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

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

Subject Title:	SCIENCE
Discipline/Grade Level:	HONORS ANATOMY & PHYSIOLOGY I -- GRADES 11, 12

UNIT LESSON OUTCOME: 1

The learner will use appropriate medical and scientific terms as they apply to the study of human anatomy and physiology.

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 anatomy, with its subdivision, and physiology. � Define each of the levels of structural organization that make up the human body. � Identify the principal systems of the human body, list the representative organs of each system, and describe the function of each system. � List and define several important life processes of humans. � Describe the anatomical position and compare common and anatomical terms used to describe various regions of the human body. � Define directional terms used in association with the human body. � Define the various anatomical planes that may be passed through the human body and contrast cross sections with frontal sections and midsagittal sections. � List by name and location the principal body cavities and the organs contained within them. � Identify the nine regions and four quadrants of the abdominopelvic cavity. � Contrast the principles used in and the diagnostic importance of selected medical imaging techniques in the diagnosis of disease. � Define homeostasis and explain the importance of homeostatic balance and imbalance. � Define a stress and identify the effects of stress on homeostasis. � Describe the interrelationships among body systems in maintaining homeostasis. � Define a feedback system and explain its role in homeostasis.	� Body diagrams: In small groups, students trace the outline of a human body, draw the major organs, and correctly label these organs. � Medical Matchword: Using cards containing prefixes, suffixes, and combining forms, students form "medical" words and define them. � History of Surgery: Using a diary entry from the early nineteenth century and related videos, students discuss the history of surgery and its technological progress. � View audiovisual materials to augment lecture such as: � National Geographic: Man, the Incredible Machine � Nova: The Brutal Craft � Nova: Beyond the Knife ("Mastectomy" segment) � The Infinite Voyage: Unseen Worlds. Correctives: � Students construct storyboards illustrating the sequence of steps in physiological processes and present for peer and teacher evaluation. � Numbered head quizzes demonstrate vocabulary word which are problematic; "I HAVE" game to reinforce vocabulary skills. � Socratic Questioning to determine common misconceptions held by students. � "Drill and Kill" using flash cards. Extensions: � Students create visual images that represent the major concepts of the unit first, then write a narrative to explain the images -- each group's presentation then is evaluated by peers and the teacher for completeness, accuracy, clarity and overall quality. � Students in groups construct concept maps of major topics, then pass them to one side, where the next group adds or modifies the information according to their understanding. Common errors are then grouped into categories for re-teaching and clarification. � Students create and present a lesson on a topic using research materials, overheads, power point or other multi-media.	� Teacher designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught � Socratic questioning � Numbered heads quizzes � Biomurals and bioglyphics � Reporter, paraphraser, recorder activity � Tests and quizzes � Laboratory write-ups � Essay quizzes (compare and contrast, list and describe) � Lab practicums � Mapping exercises � Portfolios	� Textbook and on-line web site � Coloring books � Review packets � Dissection materials � Computer tutorials � "I have" games � Lecture notes � Concept maps � Videodiscs � Filmstrips � VCR tapes � Models and charts

Subject Title:	SCIENCE
Discipline/Grade Level:	HONORS ANATOMY & PHYSIOLOGY I -- GRADES 11, 12

UNIT LESSON OUTCOME: 2

The learner will distinguish cell types, describe the function of those cells, and identify the histological categories used in human anatomy and physiology.

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

� Recognize various tissue types. � Differentiate between four (4) major types of tissues. � Recognize exocrine and endocrine glands. � Recognize various types of membranes. � Analyze the importance of tissue repair. � Define a tissue. � Classify the tissues of the body into four (4) major types and define each type. � Compare and contrast the identifying characteristics of the four (4) major types of tissue. � List the structure, function, and location for the eight (8) types of epithelium. � Compare the layering arrangements and cell shapes of covering and lining epithelium. � Define a gland and contrast exocrine and endocrine glands. � List the structure, function, location, and composition of five (5) types of connective tissue (areolar, adipose, dense, elastic, and reticular). � List the structure, function, and location of the three (3) types of cartilage. � Describe the structure, functions, and locations of osseous and vascular tissue. � Compare and contrast the three (3) types of muscle tissue with regard to structure, function, location, and modes of control. � Describe the structure, function, and location of nervous tissue. � Define an epithelial membrane and list the location and function of the four (4) types of membranes. � Describe the conditions necessary for tissue repair.	� Histology: Students use 8mm transparencies and microscope slides to practice recognizing the various tissues of the body. � View audiovisual materials to augment lecture such as: � Carolina Biological: Human Histology Set (8mm transparencies). Correctives: � Students construct story boards illustrating the sequence of steps in physiological processes and present for peer and teacher evaluation. � Numbered head quizzes demonstrate vocabulary word which are problematic; "I HAVE" game to reinforce vocabulary skills. � Socratic Questioning to determine common misconceptions held by students. � "Drill and Kill" using flash cards. Extensions: � Students create visual images that represent the major concepts of the unit first, then writes a narrative to explain the images -- each group's presentation is then evaluated by peers and the teacher for completeness, accuracy, clarity and overall quality. � Students in groups construct concept maps of major topics, then pass them to one side, where the next group adds or modifies the information according to their understanding. Common errors are then grouped into categories for re-teaching and clarification. � Students create and present a lesson on a topic using research materials, overheads, power point or other multi-media.	� Teacher designed tests and quizzes � Activities which demonstrate knowledge of the concepts taught � Worksheets designed to demonstrate knowledge of the concepts taught. � Socratic questioning � Numbered heads quizzes � Biomurals and bioglyphics � Reporter, paraphraser, recorder activity � Tests and quizzes � Laboratory write-ups � Essay quizzes (compare and contrast, list and describe) � Lab practicums � Mapping exercises � Portfolios	� Textbook and on-line web site � Coloring books � Review packets � Dissection materials � Computer tutorials � "I have" games � Lecture notes � Concept maps � Videodiscs � Filmstrips � VCR tapes � Models and charts

Subject Title:	SCIENCE
Discipline/Grade Level:	HONORS ANATOMY & PHYSIOLOGY I -- GRADES 11, 12

UNIT LESSON OUTCOME: 3

The learner will describe the gross anatomy, histology, physiology and common pathologies of the integumentary system.

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

� Analyze the integumentary system. � Describe various functions of the skin. � List various layers of the epidermis and describe their structure and function. � Describe the composition and function of the dermis. � Explain the basis for skin color, fingerprints, and freckles. � Outline the steps involved in wound healing. � Describe the development, distribution, structure, and functions of hair. � Compare and contrast the structure, distribution, and functions of oil and sweat glands. � List the parts of a nail and describe their composition. � Explain the role of skin in helping to maintain the homeostasis of normal temperature. � Describe the effects of aging on the integument. � Describe the causes and effects of the major skin disorders. � Define a burn, classify it as one of three major types, list its systemic effects, and estimate its extent. � Define medical terminology associated with the integumentary system.	� Histology: Students use 8mm transparencies and microscope slides to practice recognizing the various types of tissues and organs associated with the integumentary system. � Pathology: Students use 8mm transparencies to recognize the organic and systemic damage causes by various homeostatic imbalances of the integumentary system. � Body Temperature: Students use liquid crystal thermometers to determine how body temperature changes in response to amount of activity and type of clothing worn. � Skin Receptors: Students use pins to map the various types of receptors on the back of the hand and to measure the two-point threshold of various areas of the body. � Peripheral Blood: Students use liquid crystal disks to illustrate how gravity and temperature influence blood flow to the skin. � View audiovisual materials to augment lecture such as: � Carolina Biological: Human Histology Set (8mm transparencies) � Pathology Slide Series (8mm transparencies) � Nova: Plastic Surgery (video) � Homeostasis: Temperature Regulation (video) Correctives: � Students construct story boards illustrating the sequence of steps in physiological processes and present for peer and teacher evaluation. � Numbered head quizzes demonstrate vocabulary word which are problematic; "I HAVE" game to reinforce vocabulary skills. � Socratic Questioning to determine common misconceptions held by students. � "Drill and Kill" using flash cards. Extensions: � Students create visual images that represent the major concepts of the unit first, then write a narrative to explain the images -- each group's presentation then is evaluated by peers and the teacher for completeness, accuracy, clarity and overall quality. � Students in groups construct concept maps of major topics, then pass them to one side, where the next group adds or modifies the information according to their understanding. Common errors are then grouped into categories for re-teaching and clarification. � Students create and present a lesson on a topic using research materials, overheads, power point or other multi-media.	� Socratic questioning � Numbered heads quizzes � Biomurals and bioglyphics � Reporter, paraphraser, recorder activity � Tests and quizzes � Laboratory write-ups � Essay quizzes (compare and contrast, list and describe) � Lab practicums � Mapping exercises � Portfolios	� Textbook and on-line web site � Coloring books � Review packets � Dissection materials � Computer tutorials � "I have" games � Lecture notes � Concept maps � Videodiscs � Filmstrips � VCR tapes � Models and charts

Subject Title:	SCIENCE
Discipline/Grade Level:	HONORS ANATOMY & PHYSIOLOGY I -- GRADES 11, 12

UNIT LESSON OUTCOME: 4

The learner will describe the gross anatomy, histology, physiology and common pathologies of the skeletal system.

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

� Discuss the components and functions of the skeletal system. � List and describe the gross features of a long bone. � Describe the histological features of bone tissue. � List the steps involved in bone growth. � Describe the process of bone construction and destruction involved in the homeostasis of bone remodeling. � Describe the conditions necessary for normal bone growth and replacement. � Explain the effects of aging and exercise on the skeletal system. � Define the four (4) principal types of bones. � Describe the various markings on the surfaces of bones. � Relate the structure of a surface marking to its function. � List the components of the axial and appendicular skeleton. � Identify the bones of the skull, thorax, and vertebral column and their principal markings. � Identify the principal sutures, fontanel paranasal sinuses, and foramina of the skull. � List the defining characteristics and curves of each region of the vertebral column. � Identify the pectoral and pelvic girdles, their component bones, and their major markings. � Identify the upper and lower extremities, their component bones, and their major markings. � Define the structural features and the importance of the arches of the foot. � Compare and contrast the principal structural differences between male and female skeletons, especially those that pertain to the pelvis. � Define an articulation and identify factors that determine the degree of movement at a joint. � Compare and contrast the structure, kind of movement, and location of the three (3) major types of joints. � Compare and contract the causes and clinical symptoms of major bone and joint disorders. � Define a fracture, classify it as one of several common kinds of fractures, and list the sequence of events involved in fracture repair; � Define medical terminology associated with bone tissue bone organs, and joints.	� Histology: Students use 8mm transparencies and microscope slides to practice recognizing the various tissues associated with the skeletal system.