PPE 310: Health Literacy for Schools

Curriculum Map
Yunan Niu
Course # 26040 Chavez
Dr. Hesse

RooseveltSchoolDistrictCurriculumGuide1stGradeEnglishLanguageArts
Strand:Speaking/Listening

Cluster:PresentationofKnowledgeandIdeas

AnchorStandard:Makestrategicuseofdigitalmediaandvisualdisplaysofdatatoexpressinformationandenhanceunderstanding
ofpresentations.
GradeLevelStandard(s):
1.SL.5Adddrawingsorothervisualdisplaystodescriptionswhenappropriatetoclarifyideas,thoughts,andfeelings.
Studentswillknow
DescriptionsDrawingsVisualdisplaysClarifyingideas
Studentswillbeableto
Speakincomplete,coherentsentences.
Provideimportantdetailsand/orfactstosupporttheirstory.
Createvisualdisplayssuchasdrawings,illustrations,orcharts.
Explainvisualdisplaysinordertoclarifytheirthoughts,feelings,and/orideas.
AcademicLanguage

Additional Notes

Details
Drawings
Pictures
Illustrations
Visualdisplay

Firstgradestudentsneedtobeabletochoosevisualdisplaysthat
addtoandsupporttheirthinkingaboutatopic.Studentsmustbe
abletoarticulatetheirideasincompletesentenceswhen
appropriatetotheaudience.
RooseveltSchoolDistrictCurriculumGuide1stGradeEnglishLanguageArts
Strand:Reading

Cluster:KeyIdeasandDetails

AnchorStandard:Readcloselytodeterminewhatthetextsaysexplicitlyandtomakelogicalinferencesfromit;citespecifictextual
evidencewhenwritingorspeakingtosupportconclusionsdrawnfromthetext.
GradeLevelStandard(s):
1.RL.1Askandanswerquestionsaboutkeydetailsinatext.
Studentswillknow
StoryelementsKeyideasDetails
Studentswillbeableto
Identifykeydetails(characters,setting,problem,andsolution).
Identifywhathappensatthebeginning,middle,andend.
Describekeydetails.
Determinethedifferencebetweenaquestionandastatement.
Respondappropriatelytoquestionsaboutkeydetails(who,what,when,where).
Generatequestionsaboutkeydetailsinatext.
Additional Notes
AcademicLanguage
Keyideas;Details;Beginning;Middle;End;Character;Setting;
Events;Plot;Problem;Solution;Story;Elements

Firstgradestudentsretellstoriesintheirownwords,revealan
understandingaboutthecentralmessageofthetext,andtell
aboutthestoryelements.

RooseveltSchoolDistrictCurriculumGuide1stGradeEnglishLanguageArts
Strand:Speaking/Listening

Cluster:PresentationofKnowledgeandIdeas

AnchorStandard:Presentinformation,findings,andsupportingevidencesuchthatlistenerscanfollowthelineofreasoningandthe
organization,development,andstyleareappropriatetotask,purpose,andaudience.
GradeLevelStandard(s):
1.SL.4Describepeople,places,things,andeventswithrelevantdetails,expressingideasandfeelingsclearly.

Studentswillknow
DescriptionsRelevantdetailsClearexpressionofideas
Studentswillbeableto
Describe(tellabout)peoplewithrelevantdetails.Describe(tellabout)placeswithrelevantdetails.
Describe(tellabout)eventswithrelevantdetails.Describe(tellabout)thingswithrelevantdetails.
Shareideasandfeelingsclearly.Speakincomplete,coherentsentences.

AcademicLanguage

Additional Notes

Describe;Relevant;Details;Expression

Firstgradestudentsshouldbeabletoreportfactsandrelevantdetailsaboutanexperience.
Thisshouldbedoneorally,withsomedetail,andwithclarityofthoughtandemotions.
Theyshouldbeabletoaddvisualdisplaystoilluminatechosenfactsordetails.Inorderto
doso,studentswillneedmultipleopportunitiestopresentinformationtoothersand
developbehaviorsthatwillleadtotheabilitytoaddappropriatevisualdisplays.
Narrative

This curriculum map comes from Roosevelt School District. These three mini lessons were created for a first grade classroom
at John F Kennedy Elementary School. This class contains ten students of varying academicals levels.
Mini Lesson One
Sleep
1. SL.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

To begin this mini lesson, the students should be given Sleep Data worksheet one week ago to let them fill in their everyday
data about sleeping. On this Sleep Data worksheet, the students will be asked to record their bedtime routines, time of going to bed,
time of waking up and their physical and mental condition (how they feel).
At the beginning of the class, the teacher will go over the worksheet with the students, and to tell them most of kids need to
go to bed around 9 pm and get up around 7am to make sure they will have 10 hours sleep each night. The students will do self
evaluation by comparing this data with their daily sleep data. During the class, the students will be separated into two groups. One
group will be asked to draw a boy who got a really good sleep last night, and the other group will be asked to draw a girl who got a
really bad sleep last night. After they finish, they will explain their drawings and use them to discuss the importance of sleeping.
Sun Safety
1.RL.1Askandanswerquestionsaboutkeydetailsinatext.
Tobeginthissunsafetyminilesson,theteacherwillreadaloudapicturebookcalled George the Sun Safe Superstar.This
bookisverycolorfulandvisualized.Ittalksaboutwhatcanwedotoprotectourselvesfromthestrongsunshine.Thestudentswillbe
askedtocompletetheSunSafetyworksheetwhilelistening.OntheSunSafetyworksheet,therearesomepicturesofobjects,
suchashat,sunglasses,phone,bookandsoon.ThestudentsneedtocircletheappropriateobjectsthatmentionedintheGeorge the
Sun Safe Superstartoprotectusfromthesun.

Afterreadingaloud,thestudentswillsharetheirworks,andanswerseveralquestions:
1. Willthestrongsunshineburnourskin?
2. Whatisthe5Ssofsunsafetytheauthormentionedinthebook?
3. Listatleastthreethingsthatcanprotectusfromthesun.
EnvironmentalHealth
1.SL.4Describepeople,places,things,andeventswithrelevantdetails,expressingideasandfeelingsclearly.
Tobeginthisenvironmentalhealthminilesson,theteacherwillreadaloudabookcalledThe Berenstain Bears Go Green. This
is a picture book to talk about how the Berenstain Bears find a pollution solution before their beloved county is filled with garbage.
While reading, the teacher will ask some volunteers to describe people, places, and events by using relevant details from the text. After
reading aloud, the students will be asked to draw a picture to show the probable results of this place if Berenstain Bears doesnt find a
solution to solve the pollution problem. And then, the students will be asked to share their drawings and express their feelings by using
words.
Atthenendofthisminilesson,theteacherwillletstudentstodiscusshowcanweprotectourplanetandhavehealth
environment.Thestudentswillsharetheirideasinthesmallgroups.

References
Berenstain,J.,&Berenstain,M.(2013).TheBerenstainBearsgogreen.NewYork:HarperFestival.
Clifford,K.,Renn,C.,&Fionda,C.(2012).Georgethesunsafesuperstar!Peterborough:FastPrint.

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

Proficient (3)

Unsatisfactory (1)

Your Assignment includes:

Your Curriculum Map includes:
A cover page that includes most of
A cover page that includes some of
the followingname, the course,
the followingname, the course,
the assignment, the date and an
the assignment, the date and an
appropriate Running head in APA
appropriate Running head in APA
format. Your cover page should
format. Your cover page should
include a page number.
include a page number.
District provided curriculum
District provided curriculum
map/scope and sequence
map/scope and sequence is not
appropriate for placement
appropriate for placement
classroom.
classroom.
Highlighted text, outlining most of
Highlighted text, outlining some of
the followingSleep = Blue,
the followingSleep = Blue, Topic
Topic of your Choice = Yellow,
of your Choice = Yellow, Healthy
Healthy
Environment/Sustainability = Green
Environment/Sustainability =
Integration of the health components
Green
often detract from the academic
Integration of the health
content
components sometimes detract
Teacher rarely implements a variety
from the academic content
of subject-specific instructional
Teacher sometimes implements a
strategies to enhance student conten
variety of subject-specific
knowledge.
instructional strategies to enhance
Specifically, places that logically fits
student content knowledge.
into the academic content that is
Specifically, places that logically
being taught, where you can teach
fits into the academic content that
three separate mini lessons; one
is being taught, where you can
about sun safety, one about sleep,
teach three separate mini lessons;
and one about environmental health.

Instructional
Plans (IP)
SCORE:
x2

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,
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

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 #
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

(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 E-Portfolio
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

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

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

school district, describe your

classroom context and other
pertinent information