Running head: CURRICULUM MAP

Curriculum Map
Clarissa Jaucian
Arizona State University
April 3, 2016
Dr. Lineberry

Curriculum Map

Stevenson Elementary Curriculum Map

Mathematics - Sixth Grade
Domain

Quarter 1

Quarter 2

Ratios and
Proportional
Relationships

The Number
System

Expressions
and Equations

Quarter 3

Quarter 4

6.RP.A.1
6.RP.A.2
6.RP.A.3
6.NS.A.1
6.NS.B.2
6.NS.B.3
6.NS.B.4

6.NS.B.4

6.EE.A.1
6.EE.A.2

6.EE.A.2
6.EE.A.3
6.EE.A.4
6.EE.B.6

Geometry

Statistics and
Probability

6.G.A.1
6.G.A.3

6.NS.C.5
6.NS.C.6
6.NS.C.7
6.NS.C.8
6.NS.C.9
6.EE.B.5
6.EE.B.6
6.EE.B.7
6.EE.B.8
6.EE.C.9
6.G.A.2
6.G.A.4
6.SP.A.1
6.SP.A.2
6.SP.A.3
6.SP.B.4
6.SP.B.5

This curriculum map comes from Stevenson Elementary in the Mesa Public Schools
district, it is based upon the Scope and Sequence guide within the Big Ideas math textbook. The
lesson plans were designed for sixth grade students in a departmentalized mathematics
classroom. The four transitioning sections contain 30 students on average; the students are not
grouped by ability or skill level.

Curriculum Map 1
Sleep
6.SP.B.4. Display numerical data in plots on a number line, including dot plots, histograms, and
box plots.
Teacher will make a sleep journal for students a week before the lesson. Students will
answer the questions every night for a week. Once a weeks worth of sleep data has been
gathered, students will learn how to display the sleep data using dot plots and histograms. The
data will then be displayed for students to discuss what they see. Teacher will lead a discussion
about the amount of sleep that is recommended for 6th grade students. Through questioning (i.e.,
are you getting the recommended amount of sleep, how do you think sleep affects your mood,
how does it affect your learning, are there other things that are affected by your sleep, etc.)
students will learn how important sleep is for their health. And how it can affect their learning.
Sleep Journal
1. Time I went to bed
2. Time I woke up
3. How I felt when I woke up a) great, lots of energy! b) okay/so-so, or c) tired
4. I slept ____ hours last night (tabulation)
5. If I didnt sleep well, this is what bothered me and kept me awake: (examples; TV, neighbors,
worrying)
6. I drank sodas and ate sugary foods a) in the morning, b) in the afternoon, c) before bedtime,
d) none
7. I exercised or played 20 minutes a) in the morning, b) in the afternoon, c) right before
bedtime, d) not at all.
8. What I did before going to bed: (reading, watching TV, doing homework)

Curriculum Map 2
Physical Activity
6.NS.C.8. Solve real-world and mathematical problems by graphing points in all four quadrants
of the coordinate plane. Include use of coordinates and absolute value to find distances between
points with the same first coordinate or the same second coordinate.
Students will work in pairs to gather data points of physical activity in the classroom.
First, one student will set a timer to go off in one minute. The second student will perform
jumping jacks until the timer goes off, the first student will tally how many jumping jacks are
completed. Students will switch roles; then repeat the process adding one minute each time.
Once students have five data points they will graph the data points on a coordinate plane. Each
student will make an educated guess as to how many jumping jacks they would complete if the
time was 10 minutes or even 20 minutes. They must write and explain the reasoning behind their
educated guess.
Teacher will ask the students to estimate how much time they were active during the
lesson. There will be a discussion about the recommended 60-minutes of activity a day for
students to be healthy. Teacher will ask students why they should be active for 60-minutes a day
and also why is it so important to be active. This CBS News video will be played for the
students, http://www.cbsnews.com/videos/pumping-up-the-brain; then have students discuss
their reactions about the connection between physical activity and exercise. Ask the students the
same question: why should they be active for 60-minutes a day and why is it so important to be
active. Lead into the benefits of living an active lifestyle, not only for long-term health purposes
but also the cognitive benefits.

Curriculum Map 3
Sustainability
6.SP.B.5. Summarize numerical data sets in relation to their context, such as by:
a. Reporting the number of observations.
b. Describing the nature of the attribute under investigation, including how it was measured and
its units of measurement
Students will be tasked with a design challenge, design and build a wind turbine that will
produce the most revolutions per minute. In groups of 4, students will be working on finding
sustainable energy through the use of wind turbines. Teacher will play the wind turbine video,
https://youtu.be/azp3PqnTpn0, for the students. Once students have designed their own wind
turbines, they will be gathering data to determine which design will best solve the problem. They
will test the turbine to ensure that the design will have a working, spinning, blade. One group
member will set a timer for one minute, then at least two group members will count the number
of revolutions that the blades make in one minute. The data will be collected, then present on a
poster along with the design. Using the data that was collected, the group will market their wind
turbine. As a class there will be a vote to determine which wind turbine design was the most
efficient.
After the testing and presentation, the teacher will lead the class in a discussion over the
importance of sustainable energy. What are the benefits of finding sustainable energy solutions?
Why should we care about sustainable energy? After the discussions students will write about
what they learned during the course of the wind turbine investigation and why they think that it
is important to find sustainable energy solutions. They will end their writing assignment with any
questions they have about sustainable energy or wind turbines.

Curriculum Map 4
References

Classroom Guide. (n.d.). National Sleep Foundation. Retrieved from

http://sleepforkids.org/pdf/ClassroomGuide.pdf.

Pumping Up The Brain. (2009, February 4). Retrieved from

http://www.cbsnews.com/videos/pumping-up-the-brain/.

SCIENCE SCREEN REPORT FOR KIDS - Turbine Technology: Energy From The Wind
Volume 20 Issue 4. (2010, December 14). Retrieved from https://youtu.be/azp3PqnTpn0.

Curriculum Map 5
Criteria
Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics

Exemplary (5)
Your Assignment includes:

Teacher
Content
Knowledge
(TCK)

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. (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,

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. (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 #

Curriculum Map 6

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

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