Math & Science Curriculum Map

Weeks 4th Grade Curriculum Map 5th Grade Curriculum Map

(Paste Standard Abbrev.) (Paste Standard Abbrev.)

Part Math Science Math Science

A.

1 4.OA.4. Being a scientist 5.MD.3. Being a scientist

review review

2 4.OA.5. Being a scientist 5.MD.4. Being a scientist

review review

3 4.OA.3. Being a scientist 5.NBT.5. Being a scientist

review review

4 4.NBT.5-6. Being a scientist 5.NBT.6. 5.LS.1-2

review

5 4.MD.3. Being a scientist 5.NF.1 5.LS.1-2

review

6 4.NF.3. Being a scientist 5.NF.2. 5.LS.1-2

review

7 4.NF.3. 4.LS.1 5.NBT.1. 5.LS.1-2

8 4.NBT.1-2. 4.LS.1 5.NBT.2. 5.LS.1-2

9 4.NBT.3-4. 4.LS.1 5.NBT.3. 5.LS.1-2

10 4.NF.1-2. 4.LS.1 5.NF.3. 5.LS.1-2

11 4.OA.1 4.LS.1 5.NF.3. 5.LS.1-2

12 4.NBT.1. 4.LS.1 5.NF.4. 5.LS.1-2

13 4.MD.1. 4.LS.2 5.NF.4. 5.PS.2

14 4.OA.2. 4.LS.2 5.NBT.3. 5.PS.2

15 4.NBT.3. 4.LS.2 5.NBT.4. 5.PS.2

16 4.MD.2. 4.PS.1 5.NF.5. 5.PS.2

17 4.OA.3. 4.PS.1 5.NF.6. 5.PS.1

18 4.NBT.4 4.PS.1 5.NF.7. 5.PS.1

19 4.MD.2. 4.PS.2 5.NF.7. 5.PS.1

20 4.NF.3. 4.PS.2 5.MD.5. 5.PS.1

21 4.MD.5-6. 4.PS.2 5.MD.5. 5.ESS.3

22 4.G.1. 4.PS.2 5.MD.6. 5.ESS.3

23 4.OA.1. 4.PS.2 5.NBT.7. 5.ESS.3

24 4.NF.4. 4.PS.2 5.MD.1. 5.ESS.3

25 4.NF.5-6. 4.PS.2 5.G.3. 5.ESS.3

26 4.NF.7 4.PS.2 5.G.4. 5.ESS.3

4.MD.2.

27 4.OA.5. 4.PS.2 5.NF.7. 5.ESS.2

28 4.MD.7. 4.ESS.1 5.MD.2. 5.ESS.2

29 4.G.1 4.ESS.1 5.OA.1. 5.ESS.1

30 4.G.2. 4.ESS.1 5.OA.2. 5.ESS.1

31 4.G.3. 4.ESS.1 5.OA.3. 5.ESS.1

32 4.OA.2 4.ESS.2-3 5.G.1. 5.ESS.1

33 4.OA.3. 4.ESS.2-3 5.G.2. 5.ESS.1

34 4.NBT.4. 4.ESS.2-3 5.NBT.5. Integrated

Assessment

35 4.NBT.5. 4.ESS.2-3 5.NBT.6. STEM

36 4.NBT.6. 4.ESS.2-3 STEM

Part Sequencing Rationale (Justify the order that you planned for the curriculum):
B.
4th grade math: This year begins with operations in algebraic thinking. This unit helps students
to develop an understanding in multiples and factors which will require them to use their skills in
multiplication from the year before. This also lays the groundwork for computational strategies
involving multi digit number as well as introduces terms such as prime and composite which will
be used throughout the year. The next skill is in using multiplication and division strategies with
larger numbers which is manifested in algebraic operations as well as numbers in base ten. This
also puts this into context with area and perimeter which will help with real world problems in the
future. We move to number operations in fractions because of the students work with it in the
third grade. As it will continue to come up in the future, this is foundational for further work.
Going back to number operations in base ten, the students will work with and practice the
addition and subtraction with multi digit whole numbers to develop place value concepts. We
then go back to fractions to work with comparing them and discussing relative sizes. Algebraic
operations then come back into play because we will compare sizes in units of measurement.
This comes after the fraction comparisons because of the relations. Moving back to factions, the
students will then learn about adding and subtracting equivalent fractions and fractions including
mixed numbers. This leads straight into multiplying fractions. The students will use their previous
understanding of operations with whole numbers and relate them to fractions. Moving away from
fractions, the students will use this foundation to begin to understand decimals which is still apart
of the fractions unit. There is a focus on using word problems involving both fractions and
decimals. Moving away from fractions, the student have to work with measurement and data as
well with geometry to analyze geometric figures and well as angle measurements, parallel and
perpendicular lines, and symmetry. The final unit in the curriculum in algebraic operations. This
unit is culminating so students can focus on problem solving and proving fluency in order to show
a readiness for the next year.

4th grade science: The beginning of the fourth grade science curriculum is all based around
learning to be a scientist. This means that the students will have an introduction to science,
technology, and engineering. This six weeks entails learning about lab safety, procedures and
equipment, websites and technology that will be used during labs. This also has a large focus
and emphasis on safety. I adopted this idea from a multitude of Ohio districts because I believe it
is a necessary step in preparing students for labs that will occur in the future. The first unit that
incorporates a standard is life science and ecosystems. This covers the impact from
environmental changes, populations, and fossil record evidence. This is the first unit because of
its connections to the future. For example, the following lesson under the same life science topic
is about fossils. The fossil unit is around evidence, changes, past environments, and past
organisms. The two connect because the first life science topic is about organisms from the
present and that work now and the second cover those from the past. The students will grow
their learning from the scaffolding of the lessons. The next topic to be learned is in the physical
science realm. The students would be learning about matter and the conservation of matter.
This 3 week lesson leads directly into energy transfers through temperature change and heat.
This lesson works with different substances and how the change of temperature can change the
substances themselves. After learning about this more basic form of energy transfer, we learn
about energy transformations. This includes electrical circuits, conductivity, electral devices,
electricity and magnetism. Because of this content, it is longer than the other two units before.
We finally end with earth and space science. As these topics are not necessarily related to many
of the others and it takes more time for two individual units, it is placed at the end. The student
in this first learn about the earth's surface such as all landforms. This unit only takes 4 weeks
and leads into the weathering, erosion, and deposition unit which takes 5. This unit is longer
because along with including all landforms, it speaks on weathering, process rate, erosion
process, deposition process and gravitational force.

5th grade math: I began with measurement and data with volume because students will have
the opportunity to work with concrete models as well as use previous knowledge in multiplication.
The provides the students a good groundwork for the beginning of the year using old skills with
new interesting content. I then moves to number operation in base ten because the students
need to continue to develop skills and strategies for division. This also will help with their
efficiency with the standard division algorithm which they will need later on. We then move to
number operations in fractions because of fractions connection to division. It also moves away
from the basic and old multiplication and division skills to new addition and subtraction skills.
This also lays a framework for later fraction work. The next portion of the curriculum goes back
to number operations in base ten but the standards that include decimals. Once again, we are
connecting skills from division, to fractions, to decimals, which are all interconnected. These
continue to connect through this cluster of standards and what they students will be learning.
Once we get stronger with these skills, we go back to fractions and understanding how they are
multiplied. Once we master this skill, we go back to writing decimals, comparing them, and
rounding them. As students have compared and rounded numbers in the past, the students
should be able to do this well. Matching patterns from before, we move back to fractions, with
comparing sizing and understanding what multiplication to fractions does using real world
situations. This helps set a prerequisite to other real world problems to come. We then move to
 the division portion of it instead of the multiplication side. As mentioned about real world
problems, the students will then work on real world problems with volume so they do not lose
that skill from the beginning of the year. Since working with real world, more basic volume,
students move to doing work with different measurements and data like converting. This is a
more basic form of multiplying and dividing with decimals. We then get to move into geometry
because of the use of measurement and data moving us in that direction. The students have had
previous experience classifying shapes ad this unit helps to expand this and set a foundation for
propagation properties. Moving to operations in algebraic thinking, the students gets to learn
about evaluating expressions and reasoning about expressions without necessarily solving them.
We then move to solving those problems in the next unit. We then get to connect the students
work in patterns and to make sense of relationships with these patterns. This also give students
preparation for work with functions and proportional relationships in later grades. Finally, the
students end the year with demonstrating their mastery and fluency in multiplication and division
with whole numbers.

5th grade science: The beginning of the fifth grade science curriculum is all based around
learning to be a scientist. This means that the students will have an introduction to science,
technology, and engineering. This three weeks entails learning about lab safety, procedures and
equipment, websites and technology that will be used during labs. This also has a large focus
and emphasis on safety. I adopted this idea from a multitude of Ohio districts because I believe it
is a necessary step in preparing students for labs that will occur in the future. This unit would last
only 3 weeks because the students would have already had practice with it the previous year for
6 weeks. We then move straight into the life science standard. This standard was placed first
because it lays the groundwork for all of the other standards. Ecosystems include energy,
motion, the earth, the sun and so on. However, all of these aspects do not need to be explained
in depth in order to understand and excel within this standard. It is a prerequisite for all lessons
to follow. After, we move into energy. As we just covered how energy flows from the sun, to
plants, to animals and so on, this seems to be the perfect follow up unit. In this unit the students
will learn about light and sound energy as well as how it flows and how it is transferred. The next
standard to be covered is on motion. Motion is next because we just spoke to how energy
moves and flows and after, we will need to talk about rotation of the earth and so on. This topic
also serves as a prerequisite to what we will be learning later on because of the focus of gravity,
force, speed, and motion. This topic then leads into cycles. The cycles unit will cover rotation,
revolution, earth's tilt, and seasons. This lesson lasts four weeks because of the multitude of
content and the importance to future lessons. As the students have already earned about
gravity, the lessons around rotation and revolution should be better explained and understood by
all of the students. However revolution and rotation will set the student up for learning about the
sun which is the next unit that is introduced. During this unit, the students will learn about the
sun, it’s and other stars characteristics, as well as constellations. This leads us perfectly into our
final lesson in the solar system branch about planets and meteors. This follows the sun unit
because everything, including the earth, revolves around the sun. As we finish with the science
portion of the year, we end with a STEM unit. This, is not a required field of work but it allows for
the teacher to have extra time in the year if the students fall behind but also allows for them to
have hands on experience with new topics. It creates independence in the students and their
labs as well as prepares them for future classes they may have the opportunity to take.

Part Integrated Assessment

C. (Select, or Create ONE Performance Assessment that could be used at some point during your 4th or 5th
grade curriculum map that would require students to combine the current math and science areas of study
to complete the task. Create a modified version for students who may struggle to access the task. Make
sure to indicate where this would be located in your curriculum map.)

The students will do an integrated assessment over 5.MD.2 and 5.ESS.1. These two standards can be
connected because the student would have the ability to graph the different planets and their distances from
the sun. Ideally, the students would be able to recall all of the planet and their order of being away from the
sun and create a bar graph with this. The students would label, organize, and interpret this graph according
to the planet information and data. A modified version of this assessment would include the students
prelabeled graph and or a given data table about the planets distances.
 10 8 5 0

All standards are All standards are At least 75% of the Lesson than 75% of
addressed. addressed. standards were the standards were
Candidate addressed. addressed.
Part A. demonstrated an
understanding of which
standards would be
more difficult for
student mastery and
the planned duration of
these standards was
sufficient to ensure
deep student
understanding.

The sequence is The sequence is Some of the Many of the scaffolding

scaffolded to ensure scaffolded to ensure scaffolding decisions decisions described
coherence ( logical coherence in order that described would not would not provide
Part A. sequencing of the students master the provide coherence and coherence and could
topic) in order that curriculum. could provide a barrier provide a barrier to
students master the to student learning. student learning.
curriculum. The
sequence
demonstrates an
understanding of how
many of the standards
are interwoven. Thus
while it would be
possible to teach all
the standards from one
domain (ex. NBT, OA)
in isolation, the
candidate
demonstrated
understanding that this
would not create the
deep learning that
would results by
addressing how
domains overlap and
interconnect.

The rationale gives a The rationale gives a The rationale attempts The rationale is limited.
detailed justification detailed justification to justify the sequence
for the sequence of the for the sequence of the of the curriculum for
Part B. curriculum for both curriculum for both both grades and both
grades and both grades and both subjects but more
subjects. subjects. detail is needed to
understand some
Rationale takes into scaffolding choices.
consideration issues of
prerequisite skills,
timing in the academic
year, and states any
resources used to
inform the sequencing
decisions.

The rationale is
professionally written
and could be
presented to a school
leader.
 Candidate selected or Candidate selected or Candidate selected or Candidate did not
create a performance create a performance create a performance selected or create a
assessment that could assessment that could assessment that could performance
Part C. be used at some point be used at some point be used at some point assessment.
during the 4th or 5th during the 4th or 5th during your 4th or 5th
grade curriculum map grade curriculum map grade curriculum map. OR
that would require that would require However, the
students to combine students to combine assessment didn’t not The performance
the current math and the current math and closely align with one assessment did not
science areas of study science areas of study of the two standards closely align with either
to complete the task. to complete the task. selected. of the standards
selected.
The task selected or
created requires higher
order thinking (Webb’s
Depth of Knowledge).

Candidate created a Candidate created a Candidate created a Candidate did not

modified version for modified version for modified version but it created a modified
students that would students that would is unclear how version.
Part C. struggle to help them help students who modifications would
access the task. The struggle to access the help students who
candidate’s task. struggle to access the
modification made sure task.
to keep the same level
of rigor for the overall
task but provide
supports that helped all
students be successful.