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Curriculum Map

Erin Bryant
April 3, 2016
PPE 310
Mary Dean

The following curriculum map modifications and mini lessons are aligned to the
eighth grade Arizona science curriculum.
Mini-Lesson 1: Sleep
Standard: PO 1. Explain how an organisms behavior allows it to survive in an
Objective: SWBAT describe the relationship between sleep and the bodys functions.
Activity: Students will investigate the truths and myths about how sleep affects the brain
and the body. The lesson will begin with the teacher posing the Inquiry Question (IQ),
Why do we sleep? Students will attempt to answer this question on their own, then
meet in groups to discuss ideas. Then, in large-group format, students will watch a TEDED video presentation titled, What would happen if you didnt sleep? The video can
be found here: https://youtu.be/dqONk48l5vY. Students will collaborate in groups of
four to discuss the information they have received from the video. Then, students will
research information on sleep using the sites http://sleepfoundation.org/ and

as well as Discovery Education.

Mini-Lesson 2: Addiction

Standard: AzScience.8.S1.C3.PO 2. Form a logical argument about a correlation

between variables or sequence of events (e.g., construct a cause-and-effect chain that
explains a sequence of events).
Objective: SWBAT describe the chemical interactions within the human body that cause
and sustain substance addiction.
Activity: In groups of four, students will investigate the brains chemical response to
addictive substances (drugs and alcohol). The resources for investigation will be

Discovery Education, TED-ED, and various government agency sites such as the
Department of Health and Human Services.
Mini-Lesson 3: Sustainability
Standard: AzScience.8.S3.C2.PO 2. Compare solutions to best address an identified
need or problem.
Objective: SWBAT create a double-bubble thinking map comparing the sustainability
of two related technological advancements.
Activity: Students will collaborate with their group members to identify two related
technological advancements that are currently in use or being developed within the field
of science (bio-medical, bio-engineering, energy resources, etc.). Within their groups,
students will research the two related technologies they have identified and compare and
contrast the sustainability of each technology. Each group will create a large doublebubble thinking map to visually convey the information they have found. Finally,
students will present their findings and conclusions, giving opportunity for classdiscussion.
Curriculum Map Integration