Physical Education & Health
Driver’s Education
Curriculum
Francis Howell School District
Board Approved:
Francis Howell School District
Mission Statement
Francis Howell School District is a learning community where all students reach their full potential.
Francis Howell School District
Vision Statement
Francis Howell School District is an educational leader that builds excellence through a collaborative culture that values students, parents,
employees, and the community as partners in learning.
Francis Howell School District
Values
Francis Howell School District is committed to:

Providing a consistent and comprehensive education that fosters high levels of academic achievement for all

Operating safe and well-maintained schools

Promoting parent, community, student, and business involvement in support of the school district

Ensuring fiscal responsibility

Developing character and leadership
Francis Howell School District
Graduate Goals
Upon completion of their academic study in the Francis Howell School District, students will be able to:
1. Gather, analyze and apply information and ideas.
2. Communicate effectively within and beyond the classroom.
3. Recognize and solve problems.
4. Make decisions and act as responsible members of society.
Francis Howell School District
Physical Education Graduate Goals
Upon completion of their physical education study in the Francis Howell School District, students will be able to:
1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
2. Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of
physical activities.
3. Participate regularly in physical activity.
4. Achieve and maintains a health-enhancing level of physical fitness.
5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
6. Value physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Driver’s Education Rationale
The purpose of the driver education class is to provide a basic foundation of knowledge and skills for our students to utilize as a licensed
driver in the state of Missouri. Driving is a fundamental task that all students will need to master, whether they live in Missouri or any state, country,
etc. Therefore the driving skills and concepts learned will be transferable to any area, even though our focus will be on Missouri rules and
regulations. Today’s teenagers are facing more responsibilities and stress behind the wheel then any generation previous and this class will help them
deal with the rules and regulations of our roadways, technological distractions, peer pressure, and common mistakes made by our youth today while
behind the wheel. The class will provide our students with the confidence in their knowledge base to know what to do in nearly every situation on
the road. Equally as important as knowing what to do, is teaching our students to be confident in themselves while behind the wheel, which is a
primary objective of the class. Driving is one of life’s most utilized skills, and this class will give our students an opportunity to master those skills at
a young age and promote a safe and courteous outlook on driving in society.
Course Description for Driver’s Education
This course cannot be used for a required physical education credit; elective credit only
Prerequisite: Must turn 15 prior to end of semester enrolled
This class provides familiarization with state driving laws, rules, and regulations by using the Missouri Driver's Guide. Students will learn basic defensive driver
concepts, the responsibilities of being a vehicle owner/ operator (including maintenance and insurance information), and safe versus unsafe driving conditions as
well as the effects of alcohol/drugs on driving. Students have the option of participating for a fee in an instructional driving experience.
Curriculum Team
Greg Hennenfent – Francis Howell North High School
Bryan Koch – Francis Howell High School
Physical Education & Health Content Leader
Director of Student Learning
Chief Academic Officer
Superintendent
FHSD Academics – MDR
Michelle Ridlen
Dr. Chris Greiner
Dr. Mary Hendricks-Harris
Dr. Pam Sloan
Driver’s Education
page 2
Revised Winter 2012-13
Driver’s Education Curriculum Map
Quarter 1
Week 1
License to Drive: Chapter 1 Introduction to
Driving
Week 6
Drive it Right: Chapter 1 You are the Driver
Week 2
Week 3
License to Drive: Chapter 2 Defensive Driving
Drive it Right: Chapter 5 Managing Risks with
the IPED Process
License to Drive: Chapter 3 The Condition of the
Driver
Week 7
Week 8
Drive it Right: Chapter 6 Effects of Driver
Education
Week 4
License to Drive: Chapter 4 Preparing to Drive;
Chapter 5 Vehicle Operations
Week 9
License to Drive: Chapter 7 Sign, Signals, and Right of
Way; Chapter 8 Intersections and Right of Way
Drive it Right: Chapter 2 Sign, Signals, and Roadway
Marking
License to Drive: Chapter 9 Turning
Drive it Right:
License to Drive: Chapter 10 City Driving; Chapter 11
Highway and Rural Driving; Chapter 12 Freeway
Driving
Drive it Right: Chapter 11 Sharing the Roadway;
Chapter 14 Driving in City Traffic; Chapter 15 Driving
in Rural Areas; Chapter 16 Driving on Highways
License to Drive: Chapter 13 Sharing the Road
Drive it Right:
Week 5
Drive it Right: Chapter 8 Managing Distractions;
Chapter 3 Basic Vehicle Operation; Chapter 4
Preforming Basic Maneuvers
License to Drive: Chapter 6 The Speed Factor:
Negotiating Curves and Braking
Drive it Right: Chapter 10 Negotiating
Intersections
FHSD Academics – MDR
Driver’s Education
page 3
Revised Winter 2012-13
Driver’s Education Curriculum Map
Quarter 2
Week 10
Week 11
License to Drive: Chapter 14 Challenging Driving Week 14
Conditions; Chapter 15 Driving in Bad Weather
License to Drive: Chapter 20 Vehicle Maintenance:
Equipment and Security
Drive it Right: Chapter 9 Natural Laws and Car
Control; Chapter 12 Driving in Adverse
Conditions
License to Drive: Chapter 16 Collisions; Chapter
17 Emergencies
Drive it Right:
Week 15
License to Drive: Chapter 21 Driving Away from
Home
Drive it Right: Chapter 18 Planning your Travel
Week 16 - 17
Missouri Department of Revenue Driver Guide- rules of
driving in Missouri
Week 18
Review and Practice for final exam and permit test
Drive it Right: Chapter 13 Handling Emergencies
Week 12
Week 13
License to Drive: Chapter 18 Driving Under the
Influence
Drive it Right: Chapter 7 Alcohol, other Drugs,
and Driving
License to Drive: Chapter 19 Licensing and
Vehicle Ownership
Drive it Right: Chapter 17 Buying and
Maintaining a Vehicle
FHSD Academics – MDR
Driver’s Education
page 4
Revised Winter 2012-13
1Content Area: Fine Arts
Course: Driver’s Education
Strand: Traffic Laws and Regulations
Learner Objectives: The student will be able to demonstrate and understand knowledge of laws and regulations of the streets and highways that pertain to
driving.
Concepts:
A. Licenses & Permits
B. Vehicle Titles, Registrations, and Inspections
C. Vehicular Emergencies & Accidents
D. Pavement Markings, Traffic Signs, Lights, and Signals
E. Administrative & Traffic Laws
Students Should Know
Students Should Be Able to

Identify the legal requirements associated with each operator’s
license and permit and list the requirements and restrictions of
each.

The legal requirements associated with vehicle titling, registration,
and inspection. Identify the procedure for titling the vehicle.

The legal aspects of financial responsibility and reporting
accidents according to Missouri law.

The meaning of traffic signs, signals, markings and conventions.
1. Be able to associate traffic sign shapes and colors with
their purposes make proper driver reactions when
confronted with them.

The legal aspect of using alcohol and other drugs while driving.
1. Have knowledge of the legal aspect of using alcohol and
other drugs.
2. List the civil, criminal, financial consequences of being
convicted of violating each law.
FHSD Academics – MDR

Compare the student instruction permit and the motor cycle
permit.

Identify the differences among the different classes of licenses.

Discuss the process of titling, registering and getting a vehicle
inspected, identifying all necessary documents for each process,
while collaborating in a small group.

Evaluate accident scenarios for proper procedures followed by
all parties involved.

To identify sign shapes and colors and the action a driver would
take based on the traffic sign.

Infer the consequences and impact that drugs and alcohol
violations would have on their future.
Driver’s Education
page 5
Revised Winter 2012-13
Instructional Support
Student Essential Vocabulary
Collision
Fixed Cost
Highway
Transportation
System
IPDE Process
Alternative Fuel
Deductible
Low Risk Driving
Operating Cost
Roadway User
Catalytic converter
Financial
Responsibility
Budget
Collision Insurance
Electronic Control
Module
Muffler
Compact Spare
Variable Ride-Height
Suspension
Premium
Rear-end Collision
Graduated Driver
licensing program
Risk
Policy
Zone Control System
Break Fade
Head on Collision
Blowout
Side Impact Collision
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
General:
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Enrichment:
Enrichment: :
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
FHSD Academics – MDR
Driver’s Education
page 6
Revised Winter 2012-13
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
SLA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA / SA
SA
SLA / SA
SLA / SA
Sample Learning Activities
Learning Activity #1 : Quiz / Quiz / Trade
Sample Assessments
Assessment #1: Traffic Laws and Regulations
Topic: MO Traffic Laws and Regulations
Question Prompt / Description: Students will be given a list of 10
traffic laws or regulations and will be asked to correctly define and
provide examples or explanation of the law’s/regulation’s purpose.
Objective: Students will be able to demonstrate knowledge of MO driving laws
and regulations
Activity Summary: Quiz, Trade with the actual traffic laws and
regulations of the state of Missouri.
Description: Students will be introduced to the Mo driving laws and
regulations by playing the game quiz, quiz, trade. Pick the top 32 laws /
regulations (or however many kids are in the class) and all students
stand up and pair up. One student reads the question to the other
student. The other student answers. The first student corrects, when
necessary. The students then switch roles. When both questions have
been given, the students trade questions, and then put their hands up.
They look around for other students with their hands up, and pair up
with new partners. Students will continue to change partners until they
have heard all the questions. Collect the cards. To ensure all students
have heard the information, place students in an inside- outside circle
and the teacher asks the questions and instructs which part of the circle
is to answer to their partner. Teacher listens for obvious lack of
knowledge and reviews those questions with the class.
Activity’s Alignment
FHSD Academics – MDR
An example would be:
1. 4 Way Intersection Right of Way Rules
2. 3 Way Intersection Right of Way Rules
3. Solid White Lines
4. Dashed White Lines
5. Solid Yellow Lines
6. Dashed Yellow Lines
7. Speed Minimum Signs
8. Yield Laws at Intersections
9. Merge Lanes onto a Highway
10. Speed Change Lanes
Teacher will assess: Student comprehension of MO traffic laws and
regulations
Scoring Guide:
2 points – correct definition and applicable example
1 point – correct definition but not an applicable example
0 points – incorrect definition and inapplicable example
Driver’s Education
page 7
Revised Winter 2012-13
Assessment’s Alignment
GLE
PA2C 9-12
CONTENT
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and
health)]
1.1 - develop research questions/ideas
1.7 - evaluate information
2.3 - exchange ideas & take others' perspectives
PROCESS
DOK
DOK 2 Skill/Concept
INSTRUCTIONAL Cooperative Learning
STRATEGIES
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
GLE
CONTENT
PROCESS
PA2C 9-12
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and
health)]
1.8 - organize data and ideas
4.1 - support decisions
DOK 4 Extended Thinking
DOK
LEVEL OF
80% Mastery
EXPECTATION
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
SLA
Enrichment Opportunity
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA / SA
SA
SLA / SA
Sample Learning Activities
Learning Activity #2: Summarize sections of the MO Driver Guide
Sample Assessments
Assessment #2: Illegal Maneuvers
Topic: The MO Driver Guide
Question Prompt / Description: Students will be given various pictures
depicting scenarios that outline both legal and illegal maneuvers.
Objective: Students will be assigned sections of the MO Driver Guide and
will be responsible for summarizing their section to the class.
Teacher will assess: Students will need to differentiate between the legal
and illegal maneuvers described in the scenarios.
Activity Summary: Have each student in the class go to their local
DMV and obtain a copy of the Missouri Driver Guide. They
can also print from the online source:
http://dor.mo.gov/drivers/dlguide . Each student will be
FHSD Academics – MDR
Driver’s Education
page 8
Revised Winter 2012-13
assigned a certain section to review and summarize to the class
in a presentation format. The students in the audience will take
notes of each presentation.
Scoring Guide:
2 points – correctly identifies the legal and illegal maneuvers
1 point – correctly identifies only the legal maneuver
0 points – incorrectly identifies the legal and illegal maneuvers
Description: Each student will be assigned a certain section to review
and summarize to the class in a presentation format. The
students in the audience will take notes of each presentation.
Activity’s Alignment
GLE
PA2C 9-12
CONTENT
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and health)]
2.1 - plan and make presentations
3.1 - identify and define problems
3.2 - apply others' strategies
4.1 - support decisions
PROCESS
Assessment’s Alignment
GLE
PA2C 9-12
CONTENT
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and
health)]
1.5 - comprehend/evaluate resources
1.6 - discover/evaluate relationships
PROCESS
DOK
2
LEVEL OF
80% Mastery
EXPECTATION
DOK
2
INSTRUCTIONAL Nonlinguistic Representations,
STRATEGIES
Summarizing and Note-taking
FHSD Academics – MDR
Driver’s Education
page 9
Revised Winter 2012-13
2Content Area: Fine Arts
Course: Driver’s Education
Strand: The Driving Task
Learner Objectives: The student will safely and proficiently perform the skills required for the basic driving task.
Concepts:
A. Mechanical Systems
B. Basic Control Tasks
C. Basic Maneuvers
Students Should Know


Location controls in the interior of the car including:
1. Turn signal
2. Windshield wiper
3. Lights
4. Emergency brake
5. Gear shift
6. Speedometer
7. Odometer
8. Engine gauges
9. Warning lights
10. Cabin temperature control
11. Mirrors
12. Cruise control
13. Locks
14. Seat adjustments
15. Fuel door
16. Hood/truck release.
How to operate all controls in the interior of the car and
interpret all warning lights and gauges.
FHSD Academics – MDR



Students Should Be Able to
Model pre-start procedures
1. Explain the importance of checking various elements in a pre-entry
check procedure.
2. Describe and demonstrate proper adjustments or corrective actions for
identified problems.
Model starting procedures.
1. Explain and demonstrate the checking of all instrument controls and
other items in a vehicle prior to starting it and putting it into motion.
Model proper execution of the following driving skills:
1. Entering and exiting the flow of traffic
2. Backing
3. Changing Lanes
4. Lane Placement
5. Left Turns
6. Right Turns
7. Parking maneuvers
8. Speed control
9. Stopping
10. Stop lights and signs
11. One way street
12. Use of central lane
13. Passing maneuvers
14. Interstate Driving
15. Two lane driving.
Driver’s Education
page 10
Revised Winter 2012-13
Instructional Support
Student Essential Vocabulary
Shift Indicator
Flashing Signal
Lane Signal
Roadway Marking
Warning Sign
Key Fob
Antilock Braking(ABS)
Mirror’s Blind Spot
Clutch
Odometer
Shift Lever
Guide Sign
Pedestrian Signal
Tachometer
HOV Lane
Regulatory Sign
Shared Left Turn
Lane
Speed Bump
Transmission
International Sign
Right Turn on Red
Traffic Signal
Cruise Control
Wheel Lock Up
Angle parking
Convex Mirror
Parallel Parking
Turnabout
Controlled
Intersection
Right of Way
Intersection
Joining Traffic
Passive Railroad
Crossing
Unprotected Left
Turn
Scooter
Active Railroad
Crossing
Point of No Return
Forward Reference
Point
Delayed Green
Light
Stale Green Light
Semi-automatic
Transmission
Perpendicular Parking
Protected Left Turn
Emergency Vehicle
Jay Walking
Low-Speed Vehicle
MOPED
Uncontrolled
Intersection
Protective Gear
Tractor Trailer
Blind Intersection
Cover the Brake
Overtake
Tailgate
Traffic
3-second following
distance
Density
Graphics
Median
Prohibited
Pull Out Areas
Acceleration Lane
Common Speed
Runaway Vehicle
Ramps
Hole in Traffic
Deceleration Lane
Slow Moving
Vehicle
Entrance Ramp
Advisory Speed
Sign
Controlled Access
Highway Hypnosis
Interchange
Merging Area
High-occupancy Toll
Hot Lane
Ramp Meter
FHSD Academics – MDR
Exit Ramp
Non controlled
Areas
Driver’s Education
page 11
Revised Winter 2012-13
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
General:
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Enrichment:
Enrichment: :
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
FHSD Academics – MDR
Driver’s Education
page 12
Revised Winter 2012-13
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
SA
Enrichment Opportunity
SLA
Intervention Opportunity
SA
Gender, Ethnic, & Disability Equity
SLA / SA
SLA / SA
Sample Learning Activities
Learning Activity #1 : Driving Distractions
Sample Assessments
Assessment #1: How to avoid distractions
Topic: Distractions that occur while driving
Question Prompt / Description: Divide the class into cooperative teams,
Objective: Students will know what the most frequent distractions are while
behind the wheel.
Activity Summary: Students will recall distractions they have encountered
while riding or driving in the car.
Description: Have each student complete a top ten list of “distractions”
that can occur while driving. Use research based statistics to
rank in order the relevance and severity of each distraction.
Activity’s Alignment
GLE
HM2A 9-12
CONTENT
HP2 [principles and practices of physical and mental
health (such as personal health habits,
nutrition, stress management)]
FHSD Academics – MDR
and have the members work together to gather information about
the identified distractions. Once the group decides what their 5
main distractions are, have them register them with the teacher.
No distraction can be used more than once. Each group will
present their findings, data, and information via a power point
presentation to the class.
Teacher will assess:
5 distractions and how to avoid them
Scoring Guide:
5 points – 5 distractions defined and a way to avoid each
distraction.
4 points - 4 distractions defined and a way to avoid each
distraction.
3 points - 3 distractions defined and a way to avoid each
distraction.
2 points - 2 distractions defined and a way to avoid each
distraction.
1 point - 1 distractions defined and a way to avoid each
distraction.
Driver’s Education
page 13
Revised Winter 2012-13
PROCESS
0 points – 5 distractions are defined, but the student did not
explain how to avoid them.
1.2 - conduct research
3.4 - evaluate problem-solving processes
3.5 - reason logically (inductive/deductive)
DOK
2
INSTRUCTIONAL Homework and Practice, Cues, Questions, and
STRATEGIES
Advanced Organizers
Assessment’s Alignment
GLE
CONTENT
PROCESS
HM2A 9-12
HP2 [principles and practices of physical and mental
health (such as personal health habits, nutrition,
stress management)]
2.1 - plan and make presentations
2.3 - exchange ideas & take others' perspectives
DOK
3
LEVEL OF
80% Mastery
EXPECTATION
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
SLA
Enrichment Opportunity
SA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA / SA
SLA / SA
Sample Learning Activities
Learning Activity #2: Complying with laws
Sample Assessments
Assessment #2: Summarizing the Driving Task
Topic: How to ensure you are following the rules of the road
Question Prompt / Description: Have students form groups, and share
Objective: Each student will develop an understanding of how to follow the
rules associated with the task of driving.
Activity Summary: Students will complete a “glogster” or online poster
FHSD Academics – MDR
their ideas within their collaborative group of what the task of
driving entails from start to finish. Have each group summarize
their conclusion for the rest of the class, and present their
summaries as a “skit” with visual aids.
Driver’s Education
page 14
Revised Winter 2012-13
creating tool.
Description: Have students complete a “glogster” or other online
Teacher will assess: the Driving Task as having a beginning, middle and end.
poster website tool to help students consider the importance of
knowing and complying with traffic laws. Have individuals
discuss their responses to these questions:
i. Why are there laws about owning and using
motor vehicles?
ii. What would happen if people failed to comply
with those laws?
iii. Why are there laws about which drivers have the
right of way, about how fast drivers may go, and
about the condition of drivers?
iv. What would happen if we didn’t have those
kinds of laws or if people failed to comply with
them?
v. Who is responsible for knowing and obeying all
these laws?
Assessment’s Alignment
GLE
PA2C 9-12
CONTENT
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and
health)]
1.2 - conduct research
2.1 - plan and make presentations
2.4 - present perceptions and ideas
PROCESS
DOK
2
LEVEL OF
Identifying Similarities and Differences
EXPECTATION
Activity’s Alignment
GLE
PA2C 9-12
CONTENT
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and
health)]
1.6 - discover/evaluate relationships
1.8 - organize data and ideas
2.7 - use information technology
PROCESS
Scoring Guide:
3 points – the driving task has a clear beginning, middle, and end.
2 points – the driving task is missing either a beginning, middle
or end
1 point – the driving task has ONLY a beginning, middle or end
0 points – the student does not have a clear beginning, middle or
end.
DOK
3
INSTRUCTIONAL Generating and Testing Hypothesis
STRATEGIES
FHSD Academics – MDR
Driver’s Education
page 15
Revised Winter 2012-13
3–
Content Area: Fine Arts
Course: Driver’s Education
Strand: Vehicle Control
Learner Objectives: The student will demonstrate knowledge and understanding of environmental conditions that affect driving and how to react to them.
Concepts:
A. Light & Weather Conditions
B. Environmental Challenges


Students Should Know
Understand the natural forces that affect driving.
1. Analyze the effects of gravity upon a vehicle when driving on
hills.
2. Define kinetic energy and explain how it affects the handling of
the vehicle.
3. Define friction and explain how it affects the vehicle’s ability to
stay in control.
4. Explain the effects of increasing speed upon friction, stopping
distance, and force of impact.
5. Define and explain the components of force of impact and how
they affect the vehicle and its occupants.
6. Cite the advantages of using occupant restraints.
7. Explain the effects of inertia force upon the vehicle and its
occupants.

Students Should Be Able to
Model the effects of gravity upon a vehicle when driving on hills and
through curves.
1. Uphill parking
2. Downhill parking
3. Driving through curves.

Analyze the natural forces that affect driving and make the appropriate
judgment to maintain control of the vehicle.

Demonstrate the difference between controlled and uncontrolled
braking in an effect to maintain control of the car while role playing

Determine how to start, stop, and steer during inclement weather.

Assess an inclement weather situation and justify the driver’s response.
Recognize the factors that influence traction as well as control and
cornering.
1. Describe the effects of improperly inflated tires upon traction
with varying road surfaces.
2. Describe appropriate actions in right and left skid situations.
3. Analyze and explain the difference between controlled and
uncontrolled braking in an effort to maintain control of the car.
FHSD Academics – MDR
Driver’s Education
page 16
Revised Winter 2012-13

Know the demands that atmospheric and environmental conditions
make on driving patters.
1. Decide when headlights and parking lights should be turned on
and which should be used in various situations.
2. Be able to explain how to compensate for headlight glare.
3. Decide how to adjust to various night driving conditions.
4. Explain how to drive at the beginning of a rain storm as well as
heavy downpour.
5. Explain how to dry out brakes when they become wet after
going through deep water.
FHSD Academics – MDR
Driver’s Education
page 17
Revised Winter 2012-13
Instructional Support
Student Essential Vocabulary
Active Restraint
Device
Blowout
Overdriving
Controlled Braking
Exhaust Pipe
Under steer situation
Skid
Headlights
Over steer situation
Skid
Friction
Gravity
Vehicle Balance
Braking Distance
Inertia
Center of Gravity
Total Stopping
Distance
Energy of Motion
Fishtail
Passive Restraint
Device
Force of Impact
Traction
Tread
Hydroplaning
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
General:
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Enrichment:
Enrichment: :
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
FHSD Academics – MDR
Driver’s Education
page 18
Revised Winter 2012-13
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
SLA
Enrichment Opportunity
SA
Intervention Opportunity
SLA
Gender, Ethnic, & Disability Equity
SLA / SA
Sample Learning Activities
Learning Activity #1 : Planning a Trip
SLA / SA
Sample Assessments
Assessment #1: Matching the effect a weather condition will have on
their car
Topic: Students will plan a road trip
Objective: Students will plan a trip and have to factor in the cost of all
materials needed, including how to handle a breakdown, which they
will have.
Question Prompt / Description: Students will be given 5 diagrams of
the effect of what happened. They will need to evaluate the effect and
determine the cause. Each cause and effect diagram will revolve
around a weather condition
Activity Summary: Students will plan a trip that will have a “scheduled”
break down of their vehicle.
Teacher will assess: Student’s ability to understand and apply what each
Weather condition presents each hazard.
Description: Students will plan a trip that will have a “scheduled” break
down of their vehicle. They will need to have emergency supplies to
last 1 day without gas or the ability to start their vehicle. They will
need to provide details in a written report on how they will address
the environmental challenges.
Activity’s Alignment
GLE
HM3B 9-12
CONTENT
PROCESS
HP7[ responses to emergency situations]
1.3 - design/conduct investigations
1.8 - organize data and ideas
2.6 - apply communication techniques
4.5 - develop/revise plans of action
DOK
4
FHSD Academics – MDR
Scoring Guide:
5 points – correctly identify 5 correct causes and effect of the
adverse weather condition.
4 points – correctly identify 4 correct causes and effect of the
adverse weather condition.
3 points – correctly identify 3 correct causes and effect of the
adverse weather condition.
2 points – correctly identify 2 correct causes and effect of the
adverse weather condition.
1 point – correctly identify 1 correct causes and effect of the
adverse weather condition.
0 points – unable to correctly identify 1 correct causes and effect
of the adverse weather condition.
Assessment’s Alignment
GLE
Driver’s Education
page 19
HM3B 9-12
Revised Winter 2012-13
INSTRUCTIONAL Generating and Testing Hypothesis
STRATEGIES
CONTENT
PROCESS
HPE7
4.1 - support decisions
4.7 - apply safety/health practices
DOK
3
LEVEL OF
80% Mastery
EXPECTATION
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
SLA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA / SA
SLA / SA
SA
SA
Sample Learning Activities
Learning Activity #2: What to do after an accident
Sample Assessments
Assessment #2: Night Driving
Topic: Steps to follow after being involved in an accident
Question Prompt / Description: Students will be asked to compare and
contrast the differences in driving during the day and during the night.
Students will be asked to provide 4 major differences
Objective: Students will know the proper steps to take after being involved
in an automobile accident.
Activity Summary: Students will use the internet to research what insurance
companies advise on what to do in the minutes to months after being
involved in an automobile accident.
Description: Students will outline the costs associated with being involved
in an accident and the proper steps to take immediately after.
Activity’s Alignment
GLE
HM3B 9-12
FHSD Academics – MDR
Teacher will assess: The student’s ability to differentiate what each
driver needs to adjust while driving at night. Each student will
complete a graphic organizer to show their four different approaches to
night time driving.
Scoring Guide:
4 points – Student has clearly defined 4 differences while driving
at night compared to the day and a way to adjust to that
adversity.
3 points – Student has clearly defined 3 differences while driving
at night compared to the day and a way to adjust to that
Driver’s Education
page 20
Revised Winter 2012-13
CONTENT
PROCESS
HP7[ responses to emergency situations]
1.2 - conduct research
1.7 - evaluate information
2.3 - exchange ideas & take others' perspectives
DOK
2
INSTRUCTIONAL Summarizing and Note-Taking, Generating and
STRATEGIES
Testing Hypothesis
adversity.
2 points – Student has clearly defined 2 differences while driving
at night compared to the day and a way to adjust to that
adversity.
1 point – Student has clearly defined 1 difference while driving at
night compared to the day and a way to adjust to that
adversity.
0 points – Student has clearly defined 4 differences while driving
at night compared to the day BUT has not defined a way
to adjust to that adversity.
Assessment’s Alignment
GLE
HM3B 9-12
CONTENT
PROCESS
HP7[ responses to emergency situations]
3.1 - identify and define problems
3.2 - apply others' strategies
3.6 - examine solutions from many perspectives
DOK
2
LEVEL OF
80% Mastery
EXPECTATION
FHSD Academics – MDR
Driver’s Education
page 21
Revised Winter 2012-13
4–
Content Area: Fine Arts
Course: Driver’s Education
Strand: Driving Readiness
Learner Objectives: The student will be able to identify and avoid risks, impediments, and dangers involved when driving or operating a vehicle.
Concepts:
A. Driver Distractedness
B. Alcohol, Drugs, and Driving
C. Fatigue, Emotional Distress, & Other Distractions
Students Should Know

Distracted driving is any activity that could divert a person's
attention away from the primary task of driving. All distractions
endanger driver, passenger, and bystander safety. These types of
distractions include:










Students Should Be Able to
Texting
Using a cell phone or smartphone
Eating and drinking
Talking to passengers
Grooming
Reading, including maps
Using a navigation system
Watching a video
Adjusting a radio, CD player, or MP3 player
Driver distraction is a leading cause of traffic crashes, responsible
for about 80 percent of all collisions, according to the National
Highway Traffic Safety Administration. Cell phones are the #1
driver distraction, contributing to thousands of crashes and deaths
each year.
FHSD Academics – MDR

Determine how reaction time and vehicle control are impacted by
distraction.

Compare and contrast the psychological and physical effects of
alcohol use and the effects with those of other drugs.

Assess the nature and extent of problems associated with using
alcohol and other drugs while driving.

Describe the consequences of substance abuse such as accidents,
illness, loss of life, etc.

Explain how intense emotions such as excitement or jubilation,
not just sadness or distress, can effect driver abilities.

Identify conditions that cause fatigue and solutions to combat it.
Driver’s Education
page 22
Revised Winter 2012-13

The distractions of carrying too many passengers can have serious
consequences. Carrying two or more peer passengers more than
triples the risk of a fatal crash.

Why alcohol is considered a drug.

The physical and psychological effects of various prescription
drugs and ill drugs on drivers’ ability to perform.

The most effective known measures which have been
implemented to reduce the problem of driving under the influence
of alcohol and other drugs in the United States.

The physical, social and financial implications of alcohol and
other drug use in society.

The relationship between alcohol and other drug use and
accidents, particular motor vehicle accidents.

Positive and negative peer pressures, and analyze their
relationship to alcohol and other drug use and abuse among
teenagers.

Drowsiness has a globally negative impact on performance,
slowing reaction time, decreasing situational awareness, and
impairing judgment

NHTSA estimates that over 100,000 people are killed or injured
each year in crashes attributed to a driver who has fallen asleep at
the wheel or who was inattentive due to severe drowsiness.

Emotions that may affect driving are happiness, depression,
anxiety, sadness, or hatred.
FHSD Academics – MDR
Driver’s Education
page 23
Revised Winter 2012-13
Instructional Support
Student Essential Vocabulary
Depressant
Inhibitions
Stimulant
Design Driving
Intoxicated
Blood-Alcohol
Concentration (BAC)
Euphoria
Nystagmus
Driving Under the
Influence (DUI)
Field Sobriety Test
Peer Education
Driving While
Intoxicated (DWI)
Illegal Peras Laws
Peer Influence
Operating While
Impaired (OWI)
Implied Consent Law
Peer Pressure
Over-the-Counter
Medicine
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
General:
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
http://www.nhtsa.gov/
http://www.nsc.org/safety_road/Distracted_Driving/Pages/distracted_driving.aspx
http://www.distraction.gov/
http://www.nhtsa.gov/
http://www.distraction.gov/
http://www.nsc.org/safety_road/Distracted_Driving/Pages/distracted_driving.aspx
Enrichment:
Enrichment: :
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
FHSD Academics – MDR
Driver’s Education
page 24
Revised Winter 2012-13
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
Intervention Opportunity
SLA
Gender, Ethnic, & Disability Equity
SLA / SA
Sample Learning Activities
Learning Activity #1 : Interviewing a person affected by driving under
the influence
Sample Assessments
Assessment #1: DUI vs DWI
Question Prompt / Description: Students will be given an exit card with
two scenarios on it. They will have to correctly label each scenario as a
DUI or DWI.
Topic: DWI and DUI
Objective: Each student will conduct an interview of a person affected by
someone driving under the influence of drugs or alcohol.
Activity Summary: Students will conduct an interview outside of school
and present their information to the class in a presentation.
Description: Have each student interview someone who has been
affected by a driver that was intoxicated or under the influence.
Have each student provide the teacher with 10 questions that
will be asked during the interview. Have each student video
record the interview to be played in class.
Teacher will assess: Student’s understanding of DUI and DWI, while
Being able to demonstrate comprehending the difference.
Scoring Guide:
2 points – Correctly identifies both scenarios
1 point – Correctly identifies one scenario
0 points – does not correctly identify either scenario
Assessment’s Alignment
GLE
CONTENT
Activity’s Alignment
GLE
CONTENT
PROCESS
DOK
SLA / SA
SA
PA2C 9-12
HP2 [principles and practices of physical and mental
health ]
2.7 - use information technology
4.1 - support decisions
DOK 3
FHSD Academics – MDR
PROCESS
PA2C 9-12
HP2 [principles and practices of physical and mental
health (such as personal health habits, nutrition,
stress management)]
1.5 - comprehend/evaluate resources
3.2 - apply others' strategies
3.3 - apply one's own strategies
DOK
1
LEVEL OF
80% Mastery
EXPECTATION
Driver’s Education
page 25
Revised Winter 2012-13
INSTRUCTIONAL Setting Objectives and Providing Feedback
STRATEGIES
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
SLA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA / SA
SA
SLA / SA
Sample Learning Activities
Learning Activity #2: Common Excuses for Drinking
Sample Assessments
Assessment #2: Alcoholism and Drug Abuse
Topic: Excuses for underage drinking and driving
Question Prompt / Description: Teacher will pose a question to the class
and have each student write a reflective paragraph on what they feel the
effects of alcoholism plays in a person’s life. The students will also write
a similar paragraph on the effects of drug abuse plays in a person’s life.
Objective: Students will list excuses they have heard from peers on why it is
okay to drink and drive.
Activity Summary: Students will develop a list of common excuses they
hear from peers on why they drink. The students will then develop a video
presentation on how to rebuttal those excuses.
Description: Have students read through a list of common excuses
people give for drinking. Have student groups develop responses for
each excuse. Once each group has their response for how to handle the
excuse, they will make a video and show to the class.
vi.
vii.
viii.
ix.
Problem? What problem?
I’m not that bad.
All I want is a little relief.
I’m not hurting anybody but myself.
FHSD Academics – MDR
Teacher will assess: short term and long term effects of both alcoholism and
drug abuse.
Scoring Guide:
4 points – student defines a (1)short and (1)long term goal of both
alcoholism and drug abuse.
3 points – student defines a short OR long term goal of both
alcoholism and drug abuse.
2 points – student defines a short OR long term goal of both
alcoholism OR drug abuse.
1 point – student defines a short OR long term goal of alcoholism
OR drug abuse.
0 points – student fails to define a short and long term goal of
both alcoholism and drug abuse.
Driver’s Education
page 26
Revised Winter 2012-13
x.
xi.
xii.
xiii.
xiv.
xv.
Trust me – I know what I am doing.
I can stop anytime I want to.
Now is not a good time to stop.
It will never, ever, happen again.
Nobody will tell me what to do.
I’d be okay if it weren’t for you.
Assessment’s Alignment
PA2C 9-12
CONTENT
HP2 [principles and practices of physical and mental
health (such as personal health habits, nutrition,
stress management)]
1.6 - discover/evaluate relationships
1.10 - apply information, ideas and skills
3.7 - evaluate strategies
PROCESS
Activity’s Alignment
GLE
PA2C 9-12
CONTENT
HP2 [principles and practices of physical and mental
health (such as personal health habits,
nutrition, stress management)]
2.7 - use information technology
4.1 - support decisions
4.7 - apply safety/health practices
PROCESS
GLE
DOK
3
LEVEL OF
80% Mastery
EXPECTATION
DOK
DOK 4
INSTRUCTIONAL Homework and Practice
STRATEGIES
FHSD Academics – MDR
Driver’s Education
page 27
Revised Winter 2012-13
5–
Content Area: Fine Arts
Course: Driver’s Education
Strand: Traffic Interaction
Learner Objectives: The student will demonstrate the ability to use proper procedures when interacting with traffic in various situations.
Concepts:
A. Rules of the Road – Right-of-Way, Passing, Intersections
B. Safety - Speed Adjustments & Spacing
C. Environment & Traffic Settings
D. Sharing the Road







Students Should Know
Explain the possible hazards associated with passing and being passed
and identify the ways to minimize conflicts.
Identify potential conflicts at intersections and select methods for
reducing risks.
Describe the types of freeway driving and know how to compensate for
problems associated with freeways.
Recognize and respond correctly to special problems presented by other
street and highway users, including: people walking or jogging,
bicycles, motorcycles, recreational vehicles, trailers and towed vehicles,
and other such as children on sleds, skates and skateboards.
Able to identify and describe procedures at railroad crossings.
Identify the significant human emotions, attitudes and physical
conditions that may affect driving and explain the effects of each.
Students will describe methods of driving in bad weather.
1. Managing distractions inside and outside.
2. Managing distractions in bad weather that affects visibility,
reaction time, and other severe weather conditions.





Students Should Be Able to
Model the correct procedure for overtaking/passing another vehicle.
Model the correct procedures for making right and left turns onto and
from one-and two- way streets and tow and four-lane streets.
Model the correct procedures for stopping the vehicle.
Develop the skills of separating and compromising with traffic.
1. Explain techniques for avoiding potentially hazardous
situations.
2. Given examples of emergency driving situations, evaluate how
to react and maintain control of the vehicle in each one.
3. Model perceptual skills by using the IPDE (Identify, Predict,
Decide, and Execute) system of Driving.
Model the recommended following distances and visual search patterns.
1. Model and identify factors maintaining an adequate space
cushion. Example 3 Second rule.
2. Model and identify the methods of establishing proper following
distances.
3. Model the proper visual search procedure by looking at distant
sources of traffic information.
*Above activities will be demonstrated with actual behind wheel driving or
using simulation.
FHSD Academics – MDR
Driver’s Education
page 28
Revised Winter 2012-13
Instructional Support
Student Essential Vocabulary
4-6 Second Range
Field of Vision
Open Zone
Aggressive Driving
Disability
Night Blindness
Visual Actuity
Rubber Necking
12-15 Second Range
Identify
Risk Factor
Carbon Monoxide
Emotion
Peripheral Vision
Auditory Distraction
Closed Zone
Predict
Scanning
Central Vision
Field of Vision
Road Rage
Biomechanical
Distraction
Comprise Space
Line of Sight
Space Cushion
Chronic Illness
Fringe Vision
Speed Smear
Cognitive Distraction
Depth Perception
Maneuver
Target Area
Color Blindness
Glare Recovery Time
Temporary Disability
Distracted Driving
Excute
Minimize Hazard
Zone
Depth Perception
Glare Resistance
Tunnel Vision
Projectile
Visual Distraction
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
General:
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
Alliance for Safe Driving
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Enrichment:
Enrichment: :
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
FHSD Academics – MDR
Driver’s Education
page 29
Revised Winter 2012-13
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
SLA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA / SA
SLA / SA
SA
Sample Learning Activities
Learning Activity #1 : Traffic Signs
Sample Assessments
Assessment #1: Right of Way Rules
Topic: Identify Traffic Signs
Question Prompt / Description: Teacher will have a sample intersection
and round-about drawn on the board with cars at various locations labeled
A-D. The students will have an exit card and label the correct order of all
four cars in both scenarios
Objective: Identifying traffic signs and their meanings
Activity Summary: Students will be able to identify and describe the proper
name and definition of MO traffic signs by drawing them on index
cards and defining them on the back.
Description: Have each student create their own traffic sign flash
cards. Provide each student with a list of 25 signs and 25 blank
index cards. Each student will have to draw and color the sign
on the front, and provide the correct definition and explanation
of how to execute the required maneuver on the back.
Activity’s Alignment
GLE
HP2C 9-12
CONTENT
HP5 [methods used to assess health, reduce risk
factor, and avoid high risk behaviors (such as
violence, tobacco, alcohol and other drug use)]
1.10 - apply information, ideas and skills
2.2 - revise communications
3.5 - reason logically (inductive/deductive)
PROCESS
FHSD Academics – MDR
Teacher will assess: Students ability to demonstrate knowledge of the right
of way rules.
Scoring Guide:
4 points – Student correctly identifies the proper order of cars AD in both scenarios
3 points – Student correctly identifies the proper order of cars AD in one scenario, but incorrectly identifies less than 2 cars in
the other scenario.
2 points – Student correctly identifies the proper order of cars AD in one scenario, but incorrectly identifies less than 3 cars in
the other scenario.
1 point – Student correctly identifies the proper order of cars A-D
in one scenario, but incorrectly identifies all cars in the other
scenario.
0 points – Student incorrectly identifies the proper order of cars
A-D in both scenarios
Assessment’s Alignment
GLE
Driver’s Education
page 30
HP2C 9-12
Revised Winter 2012-13
DOK
1
INSTRUCTIONAL Homework and Practice
STRATEGIES
CONTENT
PROCESS
HP5 [methods used to assess health, reduce risk factor,
and avoid high risk behaviors (such as violence,
tobacco, alcohol and other drug use)]
1.5 - comprehend/evaluate resources
1.6 - discover/evaluate relationships
3.1 - identify and define problems
DOK
2
LEVEL OF
80% Mastery
EXPECTATION
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
Enrichment Opportunity
SLA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA /SA
SA
SLA / SA
Sample Learning Activities
Learning Activity #2: Intersections
Sample Assessments
Assessment #2: Following Procedures
Topic: How to navigate through the various types of intersections
Question Prompt / Description: Handout with 3 scenarios of cars traveling
at different speeds. One at 50mph, one at 40mph, and one at 25mph.
Student will need to calculate the proper following distance of their
vehicle.
Objective: Students will learn the versions of intersections and how to
legally use them.
Activity Summary: Students will be engaged in cooperative learning groups
to design, develop, and integrate their intersection into a class
presentation.
Teacher will assess: Students ability to factor speed and calculate the proper
following distance.
Description: Have groups of students work together to create
FHSD Academics – MDR
Driver’s Education
page 31
Revised Winter 2012-13
“intersections” in the classroom. They might use masking tape
to mark “roadways” or simply move desks and chairs to create
various kinds of “intersections” in the room. Then have group
members decide which corner or corners will be marked with a
stop sign; have them post small stop signs at each selected
corner. Let group members explain their intersections to the
rest of the class. Have them demonstrate how to use the stop
signs
Assessment’s Alignment
Activity’s Alignment
GLE
PA2C 9-12
CONTENT
PROCESS
HP4 [principles of movement and physical fitness]
2.1 - plan and make presentations
3.6 - examine solutions from many perspectives
4.7 - apply safety/health practices
DOK
2
INSTRUCTIONAL Nonlinguistic Representations
STRATEGIES
FHSD Academics – MDR
Scoring Guide:
3 points – Student correctly calculates all three following
distances
2 points – Student correctly calculates two of three following
distances
1 point – Student correctly calculates one of three following
distances
0 points – Student incorrectly calculates all three following
distances
GLE
PA2C 9-12
CONTENT
PROCESS
HP4 [principles of movement and physical fitness]
1.5 - comprehend/evaluate resources
3.1 - identify and define problems
DOK
2
LEVEL OF
80% Mastery
EXPECTATION
Driver’s Education
page 32
Revised Winter 2012-13
6–
Content Area: Fine Arts
Course: Driver’s Education
Strand: Vehicle Consumer Awareness
Learner Objectives: The student will demonstrate knowledge and decision making skills needed to be an effective vehicle consumer.
Concepts:
A. Vehicle Ownership
B. Insurance
C. Vehicle Maintenance & Safety
D. Transportation Careers
Students Should Know

Students Should Be Able to
Identify and demonstrate ways to conserve fuel such as attitude,
driving techniques, trip planning, vehicle choice, etc.

Recognize the need for vehicle safety devices such as occupant
restraints, air bags, padded dash, energy absorbing components,
etc.

Recognize the career possibilities within the highway
transportation system.

How to select, insure and maintain a vehicle.
FHSD Academics – MDR

Given a specific budget and needs, select an adequate vehicle.

Given a description of personal circumstances and a list of types
of auto insurance, determine which are required by law and which
are needed for the economic protection of the individual
described.

Describe the preventive maintenance necessary for proper
mechanical operation of chosen vehicle.

Evaluate three possible driving trips for fuel conservation ability
and enjoyment.

Create a wanted ad for a career associated with the highway
transportation system.
Driver’s Education
page 33
Revised Winter 2012-13
Instructional Support
Student Essential Vocabulary
Global Positioning
Safety Chain
Index
Trailer Hitch
Legend
On-Board Diagnostic
Recreational Vehicle
Routine Check
*NOTE: These sections will be partially completed during the curriculum writing process and finalized during the year one review process.
Student Resources
Teacher Resources
General:
General:
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
Missouri Department of Revenue Driver’s Guide
http://dor.mo.gov/forms/Driver_Guide.pdf
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
License to Drive
Second Edition Electronic Classroom Manager
Delamar Cengage Learning
ISB N-13: 978-1-4018-7977-8
ISBN-10: 1-4018-7977-2
Alliance for Safe Driving
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Pearson Drive Right
Keys to Teaching Success
ISBN-13: 978-0-13-361272-1
ISBN-10: 0-13-361272-4
Enrichment:
Enrichment: :
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
Intervention:
Responsible Driving, Teacher Wraparound Edition © 2006
ISBN : 9780078678134
MHID: 0078678137
FHSD Academics – MDR
Driver’s Education
page 34
Revised Winter 2012-13
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
SLA / SA
Enrichment Opportunity
SLA
Intervention Opportunity
Gender, Ethnic, & Disability Equity
SLA / SA
SLA / SA
SA
SA
Sample Learning Activities
Learning Activity #1 : Basic Vehicle Maintenance
Sample Assessments
Assessment #1: Safety Inspection
Topic: Learning to properly maintain a vehicle
Question Prompt / Description: Teacher will pose the question to the
students to explain in chronological order the steps required to make a
vehicle “street legal”
Objective: Students will demonstrate the ability to perform basic
maintenance acts on a vehicle
Activity Summary: Students will go to the driver education car and perform
basic tasks.
Description: Go to the driver education car and show how to complete
basic preventative maintenance such as; changing fluids (oil,
transmission, radiator), changing a tire. Teacher will be present
and provide active feedback throughout each process.
Activity’s Alignment
GLE
PA2C 9-12
CONTENT
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and
health)]
4.3 - analyze individuals' responsibilities
4.5 - develop/revise plans of action
4.7 - apply safety/health practices
PROCESS
FHSD Academics – MDR
Teacher will assess: The four main steps in order to make a newly
purchased vehicle “street legal”
Scoring Guide:
4 points – Student correctly constructs a 4 step plan, in
chronological order of how to make a vehicle legal to drive
on the road.
3 points – Student correctly constructs a 4 step plan, but NOT in
chronological order of how to make a vehicle legal to drive
on the road. One step is out of order.
2 points – Student correctly constructs a 4 step plan, but NOT in
chronological order of how to make a vehicle legal to drive
on the road. 2 steps are not in order.
1 point – Student correctly constructs a 4 step plan, but NOT in
chronological order of how to make a vehicle legal to drive
on the road. 3 steps are out of order.
0 points – Student incorrectly constructs a 4 step plan, in
chronological order of how to make a vehicle legal to drive
on the road. Either missing a step or all 4 are in the incorrect
Driver’s Education
page 35
Revised Winter 2012-13
DOK
4
INSTRUCTIONAL Reinforcing Effort and Providing Recognition,
STRATEGIES
Setting Objectives and Providing Feedback
order.
Assessment’s Alignment
GLE
CONTENT
PROCESS
PA2C 9-12
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and
health)]
1.8 - organize data and ideas
1.10 - apply information, ideas and skills
2.2 - revise communications
DOK
2
LEVEL OF
80% Mastery
EXPECTATION
21st Century Themes
Learning & Innovation Skills
Information, Media, & Technology Skills
Life & Career Skills
Readiness & Equity Section
SLA = Sample Learning Activities & SA = Sample Assessments
Non Fiction Reading & Writing
SLA / SA
Enrichment Opportunity
Intervention Opportunity
SLA
Gender, Ethnic, & Disability Equity
SLA / SA
SA
SLA / SA
Sample Learning Activities
Learning Activity #2: Fixed Costs of Driving
Sample Assessments
Assessment #2: Giving Directions
Topic: Analyze the fixed costs of driving
Question Prompt / Description: Students will write directions from
school to their home using N/S/E/W coordinates.
Objective: Students will research and analyze the different costs associated
with being a vehicle owner and operator.
Activity Summary: Students will use internet based research to formulate
opinions and facts about the costs of purchasing a vehicle and
FHSD Academics – MDR
Teacher will assess: The ability to properly apply the concept of directional
awareness without using “turn right” or “turn left”
Scoring Guide:
Driver’s Education
page 36
Revised Winter 2012-13
making the vehicle legally allowed on the road.
Description: Have students work in small cooperative groups to learn
more about the fixed costs of driving. Begin by asking each
group to choose a specific car, either new or used. Have group
members’ work together to find the likely purchase price of
that car. After determining a purchase price, have the group
research the costs of insuring and licensing that car. Have each
group make a poster presenting the information they have
gathered. Display the posters in the classroom, and encourage
students to compare and discuss the fixed costs associated with
various vehicles
2 points – Student properly coordinates directions using the four
cardinal directions ONLY.
1 point – Student uses the terms “right” or “left” one time.
0 points – Student repeatedly uses “right” and “left” instead of the
four cardinal directions.
Assessment’s Alignment
GLE
PA2C 9-12
CONTENT
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and health)]
1.6 - discover/evaluate relationships
2.2 - revise communications
2.6 - apply communication techniques
PROCESS
Activity’s Alignment
GLE
PA2C 9-12
CONTENT
HP6 [consumer health issues (such as the effects of
mass media and technologies on safety and health)]
1.1 - develop research questions/ideas
1.2 - conduct research
1.4 - organize information using tools
2.1 - plan and make presentations
3.8 - assess consequences
PROCESS
DOK
2
LEVEL OF
80% Mastery
EXPECTATION
DOK
3
INSTRUCTIONAL Homework and Practice
STRATEGIES
FHSD Academics – MDR
Driver’s Education
page 37
Revised Winter 2012-13