CURRICULUM MAPPING EXAMPLES Grade : 9 Physical Science September Mid. Oct. Mid-Oct. November November Mid. Dec. January Mid. Feb. Topic: Key Concepts Activities/Demonstrators/Connections (Key Vocabulary in Bold Print) Motions and Forces Energy and Heat Waves Students will investigate forces and the effects of forces on the motions of objects. (I,,R, M) Objects change their motion only when a net force is applied. Laws of motion are used to describe the effects of forces on the motions of objects. (SC-H-1.4.1) (I, R, M) Gravity is a universal force that each mass exerts on every other mass. (SC-H-1.4.2) Students will examine how energy is transferred (e.g., collisions, light waves) and recognize that the total energy of the universe is constant; distinguish between types of energy (e.g., kinetic energy, potential energy, energy fields); examine how everything tends to become less organized and less orderly over time (e.g., heat moves from hotter to cooler objects). (I,R,M) The total energy of the universe is constant. Energy can be transferred in many ways, but it can neither be created nor destroyed. (SC-H-1.5.1) (I,R,M) All energy can be considered to be either kinetic energy, potential energy, or energy contained by a field (e.g., electric, magnetic, gravitational). (SC-H-1.5.2) (I,R,M) Heat is the manifestation of the random motion and vibrations of atoms, molecules, and ions. The greater the atomic or molecular motion, the higher the temperature. (SC-H- 1.5.3) (I,R,M) The universe becomes less orderly and less organized over time. Thus, the overall effect is that the energy is spread out uniformly. For example, in the operation of mechanical systems, the useful energy output is always less than the energy input; the difference appears as heat. (SC-H-1.5.4) Students will investigate gravitational and electromagnetic forces. (I,R,M ) The electric force is a universal force that exists between any two charged objects. Opposite charges attract while like charges repel. (SC-H-1.4.3) (I, R,M) Electricity and magnetism are two aspects of a single electromagnetic force. Moving electric charges produce magnetic forces. Moving magnets produce electric forces. This idea underlines the operation of electric motors and generators. (SC-H-1.4.4) Students will investigate energy transfer caused when waves and matter interact (e.g., atoms and molecules can absorb and emit light waves); investigate electrical energy through matter. (I, R,M) Waves, including sound and seismic waves, waves on water, and electromagnetic waves, can transfer energy when they interact with matter. Apparent changes in frequency can provide information about relative motion. (SC-H-1.6.1) (I, R,M) Electromagnetic waves, including radio waves, microwaves, infrared radiation, visible light, ultraviolet radiation, x-rays, and gamma rays, result when a charged object is accelerated. (SC-H-1.6.2) (From http://www.education.ky.gov/kde/instructional+resources/curriculum+documents+and+resources/teaching+tools/curriculum+maps/)
SUSD Fifth Grade Math Curriculum Map Trimester California State Standards Instructional Materials Reference 1st Trimester NUMBER SENSE Aug. Nov. NS 1.0 Students compute with very large and very small numbers, positive integers, decimals, and fractions and understand the relationship between decimals, fractions, and percents. They understand the relative magnitudes of numbers: NS 1.1 Estimate, round, and manipulate very large (e.g., millions) and very small (e.g., thousandths) numbers. NS 1.4 Determine the prime factors of all numbers through 50 and write the numbers as the product of their prime factors by using exponents to show multiples of a factor. NS 2.1 Add, subtract, multiply, and divide with decimals; add with negative integers; subtract positive integers from negative integers; and verify the reasonableness of the results. NS 2.2 Demonstrate proficiency with division, including division with positive decimals and long division with multi-digit divisors. ALGEBRA & FUNCTIONS AF 1.2 Use a letter to represent an unknown number; write and evaluate simple algebraic expressions in one variable by substitution. MEASUREMENT & GEOMETRY MG 2.0 Students identify, describe, and classify the properties of, and the relationships between plane and solid geometric figures. MG 2.1 Measure, identify, and draw angles, perpendicular and parallel lines, rectangles, and triangles by using appropriate tools. MG 2.2 Know that the sum of the angles of any triangle is 180 and the sum of the angles of any quadrilateral is 360 and use this information to solve problems. STATISTICS, DATA ANALYSIS & PROBABILITY SDAP 1.0 Students display, analyze, compare, and interpret different data sets, including data sets of different sizes: SDAP 1.1 Know the concepts of mean, median, and mode; compute and compare simple examples to show that they may differ. MATHEMATICAL REASONING MR 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. MR 1.2 Determine when and how to break a problem into simpler parts. MR 2.1 Use estimation to verify the reasonableness of calculated results. MR 2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. (From http://www.saratogausd.org/index.php/forms-flyers/doc_view/104-math-curriculum-map-fifth-grade) CORE California Everyday Mathematics By Wright Group/ McGraw Hill SUPPLEMENTARY Mathland Challenge algebra Hands-on unit investigations Daily Warm Ups Mental Math and Estimation Writing in Math (Problems of the Week/ P.O.W.) Continental Math League Math Olympiads Supplemental Teacher Texts such as: Number Sense Get It Together Munchable Math Digging Into Logic and more as needed for individual units NOTE: All supplementary materials are used as needed for differentia
(From http://www.njes.nvusd.k12.ca.us/sscg.pdf)
Based on the three samples of curricular maps, spend the next 10 minutes to list your answers to these questions: What do most or all of the curricular map examples have in common? What would be the purpose, in your opinion, to design a curriculum map?