Writing Assignment 1
· Decide on the grade level and the subject area that you will select for using in the development of your curriculum project. Locate the national, state or local standards for the grade level and subject area and read through the standards for your chosen grade level. Highlight or make notes of key terminology used throughout the standards. Using the Horizontal Curriculum Map by Month template, map out the main topics for each month; we will get more detailed in the next writing assignment – for now this is the 10,000-foot view.
Writing Assignment 2
· Continuing with your grade level and content of choice let’s zoom in on our “map” using the Unit 1 Detailed Curriculum Map – here you will include standards, content, and skills for each month. We will be adding to this “map” next week.
Writing Assignment 3
· Next, drill down to a specific standard that you want to address in your curriculum project (your final project will include at least one content and at least one literacy standard). Follow the unpacking process outlined in the lecture (identify verbs and nouns within the standard) – template provided in the appendix. In the last column of the template, you are asked to outline prior and following standards to identify prerequisite knowledge of standard and what students will need to know for next grade level. FOR THIS ASSIGNMENT: You only need to unpack one of your identified standards but BOTH standards need to be identified. Also, both standards need to be addressed in your identified activity (see Week 3 Writing Assignment).
· Identify the literacy standards you will target throughout your course.
EDU 612 – Curriculum Organization and Planning
Detailed Curriculum Map Template
Subject/Course: Biology 1
Grade Level: 9 Month Standard(s) Content Skills
Apply inquiry-based and
problem-solving
processes and skills to
scientific
investigations.
• Lab safety
procedures, safety
symbols, proper use
of lab equipment
(microscopes,
slides, chemicals,
etc…).
• Accuracy &
Precision.
• Experimental
Design (hypothesis,
observations, data
analysis, theory
development, etc…)
• Scientific validity.
• Defend scientific
research.
• Demonstrate safe
procedures.
• Evaluate accuracy &
precision.
• Formulate scientific
questions.
• Analyze graphs
• Construct graphs
• Determine scientific
validity.
• Recognize & analyze
alternative explanations for
research results
• Defend scientific arguments
• Apply components of the
scientific method
• Make predictions
Describe the biochemical
basis of life and explain
how energy flows within
and between the living
systems.
• Bond formation
(covalent, ionic, &
hydrogen bonds)
• Subatomic particles
• Properties of water
• pH (differences in
hydrogen &
hydroxide ions)
• Organic compounds
(carbohydrates,
lipids, proteins, &
nucleic acids)
• Enzyme structure &
function
• ATP
• Explain & compare bond
formation
• Develop logical arguments
defending water as an
essential component of
living systems
• Classify solutions (pH)
• Compare & contrast
organic compounds
• Examine life processes
involving enzymes
• Describe the role of ATP
Analyze and explain the
structures and function of
the levels of biological
organization.
• Plant & animal cells
• Prokaryotic &
eukaryotic cells
• Functions of
organelles
• Differentiate among plant,
fungi, & animal cells
• Differentiate among
prokaryotic & eukaryotic
cells
• Describe functions cell
organelles
• Describe levels of
organization
EDU 612 – Curriculum Organization and Planning
Detailed Curriculum Map Template
Subject/Course: Biology 1
Grade Level: 9
Analyze and explain the
structures and function of
the levels of biological
organization.
• Cell cycle (mitosis
& meiosis)
• Binary fission
• Sexual reproduction
• Crossing over
• Cell respiration &
photosynthesis
• Cellular Transport
• Differentiate between types
of cellular reproduction
• Identify main events in the
cell cycle
• Describe the significance of
crossing over
• Analyze biochemical
processes
• Draw conclusions about
products & reactants
Demonstrate an
understanding of the
molecular basis of
heredity.
• Mendel genetics-
monohybrid crosses
• Incomplete
dominance,
codominance, sex-
linked, & multiple
alleles
• Analyze & explain the
molecular basis of heredity
• Evaluate results
(monohybrid crosses)
• Utilize Mendel’s laws
Demonstrate an
understanding of the
molecular basis of
heredity.
• DNA & RNA
• Replication,
transcription, &
translation
• Explain process involving
protein synthesis
Demonstrate an
understanding of the
molecular basis of
heredity.
• Codon charts
• Technology
• Pedigrees,
karyotypes, & gel
electrophoresis
• Examine inheritance
patterns
• Discuss the significance
of mutations
EDU 612 – Curriculum Organization and Planning
Detailed Curriculum Map Template
Subject/Course: Biology 1
Grade Level: 9
Demonstrate an
understanding of
principles that explain
the diversity of life
and biological
evolution.
• Symmetry
• Comparative
anatomy,
Biogeography,
Molecular Biology
• Spontaneous
generation
• Contributions of
scientist (Darwin,
Malthus,
Spallanzani,
Pasteur, Lamarck,
Lyell, Redi,
Needham, &
Wallace)
• Natural Selection
(Speciation,
adaptations,
isolation, etc…)
• Antibiotic &
pesticide
resistance
• Critique data
• Research & summarize
the contributions of major
scientist
• Analyze & explain natural
selection
• Differentiate among
evolutionary theories
Investigate and evaluate
the interaction between
living organisms and
their environment.
• 6 Kingdoms,
Taxonomy
evolutionary
relationships
• Vascular and Non
Vascular Plants
• Biomes (species,
climate,
adaptations
• Draw conclusions about
classification
• Identify major levels in
taxonomy
• Compare & Contrast
biomes
• Examine natural elements
Investigate
and evaluate
the
interaction
between
living
organisms
and their
environment.
• Biotic Abiotic,
energy flow,
beneficial bacteria,
relationships among
organisms (3b)
• Ecosystems
(succession,
population growth,
genetic diversity)
• Justify interdependence
among environmental
elements
• Provide examples (biotic
& abiotic factors)
Curriculum Map Monthly Overview
Student Name
Belhaven University
Running Header: CURRICULUM MAP MONTHLY OVERVIEW 2
EDU 612- Curriculum Organization and Planning
Curriculum Map Monthly Overview
Subject/Course: English Language Arts
Grade Level: 6th
August September October
Reading Lit.
*Making Inferences based on text
(RL.6.4)
*Develop point of view.(RL.6.6)
*Theme/Central idea based on key
details.(RL.6.2)
Reading Informational Text
* Cite Textual Evidence.(RI.6.1)
*Word Meanings.(RI.6.4)
*Integrate different media or
formats.(RI.6.7)
*Trace/Evaluate arguments.(RI.6.8)
*Compare/contrast points.(RI.6.9)
Writing
*Writing Arguments.(W.6.1(a-e))
*Conduct Research to answer
questions(W.6.7)
*Gather relevant
information.(W.6.8)
Speaking and Listening
*Engage in classroom, teacher-led
discussions.(SL.6.1(a-d))
*Include multimedia.(SL.6.5)
Reading Lit.
*Cite Textual evidence.(RL.6.1)
*Determine theme/central
idea.(RL.6.2)
*Develop point of view.(RL.6.6)
*Analyze structure of text.(RL6.5)
Reading Informational Text
*Cite Textual Evidence.(RI.6.1)
*Analyze key event or
ideas.(RI.6.3)
*Author’s point of view and
purpose.(RI.6.6)
*Integrate multimedia.(RI.6.7)
*Compare/contrast points.(RI.6.9)
Writing
*Writing Arguements.(W.6.1(a-e))
*Conduct Research(W.6.7)
Speaking and Listening
* Engage in classroom, teacher-led
discussion.(SL.6.1(a-d))
*Presentations.(SL.6.4)
*Include multimedia.(SL.6.5)
Reading Lit.
*Cite Textual evidence.(RL.6.1)
*Determine theme/central
idea.(RL.6.2)
*Develop point of view.(RL.6.6)
*Analyze structure of
text.(RL6.5)
Reading Informational Text
*Cite Textual Evidence.(RI.6.1)
*Analyze key event or
ideas.(RI.6.3)
*Author’s point of view and
purpose.(RI.6.6)
*Integrate multimedia.(RI.6.7)
*Compare/contrast points.(RI.6.9)
Writing
*Writing Arguements.(W.6.1(a-
e))
*Conduct Research(W.6.7)
Speaking and Listening
* Engage in classroom, teacher-
led discussion.(SL.6.1(a-d))
*Presentations.(SL.6.4)
*Include multimedia.(SL.6.5)
Daily Standards Daily Standards Daily Standards
Language
*Daily Review of Listed Standards
Language
*Daily Review of Listed Standards
Language
*Daily Review of Listed
Standards
Running Header: CURRICULUM MAP MONTHLY OVERVIEW 2
November December January
Reading Lit.
*Central Idea/Summary(RL.6.2)
*Plot/Characters(RL.6.3)
*Overall structure/Plot (RL.6.5)
*Compare/Contrast different
genres(RL.6.9)
Reading Informational Text
*Central Idea/Summary(RI.6.2)
*Author’s Point of view(RI.6.6)
*Integrate information from
different media (RI.6.7)
Writing
*Writing Narratives(W.6.3(a-e))
Speaking and Listening
*Interpret information from diverse
media and format.(SL.6.2)
Reading Lit.
*Central Idea/Summary(RL.6.2)
*Plot/Characters(RL.6.3)
*Overall structure/Plot (RL.6.5)
*Compare/Contrast different
genres(RL.6.9)
Reading Informational Text
*Central Idea/Summary(RI.6.2)
*Author’s Point of view(RI.6.6)
*Integrate information from
different media (RI.6.7)
Writing
*Writing Narratives(W.6.3(a-e))
Speaking and Listening
*Interpret information from diverse
media and format.(SL.6.2)
Reading Lit.
*Central Idea/Summary(RL.6.2)
*Plot/Characters(RL.6.3)
*Overall structure/Plot (RL.6.5)
*Compare/Contrast different
genres(RL.6.9)
Reading Informational Text
*Central Idea/Summary(RI.6.2)
*Author’s Point of view(RI.6.6)
*Integrate information from
different media (RI.6.7)
Writing
*Writing Narratives(W.6.3(a-e))
Speaking and Listening
*Interpret information from
diverse media and
format.(SL.6.2)
February March April
Reading Lit
*Central Idea/Summary(RL.6.2)
*Plot/Character(RL.6.3)
*Overall Structure/Plot(RL.6.5)
*Develop point of view(RL.6.6)
Reading Informational Text
*Analyze text(RI.6.3)
*Analyze overall structure of text
and ideas (RI.6.5)
*Integrate multimedia(RI.6.7)
Writing
*Writing Informative/Explanatory
Texts(W.6.2(a-f)
*Use technology/internet(W.6.6)
Speaking and Listening
*Describe the speaker’s
argument(SL.6.3)
*Upon Teacher’s Request
Reading Lit
* Central Idea/Summary(RL.6.2)
*Develop point of view(RL.6.6)
Reading Informational Text
*Central Idea/Summary(RI.6.2)
*Analyze text(RI.6.3)
*Analyze overall structure of text
and ideas (RI.6.5)
*Integrate multimedia(RI.6.7)
Writing
*Writing Informative/Explanatory
Texts(W.6.2(a-f)
*Use technology/internet(W.6.6)
Speaking and Listening
*Describe the speaker’s
argument(SL.6.3)
*Upon Teacher’s Request
Reading Lit
Central Idea/Summary(RL.6.2)
*Plot/Character(RL.6.3)
*Overall Structure/Plot(RL.6.5)
*Develop point of view(RL.6.6)
*Compare/Contrast
genres(RL.6.9)
Reading Informational Text
*Analyze text(RI.6.3)
*Analyze overall structure of text
and ideas (RI.6.5)
*Integrate multimedia(RI.6.7)
Writing
*Writing
Informative/Explanatory
Texts(W.6.2(a-f)
*Use technology/internet(W.6.6)
Speaking and Listening
*Describe the speaker’s
argument(SL.6.3)
*Upon Teacher’s Request
Running Header: CURRICULUM MAP MONTHLY OVERVIEW 2
May Ongoing Standards Notes/Comments
*Preparation and Review
Standards based on needs of
students
Reading Lit.
RL.6.1, RL.6.2, RL.6.3,
RL.6.4, RL.6.5, RL.6.6,
RL.6.7, RL.6.8, RL.6.9,
RL.6.10
Reading Informational Text
RI.6.1, RI.6.2, RI.6.3, RI.6.4,
RI.6.5, RI.6.6, RI.6.7, RI.6.8,
RI.6.9.
Writing
W.6.1(a-e), W.6.2(a-f),
W.6.3(a-e), W.6.7, W.6.8
Speaking and Listening
SL.6.1(a-d), SL.6.3, SL.6.4,
SL.6.5)
Language
*Daily Review of Standards
listed
* Review Standards as listed
on Monthly Map for each
month.
Running Header: CURRICULUM MAP MONTHLY OVERVIEW 2
References
Mississippi Department of Education: MS College- and Career Readiness Standards For
Language Arts (2016). Retrieved from https://www.mde.k12.ms.us/curriculum
Running head: UNPACKING THE STANDARD 1
Unpacking the Standard
Student Name
Belhaven University
Running head: UNPACKING THE STANDARD 2
“Unpacking” a Standard
State Standard:
Standard: 2.NBT.3
Grade: 2nd
What would students
need to DO (verbs)….
[LOWER ORDER BLOOM]
Remembering (Knowledge),
Understanding (Comprehension)
What would students
need to DO (verbs)….
[HIGHER ORDER BLOOM]
Analyzing, Evaluating, Creating
(Synthesis)
Previous and Next Grade Level
• What prerequisite knowledge should
student have based on previous grade
level standard?
• What are students going to be expected
to know and do based on the next grade
level standard?
Write the Standard you have
chosen below:
Math
2.NBT.3 Understand place value:
Read and write numbers to 1000
using base-ten numerals, number
names, and expanded form.
Literacy
L.2.4 Vocabulary acquisition and
use: Determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 2 reading
and content, choosing flexibility
from an array of strategies.
KEY KNOWLEDGE:
What would students need to
KNOW (nouns)…[Key Vocabulary To
Define, Discuss and Model for Students]
Meaning of words/phrases:
• Place value
• Expanded form
• Base-ten numerals
• Number names
• Understand place value
• Determine the meanings of
unfamiliar words
• Determine the spelling of
number names
• Remember the value is number
holds
• Evaluate three-digit numbers to
determine value of each number
• Create models using base ten
numerals to demonstrate three-
digit numbers
1st grade:
1.NBT.5
Use place value understanding and
properties of operations to add and
subtract
Given a two-digit number, mentally
find 10 more or 10 less than the
number, without having to count;
explain the reasoning.
3rd grade:
3.NBT.2
Use place value understanding and
properties of operations to perform
multi-digit arithmetic
Fluently add and subtract (including
subtracting across zeros) within 1000
using strategies and algorithms based
on place value, properties of
operations, and/or the relationship
between addition and subtraction.
Include whole dollar amounts.
Running head: UNPACKING THE STANDARD 3
Reference
College and Career Readiness Standards Mississippi Curriculum Framework (other state standards)
http://www.mde.k12.ms.us/curriculum-and-instruction
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