Curriculum Map

PPE 310: Health for Schools

Erin Krause
Curriculum Map
November 15, 2015

There isnt a specific curriculum map so I used the Arizona Early

Learning Standards. I teach at Copper Canyon Elementary in the Paradise

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Valley School District. The lessons were created for a kindergarten

classroom. There are 23 students in the classroom and they all vary
academically.
Sleep
Physical Development, Health, and Safety Standards
S2C1b2: Demonstrates healthy practices: Physical activity and rest
Begin by asking the students why they think sleep is important. After
having a small discussion about why they think sleep is important, read the
book Dr. Seuss Sleep Book. After you have read the book, ask the students
if they learned anything new that they didnt know before about sleep. Ask
the students the following questions:

What is sleep?
Why is it important?
Is it only people that sleep?
Why do you think we dream?

Explain to the students why sleep is so important and why we need it.
After you have discussed why sleep is important and how it helps us, ask the
students if they can remember a dream that they have had. Instead of
telling their dream stories with the group, have them go back to their seats
and get out their journals. Students will write a sentence or two in their
journals about their dream that they remembered. Then they will draw a
picture that illustrates their dream. Give students the opportunity to share
their stories with the rest of the class if they would like to.

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Once the students have finished writing in their journals and drawing a
picture, have them put their journals away in their cubbies. To check for
understanding, ask each student to give you one reason why sleep is
important as their exit ticket to lunch.
Environmental Health
Social Studies Standard
S2C2b: Shows an understanding of how to care for the
environment
Begin by either reading the book The Lorax or by playing the video to
the read aloud of the book. After the story, have the students turn to their
shoulder partner and discuss what it means to take care of our planet. After
giving the students a few minutes to discuss, have them share their ideas
with the rest of the class. After discussing what it means to take care of our
planet, have the students go back to their seats. Give each student a large
piece of construction paper and have them fold it in half. Unfold the
construction and have the students draw a line right down the middle. Ask
the students the following question:

What do you think will happen if everyone stopped taking care of

the planet?

On one half of the paper, have the students draw a picture of what
they think the planet would look like if we stopped taking care of it. Would

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there be trash everywhere? What would happen to the lakes and the ocean?
Could animals live in the wild if we didnt take care of their home?
On the other half of the paper, have the students draw the same
picture but this time, what will our planet look like we if tried to keep it even
cleaner? If everybody always put trash in the garbage can, recycles and
doesnt waste water, will our planet look better? Have the students compare
their pictures.
To check for understanding, have the students give an example of one
thing that they can do to take care of our planet. This will be their exit ticket
out the door to go to lunch.
Sun Safety
Physical Development, Health, and Safety Standards
S1C1a: Identifies and follows basic safety rules with guidance
and support; e.g., sun safety, animal and plant safety, outdoor and
indoor safety
Since we live in a state where the sun shines almost every day of the
year, it is important for students to understand why they need to protect
themselves when it comes to the sun. Engage the students in discussion
with the following questions:

Why do we need to protect ourselves from the sun?

What is sunscreen?
What does it do?

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Why do we wear it?

After the students have engaged in discussion, show the video, Sun Safe
Play Everyday! Once the video is over have the students go back to their
seats to begin the activity. One of the things that the video talks about is
wearing a hat when going outside. Give the students construction paper,
paper plates and various items to use for decoration. Have the students cut
out the middle of the paper plate and then design their own hat. Once the
kids have finished their hats, take a walk outside while they wear their hats
to protect their faces from the bright sun. To check for understanding, ask
the students to name one way to protect themselves from the sun.

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References
Dr. Suess. (1962). Dr. Seuss's sleep book. New York: Random House.

The Lorax Dr. Seuss Read Aloud (May 7, 2015) Retrieved November 14, 2015
from https://www.youtube.com/watch?v=QUi6RG4UVBk

Sun Safe Play Everyday (November 18, 2009) Retrieved November 14, 2015 from
https://www.youtube.com/watch?v=Zc2wE5dVx3Y

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Criteria
Curriculum
Map/Scope and
Sequence
Integration of
Health Topics

Teacher Content
Knowledge
(TCK)

Exemplary (5)
Your Assignment includes:

Score: x2

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 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 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)

Proficient (3)
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 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 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. (TCKTap).

Unsatisfactory (1)
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 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
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 pertinent information

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

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, firs
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
pertinent information