Running Head: Curriculum Map

Curriculum Map
Hannah Winters
PPE 310- Vance Miller
20 September 2015

Curriculum Map

This curriculum map is from Higley Unified School District. These lessons were created
for an eighth grade classroom at Higley Middle School. There are approximately 32 students in
each classroom and all possess a wide range of academic ability.

Curriculum Map

Sleep Analysis
PO2 (SS) Use appropriate research information, not limited to a single source, to use in the
development of a testable hypothesis.
PO3 (SS) Generate a hypothesis that can be tested.
PO2 (PS) Design a controlled investigation to support or reject a hypothesis.
Begin by leading a quick review of how to write hypotheses. Ask students to share ideas of
how they would go about constructing a hypothesis. Ask students for their ideas and key points
of a hypothesis and provide the sample for them on the whiteboard. Following the review, have
students begin their activity by providing them with a variety of sleep related articles and asking
the students to read them.

http://healthysleep.med.harvard.edu/need-sleep/whats-in-it-for-you/mood (Sleep and

Mood, 2008)

Curriculum Map

http://www.dailytitan.com/2014/10/students-lack-of-sleep-impacts-academicperformance/ (Myers, 2014)

https://sleepfoundation.org/sleep-topics/diet-exercise-and-sleep (Diet, Exercise and

Sleep, 2015)

These articles will serve as students research information to aid them in forming their own
hypothesis to test. Encourage students to find their own resources that will benefit their
hypothesis formation as well. They can choose topics to research such as sleeps effect on mood,
sleeps effect on academic performance, sleeps effect on health, etc.
Have students formulate a hypothesis and write it down to be turned in the following
class. Tell students they may test this hypothesis at a later date.

Sustainability
PO5 (SS) Keep a record of observations, notes, sketches, questions, and ideas using tools
such as written and/or computer logs.
Have students begin their activity outside in the courtyard of the school. Ask students to
choose some type of flora that they see to sketch into their science notebook. Ask students to
answer a variety of questions in their notebook:

What color is this?

Where did this come from?

What are the surroundings?

What do you observe about this?

Encouraged students to write down any questions they might have about the flora that they
choose so they can ask you later.

Curriculum Map

Upon returning to the classroom, ask students to share in groups what they found outside.
Now, ask students to share their feelings about this activity (i.e. How did the activity go? Did
you like going outside?). Show students a series of photos via PowerPoint of all varying
climates that illustrate how different environments are being destroyed around the world. Ask
students to write for 2 minutes on their feelings of our depleting environment and their ideas on
how we could change that.

Sun Safety
PO4 (PS) Write clear, step-by-step instructions for conducting investigations or operating
equipment (without personal pronouns).
Pass out a piece of newspaper to all students. Ask students to lay out their sheet of newspaper
flat. Walk students through the steps of folding a paper hat. Now ask students to get out a sheet
of lined paper and write down all of the steps to folding a paper hat, as if someone had never
done it before. Tell students to be sure they are extremely detailed. Their directions should look
something like this:
1. Get out materials: a large piece of paper (newspaper), a ruler, a pencil
2. Lay sheet of paper out on the table
3. Fold the paper along the vertical crease
4. Unfold the paper
5. Now fold the paper perpendicular to the vertical crease
6. Lay the paper horizontal
7. Fold one top corner down to the center of the paper
8. Repeat step 7 for all corners of the paper
9. Fold up the bottom edge of the paper (only the top layer)

Curriculum Map

10. Repeat step 9 for the other side of the paper

11. Fold the outside edge of the left part of the hat in about 2-3 inches toward the center
12. Repeat step 11 for the right part of the hat
13. Seal the hat by taping
14. Open the hat
15. Enjoy
After students are finished writing their directions, collect their work and go over the steps with
them.
Now ask students to discuss the role hats play in the sun, especially in Arizona. Call on
students to express their ideas and write them on the board. Discuss with them the different types
of hats they can wear and the importance of protecting their skin from harmful UV rays. (How to
Make a Paper Hat, 2015)

Curriculum Map

References
Diet, Exercise and Sleep. (2015). Retrieved September 20, 2015, from
https://sleepfroundation.org/sleep-topics/diet-exercise-and-sleep
How to Make a Paper Hat. (2015). Retrieved September 20, 2015, from
http://www.instructables.com/id/How-to-Make-a-Paper-Hat/
Myers, H. (2014, October 22). Students lack of sleep impacts academic performance. Retrieved
September 21, 2015, from http://www.dailytitan.com/2014/10/students-lack-of-sleepimpacts-academic-performance/
Sleep and Mood. (2008, December 15). Retrieved September 17, 2015, from
http://healthysleep.med.harvard.edu/need-sleep/whats-in-it-for-you/mood

Curriculum Map