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: METAL II
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 10 - 12
UNIT LESSON OUTCOME: 1
 
The learner will be able to safely operate the drill press, band saw, grinder, belt sander, wire wheel, arc welder, lathe, mill, angle grinder, and chop saw. The learner will be able to use the foundry equipment to make an aluminum casting.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
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
X
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
X
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      
       
  Accurately cut metal on the horizontal and vertical band saws.
  Safely grind bevels, angles, and flats on the grind wheel.
  Safely clean metal on the wire wheel.
  Safely and accurately drill holes in steel using the drill press.
  Safely arc weld butt joints so that they cannot be broken with a hammer.
  Safely arc weld "T" - joints so that 75% of these welds cannot be broken with a hammer.
  Safely and accurately perform facing, turning, chamfering, and drilling operations on the machine lathe.
  Make a sand mold in the foundry area.
  Safely pour molten aluminum in a sand mold.
  Safely and accurately mill surfaces on the horizontal and vertical milling machines.
  Use the micrometer to check the accuracy when using the lathe, or mills.
  Set up, light, and shut down the oxyacetylene equipment in the proper and safe sequence.
  Gas weld 1/8" steel.
  Gas cut up to 1/4" steel.
  		  The class will watch a demonstration on each machine and tool.
    Each student will complete a worksheet on each machine or tool after watching the demonstration each day.
    Have the class discuss the mistakes that were made on each worksheet.
    Each student will be given the metal needed to make a wood vise. The class will be divided into three groups:
  Welding — students in this group will use the band saws, grinder, wire wheel, and drill press to make the steel pats for the rear jaw o the wood vise. They will then tack weld these parts together and practice welding butt joints and “T” joints.
  Lathe — students in this group will cut steel for the lathe turnings used for the wood vise. They will then use the lathe and micrometer to perform facing, turning, chamfering, and drilling operations on this metal.
 
  Foundry and Milling — students in this group will make an aluminum sand casting of the front jaw of the wood vise. They will then mill both sides of the casting using the vertical mill, the horizontal mill, and the micrometer.
    After 6 to 8 days in each group, the students will rotate into different areas. After 18 to 24 days, students will have completed the work in all three areas listed above.
    Students will be given time during class to score a perfect 100% on an oxyacetylene safety quiz. (They may take variations of this quiz an unlimited number of times until they score 100%). They will then light the torch.
    Each student must gas weld two pieces of 1/8" steel together.
  Each student will set up the oxyacetylene equipment for gas cutting and practice cutting scrap steel (up to 1/4" thick).
 
Correctives:
  Students will spend extra time cutting metal, making a casting, practice welding, marking, drilling, and grinding, milling, turning on the lathe.
 
Extensions:
  Students will start their own personal designed projects early.
  		  Teacher designed tests and quizzes that include:
  Fill-in the blank
  Multiple choice
  Arrange in order
  Portfolio which includes:
  Planning of teacher designed projects
  Planning of student designed projects
  Written narrative of procedures that students use to complete their projects
  Observed work habits and skill levels in the class or laboratory 		  "Technical Metals" text
  handouts on:
  general safety
  band saws
  abrasive equipment
  micrometer
  foundry
  milling machine
  lathe
  All equipment above
  Metal supplies


 
Subject Title: METAL II
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 10 - 12
UNIT LESSON OUTCOME: 2
 
The learner will be able to perform, knurling, parting, thread cutting, turning between centers, gear cutting, and vernier caliper and dial indicator measurements on the lathe and milling machines.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
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
X
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
X
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      
       
  Perform thread cutting, knurling, parting, and taper turning operations on the machine lathe.
  Perform drilling and gear cutting operations on the milling machine.
  Accurately read a vernier caliper, dial caliper, and dial indicator.
  Use these measurement tools to check their machine work.
  Accurately set the proper cutting speed on the drill press or the milling machine without the use of a cutting speed chart.
  		  Give students a demonstration on parting, knurling, turning tapers, and thread cutting on the machine lathe.
  Have students complete a handout on the lathe operations listed above.
  Demonstrate to students, how to drill and cut gear teeth on the milling machine.
  Have students complete a handout on the milling machine operations listed above.
  The teacher will demonstrate to the students how to read the vernier caliper, dial caliper, and the dial indicator.
  Have the students complete a worksheet on the measurement tools listed above.
  The class will discuss how to compute cutting speeds, and each student will demonstrate (with the use of a calculator) several sample problems.
  Have each student complete a worksheet of cutting speed problems.
 
 
  Divide the class into three groups:
  Welding — students in this group will practice “T” - joints, and weld the back section of the wood vise project.
  Lathe — students in this group will cut a piece of round stock to be used for the handle of the wood vise. They will then use the machine lathe to cut threads on both ends of the handle.
  Oxyacetylene Welding and Cutting — students in this group will practice gas welding and cutting. With time remaining, they will cut all metal needed to complete the wood vise.
  At the end of 6 - 8 days, the groups will rotate areas. At the end of 18 - 24 days, the class will start drilling the final holes for assembly using the drill press and the milling machine.
  All processes listed above may be used to construct student selected projects during the second semester.
 
Correctives:
  Students will cut shorter samples of knurling, parting, and thread cutting. Students will spend more time setting up the lathe.
 
Extensions:
  Students who finish early may start planning a more complicated personal project.
  		  Teacher designed tests and quizzes that include:
  Fill-in the blank
  Multiple choice
  Arrange in order
  Portfolio which includes:
  Planning of teacher designed projects
  Planning of student designed projects
  Written narrative of procedures that students use to complete their projects
  Observed work habits and skill levels in the class or laboratory 		  Handouts on:
  "Advanced Lathe Operations"
  "Cutting Speeds"
  Calculators
  Lathe
  Parting tool
  Knurling tool
  Thread cutting tool
  Face plate
  Lathe dog
  Live center
  Dead center
  Metal samples
  Thread pitch gauge
  Vernier calipers
  Dial indicator
  Milling machine
  Gear cutter
  Indexing head


 
Subject Title: METAL II
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 10 - 12
UNIT LESSON OUTCOME: 3
 
The learner will be able to efficiently plan, design, and draw a complete working set of plans for a metal working project of their own choice.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
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
X
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
X
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      
       
  Independently design a metal product to perform a specific function or service.
  Compute the cost of the materials for a metal product.
  Estimate the amount of time needed to construct a given metal product.
  Develop written instructions on how to make metal projects.
  Construct projects in a metal laboratory with little or no help from the instructor.
  Demonstrate an efficient use of equipment, time, and materials needed to complete these projects.
  		  Students will look at pictures, old plans, and samples of metal projects. (Found in the Metals Laboratory and local stores).
  Each student will select a project idea, and use drafting equipment to draw a working set of plans.
  Have students generate a bill of materials for that project.
  Give the students a materials price list, and have them compute the cost of their projects.
  Have the students compose a written set of directions on how to construct their projects.
  Help each student decide on the amount of time needed to complete each operation, and generate a time estimate needed to complete the project.
  Instruct the students how to use as little material as possible to complete their projects.
  During the second half of the year, students will plan and construct these projects.
 
Correctives:
  Slower students may sign out drawing equipment to complete their drawings.
 
Extensions:
  Faster students may draw more complicated projects and start.
  		  Teacher designed tests and quizzes that include:
  Fill-in the blank
  Multiple choice
  Arrange in order
  Portfolio which includes:
  Planning of teacher designed projects
  Planning of student designed projects
  Written narrative of procedures that students use to complete their projects
  Observed work habits and skill levels in the class or laboratory 		  Drawing board
  "T" square
  30 degree, 60 degree, 90 degree triangle
  45 degree triangle
  Scale
  Circle template
  Compass
  Project plan sheet

 

 
Subject Title: METAL II
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 10 - 12
UNIT LESSON OUTCOME: 4
 
The learner will be able to use the squaring shears, notcher, bar folder, box and pan brake, spinning lathe, and soldering equipment.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
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
X
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
X
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 4      
       
  Use the sheet metal machines to construct a sheet metal project.
  Select the proper materials and equipment needed for sheet metal soldering.
  Efficiently solder sheet metal together.
  Safely use the spinning lathe to make spun projects.
  		  Demonstrate to students how to use the squaring shears, notcher, box + pan brake, bar folder, slip rolls, and rotary machine.
  Have students complete a handout on the above machines.
  Demonstrate to students how to use the spinning lathe.
  Have students complete a handout on the spinning lathe.
  Let each student complete one spun project on the spinning lathe.
  Demonstrate to students how to solder sheet metal.
  Have students complete a handout on soldering.
  Allow students to use the equipment listed above to complete metalworking projects during the second semester.
 
Correctives:
  Students will make cardboard samples of more difficult bends. Also, students will practice on aluminum samples before using expensive metal on the spinning lathe.
 
 
 
 
Extensions:
  Students can design and form their own chucks on the spinning lathe. They may construct more complicated projects using sheet metal and soldering.
  		  Teacher designed tests and quizzes that include:
  Fill-in the blank
  Multiple choice
  Arrange in order
  Portfolio which includes:
  Planning of teacher designed projects
  Planning of student designed projects
  Written narrative of procedures that students use to complete their projects
  Observed work habits and skill levels in the class or laboratory 		  Handouts on:
  Sheet metal machines
  Sheet metal hand tools
  Spinning lathe
  Soldering
  Sheet metal machines
  Sheet metal hand tools
  Spinning lathe
  Soldering equipment


 
Subject Title: METAL II
 
Discipline/Grade Level: 		 
INDUSTRIAL TECHNOLOGY – GRADES 10 - 12
UNIT LESSON OUTCOME: 5
 
The learner will be able to describe at least four industrial welding processes, four industrial foundry processes, and four basic heat treating processes.

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
 
1.2
X
1.3
 
1.4
 
1.5
 
1.6
X 1.7  
1.8
             
Mathematics
 
2.1
 
2.2
X
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