| §
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 5 |
| UNIT LESSON OUTCOME: 1 - CONFLICT RESOLUTION/PEER MEDIATION
The learner will identify and demonstrate various conflicts and positive ways to handle these conflicts, including but not limited to conflict confrontation, conflict avoidance, conflict and resolution. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 1.8
|
X |
| 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
|
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
|
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 | |||
| ·
Demonstrate strategies to improve or maintain personal and family health.
· Demonstrate strategies to improve and maintain personal health. · Relate the steps involved with avoiding trouble. · Apply the decision-making process to solve a specific problem. · Demonstrate refusal skills. · Differentiate between conflict and violence, and cite example of each. · Identify the three basic steps of “peer mediation” and how they relate to problems and conflict in school. |
·
Active/passive listening activities
1. Partner activity- implementation of active and passive skills from worksheet. Evaluate self and partner’s achievement of listed skills. · Conflict situations 1. Brainstorm of example of situations that cause conflicts. · Role-play each step of peer mediation 1. In-groups of four, take turns in roles of mediators and disputants in P.M. steps. Correctives: · Breakdown and use one skill at a time (A/P). · Group vs. partner brainstorm. · Videotaping each step of role-playing with corrective feedback. Extensions: · Use of 3rd person to evaluate (tri-ad). · Forced-ranking of a variety of conflicts. · Demonstration in front of class. |
·
Videotape student role-plays.
· Portfolio entries · “Conflict” homework (worksheets) · Written examinations. |
Ø
Diagrams/worksheets (teacher)
Ø Videotapes Ø Video camera/tapes Ø Journal books Ø Student folders/portfolios Ø TV/VCR |
| Subject Title: | HEALTH | |
|
Discipline/Grade Level: |
GRADE 5 |
| UNIT LESSON OUTCOME: 2 - DRUGS AND ALCOHOL-SUBSTANCE ABUSE
The learner will identify the risks associated with substance use and abuse, and develop resiliency skills. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 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
|
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
|
X | 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
|
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 | |||
| ·
Relate the steps involved with avoiding trouble.
· Apply the decision-making process to solve a specific problem. · Demonstrate refusal skills. · List the factors that put a person at risk to use drugs and ways to reduce those risks. · Categorize the techniques used by advertisers to sell their products. · Know strategies for resisting the pressures of peers and advertisers. · Name healthy alternatives to drug use. · Select and use an appropriate method for computing from among mental math, paper and pencil, or calculator. · Select appropriate resources to meet their information needs. · Skim and scan for major ideas and key words to identify relevant information. · Form useful questions to define their information needs. · Evaluate continually the appropriateness of information (e.g. currency, applicability, and readability.) · Demonstrate an ability to locate specific information by using indices and by employing guide words, key words, and alphabetical arrangements in various media (e.g. CD-ROM and on-line databases and catalogs.) · Demonstrate effective note taking skills utilizing dot-jot and highlighter methods. · Use tools (e.g. outlines and webbing) to organize information and clarify thinking. · Scan/skim narrative and informative forms of literature to answer specific questions. · Condense pertinent information into notes for purposes of research and organization of information. · Cite cause and effect, and conflict and resolution, for purposes of story evaluation. · Make predictions, inferences, and draw conclusions from written material. · Glean story elements in sequential order from narrative and informational texts. · Formulate a response using personal experiences and written information. · Define, identify, and write examples of fact and opinion. · Define, identify, and write examples of fantasy and reality. · Participate, actively attend, listen, and stay on task (P.A.L.S.). · Demonstrate respect and encouragement. · Engage in multistep activities after receiving oral directions. · Gather and organize date to compose and present an oral report that describes or informs in a step-by-step process. · Model a good oral presentation including eye contact and voice. · Demonstrate their responsibilities as citizens to their community, state, and nation by participating in discussions, abiding by the school rules, and recognizing the privileges, that go alone with obeying school, local, state, and federal laws. · Use multimedia resources to research and prepare for a discussion on a current issue. · Define the term “gateway drugs” and discuss effects and consequences of their use/abuse. · Review and perform refusal skills necessary to prevent drug use/abuse. · Identify common risk factors associated with drug use and ways to reduce the risk. |
·
“Gateway Drugs”
1. Group research: chewing tobacco, cigarettes, alcohol, and marijuana. · Refusal Skills 1. Presentations write script, practice and present. · Risk Factors 1. “Fishing for answers” groups, identify risk reducers for each risk factor. Correctives: · Fact cards/sheets · Predetermined script · Simplify risk reducers. Extensions: · Current event articles. · Peer evaluations of group presentations. · Identify protective factors. |
·
Written examinations
· Portfolio entries · Tally sheets · Rubrics · Presentations/assessments · Cartoons · Stories · Worksheets · Script writing |
Ø
Diagrams/worksheets
Ø Videotapes Ø TV/VCR/Videocamera Ø Student folders/portfolios Ø Fact cards/sheets Ø Art supplies Ø Scripts Ø Magazines/books |
| Subject Title: | HEALTH | |
|
Discipline/Grade Level: |
GRADE 5 |
| UNIT LESSON OUTCOME: 3 -
-FIRST AID AND SAFETY
The learner will identify risks to personal and family safety, develop strategies to reduce risks, and apply those strategies to everyday life. |
| RELATIONSHIP TO PA OUTCOMES/STANDARDS (Check Appropriate Graduation Outcomes) |
| Communications
|
1.1
|
X | 1.2
|
X | 1.3
|
X | 1.4
|
X | 1.5
|
X | 1.6
|
X | 1.7 | X | 1.8
|
X |
| 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
|
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
|
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
|
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
|
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 | |||
| ·
Practice procedures for a variety of emergency situations.
· Develop injury prevention and management strategies. · Demonstrate strategies to improve or maintain personal and family health. · Demonstrate knowledge of safety and first aid. · Recognize and respond to potential hazards. · Identify appropriate activities for children. · Select appropriate resources to meet their information needs. · Skim and scan for major ideas and key words to identify relevant information. · Form useful questions to define their information needs. · Design a reference/research strategy by connecting ideas and by generating a list of synonyms and related terms by which to search (a) identify key words; (b) identify subject headings and cross references. · Evaluate continually the appropriateness of information (e.g. currency, applicability, and readability.) · Demonstrate effect note taking skills utilizing dot-jot and highlighter methods. · Use tools (e.g. outlines and webbing) to organize information and clarify thinking. · Scan/skim narrative and informative forms of literature to answer specific questions. · Condense pertinent information into notes for purposes of research and organization of information. · Utilize the acceptable Pleasant Valley form of outline to facilitate the comprehension of the text. · Cite cause and effect, and conflict and resolution, for purposes of story evaluation. · Make predictions, inferences, and draw conclusions from written material. · Glean story elements in sequential order from narrative and informational texts. · Formulate a response using personal experiences and written information. · Define, identify, and write examples of fact and opinion. · Participate, actively attend, listen, and stay on task (P.A.L.S.). · Demonstrate respect and encouragement. · Engage in multistep activities after receiving oral directions. · Gather and organize date to compose and present an oral report that describes or informs in a step-by-step process. · Model a good oral presentation including eye contact and voice. · Select the appropriate tools or materials to collect and analyze data and share and receive information. · Demonstrate their responsibilities as citizens to their community, state, and nation by participating in discussions, abiding by the school rules, and recognizing the privileges, that go along with obeying school, local, state, and federal laws. · Identify risks to personal and family safety. · Formulate strategies to reduce risks. · Apply safety knowledge to personal environment. |
·
Identify safety risks.
1. Research a safety issue/type-research a safety issue, present to class. · Prevention Strategies 1. Prevention posters for assigned safety areas- make posters highlighting prevention measures/strategies for safety area. · Application 1. Personal safety inventories –take a personal inventory of your environment with possible corrections. Correctives: · Provide class with information (no research). · Provide with a “theme” · Smaller/basic list. Extensions: · Develop “safety quiz” for topic area. · Safety tip sheet/brochure. · Create own list. |
·
Tests/written exams
· Posters/brochures/tip sheets · Presentations/research · Safety inventory/plan |
Ø
Internet (school/home)
Ø Community organizations Ø Government agencies Ø ARC (Red Cross) Ø Videotapes/VCR/TV Ø Art supplies Ø Flashcards Ø Journal books Ø Student portfolios/folders Ø Diagrams/worksheets |
| Subject Title: | HEALTH | |
|
Discipline/Grade Level: |
GRADE 5 |
| UNIT LESSON OUTCOME: 4 - GROWTH AND DEVELOPMENT
The learner will identify and discuss the components of the endocrine system and its impact on the body, including, but not limited to male/female reproductive systems, puberty, and HIV/AIDS. |
| 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 | |||
| ·
List the major glands of the endocrine system and relate their functions.
· Describe the role of hormones in the endocrine system. · Identify, label, and describe functions of basic male/female reproductive anatomy. · Compare/contrast the physical, social, mental changes that take place in males/females during puberty. · Describe ways that HIV/AIDS is transmitted and methods of prevention. · Demonstrate how HIV/AIDS impacts the immune system. |
·
Glands
1. Glandular charts-variety of resources, chart location, functions and hormone produced by various glands. · Organs/ M-F Reproductive 1. Organ puzzles and matching- match description of organ to puzzle piece, arrange organs into systems, and trace the path of egg/sperm cells through system. · Puberty 1. List of male/female changes, due to puberty, and differentiate/match each change to its corresponding gender. · HIV/AIDS 1. Dramatization of HIV/AIDS in the body- healthy vs. unhealthy immune system. Correctives: · Use of matching cards (no writing, gathering of information) · Pre-label organs · Flash cards · Written outline of process to be used as study guide upon completion. Extensions: · Research disease associated/affecting glands. · Research and label additional reproductive organs for male/female. · Create “changes” game · Creation of parts of the immune system with clay. |
·
Written examinations
· Portfolio entries · Self/partner evaluation of unit. · Male/female location quiz. · Drawing of M/F reproductive systems. · Male/Female puberty worksheets. · Written paragraph on effects of disease on healthy/unhealthy immune system. |
Ø
Diagrams/worksheets
Ø Videotapes- Who Am I Now and HIV/AIDS Ø TV/VCR Ø Student folders/portfolios Ø Flash cards Ø Puzzles Ø Clay/art supplies Ø Scripts |
| Subject Title: | HEALTH | |
|
Discipline/Grade Level: |
GRADE 5 |
| UNIT LESSON OUTCOME: 5 - NUTRITION
The learner will identify the basic nutrients, relate those nutrients to the food guide pyramid, and demonstrate healthy food choices. |
| 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 |