Running head: CURRICULUM MAP

Jessica Vasquez
PPE 310 Health Literacy for Schools
Curriculum Map
September 18, 2015

CURRICULUM MAP

Complete Aerobic Fitness

Conce

Concept

Performance Objectives

Suggested

Notes/Resourc
es

pt

Activities/Voc

Numb

ab

er

o.

3CH-P3

Explain the short-term and

long-term consequences of
responsible and risky/harmful
behaviors (e.g., responsible:
exercise, sleep, nutrition;
risky: the use of tobacco,
alcohol and other drugs)

PO
1
PO
2

1. Identify the decision-making

process.
2. Identify the short-term and longterm consequences of responsible
and risky/harmful behaviors.

Conce

Concept

Performance Objectives

Teacher
Observation/
Guidance

Suggested

Notes/Resourc
es

pt

Activities/Voc

Numb

ab

er

o.

5CH-P2

Identify the causes of conflict

among youth and adults in
school and community, and
demonstrate refusal,
negotiation and collaboration
skills to manage the conflict

PO
1
PO
2

1. Explain conflict and its root

causes.
2.
Explain effective conflict resolution
techniques.

Student will
demonstrate
desirable group,
personal and social
skills (application).
Participate in-group
activities which
promote unity,
teamwork and
appreciation for
others.

Conce

Concept

Performance Objectives

Suggested

Notes/Resourc
es

pt

Activities/Voc

Numb

ab

er

o.

Small Group
Activities Group
Discussion

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6CH-P4

Develop an effective plan for

achieving and maintaining
personal health goals for
lifelong health-enhancement
and wellness which
recognizes the importance of
goal setting and time
management skills

3
PO
1

1. Construct a health and wellness

personal activities log for at least
one week.

Activity Log

Lecture/
Demonstrations

The curriculum map that is used comes from the Mesa Public School District. It is being
used at Mesa High School in a complete fitness class for students in grades 10-12. The fitness
classes have students with different ranges of fitness levels.
Sleep
3CH-P3. Explain the short-term and long-term consequences of responsible and
risky/harmful behaviors (e.g., responsible: exercise, sleep, nutrition; risky: the use of
tobacco, alcohol and other drugs).
Focus on the sleep portion of the responsible and risky behaviors. Gather the students,
after their workout, and spend the last minutes of class discussing sleep. Start the discussion by
asking the students if they believe sleep is important. Allow a couple students to answer the
question to make it a discussion. Go further into the discussion by asking how many of the
students felt tired, even before the workout. If the students raise their hand ask those students
why they felt tired. If they relate it to the amount of hours of sleep they got, ask the students and
the rest of the class how many hours they got the previous night. Talk about the consequences
with lack of sleep and what it can do to not only your body but also your mind. Discuss the
short-term consequences and have them think about the long-term consequences. This can lead
into the activity that you give the students using an idea from the Lesson Plan: Get Some
Sleep! (2000).

CURRICULUM MAP

Have the students track their sleep time for the week and have them come up with a chart
to record their amount of hours for each night. They can use any type of chart that helps them
with their data. After they complete the week of tracking their times, have the students get with a
partner to compare their results. Tell the students to come up with ideas on how to get more
sleep for their partner if they didnt get enough. Allow some time for them to compare what they
got, then bring them in for a final discussion on what they discovered and review why sleep is
important. Review the short-term consequences and have them discuss long-term consequences
they might notice.
Heath Environment
5CH-P2. Identify the causes of conflict among youth and adults in school and community,
and demonstrate refusal, negotiation and collaboration skills to manage the conflict.
Led the students in a discussion about littering. Ask the students what littering is and get
a couple of them to answer the question. Ask the students if they have ever been around
someone or if they were one to litter before. If students respond to this question, especially to
those who have noticed someone littering, ask those students what they felt about them littering
and what they did after they saw them do it. If students dont respond to this question, have them
think about what they would do or how they could have changed the issue. Allow the students to
discuss this question for a few minutes. Ask the students after learning about littering what
causes someone to litter. Look for answers involving lack of trashcans or something along the
lines of not caring about the environment. Follow up that question by asking the students how
can this problem be solved. This will lead in to an activity that will be part of their workout
lesson for the fitness class. The activity they will be doing will be to run around campus, find
trash, and clean it up (S.A.V.E.Foundation, n.d.).

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For the activity they will get into partners and take parts of the campus to clean up. They
will locate a trashcan near by and gather as much trash as they can find in their spot of the
campus. The students will find any type of trash they can such as cups, wrappers, straws, as well
as small items they can pick up with their hands. After about 5 minutes, they will come back to
the starting point where the teacher is located and identify what they found. This will lead into a
discussion about what they found and why they might have found it in their part of the campus.
They will also discuss how they can prevent this issue from happening again. This will allow the
students to critical thinking about ways they can stop this conflict from happening by
collaborating ideas with others.
Dehydration
6CH-P4. Develop an effective plan for achieving and maintaining personal health goals for
lifelong health-enhancement and wellness, which recognizes the importance of goal setting,
and time management skills.
Ask the students if they have ever been or felt like they have been dehydrated. Have the
students describe what that feeling was like. Discuss with the class what dehydration is and what
can cause dehydration. Use facts like sickness and playing sports as examples of being
dehydrated from the Dehydration article (Gavin, 2013). Have the students think-pair-share of
signs of dehydration. After a few minutes discuss what they came up with and talk with them
about ways to prevent these signs from appearing. Allow for any other questions before moving
on to the activity.
Talk with the students about the importance of staying hydrated, especially in Arizona.
Discuss the factors that go in to figuring out how much water to drink a day. Let them know that
water is the easiest way to stay hydrated. Have the students come up with a plan for themselves

CURRICULUM MAP

on how they can stay hydrated throughout the day. Have them figure out what the weather will
be like for the next couple days to determine if they will need more or less water that day. Let
the students know about creating a goal for themselves for water intake and why it is important
to create a goal. Relate this type of goal setting to the importance of other goal settings outside
of health. Incorporate this activity to time management skills by giving them an example of how
often throughout the day they should be drinking water. Check the students plans and help out if
they need it. Let the students know that they will participate in this plan for the next couple days
and they will review the results later in the week to see if they were hydrated or not. They will
reflect on what they discovered and turn in a short quick write to check for understanding.

CURRICULUM MAP

References
Gavin, M.D., M. L. (2013, July). Dehydration. Retrieved from
http://kidshealth.org/teen/safety/first_aid/dehydration.html#
Lesson plan: Get some sleep! (2000, October 5). Retrieved from
http://www.cnn.com/fyi/interactive/news/brain/lp.sleepy.teens.html
S.A.V.E. Foundation. (n.d.). Litter Lesson. Retrieved from
http://www.savemobile.org/Recycle/litterlesson.pdf
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,
Healthy
Environment/Sustainability =

Proficient (3)

Your Assignment includes:

Your C
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 =

CURRICULUM MAP

Instructional
Plans (IP)
SCORE:
x2

8
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
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

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
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

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9
grade, the school district,
describe your classroom
context and other
pertinent information

describing your grade, the

school district, describe
your classroom context
and other pertinent
information