Kelley

Fitzsimmons
PPE 310 Health for Schools
Curriculum Map
September 20, 2015

CURRICULUM MAP

Strand 1: Inquiry Process Science as inquiry is basic to science education and a controlling
principle in the continuing organization and selection of students activities. Students at all grade
levels and in every domain of science should have the opportunity to use scientific inquiry and
develop the ability to think and act in ways associated with inquiry (National Science Education
Standards, 1995). Inquiry Process establishes the basis for students learning in science. Students use
scientific processes: questioning, planning and conducting investigations, using appropriate tools and
techniques to gather data, thinking critically and logically about relationships between evidence and
explanations, and communicating results.

Concepts

Concept 1: Observations, Questions, and Hypotheses

Formulate predictions, questions, or hypotheses based on observations. Evaluate appropriate resources.
Concept 2: Scientific Testing (Investigating and Modeling)
Design and conduct controlled investigations.
Concept 3: Analysis, Conclusions, and Refinements
Evaluate experimental design, analyze data to explain results and propose further investigations. Design
models.
Concept 4: Communication
Communicate results of investigations.

Concept

Concept
Number

S1C1

Performance Objective

1. Evaluate scientific information for relevance to a given

problem.
2. Develop questions from observations that transition into
testable hypotheses.
3. Formulate a testable hypothesis.
4. Predict the outcome of an investigation based on prior
evidence, probability, and/or modeling (not guessing or
inferring).

Observations,
Questions, and
Hypotheses

CURRICULUM MAP

Strand 6: Earth and Space Science Earth science is the study of the planets, Earths composition,
processes, environments and history, focusing on the solid Earth, and its interaction with air and
water (NAEP 2000). Earth and Space Science provides the foundation for students to develop an
understanding of the Earth, its history, composition, and formative processes, the solar system, and
the universe. Students study the regularities of the interrelated systems of the natural world. In doing
so, they develop understandings of the basic laws, theories, and models that explain the world
(NSES, 1995). By studying the Earth from both a historical and current time frame, students can
make informed decisions about issues affecting the planet on which they live.

Concepts

Concept 1: Geochemical Cycles

Analyze the interactions between the Earths structures, atmosphere, and geochemical cycles.
Concept 2: Energy in the Earth System (Both Internal and External)
Understand the relationships between the Earths land masses, oceans, and atmosphere.
Concept 3: Origin and Evolution of the Earth System
Analyze the factors used to explain the history and evolution of the Earth.
Concept 4: Origin and Evolution of the Universe
Analyze the factors used to explain the origin and evolution of the universe.

Concept
Number

Concept

Performance Objective

CURRICULUM MAP

S6C1

hGeochemical
a
n

2. Demonstrate how dynamic processes such as weathering,

erosion, sedimentation, metamorphism, and orogenesis relate to
redistribution of materials within the earth system.
4. Demonstrate how the hydrosphere links the biosphere,
lithosphere, cryosphere, and atmosphere.
5. Describe factors that impact current and future water quantity
and quality including surface, ground, and local water issues.

Cycles

Strand 3: Science in Personal and Social Perspectives Science in Personal and Social Perspectives
emphasizes developing the ability to design a solution to a problem, to understand the relationship
between science and technology, and the ways people are involved in both. Students understand the
impact of science and technology on human activity and the environment. This strand affords
students the opportunity to understand their place in the world as living creatures, consumers,
decision makers, problem solvers, managers, and planners.

Concepts
Concept 1: Changes in Environments
Describe the interactions between human populations, natural hazards, and the environment.
Concept 2: Science and Technology in Society
Develop viable solutions to a need or problem.
Concept 3: Human Population Characteristics
Analyze factors that affect human populations.

Concept
Number

Concept

Performance Objective

CURRICULUM MAP

S3C1

1. Evaluate how the processes of natural ecosystems affect, and

are affected by humans.
2. Describe the environments effects of the following natural
and/or human-caused hazards:
Flooding
Drought
Earthquakes
Fires
Pollution
Extreme weather
3. Assess how human activities (e.g., clear cutting, water
management, tree thinning) can affect the potential hazards.

hChanges in
aEnvironment
n

CURRICULUM MAP

This curriculum map comes from Desert Ridge High School in the Gilbert Public
School District. These lessons were intended for 9-12 graders. Each class has
approximately 25 students.
Sleep
Evaluate scientific information for relevance to a given problem.
Have the students stand up out of their seats. Make sure that all of the aisles are clear
and the students have pushed in their chairs and their backpacks are out of the way. Let the
students know that they will be moving throughout the room based on their answers to the
questions the teacher was about to ask. If students answer is yes they will go to the left
side of the classroom, if their answer is no they will go to the right. If they do not know
the answer or are in between they can remain in the middle of the class. Ask students the
following questions or questions similar:

The amount of sleep I get is important to me.

I typically sleep 4-6 hours a night

I sleep 6-8 hours a night

I sleep less than 4 hours a night

I sleep more than 8 hours

I consume caffeine daily.

I stay up late doing homework

I cram information last minute.

These questions should have the students start thinking about their own sleep schedule
and how much they value their sleep and how that sleep effects them. Next the teacher will
show the students a quick Ted Ed video, The Benefits of a Good Nights Sleep which will help

CURRICULUM MAP

the students see how the amount of sleep they are getting results in an inability to retain
information and to think clearly. Because this is a lesson that would be done at the
beginning of the year and the students may not be familiar with the teacher or with science,
this is a great opportunity to let the students know how they can succeed in a science class
through having a fresh mind just by getting more sleep. The teacher can relate the need for
sleep to its results of having a sharp mind to be able to efficiently do things like evaluate,
hypothesize, theorize, and think critically and logically. All of which are qualities that a
scientist must be able to do.
Water Pollution/Contamination
Describe factors that impact current and future water quantity and quality including
surface, ground, and local water issues.
Prior to the students entering the classroom the teacher will need to set up various
pathways for the students to move about. If the teacher is able to go outside that might be
best. The teacher will need to make various paths all leading into the same main path. The
students will each represent a water molecule that is precipitating and then evaporating.
While a student is precipitating they will follow a pathway of their choosing. While in their
pathway they will need to pick up a colored piece of paper representing various pollutants.

Green- a man who dumped anti-freeze down the storm drain to get rid of it.

Pink- A couple is having a baby girl and painted her room pink and then dumped the
rest of that paint down the storm drain.

Black- Fertilizer

Purple- Unknown chemicals that were disposed of

Grey- Oil leaking from a car

CURRICULUM MAP

Red-pesticides

After a student has picked up a piece of paper they will continue to follow their path onto
the main path as runoff and place their paper into the river which is located at the end
of the path. A student is then evaporated and then re-precipitated onto a new pathway with
a new contaminant. After the students have moved through the pathways enough times
that there is no more paper remaining anywhere besides in the river the teacher should
ask the students if they did a great job and they cleaned up the city? If the students
response is no because now all of the pollutants have been flushed out into the river then
the teacher knows the students understand through an informal assessment. The teacher
could then be able to extend this idea through the specific processes that the water
molecules took (groundwater, runoff, etc) and possible solutions to water contamination.
Environmental Health/Sustainability
Evaluate how the processes of natural ecosystems affect, and are affected by humans.


Assuming that students are continuing a unit on how humans are able to inflict
change on ecosystems, the teacher will begin class by showing student different political
cartoons. The teacher will briefly describe what political cartoons are used for and ask
students where they have seen them before. While showing the students the different
cartoons share with them the elements of propaganda that are used and how it is meant to
tug at your emotions. The teacher will then inform the students that in groups they will
each be responsible for one of the following human caused hazards:

Flooding

Drought

Earthquake

CURRICULUM MAP

Fires

Pollution

Extreme weather

If the students have an idea of their own they will need teacher approval. Within their
groups the students will need to create a quick political cartoon on a white board that is
able to portray how humans are directly related to the cause of the hazards. Each group
will then be responsible for reporting out to the class on their findings and describe their
cartoon.

CURRICULUM MAP

10

References
Marcui, Shai. The Benefits of a Good Nights Sleep. (2015, January 5). Retrieved September
19, 2015, from https://www.youtube.com/watch?v=gedoSfZvBgE