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Running head: CURRICULUM MAP

Allison Gross
Curriculum Map
PPE310
Dr. Hesse
April 4, 2016

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Street Safety

Waste Lesson

CURRICULUM MAP

Sleep Lesson

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Graph and Interpret : Sleep

Arizonas College and Career Ready Standards/Common Core Standards
Math: Fifth Grade
Arizona State ELA
Performance
Instructional Strategies
Common Core Standards
Objective
2016
I can..
CCSS.MATH.CONTENT.5.MD.B.2 I can create a line
Mini Lesson 1
Make a line plot to
plot to represent
Sub-Objectives:
display a data set of
data of the classs
Sleep hygiene - importance
sleep to the
measurements in
Math- graphing hours of sleep (individual & class)
nearest , , and
fractions of a unit (1/2,
Math interpret data to solve problems
1/4, 1/8). Use operations 1/8 hours.
Vocabulary-sleep related
on fractions for this
Materials:
grade to solve problems
Sleep hygiene facts reading
involving information
http://school.sleepeducation.com/resources/Top10HealthySleepHabits.pdf
presented in line plots.
Math data sheet & math line plot template
Sleep questions
Vocabulary: NREM sleep & REM sleep

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Science in Motion and Forces: Helmet Safety

Arizonas College and Career Ready Standards
Science: Fifth Grade
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can
Concept 2: Motion and Forces
I can explain the effects of variable on an
Mini Lesson 2
objects motion.
Understand the relationship
Sub-Objectives:
between force and motion
PO 4. Demonstrate effects of
Helmet safety - importance
variables on an objects motion
Science understand & explain
(e.g., incline angle, friction,
effects of an objects change in
applied forces).
motion
Vocabulary-helmet, force, motion,
Materials:
Helmet safety reading
Safety Tips -https://www.safekids.org/bike
Ball (1 per group)
Scenario/observation notes

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Science in Personal and Social Perspective: Waste Lesson

Arizonas College and Career Ready Standards
Science: Fifth Grade
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can
Concept 1: Changes in
I can evaluate the possible strengths and
Mini Lesson 3
weaknesses of a solution to a problem
Environments Describe the
regarding human habitats.
Sub-Objectives:
interactions between human
populations, natural hazards, and
Sustainability- importance
the environment
Science propose an innovative
resolution to a habitat issue
PO 3. Evaluate the possible
Science iterate a healthy
strengths and weaknesses of a
environment resolution adding
proposed solution to a specific
improvements to any possible
problem relevant to human,
weaknesses
animal, or habitat needs.
Vocabulary-habitat, waste,
sustainability
Materials:
Lunch trash
Clear cups
Water
poster-sized butcher paper

CURRICULUM MAP

Context
This fifth grade curriculum map is developed for students at Valley View Elementary in the Roosevelt School District. The two in this
document are split, where the first one is for ELA and the second is for math. The class I am teaching these concepts in right now is
for thirty students in a dual language classroom. A third of the classroom receives services for gifted and talented needs and two
students receive special education services.
Mini Lesson One - Sleep

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4,
1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.
CCSS.MATH.CONTENT.5.MD.B.2

To be able to do this activity students will first have to gather data to be represented. In order to collect data on their sleep they
will be given a chart sheet in which they will write the time they went to bed and the time they wake up. The important part of this
data is that the students understand that they are recording the total number of hours of sleep that they have in one night. This data will
cover a total of seven days, Sunday to Saturday. This collection of data will help the students be prepared to create a line plot to
represent their own sleep data. The teacher can give an example to ensure clarity of recording sleep hours. If one students sleeps 6
hours and 30 minutes before waking up, they will then record 6 hours for that night. This same concept will apply when it is 6 hours

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and 15 minutes into the next hour, or 6 hours. The recording sheet is the collection of data, without which they will not be able to
complete their own line plot. This information will then be used again later to create a class line plot, so students can respond to
questions about sleep hygiene and sleep sufficiency by interpreting data from this line plot.
Once the data collection has been completed then the following day, students will create their own line plots. Students will
create a line plot to represent the hours of sleep they have in one night for seven days. An example of a student line plot might look
like what is below.

Figure 1 Student Sample

After students have created their own line plot on their sleep data, a class line plot will created using all the students data.
When the class line plot has been completed the students can discuss their observations and findings from this line plot. Here is when
some sleep hygiene facts will be read aloud as a class. Students will discuss whether they perform any of these sleep habits regularly
and connect that students who regularly have good sleep hygiene are more likely to receive the recommended number of hours of
sleep each night. The focus of the discussion will be on interpreting the data and discussing whether the students think they are giving
their bodies the amount of sleep that it needs. The exit ticket will be based off the class line plot. Students will have to interpret the

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data (given in whole, and increments) and perform the appropriate operations to figure out if the class as a whole had received a
sufficient amount of sleep. Here students will have learned that kids are recommended to have at least ten hours of sleep. They will
then multiply 10 X (# of students in class) 30 = 300 hours of sleep in one night as a class. Since we recorded for one whole week
students complete 300 X 7 = 2100 hours of sleep in one week as a class. Then, students will have to compare this amount with the
total number hours recorded on the class line plot. Students total up the number of hours of sleep that the class had in one week to
determine if the class is getting sufficient sleep or not. Finally, students will share one habit to improve or one sleep hygiene tip that
they will share with their family at home.

Mini Lesson Two -Helmet Safety

Concept 2: Motion and Forces Understand the relationship between force and motion
PO 4. Demonstrate effects of variables on an objects motion (e.g., incline angle, friction,
applied forces).
For this helmet safety lesson, the teacher will warm up with a quick poll of how many students ride bicycles. Then, the teacher
will poll how many wear helmets when they ride their bike. Next, students will go to an open area and be guided through several
different scenarios on and around the playground to simulate riding a bike through a neighborhood. They will complete these
scenarios with a ball, where the ball is representing them as if they were riding a bicycle. The class will be using an observation sheet
to mark down notes that they have while putting their ball, or bike, through these different scenarios. Scenarios addressed are:

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You are riding your bike down a hill. Find an incline on the playground and let the ball roll down it. Record your
observations on the balls direction and speed.

Your friend/family member gives you a starting push on your bike on the sidewalk. Go to a flat area and give the ball a
hard push. Take notes on the force of the push, the direction of the push, the direction of the ball, and distance of the
ball traveled.

Youre riding your bike down the sidewalk and do not notice a car backing out of the driveway. Since, the driver didnt
see you, you were hit. To simulate this you will roll the ball on a sideway. At the same time, another partner in the
group will be walking perpendicular to the direction of the ball, so that the walking partner can kick the ball. Take notes
on the balls direction from start to finish and the direction of the forces acting on the ball.

After these scenarios, the teacher will come back inside to discuss the observations and findings when the objects motions was
changed due to unique variables. A whole class discussion will then take place, however, the students will have to think of themselves
on their bikes without helmets. The students will share in groups what happens in each of these situations. The teacher will emphasize
the importance of wearing a helmet while riding a bike. Students then will add on other way of how to be safe when playing in the
neighborhood, or being near streets. An extension for this lesson would be if the ball were to be replaced with an egg and put through
the same scenarios. The students would need to think about the questions: Would the egg remain intact and in the same condition it
was in when it started?

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At this point the students would draw four ways that they could keep safe when riding a bicycle or walking through the
neighborhood. Examples for this might include, wear a helmet, watch your speed, use your breaks, look both ways before crossing
streets/driveways, ride with reflector for others to see you, and pay attention to street and weather conditions. The focus of this exit
ticket is for the student to reflect on how they keep their head safe when they are in motion. Students will end by sharing with the class
some of the ways that a helmet can protect your head when you are moving.
Mini Lesson Three Sustainable Environmental Lesson
Concept 1: Changes in Environments Describe the interactions between human populations,
natural hazards, and the environment or habitat needs.
PO 3. Evaluate the possible strengths and weaknesses of a proposed solution to a specific
problem relevant to human, animal, or human habitat.
This third mini lesson is going to compare ways that the human habitat or Earth can be improved. To start, students need to
recognize the impact that human population has on the Earth. There will be a short demonstration centered on waste to model to
students how humans influence on the surrounding environment. To demonstrate this students will need to keep one part of their
lunch and put that part of their lunch into a clear cup. The trash will then be placed in a clear cup that has a precut hole in the bottom.
Over a pan, water will be poured through the cup and students will note the effects on the water in the environment when there is a
large amount of waste. The teacher then inquires the students, How can we improve our habitat and lesson our human eco-footprint?
The challenge for the students will be to then propose an improvement to the school campus to make it more sustainable.
Students will draw and explain their solution on a computer sized paper. Then students will switch with another group and analyze the
strengths and weaknesses of this solution in a t-chart. When the solution is analyzed it is then returned to its original group. The group

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CURRICULUM MAP
must now present their solution on a poster sized paper and iterate any changes that address the weaknesses identified by their
classmates. These posters will then be shared with parents and administration to share ideas on improving the school campus. They
will also be posted in the halls as a reminder to be sustainable with tips on how fellow students and classes can do this.

References
American Academy of Sleep Medicine (2014). Top 10 Healthy sleep Habits for Teens. Retrieved April 4, 2016, from
http://school.sleepeducation.com/resources/Top10HealthySleepHabits.pdf
Safety Tips. (2016). Retrieved April 09, 2016, from https://www.safekids.org/bike
Criteria
Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:
x2

Exemplary (5)
Your Assignment includes:
A cover page that includes the
followingname, the course,
the assignment, the date and an
appropriate Running head in
APA format. Your cover page
should include a page number.
District provided curriculum
map/scope and sequence
appropriate for placement
classroom.
Highlighted text, outlining the
followingSleep = Blue, Topic
of your Choice = Yellow,

Proficient (3)

Unsatisfactory (1)

Your Assignment includes:

Your Curriculum Map includes:
A cover page that includes most of
A cover page that includes some of
the followingname, the course,
the followingname, the course,
the assignment, the date and an
the assignment, the date and an
appropriate Running head in APA
appropriate Running head in APA
format. Your cover page should
format. Your cover page should
include a page number.
include a page number.
District provided curriculum
District provided curriculum
map/scope and sequence
map/scope and sequence is not
appropriate for placement
appropriate for placement
classroom.
classroom.
Highlighted text, outlining most of
Highlighted text, outlining some of
the followingSleep = Blue,
the followingSleep = Blue, Topic
Topic of your Choice = Yellow,
of your Choice = Yellow, Healthy

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CURRICULUM MAP

Instructional
Plans (IP)
SCORE:
x2

Healthy
Environment/Sustainability =
Green
Integration of the health
components do not detract from
the academic content
Teacher regularly implements a
variety of subject-specific
instructional strategies to
enhance student content
knowledge.
Specifically, places that logically
fits into the academic content
that is being taught, where you
can teach three separate mini
lessons; one about sun safety,
one about sleep, and one about
environmental health. (TCKTap)
References are included where
appropriate
This rubric is attached at the end
of the document
Your word document file name
includes your last name, first
name, assignment #, and your
class section #
There are no writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio under the
Healthy Curriculum

Healthy
Environment/Sustainability =
Green
Integration of the health
components sometimes detract
from the academic content
Teacher sometimes implements a
variety of subject-specific
instructional strategies to enhance
student content knowledge.
Specifically, places that logically
fits into the academic content that
is being taught, where you can
teach three separate mini lessons;
one about sun safety, one about
sleep, and one about
environmental health. (TCK-Tap).

References are included where but

not on the last page of the
document
This rubric is attached but not at
the end of the document
Your word document file name
includes most of the following
last name, first name, assignment
#, and your class section #
There are few writing,
grammatical or spelling errors
Your assignment was placed in
your E-Portfolio however it was

Environment/Sustainability = Green
Integration of the health components
often detract from the academic
content
Teacher rarely implements a variety
of subject-specific instructional
strategies to enhance student conten
knowledge.
Specifically, places that logically fits
into the academic content that is
being taught, where you can teach
three separate mini lessons; one
about sun safety, one about sleep,
and one about environmental health.
(TCK-Tap).

References are not included

This rubric is not attached at the end
of this document
Your word document file name
includes some of the following
last name, first name, assignment #,
and your class section #
There are many writing,
grammatical or spelling errors
Your assignment was not embedded
into your E-Portfolio
Curriculum map sometimes
includes: (IP)

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Development tab
Curriculum map includes: (IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 3, 1 page, double spaced
mini-lessons in teacher
talk format, one for sleep,
one for sun safety, and
one for environmental
health
o A brief narrative
summary describing your
grade, the school district,
describe your classroom
context and other
pertinent information

placed in the wrong section

Curriculum map mostly includes:
(IP)
o Evidence that assignment
is appropriate for the age,
knowledge, and interests
of all learners you teach
and;
o 2 of the 3 following, 1
page, double spaced minilessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
o A brief narrative summary
describing your grade, the
school district, describe
your classroom context
and other pertinent
information

o Evidence that assignment is

appropriate for the age,
knowledge, and interests of
all learners you teach and;
o 1 of the 3 following, 1 page,
double spaced mini-lessons
in teacher talk format, one
for sleep, one for sun safety,
and one for environmental
health
o A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information