Math & Science Curriculum Map

Weeks 4th Grade Curriculum Map 5th Grade Curriculum Map

(Paste Standard Abbrev.) (Paste Standard Abbrev.)

Part Math Science Math Science

A.

1 4.NBT.2 4.ESS.1 5.NBT.1 5.ESS.1

5.NBT.2

2 4.NBT.3 4.ESS.1 5.NBT.3 5.ESS.1

5.NBT.4

3 4.NBT.1 4.ESS.1 5.NBT.7 5.ESS.1

4 4.NBT.4 4.ESS.1 5.MD.1 5.ESS.1

5 4.OA.3 4.ESS.1 5.OA.1 5.ESS.1

6 4.MD.1 4.ESS.1 5.OA.2 5.ESS.1

7 4.MD.2 4.ESS.2 5.NBT.1 5.ESS.2

5.NBT.2

8 4.OA.1 4.ESS.2 5.NBT.5 5.ESS.2

9 4.OA.2 4.ESS.2 5.NBT.6 5.ESS.2

10 4.OA.3 4.ESS.2 5.NBT.7 5.ESS.2

11 4.OA.4 4.ESS.2 5.MD.1 5.ESS.2

12 4.NBT.5 4.ESS.3 5.NF.1 5.ESS.3

13 4.NBT.5 4.ESS.3 5.NF.1 5.ESS.3

14 4.NBT.6 4.ESS.3 5.NF.2 5.ESS.3

15 4.MD.3 4.ESS.3 5.NF.2 5.ESS.3

16 4.G.1 4.ESS.3 5.NF.4 5.ESS.3

4.G.2

17 4.MD.5 4.PS.1 5.NF.5 5.PS.1

18 4.MD.6 4.PS.1 5.NF.6 5.PS.1

19 4.MD.7 4.PS.1 5.OA.1 5.PS.1

5.OA.2

20 4.OA.5 4.PS.1 5.NF.3 5.PS.1

21 4.NF.1 4.PS.1 5.NF.7 5.PS.1

22 4.NF.2 4.PS.2 5.NBT.7 5.PS.2
5.MD.1

23 4.NF.3 4.PS.2 5.MD.2 5.PS.2

24 4.NF.3 4.PS.2 5.MD.3 5.PS.2

5.MD.4

25 4.NF.4 4.PS.2 5.MD.3 5.PS.2

5.MD.4

26 4.NF.4 4.PS.2 5.NF.4 5.PS.2

5.MD.5

27 4.OA.5 4.PS.2 5.G.3 5.PS.2

28 4.MD.4 4.LS.1 5.G.4 5.LS.1

29 4.NF.6 4.LS.1 5.G.3 5.LS.1

5.G.4

30 4.NF.5 4.LS.1 5.G.1 5.LS.1

31 4.NF.7 4.LS.1 5.G.1 5.LS.1

32 4.MD.1 4.LS.2 5.OA.2 5.LS.2

4.MD.2

33 4.OA.1 4.LS.2 5.OA.3 5.LS.2

34 4.OA.2 4.LS.2 5.OA.3 5.LS.2

35 4.OA.3 4.LS.2 5.OA.3 5.LS.2

36 4.NBT.5 4.LS.2 5.G.2 5.LS.2

Part Sequencing Rationale (Justify the order that you planned for the curriculum):
B.
4th Grade Math:
I started with number and operations in base ten because it allows the students to practice and
activate prior knowledge from the year before. It also allows them to generalize place value
understanding for multi-digit whole numbers as they will be working with those numbers as the
year progresses and it is a great starter. They also will be learning to understand place value and
properties of operations to do multi-digit arithmetic with whole numbers. Then, operations and
algebraic thinking is briefly introduced to allow students to get a simple understanding of using
the four operations with whole numbers to solve problems. After that, students are taught
measurement and data. They will be solving problems that involve measurement and conversion
and must be familiar with this before progressing in the school year, as they will be working with
it multiple times. They learn to represent and interpret data, which ties into almost any standard
since everything can be used as data. They also begin looking at the concepts and
measurements of angles to gain an understanding as they will be used more later on. After
measurement and data, operations and algebraic thinking is brought in again. This time, it is
focused more in depth with students using the operations to solve problems that involve some of
the above standards, as well as allowing them to gain familiarity with factors and multiples. They
also start to learn and practice how to generate and analyze patterns from solving problems and
equations. I then jumped back into numbers and operations in base ten for review and to
incorporate place value with using the operations to solve problems. It is practiced quite a bit.
Then, measurement and data is brought up again for review with measurements and units before
starting to work with the next standard on geometry. Students begin to draw and identify lines
and angles; they also classify shapes by properties of their lines and angles. They are reviewing
with shapes, and applying line and angle identification and being able to describe the different
properties of each. Measurement and data comes in again for review and to connect it the
concepts of angles and the measure of angles. After this, number and operations with fractions is
introduced to the students. The students are exposed to extending their understanding of fraction
equivalence and ordering limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, 100. They
also start to build fractions from unit fractions by applying or extending previous understandings
of operations on whole numbers limited to fractions with the same denominators listed above.
Students also are learning to understand decimal notation for fractions and compare decimal
fractions. They are introduced to fractions and over the course of a few weeks they become more
familiar with it and apply it to more complex concepts. Fractions are practiced for a long time to
ensure students understand them and are able to solve problems with them. Then, towards the
end of the year measurement and data is reviewed again just to remind students the different
measurements and conversions of units. To end, operations and algebraic thinking is tied in
again with complex problems and having the students apply their knowledge in solving those
problems and analyzing patterns they see in their numbers and problems. To end, number and
operations is reviewed and applied through students solving problems with multi-digit whole
numbers and understanding place value. Also, they review the properties of operations and how
to use them when solving problems.

4th Grade Science:

I started with earth and space science because it starts out with focusing on the variety of
processes that shape and reshape the earth’s surface. This introduces the earth as a whole,
which a lot of the science standards connect to. It is also good to start in the beginning of the
school year in the early fall because it is still nice out and warm enough to go outside. Also, this
helps the students to relate their learning to real things outside, such as different characteristics
of the earth’s surface and landforms they can identify. They also are taught about weathering
and spend a bit of time on the different types of weathering and also what weathering can cause.
Also, the idea that the surface of the earth can change due to erosion and deposition; natural
disasters can cause erosion and deposition. This is spread out so long because there are so
many aspects of the earth and it’s surface that can be explored and activities that can be done. It
can also be broken up over the course of six weeks. After earth and science, I went into physical
science because it is towards the middle of the school year when it is cold outside; this standard
can all be done inside. This topic focuses on the conservation of matter and the processes of
energy transfer and transformation, especially as they relate to heat and electrical energy. This
involves the ideas of when objects break into smaller pieces, dissolve, or change state, the total
amount of matter is conserved. Also, students learn that energy can be transferred from one
location to another or can be transformed from one form to another. I found this could be great
for students as they are able to practice how energy is focused through activities and
experiments. Activities including heating and cooling objects, conducting electricity, and breaking
down objects could be incorporated. The idea of breaking down objects connects to erosion that
is taught prior to this standard. After physical science, I will bring in life science to finish out the
school year. This is a great way to end the school year because it is starting to get nice outside
and the weather is becoming warmer. The students are able to go outside to relate the topic to
real world scenarios. In life science, students will be focusing on using fossil evidence and living
organisms to observe that suitable habitats depend upon a combination of biotic and abiotic
factors. Students will be learning about how changes in organism’s environment can be
beneficial to its survival and harmful. Also, the learn specifically that fossils can be compared to
one another and to present-day organisms according to their similarities and differences. I
thought finishing out with this would work well for students because it uses some topics already
covered earlier in the school year and allows students to connect all of their learning. Also, the
weather is getting nicer, so students can connect learning about organisms and their
environments with different organisms and environments outside around them. I think it is an
interactive and fun way to end the school year as well.

5th Grade Math:

I started with number and operations in base ten into start off with. This is more so review for the
students as they have been working with similar number and operations in base ten. Students
will review their understanding of the place value system and practice with performing operations
with multi-digit whole numbers and with decimals to hundredths. It is taking what they learned in
4th grade and adding another step to make it more complex and to have students apply their
previous knowledge to it. It is a great review at the beginning of the year. Then, I will review
operations and algebraic thinking to go over writing and interpreting numerical expressions and
analyzing patterns or relationships in the data; students will be working with these ideas and
applying them through the other standards as well. Numbers and operations in base ten is briefly
brought up again for review and to help the students apply new concepts in that standard to what
they have already learned, then moving into new topics. Next, numbers and operations with
fractions is taught. Students have prior experience with fractions, so to start I will review. Then, I
will go into more depth with solving equations involving fractions and how to represent the same
fraction with different numbers. Students will use equivalent fractions as a strategy to add and
subtract fractions, as well as apply and extend their previous understanding of multiplication and
division to multiply and divide fractions to solve problems. Students must understand this
because they will be dealing with a lot of fractions in their math. Then, a short review of
operations and algebraic thinking is taught to refresh students’ minds and prepare them for
solving problems and equations with fractions, then moving onto measurement and data.
Students will focus on converting like measurement units within given measurement systems.
They will also represent and interpret data, which they will be doing in all of the standards taught.
Geometric measurement will also be taught and students will learn to understand concepts of
volume and relate volume to multiplication and to addition. Students need to know
measurements and how to interpret data as they are constantly finding data. They learn this in
4th grade and it is reviewed throughout 5th grade. After practicing with measurement and data,
geometry is tied in with graphing points on the coordinate plane in order to solve real-world
problems, as well as mathematical problems. Students are now taking all of the data and
numbers found and graphing them to represent the data. They will also be classifying two-
dimensional figures into categories based on their properties. This is taking what they learned in
4th grade with lines and angles and adding more complex ideas and tasks. This is taught now
because students have been working with all other standards and can learn how to apply
graphing to them all. To finish out the year, we will work a lot on operations and algebraic
thinking that is focusing on writing and interpreting numerical expressions. They are also able to
tie in what was learned earlier in the year, review it, and apply it to the other topics and standards
taught. They are able to connect their learning all together and somewhat review at the end of
the year as well.

5th Grade Science:

To start out the school year, I begin with earth and space science. We specifically are focusing
on the solar system. This is taught in the early fall because the weather is nice and students are
able to be outside. They can see the sun and sometimes the moon out if its early enough, as well
as when at home they can look at the sky and be outside. This is focusing on the characteristics,
cycles, and patterns in the solar system and within the universe. Also, a lot of aspects of the
solar system are active during the late summer and early fall, so students are able to see and
experience them all. This is spread across so many weeks because within the solar system, I
would focus on the different stars, the sun, moons, galaxies, planets, and the solar system as a
whole. We would spend time on each individual topic and include many fun and interactive
activities. Next, we move into physical science involving light, sound, and motion. This topic is
focusing on the forces that affect motion, as well as the relationship between the change in
speed of an object, the amount of force applied, and the mass of the object. Light and sound are
 also explored. This is taught at this time because it all can be done easily inside when the
weather is colder. Also, it is easy to incorporate between winter break and has a good stopping
and starting spot. I would focus on the change of motion in objects such as cars, marbles, balls,
etc. with different variables and objects affecting the direction and motion of objects. I like this in
the middle because it breaks up the space section and the life science section. Light and sound
is explored through activities and experiences, such as creating and finding light waves and
sound waves. Energy is reviewed and different forms of energy are looked at. To finish out the
year, I will be teaching life science which focuses on foundational knowledge of the structures
and functions of ecosystems. Students will learn that organisms perform a variety of roles in an
ecosystem, as well as the processes that take place within organisms require energy. I want to
teach this after the energy unit because it is incorporating the idea of energy that was taught prior
to this standard and applying it to organisms and how it is seen in ecosystems. Activities such as
having students create different ecosystems for different organisms allows them to apply their
knowledge and conduct their own research. Also, students can look outside around them in the
real world for ecosystems and organisms in their environment.

Part Integrated Assessment

C. (Select, or Create ONE Performance Assessment that could be used at some point during your 4th or 5th
grade curriculum map that would require students to combine the current math and science areas of study
to complete the task. Create a modified version for students who may struggle to access the task. Make
sure to indicate where this would be located in your curriculum map.)

5.ESS.1 and 5.MD.1. I chose to create a performance assessment that connects the science
standard 5.ESS.1: the solar system includes the sun and all celestial bodies that orbit the sun.
Each planet in the solar system has unique characteristics
Creating a solar system, grading books, etc and the math standard 5.MD.1: know relative sizes
of these U.S. customary measurement units. I will specifically be focusing on measuring
distance. To assess the students, I plan on having them creating their own planets after learning
about the solar system and the different planets. Students will have to come up with their own
planet, name it, describe what it looks like, explain what their planet needs, will have, if it will
incorporate life and if so, how will that form of life survive. Students will also need to determine
how far their planet is from the sun, using measurements which incorporates the math standard
to this science standard. Students, based on the other planets in our solar system, will have to
determine where they want their planet to be and the distance from the sun it is. They would
have to use correct measurement units when determining the distance their planet is from the
sun. This would be located in my curriculum in week 4 of the 5th grade curriculum map. Students
will need to write about their planet as well, incorporating a language arts writing standard into
this assessment. For struggling students, they may have less requirements for their planet they
create, or they may receive more guidance. Also, providing all of the steps and requirements for
this assessment in short chunks or one at a time could help a struggling student with breaking up
the workload and slow down the pace for them.

10 8 5 0

All standards are All standards are At least 75% of the Lesson than 75% of
addressed. addressed. standards were the standards were
Candidate addressed. addressed.
Part A. demonstrated an
understanding of which
standards would be
more difficult for
student mastery and
the planned duration of
these standards was
sufficient to ensure
deep student
understanding.

The sequence is The sequence is Some of the Many of the scaffolding

scaffolded to ensure scaffolded to ensure scaffolding decisions decisions described
coherence ( logical coherence in order that described would not would not provide
Part A. sequencing of the students master the provide coherence and coherence and could
topic) in order that curriculum. could provide a barrier provide a barrier to
students master the to student learning. student learning.
curriculum. The
sequence
demonstrates an
understanding of how
many of the standards
are interwoven. Thus
while it would be
possible to teach all
the standards from one
domain (ex. NBT, OA)
in isolation, the
candidate
demonstrated
understanding that this
would not create the
deep learning that
would results by
addressing how
domains overlap and
interconnect.

The rationale gives a The rationale gives a The rationale attempts The rationale is limited.
detailed justification detailed justification to justify the sequence
for the sequence of the for the sequence of the of the curriculum for
Part B. curriculum for both curriculum for both both grades and both
grades and both grades and both subjects but more
subjects. subjects. detail is needed to
understand some
Rationale takes into scaffolding choices.
consideration issues of
prerequisite skills,
timing in the academic
year, and states any
resources used to
inform the sequencing
decisions.

The rationale is
professionally written
and could be
presented to a school
leader.

Candidate selected or Candidate selected or Candidate selected or Candidate did not

create a performance create a performance create a performance selected or create a
assessment that could assessment that could assessment that could performance
Part C. be used at some point be used at some point be used at some point assessment.
during the 4th or 5th during the 4th or 5th during your 4th or 5th
grade curriculum map grade curriculum map grade curriculum map. OR
that would require that would require However, the
 students to combine students to combine assessment didn’t not The performance
the current math and the current math and closely align with one assessment did not
science areas of study science areas of study of the two standards closely align with either
to complete the task. to complete the task. selected. of the standards
selected.
The task selected or
created requires higher
order thinking (Webb’s
Depth of Knowledge).

Candidate created a Candidate created a Candidate created a Candidate did not

modified version for modified version for modified version but it created a modified
students that would students that would is unclear how version.
Part C. struggle to help them help students who modifications would
access the task. The struggle to access the help students who
candidate’s task. struggle to access the
modification made sure task.
to keep the same level
of rigor for the overall
task but provide
supports that helped all
students be successful.