Math & Science Curriculum Map

Weeks 4th Grade Curriculum Map 5th Grade Curriculum Map

(Paste Standard Abbrev.) (Paste Standard Abbrev.)

Part Math Science Math Science

A.

1 4. NBT. 1; 4. NBT. 2 4. ESS. 1 5. NBT. 1; 5. NBT. 2 5. ESS. 1

2 4. NBT. 2; 4. NBT. 3 4. ESS. 1 5. NBT. 2; 5. NBT.3 5. ESS. 1

3 4. NBT. 3; 4. NBT. 4 4. ESS. 1 5. NBT. 2; 5. NBT. 3; 5. ESS. 1

5. NBT. 4

4 4. NBT. 4; 4. OA. 5 4. ESS. 1 5. NBT. 3; 5. NBT. 4 5. ESS. 1

5 4. NBT. 3; 4. NBT. 4 4. ESS. 1; 4. LS. 1 5. NBT.4; 5. NBT. 7; 5. ESS. 1

5. MD. 1

6 4. NBT. 4; 4. OA.3; 4. LS. 1 5. NBT. 4; 5. NBT. 7; 5. ESS. 1; 5. ESS. 2

4. NBT. 5 5. NBT. 5; 5. MD. 1

7 4. NBT. 5; 4. MD. 3 4. LS. 1 5. NBT. 5; 5. NBT. 6 5. ESS. 2

8 4. OA. 1; 4. OA. 2; 4. 4. LS. 1 5. NBT. 6; 5. OA.1; 5. 5. ESS. 2

NBT. 5 MD. 1

9 4. NBT. 5; 4. NBT. 6; 4. LS. 1 5. NBT. 6; 5.. OA.1; 5. 5. ESS. 2

4. OA. 4 NBT. 4; 5. MD. 1

10 4. NBT. 5; 4. OA. 3; 4. LS. 1; 4. ESS. 2 5. NBT. 3; 5. NBT. 4; 5. ESS. 2; 5. ESS. 3

4. OA. 2 5. NBT. 7

11 4. NBT. 6; 4. OA. 4 4. ESS. 2 5. NBT.7; 5. OA. 1 5. ESS. 3

12 4. NBT. 6; 4. OA. 3 4. ESS. 2 5. NBT. 7; 5. OA. 1; 5. 5. ESS. 3

OA. 2

13 4. NBT. 6; 4. OA. 3; 4. ESS. 2 5. OA. 3; 5. MD. 2; 5. 5. ESS. 3

4. MD. 2 MD. 1

14 4. NF. 3; 4. MD. 2 4. ESS. 2 5. OA. 3; 5. MD. 2; 5. 5. PS. 1

G. 1

15 4. NF. 3; 4. MD. 4 4. ESS. 2; 4. LS. 2 5. MD. 2; 5. G. 1; 5. 5. PS. 1

G. 2

16 4. MD. 4 - fun 4. LS. 2 - find 5. MD. 1 - fun 5. PS. 1 - create roller

graphing activities something that conversion activities coasters (marble and
(Winter Break) might be a fossil (Winter Break) pool noodle)
outside at home (Winter Break)
(Winter Break)
17 4. MD. 4 - fun 4. LS. 2 - find 5. MD. 2 - fun 5. PS. 1 - test roller
graphing activities something that graphing activities coasters (marble and
(Winter Break) might be a fossil (Winter Break) pool noodle)
outside at home (Winter Break)
(Winter Break)

18 4. OA. 4; 4. MD. 2; 4. 4. ESS. 2; 4. LS. 2 5. NBT. 5; 5. NBT. 7; 5. PS. 1

NF. 5 5. NF. 1

19 4. OA.4; 4. NF. 1 4. LS. 2 5. NBT. 7; 5. NF. 1; 5. 5. PS. 1; 5. PS. 2

NF. 2

20 4. NF. 1; 4. NF. 5; 4. 4. LS. 2 5. NF. 2; 5. NF. 3 5. PS. 2

NF. 2

21 4. NF. 2; 4. NF. 3 4. LS. 2 5. NF. 2; 5. NF. 3; 5. 5. PS. 2

NF. 4

22 4. NF. 3; 4. NF. 4 4. PS. 1 5. NF. 3; 5. NF. 4; 5. 5. PS. 2

NF. 5

23 4. NF. 4; 4. NF. 5 4. PS. 1 5. NF. 4; 5. NF. 5; 5. 5. LS. 1

NF. 6; 5. NF. 7

24 4. NF. 5; 4. NF. 6; 4. 4. PS. 1; 4. PS. 2 5. NF. 6; 5. NF. 7 5. LS. 1

NF. 7

25 4. NF. 6; 4. NF. 7 4. PS. 1; 4. PS. 2 5. NF. 7 5. LS. 1

26 4. NF. 6; 4. NF. 7; 4. 4. PS. 2 5. MD. 3 5. LS. 1

MD. 1

27 4. MD. 1; 4. MD. 2 4. PS. 2 5. MD. 3; 5. MD. 4 5. LS. 1; 5. LS. 2

28 4. MD. 2 - fun project 4. PS. 2 - create a 5. MD. 4 - homework 5. LS. 1 - create a

with money to keep project where to find objects at pop bottle ecosystem
track of how much energy is home that have (Spring Break)
money altogether transferred ex. volume (Spring Break)
spent on break Potatoes turning on
(Spring Break) a light bulb (Spring
Break)

29 4. MD. 1; 4. MD. 2; 4. LS. 1 5. MD. 3; 5. MD. 4 5. LS. 1; 5. LS. 2

4. MD. 4

30 4. MD. 4; 4. MD. 1 4. ESS. 2 5. MD. 4 5. LS. 2

31 4. G. 1; 4. MD. 5 4. ESS. 2 5. MD. 4; 5. MD. 5 5. LS. 2

32 4. G. 1 - non- 4. PS. 2 - present 5. G. 4 - non - 5. LS. 2 - go outside

stressful graphing energy transfer stressful shape project to observe what could
assignment (Testing) projects from spring (Testing) be real-life
break (Testing) ecosystems/food
chains/webs (Testing)
33 4. G. 1; 4. MD. 5; 4. 4. ESS. 2 5. MD. 5 5. LS. 2
MD. 6

34 4. G. 1; 4. MD. 7 4. ESS. 3 5. MD. 5 5. LS. 2

35 4. G. 1; 4. G. 2 4. ESS. 3; 5. ESS. 1 5. G. 3; 5. G. 4 5. LS. 2; 6. ESS. 1

36 4. G. 2 4. ESS. 3; 5. ESS. 1 5. G. 4 5. LS. 2; 6. ESS. 1

Part Sequencing Rationale (Justify the order that you planned for the curriculum):
B.
I have sequenced my standards in the above order because they are connected through
prerequisites and the content of the standards. For fourth grade math, I started with numbers
and operations in base ten (NBT), because it would be the simplest standard for students to start
with coming back to school from summer. It is also an easy skill to build on. From here, I went
on to include operations and algebraic thinking (OA). I thought it would be easy to transition from
multi-digit numbers and place value, into solving problems using the different operations. I then
included both numbers and operations (NF) and measurement and data (MD) because
depending on the standard, it was simple to create connections between place value and the
different operations, with working with fractions and measurements. Students also need to be
able to round and work with whole numbers with the four operations before going into fractions.
From here, I transitioned the students into more measurement and data with time and money,
along with graphing, and angles, and some geometry (G) because there was a common link. It
is easy to teach graphing with relation to fractions because students can compare how many like
a specific thing (pizza topping for example) compared to the whole class. It is also easy to relate
angles to circles and drawing of these shapes. To help with my decisions, I viewed the class
standards task analysis (https://docs.google.com/document/d/14U5oaN4cHV4QPKx_-
KIk3gZn3KcGCGuF-I97Lrs19EY/edi) along with Lexington Elementary’s 4th Grade Math
Curriculum map that I was sent from Mr. Rogers. I overlapped my standards because I think it is
important to state that the content of the standards themselves overlap and it is unlikely that as a
teacher I will only be focusing on one standard at a time.

For fifth grade math, I again started with numbers and operations in base ten (NBT). I thought
this would be the easiest transition back to school for students and that place value and being
able to perform the operations are prerequisites to the other fifth grade standards. I then
progressed to include some of the operations and algebraic thinking (OA) and measurement and
data (MD) standards. These standards build on place value by including ways to write numerical
expressions. Along with this, students will need to know how to convert like measurements
within a given system, and it is important that they can understand place value when discussing
this content. I then started to include a few of the geometry (G) standards because it is easy to
relate points to graphing to different unit discussions. After winter break, I chose to review some
of the NBT standards and start the numbers and operations (NF) standards because place value
and real-world problems relates to working with fractions. Fractions are easier to explain to
students when using examples from the real-world such as pizzas or brownies. This also is an
adequate amount of time for students to have mastered the previous skills to best succeed when
working with fractions. From here, I return to finish the MD and G standards. I end with these
last couple standards because it is easy to relate measurement of volume and units to different
shapes. They can be compared and contrasted. Just as with the fourth grade standards, I
chose to overlap them because I again believe that by discussing more than one at a time,
students are given the best opportunities to succeed and understand the material when it is
related. To help with my decisions, I viewed the class standards task analysis
(https://docs.google.com/document/d/14U5oaN4cHV4QPKx_-KIk3gZn3KcGCGuF-
I97Lrs19EY/edi) and the Youngstown City School District Mathematics Scope and Sequence
(http://www.ycsd.org/UserFiles/Servers/Server_471589/File/Departments/Curriculum/Curriculum
%20maps/YCSD%20Grade%205%20Math%20SS%202018-19_pdf2.pdf).
 For my fourth grade science standards, I chose to start with the first earth and space science
standard (ESS) followed by the first life science (LS) standard. I thought these were good to
start with in the fall because it is easy to see different landforms and characteristics and compare
biotic and abiotic factors outside when the weather is nice. I advanced to the second ESS and
LS standards because I thought it would be easy for the students to see changes in the surface
due to there being water freezing and thawing outside and it would be easy to relate it to fossils
that could have been exposed to different weathering. From here, I decided to do both physical
science (PS) standards because the weather outside after winter break would be cold and the
weather would not be very nice. Therefore, at this time it would be best for students to work with
different materials inside. After spring break I have chosen to revisit and have short reviews of
the second LF and ESS standards to compare the fossils and surface of the Earth from earlier in
the year to this time period. I also want to review this for the students before going on to discuss
the third ESS standard. I chose to put this last because it would be easiest to see the erosion
and deposition when it would be raining and considered spring. At the very end, I planned to
start to preview the first ESS for fifth grade so the students are prepared when this is discussed
in the following year.

For my fifth grade science standards, I chose to start with my earth and space science standards
(ESS). I chose to do these in a row because the weather outside would be nice and I would be
able to bring students outside to discuss the solar system, sun placement, planet rotations, and
patterns between the Earth and the sun. I then chose to do the physical science (PS) standards
because it would become cold outside during this time of the year so it would be best to
incorporate indoor activities related to mass, force, light, and sound. After this, I will cover the life
science (LS) standards. I chose this time to cover them because it will be spring so the students
will be able to work with different plants, study ecosystems outside, and research how energy is
passed outside. By having the LS standards covered in the spring, the students are given more
opportunities to do hands-on, engaging activities at this time of the year. At the end, I have
chosen to start to discuss the first ESS sixth grade standards so that students are prepared for
the following year.

For my science curriculum maps, I recalled information discussed in class and tried to piece
together the standards as best as I could after printing them out. Besides that, I did not use any
outside material.

For both math and science, in fourth and fifth grade, I have estimated when breaks and testing
might be. For these weeks, I have included a standard with a possible activity that could take
place either at home, or at school for the partial break, or non-stressful, easier activities for
during testing when the students will be worn out.

Part Integrated Assessment

C. (Select, or Create, ONE Performance Assessment that could be used at some point during your 4th or 5th
grade curriculum map that would require students to combine the current math and science areas of study
to complete the task. Create a modified version for students who may struggle to access the task. Make
sure to indicate where this would be located in your curriculum map.)

I have chosen the fifth grade standards 5. NBT. 4, 5. NBT. 7, and 5. MD. 1 along with 5. ESS. 1
(week 5, highlighted above on the curriculum map). I have chosen these because I believe it
would be easy for students to compare the distance of planets to the sun or the length of their
revolution around the sun. With NBT. 4 students would be able to round the distances of the
planets from the sun and with 5. MD. 1 students can convert the distance between the planet
from the sun between kilometers and miles. For NBT. 7, students are working with real-world
examples involving planets and they can also create drawings to help them with the problem.

For this, I have found an activity online at the following website:

http://flyersaig.weebly.com/planet-decimals.html
*Similar to what I would have the students do, not the same, but took idea from*

I would also have the students create a model of the solar system like the image below after the
fact that i found on pinterest:

(I would alter it to be more similar to the above

activity, but this would be a similar look).

For this activity, I would require students to research how far the planets in the solar system are
from the sun - either in kilometers or in miles. I would then have the students convert the
decimal to the other unit. After this, I would require students to round each number to the
nearest hundred thousands. For this, I have created a google sheets they can access to help
them organize the information: https://docs.google.com/spreadsheets/d/1mTk9Z46zCqfjrDFdK-
81iiKzfytKwlzZzdLHpSBNLEI/edit?usp=sharing

To modify this, I would give the students a website to find how many miles each planet is from
the sun. I would also only make them work on rounding the miles to the hundred thousands,
without worrying about the conversion to km. I made a modified google sheets they can access
here: https://docs.google.com/spreadsheets/d/1qz6BydYtVX-
7YjaqXt0IU1kaQ5JisTHXDDtLv4i4fLg/edit?usp=sharing

After completing the above charts, I would have the students create a solar system like the
above picture, where they include the distance in either miles or kilometers from the sun, along
with the rounded number.