Running head: CURRICULUM MAP

Arlene V. Torres Vargas

PPE 310 Health for Schools
Curriculum Map
April 2, 2016

Running head: CURRICULUM MAP

D
at
August
3
Octobe
r2

Octobe
r 12
Novem
ber 13

The
me

RF.3a, RF.3b,
RF.3c, RF.3f, RF.4
RL.1, RI.1,
1 - Asking
RL.4, RI.4,
RL.10, RI.10
Questions
and Reading L.1a, L.1b, L.1c,
L.1d, L.4a, L.4c,
Closely
L.4d
W.4, W.8
RF.3e
RL.2, RI.2, RL.3,
2 - Key Ideas RI.3
and Details: L.1e, L.1f, L.2a,
Reading for L.2b, L.2d, L.5a,
L.5b, L.6 W.2,
Meaning
W.3,
SL.1,
RF.3d SL.2

Novem
3 - Text
ber 16
Structure

Decem
ber 18
January
44
Perspective/
Februar POV
y 12

Februar 5 - Applied
y 15 Learning
March
25
Across
Texts
March
28
May 6
May 9
May 20

6Literatu
re and
Charact

RL.5, RL.7, RI.5,

RI.7
L.2c, L.3a, L.4b
W
.
2
,RL.6, RI.6, RI.8
W
.
1
,
W
.
3
,
W
.
7
RI.9, RI.8
L
.
2
e
,
L
R
L
.
9
,

E
L

2nd Grade Overview Integrated

ELA Block
Science/S.S.
Sci. Life Science:Topics
The Human
Body, Plants and Animals
S.S. The United States and
Government
S.S. Maps and Globes

Supporting Science Objectives Inquiry

Process; History and Nature of Science;
Personal
and Social
Perspective
Sci. Physical
Science:
States of

Matter
S.S. Early Civilizations: Asian
Influence
Supporting Science Objectives Inquiry
Process; History and Nature of Science;
Personal and Social Perspective

S.S. Westward Expansion

Supporting S.S. Objectives

Geography; Current Events;
Research Skills for History

Sci. Life Science: Life Cycles

S.S. Foundations of Economics:
Needs vs. Wants, Goods and
Services, Resources Natural,
Human, and Capital
Supporting Science Objectives Inquiry
Process; History and Nature of Science;
Personal and Social Perspective
Supporting S.S. Objectives
Geography; Current Events;
Research Skills for History

Sci. Earth and Space Science:

Weather

Supporting Science Objectives Inquiry

Process; History and Nature of Science;
Personal and Social Perspective

S.S. Environment and Society

Supporting S.S. Objectives
Geography; Current Events;
Research Skills for History
U
s
e
d
a

Link: http://www.rsd.k12.az.us/dynimg/_PCAAA_/docid/0x77E7071D5C2DECD4/5/theme
%2B1%2Basking%2Bquestions%2Band%2Breading%2Bclosely%2B-%2Bsecond
%2Bgrade.pdf

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This curriculum map is from the Roosevelt School District. The mini lessons are intended
for a second grade classroom. The demographics of this title one school is generally Hispanic
and some African American. This is a mainstream classroom of 28 students at different academic
levels and with a small percent having an IEP or gifted.
Sleep
Concept 1: Characteristics of Organisms Understand that basic structures in plants and
animals serve a function. PO 2. Identify the following major parts of:
the digestive system mouth, esophagus, stomach, small and large intestines
respiratory system nose, trachea, lungs, diaphragm
circulatory system heart, arteries, veins, blood
Why do we sleep?
For three weeks students will have learned about the major parts of the human body. They
will focus on one major system for each week. During the respiratory system students will read an
informational text about why we snore. Then we will have a mini lesson about the importance of
sleeping. Students will first brainstorm the on a graphic organizer what happens when we get
enough sleep and what happens when we dont get enough sleep. This will let me know as a
teacher what students already know. Secondly, students will then review the information given on
the whiteboard with actual facts. We will add the actual facts onto out graphic organizer and
compare the benefits and drawbacks of sleeping.
For the guided practice activity students will play a game provided by sleepforkids.org but
a modified version. Students will play in groups at their tables. Each team will have a scoreboard
that will list them as a player on a timeline. Everyone will start at zero in the middle of the

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timeline. As students gain points they will move up and as they lose points they will move
towards the negative numbers. The positive and negative numbers will indicate how the person is
feeling as they go up and down for example it will list Can remember things more, feels rested,
or feels tired and cannot focus etc connecting back to what they just learned. Each player will
take a card and move it accordingly and read where they are out loud. This activity will show how
the things we do impact how much sleep we get in connection to the benefits and drawbacks of
sleep.
As their exit ticket students will write at least two benefits of sleep and two drawbacks.
They will then be required to give suggestions to a friend who is trying to get better sleep. They
will write two suggestions that will help someone sleep better.
Sun Safety
PO 3. Identify differences among natural resources (e.g., water, soil, and wood), human
resources (e.g., people at work), and capital resources
CCSS.ELA-LITERACY.W.2.2
Write informative/explanatory texts in which they introduce a topic, use facts and
definitions to develop points, and provide a concluding statement or section.
There will be a unit focused on the natural, human and capital resources. During this time
students will learn about the different natural resources and how humans use them. Students will
have a mini lesson on sun safety when learning about solar energy.
First students will begin by recognizing the important steps to protecting our skin form
the sun and why this is important. Using an online source, students will use a graphic organizer
to identify the steps and their importance. When all students have review the steps as a whole
group they will transition to their tables.

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Secondly teacher will model how they will use a template to fill in the blanks with the
important steps that they learned and in their own words explain why this is important. On this
flyer students will list out the reasons sun safety is important and on the back will list the main
suggestions to staying protected from the sun. In the end students will write out an informational
flyer and display it for the school.
As an exit ticket students will use plickers.com to assess their knowledge about sun
safety. Plickers is a website designed to assess students with teacher generated questions and
student codes. The teacher needs to print the codes and then scan the codes when retrieving
students responses.
Environmental Health
Concept 3: Changes in the Earth and Sky: Understand characteristics of weather
conditions and climate.
What are windmills?
During our unit on weather students will be learning about the different types of tools that
are used to measure the weather. They will talk about the thermometer, anemometer, rain gauge
and the wind vane. As they learn about each measuring tool they will create a foldable for each
instrument. The mini lesson will introduce windmills after they have learned about the
anemometer.
The lesson objective is for students to identify how the windmills impact the
environment, the benefits, and drawback of this alternative source of energy. First students will
begin by learn about the windmills and their purpose through a video on brain pop. They will then
as groups organize the benefits and drawbacks the windmills have on the environment around
them and the earth. This will be done through a graphic organizer that will compare these two

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components.
Through this activity students will be able to analyze a renewable source like the wind.
They will identify how the power generated from the wind is used for many things, the materials
used to produce the windmill impact the earths scarcity of resources, and the impact on the
community around the windmills. These three ideas will be captured when reading an information
text about windmills. After they have read it students will organize them into these three new
categories.
As an exit ticket students will give a thumbs up and thumbs down as teacher asks general
questions about the purpose of the windmill and some of the impact it has on people and the earth.
To close the lesson students will then discuss if this is a good renewable resource to have.
Students will share some ideas. As an extension to the mini lesson, students can create their own
windmill.

References

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PBSLearningMedia:ExploringWindmillDesign.(n.d.).RetrievedApril3,16,from
http://www.pbslearningmedia.org/resource/phy03.sci.phys.matter.zmill/exploringwindmilldesign/
SleepCardGame.SleepforKidsTeachingKidstheImportanceofSleep.(n.d.).RetrievedApril03,2016,from
http://www.sleepforkids.org/html/cards.html
SleepandYou.SleepforKidsTeachingKidstheImportanceofSleep.(n.d.).RetrievedApril03,2016,from
http://www.sleepforkids.org/html/you.html
SunSafetyActivityPages[SunSafetyAlliance].(n.d.).

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Running head: CURRICULUM MAP