| §
Peer Support
§ Cooperative learning among peers § Modeling § Development of Information Organizer § Development of Graphic Organizer § Development of structured study guides § Student selection of instructional material (i.e., reading, writing, math) § Taped lessons § Copy notes (peer or teacher) § Student conferencing § Combine and vary modes of lesson presentation § Adjust language level to match the developmental and intellectual levels of students § Let student practice given examples first. Then assign tasks to be completed. § Provide opportunity for guided and independent practice in a variety of situations § Limit number and length of directions § Have students repeat/review directions (i.e., peer to peer, student to teacher) § Give feedback that is as immediate, specific, and objective as possible § Clarify error responses so that students do not make the same errors over and over again § Reinforce progress towards desired outcomes § Breakdown complex tasks into smaller, more manageable units § Use verbal prompts to elicit desired results § Use manual guidance (i.e., hand over hand) to facilitate correct responses § Computer assisted instruction § Assessment based upon teacher observation of student performance (i.e., daily work, portfolio, artifacts, projects) |
Extended test time
§ Test read to student by teacher or peer § Oral testing (i.e., student retelling of information) § Open book/note test § Alternate testing (any demonstration of a student's understanding of concepts) § Retesting § Reduce the number of responses required on tests § Use of curriculum based assessment § Vary test format § Objectively define mastery as related to each task. Tasks should be learned to mastery § Reduce or remove distracting stimuli § Use of concrete objects and manipulatives in all stages of instruction and assessment § Emphasize important information § Allow extra time to complete assignments/projects § Limit the number of assigned tasks in the initial stages of learning. As the student's competency increases, expect the student to complete the same number of tasks as the rest of the class § Use supplemental materials § Alternate assignments accepted (i.e., modification to homework assignments) § Flexible grouping/individual assistance § Seating to accommodate needs § Teacher proximity § Use behavioral management techniques (i.e., contracts, time-out, token system, charts) |
PLANNED COURSE CURRICULUM GUIDE (PCCG)
| ||||||||||||||||||||
| The Planned Course Curriculum Guide (PCCG) is a multi-purpose document: | ||||||||||||||||||||
| • | All staff, particularly new teachers, can understand instructional expectations through the WRITTEN curriculum | ||||||
| • | A continuing district-wide instructional process and scope and sequence of subject matter are enhanced. The WRITTEN curriculum is delivered through the TAUGHT curriculum [instructional content and learning activities] and is evaluated through the TESTED curriculum [expected levels of student achievement - learning outcomes] | ||||||
| • | Priority student-centered outcomes are identified and attained through suggested learning activities and content designed to help insure a balanced and comprehensive basic curriculum | ||||||
| • | Essential content and course standards provide an efficient basis for selecting appropriate instructional materials and resources | ||||||
| • | Staff development areas for curriculum improvement are provided | ||||||||
| • | The PCCG conforms with current Pennsylvania Department of Education curriculum regulations and serves the dual feature of providing both an administrative document and an instructional guide | ||||||||
| • | Content and subject format remain flexible and adaptable to modification - an “active” document | ||||||||
| • | Special Pennsylvania Department of Education [PDE] legislation is identified | ||||||||
| • | Parents and students are provided with an overview of the instructional program and each course in particular | ||||||||
PLANNED COURSE CURRICULUM GUIDE (PCCG)
| |||||||||
DEFINITIONS
| ||||||||||||||||||||
| • | Course Description and Intent: a brief overview of the course and program goals | |||||||
| • | Instructional Time: frequency of class meetings and time/appropriate credit at the secondary level | |||||||
| • | Special Notes: emphatic features or highlights and identification of Department of Education mandates found in the course | |||||||
| • | Unit Lesson Outcome: describes the knowledge, skills, attitudes, student performance behaviors and areas of study that have been identified as appropriate to help the student attain the rigorous standards of a quality education | |||||||
| • | Teaching-Learning Activities: suggested activities designed to help all students achieve the learning outcomes and standards | |||||||
| • | Outcomes/Standards: statements establishing the minimal knowledge, skills, performance behaviors, and essential learning (content) a student must attain | |||||||
| • | Expected Levels of Achievement (Learning Outcomes): what students will be expected to do as a result of the application of teaching-learning activities and content | |||||||
| • | Evaluation Criteria (Actual Level of Attainment): student performance level achieved and measured through specified evaluation criteria | |||||||
| Subject Title: | COMPUTER SCIENCE |
|
Discipline/Grade Level: |
COMPUTER LITERACY - GRADE 9 |
| UNIT LESSON OUTCOME: 1
The learner will be able to identify and discuss the role people played in the history of computing, and the development of computer history. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
1.4
|
1.5
|
X | 1.6
|
X | 1.7 | 1.8
|
X |
| Mathematics
|
2.1
|
2.2
|
2.3
|
2.4
|
2.5
|
2.6
|
2.7
|
2.8
|
2.9 | 2.10 | 2.11 |
| Science & Technology
|
3.1
|
3.2
|
3.3
|
3.4
|
3.5
|
3.6
|
X | 3.7
|
X | 3.8
|
X | 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
|
| Career Education & Work
|
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 | |||
| ·
Discuss the major events in computing history and construct a timeline.
· Name two non-electrical computing devices. · Identify several early uses of computing devices. · Identify important contributors to the development of computing and describe their contribution. · Describe the four generations of computers and the effect each has had on our society. · Explain, using specific examples, why the computer is considered an innovation. |
·
Provide the students with an uncorrected and corrected version of the history of computing; using word processing the students will correct the uncorrected version.
· Provide the students with a scrambled list of the historical events of computing; students will place the list in sequential order. · Have the students make a timeline of historical computing events. · After viewing a film, write a report explaining how the computer was described as an innovation. · Event of the day activity. Correctives: · Complete review worksheets individually and in groups. Extensions: · Do timeline more graphically. · Group presentation on history of computing. · Research an article on development on computer over the past 50 years and complete a one-page report. |
·
Teacher designed tests and quizzes
· Worksheets designed to demonstrate knowledge of the concepts taught · Portfolio assessment · Written or oral presentation of projects · Homework assessment · Cooperative group assessment |
|
| Subject Title: | COMPUTER SCIENCE |
|
Discipline/Grade Level: |
COMPUTER LITERACY -- GRADE 9 |
| UNIT LESSON OUTCOME: 2
The learner will be able to examine the impact of computers on society and how they effect the lives of individuals. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
1.4
|
1.5
|
X | 1.6
|
X | 1.7 | 1.8
|
X |
| Mathematics
|
2.1
|
2.2
|
2.3
|
2.4
|
2.5
|
2.6
|
2.7
|
2.8
|
2.9 | 2.10 | 2.11 |
| Science & Technology
|
3.1
|
3.2
|
3.3
|
3.4
|
3.5
|
3.6
|
X | 3.7
|
X | 3.8
|
X | 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
|
| Career Education & Work
|
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 | |||
| ·
Present examples of computer crimes.
· Discuss ways that computers have changed society (other than affecting careers). · Examine at least three ways "hackers" are effecting society. · State and justify the action that should be taken in response to hypothetical situations involving ethical questions regarding computers. · Explain why software copying is considered "piracy". · Define viruses and explain their impact. · Explain the role of the Internet in society. · Explain legal ramifications of technology. |
·
Invite a representative of the business community to make a presentation on the impact of computers in his/her business.
· Give students directions to collect and report on articles that deal with social issues. · Designate a writing assignment on "how computers will be used in the future. · Given a choice of a movie, book, story, play, etc. where computers play a prominent role, students can present a review. · Have students read and write reactions to articles that depict ways computers are affecting society. · Worksheets to search topics on the Internet. · Write a paper in MLA format. Correctives: · Complete group review worksheets. Extensions: · Write a one to two-page informational paper on a legal ramification of technology. |
Teacher designed tests and quizzes
· Worksheets designed to demonstrate knowledge of the concepts taught · Portfolio assessment · Written or oral presentation of projects · Homework assessment · Cooperative group assessment |
|
| Subject Title: | COMPUTER SCIENCE |
|
Discipline/Grade Level: |
COMPUTER LITERACY -- GRADE 9 |
| UNIT LESSON OUTCOME: 3
The learner will be able to identify the structure and function of computers and computing systems. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
1.4
|
1.5
|
X | 1.6
|
X | 1.7 | 1.8
|
X |
| Mathematics
|
2.1
|
2.2
|
2.3
|
2.4
|
2.5
|
2.6
|
2.7
|
2.8
|
2.9 | 2.10 | 2.11 |
| Science & Technology
|
3.1
|
3.2
|
3.3
|
3.4
|
3.5
|
3.6
|
X | 3.7
|
X | 3.8
|
X | 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
|
| Career Education & Work
|
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 | |||
| ·
Name the major components of a computer system and describe the function of each (input, output, memory, processing).
· Name three input devices and explain how each works. · Name three output devices and explain how each works. · Differentiate between RAM and ROM. · Name the types of memory and state the advantages and disadvantages of each. · Explain the function of CPU. · Describe a chip and explain its importance to the computer. · Explain the difference between operating systems and programs. |
·
Assign the students to complete a worksheet on the structure of a computer system.
· Search a CD-ROM database by running the program "Mammals" and completing the coordinating activity. · Worksheet on operating systems. · Practice with operations. Correctives: · Worksheets · Complete crossword puzzle review activity. Extensions: · Search the Internet for new storage devices. · Create posters depicting computer system operations. |
·
Teacher designed tests and quizzes
· Worksheets designed to demonstrate knowledge of the concepts taught · Portfolio assessment · Written or oral presentation of projects · Homework assessment · Cooperative group assessment |
Ø |
| Subject Title: | COMPUTER SCIENCE |
|
Discipline/Grade Level: |
COMPUTER LITERACY --GRADE 9 |
| UNIT LESSON OUTCOME: 4
The learner will be able to explain the uses and applications of computers. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
1.4
|
1.5
|
X | 1.6
|
X | 1.7 | 1.8
|
X |
| Mathematics 2.12.2X2.32.42.5X2.6X2.72.8X 2.92.102.11 |
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 | |||
| ·
Give examples of what computers can and cannot do.
· Describe what computers are good at doing. · Give specific examples of how computers are used in (a) business, (b) government, (c) education, and (d) recreation. · Explain how word processing helps to improve the overall quality of a person's writing. · Use word processing to improve their quality of writing. · Use word processing to correct the technical aspects of a given document. · Use word processing to complete class assignments. · Explain the role of a computer in an information network. · Describe how computers are used in library research. · Use the library as an example and explain how computers keep track of information and records. · List at least ten examples of computer usage in daily living. · Explain what databases and spreadsheets are and provide a brief description of their uses. · State examples to show how technology is changing methods of research. |
·
Promote a student sale and campaign that requires students to demonstrate their knowledge of computer types and uses.
· Require the students to load and use a variety of software. · Develop a bibliography of computer resources using technology available in the Learning Resources Center (Library). · Use a database (e.g. Grolier's Encyclopedia) to find out information on a particular subject. · Use a spreadsheet to take daily attendance. · Provide opportunity for students to examine their grades on a spreadsheet. · Research project using Big 6 skills. Correctives: · Pair up to find information. · Complete review application problems (word problems, spreadsheet, and database). · Complete graph review worksheets. Extensions: · Complete project integrating word processing and database. |
·
Teacher designed tests and quizzes
· Worksheets designed to demonstrate knowledge of the concepts taught · Portfolio assessment · Written or oral presentation of projects · Homework assessment · Cooperative group assessment |
Ø |
| Subject Title: | COMPUTER SCIENCE |
|
Discipline/Grade Level: |
COMPUTER LITERACY -- GRADE 9 |
| UNIT LESSON OUTCOME: 5
The learner will be able to use computer skills and apply them when interacting with a computer. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
ESSENTIAL CONTENT OUTCOMES/STANDARD
|
CONTENT & INSTRUCTIONAL ACTIVITIES/STRATEGIES WITH CORRECTIVES AND EXTENSIONS
(Individually created teaching activities may be used to achieve the standards; however, listed below are activities which may be helpful:
|
ACTUAL LEVEL OF ATTAINMENT (EVALUATION CRITERIA) ASSESSMENT
|
RESOURCES AND MATERIALS
|
| STANDARD 5 | |||
| ·
Properly boot the computer.
· Properly load and run a program. · Make a back up copy of a program. · Correctly use the keyboard to interact with a program in the computer. · Type original information into the computer. · Demonstrate proper equipment care at all times. · Upload and save a variety of programs and the files needed for those programs. · Function properly in a device-sharing environment. · Explain the use of important keys that have specific functions (e.g. reset key, break key). · Save files using proper filenames. · Use the directory to find filenames. · Delete files from their storage area. |
·
Explain to students how to boot a computer, load and run programs; have them practice the process.
· Perform assignments on the computer, save the assignments, load and print them. · Arrange for the students to report to the Learning Resources Center and use the computers to load and run programs. Correctives: · Work in pairs on worksheet and draw posters. · Develop a poster to depict computer operation. · Complete computer review worksheets. Extensions: · Complete a one-page paper on latest computer innovations. |
·
Teacher designed tests and quizzes
· Worksheets designed to demonstrate knowledge of the concepts taught · Portfolio assessment · Written or oral presentation of projects · Homework assessment · Cooperative group assessment |
Ø |
| Subject Title: | COMPUTER SCIENCE |
|
Discipline/Grade Level: |
COMPUTER LITERACY -- GRADE 9 |
| UNIT LESSON OUTCOME: 6
The learner will develop the ability to use computers to help solve problems. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| 1.1 X 1.2 X 1.3 1.4 1.5 X 1.6 X 1.7 1.8 X Mathematics 2.12.22.32.42.5X2.62.72.8 2.92.102.11 |
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 6 | |||
| ·
Analyze problems and explain if computer use is the best way to solve the problem.
· Select a program to solve a problem through reading the program documentation. · Develop and evaluate a variety of strategies for playing computer games and explain which strategy will be best to maximize their score in a particular game. |
·
Distribute the DIGGER program to students and show them how to shoot and move DIGGER. After they have played the game several times, require students to writ a report (define the expectations: format, length, etc.) on "Maximizing My Score With DIGGER."
· Play "Where in Time, Where in USA" and complete a log on their activities. · Use minesweeper and describe how it teaches logical thought processes. Correctives: · Write instructions for Solitaire and Hearts after working with program. Extensions: · Select program from Free Arcade on the Internet and tell what skills it teaches. |
·
Teacher designed tests and quizzes
· Worksheets designed to demonstrate knowledge of the concepts taught · Portfolio assessment · Written or oral presentation of projects · Homework assessment · Cooperative group assessment |
Ø |