1. PLEASANT VALLEY SCHOOL DISTRICT
    2. Brodheadsville, Pennsylvania 18322
    3. PLANNED COURSE ADAPTATIONS/MODIFICATIONS
    4. Introduction
  1. PREFACE
  2. PLANNED COURSE CURRICULUM GUIDE (PCCG)
  3. DEFINITIONS

 
 
 
 

 
 
 
 
 
 
 

 


PLEASANT VALLEY SCHOOL DISTRICT



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)


 
 

 

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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
 
 
 
 
 
 
 

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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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: BASIC ELECTRICITY
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 1
 
The learner will be able to 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 1      
       
  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
  Planning of student designed projects
 
 
 
 
 
  		  Lab-volt trainer
  Wires and cables
  Resistors and coils
  Connect all boards
  Home wiring exercise boards
  Romex cable
  Light receptacles
  Duplex outlets
  SPST switches
  3-way and 4-way switches
  Ground fault receptacles
  Night lights
  Wire nuts
  Cable rippers, strippers, lineman's pliers, needle nose pliers, diagonal cutters, round nose pliers, and screwdrivers
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: BASIC ELECTRICITY
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 2
 
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 2      
       
  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 breadboard their first project before they start building it. From that point they may design their own circuit board.
 
 
 
 
 
  		  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
  Planning of student designed projects
 
 
 
 
 
  		  Static electricity equipment
  Atomic theory
  Trainers
  Electro demonstrator kits
  "Connect-All" boards
  Home wiring boards
  Various handouts and overhead transparencies
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: BASIC ELECTRICITY
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 3
 
The learner will be able to design and construct a sheet metal box used to contain a small electrical project, make a printed circuit board, and assemble and solder small electrical projects.

 
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
X            
Mathematics
 
2.1
 
2.2
X
2.3
X
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      
  Design and construct a sheet metal box that could be used to contain an electronic project (using the drill press and sheet metal equipment).
  Make a printed circuit board.
  Solder components to a printed circuit board.
  Identify four kinds of sheet metal.
  		  Members of the class will make a small sheet metal box that will be used to contain their first project (a lamp dimmer).
  The students will be given a set of instructions that will tell how to put the electrical components together. The instructor will assist the students with assembly of these projects.
  When an individual student is finished with this project, he/she will start another project (the students will choose their projects for the rest of the year).
  The class will be divided into two groups: One group will work on their projects for 1-3 days; the other group will perform experiments on the trainers. When the second group is finished with the trainer experiments, the two groups will switch areas. This procedure will continue for the rest of the year.
Correctives:
  These students will need extra time to complete their first project
Extensions:
  These students may start more advanced electronic projects when they finish their first one. 		  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
  Planning of student designed projects
 
 
  		  Overheads and handouts of:
  Layout tools
  Reading drawings
  Sheet metal machines and hand tools
  Drill press
  Making a circuit board
  Soldering
  The following equipment is needed:
  Drill press
  Layout and hand tools
  Sheet metal machines
  Circuit board equipment
  Soldering equipment
  Sheet metal
  Fasteners
  Paint electrical parts
Subject Title: BASIC ELECTRICITY
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
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)
Communications
 
1.1
 
1.2
 
1.3
 
1.4
 
1.5
 
1.6
  1.7  
1.8
             
Mathematics
 
2.1
X
2.2
X
2.3
X
2.4
X
2.5
X
2.6
X
2.7
X
2.8
X 2.9 X 2.10   2.11    
Science & Technology
 
3.1
 
3.2
 
3.3
 
3.4
 
3.5
X
3.6
X
3.7
 
3.8
X 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
 
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 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.
  Identify at least three types of resistors.
  Compute the resistance value of color-coded resistors.
  Select the proper wattage of resistors used in the electronic projects.
 
 
 
 
 
 
 
  		  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.
  Students will continue working on their electronic projects at their own pace.
 
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
  Planning of student designed projects
 
 
 
 
 
  		  Overheads and handouts for:
  Voltage in circuits
  Current in circuits
  Ohm's Law
  Resistor color code
  Lab-volt trainer and trainer parts
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

 

 
Subject Title: BASIC ELECTRICITY
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 9-12
UNIT LESSON OUTCOME: 5
 
The learner will construct the three kinds of resistor circuits, and use Kirkoff's Law to compute individual voltages, currents, resistance, and wattage. Also, they will verify these computations with multimeters.

 
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
X