RUNNING HEAD: Curriculum map

Chantelle Vargas
PPE 310 Health for Schools
Curriculum Map
Assignment 11
November 8, 2015

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Curriculum map

The curriculum map comes from IPlan. This website guides all grades and subjects
within the Dysart District. This particular curriculum map is for sixth grade mathematics. This
curriculum map is used in the 6th grade classroom at Canyon Ridge Elementary School.

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Curriculum map
Sun Safety
6.SP.A.3. Recognize that a measure of center for a numerical data set summarizes all
of its values with a single number, while a measure of variation describes how its values
vary with a single number.
Students will survey their peers during class to see who wears sun block and what kind
(SPF). The teacher will have combined the information that was collected in all blocks. The
students will then analyze the information from all 6th graders at Canyon Ridge. As a class
students will find the median, mode, and mean of the information. The finding of this information
will be done within their table groups. Once everyone has finished, one person will share their
answer for the mean of the data. If the students agree with their classmates they will waive their
hands in the air and if they disagree they will wiggle their body. If anyone disagrees the teacher
will go over the process of finding that information. This process will be repeated for the mean
and mode.
After completing this task teacher and studets will have a discussion on what the affects of
not wearing sun block can be and what the affects of wearing sub block is. Students will then
share with their group what they are going to do to insure that they keep their skin safe from the
sun.

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Curriculum map
Sleep
6.RP.A.2. Understand the concept of a unit rate a/b associated with a ratio a:b with
b 0, and use rate language in the context of a ratio relationship
When the students walk in they will see four different rates on the board to do for bell
work. The problem on the board will say Sam slept 15 hours over the course of 3 days, Sarah slept
49 hours over the course of 7 days, and Adam slept 40 hours over the course of 5 days. Find the
unit rate for each person (Sam slept the same amount of hours every day, Sarah slept the same
amount of hours every day, and Adam slept the same amount of hours every day). Once students
have found the unit rate, one student will share their answer. If the students agree with their
classmate they will jump twice and if they disagree they will do two toe touches. If there are any
disagreements the teacher will go over the problem. This procedure will be repeated when
discussing the other two unit rates.
After the finding the unit rates, students will discuss quickly in their groups how much
sleep they got the night before. The teacher will get the students attention back and ask "Based on
the unit rates you found who do you think gets enough sleep?" Students and teacher will have a
discussion on what the benefits of getting enough sleep each night could be. Students will then
reflect on that information and discuss with their groups whether or not they get enough sleep and
if the answer is no, they will discuss some ideas that they can implement to ensure that they are
getting enough sleep.

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Curriculum map
References
IPlan. (2015, November 9). Retrieved from schoolweb.dysart:
https://schoolweb.dysart.org/iplan/PacingGuide.aspx?c=7

Criteria
Curriculum
Map/Scope
and
Sequence
Integration
of Health
Topics
Teacher
Content
Knowledge
(TCK)
Score:
x2

Instructional
Plans (IP)
SCORE:
x2

Exemplary (5)

Proficient (3)

Unsatisfactory (1)

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 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 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

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, 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 #

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
mini-lessons in teacher
talk format, one for sleep,
one for sun safety, and
one for environmental

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, Topic of your
Choice = Yellow, Healthy
Environment/Sustainability = 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).

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
school district, describe your
classroom context and other

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

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

pertinent information