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Running head: CURRICULUM MAP

The following is a copy of the curriculum map that I received upon request for STEAM.

Unit 1

Unit 2

NatGeo

STEAM

NatGeo

STEAM

Crossing
Between
Cultures

Immigration

Catching the
Light

Energy /Solar
Power

Unit 3

Unit 4

NatGeo

STEAM

NatGeo

STEAM

Nature's
Network

Ecosystems/
Zombie

Justice

Zombie

Unit 5

Unit 6

NatGeo

STEAM

NatGeo

STEAM

Every
Drop

Climate
Changes/Zombie

The Wild West

Maps

Unit 7
NatGeo
Talking
About
Trash

STEAM
Nutrition

Unit 8
NatGeo

STEAM

One Idea

Simple
Machines &
Economics

5th
Grad
e
This is a 5th grade STEAM curriculum map at Alta E. Butler in the Isaac School District. There is
not another version of it that is more traditional because we use a set of curriculum that is zombie
themed that connects to different topics. We usually go from one book to the next. The lessons in
the curriculum books are laid out with standards, objectives, and even sequences and some
materials (printable handouts). Therefore, it is taken as a sort of scope and sequence on its own.

Rea
ding
More information can be found at the following website: http://www.edutopia.org/blog/zombieto
based-learning-andrew-miller

Running head: CURRICULUM MAP

Unit 1 Immigration (original lesson)

Standard 3. Strand 2. The distribution of people, places, and environments form spatial patterns
across Earths surface
Objective: I will be able to explain the reasons people immigrate away from one area to another.
Materials: Outbreak Zombie based geography book, copies of lesson 3.
ADD: Obesity mini lesson

To create a connection to the zombie will ask the children to imagine that they are in
the zombie apocalypse. They will have to think of how obesity could be an obstacle

to picking up their necessities and moving to a location where there were no zombies.
They would have a chance to think for thirty seconds and then they would have to

walk * around with a neighbor to share for 2 minutes.

After two minutes the students would stop and I would write their answers on the

board.
Then I would assign teams to enact how the activities that would have obstacles for
obese people would look for obese people and fit people. For example: Fitting in the

car, running from zombies, moving quickly to pack your car.

The kids would have 5 minutes to think about how they were going to act out their

situation and I would then have them present their skits.

Then I would ask them to think about some things they could do today to stay/get fit
if they are not fit yet in order to help them prepare for/survive the zombie apocalypse.

They would have 30 seconds again.

Next as each student gives their suggestion and acts it out we can have all the other
students act it out too. This would facilitate lots of movement.

Unit 3 Ecosystems (original)

Standard 14. Strand 3. The consequences of human modifications of the physical environment.

Running head: CURRICULUM MAP

Objective: I will be able to describe the ways that people modified their environments causing
them to become environmental hazards.
Materials: teacher generated graphic organizer, links for videos on Picher and Salton Sea.
ADD: Environment/sustainability mini lesson.

I would relate the ghost towns we learned about to our city. I would say, Next we
are going to go around the room and observe some of the ways that man has modified

his environment nearby.

On the walls there would be bridges, roads, houses, etc. The children would have

some time to look.

Next I would say, Do you see any way that our town could end up like Picher or

Salton Sea?
The children will take 3o seconds to think, then share with a neighbor.
Only the first who talks will have to do squats and then the other will take turns.
The children would tell me about any environmental dangers they see in their

neighborhoods and I would write their answers down.

After this we could brainstorm ( as a class) methods to make sure we are sustainable

into this next century.

Then I would pull out a video about renewable energy.