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. LS. 1 5. NBT. 1 5. LS. 1

(beginning of fall) (beginning of fall)

2 4. NBT. 2 4. LS. 2 5. NBT. 2 5. LS. 2

(middle of fall) (middle of fall)

3 4. NBT. 3 4. PS. 1 5. NBT. 3A 5. PS. 2

(end of fall) (end of fall)

4 4. NBT. 4 4. PS.2 5. NBT. 3B 5. PS. 1

(beginning of winter) (beginning of winter)

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

(middle/end winter) (middle/end winter)

6 4. OA. 2 4. ESS. 2 5. NBT. 6 5. ESS. 2

(beginning of spring) (beginning of spring)

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

(middle/end spring) (middle/end spring)

8 4. NBT. 5 5. NBT. 7A

9 4. NBT. 6 5. NBT. 7B

10 4. OA. 3 5.NBT. 7C

11 4. OA. 5 5. OA. 1

12 4. NF. 1 5. OA. 2

13 4. NF. 2 5. OA. 3

14 4. NF. 3A 5. NF. 2

15 4. NF. 3B 5. NF. 3

16 4. NF. 3C 5. NF. 5A

17 4. NF. 3D 5. NF. 5B

18 4.NF. 4A 5. G. 1

19 4. NF. 4B 5. G. 2

20 4. NF. 4C 5. NF. 1
21 4.NF. 5 5. NF. 4A

22 4. NF. 6 5. NF. 4B

23 4. NF. 7 5. NF. 6

24 4. MD. 1 5. NF. 7A

25 4. MD. 2A 5. NF. 7B

26 4. MD. 2B 5. NF. 7C

27 4. MD. 2C 5. MD. 3A

28 4. MD. 5A 5. MD. 3B

29 4. MD. 5B 5. MD. 4

30 4. MD. 6 5. MD. 5A

31 4. MD. 7 5. MD. 5B

32 4. G. 1 5. MD. 5C

33 4. G. 2 5. G. 3

34 4. MD. 3 5. G. 4

35 4. MD. 4 5. MD. 1

36 5. MD. 2

Part Sequencing Rationale (Justify the order that you planned for the curriculum):
B.
In fourth and fifth grade math, I arranged the standards in a similar way. In both fourth and fifth
grade, I began ordering the standards starting with the standards regarding numbers and base
ten. In each grade, the standards under numbers and base ten typically are base skills for other
skills that are learned later on in other standards. Due to this, I placed almost all the numbers
and base ten standards at the beginning in both grades with the exception of a few in fourth
grade. From here, I placed the operations and algebraic thinking standards in order in both
grades. Operations and algebraic thinking build off of the skills taught in the numbers and base
ten standards. Next in both fourth and fifth grade, I placed the numbers and operations fraction
standards. Before teaching fractions, students must have an understanding of basic operations
and algebraic thinking. In numbers and operations with fractions, it builds off those basic
operations and algebraic thinking skills. After numbers and operations with fractions, I placed the
measurement and data standards in both fourth and fifth grade. Measurement and data requires
students to have a full understanding of basic numbers and operations that are taught in
numbers and base ten, operations and algebraic thinking, and numbers and operations with
fractions. After measurement and data, I placed the geometry standards. Geometry takes the
understanding of numbers and applies them to shapes. For the most part, I placed the standards
in this order in both fourth and fifth grade. There are a few exceptions where some do not follow
this order, but it is because I felt they fit better elsewhere.

In fourth and fifth grade science, there are significantly less standards. For both grades, I ordered
the standards starting with life science, then physical science, and finishing with earth and space
science. I started with life science in both grades because life science more realistic to most
 students and easier for students to visual since it deals with the life we live. I then placed
physical science because the physical science standards. Physical science is harder for students
to understand compared to life science. Physical science has more vague concepts like force,
motion, energy, and matter. I believe it is better to introduce more concrete ideas in life science
first before moving onto physical science. I ended in both grades wit earth and space science
because this is the most vague topic to teach and learn. Earth and space is something that
students will not have real life experiences with, therefore making it more difficult to understand.
The universe is such a large idea that it should be the last topic taught.

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.)

Math Standard: 4. MD. 1 (located on row 24)

Science Standard: 4. LS.

Students would first begin learning how to measure items using the metric system. They would
be given a worksheet like below and will be asked to use the metric rulers on the sheet to
measure each green bar in centimeters. This will be an introduction to measuring items using the
metric system. Students will then be given a cup, soil, and seed. They will plant their seeds and
begin to water them daily. Each day, the students will use a metric ruler and will measure how tall
their plant is in centimeters. They will use a daily recording sheet like pictured below. At the end
of two weeks, students will have 10 different measurements for their plants. This will be
collected.

For students who struggle, they will be given a modified assignment. For the first measuring
worksheet, they will be given a worksheet with less examples. They will also be given metric
rulers that are only by whole centimeters rather than like the ones the other students used that
go out to tenths places. When it is time to begin measuring the plants they are growing, they will
also be given metric rulers like the ones they used during the practice worksheet that only go out
to whole centimeters. This should help the students struggling be able to more clearly depict
where their plant is measured at. The teacher will also be there to assist and check their
measurement before recording it on the recording sheet.