PLEASANT VALLEY SCHOOL DISTRICT
PLANNED COURSE CURRICULUM GUIDE
DRIVER EDUCATION
Grade 10
I.
COURSE DESCRIPTION AND INTENT:
The Driver Education course is designed to acquaint students with the basic
concepts of owning, maintaining, and safely operating a motor vehicle. Major
units of study are law, buying and insuring, alcohol and drugs, road emergencies,
natural law, and procedures and techniques. Students will be expected to
complete several individual and/or group projects and do individual writings and
presentations that will show development and progress within the course.
The course also recognizes that the motor vehicle is an integral and necessary part
of our society and that it is essential to the enjoyment and success within that
society. We must, none the less, acknowledge that driving is the single most
dangerous activity that teenagers engage in, and therefore, direct much of the
course to those topics (seat belts, alcohol, and peer pressure) that will do the most
to prevent senseless loss of young lives.
II.
INSTRUCTIONAL TIME:
Class Periods: Daily
Length of Class Periods (minutes): 90
Length of Course: Nine (9) weeks
Unit of Credit: 0.5
Updated: March 2005
(New format - 1-2012)
COURSE: Driver Education
STRAND:
GRADE(S): 10
TIME FRAME: Nine (9) Weeks
PA ACADEMIC STANDARDS
10.1
10.2
10.3
ASSESSMENT ANCHORS
RESOURCES
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Textbook
Workbook
Tapes (DUI and Thinking About Drinking).
Teacher/text prepared tests.
Magazine articles
Newspapers
Posters
Guest Speakers
Public Service pamphlets
DUI arrest tapes
OBJECTIVES
The learner will identify the physical and psychological factors that play an important
role in becoming a safe, responsible driver.
ESSENTIAL CONTENT
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List the five senses and relative role of each in driving.
Identify the eyes as the “center” of driving.
Describe several eye functions and acceptable limits to each.
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List and define ten terms associated with the eyes.
Differentiate between correction and compensation.
Define psychological stress, impairment, and their causes.
List factors involved in emotional fatigue and mental alertness.
Identify several physical handicaps that can be overcome in order to drive.
INSTRUCTIONAL STRATEGIES
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Teacher designed tests containing multiple choice, matching, true/false and essay.
Book prepared tests containing multiple choice, matching, true/false, and essays.
Activities (20/20 vision etc.) which demonstrate knowledge and understanding of
concepts taught.
Teacher and textbook worksheets using multiple choice, true/false, completion,
matching and essay to enhance and demonstrate knowledge of concepts taught.
ASSESSMENTS
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Teacher designed tests and quizzes containing multiple choice, matching true/false
and essay.
Student constructed word searches, cross word puzzles, etc.
Peer editing papers and impressions.
Activities and demonstrations involving students (field sobriety test, etc.)
Book prepared tests containing multiple choice, true/false, completion and essay.
Guide sheets/worksheets teacher and text prepared that are used as homework and
class work.
Graphs that students read and/or construct to show an understanding of a concept
(BAC vs. time).
CORRECTIVES/EXTENSIONS
Correctives:
 Student manufactured flash cards.
 Utilize crossword puzzle to reinforce material.
Extensions:
 Student generated activities.
COURSE: Driver Education
STRAND:
GRADE(S): 10
TIME FRAME: Nine (9) Weeks
PA ACADEMIC STANDARDS
10.1
10.2
10.3
10.5
ASSESSMENT ANCHORS
RESOURCES
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Textbook
Workbook
Tapes (DUI and Thinking About Drinking).
Teacher/text prepared tests.
Magazine articles
Newspapers
Posters
Guest Speakers
Public Service pamphlets
DUI arrest tapes
OBJECTIVES
The learner will explain the effects of alcohol and drugs, and identify the role they play in
the overall accident picture on the highway.
ESSENTIAL CONTENT
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List the effects of alcohol on the body.
Trace the flow of alcohol through the bloodstream.
List detrimental effects of alcohol on driving.
Identify alcohol as a drug.
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Use an intoxication chart to find their “limit” of drinks.
Describe various drugs and their effects.
Contrast current drunk driving laws with older drunk driving laws.
Use statistical information to correlate the use of alcohol with the accident rate.
List and define terms related to drugs and alcohol (B.A.C., etc.).
Describe alcohol detection methods and the legal status of each.
Give a simple explanation of how a breathalyzer works.
INSTRUCTIONAL STRATEGIES
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Locate themselves on a drinks/body weight chart.
Use a drinks/time chart to determine risk and limits for alcohol
Follow alcohol through a diagram of the human body and explain effects a each step.
Students take common roadside sobriety tests.
Tape on DUI arrests and convictions.
Students formulate their own DUI law.
Students write a story using BAC terms and peer edit the story.
Students construct crossword puzzle using legal terms from supplied list.
ASSESSMENTS
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Teacher designed tests and quizzes containing multiple choice, matching true/false
and essay.
Student constructed word searches, cross word puzzles, etc.
Peer editing papers and impressions.
Activities and demonstrations involving students (field sobriety test, etc.)
Book prepared tests containing multiple choice, true/false, completion and essay.
Guide sheets/worksheets teacher and text prepared that are used as homework and
class work.
Graphs that students read and/or construct to show an understanding of a concept
(BAC vs. time).
CORRECTIVES/EXTENSIONS
Correctives:
 Audiovisual reinforcement.
 Utilization of graphs from Liquor Control Board.
Extensions:
 Research three state police in current penalties for DUI.
COURSE: Driver Education
STRAND:
GRADE(S): 10
TIME FRAME: Nine (9) Weeks
PA ACADEMIC STANDARDS
10.2
10.3
ASSESSMENT ANCHORS
RESOURCES
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Textbook
Workbook
Tapes (DUI and Thinking About Drinking).
Teacher/text prepared tests.
Magazine articles
Newspapers
Posters
Guest Speakers
Public Service pamphlets
DUI arrest tapes
OBJECTIVES
The learner will list and explain the natural laws that act on a moving vehicle and the
types of emergencies that a driver might encounter on the road..
ESSENTIAL CONTENT
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Explain each part of, and total meaning of the formula RD+BD=SD.
Differentiate potential energy from kinetic energy and describe the transformation
process from one form to another.
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Diagram safety zone, danger zone, and death zone around a car.
State simple formulas used to calculate energy changes.
Explain the importance of projecting ahead in time and space as it relates to natural
laws of motion, energy and force.
List factors involved in impact force and how they can be used to lessen impact.
Calculate impact force using simple formulas of mass, time and distance.
List the major forces acting on a moving car.
INSTRUCTIONAL STRATEGIES
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Diagram stopping zones.
Work out simple fps/mph and KE/PE problems.
Graph MPH against stopping distance.
Graph MPH against impact force.
Diagram primary, secondary impact and rebound force.
ASSESSMENTS
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Teacher designed test and quizzes containing x-choice, matching, true/false and
essay.
Activities involving friction, centrifugal force etc.
Student written papers expressing opinions and impressions.
Demonstrations of natural law (momentum etc.)
Book prepared tests containing multiple choice true/false completion and essay.
Guidesheets/worksheets teacher and text prepared that are used as homework and
classwork.
Graphs that students read and/or construct to show an understanding of a concept
(BAC vs. Time)
CORRECTIVES/EXTENSIONS
Correctives:
 Audiovisual reinforcement.
Extensions:
 Research in library to support key concepts.
COURSE: Driver Education
STRAND:
GRADE(S): 10
TIME FRAME: Nine (9) Weeks
PA ACADEMIC STANDARDS
ASSESSMENT ANCHORS
RESOURCES
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Text prepared tests.
Teacher prepared tests.
Textbook
Public service/police pamphlets.
Tapes-law concepts, police pullover etc.
PA point system.
PA state police
Tape on law suits and accident re-hab time.
Newspapers
Magazine articles
Daily newscasts
Chapter guidesheets
OBJECTIVES
The learner will explain the relationship between the driver and law, including individual
rights vs. the “protection” of society, and the psychological, financial, and emotional
penalties for failure to act in a responsible manner.
ESSENTIAL CONTENT
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Debate current law effectiveness.
Compare the different levels of jurisdiction.
List several examples of the Uniform Vehicle Code
Debate the value of penalties for law violators.
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Contrast the state’s use of “force of law” to protect society with the individuals’
rights.
Predict the consequences of a failed system of highway laws.
Present examples of both responsible and irresponsible behavior on the highway.
Discuss current changes in the law and how it bears on the current trends in society.
Discuss lawsuits and their use in society especially with respect to driving.
INSTRUCTIONAL STRATEGIES
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Use PA points system to access penalties.
Revise point system penalties.
Create a new set of rules and penalties for same.
Write about how you would feel if you hit/killed someone (or) someone hit/killed a
close friend.
Explain accountability to jurisdiction of law.
Write a paragraph explaining the statement “law protects society and therefore the
individual”.
Determine loss of driver’s license based on record and PA points system.
Make up a form for recording information at the scene of an accident.
List the steps to follow at the scene of an accident.
Chart the dos and don’ts of a police pullover.
Flow chart of first aid response at scene of accident.
Write a paragraph contrasting appropriate behavior under the “Good Samaritan” law
with “gross negligence” in response to an accident victim.
ASSESSMENTS
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Written work from students (including charts, graphs, diagrams etc.).
Teacher and text prepared tests using multiple choice, true/false, and completion and
essay questions.
Read and underline articles on search and seizure etc.
Peers edit papers on topics dealing with man’s law and levels or jurisdiction.
Group/individual work leading to class presentation of law related concept or topics.
Work team poster on a law concept.
CORRECTIVES/EXTENSIONS
Correctives:
 Students work in pairs to quiz content.
Extensions:
 Create a chart for various infractions and penalties (points) for each violation.
COURSE: Driver Education
STRAND:
GRADE(S): 10
TIME FRAME: Nine (9) Weeks
PA ACADEMIC STANDARDS
10.1
10.2
10.3
ASSESSMENT ANCHORS
RESOURCES
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Text prepared tests.
Teacher prepared tests.
Guidesheets for text chapters.
Tapes on adverse/emergency driving.
Charts on jump-starting cars etc.
Newspaper articles on weather emergencies etc.
Current preparedness videos, pamphlets etc.
Demonstration materials for demonstration of use. Strobe light etc.
Examples of tire tread.
Posters on safe driving and adverse driving techniques.
OBJECTIVES
The learner will describe common road emergencies and how to prepare for and respond
to them.
ESSENTIAL CONTENT
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List adverse environments and specific dangers involved in each.
List precautions that apply to each environment.
Lost items that should be dept in a car to help overcome specific adverse conditions.
Explain how special techniques are used to overcome specific adverse conditions.
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Correlate adverse conditions with accident rates and insurance prices.
Estimate the time spent in adverse conditions and compare it to accidents.
INSTRUCTIONAL STRATEGIES
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List steps for putting on chains.
List items to carry for snow emergencies.
Make a chart that compares preparedness to driving environment.
List items to keep in car at all times.
List steps in changing a flat tire.
List items for a first aid kit.
Describe various roadside emergencies, and the specific dangers of each.
List the steps to jump starting a car.
ASSESSMENTS
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Tests (text) using multiple choice, true/false, completion, and essay.
Tests (teacher) using multiple choice, true/false, completion and essay
An Essay/opinion paper on safety/adverse conditions topics.
Read and underline articles on emergency and adverse conditions
Individual and group projects on posters, presentations etc.
Student prepared diagrams and flow charts of emergencies (flat tire etc.).
CORRECTIVES/EXTENSIONS
Correctives:
 Audiovisual reinforcement.
Extensions:
 Students generated diagrams and flow charts of emergencies.
COURSE: Driver Education
STRAND:
GRADE(S): 10
TIME FRAME: Nine (9) Weeks
PA ACADEMIC STANDARDS
ASSESSMENT ANCHORS
RESOURCES
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Teacher and text prepared guidesheets, tests etc.
Tapes on the purchase and financing of a car.
Teacher/dealer charts to calculated purchase and operating costs of a car.
Check sheets for the determination of the car you need.
Check off sheet for an “on-lot” car inspection and for a test drive.
Car dealer sales posters etc.
Sample purchase contracts, finance papers, insurance forms etc.
Articles to read/underline on buying new/used cars, insuring cars etc.
OBJECTIVES
The learner will list the considerations needed to purchase an appropriate car and
describe the legal responsibilities and liabilities that come with that purchase.
ESSENTIAL CONTENT
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List points to check on a used car.
Compare and contrast a new car purchase with a used car purchase.
List five legal aspects of a car purchase.
Analyze a warranty/guarantee from a dealer.
Debate the pros and cons of an extended warranty.
Discuss the hidden costs of financing a car.
Use an expense sheet to calculate the cost of operating a given car for one year.
List twelve important checks to make during a test drive.
Trace the route of a title from manufacturer, to dealer, to owner, etc.
INSTRUCTIONAL STRATEGIES
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Use a crosscheck sheet to select the appropriate type of car to purchase.
Project that cost of operating a car for 1 year.
Read a warranty and explain the clauses.
Compute actual purchase price of a car.
Do a contrast sheet of lease vs. purchase.
List steps of pre drive inspection.
List steps of “on road” inspection drive.
Contrast the trading of a car with selling it privately.
Contrast buying used vs. buying new.
Diagram the movement of a title from the manufacture to the owner of a car.
Do a flow chart for the purchase and finance of a car.
ASSESSMENTS
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Teacher and text prepared tests using multiple choice, true/false, completion and
essay.
Read/underline articles on buying and insuring cars both new and used.
Essay/opinion papers on the purchase and insurance problems and controversies of
the time.
CORRECTIVES/EXTENSIONS
Correctives:
 Computation of interest rates so related to total cost of auto.
Extensions:
 Car dealer to explain pros and cons to leasing an auto.
COURSE: Driver Education
STRAND:
GRADE(S): 10
TIME FRAME: Nine (9) Weeks
PA ACADEMIC STANDARDS
10.3
ASSESSMENT ANCHORS
RESOURCES
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Teacher and text prepared guide sheets, tests etc.
Insurance company pamphlets and magazines, articles etc.
Prepared calculation sheets.
Insurance policies and other examples of insurance company documents.
Tapes on insurance, lawsuits etc.
Worksheets and formulas to use in the calculation of insurance cost.
Magazine articles.
Graphs of insurance vs. factors etc.
7 factors guide sheet.
Graph paper
Textbook
Guest speaker
Insurance agent
OBJECTIVES
The learner will explain the need for insurance coverage and what types of coverage are
needed for a full policy.
ESSENTIAL CONTENT
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List the benefits of a compulsory insurance program.
Explain the purpose of liability, collision, and other types of insurance.
Draw up criteria for the selection of an insurance company and agent.
Develop a method of deciding what is adequate insurance and what is inadequate
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insurance.
Use an insurance formula to determine the rate that should be charged an individual.
List the seven- (7) most important factors used to determine an insurance rate.
INSTRUCTIONAL STRATEGIES
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List and explain each type of insurance coverage.
Comparison shop several insurance co.
Graph coverage vs. cost.
Follow timeline of a lawsuit.
Calculate cost of an insurance policy based on “categories” of coverage.
Use “7factors” to estimate the cost of an insurance policy.
Analyze he effect on insurance of certain model cars.
List and explain ways to lower insurance cost.
Graph the cost of financing a car with insurance vs. without insurance.
ASSESSMENTS
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Teacher/text prepared tests/quizzes.
Essay evaluations.
“Read and underline” articles.
Opinion papers
Insurance calculation sheets.
Discussions and opinions on current controversies in driving.
CORRECTIVES/EXTENSIONS
Correctives:
 Students work in pairs to quiz content.
Extensions:
 Insurance agent to explain factors that determines insurance costs.