Running head: CURRICULUM MAP

PPE 310: Health Literacy for Schools

Curriculum Map
Katie Seckinger
Course #22400 - Gilbert
Mary Dean
April 3, 2016

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Writing
Research to Build and Present Knowledge
Arizonas College and Career Ready Standards
English Language Arts: First Grade
Instructional Strategies
Arizona State ELA
Performance Objective
Common Core Standards
I can..
2010
CCSS.ELA.1.W.8 With
I can use a KWL chart to
Mini Lesson 1
guidance and support from
activate my background
Sub-Objectives:
adults, recall information
knowledge about sleep and
Activating schema
from experiences or gather
learn new information about
(background
information from provided
sleep.
knowledge)
sources to answer a question.
Using metacognition
(thinking about what
we are learning) by
completing graphic
organizer
Materials:
Time to Sleep with
P.J. Bear book
True/false survey
KWL charts
Lightbulb cards
Chart paper

Reading
Integration of Knowledge and Ideas
Arizonas College and Career Ready Standards
English Language Arts: First Grade
Instructional Strategies
Arizona State ELA
Performance Objective
Common Core Standards
I can..
2010
CCSS.ELA.1.RL.7 Use
I can use the pictures from
Mini Lesson 1
illustrations and details in a
George the Sun Safe
Sub-Objectives:
story to describe its
Superstar to describe how
Listening
characters, setting, or events. George practices sun safety.
comprehension read
aloud
Story retell
Materials:
George the Sun Safe
Superstar book
Enlarged illustrations
(3)

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Poster board

Speaking and Listening

Presentation of Knowledge and Ideas
Arizonas College and Career Ready Standards
English Language Arts: First Grade
Instructional Strategies
Arizona State ELA
Performance Objective
Common Core
I can..
Standards 2010
CCSS.ELA.1.SL.6
I can form complete sentences Mini Lesson 1
Produce complete
to tell three ways to live
Sub-Objectives:
sentences when
sustainably.
Listening comprehension
appropriate to task and
video
situation.
Sentence structure
Materials:
Introduction to Sustainability
PowerPoint
Note graphic organizer
Sustainability Film for Kids
https://www.youtube.com/wa
tch?v=_lT9iHuK9Do
Sentence starter strips

Curriculum Map Context

This curriculum map comes from the 1st grade curriculum for Gilbert Public Schools.
These lessons were created for a small group of first graders in a resource classroom. The group
has four students, all with areas of need in reading and writing, including basic reading, reading
fluency, reading comprehension, and written expression.

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Mini-Lesson #1
(Sleep)
Standard: CCSS.ELA.1.W.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.
To begin the lesson, students will be given a five question true/false survey about sleep.
This will serve as a pre-assessment to see what students already know about sleep and why it is
important. The teacher will collect the survey. The teacher will then present the essential question
for the day: How does sleep affect our health? Students will then get a KWL (know/want to
know/learned) chart and fill out what they know about sleep. The teacher will provide prompting
questions such as how much sleep do we need each night? and what happens when we
sleep? to help students fill out the know column on their chart. Students will then be instructed
to write what they want to know about sleep in the want to know column on their chart.
Students will do a think, pair, share and discuss with a peer what they want to know about sleep.
Students will come to the carpet and the teacher will read Time to Sleep with P.J. Bear.
Before reading, the teacher will give each student a lightbulb card. When students here
something that is new information to them while reading, they will hold up their lightbulb card.
Each time a student holds up a lightbulb card, the teacher will ask the student what the new
information is, and the teacher will write it on chart paper under the learned column. Therefore,
when students go back to their seats, they will have a visual aid of what they learned while
reading the book. When the teacher is finished reading the book, students will stand up, hand up,
and pair up to tell their partner one new fact they learned from the book. Students will then go
back to their seats to record the new information that they learned from the book.

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As a final assessment, students will be given the same true/false survey from the
beginning of class to complete.
Mini-Lesson #2
(Sun Safety)
Standard: CCSS.ELA.1.RL.7 Use illustrations and details in a story to describe its characters,
setting, or events.
Before the lesson begins, students will go on a scavenger hunt around the classroom to
find yellow cards with words on them that will make up the learning goal or I can statement.
Once students have collected all of the cards, they will put them in order to read the I can
statement for the day. Students will sit on the carpet and the teacher will introduce the book
George the Sun Safe Superstar. The teacher will ask students to do fist to five (fist= I dont
know anything, 3= I know a few things, 5= I know a lot) on their current understanding of what
sun safety means. Students will make predictions about the book before the teacher reads it
aloud. The teacher will have some guiding questions to get students thinking. The teacher will do
a picture walk of the book with students before reading. This will give students an opportunity to
get an idea of the events in the story.
As the teacher reads aloud, he/she will stop on each page and ask students if they see
anything in the illustrations that help us understand the story more than just reading the words.
The students will also be listening for ways that George is practicing sun safety. As students hear
ways that George is being sun safe, they will tell the teacher, who will record them on a poster.
After the teacher has read the book, students will reflect and recall information from the story.
There will be three enlarged illustrations from the book on the whiteboard. From each
illustration, students will explain what George is doing to practice sun safety. As a group,

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students will come up with one sentence for each illustration, and the teacher will record that
sentence under the corresponding illustration. At the end, students will also be encouraged to
share any connections they made between the book and their own experiences.
Mini-Lesson #3
(Environmental Health)
Standard: CCSS.ELA.1.SL.6 Produce complete sentences when appropriate to task and
situation.
To begin the lesson, the teacher will give students the letters from the word
sustainability. Students will create as many words as possible in five minutes from the letters
(e.g. sat, tilt, stay). The teacher will share that the biggest word one can make is sustainability.
The teacher will ask students if they know what sustainability means. Students will guess the
definition if they do not know what it means.
The teacher will go through the Introduction to Sustainability PowerPoint with students.
The presentation will include the definition of sustainability, why it is important, the different
types of sustainability, and ways to live sustainably. After each slide, the teacher will check in
with students to ensure they are understanding the content. Students will fill out a note graphic
organizer as the teacher goes through the presentation, and students will ask questions if they
have any. After the presentation, students will have a few minutes to read through their notes and
discuss what they just learned with a partner. The students will then complete a sustainability
quiz as a class on the Smartboard. Each student will have an opportunity to go up and answer at
least one question. Students will be encouraged to help one another answer the questions, but not
explicitly give someone the answer.
Students will then watch Sustainability Film for Kids, which will explain ways in
which one can practice sustainability in his/her everyday life. The video doesnt have any spoken

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words but rather actions performed by characters, which students will have to pay close attention
to. After the video, students will be given sentence starter strips to help them produce complete
sentences telling the audience three ways to live sustainably. Each student will present in front of
their peers, stating three ways that a person can practice sustainability in their everyday life.

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References

Clifford, K., & Fionda, C. (2012). George the sun safe superstar. FastPrint Publishing.
Henkel. [Henkel]. (2014, May 15). Sustainability film for kids [video file]. Retrieved from
https://www.youtube.com/watch?v=_lT9iHuK9Do
National Sleep Foundation. (2005). Time to sleep with P.J. bear. Washington, D.C.: The National
Sleep Foundation.

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