Math & Science Curriculum Map

Weeks 4th Grade Curriculum Map 5th Grade Curriculum Map

Part A. Math Science Math Science

1 4.NBT.1 4.ESS.1 5.NBT.1 5.PS.1

2 4.NBT.3 4.ESS.1 5.NBT.2 5.PS.1

3 4.NBT.2 4.ESS.1 5.NBT.4 5.PS.1

4 4.OA.1 4.ESS.1 5.NBT.3a 5.NBT.3b 5.PS.1

5 4.OA.4 4.ESS.1 5.NBT.3b 5.PS.1

6 4.OA.5 4.ESS.1 5.NBT.5 5.PS.2

7 4.NBT.4 4.ESS.1 5.OA.1 5.PS.2

8 4.NBT.5 4.LS.2 5.OA.2 5.PS.2

9 4.NBT.5 4.LS.2 5.NBT.6 5.PS.2

10 4.NBT.6 4.LS.2 5.NBT.7a 5.NBT.7b 5.PS.2

11 4.NBT.6 4.LS.2 5.OA.3 5.ESS.1

12 4.OA.2 4.LS.2 5.OA.3 5.ESS.1

13 4.OA.2 4.PS.1 5.MD.1 5.ESS.1

14 4.OA.3 4.PS.1 5.MD.1 5.ESS.1

15 4.OA.3 4.PS.1 5.NF.7a 5.NF.7b 5.ESS.1

5.NF.7c

16 4.MD.2 4.MD.2b 4.PS.1 5.NF.7a 5.NF.7b 5.ESS.1

4.MD.2C 5.NF.7c

17 4.MD.1 4.PS.1 5.NF.1 5.ESS.1

18 4.NF.1 4.PS.1 5.NF.1 5.ESS.1

19 4.NF.5 4.PS.2 5.NF.2 5.ESS.3

20 4.NF.2 4.PS.2 5.NF.2 5.ESS.3

21 4.NF.3a- 4.NF.3b 4.PS.2 5.NF.3 5.ESS.3

4.NF.3c 4.NF.3d

22 4.NF.3a 4.NF.3b 4.PS.2 5.NF.4a 5.NF.4b 5.ESS.3

4.NF.3c 4.NF.3d

23 4.NF.4a 4.NF.4b 4.PS.2 5.NF.4a 5.NF.4b 5.ESS.3

4.NF.4c

24 4.NF.4a 4.NF.4b 4.ESS.2 5.NF.6 5.ESS.2

4.NF.4c
 25 4.NF.6 4.ESS.2 5.NF.5a 5.NF.5b 5.ESS.2

26 4.NF.7 4.ESS.2 5.NF.7a 5.NF.7b 5.ESS.2

5.NF.7c

27 4.G.1 4.ESS.2 5.NF.7a 5.NF.7b 5.ESS.2

5.NF.7c

28 4.G.2 4.ESS.2 5.G.3 5.LS.1

29 4.MD.3 4.ESS.3 5.G.4 5.LS.1

30 4.MD.3 4.ESS.3 5.G.1 5.LS.1

31 4.MD.5ab 3.ESS.3 5.G.2 5.LS.1

32 4.MD.5ab 4.ESS.3 5.MD.3ab 5.LS.2

33 4.MD.6 4.LS.1 5.MD.4 5.LS.2

34 4.MD.7 4.LS.1 5.MD.5a 5.MD.5b 5.LS.2

35 4.MD.7 4.LS.1 5.MD.5a 5.MD.5b 5.LS.2

36 4.MD.4 4.LS.1 5.MD.2 5.LS.2

Part B: Sequencing Rationale (Justify the order that you planned for the curriculum)
4th Grade Math:
I chose to begin the school year with numbers and operations in base ten standards with a few operations
and algebraic thinking standards in order for students to learn math skills that will be able to be used later
on. Students will need to review and learn new information in order to be equipped for tasks later on.
Beginning with numbers and operations in base ten standards will allow students to better understand
numbers and their relationships when completing computations. Adding in operations and algebraic
thinking will allow students to apply the skills they learned about numbers to multiplication and division
problems as they continue to progress academically. Once students have mastered the skills that are
more focused on algebra, they will be able to move on to a small measurement and data unit. Spending
time on the measurement and data section and working through word problems in this area will also help
bring in real life situations and therefore help students answer the question of “When will I need these
skills in the real world?” that is commonly asked. After spending a few weeks on measurement and data,
the instruction will begin to focus on numbers and fractions standards. There are a few standards that will
span over two weeks in order for there to be a sufficient amount of time for students to master the skills.
Fractions can be a more challenging topic for students, so placing instruction that is focused on fractions
towards the middle of the year will allow students to have learned enough material to support their
thinking, while also having a topic that may be less stressful to finish the year later on. Including an
additional week of instruction for the more complex standards will help students be as successful as
possible while learning the material. The teacher will be able to spend time reviewing difficult concepts, if
needed, as well as continue to move forward if students do not have as much trouble as anticipated. The
fractions unit will most likely begin right after students come back from winter break, however, I believe
this would be positive because students would begin the new year with new material, rather than being in
the middle of a unit at the start of the third quarter. This will allow the previous unit to be finished before
winter break starts. After completing the fractions unit, the instruction will cover geometry standards
followed by measurement and data standards. Hopefully, geometry will be more laid back and interesting
for students after covering fractions which can be a major challenge. The measurement and data
standards that will follow connect to geometry well, so there will be a smooth transition between
standards. Students will be able to transfer and apply what they have learned about geometric shapes to
content related to measurement. Students will benefit from ending with measurement and data standards
because they will be able to apply multiple skills they have learned throughout the year to this content
area. Overall, there were several standards I left in the order they appear, but switched the order of some
as well. I believe that the sequence in which I would teach these standards will support the student's
learning and build upon concepts as the school year progresses.

4th Grade Science:

I chose to begin the school year with earth and space science because I feel as though a lot of learning
about landforms could be done outside while the weather is nice. While there may or may not be a large
variety of landforms in the area a school is in, there can be demonstrations of landforms and how certain
events can affect landforms. This will be an exciting and interesting way to begin the school year and will
provide many interactive ways to incorporate exploring various landforms through firsthand research by
students, or through tools on the internet, such as Google Earth. This will pair well with numbers and
operations in base ten, because students will be able to explore place value and compare numbers
through exploring components of various landforms and what is included in them. For example, a student
could focus on how the height of a mountain changes over time due to natural changes or catastrophic
events, or how two different mountains compare in height. I have chosen to teach a unit over fossils in
late fall or early winter because students will still be able to go outside if weather permits, but this can
also be taught inside with appropriate materials that will keep the content interactive for students. The
students will be able to build upon what they learned about landforms and where landforms can be found
and discuss where certain types of fossils are found throughout the world, and why they are found in
certain regions. Physical science standards have been chosen to be taught in the winter because students
will be able to learn content related to that area inside well and will not need to be outside in order to
learn the material well. In addition, students will be further in their knowledge of math skills that have
been taught, so they will be able to apply math skills to their learning about energy and matter. This will
provide students with ease as they learn about energy and work through conversions and making well
informed decisions in experiments. The other two earth and space science standards will be taught in late
winter and early spring because students will be able to see the effects of snow or rain that has fallen and
how weathering and erosion has occured. Hopefully the weather will be nicer at this point in the school
year and students will be able to go outside and see these effects firsthand. If the class is not able to go
outside, instruction can still be given with proper materials in order to be memorable and interactive.
Whether students are able to go outside during school hours or not, they will be made aware of the effects
of weathering and erosion and may be asked to find examples outside of school, such as at a river near
their house, and bring in pictures of the area to present to the class. This will allow students to have a
memorable learning experience that involves themselves. I have chosen to end the school year with a unit
on changes in the environment because students should be able to go outside and explore an ecosystem
by this point in the school year. Students will learn about and research various ecosystems and how
different factors affect the areas plants and animals live in. Typically students find interest in plants and
animals, so they should find this unit interesting even when the nice weather and desire to be on summer
break grow.

5th Grade Math:

I chose to begin the school year with numbers and operations in base ten and operations and algebraic
thinking standards in order to teach students fundamental math skills. Through learning skills that can be
used in all areas of math at the beginning of the school year, students will be able to utilize what they
have already learned and apply it to other concepts. Most skills learned in the beginning of the school
year in numbers and operations in base ten and operations and algebraic thinking will be able to be
applied to other areas of math. After learning in these two areas, there will be two weeks of learning
measurement. This has been placed in this time because the measurements that will be learned will be
able to be used in word problems throughout the year. If students do not learn the measurements prior to
completing the word problems, they will have trouble completing those particular word problems.
Following the measurement lessons, content over fractions will be taught. Though this unit will be split up
by winter break, I believe it will be important to begin teaching fractions prior to the break. Fractions are
a big emphasis in fifth grade, and it will take a longer amount of time to teacher the fractions units and
ensure students have mastered the content that will be taught. After learning the previous content in
numbers and operations in base ten, operations and algebraic thinking, and measurement, students will
be able to apply their knowledge in those three areas to fractions in order to be the most successful. I felt
as though most of the standards should have been taught in order, with the exception of a few, and that
some standards would also need to be taught over two weeks. This will allow the students to have a
sufficient amount of time to learn the material well in order to move on to the next task. The geometry
unit will be new information students, but should be less challenging and more desirable than fractions, so
I feel as though teaching these standards after fractions will be nice for students. This unit may still be
challenging for them since it is new information, but hopefully it will be intriguing when adding graphs and
shapes. Learning about shapes will create a natural connector into the measurement and data standards
that will be taught last to focus on volume. Students will be able to discuss how to measure volume in
various shapes and use skills from the previous measurement lesson as well as operations and algebraic
thinking in order to better understand the material being taught. This will be a nice way to end the school
year because it will prepare students for the following grade and will allow them to apply several concepts
from the school year to their new knowledge.

5th Grade Science:

I have chosen to begin the school year with teaching force and motion so that students will have the
opportunity to create experiments and test them outside. For example, they can engineer a catapult and
launch various items to see which catapult works the best and to learn how force and motion work
together. This will be an exciting and interactive way to being the school year while also starting
academic content right away. While discussing the distance an object is able to move based on the
amount of force and motion, students will begin to learn about light and sound waves in order to continue
forward. This has will continue student’s learning well by applying the same idea of distance to various
areas that can be studied. Students may discuss how light and sound travel at different rates and use
what they are learning in math in operations and algebraic thinking and numbers and operations in base
ten to complete conversions and science related math problems. I have chosen to teach the earth and
space science standards in the winter and early spring because students can learn about the solar system
while inside. Especially with technological support, students can learn quite a bit of content through
online resources and programs. Additionally, a large amount of learning about the solar system in an
experiential way would have to be done in the dark, outside of school hours. Planning an indoor field trip
to a science museum or planetarium would be beneficial to students and would allow them to further their
learning outside of the classroom with the additional resources a museum can provide. I have chosen to
finish the school year by teaching life science content about ecosystems and the role organisms play
within ecosystems. It will be spring by this point in the school year, so students will be able to go outside
to see an ecosystem firsthand, and maybe even multiple ecosystems if they are available near the school.
Students can see plants and animals firsthand and learn about how they all impact each other and work
together to have a healthy ecosystem. I believe this will be an interactive, enjoyable way to finish the
school year while focusing on student growth and gaining scientific knowledge.

Part C: Integrated Assessment (Select, or Create, ONE Performance Assessment that could be used
at some point during your 4th or 5th grade curriculum map that would require students to combine the
current math and science areas of study to complete the task. Create a modified version for students who
may struggle to access the task. Make sure to indicate where this would be located in your curriculum
map.)
Measurement of the Distance between Planets
1. Students will draw a picture of the solar system with all of the planets and the sun included and will
label each planet.
2. Students will research the distance from the sun to each planet. They may use their prior
knowledge or do research using their Chromebook.
3. Students will include the distances on their solar system and may label them however they would
like to.
4. After labeling each planet with their distances from the sun, students will compare the distances
between various planets. They will complete simple math calculations in order to find the distance
in miles. They must include three comparisons.
5. After finding the distance in miles between for their three comparisons, they will convert their
findings from miles into feet. This will allow them to show their understanding of converting units
of measurements.
6. Students will label on their solar systems the three distances between the planets they have
chosen to focus on.

Modified:
1. For students who need addition time in order to complete the task, they will be given an additional
day or days, depending on the level of their need.
2. Students may receive premade labels for information to include, such as the names of planets.
Using the premade labels, they will be able to show their knowledge of identifying planets.
3. Students may use a calculator to make the calculations.
4. Students may have the teacher check their work after each step in order to make sure they are on
the right track.
5. Students may have support to complete conversions, such as an anchor chart or the problem
modeled for them.
This assessment will be completed in fifth grade during week 14. Content over these areas will begin
being taught during week 13 and will be instruction will be finished in week 14 and the assessment will be
given. Students will have Thursday and Friday to complete the assessment, unless additional
arrangements are made based on student need.