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Running head: CURRICULUM MAP

Leah Wilcock
Curriculum Map
PPE 310
Dr. Lineberry

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Writing
Research to Build and Present Knowledge
Arizonas College and Career Ready Standards
English Language Arts: Fifth Grade
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can..
5.W.7 Conduct short research I can conduct a research project on my
Mini Lesson 1
classrooms sleeping habits.
projects that use several
Sub-Objectives:
sources to build knowledge
through investigation of
The importance of sleep
different aspects of a topic.
Reading identify key points in
the passage
Data collecting accurately
collecting sleeping data
Writing organizing thoughts on
data and article
Materials:
http://kidshealth.org/en/kids/nottired.html (can print the article, if
there is no technology available in
the classroom)
Sleep diary
Line graph worksheet
Writing guided questions
Reading Standards for Informational Texts
Key Ideas and Details
Arizonas College and Career Ready Standards
English Language Arts: Fifth Grade
Arizona State ELA Common Core
Performance Objective
Instructional Strategies
Standards 2010
I can..

CURRICULUM MAP
5.RL.1 Quote accurately from a text
when explaining what the text says
explicitly and when drawing inferences
from the text.

I can list ways to be safe in the sun, using

the text. I can also add other sun safety
ideas to my list, using my prior
knowledge.

Mini Lesson 2
Sub-Objectives:
What is sun safety?
Reading aloud - identify key
details of a text
Materials:
George The Sun Safe Superstar
by Kathryn Clifford and Chantal
Renn
How I can be Safe from the Sun
worksheet
Sticky notes

Geometry (G)
A. Graph points on the coordinate plane to solve real-world and mathematical problems.
Arizonas College and Career Ready Standards
Math: Fifth Grade
Arizona State ELA Common
Performance Objective
Instructional Strategies
Core Standards 2010
I can..
5.G.A.2 Represent real world
I can graph points on a coordinate
Mini Lesson 3
and mathematical problems by
plane to understand the location of
graphing points in the first
local farmers markets.
Mini Lesson 3
quadrant of the coordinate
plane, and interpret coordinate
Sub-Objectives:
values of points in the context of
What are local producers?
the situation.
Definition of carbon footprint
Learn the importance of local producers
Review graphing coordinate planes
Materials:
Youtube video https://www.youtube.com/watch?

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v=DhaG_Zi6izU
List of local producers and the coordinate points
List of major roads and the coordinate points
Coordinate grid (first quadrant)

Narrative
This curriculum map comes from Webster Elementary School from the Mesa Public Schools District. The following lessons
have been created for a fifth grade classroom, where I am currently student teaching. There are twenty-six students and all students are
at a varied academic level.
Mini Lesson One
Sleep
5.W.7 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
To begin the lesson, the teacher will ask the students, What is sleep? The teacher will direct the
students to think about the question then turn to their partners and share. The teacher will create a web
map on the whiteboard, with sleep as the center circle. The teacher will bring the students back together
and ask the students to share their ideas on the question. The teacher will write the students ideas on the
web map. Then, the teacher will ask, Why is it important to sleep? The teacher will direct the students
to turn to their partner and share. Then, the students will share their ideas to the whole class. The teacher

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will write their ideas on the web map. If at any time during the opening discussion the students are not
participating, the teacher can choose sticks (randomly calling on students).
The teacher will tell the students that they will be conducting a short research project on their own
sleeping patterns. But first, the class will need to gain a little more information on sleep. The teacher will
hand out the article, What Sleep Is". The teacher and students will close read the passage.
1. First reading read together as a class. Students will highlight unknown words
2. Second reading students will read in partners. Students will write symbols in the passage
(connection, important fact, questions)
3. Third reading students will read independently. Students will write margin notes about the
passage.
After reading the passage, the teacher and students will have a classroom discussion about sleep. The
teacher can use the guiding questions or ask what the students marked in the passage (unknown words,
symbols, margin notes) for the class discussion.
Guiding questions
1. Do you think it is important to sleep?
2. How do you feel after a good nights sleep?
3. How do you feel or behave when you are tired?
4. How many hours per night of sleep do you need, according to the article?

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For homework, the teacher will assign the students to record a sleep diary for one night. This sleep
diary will be used the next school day to create a line graph consisting of data points (number of hours
slept by each student). The teacher will guide the students in interpreting the data to draw conclusions
about the number of hours of sleep the students engaged in the previous night.
The following school day, after the teacher and students created their classroom line graph, the
students will be given guiding questions to conclude their research. In their writing, the students will use
the line graph and the sleep article to write, at least three sentences per question, about the classrooms
sleeping habits.
Guiding Questions for writing
1. What are the sleeping patterns of our classroom?
2. Does our classroom need to improve our sleeping habits? Why?
3. Why is sleep important for our classroom?
Mini Lesson Two
Sun Safety
5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
To begin, the teacher will ask the students Who likes to play outside? The students can raise their hand if the question
applies to them. Then, the teacher will ask the students, How do you prepare to go outside? The teacher will direct the students to
talk with their table group. When everyone in the table groups has shared, the teacher will invite students to share their ideas to the

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class. Some ideas may include: wear a hat, wear sunscreen, wear shoes, wear clothes, and bring water. The teacher will explain to
the students that since we live in Arizona, it is important to prepare to go outside. The sun can be very dangerous because an
overexposure to the sun can result in skin damage, such as skin cancer later in life. In addition to skin damage, it is easier to become
dehydrated when not taking the appropriate measures while playing outside.
The teacher will tell the students that we will be reading the story, George the Sun Safe Superstar by Kathryn Clifford and
Chantal Renn. The teacher will explain to the students that while she reads, the students will fill out the worksheet How I can be safe
in the Sun. On this worksheet, the students will list the steps that are stated in the text, that we can take to be safe in the sun. The
students can ask questions, at this time, about their job during the reading. After the questions, the teacher will read the book.
After the teacher finishes reading the book, the teacher will lead a classroom discussion on the steps we can take to be safe in
the sun, based on the text. The teacher will also address the importance of how these steps will help us be sun safe.
1. Wear sunscreen
2. Wear a hat
3. Wear a shirt
After the class discusses the steps listed in the book, the teacher will tell the students to discuss at their table other steps we can
take for sun safety. The teacher can walk around the room, to listen in on the table discussions. Once the table groups are finished
with their discussions, the teacher will tell the table groups to pick a representative to come up to the whiteboard and write two of their
ideas they discussed at their table. After each group has finished writing their ideas on the whiteboard, the teacher will tell the

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students to add their peers ideas to their worksheet. After the students add new ideas, the teacher will lead another discussion using
the tips shared by the students on the whiteboard.
Other tips and facts about the sun
1. Drink water
2. Wear sunglasses
3. Reapply sunscreen
4. Stay in the shade
5. Wear clothing thats dark and tightly woven
6. Sun rays bounce off sand, snow, concrete, and water
After the discussion, the teacher will reinforce the important of sun safety. The teacher will tell the students that on a sticky

note, they will need to write one way they learned how they can be safe in the sun. The students will also write how they can apply it
to their everyday life. The teacher will hand out the sticky notes to each student so that they can write their final thoughts on sun
safety.
Mini Lesson Three
Environmental Health
5.G.A.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane,
and interpret coordinate values of points in the context of the situation.

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To begin the lesson, tell the students that we will be learning about eating local. Ask the students, What is a carbon
footprint? The students will do a think-pair-share with this question. Then, the teacher will enlighten the students with the definition
of their carbon footprint: Our carbon footprint impacts the earth and leaves a mark just like ones in the sand or mud. Every time we
use energy that comes from fossil fuels, we create CO2 and make our carbon footprint bigger. A big carbon footprint is bad for the
planet. (Delterich, 2015). The teacher will explain to the students that there are many ways that we can reduce our carbon footprint,
and that is through eating locally. Show the YouTube video https://www.youtube.com/watch?v=DhaG_Zi6izU .
After the video, discuss with the students the concept of food miles, the distance your food travels before it reaches your
plate. The teacher will explain to the students that when we purchase food from local farmers, we are reducing our carbon footprint
and we are supporting the people in our area. The teacher will ask the students, Have you been to a farmers market? Or do you
purchase from local producers? Invite students to share their experiences with buying local foods.
After the discussion, the teacher will explain that today we will become familiar with the local producers in our area through
graphing the locations on a coordinate plane. In this assignment, the students will be given a list of local farmers, a list of major roads,
and a first quadrant coordinate grid. Next to each local farmer, there will be a coordinate point [ex. (4,5)] that the students will need to
graph. The students will graph each coordinate and label it with the name of the local producer. On the major road list, there will be
directions next to each road on where to draw a line, to represent a road, on their coordinate plane. The students will also label the
name of the road. When the students are finished, they can color and embellish their map however they would like. At the end of the
activity, the whole class will go over the map and become familiar with the locations in comparison to where the school is located.

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Reference
Delterich, A. (2015). A Carbon Footprint Definition for Kids. Retrieved April 3, 2016, from
http://www.livestrong.com/article/159514-carbon-footprint-definition-for-kids/
Criteria

Exemplary (5)

Curriculum
Your Assignment includes:
Map/Scope
A cover page that includes
and
the followingname, the
Sequence
course, the assignment, the
Integration of
date and an appropriate
Health
Running head in APA
Topics
format. Your cover page
should include a page
Teacher
number.
Content
District provided curriculum
Knowledge
map/scope and sequence
(TCK)
appropriate for placement
classroom.
Score:
Highlighted text, outlining
x2
the followingSleep =
Blue, Topic of your Choice
= Yellow, 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

Proficient (3)

Unsatisfactory (1)

Your Assignment includes:

A cover page that includes
most of 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
most of the followingSleep
= Blue, Topic of your Choice
= Yellow, Healthy
Environment/Sustainability =
Green
Integration of the health
components sometimes
detract from the academic
content
Teacher sometimes
implements a variety of
subject-specific instructional

Your Curriculum Map includes:

A cover page that includes
some of 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 is not
appropriate for placement
classroom.
Highlighted text, outlining
some of the followingSleep =
Blue, Topic of your Choice =
Yellow, Healthy
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 content

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Instructional
Plans (IP)
SCORE:
x2

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 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
Development tab
Curriculum map includes:
(IP)
o Evidence that
assignment is
appropriate for the

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 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 placed in the wrong
section
Curriculum map mostly
includes: (IP)
o Evidence that
assignment is
appropriate for the

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)
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

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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

age, knowledge, and

interests of all learners
you teach and;
o 2 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

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

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