Curriculum Mapping Science Curriculum Committee Presented by Carol Ferguson 1/13/2010
Dec 15, 2014
Curriculum MappingScience Curriculum Committee
Presented by Carol Ferguson1/13/2010
GOAL OF SCIENCE CURRICULUM WRITING
To construct curricula with mapping and in the UbD format in order to promote higher order thinking skills, engage students in authentic performance assessment tasks, generate transfer and application of knowledge all of which improve student achievement as measured on criterion referenced tests such as the ASK3-8, teacher made tests, performance assessments.
RESOURCES/MATERIALS Understanding by Design Professional
Development Workbook, Wiggins, McTighe
NJCCCS (2009)
NJ Focus Areas
Science Curriculum website – http://sites.google.com/site/ncsdistrict/science-curriculum-committee
ScottForesman, Pearson textbooks
Curriculum Questionnaire for teachers
Complete the questionnaire to analyze current science curriculum.
Definition of Curriculum Mapping
Calendar-based curriculum mapping is a procedure for collecting and maintaining an operational data base of the curriculum in a school or district. Curriculum mapping provides the basis for authentic examination.
Module 1, Figure 1
Sample Curriculum Map
Essential Questions
Content
(noun)
Skills
(verb)
Assessment Activities
August
September
October
November
December
Slide from: http://sites.google.com/site/curriculummapld6/
Mapping is a Planning Tool
For curriculum reform.
For meeting date/unit standards.
For ordering materials, software…
For coordinating events.
For planning assessment and data review.
Slide from: http://sites.google.com/site/curriculummapld6/
Curriculum Mapping
It provides the basis for authentic examination of that curriculum.
It allows multiple teachers to provide guidance and direction for a grade level curriculum.
Slide from: http://sites.google.com/site/curriculummapld6/
•One side is the Documentation--the maps themselves
•One side is the Review Process--the collaborative examination and revision of the maps by the teachers
Mapping: A Two-Sided CoinModule 1, Figure 2
Essential Question: Why Map?
Eliminate teaching in isolation
If there are gaps within grade level, “there are virtual Grand Canyons” vertically.
Wide angle lens on K-8 to make senses of our students’ experiences over time.
Identify repetitions
Will help us identify gaps in specific skills within grade level school year and over a group of school years.
Validate standards
Curriculum Mapping Attempts to:
Create a “snapshot” of the educational activities of every classroom within the school/grade level/content area.
Capture the content skills and assessments taught by every teacher in the school/grade level/content area.
Organize this information into an easily accessed visual that presents a timeline of instruction by teacher and course.
Slide from: http://sites.google.com/site/curriculummapld6/
Essential Questions: How can curriculum mapping impact student learning?
What issues could be addressed through the mapping process? What are strengths and weaknesses of current curriculum. How can mapping address weaknesses?
Look at sample maps from different grade levels and subjects provided in your binder. Study them.
What are consistent elements that occur on all maps, types of information gleaned from the maps, and quality of elements (what is better on some?)
Mapping is a Communication Tool for Staff
Between teachers in a school site.
Between teachers in feeding and receiving sites.
For future teachers.
For a new/revised curriculum.
Slide from: http://sites.google.com/site/curriculummapld6/
Essential Question: How can feedback systems be structured to improve
student achievement?
Consensus Map Projects agreed-upon
areas of focus for a school or district
Identifies required content, skill, assessment, and essential questions for all students in a district.
Individual Maps Map what is currently being
taught in every classroom
Use this data from the review process to begin consensus maps for all grades
What is UbD?
UbD stands for Understanding by Design.
It was developed by Grant Wiggins and Jay McTighe.
Understanding by Design is not a prescriptive, lock-step program or curriculum.
Understanding by Design is a conceptual framework, design process and template, and an accompanying set of design standards.
Understanding by Design is a methodology to design or redesign any curriculum to increase student understanding.
ESTABLISHING CURRICULAR PRIORITIES
Mapping and UbD
Consensus Mapping Mapping provides the
“macro” view of district curriculum
Essential Questions – broad over-arching
Plan K-8 skills
UbD UbD provides “micro” –
individual grade level units and lesson
Essential questions – specific to unit
Plan year’s skills, assessment
Phases of mapping
Phase 1 – Collecting the data (identify content (essential concepts and topics), processes and skills, the products and performances that are the assessments of learning.
Phase 2 – First Read-Through- individually look for repetitions, gaps, meaningful assessments, matches with standards, potential areas for integration and timeliness. Reader simply spots area that needs work
Phase 3 – Mixed Group Review Session – teachers share what they found in phase 2
Phase 4 – Large Group Review – post findings, site emerging patterns
Phases of mapping (cont.)
Phase 5 – as large group determine those points that can be revised immediately. What are glaring repetitions that can be addressed?
Phase 6 – Determine points that require long-term research and development? For example, is there a gap in a series of assessments between elementary and middle school. Map out grade level topics, eliminate repetitions and gaps and AGREE
Phase 7 – The review cycle continues. After implementation of curriculum, meet to review horizontally and vertically.
Creating Individual Maps
Essential Questions – focus of unit
Content – the “what” that is being taught
Skills – directly aligned to essential questions and content, begin with action verbs and identify precise proficiencies students need to know and be able to demonstration
Assessment – the demonstrations of learning performances or exhibitions
Standards
Use 10 steps to curriculum mapping as a tool (handout)
Essential Questions…
Focus on a broad topic of study.
Have multiple answers and perspectives. They address “why” or “how”.
They are “mental Velcro” that helps ideas stick in students’ minds.
Slide from: http://sites.google.com/site/curriculummapld6/
Essential QuestionsExamples
Which is more important – water or air?
What is change?
What if Shakespeare were a woman?
Slide from: http://sites.google.com/site/curriculummapld6/
Skills
Skills are key abilities and processes students will develop related to specific content.
Skills are written beginning with a verb.
Slide from: http://sites.google.com/site/curriculummapld6/
Skills Examples
Reading a map
Writing a play
Analyzing non-fiction text
Writing persuasive essays
Matching words and pictures
Slide from: http://sites.google.com/site/curriculummapld6/
Assessment
Assessments are the products or performances that demonstrate student learning.
Assessments are what the student does (the actual product or performance), not the evaluation tool used to assess the product.
Slide from: http://sites.google.com/site/curriculummapld6/
Assessment Examples
Group presentation Brochure Research Paper Essay exam Puppet show Debate Periodic Assessments Teacher Created Tests/Quizzes
Slide from: http://sites.google.com/site/curriculummapld6/
Activities
Key activities that lead to acquisition of knowledge and skills.
Describe the "how" for the knowledge and skills.
Slide from: http://sites.google.com/site/curriculummapld6/
Activities Examples
Writing persuasive letters to local government
Water analysis of local river
Critique a work of art
Create a 50 states quilt
Slide from: http://sites.google.com/site/curriculummapld6/
Curriculum Map Samples
The following slides will include some examples of curriculum maps.
Keep in mind that not all of the sections are included or required.
Slide from: http://sites.google.com/site/curriculummapld6/
Grade Level ___3__ Subject ______Math_______ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
7 3.8 Comp.& Est.
Review addition facts
Vocabulary:- addend
Addition strategies:- recall strategies- “make a ten”- doubles
Board practice Seatwork Flash cards Addition Bingo
HomeworkMad Minutes
August
- sum- number
sentences
1 3.16 Meas.
Order and zeroproperties
Time Understand a “minute” Compare equivalent Mad MinutesIn relation to an hour ora day
times “Things You Can Do
In A Minute”
3 3.22 Prob.& Stat.
Graphs Read and interpretgraphs
Favorite movie graph Weekly Reader bar
graph
Weekly Readerscience graph
Sept.
8
3
3.8
3.4
Comp.& Est.
Review subtractionfacts; vocabularyFact families
Subtraction strategies:- recall strategies- “counting back”
Board practice Seatwork Flash cards Subtraction Bingo
HomeworkMad MinutesSilent Math Contests
4
2
3.10
3.14 Meas.
Word problems
Standard units of
Problem solving:- “Act it out” strategy
Measuring to nearest
Group work
Centers
Chapter 1 Math Test- addition- subtraction- fact families
measurement forlength
inch Measure individualstudents’ heights –record on “growingtree”
- word problems
Observation
Pam Heath, Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
Slide from: http://sites.google.com/site/curriculummapld6/
Grade Level ______ Subject _________________ School _____________________ Name _________________
Month#
Days SOLs Strand Content Skills Activities Assessments
Nov. 4 4.6Inter./Earth/SpaceSys.
Storms:Cause/Effect/SafetyCulmination of unit
Compare/contrast Create “tornado tube” w/ 2-liter drink bottleWatch Nova weather Video from library
Open-book assessment
3 4.2 Force,MotionEnergy
Machines: Intro. of unit- force, inertia, gravity, & friction
(old book)- perform each vocab. word
Check notebooks for definitions of new vocab.
- use digital camera to record each group demo. of vocab. word
Answer questions
4 4.2Work and forms of energy
Collect pictures from magazines that demonstrate particular forms of energy. Make collage from pictures
“Forms of Energy” worksheet
Check worksheet
3 4.2 Work/energy/force Review and assessment
“Book”-created chapter assessment
-- CHRISTMAS BREAK --
Make list of simple &
4 4.2Machines Simple & Compound Compare/contrast
compound machines at homeID the simple machines in manual can-opener
Team activities
Va. Dept. of Education, Governor’s Best Practice Center – Region 6, Chatham
4th Science
Slide from: http://sites.google.com/site/curriculummapld6/
Remember...
Your curriculum map reflects
what actually occurs in your classroom
• Reality is “messy”• May not be a “pretty” document• That’s ok!
Slide from: http://sites.google.com/site/curriculummapld6/
Some Guidelines...
Include enough specifics to make the map useful (so it “tells” you something upon reflection)
Use specific vocabulary vs. vague/generic terms
Slide from: http://sites.google.com/site/curriculummapld6/
Benefits as an individual teacher...
Can review timing, sequence, level of instruction
Serves as documentation of successful instructional activities
Assists in monitoring types of instructional methods used (ex., cooperative learning, direct instruction, etc.)
Slide from: http://sites.google.com/site/curriculummapld6/
As a group of teachers of varied grade levels or varied courses within a department...
Can examine for “gaps” in the curriculum
Can note “repetitions” in the curriculum
Provides opportunity to collaborate with colleagues across grade levels and courses
Slide from: http://sites.google.com/site/curriculummapld6/
Curriculum Alignment, Pacing, and Mapping Can Put Curriculum Alignment, Pacing, and Mapping Can Put You On Target for Success!You On Target for Success!
Slide from: http://sites.google.com/site/curriculummapld6/
Curriculum hours
Date/Assignment Hours
1/13/10 1.5
1/13/10 assignment (HW) 2
2/3/10 1.5
2/3/10 assignment (HW) 2
3/10/10 1.5
3/10/10 assignment (HW) 1.5
UbD curriculum writing 5/19/10-7/07/10
35
Total hours 45 hours
Assignments for next meeting on 2/3/10
Review 2005 Science Curriculum by grade level
Map units and topics that you actually teach
Review assessment data NJASK4 and 8
Review 2009 Science Standards
Complete standard grid according to what you taught last year