Curriculum Project: Mapping, Charts, Evidences, And Resources Assignment

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Title (Ex. Virginia Standards Curriculum Project: Fifth Grade)

Student Name

Liberty University

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Mission Statement

Sample:

Running head: CURRICULUM PROJECT 1

 

CURRICULUM PROJECT 2

The faculty and staff at Pleasant Valley School District have a strong commitment to the belief that all children can learn if given the proper tools and the opportunity. Focusing on school climate and academic rigor, we have implemented a variety of programs to assure that the diverse needs of our students are met. Wonderful parent participation in the education of their children is evident and visible on a daily basis.

Horizontal Mapping

 

Sample:

 

Week 17 DAY ENGLISH MATHEMATICS SCIENCE SOCIAL STUDIES Integration Possibilities
  81 ELAGSE2W5 – Revising & Editing MGSE2.MD.7 – Tell/ Write Time with Digital/Analog S2E3 – Human Effects on Environment SS2G2c – Effects of Regions on Historical Figures SCI/SS – Effect of regions on Historical Figures and vice versa.

 

MA/SCI – How humans affect environment at different times of day.
  82          
  83   MGSE2.MD.9 – Lengths on a Line Plot      
  84          
  85          

 

 

Template:

 

Week 1 DAY ENGLISH MATHEMATICS SCIENCE SOCIAL STUDIES Integration Possibilities
  1          
  2          
  3          
  4          
  5    

 

      

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Legend

 

A Art

CI Community involvement activity (collaboration)

CC Collaboration with colleagues

CE Character education

CL Cultural literacy and diversity

CM Communication

CT Critical thinking

D Dramatic Arts

DA Differentiation/diversity/accommodation

E English

EC Economics

EVAL Evaluation (assessment)

GA Group activity

L Literacy

LI Listening

LS Life skills

HE Health

HS Home/school connection (collaboration)

HW Homework

M Math

MA Manipulative activity

MU Music

OL Oral language/presentations (public speaking)

PE Physical education/movement

PS Problem solving

R Reading

S Science

SE Sensory

SP Spelling

SS Social Science and History

T Technology

W Writing

 

 

 

 

Running head: CURRICULUM PROJECT ELEM/SPED

1

 

CURRICULUM PROJECT 11

 

Curriculum Planning Charts

 

Sample:

Week 5 – Day #1
Character Education: Kindness
English/Language Arts

ELAGSE2RL7 – Use illustrations to demonstrate understanding of text.

 Math

MGSE2.MD.8 – Word Problems with Money

 

 Science

S2E2c – Use tables/graphs of length of the day/night to recognize change in seasons.

 

 Social Studies/History

SS2H2a – Describe Georgia Creek Indians. Compare/contrast to today.

 Fine Arts, Health, and PE/Movement
Day 1: LA/LI/R/L: Teacher reads My Many Colored Days by Dr. Seuss.

 

LA/OL/PS/CE/CM/LS: As a class, discuss colors and pictures and what they represent. Discuss emotions that match colors and how students can deal with their emotions in a healthy way.

 

LA/A/MA/T: As a class, look at color meaning chart of Native Americans on classroom iPads. (https://www.warpaths2peacepipes.com/native-american-symbols/color-meanings-symbolism.htm). Students create a mask using colors that represent themselves. Volunteers stand up and share.

 

LA/W/PS: Students write a journal entry on colors they used and why those colors represent them.

 

LA/R: Students who finish can read a trade book on day/night, seasons, or Native Americans.

 Day 4: M/LI/R/L/CM: Teacher reads Follow The Money by Leedy and discusses uses for money.

 

M/CP/PS/MA/OL/CM/LS: Partners will be given a 4×4 grid of real-world word problems. They choose a row to complete. Students use play money manipulatives to answer questions. First work independently, then collaborate to compare answers and discuss. (http://www.k-5math

teachingresources.com/support-files/money-board.pdf)

 

M/DA: Teams who finish early can pick another row from the grid.

 

M/OL/E/CM: Partners explain each problem to the class. As an informal assessment, any problems that students could not understand should be addressed first.

 Day 1: S/LI/R/L: Teacher reads What Makes Day and Night? by Branley.

 

S/MA/OL/CM: As a class, discuss how the Earth moves around the Sun, creating day and night. Students complete the activity in the book. One student is the earth with a lamp as the sun. Demonstrate as the earth turns, different sides have day and night.

 

S/GA/MA/MO: Class splits into two groups. One group is A and the other group is B. As the student (Earth) turns, each side is awake, standing up with their hands in the air, or asleep, touching the floor. Students stand up or squat down the faster the Earth moves.

 

S/LI: Teacher reads the Creek Indian legend on How Day and Night were Divided: http://www.indigenouspeople.net/howday.htm

 Day 1: SS/LI/OL/R/L/CM: Teacher reads the Creek Indians by Scordato. Discuss and answer any questions.

 

SS/T: Teacher uses smart board to show where the Creek Indians were located.

 

SS/H/W/OL/CM: Students begin a flipbook and add information during the unit. First, students locate and color the area where the Creek Indians were located. The teacher emphasizes that locations were always near rivers and creeks. As a class, discuss health reasons to live near water. Teacher discusses where Creek Indians live today. Students add to flipbook page about Indians in modern times.

 

SS/CI/CC/CL/MO/T: Students take a field trip to the Etowah Indian Mounds Historic Site in Georgia. Students take pictures to post on class website.

 Fine Arts

– Create a mask

 

Health

– Discuss why its healthy to live near water.

 

PE

– Jumping up and down for day and night.

– Brain break: GoNoodle.

 

Movement:

– Students explore Etowah Indian Mounds in North Georgia.

 

 

 

Template:

Week # – Day #
Character Education:
English/Language Arts

Standard:

 

 

 Math

Standard:

 

 

 Science

Standard:

 

 

 Social Studies/History

Standard:

 

 

 Fine Arts, Health, and PE/ Movement
Use Legend

 

 

 Use Legend

 

 

 Use Legend

 

 

 Use Legend

 

 

 Use Legend

 

 

 

Evidence of Curriculum Requirements

 

Sample:

Critical Thinking and Problem-Solving Activities

Day Best Examples from Curriculum Charts
41 Students complete a Mathematics activity where they choose from a 4×4 grid of word problems to complete. The word problems concerning money require students to think critically and solve the problem.
43 In a Language Arts assessment, students complete short answer questions about a passage concerning the Creek Indians. The short answer questions require them to think critically.
50 In Social Studies, students complete a cut and paste activity to identify things that belong with Native Americans historically and things that belong with Native Americans today. Students are required to think critically to complete the activity.
   
   

 

 

Template:

Mission Statement Integration

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Character Education Integration

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Diversity & Accommodations

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Critical Thinking and Problem-Solving Activities

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Active Learning Experiences

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Technology Integration

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Assessment

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Collaboration

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Fine Arts Integration

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Health Integration

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

PE and Movement Integration

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

Integration Between Content Areas

Day Best Examples from Curriculum Charts
   
   
   
   
   

 

 

Resources

Learning Tools

Sample:

· Class set of I-pads

· Mini whiteboards

 

Manipulatives

Sample:

· Base ten blocks

· Magnifying glasses

 

Professional Sources