CURRICULUM MAPPING
ATLAS TRAINING BIG IDEAS
Agenda
I. Overview: Rigorous Tasks Aligned to Standards
II. Mapping Basics: What Goes Where
III. Wrap up
Steps to Curriculum Mapping on Atlas
1. Title
2. Essential Questions
3. Standards & Performance Indicators
4. Key Student Learning Objectives
5. Co-planning Strategies (SWD and/or ELLs)
6. Content
7. Skills
8. Sequence of Key Learning Activities
9. Resources/Key Text(s) to be Used
10. Assessments
11. Common Core Instructional Shifts
1. Pick a TITLE for each unit
A. Use student friendly titles to grab attention
o Cells:
They’re in Every Living Thing
2. Develop the ESSENTIAL
QUESTIONS
A. Question form
B. Overarching questions that provide focus and engage
students
C. Higher order thinking – see Hess matrix
D. Connects content to real world or self -- why is it
important to learn this?
How do our bodies stay in balance?
How do our bodies respond to the outside world?
3. Pick all STANDARDS to apply
to units.
Include different standards:
o
o
o
Content
Process
Common Core
Example:
6-8 Science: Integration of Knowledge and Ideas:
Compare and contrast the information gained from
experiments, simulations, video, or multimedia sources
with that gained from reading a text on the same topic.
.
4. Develop the LEARNING Objectives
A. What students will be able to do at the end of the
unit – highest levels of Blooms/Webb.
B. Must be specific, observable, measurable and
connected to subject area and common core.
C. Each learning objective should have its own color.
SWBAT evaluate data from an experiment and text
to determine factors that affect cellular respiration.
5. Explain Co-planning Strategies
(SWD and/or ELLs)
A. Check off appropriate boxes and type in details
B. Can be filled in by co-teacher
C. Make sure to address scaffolding and multiple
entry points, as well as different learning styles
6. Fill out CONTENT section
A. Go through standards and pull out the nouns.
B. List/bullets format
C. Facts, concepts and vocabulary
Cellular Respiration
ATP
Energy
Mitochondria
Oxygen
Carbon Dioxide
Water
7. Fill out SKILLS section
A. Pull verbs out of standards
B. Begin each skill with action verbs
C. Utilize Bloom and Webb
Design experiment
Interpret data
Analyze text
Compare and contrast experiment/multimedia to text
8. Sequence of Key Learning
Activities
A. What will you see kids doing in classroom?
B. Use action verbs.
C. Align directly with the skills and provide the
opportunity for students to practice and become
proficient at a specific skill.
D. Should be differentiated wherever necessary.
Lab: Measuring cellular respiration in yeast
– Read articles/text about cellular respiration
and summarize in research section of lab
report.
– Design and conduct experiment about
factors that affect cellular respiration
(reflected in lab report).
– Interpret data from lab report as chart or
graph.
– Compare and contrast text and results of
experiment and evaluate the results in
conclusion of lab report.
9. List and Attach RESOURCES
A. list any materials needed for unit
B. Examples:
1.books
2.computers/software
3.handouts
4.labs
10. Enter each ASSESSMENT
A.
B.
C.
D.
Different types to demonstrate mastery
Measurable
Provide rubrics as links
Prove they met the learning goals.
11. Common Core Instructional
Shifts
• Which shifts did you address in this unit? How
did you bring them to life?
Future Steps: Upgrades
• Look at your specific students’ needs:
– How can we better serve our students?
– Are our students going through any extraordinary
circumstances?
• How can we align our curriculum to our students’
needs?
– Focus on things that are relevant to our students.
– Give students tools THEY will need.
Future Steps: Upgrades, cont.
• Align to External standards.
– Help students attain future productivity.
• Global alignment
– Think, connect and interact with global communities.
– Use regional databases and translate into English and
post conclusions on blog in foreign language.