Integrated Curriculum

Grades: 1 & 6
By: Ashleigh J Jones

1st Grade Curriculum Map

To KNOW:The basic terms
and movements of our sun
and moon.
To DO: To comprehend,
understand, and present the
connections we make about
the Earth, sun, and moon.
To BE: Bright like the sun,
but calm like the moon.

Science The Earth and Celestial

Movement
Standard 2:
Earth and Space Science.
Students will gain an
understanding of Earth and
Space Science through the
study of earth materials,
celestial movement, and
Obj 2:
weather.
Observe and describe
the changes and
appearance of the sun
and moon during

Activity Name:

Out of this
World!

Required Materials:
The assigned book of the
teachers choice
A method to recall factual

Out of This World!

Activity
Introduction: With students, review the learning objectives you would
like to complete. For example:
understanding the concept of the Earth and Moons dependence for
one another
understanding basic properties of the moon and Earth. ,etc.
Then, using guided discovery get students interested in the topic. Ask
questions like:
What color is the moon?
How often do we see the moon?
Execution: As a class, read the book The Moon Seems to Change, by
Franklyn Branley, or whatever moon related book the teacher chooses.
Conclusion: After completing the book, as a class discuss and recall
important key points in the book. While students recall the information,

Language Arts

Writing Standard 2
Write
informative/explanatory
texts in which they name a
topic, supply some facts
about the topic, and provide
some sense of closure.
Reading: Informational
Text Standard 7
Use the illustrations and
details in a text to describe
Objectives:
its key ideas.
Key Ideas and Details
Text purposes

Activity Name:

My Own
Book!

Materials Required:
Papers stapled together to
make a quick book

My Own Book!
Activity
After reading the book from the first activity, students will
use the information written down from recalling as a class,
to make a book.
Introduction: As the teacher passes out the blank
booklets, he/she should discuss main elements to be
included in the book. Such as a title page, a spot for the
author, etc.
Execution: Students will work individually to create their
own book. They can use pens, pencils, markers, crayons,
and whatever art supplies the teacher sees fit, for this
activity. The teacher will make sure students understand
that we are making a book about the book they just read.
And not everyone's books will look the same.

Math
Math Standard: 1.MD.A
Measure lengths indirectly
and by iterating length
units. length indirectly and
Measure
by reiterating length units
Express the length of an object
as a whole using length units;
understand that the length
measurement of an object is
the number of same-size length
units that span it with no gaps
or overlaps.

Activity name:

Different
Shadows
Materials needed:
A large outside area to draw with
the entire class.
A sunny day

Different Shadows
Activity
Introduction: For this activity, teachers will need a large outside area that
fits the entire class, a sunny day, and a way to record students findings. The
teacher will begin by asking questions like:
Do our shadows always stay in the same place?
Do our shadows always look the same?

Execution: After completing the introduction, earlier in the school day, the
teacher will take students to the outside area. Students will get into pairs, and
take turns drawing out one anothers shadows. Once that is complete,
students should write down basic observations. Then, at the end of the day
repeat these steps, in the same spots. So a students will be having the
shadow drawn TWICE; one at the beginning of the day, and one later.

Conclusion: After completing the second shadow, have students write

observations in their notebooks. Then go back to class and have a class
discussion as to why the shadows looked different and/or moved.

Physical
Education
Std 1:
Students will
develop a sense of
self.
Obj 2:
Develop and demonstrate
skills in gross and fine
motor movement.

Activity name:

My Own
Celestial Dance
Materials needed:
A large gymnasium area for
the entire class to get into
groups and move without
physically touching one another
A type of music player
A calm CD for the students to
move to

My Own Celestial Dance

Activity
Introduction: As a class, come up with a basic process
that the moon competes. An example could include the
moon rising, hovering, and then falling into the night.
Once the entire class agrees upon a basic process of the
moon, head to the gymnasium, or a large open space for
the students to freely move around.
Execution: Once students get to the gym, have them sit
in a circle around the teacher so the directions can be
given. Here, students will use the process they just
agreed upon to make a physical representation through
dance of the movements of the moon.
Conclusion: Once students come up with a dance
representing the movements of the moon, the teacher

Fine
Arts

Standard 1: Students
will develop a sense of
Objective 3: Develop
self.
and use skills to
communicate ideas,
information, and
feelings.

Activity name:

My Own Night Sky

Materials needed:
A source (such as a
computer and presenting
screen) to present paintings
and view
Paper and pens
Acrylic Paint

My Personal Night Sky

Activity
Introduction: To begin this activity, the teacher should present
multiple night sky paintings to the class. An example could include
Van Goghs Starry Night. While reviewing these pieces of art,
make sure to ask basic questions about the pieces.
Execution: After reviewing all of the pieces the teacher feels
necessary, the students will make their own night sky. The teacher
will explain that using the inspiration for those other pieces, they
should make their very own night sky to always have. The teacher
should pass out the paper, pens, and canvases. Allow students to
go crazy with this, but make sure they are painting a night sky, as
it is relevant to our science standard.
Conclusion: Teachers can conclude this activity by hanging these
paintings up in the school hallways and then allowing them to take
them home after being presented.

Social
Studies
Std 3
(Geography): Students
will use geographic
tools to demonstrate
how symbols and
models are used to
represent features of
the school, the
Obj 1:
neighborhood, and the
Identify and
geographic terms
realuse
world.
and tools.
Obj 2:
Recognize and use a map or a

Activity name:

Observing the
Moon, During
the Day

Materials needed:
Presentation
method to present
to the entire class
as a whole

Observing the Moon, During

the Day
Activity
Introduction: To begin this activity, the teacher should ask
students questions such as:

Have you ever seen the moon during the day?

Why do you think that happens?
Where and when have you seen it?

Execution: After engaging the students into this activity,

the teacher should present multiple different pictures of
diverse geographical places where the moon can be seen
during the day.
Conclusion: To conclude this activity, the teacher should
have students write a brief response to this concept on a
blank piece of paper.

Technology
Activity name:

Computer Time!!
Std 1:
Use keyboards and other
common input and output
devices
Std 4:
Use general purpose
productivity tools and
peripherals to support
personal productivity, to
remediate skill deficits, and

Materials needed:
Computers for every stude
A place to write down the
URL for the game
Objectives:
Teach students
interactive and
academic use of
technology

Computer Time!
Activity
Introduction: To begin, the teacher should have
students write down any and all questions they have
about the moon. Have them keep this paper, and take it
to the computer lab.
Execution: Students will play Moon Rock Patterns (
http://www.abcya.com/patterns.htm ) for up to half an
hour, at the computer lab. They can also look the
questions they have written down about the moon.
Conclusion: When the students complete this
computer time, the teacher should ask students what
they liked and disliked about the game. Also, what they
learned from their questions and research.

6 Grade Curriculum
To KNOW:
Map
the basic terms, movements, and
th

characteristics of the solar system

To DO: comprehend, understand, and
present the connections we make about
our solar system.
To BE: ever longing for information,
like our scientific community and solar system.

Science
Std. 3: Students will
understand the relationship
and attributes of objects in
the solar system. Students
will also describe and
compare the components of
the solar system.
Obj.1: Describe
and compare the
components of
the solar system.

Required
The Solar System and the Forces Behind
It
materials:
A presentation
Activity
method, such as
a computer
Computers and
solar system
books
Introduction: The teacher will introduce this activity by The video in the
having students view the following vide:
introduction.
How and Why - Planets and Space Travel, Volume 7. 1-888-661d- A way to record
the class list
8104www.mediakids.com

Execution: From there, as a class, make a list of objects

found in our solar system. Split the class into groups of 3 or
4, and have them focus on one object listed on the board.
Each group will then become the class expert on that topic.
(Objects that must be covered are the nine known planets,
asteroids, meteoroids, and comets.)
Conclusion: To conclude, students will present the
information they found on their topics.

Fine Arts
Std. 1 (Making): The
student will explore and
refine the application of
media, techniques, and
artistic processes.
Obj 1: Explore
a
variety of art
materials while
learning new
techniques and
processes. Required materials:

Provide materials such as Styrofoam

spheres of diverse sizes
String
Glue
Paint
Cardboard
Any other art supplies the teacher may find

Solar System Diorama

Activity
Introduction: After introducing students to the main
components of the solar system, have them complete
a diorama of the system. They can use whatever
materials necessary, and whatever materials the
teacher sees fit for this activity.
Execution: Students will create their very own
diorama of the solar system. It should include all the
planets, in the correct order, with the correct surface
textures and appearances.
Conclusion: To conclude this activity, the teacher
should save some time (or even a day) to have
students present their projects to one another. If the

Technology

Std 10:
Research and evaluate the
accuracy, relevance,
appropriateness,
comprehensiveness, and bias
of electronic information
sources concerning real-world
Objective:
problems.
See what students still
need to learn about the
solar system
Required materials:
Enough computers for
each student to work
individually
A source to write down the
website for all students to
clearly see ; like a white
board

The Solar System Test

Activity
Introduction: There are multiple online solar system
quizzes and tests the teacher may use to evaluate where
students understanding of the solar system is. The one I
chose is from, http://
www.softschools.com/quizzes/science/solar_system/quiz656.
html
Execution: Have students enter the computer lab or space,
have them go to this website, and take the test.
Conclusion: After students complete this quiz, the teacher
should go around and record the results of ever student. This
will help the teacher elaborate on where he/she needs to do

Math standard:
6.RP.A Understand
ratio concepts and
use ratio reasoning
Objective:
to
solve problems.
Understand the
concept of a ratio
and use ratio
language to
describe a ratio
relationship
between two
quantities.

Mat
h

Required Materials:
Worksheets that the teacher approves from
nasa.gov
Pencils for students
Calculators
A lot of scratch paper!!!!

Not-So-Rocket Science
Activity
Introduction: NASA provides many fun, free, and
relevant worksheets on these topics. For this, students
will complete one or as many as the teacher finds fit for
the subject.
Execution: Students will complete the worksheet from
the following website:

https://www.nasa.gov/pdf/622144main_SSML1Stdnt.pdf
Conclusion: After students complete these worksheets,
have them grade it individually. Then, have a class
discussion about the distances between each planet,
and any interesting information the students found.

Physical Education/Health
Std 1 : Students will value
physical activity for health,
enjoyment, challenge, selfexpression, and/or social
interaction
Obj. 1: Emphasize how
physical activity provides
opportunity for enjoyment
and self-expression.
Required Materials:
Enough gym space to allow the entire
class to move freely
Any worksheets that the teacher may
think will help the students understand
this activity, maybe sheets that show
who is assigned to what

The Solar System Gym

Activity
Introduction: As a class, review the distances of all
the planets from one another. The teacher should get a
conversation going about doing a physical
representation of a solar system.
Execution: Take the class to the gym, assign planets
to certain students, and see if they can distance
themselves appropriately from one another. See how
the students do, and the teacher should help if they are
struggling. If the students find this easy, they can
advance the activity by showing the distance AND
rotations of these planets.
Conclusion: After completing this activity, go back to

Social Studies

Standard:
Students will understand
why we see planets in
Obj.1:our
Describe
and
night sky
compare the components of
the solar system.
Describe the diverse
geographical areas where
we see these sites
Required Materials:
Presentation
method/technology
Optional note taking
worksheets

Planets from Earth

Activity
Introduction: Again, use guided discovery to engage the
students connections. Ask them questions like:
Have you ever seen a planet from Earth?
If so, when, where, and why did you see it?

Execution: The teacher should present photos from

diverse geographical locations of viewing planets from
Earth. Such as the photo on the last slide. The teacher
should show up to 20 different photos, then continue to the
conclusion.
Conclusion: To conclude this activity, the teacher should
get students minds wondering why we see these planets
from Earth. Ask them questions, and see what their
responses are.

Required materials:
The book: Big Numbers,
by Edward Packard;
ISBN 0-7613-1570-5
3 x 5 index cards with
different numbers
written in scientific
Introduction: Introduce this activity by reading the following book to the class:
notation

Space
Science
Activity

Big Numbers, by Edward Packard; ISBN 0-7613-1570-5

Execution (1): Use a calculator to discover the patterns of the powers of 10. Begin with 10^0
which is equal to 1. Continue with 10^1, 10^2, and so forth. Have students record these, for future
reference. As students discover the answers, write each exponential notation on an index card and
display in place value house model.
Conclusion: To conclude this activity, prepare 3 x 5 index cards with different numbers written in
scientific notation. Give each student a card. Select 3-5 students at a time to come to the front of
the room with their cards and have them stand in order from least to greatest.

Language Arts

Writing Std 1: Write

arguments to support
claims with clear
reasons and relevant
evidence. As well as
Writing Std 2: Write
informative/explanatory
texts to examine a topic
and convey ideas,
concepts, and
information through the
selection, organization,
and analysis of relevant
content.

Required Materials:
Pen and paper to take notes and
complete the essay
Resources such as computers and
books for students to complete
research.
claim(s)
and organize

Introduce
the reasons and evidence
clearly.
Support claim(s) with clear
reasons and relevant evidence,
using credible sources and
demonstrating an

Persuasive Planets
Activity
Introduction: Because the class has been so
greatly educated on the solar system and planets,
they should be ready to pick their favorite planet!
Execution: Once students have picked their
favorite planet, the teacher should assign a
persuasive paper that is 1-2 pages long. The paper
should include the students favorite planet, why its
their favorite, and why it should be the readers
favorite too.
Conclusion: After all students complete this
persuasive paper, a day should be put aside to have
students read their papers aloud to one another.

Comparing Materials
Primary grade materials: Older elementary grade
materials:

Crayons (COLORING)

More pens and pencils used (WRITING)

A lot more space (moving around much Not as much required space (not moving as
more)
much)
Less advanced resource materials: books,
articles, etc.

More advanced resource materials: books, articles, etc.

Used by both grades consistently:

Presentation methods (computers, projectors, etc.)
Paint and art supplies

Reflection:
Creating this integrated curriculum was very tough! Though I am not saying it was not worth it. I am so proud of the work I did,
and I just hope it is what the professor expects.
The most difficult part was transferring information from my curriculum web document to the PowerPoint presentation. It was a
lot of copying, pasting, rewording, and specifying. Though, I think the finished product looks awesome! Its something thats so
relevant and useful, as a future elementary school teacher.
Another difficult part for me personally was finding appropriate pictures for the slides. I didnt want it to be just boring text, and
thats definitely not what the professor wanted. So it took a good amount of time finding pictures that were relevant to the subject
and activity, as well as not being too ridiculously flashy.
I individually love doing PowerPoints. And Ive always been really good at them. So in middle school and high school when we
were told to do presentations, I would have it complete within 1-2 hours. This presentation though? It challenged me! And I loved
it.
Of all the PowerPoints I have completed, the most slides Ive created were 25. This presentation required at least 35. At first, the
though was intimidating. But when I began to expand on my thoughts and fill in what needed to be done, it was really easy! It
wasnt too easy, because it still really challenged my critical thinking on topics such as this.
If I were to do this again I would definitely plan some more time for myself. I knew this was a big project, and I did spend a lot of
time on it. However, I know that if I had more time to do it I would have made it perfect! I would have taken a longer process, and
do a step-by-step instruction type of thing.
In conclusion, this assignment was really entertaining because I love making PowerPoints. Though it was a lot of work, and I wish
I had spent more time on it.