| §
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: | HEALTH |
|
Discipline/Grade Level: |
GRADE 4 |
| UNIT LESSON OUTCOME: 1
The learner will recognize responsible, healthy behaviors and prudent decision-making as it relates to avoiding and preventing HIV and AIDS. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
1.4
|
1.5
|
1.6
|
X | 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
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3.3
|
3.4
|
3.5
|
3.6
|
3.7
|
3.8
|
3.9 |
| Environment & Ecology
|
4.1
|
4.2
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4.3
|
X | 4.4
|
4.5
|
4.6
|
4.7
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4.8
|
4.9 |
| Civics & Government
|
5.1
|
5.2
|
X | 5.3
|
5.4
|
| Economics
|
6.1
|
6.2
|
6.3
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6.4
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6.5
|
| Geography
|
7.1
|
7.2
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7.3
|
7.4
|
| History
|
8.1
|
8.2
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8.3
|
8.4
|
| Arts & Humanities
|
9.1
|
9.2
|
9.3
|
9.4
|
| Health, Safety & PE
|
10.1
|
X | 10.2
|
X | 10.3
|
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
|
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 | |||
| ·
Discuss the structures and functions of the immune system.
· Identify HIV as the virus that causes AIDS. · Explore the ways and means that HIV can and cannot be transmitted. · Examine ways to prevent AIDS virus transmission. · Discuss personal hygiene. · Identify qualities of self-esteem. |
·
During a teacher lead discussion, emphasize the infectious disease AIDS as a currently incurable and fatal disease.
· Allow students to write down their meaning of each letter to compile a definition for the meaning of the acronym AIDS. · Direct students to design a collage of activities that prevent the spread of AIDS. · Have students demonstrate various proper health practices. · View video entitled, "Germs" with Bill Nye. Correctives: · Small groups for working and sharing. · Text books and handouts for reference. Extensions: · Find healthy behavior ads in magazines or newspapers. · List health behavior ads seen on TV or heard on radio. |
·
Teacher designed tests and/or quizzes
· True/false · Multiple choice · Matching · Fill-in-the-blanks · Essay · Open-ended questions · Labeling · Oral assessments · Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught. · Various teacher designed and student created projects, presentations, and posters. · Portfolio collection of a student's best work demonstrating progress. · Cooperative learning to analyze ideas or solve selected problems. |
Ø
Teacher designed worksheets
Ø Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc. Ø Classroom resources Ø Multimedia equipment |
| Subject Title: | HEALTH |
|
Discipline/Grade Level: |
GRADE 4 |
| UNIT LESSON OUTCOME: 2
The learner will increase their awareness of both legal and illegal drugs and the effects of one's physical, mental, and social health. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
1.4
|
1.5
|
1.6
|
X | 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
|
X | 3.4
|
3.5
|
3.6
|
3.7
|
3.8
|
3.9 |
| Environment & Ecology
|
4.1
|
4.2
|
4.3
|
X | 4.4
|
4.5
|
4.6
|
4.7
|
4.8
|
4.9 |
| Civics & Government
|
5.1
|
5.2
|
X | 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
|
X | 10.2
|
X | 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 | |||
| ·
Discuss the effects of chemical dependency on individuals and their families and strategies to cope with these situations.
· Discuss the effects of alcohol on the body. · Review the different tobacco products and their effects. · Examine personal strengths, and recognize strengths in others. · Examine healthy ways to have fun. · Discuss the decision-making process and ways to avoid potential trouble in everyday situations. · Examine the historical use and misuse of various drugs. · Differentiate between myths and facts surrounding chemical substances. |
·
Have students read and discuss the book "The Roller Coaster" on chemical dependency.
· To discuss information on alcohol, students will play the game "The Bottle of Questions." · Students will read the book "Peter Parrot, Private Eye," and discuss information on alcohol. · Utilizing "the mechanical smokers" activity, demonstrate the effects of smoking on the lung. · Have students view the filmstrip "Mr. Truso and the Case of the Sudden Illness" relating to staying healthy. · Have students utilize the "body chart and handout" to help understand the effects of drugs. · Survey the class and discuss their answers to "reasons why people start or don't start to use drugs." · Use secret partners for the "strengths" worksheet and "catch someone being good" worksheet to illustrate the concept of having positive qualities. · Have students role play the steps of staying out of trouble after viewing the same titled video. · Students will react in writing or as a group to the "tough situation" activity cards. Correctives: · Work with partner or small group. · PowerPoint slide show with Q & A. · Posters with information. Extensions: · Find drug related articles in newspaper. · Make a list of OTC and prescription drugs around one's house. · Word puzzle. |
·
Teacher designed tests and/or quizzes
· True/false · Multiple choice · Matching · Fill-in-the-blanks · Essay · Open-ended questions · Labeling · Oral assessments · Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught. · Various teacher designed and student created projects, presentations, and posters. · Portfolio collection of a student's best work demonstrating progress. · Cooperative learning to analyze ideas or solve selected problems. |
Ø
Teacher designed worksheets
Ø Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc. Ø Classroom resources Ø Multimedia equipment |
|
Subject Title: |
HEALTH |
|
Discipline/Grade Level: |
GRADE 4 |
| UNIT LESSON OUTCOME: 3
The learner will develop an understanding of the importance of nutrition to their body. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
1.4
|
1.5
|
1.6
|
X | 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
|
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
|
X | 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
|
12.3
|
12.4
|
12.5
|
12.6
|
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 | |||
| ·
Define the term "nutrient," and give examples of common nutrients.
· Explore the role of nutrients in a balanced diet. · Identify food sources of each nutrient. · Discus the importance of each nutrient to planning a well-balanced diet. |
·
Involve the students in a discussion of the basic nutrients.
· Students will complete the "foods you need" worksheet. · Using the gaming strategy, students will play a nutrient "concentration" game. · Students will complete the seven diet goals worksheet. · Students will view the vitamin posters and discuss the role of vitamins in maintaining good health. · Students will create a collage illustrating various healthy foods. · Direct students to evaluate a day's food intake relative to nutrient content. Correctives: · Use of text and food posters for reference. · Partner work. · PowerPoint quiz with access to answers. Extensions: · Nutritional food "game." · Use of preset internet health sites with games. |
Teacher designed tests and/or quizzes
· True/false · Multiple choice · Matching · Fill-in-the-blanks · Essay · Open-ended questions · Labeling · Oral assessments · Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught. · Various teacher designed and student created projects, presentations, and posters. · Portfolio collection of a student's best work demonstrating progress. · Cooperative learning to analyze ideas or solve selected problems. |
Ø
Teacher designed worksheets
Ø Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc. Ø Classroom resources Ø Multimedia equipment |
| Subject Title: | HEALTH |
|
Discipline/Grade Level: |
GRADE 4 |
| UNIT LESSON OUTCOME: 4
The learner will develop an awareness of safety principles and steps that can help prevent accidents. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
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 potential household dangers.
· Examine basic first aid measures for common injuries. · Discuss the importance of staying away from stray animals. · Describe ways to protect themselves from strangers and others who may have intentions of harming them. · Identify potential hazards when swimming and boating. |
·
Have students view a video on home safety and first aid.
· Students will complete a worksheet called "keeping safe" which relates to general safety. · Involve the students in a discussion of falls in the home and ways to prevent them. · Students will complete a crossword puzzle dealing with various safety concepts. · Involve the students in a discussion of fire and animal safety. · Invite a police officer into the classroom to give a presentation on staying safe from strangers. · Use the strategy of role playing to illustrate correct procedures of various safety situations. · Have students design floor plans of their homes in order to illustrate escape routes in the event of fire. · With the help of their parent or guardian, have students research various emergency phone numbers. Correctives: · Partner or small group work. · Video of safety behavior. · Safety PowerPoint slide presentation. Extensions: · Students take pictures of safety behaviors and make poster. · Safety game board (play). |
·
Teacher designed tests and/or quizzes
· True/false · Multiple choice · Matching · Fill-in-the-blanks · Essay · Open-ended questions · Labeling · Oral assessments · Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught. · Various teacher designed and student created projects, presentations, and posters. · Portfolio collection of a student's best work demonstrating progress. · Cooperative learning to analyze ideas or solve selected problems. |
Ø
Teacher designed worksheets
Ø Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc. Ø Classroom resources Ø Multimedia equipment |
| Subject Title: | HEALTH |
|
Discipline/Grade Level: |
GRADE 4 |
| UNIT LESSON OUTCOME: 5
The learner will learn how to deal with their emotions in a positive way and be able to handle and identify stressful situations. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
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 | |||
| ·
Define the term "stress," and identify the changes that occur as a result of stress.
· Identify and discuss common causes of stress. · Examine long and short term effects of stress. · Differentiate between and give examples of healthful and harmful stress. · Explore positive ways to cope with harmful stress. · Define the terms and identify examples of necessary coping adjustments: learning disability; physical handicap; divorce; adoption. |
·
Students will view and discuss the video "Less Stress" relating to alleviating some of the pressures of stress.
· Students will brainstorm situations, which cause stress in life. · Involve the students in a discussion of stress and how it can be harmful or healthful. · Have students complete a worksheet on the physical symptoms of stress. · Involve the students in a discussion of ways to make adjustments to stress. · Blindfold selected students to simulate physical handicaps, then discuss the ramifications of having a physical handicap. · Have students write with their opposite hand to simulate a learning disability. · Involve the students in a discussion of divorce and adoption. Correctives: · Small group work together. · PowerPoint slide presentation with Q & A. Extensions: · Ask adult ten things that might make their life stressful vs. a child. · In the phone book find five agencies that help people deal with stress. |
·
Teacher designed tests and/or quizzes
· True/false · Multiple choice · Matching · Fill-in-the-blanks · Essay · Open-ended questions · Labeling · Oral assessments · Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught. · Various teacher designed and student created projects, presentations, and posters. · Portfolio collection of a student's best work demonstrating progress. · Cooperative learning to analyze ideas or solve selected problems. |
Ø
Teacher designed worksheets
Ø Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc. Ø Classroom resources Ø Multimedia equipment |
| Subject Title: | HEALTH |
|
Discipline/Grade Level: |