MODULE 3
CURRICULUM MAPPING
WHAT IS CURRICULUM MAPPING?
FACILITATOR’S MANUAL
Curriculum Mapping – What is Mapping?
Module 3 – Facilitators Manual
About the Facilitator’s Manual
What is Mapping
This manual includes Facilitator’s Notes, PowerPoint Slides, and Handouts.
Facilitator’s Notes:
The Facilitator’s Notes include instructions, background information, and suggestions for
conducting discussion activities related to the information presented. Notes are also on the Notes
Pages of the Power Point slides.
PowerPoint Slides:
A series of 46 slides related to Curriculum Mapping is included in PowerPoint format. The slides
include: the qualities, features, and types of curriculum maps.
PowerPoint Slide  Script
Handouts:
The Handouts section includes the PowerPoint slide handouts. Also included are copy-ready
masters of the agenda, activity sheets, note-taking forms and analysis forms to be used in small
group discussions.
Appendix:
Included in the Appendix are references for obtaining the video resources recommended for this
section of Module 3.
Handouts
Handout 1: Handout 1: Agenda
Handout 2: Samples: Is it a Map?
Appendices
Appendix A: Sample Maps
Appendix B: References for
Obtaining Video
Resources
Handout 3: Essential Questions:
Sample grade 6 map
Criteria for Writing Essential Questions
Criteria for Essential Questions
Universal Themes, Universal Concepts
Handout 4: Sample Maps:
Grade 1 SS
Grade 3 Math
Grade 8 English LA
HS Biology
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Curriculum Mapping – What is Mapping?
Module 3 – Facilitators Manual
MODULE #3
CURRICULUM MAPPING – WHAT IS MAPPING?
Module #3 – What is Curriculum Mapping? (120 minutes) gives an overview of the qualities,
features, and types of curriculum maps.
The outcomes of this module are as follows:
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Participants will recognize that a curriculum map is part of a process, not a product.
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Participants will describe the features of a curriculum map.
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Participants will explain the differences between a curriculum map and a scope and
sequence, and a curriculum map and a lesson plan.
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Participants will differentiate between different types of maps.
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Participants will practice creating essential questions, and mapping content, skills, and
assessments.
Key concepts and skills include:
A curriculum map is:
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Calendar based
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A record of the content, skills and assessment
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Teacher created and collaboratively refined
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A resource to provide a framework for examination and discussion of authentic
classroom curriculum and actual teaching.
Agenda and Time Guide
Activity
I. Introductions and setting the stage:
Is mapping a process or a product?
Comparison with scope and sequence and lesson plan
Video clip- Is it a map or not?
II. Types of curriculum maps
Time
35 minutes
15 minutes
III. Features of curriculum maps
50 minutes
IV. Mapping Practice
20 minutes
Approximate Workshop Time
120 minutes
For this workshop, you will need the following from the Presentation section:
 Module #3- What is Mapping? PowerPoint Presentation Slides
 Module #3 – What is Mapping? PowerPoint Handouts
 Module #3- What is Mapping? Handouts
 Learning Log
 Recommended Professional Materials: Video- Video Conference with Heidi Hayes Jacobs
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Curriculum Mapping – What is Mapping?
Module 3 – Facilitators Manual
Part I: Introductions and Setting the Stage (15 minutes)
PowerPoint Slide #1: What is a Curriculum Map?
 This workshop provides background information on qualities of a curriculum map,
different types of maps, and features of curriculum maps.
PowerPoint Slide #2: Training Norms and Agreements
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 As we work together today, we would like to establish some training norms and agreements
so that everyone feels safe enough to participate.
PowerPoint Slides #3: Essential Questions
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#4: Guiding Questions, Outcomes
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Curriculum Mapping – What is Mapping?
Module 3 – Facilitators Manual
Our Essential Question for this session is “How can curriculum mapping help me guide
my students toward achievement of the standards?”
By the end of the workshop you will be able to:
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Recognize that a curriculum map is part of a process, not a product.
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Describe the features of a curriculum map.
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Explain the differences between a curriculum map and a scope and sequence, and a
curriculum map and a lesson plan.
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Differentiate between different types of maps- Projected, Diary, Core (Consensus).
PowerPoint Slides #5: What is a curriculum map #6: A Curriculum Map is…
We will first focus on qualities of a curriculum map. (Read slide)
PowerPoint Slides #7: Calendar-Based
#8: CM is a Process which…
Curriculum maps are calendar-based. Though each month may not bring a new unit, for
ease of collaboration, the calendar is one good way to begin organizing our curriculum.
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PowerPoint Slide #9-12: Curriculum Mapping…Process or Product
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A curriculum map is not a product. A map is a tool for communication among educators
and stakeholders in schools. Mapping is a process that will continue on forever. Maps are meant
to be revisited and revised continuously so that the current reality in classrooms is accurately
presented so it can be discussed and developed. The reports that can be generated by online
curriculum mapping programs assist in the communication process by providing data for
reflection and analysis.
PowerPoint Slides #13-15: Curriculum Map is NOT…
There is always confusion between curriculum maps and a scope and sequences and
lesson plans. Remember, curriculum maps are calendar-based, teacher-created, and created for
your own students based on their needs. A scope and sequence is created by textbook company,
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does not have specific students in mind, is not based on our Hawaii State Content Standards, and
is not calendar based. A scope and sequence can tell you in which order the chapters should go,
but is not calendar based.
A curriculum map is not a lesson plan, but does include lesson plans. Maps present the essential
questions, content, skills, and assessments of a unit, and then the lesson plan focuses more
narrowly and it is really here that the individuality of a teacher shines. Once a school or district
has agreed on core or consensus maps, and has agreed on the basic units, content, skills, and
assessments of a course, the teacher can develop their own lessons to teach these elements. The
map is the macro picture; the lesson plan is the micro picture.
PowerPoint Slide #16: What Curriculum Mapping is NOT
Curriculum mapping is an ongoing process, constantly being revisited and revised.
PowerPoint Slide #17: Professional Materials
(Recommended Professional Materials- Video Conference with Heidi Hayes Jacobs)
(Depending on the group you are training, you may choose to show different sections of
this video) In this recommended video, Heidi Hayes Jacobs answers Hawaii teachers’ questions
about mapping. 
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Curriculum Mapping – What is Mapping?
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PowerPoint Slides #18-20: Is it a Map or Not? Activity
For this activity, in groups of 2-3 you will be looking at some samples, some of which are
curriculum maps, and some of which are not. Based on what you know now about the qualities
of curriculum maps, you will use the handout samples and the chart “Is it a map or not?” and
determine which of the samples are maps. Please make sure to write down the following in the
chart: Map number, Map or Not, and why or why not? You have 15 minutes for this activity, and
you may want to split up the samples among your group so that someone in your group has time
to see all of the samples. Slide #20 will be up on the projector, if you need to review the qualities
of curriculum maps. (After 15 minutes, go over the samples and one by one with the whole
group)
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PowerPoint Slide #21: Curriculum Mapping Provides
(To recap read slide #21)
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PowerPoint Slides #22-24: Types of Curriculum Maps
Now we’ll look at the different types of maps: Diary Maps, Projected Maps, and
Consensus Maps. (Read Slides #23-#24)
PowerPoint Slides #25-26: Diary Maps
(Paraphrase slides #25-#26) Diary maps are done on an ongoing basis. As curriculum is
taught, diary maps are revised.
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PowerPoint Slides #27-28: Projected Maps
(Paraphrase Slides #27-#28) Projected maps are maps of what teachers plan to teach.
These can be done together, but once the maps begin to be taught, teachers diary their teaching
onto the projected maps.
PowerPoint Slides #29-30: Consensus Maps
(Paraphrase Slides #29-30) Consensus maps are the result of the conversations and
revisions done through projected and diary maps. Once grade levels, schools, districts have come
to an agreement on what should be taught at each grade level and in each course, consensus maps
become available. Teachers then diary onto those consensus maps because it is what is actually
being taught that really counts.
PowerPoint Slide #31: Medical Analogy
Medical analogy. (Read slide #31) We can compare our
maps to the standards and plans made by doctors. They have
general guidelines (standards) for performance of surgery,
specific guidelines for each different surgery (consensus maps),
plans for a specific operation (projected maps), and the
patients’ records from each surgery (diary maps).
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PowerPoint Slide #32: What are the Features of a Curriculum Map?
We are going to spend some time on the important features of a curriculum map:
Essential Questions, Content, Skills, and Assessment.
PowerPoint Slides #33-36: Essential Questions
Essential questions are the glue that holds the unit together. They are broad questions
based on universal themes. They are provocative and distill the content into what is critical.
(Paraphrase slides #33-#36)
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PowerPoint Slide #37: Samples of Essential Questions
Here is a sample of using content standards to create essential questions.
PowerPoint Slide #38-39: Essential Question Activity
We will now practice creating essential questions using a sample map from Grade 6
Social Studies. Looking at the standards, content, skills, and assessments on the map for the
China Unit, work with a partner and come with an essential question or questions for November
and December. (Participants will share their questions before showing the next slide)
PowerPoint Slide #40: Grade 6 Social Studies Map
This map gives examples of some possible essential questions for this map.
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PowerPoint Slide #41: Essential Questions
Quick recap on Essential Questions: (Read Slide #41).
PowerPoint Slides #42-45: Content
Content is what the students are expected to know. Content is written as nouns; it is the
key concepts, facts, subject matter that students are expected to learn. Look at the sample unit we
began with essential questions. The content is “What” in the curriculum map and it should align
with the standard(s) and essential questions.
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Module 3 – Facilitators Manual
PowerPoint Slide #46-49: Skills
Skills are the next important element in the map. Skills are what the student will be able
to do. Skills are written as verbs- keeping in mind Bloom’s Taxonomy so that we are expecting
higher levels of thinking. Skills need to be measurable and specific.
Most teachers struggle with differentiating between Content and Skills when they begin
mapping.
There are situations that help create the confusion:
Example – When students are first learning the concept of addition it is treated as a noun. Once
students understand the concept they are expected to apply it and it is then treated as a Skill.
PowerPoint Slide #51-53: Content and Skills
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We continue with our Math and Social Studies sample map, adding skills that align with
the standards, essential questions, and content, using verbs from Bloom’s Taxonomy.
PowerPoint Slide #54: Differentiation
An important consideration is differentiating instruction for students with different needs.
Because all students are expected to meet standards, and should be presented with the same
content, differentiation happens at the lesson level, not the map level.
PowerPoint Slides #55-58: Assessment
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Assessment is the evidence of student learning, where students demonstrate what they
know and are able to do. Assessment tasks need to be specific, measurable, and match the target.
Assessments should not only take one form- there should be triangulation of evidence including
observations, communications, and products, and they should ultimately encourage student
thinking and awareness of their own learning.
PowerPoint Slides #59-60: Content, Skills and Assessment
Completing our Grade 6 Social Studies sample, assessments should align with standards,
essential questions, content, and skills. And a recap of assessment uses and purposes. (Read
Slides #61-#62)
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PowerPoint Slide #63-64: Map Features Review
We’ve covered the features of curriculum maps: essential questions, content, skills, and
assessments, all aligned with standards.
PowerPoint Slide #65-66: Guided Practice Activity
(Use the copies of the Mapping Worksheet most appropriate for participants’ needs:
Grade 3 Math, Grade 1 SS, Grade 8 English, Biology).
This is a sample map for__(Name of course)___. The month of _______ has a unit called
____________. Look at the standard and benchmarks associated with the sample unit. Look at
the sample essential question. In your team, can you think of another essential question that
might work? Look at the content, skills, and assessments in the unit. Notice that there can be
both formative and summative assessments included in the map. Can you think of additional
content, skills, or assessments that could be used in this unit? Take 5 minutes to come up with
suggestions for improving the sample.
(After 5 minutes, have the groups share out any suggestions. Then have them look at the unit in
May.)
This sample unit is missing content and assessments. In your group, take 15 minutes to come up
with at least one content, and one formative and summative assessment that would work with
this sample standard, benchmark, essential question, and skill.
(After 15 minutes, have the groups share out their samples using the ELMO camera. Note that
teachers use their individuality to create units, and all of their units may look different, but the
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Curriculum Mapping – What is Mapping?
Module 3 – Facilitators Manual
standard and benchmark are still being addressed. This should alleviate fears that mapping will
force teachers to abandon their own teaching styles.)
For the remaining 40 minutes or so, use the toolkit and the blank sample map to map a unit at
your own grade level.
PowerPoint Slide #67-68: Quick Review
A final recap: (Paraphrase through slides #67-#68)
Participants should now be able to distinguish between curriculum maps, lesson plans, and scope
and sequences. You should be able to recommend an appropriate map for different purposes, and
organize maps using standards, essential questions, content, skills, and assessments.
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