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)


 
 

 

Back to top


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.
 
 
 
 

   

Back to top

PLANNED COURSE CURRICULUM GUIDE (PCCG)

Back to top


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

Back to top

PLANNED COURSE CURRICULUM GUIDE (PCCG)

Back to top

 
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 2

 
UNIT LESSON OUTCOME: 1
 
The learner will identify various controlled substances and their effects on humans.
 

 
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      
       
·   Review the definition of a 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.
·   Discuss a medicine label and medicine rules.
 
 
 
  		·   Match drugs with their group.
·   Show examples of poison.
·   Discuss a medicine label; then have children find the same items on a second label.
·   Have children create a label.
·   Brainstorm rules for medicines.
·   Use posters and charts to show how a drug works inside the body; what body parts are changed and how.
·   Use a "Tune for Tippy" video from Here's Looking at You 2000 kit.
 
Correctives:
·   Work with a partner.
·   Work in a small group.
·   Use one on one aide.
 
Extensions:
·   Word puzzles/games/handouts.
·   Create own scenarios/role play problem solve/decision making.
·   Locate specific parts medicine label i.e. directions, close.
·   Poison control center information - role play.
·   Poison prevention poster/sign.
  		·   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 2

 
UNIT LESSON OUTCOME: 2
 
The learner will identify mental health principles and associate feelings and steps to improve mental health.
 

 
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
 
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
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 2      
       
·   Develop coping skills and awareness of feelings.
·   Define mental health.
·   Discuss s pecial and unique characteristics.
·   Define and name feelings.
·   Discuss ways to cope with feelings.
·   Discuss tips for good mental health.
·   Identify people and groups that can help you.
·   Discuss dealing with problems.
 
 
 
  		·   List what children feel mental health is.
·   Read a story of ways to express feelings.
·   Use a mental health booklet.
·   Show "Me and the Monsters" video on problems.
·   Use handout "Chase the Monsters" from the Here's Looking at You 2000 kit.
·   To identify ways and things that can be done to cope with feelings, use the feeling better activity from the Here's Looking at You 2000 kit.
 
Correctives:
·   Work with small group or partners instead individual.
·   Modify information presentation - less sentences; written instead of oral.
 
Extensions:
·   Create own scenarios role playing problem solving/decision making
·   List characteristics of friends
 
  		·   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 2

 
UNIT LESSON OUTCOME: 3
 
The learner will identify the principles of proper nutrition and how it helps to maintain health.
 

 
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 3      
       
·   Discuss the importance of food, and differentiate between healthy and unhealthy foods.
·   Recall the six food groups -- five basic and the other food group.
·   Define a nutrient.
·   Discuss the importance of eating from the five basic groups.
·   Discuss a balanced diet.
·   Discuss the importance of water to the diet.
 
 
 
  		·   Discuss importance of food.
·   Use a filmstrip to introduce the nutrients.
·   Identify the six groups with picture posters of the groups.
·   Involve the children with matching foods to their group.
·   Use a diagram to show the food pyramid and how many times to eat from that group each day.
·   Cut out foods to create a meal.
·   Use the school district lunch menu and see if it is a balanced meal.
 
Correctives:
·   Work with a partner.
·   Work in a small group.
·   Use one on one aide.
·   Match foods and food groups with pictures, real food, manipulatives.
 
Extensions:
·   Word puzzles/games/handouts.
·   Create posters of healthy meals and food groups.
·   Analyze cafeteria lunch. 		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 2

 
UNIT LESSON OUTCOME: 4
 
The learner will explain ways to promote body maintenance through good 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 4      
       
·   Identify healthy habits.
·   Define germ and how it gets into people.
·   Discuss importance of good personal hygiene routines.
·   Examine the importance of good dental habits.
·   Discuss how a cavity is formed.
·   Explore the importance of exercise, sleep, and rest.
 
 
 
 
 
  		·   Define germs; give examples of how they spread.
·   Review where a germ gets into body.
·   Have children list some of the healthy habits they should be doing.
·   Show an example of how a cavity forms.
·   Brainstorm products we use with our teeth.
·   Show a filmstrip on exercise, sleep and rest.
 
Correctives:
·   Work with a partner.
·   Work in a small group.
·   Use one on one aide.
 
Extensions:
·   Word puzzles/games/handouts.
·   Diseases that can be spread by germs.
·   Poster on prevention of disease transmission.
·   Learn about cavities and how they are fixed.
·   Tooth products comparison. 		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 2

 
UNIT LESSON OUTCOME: 5
 
The learner will identify safety principles and skills and steps necessary to 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 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 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 5      
       
·   Identify and discuss hazardous situations at home and school.
·   Discuss bike safety and identify safety procedures.
·   Define stranger, and identify the proper procedures for protecting one's self when confronted by a stranger.
·   Discuss how the student is responsible for their own body (decide who touches them).
·   Discuss good versus bad adult.
·   Discuss good versus bad touch.
·   Identify people and agencies that can help them.
·   Discuss the importance of emergency information.
 
 
 
 
  		·   Discussion and demonstration of types of electricity and conductors.
·   Brainstorm safety rules for electricity.
·   Demonstrate static electricity.
·   Filmstrip showing bike safety rules and tips.
·   Entire class demonstrates the bike turn signals.
·   Worksheet on selecting good adult/bad adult from situation read to students.
·   Brainstorm tips to help avoid strangers or deal with the stranger.
·   List people or agencies that can help children.
·   Complete an emergency information handout to be kept at home for future use.
·   View a self-protection filmstrip series.
 
Correctives:
·   Work in small group.
·   Show bike signals.
·   Do emergency information sheet with assistance.
 
 
 
Extensions:
·   Draw bike safety items.
·   Role play sequences to show safety on bikes.
·   List where you may encounter bad adults.
·   Role play sequences meeting good and bad adults.
·   Find pictures showing places or people to whom we could get help.
  		·   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
 
 
 
 
 
 
 
 
 
 

 

Back to top


1
5