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Running head: CURRICULUM MAP

Derek Reading
Curriculum Map
Dr. Miller
Arizona State University
April 3, 2016

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Arizonas College and Career
Ready Standards
Mathematics: 7th Grade
Arizona State Mathematics Common
Core Standards 2010
7.SP.B.4 Use measures of center and
measures of variability for numerical data
from random samples to draw informal
comparative inferences about two
populations

Performance Objective
I can..
I can create a scatter plot based on realworld data

Arizonas College and Career

Ready Standards
English Language Arts: First
Grade
Arizona State ELA Common Core
Standards 2010
SL.7.2 Anazlyze the main ideas and
supporting details presented in diverse
media and formats (e.g. visually,
quantitatively, orally) and explain how the
ideas clarify a topic, text, or issue under
study.

Performance Objective
I can..
I can explain the important characteristics
of each food group.

Instructional Strategies
Mini Lesson 1
Sub-Objectives:
Know how to gather information
Know how to find averages
Materials:
Notebook
Graph paper

Instructional Strategies
Mini Lesson 2
Sub-Objectives:
Know how to use PowerPoint or
Prezi
Know how to use a KWL chart
Materials:
PowerPoint or Prezi
KWL chart

CURRICULUM MAP

Arizonas College and Career

Ready Standards
Science: First Grade
Arizona State Mathematics Common
Core Standards 2010
7.G.A.1 Solve problems involving scale
drawings of geometric figures, including
computing actual lengths and areas from a
drawing and reproducing a scale drawing
at a different scale

Performance Objective
I can..
I can apply scale factor to rectangular
prisms

Instructional Strategies
Mini Lesson 3
Mini Lesson 3
Sub-Objectives:
Know how to calculate the surface
area and volume of a rectangular
prism
Understand scale factor
Materials:
Rulers or meter sticks
Information about Composting

Narrative
This curriculum map comes from Washington Elementary School District's website. I currently teach in a seventh grade
mathematics classroom with three different class period. The first class period is a push-in model with nine general education students
and 19 students with IEPs, the second class has 20 students, and the third class has 11 students.

Mini Lesson One

Sleep
7.SP.B.4 Use measures of center and measures of variability for numerical data from random samples to draw informal
comparative inferences about two populations

Students will conduct research about how much sleep children of their age need.

We will reconvene as a class and talk about all the research that everybody gathered.
How much sleep do people of your age need?
How much sleep do other age groups need?

For the next two weeks, keep track of how many hours of sleep you get each night.
Additionally, ask everyone in your household how many hours they get each night and track this information as well.

Two weeks later, we will collect all the information, and every student will find the average amount of sleep they and each
household member had each night. All this information will be shared with the class.

A scatter plot will be made with variables age and average hours of sleep by each student.

After investigating the data, we will discuss if us students and their household members are living a healthy lifestyle.
Why or why not?

CURRICULUM MAP

Mini Lesson Two

The Food Pyramid
SL.7.2 Anazlyze the main ideas and supporting details presented in diverse media and formats (e.g. visually, quantitatively,
orally) and explain how the ideas clarify a topic, text, or issue under study.

Students will be split into six groups

Each group will represent one of the six food groups: grain, meat, dairy, fruits, vegetables, and oils.

Each group will have a week to gather data on their assigned food group.
Examples, healthy and unhealthy
Nutrition information on these examples
How much to eat daily
How it relates to other food groups

After a week of gathering data, students will complete a KWL chart on each of the food groups (besides their assigned one).

Each group will present with a PowerPoint or Prezi.

Other groups will ask questions and fill out their KWL charts.

Mini Lesson Three

Sustainability
7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a
drawing and reproducing a scale drawing at a different scale

We will study compost bins and their function/importance

If we have a compost bin in the shape of a rectangular prism with the dimensions of 2ft by 3ft by 4ft, how much
compost can I hold? (Find the volume of the bin). How much material do I need to make the bin? (Find the surface
area).

I want to double the amount of compost my bin can hold. What new dimensions do I need?
Students will explore what new dimensions would double my volume.
Most of them will predict that you have to double all the dimensions. (This volume will eight times as large as
the original volume) Will the surface area also double? (No, it will quadruple.)
Discover that we only need to double the length of one dimension to double the volume.
Find the new surface area so we know how much material we need to make this new be.

CURRICULUM MAP
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 =
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

Proficient (3)

Unsatisfactory (1)

Your Assignment includes:

Your Curriculum Map includes:
A cover page that includes most of the
A cover page that includes
followingname, the course, the
some of the following
assignment, the date and an appropriate
name, the course, the
Running head in APA format. Your cover
assignment, the date and an
page should include a page number.
appropriate Running head
in APA format. Your cover
District provided curriculum map/scope
page should include a page
and sequence appropriate for placement
number.
classroom.
District provided
Highlighted text, outlining most of the
curriculum map/scope and
followingSleep = Blue, Topic of your
sequence is not appropriate
Choice = Yellow, Healthy
for placement classroom.
Environment/Sustainability = Green
Highlighted text, outlining
Integration of the health components
some of the following
sometimes detract from the academic
Sleep = Blue, Topic of your
content
Choice = Yellow, Healthy
Teacher sometimes implements a variety of
Environment/Sustainability
subject-specific instructional strategies to
= Green
enhance student content knowledge.

Integration of the health

Specifically, places that logically fits into
components often detract
the academic content that is being taught,
from the academic content
where you can teach three separate mini
Teacher rarely implements a
lessons; one about sun safety, one about
variety of subject-specific
sleep, and one about environmental health.
instructional strategies to
(TCK-Tap).
enhance student content
knowledge.
Specifically, places that
logically fits into the
academic content that is
being taught, where you can

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environmental health. (TCKTap)

Instructional
Plans (IP)
SCORE: x2

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

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 EPortfolio 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 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

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 EPortfolio
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 page, double
spaced mini-lessons
in teacher talk

CURRICULUM MAP
summary describing your
grade, the school district,
describe your classroom
context and other
pertinent information

information

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