Running head: Curriculum Map

Adrian Chang
PPE 310: Health Literacy for Schools
Vance Miller
9/20/2015

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This curriculum map comes from the Chandler Unified School District. These lessons
were created for tenth grade Algebra 2 classes. Classes varied in size as well as academics.
Hydration
Play the What If You Stopped Drinking Water? video for students. Afterwards, spend a
few minutes discussing possible solutions around campus to prevent dehydration. Ask students
to come up with at least 3 changes they might implement to provide better hydration to the
student body, and write these ideas up on the board.
Once finished brainstorming, give students worksheet on campus hydration
improvement. This worksheet will contain a few different word problem scenarios involving
making changes to the campus. Ideas could include adding/renovating drinking fountains on
campus, adding catchy fliers/public service announcements around campus, etc. Given a school
budget and costs for each item in a solution, students are tasked with coming up with an equation
to model how much each idea will cost, then deciding which method they would go with.

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Sleep
Start by showing the How Much Sleep Do You Actually Need? video. Discuss
with students just how important sleep is, having them list at least 3 key reasons why from the
video. Then students will be given worksheets which they will work on in groups. The
worksheet will show data from a survey administered to an entire high school student body
showing that the amount of sleep, in hours, in a 24 hour period is normally distributed with a
mean of 7 hours and standard deviation of 1.25. Students will be asked to answer, rounding to
the closest 15 minute interval, how many hours they slept in the last 24 hours. Each group will
record their data, then compare their hours with the survey. Calculations required might include
solving to see what percent of high school students slept longer than someone from their group,
or calculating intervals about the mean that include set percentages of data.

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Sustainability
Start by showing the students the short video on comparing lightbulb types. Have
students discuss pros and cons of each type, and list what types of bulbs they have in their own
homes. Ask them to predict which bulbs are the best to use, from a sustainability perspective.
Then students will be provided worksheets designed to discover the answer. Working in groups,
students use the data provided (bulb cost, lifetime of bulb) to construct equations representing
the overall value of each lightbulb type. Comparing the different functions will allow students to
decide which bulb is most costly. Taking environmental impacts into consideration, each group
of students will decide which lightbulb they would recommend, then defend their decision to the
rest of the class.

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References
What If You Stopped Drinking Water. (2014, March 20). Retrieved from
https://www.youtube.com/watch?v=zCheAcpFkL8
How Much Sleep Do You Actually Need. (2014, July 27). Retrieved from
https://www.youtube.com/watch?v=SVQlcxiQlzI
Energy 101: Light Bulbs. (2011, July 14). Retrieved from https://www.youtube.com/watch?
v=Pk60-D61h34

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Criteria
Curriculum
Map/Scope and
Sequence
Integration of
Health Topics

Teacher Content
Knowledge
(TCK)

Exemplary (5)
Your Assignment includes:

Score: x2

Instructional
Plans (IP)

SCORE:
x2

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 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 age,
knowledge, and interests of

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 = 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. (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 age,
knowledge, and interests of

Running head: Curriculum Map

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o

all learners you teach and;

3, 1 page, double spaced
mini-lessons in teacher talk
format, one for sleep, one
for sun safety, and one for
environmental health
A brief narrative summary
describing your grade, the
school district, describe
your classroom context and
other pertinent information

all learners you teach and;

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
A brief narrative summary
describing your grade, the
school district, describe your
classroom context and other
pertinent information