Running Head: CURRICULUM MAP

Jailyn Jenkins
Curriculum Map Integration
PPE 310: Health Literacy for Schools
November 6, 2015

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School Overview
My classroom and overall student-teaching experience is can be summed up as unique.
I am teaching science in the Madison School District at Madison No. 1 Middle School. Although
we are in the eighth-grade wing, we teach science to all grades (5th-8th grade), some in which are
general classes, others are advanced, and the majority are REACH (accelerated and gifted). Even
though we teach one subject, there are four different grade levels being taught and three different
curricula at different depths, so the students in each period, every day learn something new.
Given that each period is different; our approach to teaching reflects both direct instruction and
inquiry. We try to incorporate tidbits of knowledge that are not listed in the standards into our
lessons when necessary and beneficial, so I was actually able to incorporate the different minilessons within my classroom without even knowing. Our students are inquisitive and genuinely
enjoy science, so it is a blast to teach them each day and enhance their knowledge throughout the
year. Go Wildcats!

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Strand 4: Life Science (5th Grade)
Life Science expands students biological understanding of life by focusing on the characteristics
of living things, the diversity of life, and how organisms and populations change over time in
terms of biological adaptation and genetics. This understanding includes the relationship of
structures to their functions and life cycles, interrelationships of matter and energy in living
organisms, and the interactions of living organisms with their environment.
Concept 1: Structure and Function in Living Systems
Understand the relationships between structures and functions of organisms.
PO 1. Identify the functions and parts of the skeletal system:
protection rib cage, cranium
support vertebrae
movement pelvis, femur, hip
PO 2.

Identify the following types of muscles:

cardiac heart
smooth stomach
skeletal biceps

PO 3.

Identify the functions and parts of the nervous system:

control center brain
relay mechanism spinal cord
transport messages nerves

PO 4. Distinguish between voluntary and involuntary responses.

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Date
Grade
Standard

Lesson Objective
Sub-Objective(s)

11/4/2015
5th Grade Science (REACH)
Strand 4: Concept 1 PO 3. Identify the functions and parts of the nervous
system:
control center brain
relay mechanism spinal cord
transport messages nerves
SWBAT explain the functions of the organs within the nervous system
SWBAT identify the organs within the nervous system

Aligned Activities Nervous System Graphic Organizer

Lesson Overview

1. Have students open notebooks and title a new page Nervous System
2. Explain:
a. Brain: is the control center of the system
i. In order for it to fully function, you need at least 8 hours
of sleep each night
ii. How many of you get at least 8 hours of sleep each
night? More? Less?
b. Spinal Cord: relay mechanism of the body
c. Nerves: transport messages throughout the body
3. Stand-Up, Hand-Up, Pair-Up share something new that you learned.
4. The nervous system is a vital part of your body and in order for you to
function properly, you need proper sleep and maintain your overall
health. (Closure)

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Strand 4: Life Science (6th Grade)
Life Science expands students biological understanding of life by focusing on the characteristics
of living things, the diversity of life, and how organisms and populations change over time in
terms of biological adaptation and genetics. This understanding includes the relationship of
structures to their functions and life cycles, interrelationships of matter and energy in living
organisms, and the interactions of living organisms with their environment.
Concept 1: Structure and Function in Living Systems
Understand the relationships between structures and functions of organisms.
PO 1. Explain the importance of water to organisms.
PO 2.

Describe the basic structure of a cell, including:

cell wall
cell membrane
nucleus

PO 3.

Describe the function of each of the following cell parts:

cell wall
cell membrane
nucleus

PO 4. Differentiate between plant and animal cells.

PO 5. Explain the hierarchy of cells, tissues, organs, and systems.
PO 6. Relate the following structures of living organisms to their functions:
Animals
respiration gills, lungs
digestion stomach, intestines
circulation heart, veins, arteries, capillaries
locomotion muscles, skeleton
Plants
transpiration stomata, roots, xylem, phloem
absorption roots, xylem, phloem
response to stimulus (phototropism, hydrotropism, geotropism) roots, xylem, phloem
PO 7.

Describe how the various systems of living organisms work together to perform a vital function:
respiratory and circulatory
muscular and skeletal
digestive and excretory

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Date
Grade
Standard

Lesson Objective
Sub-Objective(s)

11/5/2015
6th Grade Science (Advanced)
Strand 4: Concept 1 PO 6. Relate the following structures of living
organisms to their functions:
Animals
respiration gills, lungs
digestion stomach, intestines
circulation heart, veins, arteries, capillaries
locomotion muscles, skeleton
Plants
transpiration stomata, roots, xylem, phloem
absorption roots, xylem, phloem
response to stimulus (phototropism, hydrotropism, geotropism)
roots, xylem, phloem
SWBAT describe the function of the skeletal system
SWBAT identify bone structures within the skeletal system

Aligned Activities My Skeleton Graphic Organizer

Lesson Overview

1. Have students open notebooks and label new page My Skeleton to fill
in web graphic organizer
2. Explain that the Skeletal System:
a. Made up of bones, joints, and connective tissues
b. Responsible for being the framework of the body
c. Helps us be able to move, run, skip, jump, etc.
d. Storage for calcium & phosphorus
e. Has 206 bones
f. Different types of joints: hinge, gliding, ball-and-socket, and
pivot
g. Scoliosis (curved spine)
h. Overuse injuries (shin splints)
i. Osteoporosis (when bones are brittle and weak)
i. Caused from a lack of calcium, vitamin D (mainly from
the sun), and exercise
ii. People generally get Vitamin D from sun exposure, but
even though the sun is important for bone growth and
strength, it is important to not get too much exposure. It
is important to wear sunscreen and moderate contact with
direct sunlight
j. Overall, the skeleton is the foundation for a strong body, so with
strong and healthy bones, the body functions a lot better
(Closure)

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Strand 5: Physical Science (6th Grade)
Physical Science affords students the opportunity to increase their understanding of the
characteristics of objects and materials they encounter daily. Students gain an understanding of
the nature of matter and energy, including their forms, the changes they undergo, and their
interactions. By studying objects and the forces that act upon them, students develop an
understanding of the fundamental laws of motion, knowledge of the various ways energy is
stored in a system, and the processes by which energy is transferred between systems and
surroundings.
Concept 3: Transfer of Energy
Understand that energy can be stored and transferred.
PO 1. Identify various ways in which electrical energy is generated using renewable and nonrenewable
resources (e.g., wind, dams, fossil fuels, nuclear reactions).
PO 2. Identify several ways in which energy may be stored.
PO 3. Compare the following ways in which energy may be transformed:
mechanical to electrical
electrical to thermal
PO 4.

Explain how thermal energy (heat energy) can be transferred by:

conduction
convection
radiation

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Date
Grade
Standard

Lesson Objective
Sub-Objective(s)

9/29/2015
6th Grade Science (REACH)
Strand 5: Concept 3 PO 1.Identify various ways in which electrical energy
is generated using renewable and nonrenewable resources (e.g., wind, dams,
fossil fuels, nuclear reactions).
SWBAT differentiate between renewable and nonrenewable resources
SWBAT identify certain resources as renewable or nonrenewable
SWBAT gather information on a renewable or nonrenewable resources

Aligned Activities Renewable/Non-Renewable Essay

Lesson Overview

1. Teacher will ask the students to list the renewable/nonrenewable

resources:
a. Renewable: Solar, Wind, Biomass, Geothermal, Hydropower
b. Non-renewable: Coal, Fossil Fuels, Natural Gas, Nuclear
2. Explain the importance of utilizing sustainable resources and consuming
resources in a moderate way. By consuming in a moderate way, we can
preserve as much as possible and make the most of what we have left on
Earth. We have to be environmentally aware in order to make a change!
3. Teacher will explain that students will work independently to research
any renewable or nonrenewable resource
a. Use the whole class period to conduct research
b. Must be 3-5 paragraphs
c. 5 sentences in each paragraph
d. Worth 100 points
e. Due the following day at the beginning of the period
4. Students will work on computers or devices to complete research
5. Allow students to work until the end of the class period

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References
Arizona Department of Education. (n.d.). Retrieved November 6, 2015.

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Criteria

Exemplary (5)

Proficient (3)

Unsatisfactory (1)

Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics

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, Sun Safety = Yellow,
Environmental Health =
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)

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,
Sun Safety = Yellow,
Environmental Health =
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).

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,
Sun Safety = Yellow,
Environmental Health =
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
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).

Teacher
Content
Knowledge
(TCK)
Score:
x1

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Instructional
Plans (IP)

SCORE:
x1

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
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 minilessons 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

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
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
information

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
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
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