| §
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) |
PLANNED COURSE CURRICULUM GUIDE (PCCG)
| ||||||||||||||||||||
| 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: | ELECTRICITY/ELECTRONICS I |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 1
The learner will be able to list at least 5 careers in electricity or electronics. Also, students will be able to list 5 careers that require the study of electricity. |
| 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
|
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 | |||
| ·
Search the internet for information on different careers
· Make predictions on different career outlooks based on government employment information. |
·
Have the students use the internet to search the web site, “Bureau of Labor & Statistics”.
· Students will list 10 occupations using electricity, or electronics. · Students will decide which careers will be the most ‘in need’ during their working careers. Correctives: · These students will get help with the web search from other students. Extensions: · These students will find other sites that may have career information on electricity or electronics. |
·
Students will take written tests that include short answer, matching, multiple choice, and drawing.
· Students will be assessed on lab work which includes: · Class participation, care of equipment, and clean up · Teacher designed projects · Student designed projects · Portfolio assessment which includes: · Trainer exercises · Home wiring exercises · Bread Board exercises |
Ø
Overheads and handouts for:
Ø Voltage in circuits Ø Current in circuits Ø Ohm's Law Ø Resistor color code Ø Lab-volt trainer and trainer parts |
| Subject Title: | ELECTRICITY/ELECTRONICS I |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 2
The learner will be able to safely use the electricity trainer and all the equipment associated with the trainer to experiment and learn basic electricity theories and facts throughout the class. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
1.5
|
1.6
|
X | 1.7 | 1.8
|
X |
| Mathematics
|
2.1
|
X | 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
|
X | 3.6
|
3.7
|
3.8
|
3.9 | X |
| 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
|
X |
| 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
|
X | 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 | |||
| ·
Use the trainer to complete the experiments from a manual, or instructor designed experiment.
· Read simple schematics to hook up different circuits. · Find the correct components for circuits. · Work in the lab and at home safely. · Use simple hand tools properly and safely to complete their projects. · Score 100% on a safety quiz before working in the laboratory. |
·
The students will use a checklist (provided by the instructor) to find and identify all the trainer parts.
· Each student will construct a simple circuit using lights, wires, switches, and a connection board. · Every student will be given a parts box containing resistors, capacitors, lamps, batteries, switches, potentiometers, meters, coils, and wires. They will then draw schematic symbols for each part. · Have the students construct a simple circuit using a schematic as a guide. · The class will complete and discuss the safety exercises in the workbook. · Each student will be given a board with four electrical boxes mounted on one side. They will then use wire strippers, utility knives, screw drivers, nut drivers, layout tools, hammers, center punches, diagonal cutters, and needle nose pliers to complete several home wiring exercises. Correctives: · Students will practice constructing more simple circuits. Also, they may practice on more worksheets. Extensions: · Student will assemble projects on breadboards following more complicated schematics. |
·
Students will take written tests that include short answer, matching, multiple choice, and drawing.
· Students will be assessed on lab work which includes: · Class participation, care of equipment, and clean up · Teacher designed projects · Student designed projects · Portfolio assessment which includes: · Trainer exercises · Home wiring exercises · Bread Board exercises |
Ø
Lab-volt trainer
Ø Wires and cables Ø Resistors and coils Ø Connect all boards Ø Home wiring exercise boards Ø Romex cable Ø Light receptacles Ø Duplex outlets Ø SPST switches Ø 3-way and 4-way switches Ø Ground fault receptacles Ø Night lights Ø Wire nuts Ø Cable rippers, strippers, lineman's pliers, needle nose pliers, diagonal cutters, round nose pliers, and screwdrivers |
| Subject Title: | ELECTRICITY/ELECTRONICS I |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 3
The learner will be able to describe basic concepts in electricity, and use the EVOM and "Home Wiring" trainer to prove those concepts. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
1.5
|
1.6
|
X | 1.7 | 1.8
|
X |
| Mathematics
|
2.1
|
X | 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
|
X | 3.6
|
3.7
|
3.8
|
3.9 | X |
| 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
|
X |
| 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
|
X | 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 3 | |||
| ·
Relate a description of electricity.
· Define voltage, current, and resistance. · Name the units of measure for voltage, current, and resistance. · Explain five methods of producing electricity. · Demonstrate the use of receptacles, light fixtures, SPST switches, 3-way switches, and 4-way switches as applied to home wiring. · Give examples of good conductors and good insulators. · Construct a circuit using switches to control the flow of electricity. |
·
Have each student generate a static electric charge using a plastic rod, and a wool cloth. The students will use electroscope and a suspended pith ball to demonstrate the laws of electric charges.
· Ask each student to connect simple circuits on the trainers. They will measure voltage, current, and resistance with a DC meter, and an EVOM. · Have the students construct chemical cell using copper and zinc strips and a sponge soaked with salt water. Also, they can make a thermocouple using iron and constantan wires; they can measure the amperage output of a solar cell. · Give students directions to construct a small generator by using coils and magnets. They can then measure the amperage output of that generator. · Have each student measure the different outputs of the power supply. · Instruct each student to construct a small circuit that will include a voltmeter and an ammeter. They will then test several materials for conducting insulating characteristics. · Each member of the class will be given a board with four electrical boxes connected. They will then perform several home wiring exercises using Romex cable, receptacles, ground fault receptacles, ceramic light fixtures, SPST switches, 3-way switches, and 4-way switches. Correctives: · Students can fill out extra worksheets on the use of the meters. Also they can practice using the meters to measure voltage, current, and resistance. Extensions: · Students may make repairs on “Home Wiring” boards & test leads with various tools, including: · Solder equipment · Heat shrink tubing · Needle nose pliers · Wire strippers · Wire crimpers · Solderless connectors |
·
Students will take written tests that include short answer, matching, multiple choice, and drawing.
· Students will be assessed on lab work which includes: · Class participation, care of equipment, and clean up · Teacher designed experiments · Portfolio assessment which includes: · Trainer exercises · Home wiring exercises · Bread Board exercises |
Ø
Static electricity equipment
Ø Atomic theory Ø Trainers Ø Electro demonstrator kits Ø "Connect-All" boards Ø Home wiring boards Ø Various handouts and overhead transparencies |
| Subject Title: | ELECTRICITY/ELECTRONICS I |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 4
The learner will be able to compute and measure total voltage, current, resistance, and power in three types of circuits using Ohm's law: (1) series, (2) parallel, and (3) series/parallel circuits. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| 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 | |||
| ·
Compute the voltage drop at a given point in a series, parallel, or series-parallel circuit.
· Compute the current flow across a given point in a series, parallel, or series-parallel circuit. · Use Ohm's Law to compute resistance given voltage and current, voltage given current and resistance, current, given voltage and resistance, power, given current and voltage. · Compute the resistance value of color-coded resistors. |
·
Have the students use the trainers to hook up a small series circuit, parallel circuit, and a series-parallel circuit. Check the voltage distribution and the current flow at several points in each circuit.
· Give the students a simple schematic and ask them to compute (using Ohm's law) voltage, resistance, current, and power. · Have the students hook up the circuit on the trainer, and check their computations with an EVOM. · Give the students some composition and variable resistors, and let them check the resistance with an Ohmmeter. · While using a color code chart, tell students to find the Ohm value of several resistors. Each student will use an Ohmmeter to check the values. · Have the class hook up a circuit using a resistor that is too small for the voltage being used, and record the results. Correctives: · These students will solve additional Ohm's Law and color code problems. Extensions: · These students will solve more advanced Ohm's Law problems. |
·
Students will take written tests that include short answer, matching, multiple choice, and drawing.
· Students will be assessed on lab work which includes: · Class participation, care of equipment, and clean up · Teacher designed projects · Student designed projects · Portfolio assessment which includes: · Trainer exercises · Home wiring exercises · Bread Board exercises |
Ø
Overheads and handouts for:
Ø Voltage in circuits Ø Current in circuits Ø Ohm's Law Ø Resistor color code Ø Lab-volt trainer and trainer parts |
| Subject Title: | ELECTRICITY/ELECTRONICS I |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 5
The learner will be able to describe a magnet and some of its characteristics, make a temporary magnet, and describe the uses and parts of a circuit breaker, solenoid, relay, and buzzer. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| 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 5 | |||
| ·
Describe a magnet and some of its characteristics.
· Make a temporary magnet. · Describe the parts of a circuit breaker, solenoid, relay, and buzzer. |
·
Have the students check the polarity of a magnet using a magnetic compass.
· Tell the students to construct a magnetic compass. · Let the students check the magnetic fields using two magnets and a clear plastic container containing iron filings. · |