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Running head: CURRICULUM MAP
Anne Estrada
Curriculum Map
PPE 310: Health Literacy for Schools
Dr. Hesse
April 3, 2016
CURRICULUM MAP
Standard
1. W. 2 Write informative/explanatory
texts in which they name a topic, supply
some facts about the topic, and provide
some sense of closure.
Writing
Text Types and Purposes
AZCCRS
English Language Arts: First Grade
Performance Objective
Instructional Strategies
I can...
I can write about how sleep affects me.
Mini Lesson 1 Sleep
Sub-Objectives:
Intervention
Sleep- importance
Writing- Create non-fiction text
Materials:
Intervention Feeling Journals
Sentence starter
Language
Vocabulary Acquisition and Use
AZCCRS
English Language Arts: First Grade
Standard
Performance Objective
Instructional Strategies
I can...
1.L.6 Use words and phrases acquired
I can use words and phrases from a text to Mini Lesson 2 Sun Safety
through conversations, reading and being show cause and effect.
read to, and responding to texts, including
Sub-Objectives:
using frequently occurring conjunctions to
Sun Safety- importance
signal simple relationships (e.g., because).
Reading- cause and effect
Vocabulary-sun related
Materials:
Book- Mission Sunwise
CURRICULUM MAP
Poster paper for Sun Safety Chart
Strand 6: Earth and Space Science
Concept 1:Properties of Earth Materials
Identify the basic properties of Earth materials
Roosevelt Elementary School District Curriculum Map
Science: First Grade
Standard
Performance Objective
Instructional Strategies
I can...
S01-S6C1 - 05
I can identify ways to reduce, reuse, and
Mini Lesson 3
Identify ways to conserve natural
recycle natural resources.
resources (e.g., reduce, reuse, recycle, and
Mini Lesson 3 Healthy Environment
find alternatives).
Sub-Objectives:
Students role- conserving items in
their world
Materials:
sink with running water
garbage can
milk jugs, paper plates, plastic
utensils
recycle bin
CURRICULUM MAP
This curriculum map comes from Roosevelt Elementary School District. The following lessons have been created for a K1special education classroom in which I am currently student-teaching. This class contains 12 students of varying academicals levels.
Mini Lesson One
Sleep
AZCCRS 1.W. 2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some
sense of closure.
During Intervention students are encouraged to identify how they are feeling at school today. Prior to completing the daily
journal writing page discuss with students how sleep can affect how they are feeling and the importance of good sleep habits to being
well, learning, safety, and health. Discuss why they need sleep. Ask questions: How do we feel when we don't get enough sleep? How
do we perform at school without sleep? How do we get along with our friends? After discussion students can create a sentence in their
journal. The writing process can begin with students circling the emotion icon on the top of the journal page: happy, sad, tired, angry,
mad, confused, and silly. Support their writing with the sentence frame: I feel _____ at school when I don't get enough sleep. Allow
students to draw a picture on their journal page that shows how they feel at school when they don't get enough sleep. In the afternoon
read the book: TIME TO SLEEP. This book highlights how sleep affects the different parts of our body.
Brain rests so that it can think clearly the next day.
Skin repairs itself so you can look healthy the next day.
Bones calcium is added during rest to make you grow taller
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Eyes rest after watching the world all day
Muscles grow during rest so that you become stronger
Heart slows down during sleep after pumping blood through your body all day.
Intervention Journals are completed daily and sleep can be a focus for the continuation of the week. Sleep is an important part
of a healthy life routine. Many students do not have consistent sleeping habits and will not associate their emotions to a lack of
sleep. Remind students of the benefits of sleep and why they need sleep. This may be especially helpful before testing because
a good night sleep will stimulate thinking as well as reduce stress. The information from this mini lesson can be added to the
weekly note send to parents, highlighting what the students have learned about sleep.
Mini Lesson Two
Sun Safety
AZCCRS 1.L.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including
using frequently occurring conjunctions to signal simple relationships (e.g., because).
To begin the sun safety mini lesson start a Sun Smart chart. Ask students what they know about sun safety. Then take the
students through the book Mission Sunwise. This book highlights the need for students to protect themselves from UV rays and why
this is important. Students will hear about the dangers of sunburn and how to stay safe while outside. The book emphasizes being
prepared to play outside. Being prepared means you protect yourself from the UV rays. There are several ways to protect yourself
from the suns UV rays.
CURRICULUM MAP
SLIP on a long sleeve shirt
SLOP on a sunscreen
SLAP on a hat
WRAP on sunglasses
play in the SHADE
Once the students have been taken through the entire book, have a discussion with the class. Using sentence frames such as I
will wear a hat outside because it protects my head. Students will identify what they have learned about sun safety. Teacher
will write these ideas on the Sun Safety Chart. Ask students to bring hats to school and provide sunscreen of at least SPF 15 for
students to apply before going out to recess. The information from this mini lesson can be added to the weekly note send to
parents, highlighting what the students have learned about sun safety.
Mini Lesson Three
Science: Healthy Environment
RSD Curriculum Map, Science: S01-S6C1 - 05 Identify ways to conserve natural resources (e.g., reduce, reuse, recycle, and
find alternatives).
Students in our K-1 special education classroom eat lunch in the classroom. This is an ideal time to have productive
discussions. To begin the Healthy Environment mini lesson start a discussion with students as they are washing their hands at
the sink. Ask them to identify different ways to reduce the amount of water that they use when washing hands. Write these
CURRICULUM MAP
suggestions on the board in a Mind Map. A Mind Map uses pictures that represent the ideas. For example a student may
comment that washing quickly will reduce water but another student identify that hands may not be clean, so turning off the
faucet during hand washing may be a better solution. This can be drawn as a sink with running water, then draw a big X
through the drawing. Students can come to the board to draw their ideas but be sure to remind students to continue eating their
lunch. Additionally discuss where their food comes from; farms, factories; how does it get to our school, by truck or train? Is it
local and seasonal or is it shipped from far away? Finally as students are finishing their lunch ask them to separate the
recycling items. Discuss how these items can be processed and reused reducing the amount of energy needed to make new
items. These mini discussions can continue throughout the school year. Students can create recycling bins for different types of
materials. During the lunch period short videos about the environment and ways that kids are affecting their surroundings can
be viewed. For students with emotional disabilities having to think about other people and how their actions affect their
surroundings is difficult, having continuous discussions is a great tool for student self awareness. The information from this
mini lesson can be added to the weekly note send to parents, highlighting what the students have learned about creating a
health environment.
