Transcript Curriculum Mapping Based on the work of Heidi Hayes Jacobs and

Curriculum Mapping
Pam Lange
Based on the work of Heidi Hayes Jacobs and Susan Udelhofen
escWorks: Please Create Account
http://www.sdesa7.org
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Curriculum Mapping Goal
Curriculum Goal:
By the end of 2009, K-12 staff will curriculum map
three or more content areas using TechPaths
software.
Purpose is to get the district organized to begin
or continue the curriculum mapping process.
Considerations for a Quality Map
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Unit
Essential
Questions
Content
Skills
Assessments
Standards
Lesson Plans VS Mapping
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Ongoing process
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What we are actually teaching
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What students are actually learning
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Daily vs Monthly
Unit
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Broad Noun
Think of the unit name as being a
“title” of a book
Examples:
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Number Sense
Thomas Jefferson: His Presidency
Core Standard: Example 7.R.1.2
Content
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Content is written beginning with a noun.
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Content is the vehicle by which you teach the skills.
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Content is key concepts, facts, or events.
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Content is the essential concepts and topics covered
during a month.
Content
topics/concepts/issues/problems/themes
Math examples:
Addition and subtraction facts
Estimation
Place value
Polynomial functions
Probability and statistics
Language Arts examples:
Paragraph writing
Personal narrative writing
Othello
Short stories (including specific titles)
Poetry (including the specific type)
Social Studies examples:
Manifest destiny
Environment
Citizenship
Communities
United States Constitution
Science examples:
Photosynthesis
Cells
Scientific measurement
Atomic structure
Plants
Content
Examples:
 3-D Shapes: Sphere, Cone, Cylinder
 Poetry: Haiku, Diamante
Skills
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Skills are written as Action Verbs (See handout)
Precise skills can be assessed, observed and described in
specific terms.
Identifies what you really want students to be able to do.
Skills are key abilities and processes students will develop
related to specific content.
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This is often the most challenging aspect of mapping.
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The skills are what the kids do to learn the content!
Action Verbs
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Adapt
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Adjust
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Analyze 
Apply
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Appraise 
Argue
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Articulate
Ask
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Assess
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Build
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Calculate 
Challenge 
Check
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Classify 
Clarify 
Collect
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Combine 
Compare 
Complete 
Compute
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Conclude
Conduct
Connect
Consider
Contrast
Construct
Correct
Create
Critique
Decide
Deduce
Defend
Define
Demonstrate
Derive
Describe
Design
Detect
Develop
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Devise
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Differentiat 
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Discuss
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Display
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Distinguish 
Document 
Engage
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Establish
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Estimate
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Evaluate
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Examine
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Exhibit
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Experiment 
Explain
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Explore
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Express
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Find
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Generalize
Help
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Identify
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Illustrate 
Incorporate
Induce
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Inquire
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Inspect
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Instruct
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Integrate 
Interact 
Interpret 
Invent
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Investigate 
Judge
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Justify
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Label
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Locate
List
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Model
Modify
Monitor
Organize
Participate
Perform
Plan
Predict
Present
Prioritize
Produce
Propose
Prove
Pursue
Question
Rate
Reason
Recognize
Reflect
Represent
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Research
Respond
Retrieve
Review
Revise
Role-play
Search
Seek
Select
Show
Solve
Structure
Support
Synthesize
Teach
Test
Translate
Use
Utilize
Write
Examples of Precise Skills
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finding main idea and supporting details
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alphabetizing to the second letter
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identify subjects and predicates
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interpret data represented in a graph
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identify root words, suffixes and prefixes
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label the parts of a friendly letter
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explain the difference between fact and opinion
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compare and contrast the benefits, costs and limitations of
nuclear power
define the hypothesis and conclusion of an “if-then” statement
Skills VS Activity
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Skill is what we want the students
to be able to do
Activity provides practice
concerning a skill
Standards
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Aligned to the unit
Align the standards that you are
“assessing”.
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Can you show if the student mastered the
standard with the skill/s you are teaching?
Not what standards you are “touching on”
Assessments
Include all forms of assessments
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Crucial component of the maps
 Often the least developed, inclusive or
balanced
Include all classroom assessments
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Summative (Of Assessments)
Formative (For Assessments)
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Observable evidence that learning has occurred
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Written as nouns
Summative and Formative Assessment
Assessment of Learning (Summative Assessment):
How much have students learned as of a
particular point in time?
Assessment for Learning (Formative Assessment):
How can we use assessments to help
students learn more?
Good Luck
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If you have questions, please
contact Pam Lange at
[email protected].