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

 
 


  
 
 
 


 
 
 
 
 


 

 



PLEASANT VALLEY SCHOOL DISTRICT



Brodheadsville, Pennsylvania 18322



PLANNED COURSE ADAPTATIONS/MODIFICATIONS
 



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.
 
 
 

   

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PLANNED COURSE CURRICULUM GUIDE (PCCG)

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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: HEALTH
 
Discipline/Grade Level: 		 
GRADE 1

 
UNIT LESSON OUTCOME: 1
 
The learner will identify various controlled substances and their effects on one's health (physical, mental, social).
 

 
RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes)
Communications
 
1.1
X
1.2
 
1.3
 
1.4
 
1.5
 
1.6
X 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
X
4.4
 
4.5
 
4.6
 
4.7
 
4.8
  4.9          
Civics & Government
 
5.1
 
5.2
X
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
X
10.2
X
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
 
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 drug as anything except water that changes the way the mind or body works.
·   Develop an understanding that all drugs are not bad.
·   Discuss items that contain a drug.
·   Discuss those drugs not commonly considered a drug (alcohol, caffeine, and nicotine).
·   Explain reasons for consulting a trusted and/or qualified adult before using medicines or doubtful substances.
·   Discuss use versus misuse of any drug.
·   Identify poisons and poison symbols.
·   Define friend and some characteristics.
·   Discuss shared activities and skills to get along.
·   Discuss similarities and differences.
·   Name feelings and body characteristics.
·   Use manners. Truth versus lies, apologizing.
·   Develop an awareness that problems are a part of life.
 
  		·   Have students tell what they feel a drug is; then build the definition.
·   Have children cut pictures out of magazine to show a drug.
·   Draw and label a trusted adult and/or a qualified adult.
·   Display a candy/drug look-alike board.
·   Identify from a worksheet where you may find poisonous items in school or at home.
·   Use frog finds out sheet from Here's Looking at You 2000 kit.
·   Use videos that are part of the Here's Looking at You 2000 kit.
·   Brainstorm characteristics of friends.
·   Have children name different feelings.
·   Have children role play different feelings.
·   Read stories about feelings.
·   Use feeling worksheet where children select how they would feel if they were in the story.
·   Brainstorm qualities that are the same and different about people.
·   Use problem worksheet and have children name problems for the different types.
·   Read stories about truth and apologizing.
 
Correctives:
·   Work with a partner.
·   Work in a small group.
·   Use one on one aide.
·   Modify presentation of information.
·   Reduce number sentences
·   Change written to oral.
·   Read aloud in group rather than individual.
 
Extensions:
·   Word puzzles/games/handouts.
·   Create own scenarios/role play/dramatize problem solving/decision making.
·   Rules to follow for medicine use.
 
 
 
 
 
 
 
 
 
  		·   Teacher designed tests and/or quizzes
·   True/false
·   Multiple choice
·   Matching
·   Fill-in-the-blanks
·   Essay
·   Open-ended questions
·   Labeling
·   Oral assessments
·   Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught.
·   Various teacher designed and student created projects, presentations, and posters.
·   Portfolio collection of a student's best work demonstrating progress.
·   Cooperative learning to analyze ideas or solve selected problems.
 
 
  		Ø   Teacher designed worksheets
Ø   Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc.
Ø   Classroom resources
Ø   Multimedia equipment
 
 
 
 
 
 
 
 
 
 

  
Subject Title: HEALTH
 
Discipline/Grade Level: 		 
GRADE 1

 
UNIT LESSON OUTCOME: 2
 
The learner will explain the food groups and their relationship to a healthy body.
 

 
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
             
Mathematics
 
2.1
X
2.2
 
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
 
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
X
10.2
X
10.3
X
10.4
 
10.5
                         
Family & Consumer Science
 
11.1
 
11.2
 
11.3
X
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      
       
·   Discuss the importance of food, and differentiate between healthy and unhealthy foods.
·   Identify the six food groups -- five basic and the other foods.
·   Discuss the importance of eating from the five basic food groups.
  		·   Discuss importance of food -- show a healthy person and a tired, weak person.
·   Identify the six groups with picture posters of the groups.
·   Involve the children with matching foods to their group.
·   Have the children draw a meal.
·   Cut out foods to create a meal.
 
Correctives:
·   Work with a partner.
·   Work in a small group.
·   Use one on one aide.
·   Select healthy snacks from several pictures.
·   Use food manipulatives.
Extensions:
·   Word puzzles/games/handouts.
·   Create a meal (balanced) plan for one day.
·   Create a comprehensive list of foods and match to group.
·   Bring in health snacks.
·   Plan, create and eat healthy meals.
·   Plan a party with healthy foods.
·   Extend discussion to include topics such as nutrients and calories. 		Teacher designed tests and/or quizzes
·   True/false
·   Multiple choice
·   Matching
·   Fill-in-the-blanks
·   Essay
·   Open-ended questions
·   Labeling
·   Oral assessments
·   Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught.
·   Various teacher designed and student created projects, presentations, and posters.
·   Portfolio collection of a student's best work demonstrating progress.
·   Cooperative learning to analyze ideas or solve selected problems.
 
 
  		Ø   Teacher designed worksheets
Ø   Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc.
Ø   Classroom resources
Ø   Multimedia equipment
 
 
 
 
 
 
 
 
 
 

 
Subject Title: HEALTH
 
Discipline/Grade Level: 		 
GRADE 1

 
UNIT LESSON OUTCOME: 3
 
The learner will develop ways to promote and maintain healthy habits for personal hygiene.
 

 
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
             
Mathematics
 
2.1
 
2.2
 
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
 
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
X
10.2
X
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      
       
·   Identify healthy habits.
·   Discuss importance of good personal hygiene.
·   Identify techniques involved in basic personal hygiene.
·   Discuss doctor's office procedures.
 
 
 
 
 
  		·   Define germs -- give examples of how they spread.
·   Locate where a germ gets into body.
·   Demonstrate tools and procedures used at a doctor's office.
·   Shop for good tooth products.
·   Demonstrate proper tooth brushing.
·   Select food items that are good/bad for our teeth.
 
Correctives:
·   Repeat practice of topic.
·   Select foods from pictures that are good for teeth.
·   Set up with nurse times to do personal hygiene skills.
·   Sequence order to do personal hygiene skills.
 
Extensions:
·   Chart personal hygiene skills at home.
·   Bring in pictures of good personal hygiene products.
·   Demonstrate proper techniques.
·   Give feedback to partners on personal hygiene techniques.
  		·   Teacher designed tests and/or quizzes
·   True/false
·   Multiple choice
·   Matching
·   Fill-in-the-blanks
·   Essay
·   Open-ended questions
·   Labeling
·   Oral assessments
·   Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught.
·   Various teacher designed and student created projects, presentations, and posters.
·   Portfolio collection of a student's best work demonstrating progress.
·   Cooperative learning to analyze ideas or solve selected problems.
 
 
  		Ø   Teacher designed worksheets
Ø   Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc.
Ø   Classroom resources
Ø   Multimedia equipment
 
 
 
 
 
 
 
 
 
 

 
Subject Title: HEALTH
 
Discipline/Grade Level: 		 
GRADE 1

 
UNIT LESSON OUTCOME: 4
 
The learner will identify safety concepts and skills that will help prevent accidents.
 

 
 
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 Mathematics

2.1 2.2 2.3 X 2.4 2.5 2.6 2.7 2.8 2.9 X 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 X 4.4 4.5 4.6 4.7 4.8 4.9 Civics & Government
5.1 5.2 X 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 X 10.2 X 10.3 X 10.4 10.5 Family & Consumer Science
11.1 11.2 11.3 X 11.4 X 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      
       
·   Identify and discuss home, school, and safety in the community.
·   Discuss methods of transportation and identify safety procedures for each.
·   Define stranger, and identify the proper procedures for protecting one's self when confronted by a stranger.
 
 
  		·   Playground safety.
·   Draw the parts of the fire triangle.
·   Plan fire drill routes -- home and school.
·   Brainstorm bus rules.
·   Review handbook for bus rules and consequences.
·   Show and/or draw traffic signs and signals.
 
Correctives:
·   Do portion of assignment (less writing - use oral).
·   Work as partners/group to discuss topics.
·   Group assignments.
·   Practice safety skills in smaller groups.
 
Extensions:
·   Tour playground equipment.
·   Draw and/or write about safety topic.
·   Bring in picture or newspaper article on safety.
·   Create a safety sign.
·   Draw a sign you saw on a trip.
  		·   Teacher designed tests and/or quizzes
·   True/false
·   Multiple choice
·   Matching
·   Fill-in-the-blanks
·   Essay
·   Open-ended questions
·   Labeling
·   Oral assessments
·   Teacher and/or resource worksheets designed to demonstrate knowledge of concepts taught.
·   Various teacher designed and student created projects, presentations, and posters.
·   Portfolio collection of a student's best work demonstrating progress.
·   Cooperative learning to analyze ideas or solve selected problems.
 
 
  		Ø   Teacher designed worksheets
Ø   Various first aid related instructional implements i.e. first aid kits, casts, rescuci-anne doll, etc.
Ø   Classroom resources
Ø   Multimedia equipment
 
 
 
 
 
 
 
 
 
 

 

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