Running Head: CURRICULUM MAP ASSIGNMENT

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PPE 310: Health Literacy for Schools

Curriculum Map Assignment
Matt Altman-Suchocki
PPE 310-79594
Jessica Skipper

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CONTEXT
The curriculum I use in my classroom is a 7th-grade math curriculum, created by the
Madison School District. Since I could not find a true curriculum map for this district or my
school, I instead chose to use one from another district in the state: Higley Unified School
District. Below, you can see where I created a box in blue in the area of the curriculum map
where I would fit in a mini-lesson on sleep. Following that, you will see images of the
curriculum map of Higley Unified School District where I boxed an area where I would fit in a
mini-lesson on childhood obesity (in yellow), and a mini-lesson on sustainability (in green).

Running Head: CURRICULUM MAP ASSIGNMENT

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MINI-LESSON 1 (SLEEP)

Teacher:
o Matt Altman-Suchocki
Standard:
o 7.NS.1
Apply and extend previous understandings of operations of fractions to

add, subtract, multiply, and divide rational numbers.

Objective:
o SWBAT add, subtract, multiply, and divide rational numbers while using a sleep-

tracking tool to monitor their average hours slept per night.

Materials/Resources:
o Sleep-Tracking App:
Sleep Better
Lesson Outline:
o After students are comfortable adding fractions (after finding a common
denominator), have them download Sleep Better app from the Google playstore.
o Instruct students to use the app for the next 4 nights and that they will have an
activity on Friday where they will use their weeks worth of data.
o Practice conversions from minutes to hours
Ex: How many hours is 555 minutes?
o Practice operations with a sample set of an example students sleep data
If Suzie slept 9 hours Monday night, and then slept 7/9 of that amount
Tuesday night, how many total hours did she sleep Tuesday night? How
many total minutes did she sleep Monday night? How many total minutes
did she sleep Tuesday night?
o Culminating activity:
Friday students will calculate their own averages, compare with their
peers, and engage in a discussion on what the appropriate/healthy range of
averages would be.

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MINI-LESSON 2 (OBESITY)

Teacher:
o Matt Altman-Suchocki
Standard:
o 7.NS.1
Apply and extend previous understandings of operations of fractions to

add, subtract, multiply, and divide rational numbers.

Objective:
o SWBAT use an online physical activity tracking tool to calculate their average

minutes and hours per week being active.

Materials/Resources:
o Online physical activity calculator:
https://www.supertracker.usda.gov/physicalactivitytracker.aspx
Lesson Outline:
o After students have become comfortable subtracting fractions, have them do some
practice problems with a real-life context.
Example:
Jack played basketball last week for 10 hours. The next week, he
played 1 and 1/3 hours less than the week before. How many hours
did he play basketball in that next week?
o Then, have the students use their devices and/or the classroom Chromebooks to
access the online physical activity tracker.
o Have them use the tracker and then write down all the information from the online
tool in a special page in the math composition notebooks. They will log their
physical activity hours/minutes over the next two weeks that will conclude with a
culminating activity on the final Friday of the two-week period.

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MINI-LESSON 3 (SUSTAINABILITY)

Teacher:
o Matt Altman-Suchocki
Standard:
o 7.NS.1
Apply and extend previous understandings of operations of fractions to

add, subtract, multiply, and divide rational numbers.

Objective:
o SWBAT use an online tool to approximate how many gallons of water their

family uses per year.

Materials/Resources:
o Online water calculator:
http://www.home-water-works.org/calculator
Lesson Outline:
o After students are comfortable doing all four operations with fractions and
rational numbers (adding, subtracting, multiplying, dividing), as well as doing
unit conversions, give them some guided practice problems with real-life context
concerning sustainability.
Example:
Our school uses 1000 gallons of water per day.
o How many gallons is that over the course of the entire
school year (180 days)?
o How many gallons is that per hour (8 hour school day)?
o Have students use classroom Chromebooks to go the online water calculator.
Have students approximate how many gallons per day their family uses and write
it in their composition notebooks under their notes for todays lesson.
o Then have the students calculate how many gallons per year their family uses.
o Next, have students come up with a way to cut back on a few gallons per day of
water.
Once they have their solution, have them approximate how many gallons
per day their solution would save
Lastly, have them calculate how many gallons of water they would
save over the course of the year if they stuck to the terms of their
created solution.