Only do parts 4,5 and 6 https://www.gadoe.org/Pages/Home.aspx 5th Grade!!!
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CurriculumProjectMappingChartsEvidencesandResourcesElementaryorSPEDTemplatenew.docx
Title (Ex. Virginia Standards Curriculum Project: Fifth Grade)
Student Name
School of Education, Liberty University
Author Note
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A: Art
CC: Collaboration with colleagues
CE: Character education
CM: Communication
CT: Critical thinking
DA: Diversity/accommodation
E: English
EC: Economics
ELA: English Language Arts
EVAL: Evaluation (assessment)
GA: Group activity
L: Literacy
LI: Listening
LS: Life skills
HI: History
HS: Home/school connection (collaboration)
HW: Homework
M: Math
MA: Manipulative activity
OA: Opening Activity
OL: Oral language/presentations (public speaking)
PE: Physical education/movement
PS: Problem-solving
PW: Partner With
R: Reading
S: Science
T: Technology
W: Writing
Running head: CURRICULUM PROJECT ELEM/SPED
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CURRICULUM PROJECT 11
Curriculum Planning Charts
Sample:
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Week 5 – Day #1 |
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Character Education: Kindness |
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English/Language Arts ELAGSE2RL7 – Use illustrations to demonstrate understanding of text. |
Math MGSE2.MD.8 – Word Problems with Money
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Science S2E2c – Use tables/graphs of length of the day/night to recognize change in seasons.
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Social Studies/History SS2H2a – Describe Georgia Creek Indians. Compare/contrast to today. |
Fine Arts, Health, and PE/Movement |
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Day 1: LA/LI/R/L: Teacher reads My Many Colored Days by Dr. Seuss.
LA/OL/PS/CE/CM/LS: As a class, discuss colors and pictures and what they represent. Discuss emotions that match colors and how students can deal with their emotions in a healthy way.
LA/A/MA/T: As a class, look at color meaning chart of Native Americans on classroom iPads. (https://www.warpaths2peacepipes.com/native-american-symbols/color-meanings-symbolism.htm). Students create a mask using colors that represent themselves. Volunteers stand up and share.
LA/W/PS: Students write a journal entry on colors they used and why those colors represent them.
LA/R: Students who finish can read a trade book on day/night, seasons, or Native Americans. |
Day 4: M/LI/R/L/CM: Teacher reads Follow The Money by Leedy and discusses uses for money.
M/CP/PS/MA/OL/CM/LS: Partners will be given a 4x4 grid of real-world word problems. They choose a row to complete. Students use play money manipulatives to answer questions. First work independently, then collaborate to compare answers and discuss. (http://www.k-5math teachingresources.com/support-files/money-board.pdf)
M/DA: Teams who finish early can pick another row from the grid.
M/OL/E/CM: Partners explain each problem to the class. As an informal assessment, any problems that students could not understand should be addressed first. |
Day 1: S/LI/R/L: Teacher reads What Makes Day and Night? by Branley.
S/MA/OL/CM: As a class, discuss how the Earth moves around the Sun, creating day and night. Students complete the activity in the book. One student is the earth with a lamp as the sun. Demonstrate as the earth turns, different sides have day and night.
S/GA/MA/MO: Class splits into two groups. One group is A and the other group is B. As the student (Earth) turns, each side is awake, standing up with their hands in the air, or asleep, touching the floor. Students stand up or squat down the faster the Earth moves.
S/LI: Teacher reads the Creek Indian legend on How Day and Night were Divided: http://www.indigenouspeople.net/howday.htm |
Day 1: SS/LI/OL/R/L/CM: Teacher reads the Creek Indians by Scordato. Discuss and answer any questions.
SS/T: Teacher uses smart board to show where the Creek Indians were located.
SS/H/W/OL/CM: Students begin a flipbook and add information during the unit. First, students locate and color the area where the Creek Indians were located. The teacher emphasizes that locations were always near rivers and creeks. As a class, discuss health reasons to live near water. Teacher discusses where Creek Indians live today. Students add to flipbook page about Indians in modern times.
SS/CI/CC/CL/MO/T: Students take a field trip to the Etowah Indian Mounds Historic Site in Georgia. Students take pictures to post on class website. |
Fine Arts - Create a mask
Health - Discuss why its healthy to live near water.
PE - Jumping up and down for day and night. - Brain break: GoNoodle.
Movement: - Students explore Etowah Indian Mounds in North Georgia.
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Template:
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Week # – Day # |
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Character Education: |
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English/Language Arts Standard:
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Math Standard:
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Science Standard:
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Social Studies/History Standard:
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Fine Arts, Health, and PE/ Movement |
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Use Legend
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Use Legend
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Use Legend
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Use Legend
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Use Legend
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Evidence of Curriculum Requirements
Sample:
Critical Thinking and Problem-Solving Activities
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Best Examples from Curriculum Charts |
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41 |
Students complete a Mathematics activity where they choose from a 4x4 grid of word problems to complete. The word problems concerning money require students to think critically and solve the problem. |
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In a Language Arts assessment, students complete short answer questions about a passage concerning the Creek Indians. The short answer questions require them to think critically. |
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50 |
In Social Studies, students complete a cut and paste activity to identify things that belong with Native Americans historically and things that belong with Native Americans today. Students are required to think critically to complete the activity. |
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Template:
Mission Statement Integration
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Character Education Integration
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Diversity & Accommodations
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Critical Thinking and Problem-Solving Activities
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Active Learning Experiences
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Technology Integration
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Assessment
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Collaboration
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Fine Arts Integration
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Health Integration
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PE and Movement Integration
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Integration Between Content Areas
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Resources
Learning Tools
Sample:
· Class set of I-pads
· Mini whiteboards
Manipulatives
Sample:
· Base ten blocks
· Magnifying glasses
Professional Sources
