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 3

 
UNIT LESSON OUTCOME: 1
 
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
 
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
X
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
 
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
 
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      
       
·   Discuss the importance of bicycle safety.
·   Develop and discuss an awareness of safety around pools, lakes, and other bodies of water.
·   Explore why electrical safety in everyday living is a must.
·   Examine playground safety skills.
·   Determine appropriate bus safety procedures.
 
 
 
 
 
 
  		·   Using a bicycle, students name the various parts, including a safety helmet as a part of the bicycle.
·   Students will brainstorm rules of basic water safety using personal experience and can illustrate a water safety practice.
·   Students can view a filmstrip on electrical safety.
·   Involve the students with demonstration of safety practices on the playground.
·   Have students create a safety booklet, including safety measures as discussed in these lessons.
 
Correctives:
·   Student can work with partner or small group.
·   Use of video.
·   Loop "PowerPoint" with steps.
 
Extensions:
·   Students will play board game in which they must answer safety question in related areas.
·   Appropriate Internet skills.
 
  		·   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 3
UNIT LESSON OUTCOME: 2
 
The learner will recognize responsible healthy behaviors and prudent decision-making.
 

 
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
 
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      
       
·   Differentiate between bacteria and viruses.
·   Discuss how germs can live in the body.
·   Explore several diseases caused by viruses.
·   Describe how the body is protected from diseases.
·   Define AIDS and explore what happens when the AIDS virus enters the body.
·   Recognize symptoms of illness and ways hygiene practice can keep one healthy.
·   List common diseases caused by a virus.
·   Cite defenses the body has to fight off germs.
·   Identify ways germs can enter the body.
 
 
 
 
 
 
 
  		·   Involve students in listing signs and symptoms of diseases they have had.
·   To illustrate how germs are spread, secretly assign a communicable disease to two students and have those students shake hands with five other people. Ask for a show of hands of the people who came in contact with the disease carriers.
·   Have students label places where the body defends itself from infection on a "body defenses" worksheet.
·   Put the letters "AIDS" on the blackboard and fill in each word and its definition.
·   Using objects/action figures as immune system representatives, explain the effect of the AIDS virus on the immune system.
 
Correctives:
·   Work with partners or small groups.
·   PowerPoint presentation in loop.
 
Extensions:
·   Word puzzles
·   Internet site 		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 3
UNIT LESSON OUTCOME: 3
 
The learner will investigate the components and functions of the body systems.
 

 
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
X
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
 
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      
       
·   Explore the functions and structures of the various body systems.
·   Identify and locate the organs of the various body systems.
·   Recognize characteristics of various organs and systems.
 
 
 
 
 
  		·   Students can participate in a question/answer interaction with the teacher regarding the systems of the body.
·   Engage students in a cut and paste activity to recognize body system parts.
·   Utilize the model of the anatomical body to show the students where parts of the circulatory, digestive, nervous and respiratory systems are located.
 
Correctives:
·   Work with partner.
·   Use of function poster as reference.
 
Extensions:
·   Direct students to select one of the body systems discussed in this unit. Have students design a "filmstrip" utilizing the strategy of a shoebox theater.
·   Play the board game "Operation" to recognize system parts.
 
 
 
  		·   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 3
UNIT LESSON OUTCOME: 4
 
The learner will recognize and explain the effects of legal and illegal drugs on one's physical, mental, and social 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 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 X 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 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      
       
·   Differentiate between over-the-counter and prescription drugs.
·   Examine drugs that are not medicines.
·   Discuss safe ways to use medicines.
·   Discuss unhealthy aspects of social drugs (alcohol, nicotine, and caffeine).
·   Explore various facts about illegal, contemporary drugs such as "marijuana," "crack," "speed," etc.
·   Discuss the legal age for consumption of social drugs (nicotine and alcohol).
 
 
 
 
 
 
 
  		·   Utilize various activities found in the HLAY 2000 kit and the Lions Quest curricula.
·   Students can brainstorm the negative aspects of using drugs.
·   Students can complete a worksheet by matching "street" names to their correct drug names.
·   Involve the students in situations that would enhance decision-making skills.
·   Divide the class into pro- and con- setting to debate the topic of the legal social drug consumption age.
·   Students will brainstorm reasons why legal and illegal drugs exist (dependency, greed, physical/emotional health, etc.)
 
Correctives:
·   Partner work.
·   Interactive power point presentation that gives limit answers and instantly corrects.
·   Posters with information on them.
 
Extensions:
·   Find drug related article in newspaper or magazine and identify how the body is affected.
·   Preset Internet sites to drug awareness.
·   Word find puzzle.
 
  		·   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 3
UNIT LESSON OUTCOME: 5
 
The learner will explain the principles of the importance of nutrition to their 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 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 X 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 10.3 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 5      
       
·   Examine the importance of a balanced meal and a balanced diet.
·   Explore the role of basic nutrients relative to overall nutrition.
 
 
 
 
 
  		·   Have students evaluate common snacks for nutrient content.
·   Students will complete nutrition-related worksheets.
·   Using empty containers of food products, direct students to place each item in the proper food group category.
·   Using a calorie chart and a personal diet record from a designated day, have each student determine his/her caloric balance.
 
Correctives:
·   Use of food poster and text for references.
·   Use of partner.
 
Extensions:
·   Working in small groups, have students create menus for people with specialized dietary needs.
·   Use 5-a-day CD on computer.
·   Nutrition word search.
·   Internet sites - Healthy Nutrition (children sites)
 
  		·   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 3

 
UNIT LESSON OUTCOME: 6
 
The learner will identify the three types of health and how they affect one' self-esteem.
 

 
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 X4.4 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 X 10.3 10.4 10.5 Family & Consumer Science
11.1 11.2 X11.3 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 6      
       
·   Explore ways to utilize health knowledge in everyday situations to make healthy and w