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Running head: CURRICULUM MAP

Kallie Laforest
Curriculum Map
Course #
Dr. Hesse
April 3, 2016

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Math
1st Quarter- Module 1: Ratios & Proportional Relationships (RP)
Arizonas College and Career Ready Standards
Mathematics: Sixth Grade
Arizona State Mathematic Common
Performance Objective
Instructional Strategies
Core Standards 2013
I can..
6.RP.A.3.d.
I can find percent of sun protection of
Mini Lesson 1
Find a percent of a quantity as a rate per
sunscreens using SPF.
100 (e.g., 30% of a quantity means 30/100
Sub-Objectives:
times the quantity); solve problems
Sun Safety- importance
involving finding the whole, given a part
Math- turning fractions to
and the percent.
percents
Vocabulary-percent, UV
Radiation
Materials:
PowerPoint about what SPF
tells you

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4th Quarter-Module 5: Geometry
Solve real-world and mathematical problems involving area, surface area, and volume
Arizonas College and Career Ready Standards
Mathematics: Sixth Grade
Arizona State Mathematic Common
Performance Objective
Instructional Strategies
Core Standards 2013
I can..
6.G.A.1. Find the area of right triangles,
I can find the perimeter and area of shapes Mini Lesson 2
other triangles, special quadrilaterals, and
by exploring garden bed shapes, and how
polygons by composing into rectangles or
these shapes affect amount of vegetables
Sub-Objectives:
decomposing into triangles and other
that can be planted.
Healthy Environment- How
shapes; apply these techniques in the
and why to growing own garden
context of solving real-world and
Mathematical practicesmathematical problems.
Choose appropriate units of
measurement for length, and area
Real-world school garden
trip
Materials:
- Worksheet from
http://www.coolaustralia.org/act
ivity/area-garden-bed-year-6/
- Measuring tape
- Notepads and
pencils

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4th Quarter-Module 6: Statistics and Probablity
Arizonas College and Career Ready Standards
Mathematics: Sixth Grade
Arizona State Mathematic Common
Performance Objective
Instructional Strategies
Core Standards 2013
I can..
6.SP.B.4. Display numerical data in plots
I can create a dot plot of the students'
Mini Lesson 3
on a number line, including dot plots,
number of hours slept.
histograms, and box plots.
Mini Lesson 3
Sub-Objectives:
Sleep-importance
Determine the distribution
of the data including clusters, gaps,
and outliers.
Materials:
Notecards

Narrative
This curriculum map comes from Stetson Hills Elementary in the Deer Valley Unified School District. I am currently in a
Special education placement where I teach sixth grade math and push in to 6th grade English Language Arts, and I am planning on
teaching math, so the following lessons have been created for a sixth grade math classroom. The math class that I push into and pull a

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small group for half of class contains the nine student that I work with, all of whom have IEPs. The general education class has a total
of twenty-eight students with varying academic achievement levels.
Mini Lesson One
Sun Safety
6.RP.A.3.d.
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving
finding the whole, given a part and the percent.
This mini lesson will be taught at the end of the first model. It also will be used the introduction to the math lesson of the day.
The student have worked on turning fractions over one hundred into percents in prior lessons.
To begin the lesson the teacher will use an adapted version of Sun Safety PowerPoint Presentation from Oklahoma State
University to talk the students about sun protection. The powerpoint will include all of the slides about UltraViolet Radiation and skin
damage. Do not include the slides guidelines for protection, because that takes away the learning of the lesson. Add a slide about what
SPF tells you about the sunscreen protection based on the article, What SPF Does And Doesn't Tell You About Your Sunscreen, by
Brian Fung (2012).
The students will then be proposed the question, If I wear SPF 30 instead of SPF 15, then will I have double the protection?
This question ends the mini lesson and starts the math lesson. The students then begin to investigate the percentage of protection of
different SPFs of sunscreen working in their table groups. This provides time to either reteach percents or help students having

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difficulty with the harder fractions like 1/45. The conclusion of lesson is a discussion about what they learn from calculating percents
about the difference between the various SPFs, and what is really important about sunscreen.

Mini Lesson Two

Environmental Health
Begin this activity, with reading the paragraph on the first page of the worksheet from the Activity: Area of My Garden. Lead a
short discussion about the the impact that process food has on the environment and have students list things they believe to be benefits
to growing your vegetables.
Potential Questions to Ask During the Discussion:

What happens to all of the waste from packaging of food?

Grab, any packaged snack and try to pronounce all of the ingredients
What is the impact on the environment?
Have you grown a garden?

After the discussion revising student knowledge of perimeter and area for:
Squares
Base x height
Rectangles
Base x height

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Triangles
Base x height
2
Parallelograms
Base x height(not a side)
Model some examples of complex shapes on the board of decomposing (breaking up into simple shapes and adding all of the
areas up) or composing (competing the shape and the subtracting what was not a part of the original shape). Take a break from the
classroom and walk the class to the school garden with a few tape measures, pencils and notepads to take notes. The student will
measure the beds of the garden, while learning about the school garden.
After a the trip allow students complete the first two questions on the student worksheet, then they design their own garden and
find the area and perimeter. Students can use the formula sheet to help them remember the rules for perimeter, and area.

Mini Lesson Three

Sleep
Begin the lesson by having a short discussion about the importance of sleep and the role it plays in our health.
Questions:

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Why do we need sleep?/ What are the benefits?

Does a lack of sleep impact academics or sports?
What routines help you sleep well?
Is having a bedtime important?

After the discussion tell the students that the goal for the lesson is to create a dot plot of the students number of hours slept.
Ask the students record the amount of sleep that they got last night on a notecard. This is important because it allows them to be
anonymous, so they arent embarrassed by their response or are not tempted to share their story of why they were up most of the night.
The number does not have to be a whole number. Collect all of the note cards in a bowl. Then tell the class, We are going to begin
our class dot plot, so you need to draw a number line labeled zero through fourteen. Draw a number on the board with enough space
to place between the number, so the note cards will fit on the board. Call students to come pick a number and stick it on the dot plot.
Continue until the of the data is plotted. As this is going on instruct the student to be following along and recording the data on their
number line.
Use the dot plot to determine the distribution of the data including clusters, gaps, and outliers. Have students find the mode,
silently and once everyone has signaled that they are ready ask them to turn to their partner and share their answer and why. Once the
class is done analyzing the dot plot give the class practice problems to make dot plots. As homework for the next the student record
the amount of sleep and plot it on a number line. At the end of the week they will partner up and talk about what they noticed with
their amount of sleep dot plot.

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References
Cool Australia. (2014). Area of my garden bed - Cool Australia. Retrieved from http://www.coolaustralia.org/activity/area-garden-bedyear-6/
Curriculum, Instruction and Assessment. (n.d.). Retrieved April 01, 2016, from http://www.dvusd.org/Page/14325
Fung, B. (n.d.). What SPF Does And Doesn't Tell You About Your Sunscreen. Retrieved from
http://www.theatlantic.com/health/archive/2012/08/what-spf-does-and-doesnt-tell-you-about-your-sunscreen/261180/

Criteria

Exemplary (5)

Proficient (3)

Unsatisfactory (1)

Curriculum
Map/Scope
and Sequence
Integration
of Health
Topics

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

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

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

Teacher
Content

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Knowledge
(TCK)
Score:
x2

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 subjectspecific 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)

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 subjectspecific 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).

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).

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Instructional
Plans (IP)
SCORE:
x2

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 minilessons in teacher talk
format, one for sleep, one
for sun safety, and one
for environmental health
o A brief
narrative summary

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

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

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

pertinent information