| §
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: | ELECTRICITY/ELECTRONICS II |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 1
The learner will be able to safely 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 complete a lab that will review how to use the trainer to measure:
Voltage, Current, & Resistance · The class will discuss the characteristics of series, parallel, & series/parallel circuits. · The students will complete a lab on Ohm’s Law, and discuss the results. · The class will discuss a list of general safety rules. Correctives: · Students will practice measuring voltage, current, and resistance on additional circuits. Extensions: · Student will start cutting out materials needed for their first electronic project. |
·
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 |
Ø
Lab-volt trainer
Ø Wires and cables Ø Resistors and coils Ø Connect all boards Ø Lab sheets Ø Worksheets for: Meter hook ups Meter settings Reading the meters Ohm’s Law Safety Resistor color code |
| Subject Title: | ELECTRICITY/ELECTRONICS II |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 2
The learner will be able to design and construct a sheet metal box used to contain a small electrical project. Also, the learner will be able to 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 2 | |||
| ·
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 |
Ø
Overheads and handouts of:
Ø Layout tools Ø Reading drawings Ø Sheet metal machines and hand tools Ø Drill press Ø Making a circuit board Ø Soldering Ø The following equipment is needed: Ø Drill press Ø Layout and hand tools Ø Sheet metal machines Ø Circuit board equipment Ø Soldering equipment Ø Sheet metal Ø Fasteners Ø Paint electrical parts |
| Subject Title: | ELECTRICITY/ELECTRONICS II |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 3
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 |
| 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 | 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
|
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 | |||
| ·
Construct all three resistor circuits from schematics.
· Use all the equations to check the voltage, resistance, and power distributions. · Check the results of the equations with the EVOM. |
·
Have students construct a series resistor circuit, a parallel resistor circuit, and a series-parallel resistor circuit.
· Using Ohm's Law, Ohm's Power Law, the series resistance equation, and the parallel resistance equation, tell the students to compute the voltage, resistance, and power in each circuit. · Let the students use the EVOM to check their results. Correctives: · These students will practice more series, parallel, and series-parallel circuit problems. Extensions: · These students will solve more advanced series, parallel, and series-parallel circuit 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 |
Ø
Overheads and hands for:
Ø Series resistor circuits Ø Parallel resistor circuits Ø Series-parallel resistor circuits Ø Lab-volt trainer and trainer parts |
| Subject Title: | ELECTRICITY/ELECTRONICS II |
|
Discipline/Grade Level: |
INDUSTRIAL TECHNOLOGY – GRADES 10 -12 |
| UNIT LESSON OUTCOME: 4
The learner will be able to use an oscilloscope to identify and measure AC voltage and frequency; compute peak, peak to peak, and effective voltages; describe inductors and capacitors, and the effects of changing frequency in series and parallel circuits; and explain the use and operation of transformers. |
| 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 4 | |||
| ·
Identify AC current through the use of an oscilloscope.
· Describe the components of an AC generator and how it works. · Measure "peak," and "peak to peak" voltages. · Measure effective AC current. · Identify the characteristics of capacitors in series and parallel circuits. · Describe an inductor and its effect on current flow. · Identify alternating current flow through series and parallel connected inductors. · State the effect frequency changes have on AC current flow in an inductive AC circuit. · Explain the effects on current flow in an inductor/capacitor AC circuit by using a graph. · Describe the function of a transformer. · Demonstrate how different voltages are achieved in a transformer. · Recognize and describe three kinds of transformers: power, audio, and radio. |
·
Let the students use an oscilloscope to check an AC and DC power supply.
· Have students construct a small AC generator by using trainer parts. · Each student will measure AC "peak," and "peak to peak" by using the sine/square wave generator and the EVOM. · Instruct the students to use the trainer power supply, EVOM, and graph paper to compute the effective AC current, and compare it to DC current. · Have students perform experiments with capacitors in series and in parallel circuits. They will use the EVOM and the sine/square wave generator. · Have students construct a circuit using an inductor and check the current flow with an EVOM. · Instruct the students to construct a circuit using inductors connected in series and parallel; check the current flow with an EVOM and a sine/square wave generator. · Tell each student to construct a circuit by using an inductor and a capacitor. They will check current flow with the EVOM and a sine/square wave generator. · Have students record the results of these experiments by using graphs. · Using the trainers, the students can construct a transformer and check the results with a voltmeter. · Have the students experiment with different kinds of transformers. Correctives: · These students can complete extra worksheets on AC current, capacitors, inductors, and transformers. Extensions: · These students can do further study on power supplies and the use of the oscilloscope. |
·
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 |
Ø
Oscilloscope
Ø Sine/square generator Ø Electromagnetic demonstrator board Ø Text - Fundamentals of AC/DC Ø Overhead transparency Ø Worksheet Ø Capacitors Ø Coils |