the Dietary Guidelines. � Define calories in food and role it plays in weight control � Examine various eating disorders.	� Show and discuss “My Pyramid transparencies. � Complete food self-evaluation using the USDA website. � View video on food labels. � Complete label reading activity. (Scavenger Hunt) � Show test tubes comparing amounts of sugar, fat, and sodium in select foods. � Complete a worksheet on package requirements, nutrition labeling, and ingredients. � Read labels to find empty calorie, fat, and sodium content of foods. � View video on “Fast Foods”. � Discuss articles differentiating types of fats with students taking notes on the information. � Use fat rubbing to illustrate fatty foods. � Complete worksheets on fats, sodium, and empty calorie foods. Discuss findings. � View video on fat, calories, and eating disorders. Complete worksheet. Correctives: � Repetition and practice of concepts using varied activities. � Play nutrition related games. Extensions: � Investigate alternatives in eating habits (vegetarianism). � Reading labels to find nutrient-dense foods � Research the importance of fiber in the daily diet.	� Teacher designed tests and quizzes � Group participation during cooperative learning. � Notebooks. � Videos with worksheets � Posters � Hands on activities	� Teacher designed worksheets � Handouts � Transparencies � Textbook � Videos and DVDs � Food labels � Test tubes � Magazine articles � Technology

UNIT LESSON OUTCOME: 2

The learner will implement and utilize kitchen principles.

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

� Identify and practice safe food handling to prevent food-borne illness. � Identify safe work habits in the kitchen. � Identify kitchen equipment and use in food preparation. � Know and demonstrate measurement techniques, terms abbreviations, and equivalents. � Define basic recipe terms. � Describe the parts of a recipe. � Use and follow a recipe in the preparation of a product. � Participate in food lab to apply concepts learned. � Identify the characteristics of quick breads. � Practice techniques for quick breads. � Practice techniques for dairy cookery. � Identify the selection and preparation of whole grains (pasta). � Identify healthy snack and dessert choices � Identify appropriate serving sizes	� View and discuss video on safe food handling practices. � View transparencies on food safety. Take notes on food borne illness, safe food handling practices, relationship between temperature and food. � View video on kitchen safety. � Identify safety hazards in the kitchen using transparencies. � Generate a list of good safety habits. � View video on kitchen equipment. � Display common kitchen equipment and identify name and use. � Label kitchen equipment using a worksheet. � Conduct a kitchen inventory using a kitchen inventory scavenger hunt. � View video on measurement. � Practice measurement with Measurement Relay Race. � Learn recipe terms by playing Recipe Term Bingo. � Complete worksheet on interpreting ingredients and directions � Students will follow a recipe and work cooperatively and safely in selected food labs. � View video on Quick Breads. � Complete worksheet on Quick Breads and discuss. � Teacher demonstration on Quick Breads. � Student lab experience (Muffins and /or Biscuits. � Teacher demonstration on specialized equipment…grater, double boiler, colander, etc. � Student lab experience (Pudding). � Student lab experience (Baked Macaroni and Cheese). � Student lab experience (Bran Apple Cookie). � Student lab experience (Pizza). � Student lab experience (Oatmeal Cookies). � Student lab experience (Peanut Butter Cookies). Correctives: � Make a poster identifying various types of grains. � Prepare a short report on leavening agents used in quick breads. Extensions: � Prepare recipes with a higher degree of difficulty in terms of preparation techniques (Oatmeal Raisin Cookies, Whole Grain Granola Bar)	� Teacher designed tests and quizzes. � Hands on activities. � Worksheets. � Lab experiences. � Notebook/Portfolio � Grading Rubric	� Videos DVDs � Fully equipped kitchen � Food lab supplies � Cookbook � Transparencies � Games � Textbooks � Posters

Subject Title:	FAMILY AND CONSUMER SCIENCES
Discipline/Grade Level:	GRADE 8

UNIT LESSON OUTCOME: 3

The learner will consider nutrition, resources, meal patterns and meal appeal in planning a meal.

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 and apply the food pyramid in meal planning. � Evaluate meals against dietary guidelines. � List the resources to be considered when planning a meal. � Apply the principles of meal appeal in planning a meal.	� View video on meal planning. � Complete worksheets. � Plan meals incorporating concepts of nutrition, resources, meal pattern, meal appeal. � Critique given meal according to the five principles of color, flavor, texture, temperature, shape. � Complete checklist incorporating dietary guidelines. Correctives: � Create a collage of a meal depicting concepts of meal appeal. Extensions: � Plan menus for special occasions.	� Teacher designed tests and quizzes. � Hands on activities. � Worksheets � Notebook	� Video on Meal Planning � Teacher designed worksheets � Worksheets � Magazines

Subject Title:	FAMILY AND CONSUMER SCIENCES
Discipline/Grade Level:	GRADE 8

Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria

Subject Title:	FAMILY AND CONSUMER SCIENCES
Discipline/Grade Level:	GRADE 8

UNIT LESSON OUTCOME: 4

The learner will use good manners as an expression of consideration toward others, including proper table etiquette.

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 4

� State reasons for use of good etiquette. � Identify proper table etiquette. � Differentiate between tableware including dishes, glassware, and flatware. � Determine proper place setting for dinnerware, glassware, and flatware. � Identify the correct placement of each piece of tableware in a place setting. � Discuss how the use of table accessories can make the table more attractive.	� Give examples of good etiquette used in given situations. � View video on etiquette. � Complete and discuss worksheets. � View transparencies on table setting and etiquette. � View and discuss video on table setting. � Complete worksheet. � Practice table setting using paper and plastic products. Correctives: � Role-play specific situations such as telephone etiquette, dating, etc. � Evaluate correctness of given table settings. � Draw a table setting for a given meal. Extensions: � Play game Million Dollar Manners. � Set table for a food lab using table accessories, i.e. centerpiece).	� Teacher designed tests and quizzes. � Worksheets designed to demonstrate knowledge of concepts taught � Notebook/portfolio � Student demonstration of table setting � Poster	� Transparencies etiquette � Worksheets � Table etiquette transparencies � Table setting transparencies � Teacher designed worksheets � Teacher prepared table setting kits � Table accessories � Handouts on table etiquette

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