Running Head: CURRICULUM

Baumer 1

Curriculum Map

Maryanna Baumer

PPE 310 Health for Schools

November 8, 2015

Running Head: CURRICULUM

Baumer 2

8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
8.SP.A.2 :Know that straight lines are widely used to model relationships between two
quantitative variables. For scatter plots that suggest a linear association, informally fit a straight
line, and informally assess the model fit by judging the closeness of the data points to the line.
8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.

Running Head: CURRICULUM

Baumer 3

This curriculum map comes from the Tempe School District. These lessons are for an
eighth grade math class. There are two different class period that these lessons would be for.
One of the class periods has the students who scored higher on their NWEA test, and the other
class period has the students that scored lower on the NWEA test. The students in the classroom
are living at or below poverty.
Environmental Health
8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
This lesson would start off by reading the book The Lorax to the students. While
reading the teacher will stop and talk about the context of the book. The cause and effect, and the
supply and demand that is going on. Although this is a lower level book, the book is well written
and can still be enjoyed by students of all ages. The information in the book is presented in a way
that the problem in the story is obvious to the students.
Once the story has been read, there will be a small discussion about what happened in the
story. The teacher will ask the students what the cause of the problem was and what the problem
actually was. The teacher will ask the students what they can think of that is similar to the
Truffala trees, and what will happen when there amount of our version of Truffala trees runs out.
The next part of the lesson is where math will be integrated into the lesson. There will be
a pre made chart of the amount of trees needed to make one Thneed, the given amount will be
two trees per on Thneed. Then the students will plot the results for one Thneed, two, three, and
so on.

Running Head: CURRICULUM

Baumer 4
Sun Safety

8.SP.A.2 :Know that straight lines are widely used to model relationships between two
quantitative variables. For scatter plots that suggest a linear association, informally fit a straight
line, and informally assess the model fit by judging the closeness of the data points to the line.
At the star of the lesson the students will be asked, by show of hands, how many of them
wear sun screen on a daily basis. Then how many wear hats when they are outside, for the
purpose of protecting and shielding from the sun. Then the students will be asked how many
wear sunglasses to protect their eyes.
The next part of the lesson will be on the importance of sun safety. The teacher will start
a discussion on how everyone needs to protect themselves from the sun, but especially here in
Arizona since there is much more sun exposure than other states. Students will be introduced to
the fact the skin cancer is a threat to everyone, however if the correct precautions are taken skin
cancer can be avoided.
The last part of the lesson will be graphing. There will be a chart to show the relationship
between people who wear sun screen on a daily basis and the amount of skin cancer. The next
chart will be on people who wear hats as sun protection and the amount of skin cancer. The
relationship will show that those people who protect themselves from the sun do not have skin
cancer, or have a smaller/ less threatening skin cancer compared to people who do not protect
themselves from the sun at all.

Running Head: CURRICULUM

Baumer 5
Sleep

8.SP.A.1: Construct and interpret scatter plots for bivariate measurement data to investigate
patterns of association between two quantities. Describe patterns such as clustering, outliers,
positive or negative association, linear association, and nonlinear association.
Students will be given a notecard at the beginning of the lesson. The students will be
asked to write down the amount of hours the sleep on average. Then on the back side, they will
be instructed to write down their average grade (if they mostly get Bs and Cs, they will round
up to a B). The student are just writing down one letter grade for how they do overall. The
students names will not be put on their cards. Once they have all finished they will turn in their
notecards to the teacher. Then the teacher will make a scatter plot using the data. The data should
show that students who get more sleep do well in school.
The teacher will lead a group a discussion on why students who sleep more get better
grades and do better in school overall. The teacher will ask students to volunteer and talk about
what those students are doing instead of sleeping, or why they are not sleeping at night.
The last part of the lesson will be on the importance of sleep. The teacher will tell
students that sleep is very important. The students will be given a facts sheet about sleep,
informing them how their bodies are effected when they do not get enough sleep. The teacher
will also inform and talk about the amount of hours they, as eighth graders, should be sleeping
every night.

Curriculum Your Assignment includes:

Your Assignment includes:

Your Curriculum Map

Running Head: CURRICULUM

Map/Scope
and
Sequence
Integration
of Health
Topics

Teacher
Content
Knowledge
(TCK)
Score:
x2

A cover page that

includes the
followingname,
the course, the
assignment, the
date and an
appropriate
Running head in
APA format. Your
cover page should
not include a page
number.
District provided
curriculum
map/scope and
sequence
appropriate for
placement
classroom.
Highlighted text,
outlining the
followingSleep
= Blue, Sun Safety
= Yellow,
Environmental
Health = Green
Integration of the
health components
do not detract from
the academic
content
Teacher regularly
implements a
variety of subjectspecific
instructional
strategies to
enhance student
content knowledge.
Specifically, places
that logically fits
into the academic
content that is
being taught,
where you can
teach three separate

Baumer 6

includes:
A cover page that
A cover page that
includes most of
the following
includes some of
name, the course,
the following
the assignment, the
name, the course,
date and an
the assignment, the
appropriate
date and an
Running head in
appropriate
APA format. Your
Running head in
cover page should
APA format. Your
not include a page
cover page should
number.
not include a page
number.
District provided
District provided
curriculum
map/scope and
curriculum
sequence
map/scope and
appropriate for
sequence is not
placement
appropriate for
classroom.
placement
classroom.
Highlighted text,
Highlighted text,
outlining most of
the following
outlining some of
Sleep = Blue, Sun
the following
Safety = Yellow,
Sleep = Blue, Sun
Environmental
Safety = Yellow,
Health = Green
Environmental
Health = Green
Integration of the

Integration of the
health components
sometimes detract
health components
from the academic
often detract from
content
the academic
content
Teacher sometimes
Teacher rarely
implements a
variety of subjectimplements a
specific
variety of subjectinstructional
specific
strategies to
instructional
enhance student
strategies to
content knowledge.
enhance student
Specifically, places
content knowledge.
that logically fits
Specifically, places
into the academic
that logically fits
content that is
into the academic
being taught,
content that is
where you can
being taught,
teach three separate
where you can

Running Head: CURRICULUM

Baumer 7

mini lessons; one

about sun safety,
one about sleep,
and one about
environmental
health. (TCK-Tap)
Instruction
al Plans
(IP)
SCORE:
x2

References are
included where
appropriate
This rubric is
attached at the end
of the document
Your word
document file
name includes your
last name, first
name, assignment
#, and your class
section #
There are no
writing,
grammatical or
spelling errors
Curriculum map
includes: (IP)
o Evidence
that
assignment
is
appropriate
for the age,
knowledge,
and
interests of
all learners
you teach
and;
o 3, 1 page,
double
spaced
minilessons in
teacher talk
format, one

mini lessons; one

about sun safety,
one about sleep,
and one about
environmental
health. (TCK-Tap).

References are
mostly included
where appropriate
This rubric is
attached but not at
the end of the
document
Your word
document file
name includes
most of the
following last
name, first name,
assignment #, and
your class section #
There are few
writing,
grammatical or
spelling errors
Curriculum map
mostly includes:
(IP)
o Evidence
that
assignment
is
appropriate
for the age,
knowledge,
and
interests of
all learners
you teach
and;
o 2 of the 3
following, 1
page,
double

teach three separate

mini lessons; one
about sun safety,
one about sleep,
and one about
environmental
health. (TCK-Tap).
References are
rarely included
where appropriate
This rubric is not
attached at the end
of this document
Your word
document file
name includes
some of the
following last
name, first name,
assignment #, and
your class section #
There are many
writing,
grammatical or
spelling errors
Curriculum map
sometimes
includes: (IP)
o Evidence
that
assignment
is
appropriate
for the age,
knowledge,
and
interests of
all learners
you teach
and;
o 1 of the 3
following, 1
page,
double
spaced

Running Head: CURRICULUM

for sleep,
one for sun
safety, and
one for
environmen
tal health
o A brief
narrative
summary
describing
your grade,
the school
district,
describe
your
classroom
context and
other
pertinent
information

Baumer 8
spaced
minilessons in
teacher talk
format, one
for sleep,
one for sun
safety, and
one for
environmen
tal health
o A brief
narrative
summary
describing
your grade,
the school
district,
describe
your
classroom
context and
other
pertinent
information

minilessons in
teacher talk
format, one
for sleep,
one for sun
safety, and
one for
environmen
tal health
o A brief
narrative
summary
describing
your grade,
the school
district,
describe
your
classroom
context and
other
pertinent
information