Curriculum Map Assignment (25 % of final grade)
Task
A good teacher knows where they want their students to end up and then designs the curriculum in detail to help them reach their goals. Good curriculum design takes into account each of the subject areas of the elementary curriculum. It begins with an outline for how and when each of the “big ideas” for each of the subjects will be taught. For this assignment, teacher candidates will create a yearlong curriculum map that will indicate what will be taught for each of the curriculum areas for one grade level. The big ideas will be based on the Utah state core curriculum guidelines for each subject for the appropriate grade level. A hard copy needs to be available on the day the maps are due, and an electronic copy needs to be emailed to the instructor on or before that same date. Identify email submission as follows: mapgradelevel_yourname.doc (ie. map5thgrade_joveson.doc)
Prompt
Using the Utah state core curriculum guidelines for all subjects, choose one grade level for which to create a yearlong curriculum map, starting with the social studies curriculum. A template is provided for you to use.
1. Using the Utah Core Curriculum, take apart the standards and objectives and re-organize them into like ideas appropriate to teach together as a unit. (Most units will have 2-4 objectives.) Title each unit, then organize the units on the conceptual structure form in the sequential order appropriate to teach them. All standards and objectives need to be identified by number and accounted for.
2. List social studies units on the curriculum map in the appropriate sequential order, taking into account appropriate timing throughout the year. Remember to plan for a holiday break for two weeks in December/January, a Spring Break for one week in March or April, and for year end tests in May.
3. List at least three (3) big ideas, or themes, that could also be taught with each social studies unit. Upper grade teachers often have to teach big thematic ideas WITH their social studies units, while lower grade teachers often have time to teach thematic ideas as separate units.
4. Compile literature text sets of at least five (5) appropriate picture books for use with at least two (2) units and/or themes on your map. Identify each text set by title next to the appropriate unit/theme. Follow the attached Text Set Template for including full details. Focus on listing appropriate picture books as these are most easily used as book kits. You may also list chapter books or non-fiction that would be age appropriate for use when teaching the given social studies topics and/or themes.
5. Integrate big ideas across the curriculum where possible. Become familiar with the additional subjects in the core curriculum at your chosen grade level. For each social studies unit you plan, list at least three (3) ideas for integration with other curriculum areas listed on the map.
6. Include a brief written explanation explaining the social studies teaching schedule that you anticipate in your classroom and why you have decided on it. Explain why you ordered the social studies units as you did and why each theme listed is appropriate with that unit. Explain how and why you chose to integrate or align the subject matter as you did with each unit. One short paragraph per social studies unit is more than sufficient.
7. Select at least one unit from your curriculum map to outline further. Become familiar with the social studies content as well as the theme, then outline this unit how you would teach it into a ten (10) day plan. You may account for using your book kit, inquiry lesson, and final lesson plan if you wish. As you outline, make sure content is complete over the course of the ten days, that it is arranged in a logical, sequential order for best learning. List which objectives this content covers, then select an involving, appropriate method to teach this content. Briefly describe what/how this is to be done.
Curriculum Map Assignment Rubric – complete and hand in with assignment
Candidate Name: Course/Section ____
Indicator / Score and Comments1. CONCEPTUAL STRUCTURE: Standards and objectives are organized into big ideas appropriate to teach together as a unit. Most units have 2-4 objectives. Units are organized and outlined on the conceptual structure form in a sequential order appropriate to teach. All standards and objectives are identified by number and accounted for. / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
2. MAP: Social studies units are listed on the curriculum map in the appropriate sequential order, taking into account appropriate timing throughout the year. / 1 / 2 / 3 / 4 / 5
3. MAP: At least three (3) big ideas, or appropriate themes are listed for each social studies unit. / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
4. MAP: An appropriate text set with at least five (5) titles per set is included for at least two (2) units. / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
5. MAP: At least three (3) ideas for integration with other curriculum at the grade level are aligned appropriately with each social studies unit. / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
6. WRITTEN EXPLANATION: A brief explanation of your intended social studies teaching schedule and why the social studies units are ordered as they are is included. Rationale for each theme as well as the integration with each unit is explained. / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
7. UNIT OUTLINE: The content is complete. / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
The content is logical and sequential. / 1 / 2 / 3 / 4 / 5
Any objectives taught are identified. / 1 / 2 / 3 / 4 / 5
An appropriate, engaging method is described for teaching content each day. / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
8. The hard copy of the Curriculum Map is completely prepared and handed in for grading on the due date. / 0 / 5
9. The electronic copy of the Curriculum Map is submitted and received by the instructor on the date and time it is due. Each map is one complete document and is titled as follows: map(grade)_yourfirstnameyourlastname.doc
(ie. map(5th grade)_janaeoveson.doc) / 0 / 5
Social Studies
Conceptual Unit Structure
Grade Level: __2__ Overall Big Idea for the Year: Learning about and becoming better contributing and accepting citizens
I. Being a good Citizen or School and Community
A. S1, O2 a. Describe the major world ecosystems (ie. Desert, plain, tropic, tundra, grassland, mountain, forest, wetland). A. S2, O2, a. Identify the roles that people have in the school and explain the importance of each member
B. S2, O1, a. Describe characteristics of being a good citizen through the examples of historic figures and ordinary citizens.
C. S2, O2, b. Demonstrate respect for the school and the school community.
D. S2, O1, c. Identify and participate in a local civic activity. (e.g. community cleanup, recycling, walkathons, voting).
II. U.S. Citizenship
a. S2, O1, b. Explain the benefits of being a U.S. citizen (e.g., responsibilities, freedoms, opportunities, and the importance of voting in free elections).
b. S2, O1, d. Identify state and national activities (e.g., voting, Pledge of Allegiance, holidays).
III. Symbols and Celebrations
A. S2, O2, a. Explain the significance of various community, state, and national celebrations (e.g., Memorial Day, Independence Day, and Thanksgiving).
B. S2, O2, b. Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays).
C. S2, O2, c. Identify and explain the significance of various national symbols, documents, and landmarks (e.g., Declaration of Independence, Constitution, flag, Pledge of Allegiance, national monuments, national capitol building).
IV. Culture in the Community
- S1, O1, a. Explain the various cultural heritages within their community
- S1, O1, b. Explain ways people respect and pass on their traditions and customs.
- S1, O1, c. Give examples of how families in the community borrow customs or traditions from other cultures
- S3, O1, b. Describe how geographic aspects of the area affect a community and influence culture (e.g., river, mountain, and desert).
e. S3, O2, e. Using a map or a globe, link cultures/nationalities within your community to their place of origin
V. Culture in the State and Nation
a. S1, O2, a. Identify various cultural groups within the state and the nation.
b. S1, O2, b. Describe contributions of cultural groups to our state and nation.
c. S1, O2, c. Explain ways American Indians and immigrants have shaped both Utah's and America's culture (e.g., names of places, food, customs, celebrations).
d. S1, O2, d. Compare and contrast elements of two or more cultures within the state and nation (e.g., language, food, clothing, shelter, traditions, and celebrations).
VI. Geography
a. S3, O1, a. identify community traffic signs and symbols, and know their meanings (e.g., stop sign, hazard symbols, pedestrian crossing, bike route, recreational, blind or deaf child signs).
b. S3, O1, c. Describe ways in which people have modified the physical environment in a community (e.g., building roads, clearing land for homes, and mining).
VII. Maps and globes
a. S3, O2, b. Compare and contrast the difference between maps and globes.
b. S3, O2, a. Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose).
c. S3, O2, c. Locate your city, the State of Utah, and the United States on a variety of maps or on a globe.
d. S3, O2, d. Locate and label the following on a map or a globe: the seven continents, the five oceans, the poles, and the equator.
VIII. Technology
a. S4, O1, d. Identify examples of technology that people use (e.g., automobiles, computers, telephones).
b. S4, O1, e. Identify how technology affects the way people live (work and play).
IX. Money
a. S4, O2, c. Explain different ways to pay for goods and services (i.e., cash, checks, credit cards).
b. S4, O2, d. Explain how work provides income to purchase goods and services.
c. S4, O2, e. Explain reasons and ways to save money (e.g., to buy a bicycle or MP3 player, piggy bank, bank, credit union, savings account).
X. Businesses and Services
a. S4, O1, a. Define and explain the difference between producing and consuming.
b. S4, O1, b. Explain ways in which people can be both consumers and producers of goods and services.
c. S4, O2, c. Recognize that people supply goods and services based on what people want.
d. S4, O2, a. Explain the goods and services that businesses provide.
e. S4, O2, b. Explain the services that government provides.
Social Studies
Curriculum Map
Grade level:______ / Social Studies Units / Related Theme(s) / Literacy: Writing, genre study, etc. / Arts: music, dance, art, drama etc. / Science or Health / Math / Technology / P.E.
August / 4 Citizen in school/ community / Respect for self and others / Students will present oral reports to the class about what they think makes a good citizen in the class and community. / Identify safety habits they can do to help the comm-unity and self / Participate in a local cleanup activity in the community
Sept. / 1 Citizen in school/ community / Making friends
2 Citizenship in school/ community / Making good choices
3 U.S. Citizenship / Loyalty / Students will learn more about the meaning of the pledge and write abt. What they learn / Learn to sing patriotic songs and perform them / Students will view a current political issue happening in the U.S. and report to the class what they learned.
4 U.S. Citizenship / Pride
October / 1 Maps and Globes / Following directions / Learning to label using maps and globes / Comparing and contrasting differences in maps and globes / Use a computer program that teaches about maps and globes (ex. Google earth)
2 Maps and Globes / Comparing and contrasting
3 Maps and Globes / Labeling
4 Geography / Obedience / Search the newspaper to find ways that geography has impacted communities and write abt. findings / Identify different signs and symbols in the comm-unity and how we should obey them (take a walk outside) / Use google earth to discover different regions around the world
November / 1 Geography / Responsibility
2 Culture in the Community / Tolerance / Using different children’s books, learn abt. Diff. cultures and identify personal cultures and beliefs. / Put on a play about the Thanks-giving tradition / Learn a dance or a game that is from a few different cultures from the community (if possible have students in the class teach them)
3 Culture in the Community / Acceptance
4 Culture in the Community / Compromise
December / 1 Symbols and Celebrations / Acceptance / Using different books, understand more about the different messages that print carries / Learn a dance used at a celebration / Watch a film about Christmas celebrations in various places and have the students look for new info.
2 Symbols and Celebrations / Showing gratitude
3 Symbols and Celebrations / Flag manners
4
Grade level:
______ / Social Studies Units / Related Theme(s) / Literacy: Writing, genre study, etc. / Arts: music, dance, art, drama etc. / Science or Health / Math / Technology / P.E.
January / 1
2 Culture in the State and Nation / Acceptance / Compare and contrast elements of two or more cultures within the state and nation using a Van Diagram / Learn about different foods different cultures eat throughout the nation and make a menu from these foods that is a balanced diet. / Using the computer, make a timeline of how our nation has changed (using mainly pictures found online).
3 Culture in the State and Nation / Working together
4 Culture in the State and Nation / Change over time
February / 1 Culture in the State and Nation / Expanding thinking
2 Businesses and Services / Producing and consuming / Write a letter to a business that the class visited / Learn about fractions and differences in producing and consuming in different areas / Using different modes of technology (ex. Internet, TV, etc.) learn about one local business that effects them
3 Businesses and Services / Sharing
4 Businesses and Services / Common Sense
March / 1 Businesses and Services / Generosity
2
3Technology / Organization / Make a class film about different ways they have learned to use technology. / Use kidspiration to teach about fractions. / Teach about different modes of technology using technology
4 Technology / Communicating
April / 1 Technology / Integrity
2 Money / Responsibility / Read about different forms of money used around the world and compare to the U.S. / Learn about responsibility using money and how to save their own money. / Use money to teach abt. addition and subtraction with 3-4 place values
3 Money / Common sense
4 Money / Honesty
May / 1
2
3
4
Explanation