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

PREFACE
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

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

Subject Title:	HONORS BIOLOGY II
Discipline/Grade Level:	SCIENCE -- GRADE 10

UNIT LESSON OUTCOME: 1 Cellular Reproduction

The learner will describe how fit organisms pass their chromosomes to offspring before they die.

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

� Explain the effects of growth upon cell surface area and volume. � Diagram the cell cycle. � Explain the process of mitosis and cell division. � List key elements in the process of mitosis and meiosis. � Distinguish between mitosis and meiosis. � Describe various means of asexual reproduction. � Discuss the advantages of asexual and sexual reproduction. � Describe the early stages of embryonic development. � Explain the process of and importance of cell differentiation. � Trace the evolution of sexual reproduction. � Describe the development of twins and their role in understanding human nature/nurture. � Discuss current issues in reproductive technology.	� Lecture, with attention to skillful note taking. � Question and answer sessions. � Learning pairs review vocabulary and concepts. � View videotape/videodisk movies and stills. � View overhead transparencies. � Critically reflect on their work and write about it in student portfolio. � Various PowerPoint presentations. � Create a bio-mural of unit concepts. � Do worksheets, study guides, word scrambles and crossword puzzles for homework. � Onion mitosis lab. � Whitefish blastula lab. � Mitosis wood cube lab. � Houseplant cloning lab. � Research houseplant care. � Write a paper about caring for a specific houseplant. � Write a diary-like paper about how the student actually did care for a houseplant. � Demonstrate chromosome actions with paper chromosomes or with pipe cleaners. � In co-op groups, sequence the events of mitosis. � Discussion: Reproductive technology issues (and careers). � View video-microscope images of cell division and cytokinesis. � Research cancer using Internet and on-line databases in library. � Journal entries: genetic diseases, cancer, thoughts on cloning people. � Discussion: Cancer. � Read articles from current literature about cancer. � View cancer in lab mice. � Read selected readings aloud in class. � Debate: Nature versus Nurture. � Record a journal entry about the "Nature: Nurture Debate." � Student multimedia presentations about reproductive technology. � Record a journal entry about feelings toward cloning. � Create a concept map showing relationship between mitosis, meiosis and other unit concepts. Correctives: � Review class materials with student. � Review chapter in text and outline. � Seek greater parental involvement. Extensions: � Research an area of interest in reproductive technology. � Prepare and present a multimedia presentation about a topic in this unit. (Possible Graduation Project). � Research the Nature: Nurture Debate and write a report. � Search the web and create a bookmark file of sites dealing with cell reproduction and differentiation.	� 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 � Collections � Papers � Presentations � Group assignments � Biology collages � Biology murals � Concept mapping � Journal entries � Portfolio � Final test	� Overhead transparencies � Marker/chalkboard � Teacher-made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, study guides and lecture notes � Various texts and manufacturer-made curriculum materials � Current articles from periodicals � PowerPoint presentations � Internet access � Cable TV access � Paper models of chromosomes � PVHS library books and magazines � PVHS library online catalog � CD ROM simulations � Compound microscopes � Prepared slides: onion mitosis, rat testis, whitefish blastula � Video microscope camera � Videodisk movies � Videotape movies � Wooden cubes � Pipe cleaners � Posters on bulletin boards � Hallway cork strips and showcases � Numerous easily vegetatively reproduced plants in greenhouse

Subject Title:	HONORS BIOLOGY II
Discipline/Grade Level:	SCIENCE – GRADE 10

UNIT LESSON OUTCOME: 2 Molecular Genetics

The learner will describe the molecular processes organisms use to faithfully store and transfer information.

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

� Locate information storage and transfer processes within the cell. � Describe the structure of DNA and RNA and their functions. � Relate DNA to organic chemistry, genes and chromosomes. � Relate DNA to enzyme function, energetics and homeostasis. � Relate DNA/RNA to viruses, some cancers and evolution. � Describe the steps and equipment used in genetic engineering. � Discuss current issues in biotechnology.	� Lecture, with attention to skillful note taking. � Question and answer sessions. � Review vocabulary/concepts in learning pairs. � View videotape/videodisk movies and stills. � View overhead transparencies. � Critically reflect on their work and write about it in student portfolio. � Various PowerPoint presentations. � Create a bio-mural of unit concepts. � Do worksheets, study guides, word scrambles and crossword puzzles for homework. � Read and discuss articles from current literature about molecular genetics. � Dropping your genes lab. � Build DNA molecular model. � Building amino acids and protein chains molecular model lab. � Co-op groups construct amino acid sequence from a nucleotide sequence. � Map relationships between cell parts. � Map relationship between DNA, RNA, proteins and viruses. � Simulate restriction enzyme activity by cutting and building DNA on adding machine tape. � Lab: base paring of DNA using index card nucleotides. � Library research: Genetic diseases. � Internet Research: Genetic disorders at National Institutes of Health and Centers for Disease Control web sites. � Debate the reliability of DNA fingerprinting for use in court cases. � Separate DNA, Gel electrophoresis lab. � Compile a molecular genetics scrapbook. � Discuss ethics and benefits of molecular genetics technology. � Discussion of careers in recombinant DNA technology. Correctives: � Review class materials with student. � Review chapter in text and outline. � Seek greater parental involvement. Extensions: � Visit web sites dealing with an area of interest in molecular genetics. � Prepare and present a multimedia presentation about a topic in this unit. (Possible graduation project). � Research genetic engineering and write a report. � Search the web and create a bookmark file of sites dealing with DNA technology. � Research molecular genetics applications in horticulture. � Research a genetic disease related to chromosome number. � Interview a worker in molecular genetics field. � Research colleges that offer majors in molecular genetics.	� 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 � Collections � Papers � Presentations � Group assignments � Biology collages � Biology murals � Concept mapping � Journal entries � Portfolio � Final test	� Marker/chalkboard � Overhead transparencies � Teacher-made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, study guides and lecture notes � Various texts and manufacturer-made curriculum materials � PowerPoint presentations � DNA molecular model kits � Models of DNA � Articles from current literature � Internet access � PVHS library books and magazines � PVHS library online catalog � Internet Access � CD ROM simulations � Videodisk movies and images � Videotapes � Centrifuge � Nutrient agar and petri dishes � Dry ice, reagents, gels � Gel electrophoresis apparatus � Adding machine tape � Posters on bulletin boards � Hallway cork strips and showcases � Chemistry of Proteins molecular model kits � Cable TV access � Speaker from local biotech industry

Subject Title:	HONORS BIOLOGY II
Discipline/Grade Level:	SCIENCE – GRADE 10

UNIT LESSON OUTCOME: 3 Classical Genetics

The learner will explain the passage of hereditary patterns to offspring.

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

� Explain the role of genes in heredity. � Use basic statistics in genetics and science. � Explain Mendel's basic principles. � Solve problems involving various hereditary patterns. � Describe various human genetic disorders. � Describe the genetic mechanism for evolutionary change. � Relate the role of genes to homeostasis and metabolism. � Relate genetic change to evolution. � Discuss current issues in genetics.	� Lecture, with attention to skillful note taking. � Question and answer sessions. � Review vocabulary/concepts in learning pairs. � View videotape/videodisk movies and stills. � View overhead transparencies. � Do genetics worksheets for homework. � Critically reflect on their work and write about it in student portfolio. � Various PowerPoint presentations. � Create a bio-mural of unit concepts. � Read and discuss articles from current literature about genetics. � Do and redo genetics problems. � Drosophila crosses project/lab. � Create pedigrees. � Lab: gene expression in Indian corn. � Role-play: Genetic counseling. � Collect phenotype data on classmates and compare statistically with other classes, other years, and national averages. Correctives: � Review class materials with students. � Review chapter in text and outline. � Seek greater parental involvement. Extensions: � Research applications of selective breeding/artificial selection. � Write a genetics rap or nursery rhyme. � Compile a bookmark file of URLs that deal with genetics. � Research an area of interest in classical genetics. � Prepare and present a multimedia presentation about a topic in this unit. (Possible graduation project) � Search our on-line databases and compile a notebook of recent articles dealing with genetics.	� 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 � Collections � Papers � Presentations � Group assignments � Biology collages � Biology murals � Concept mapping � Journal entries � Portfolio � Final test	� Pea plants growing in greenhouse � Ears of Indian Corn � Videotape segments/videodisk movies � Marker board/chalkboard � Overhead transparencies � Teacher made handouts, worksheets, crossword puzzles, modified word searches, word scrambles, lecture notes and study guides � Various texts and manufacturer made curriculum materials � Microscopes and prepared slides � PowerPoint presentations � Models of chromosomes � PVHS library books and magazines � PVHS library online catalog � CD ROM simulations � Drosophila colony in flasks in environment chamber. � Mouse colony in environment chamber. � Coins, deck of cards, dice, lottery tickets � Computer with software to do statistical analysis � Internet access � PVSD Web site � Posters on bulletin boards � Hallway cork strips and showcases � Journals

Subject Title:	HONORS BIOLOGY II
Discipline/Grade Level:	SCIENCE – GRADE 10

UNIT LESSON OUTCOME: 4 Evolution

The learner will describe the widespread verifiable evidence supporting evolutionary theory.

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