| §
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: | HEALTH |
|
Discipline/Grade Level: |
GRADE 3 |
| UNIT LESSON OUTCOME: 1
The learner will describe safety principles and skills. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
1.2
|
1.3
|
1.4
|
1.5
|
1.6
|
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
|
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 | |||
|
· Identify safe and unsafe practices. · Relate practices to the home, school and community. · Identify appropriate responses. (10.3.3A,B,C, & D) |
Content
· Recognize and develop responses to emergency situations. · Identify safety principles related to the home, school and community. · Recognize conflict situations and identify resolution strategies. Instructions Strategies · Illustrate various safety rules and practices. · Develop and demonstrate safety procedures. 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 describe types and causes of common health problems. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
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
|
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 2 | |||
| ·
Identify practices that promote health and help prevent the spread and incidence of disease.
(10.2.3 A) · Identify the type and causes of common health problems. (10.1.3E) · Identify environmental factors that affect health. (10.2.3.E) |
Content
· Define and discuss the various causes of disease. · Identify the signs and symptoms of disease. · Identify various pathogens and the diseases they cause. · Explain how pathogens enter the body and list body defenses. · Discuss behaviors that can prevent the spread of disease. · Identify diseases related to lifestyle, environment and heredity. · Describe behaviors that can reduce the incidence of non-communicable diseases. Instructional Strategies · Dramatize the mechanisms of HIV infection in the body. · Use visual aides to illustrate germs entry and body defenses. · List common diseases and identify their causes and symptoms. · Cite defenses the body has to fight off germs. · Identify ways germs can enter the body. · Brainstorm disease prevention strategies. 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 |
| UNIT LESSON OUTCOME: 3
The learner will describe the components and functions of the body systems. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
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
|
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
|
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, locate and describe the function of the major body organs and systems (10.1.3 B)
· Identify and describe the stages of growth and development. (10.1.3.A) |
·
Label systems and major organs.
· Discuss system and organ functions · Utilize diagrams, model and other audio-visual aides. · Incorporate multi-media and literary resources. 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 drugs. |
| 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 | |||
|
· Know age appropriate drug information (10.1.3D) · The student will demonstrate decision making skills related to substance use and abuse. (10.2.3D) · Identify media sources that influence health. (10.2.3C) |
· Identify “Gateway Drugs” and discuss their effects. · Differentiate between over-the-counter and prescription drugs. · Involve the students in situations that would enhance decision-making skills. · Identify the role of feelings and peers in the decision making process. · Identify qualities of healthy friendships and develop skills for forming healthy friendships. · Identify the steps for “staying out of trouble.” · Discuss chemical dependency and its effects on the individual. · Identify herself/himself as a unique and special individual worthy of care and consideration. · Discuss ways to acknowledge and appropriately deal with feelings. · Explore healthy ways to have fun. Correctives: · Draw a picture of how you think your face would look based on different situations that would show your feelings. · Discuss appropriate feelings with partner or small group. · Small group discussion on handouts. · PowerPoint fact presentation with question. Extensions: · Design a role play situation that shows acceptable ways to include others. · Make a list of actions they can do to help their family or friends. · Word puzzle of "Self Esteem" words. · Name five adults that you like and tell how they help you feel good about yourself. 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 importance of nutrition. |
| 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 | |||
| ·
Explain the role of the food guide pyramid in helping people eat healthy diet introducing nutrients. (10.2.3C)
|
·
Identify the role of basic nutrients relative to overall nutrition.
· Apply nutrition knowledge to healthy food selection. · Explore the use of food labels in relation nutrients. · Examine the importance of a balanced meal and a balanced diet. 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 |