| §
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 6 |
| UNIT LESSON OUTCOME: 1 - CONFLICT RESOLUTION / PEER MEDIATION
The learner will review causes of conflict, types of conflict, and ways to handle conflict including, but not limited to Peer Mediation. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 1.8
|
X |
| 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
|
X | 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
|
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 | |||
| ·
Apply strategies and skills to reduce risks associated with personal safety.
· Explain the relationship between positive health behaviors and the prevention of injury, illness, disease, and premature death. · Cite ways to reduce risks related to adolescent health problems. · Predict how decisions relating to health behaviors have consequences for self and others. · Apply the decision making and refusal skill steps to practical situations. · Communicate own beliefs, feelings and convictions. · Participate in persuading, compromising, debating, and negotiating in resolution of conflicts and differences. · Construct compromises to situations that cause conflict. · Dramatize conflict resolution with a friend. |
·
Compromising
1. Simulation of negotiating associated with compromise. · Self-Guided Mediation 1. With a partner, demonstrate steps to solving a conflict. Correctives: · Choosing possible concessions from a list. · Work on individualized steps (break down). Extensions: · Multiple situations. · Assessment of other groups (rubric). |
·
Written examination
· Role-play · Videotape students · Self/partner evaluation of unit · Portfolio entries · Script writing |
Ø
Diagrams/worksheets (teacher)
Ø Videotapes/video camera Ø TV/VCR Ø Journal books Ø Student folders/portfolios |
| Subject Title: | HEALTH | |
|
Discipline/Grade Level: |
GRADE 6 |
| UNIT LESSON OUTCOME: 2 - DRUGS AND ALCOHOL / SUBSTANCE ABUSE
The learner will review and expand upon the risks associated with substance use and abuse, and develop resiliency skills. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 1.8
|
X |
| 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
|
X | 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
|
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 | |||
| ·
Explore the wide range of effects associated with the use of controlled and other dangerous substances.
· Apply the decision making and refusal skill steps to practical situations. · Predict how decisions regarding drug use have consequences for self, family, and others. · Select and apply strategies for meeting the information need. · Analyze and organize data relevant to the information need. · Recognize point of view, propaganda, bias and opinion. · Evaluate reliability, currency, authority, authenticity, and logic of information. · Document information appropriately and accurately (e.g. endnote, footnotes, or parenthetical references.) · Read a variety of genres such as: novels, short stories, drama, and poetry. · Make inferences and draw conclusions. · Determine the main ideas of a selection. · Identify important supporting details of a selection. · React to a reading selection through various modes: speaking, writing, drawing, or creating. · Make predictions before, during, and after reading. · Support choices with evidence extracted from the text. · Identify successfully causes and effects. · Develop and utilize reading and writing strategies in order to solve problems and make decisions. · Explore prominent social issues through reading texts. · Write summaries of materials read. · Write for multiple audiences and purposes: to describe, narrate, explain, analyze, and persuade. · Define positive and negative forms of communication, including propaganda, stereotypes, and statements of bias. · Identify examples of propaganda, stereotypes, and statements of bias. · Identify different types of propaganda: bandwagon, transfer, testimonial, generalize, name calling, plain folks, etc. · Work in-groups to discuss and orally present assigned material. · Exchange ideas and information through small group discussions, utilizing listening, speaking, and sharing skills. · Reach a group consensus by critiquing, interpreting, and drawing conclusions from teacher designed problems. · Perform the duties of each role necessary for effective group communications, such as: leader, presenter, recorder, and taskmaster. · Demonstrate comprehension of oral directions by responding either orally or in writing. · Determine the purpose, structure, and use of a complex oral message by listening, asking, and answering appropriately. · Order sequentially the information of a complex oral message. · Take notes on and summarize information in order to successfully interpret the oral message. · Give an informational presentation after a study of a topic. · Create a variety of visual aids to supplement oral presentations. · Prepare a persuasive presentation, which utilizes visual support to validate student opinions on an issue. · Use periodicals, newspapers, computer generated materials, reference materials, primary and secondary sources, debates, meetings, surveys, audiotapes, maps, charts to disseminate and apply information to corresponding issue. · Recognize point of view propaganda, bias, and opinion. · Research, analyze and organize data. · Document information appropriately. · Students analyze and organize evidence relating to the decision. · List positive/negative effects of the decision. · Discuss this decision in a small/large group setting. · Express in writing their alternative stating reasons for their decision. · Review the three (3) “gateway drugs” and effects, and relate early use of these drugs to other drugs. · Review and perform refusal skills necessary to prevent drug use/abuse, with the addition of “saying no in groups”. · Evaluate advertising techniques employed to entice adolescent tobacco and alcohol use/abuse. · Assess the differences among substance use, abuse, and dependency. |
·
“Gateway”/Other Drugs
1. Marijuana simulations-Six (6) activities to illustrate behavioral consequences of marijuana. · Refusal Skills 1. Presentations (group)-Script writing, practice and present (videotape). · Advertising Techniques 1. “TV Commercial” analysis “Written Advertisement”. Correctives: · List of behavioral effects. · Predetermined script · Analysis as a class (l commercial). Extensions: · Develop other simulations (group). · Peer evaluations of group presentations. · Community assessment of advertisements. |
·
Written examinations
· Portfolio entries · Tally sheets · Rubrics · Presentations/assessments · Cartoons · Stories · Worksheets · Script writing · Simulations |
Ø
Diagrams/worksheets (teacher)
Ø Videotapes Ø TV/VCR/Video camera Ø Student folders/portfolios Ø Fact cards/sheets Ø Art supplies Ø Scripts Ø Magazines/books |
| Subject Title: | HEALTH | |
|
Discipline/Grade Level: |
GRADE 6 |
| UNIT LESSON OUTCOME: 3 - FIRST AID AND SAFETY
The learner will recognize emergency situations, describe basic appropriate actions in the emergency situations, and demonstrate selected First Aid skills. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 1.8
|
X |
| 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
|
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
|
| 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
|
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 the relationship between positive health behaviors and the prevention of injuries.
· Apply strategies and skills to reduce risks associated with personal safety. · Investigate the identification and treatment of conditions requiring first aid. · Use information resources and services at school and public libraries. · Analyze and organize data relevant to the information need. · Determine the main ideas of a selection. · Identify successfully causes and effects. · Draw conclusions based on their reading. · Write summaries of materials read. · Work in-groups to discuss and orally present assigned material. · Exchange ideas and information through small group discussions, utilizing listening, speaking, and sharing skills. · Reach a group consensus by critiquing, interpreting, and drawing conclusions from teacher designed problems. · Perform the duties of each role necessary for effective group communications, such as: leader, presenter, recorder, and taskmaster. · Demonstrate comprehension of oral directions by responding either orally or in writing. · Order sequentially the information of a complex oral message. · Take notes on and summarize information in order to successfully interpret the oral message. · Give an informational presentation after a study of a topic. · Create a variety of visual aids to supplement oral presentations. · Explore scientific and technological principles through hands-on investigations, using appropriate materials, tools, techniques, processes and technologies. · Recognize potential emergency situations (bleeding, head and neck, fractured bones, respiratory, environmental, poisoning, burns, heart attack/stroke, other emergencies). · Describe basic appropriate actions in emergency situations. (emphasize universal precautions) · Demonstrate selected first aid skills. |
·
Potential Emergency Situations
1. Various scenarios-A variety of first aid scenarios, determine if an emergency and which ones are more critical. · Appropriate Actions 1. Injury stations- materials on-hand to apply basic first aid for each injury at the station. · Demonstrate Skills 1. Stations Correctives: · List of choices (limit number of choices). · Provide list of steps to follow for each situation. Extensions: · Make-up / create own scenario. · Design the stations (students’ design). |
·
Tests/exam
· Scenarios · Skill checksheets · Rubrics · Produce videotape |
Ø
Videotapes/VCR/TV
Ø Videocamera Ø Journal books Ø Student Portfolios Ø Diagrams/worksheets Ø ARC (Red Cross) Ø Community organizations Ø Art supplies |
| Subject Title: | HEALTH | |
|
Discipline/Grade Level: |
GRADE 6 |
| UNIT LESSON OUTCOME: 4 - GROWTH AND DEVELOPMENT
The learner will identify the many factors that influence adolescent risk behaviors and formulate an action plan to reduce the risk of, including, but not limited to: S.T.D.’s, peer pressure, unplanned pregnancies, and early onset sexual activity. |
| 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 | |||
| ·
Recall of important facts regarding male and female reproductive systems and puberty.
· Identify major STD’s and explain: disease agent, transmission, effects, and prevention. · State the importance of abstinence as it relates to disease prevention and achievement of personal goals. · Compare and contrast male and female gender roles and identify their impact on: peer pressure, sexual harassment and sexual activity. |
·
Organs/M-F Reproductive
1. List pathway (egg/sperm)- egg cell ovulation, timing, ejaculation, etc. 2. Chalkboard, visual aids. · S.T.D.’S 1. Group presentation of STD. –Research disease, outline creation, poster and presentation to class. · Abstinence 1. Group brainstorm- positive, healthy ways to show affection without sexual contact. · Gender Roles 1. Personal inventory of roles- spare time, chores, instrument, academic subject, why they’re male/female. Correctives: · Order puzzle (mixed-up, place in order of pathway). · Guided research · Write a letter to a friend expressing positive feelings. · Word list Extensions: · Diagram creation of both pathways. · Research additional STD’S. · How do other cultures express affection. · Research impact of “Title IX”. |
·
Written examinations
· Portfolio entries · Self/partner evaluation of unit. · Videotaping (presentation) · Rubrics · Projects/posters, etc. · Worksheets · Research presentations |
Ø
Pamphlets
Ø Diagrams/worksheets (teacher) Ø Videotapes Ø Videocamera/TV/VCR Ø Student folders/portfolio Ø Art supplies |
| Subject Title: | HEALTH | |
|
Discipline/Grade Level: |
GRADE 6 |
| UNIT LESSON OUTCOME: 5 - NUTRITION
The learner will recognize components of a food nutrition label, compare and contrast personal diet to recommended dietary allowances, and relate current events/trends. |
| 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 | |||
| ·
Compare and contrast food label information.
· Describe effective strategies of weight maintenance. · Demonstrate consumer skills to make healthy food choices. · Know criteria and procedures for evaluating nutritional information. · Cite the benefits of achieving and maintaining a healthful weight. · Select and use developmentally appropriate methods f |