Name: Chesney Brakhage Box: 7052

Evaluation of a Curriculum Map

1. Choose a map for a grade level and subject area.

a. https://www.jefferson.kyschools.us/learning/curriculum/social-studies
b. http://www.jc-schools.net/?DivisionID=12691&DepartmentID=13073
c. http://www.bedfordk12tn.com/Default.asp?PN=DocumentUploads&L=2&DivisionID=1
1198&DepartmentID=11392&LMID=472586&ToggleSideNav=ShowAll
d. http://www.hcboe.net/?DivisionID=21842&ToggleSideNav=
e. School or school system of your
choice:____________________________________________
2. Choose a unit on the curriculum map.
3. Type your answers to the following questions in complete sentences using the space provided.
4. Each answer must cite supporting evidence from the curriculum map you have chosen.
5. You will be required to provide a summative evaluation of your opinion after answering the
questions.

School: Jefferson County Public Schools Louisville, KY Grade Level: 2nd Grade
Subject Area: Science

1. What components are evident in the unit?

a. Components that are included in the Curriculum map are the time frame for the unit, a
link to the state standards for each unit or cycle, key focus topics, learning targets,
performance expectations, instructional resources, and instructional notes that include
literacy connects, vocabulary words, etc.

2. Is there a timeline provided for the length of time to be spent on the unit or lessons?
a. Yes, there are time suggestions for each of the 4 cycles. Within the cycles, certain
instructional units are to be completed, however, there is not a day-by-day or week-by-
week time frame for each unit or lesson.

3. What standards are addressed? Please list them.

The standards come from the Next Generation Science Standards: Science and Engineering
Practices, Crosscutting Concepts and Disciplinary Core Ideas:
Cycle 1: Interdependent Relationships in Ecosystems: Plant and Animal Habitats.
o NGSS Preparation Mini Unit
I can work cooperatively with my science group.
I can use science materials carefully and safely.
I can investigate, think, draw/write, and talk like a scientist.
o Science and Engineering Practices:
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
 Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for
engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
With a focus on developing and using models and engaging in
argument from evidence.
o Crosscutting Concepts
Focus on cause and effect, scale, proportion, and quantity.
o Life Science Disciplinary Core Ideas
LS2.A Interdependent Relationships in Ecosystems
Plants depend on water and light to grow. Plants depend on
animals for pollination or to move their seeds around.
Learning Targets:
o I can identify what plants need to live and grow.
o I can use models to explain how plants depend on
animals for seed dispersal.
o I can explain how plants depend on animals for
pollination
LS4.D: Biodiversity and Humans
There are many different kinds of living things in any area, and
they exist in different places on land or in water.
Learning Targets
o I can identify the different kinds of living things in land
habitats.
o I can identify the different kinds of living things in water
habitats.
o I can compare the diversity of life in different habitats.
o NGSS Performance Expectations:
2-LS2-1: Plan and conduct an investigation to determine if plants need
sunlight and water to grow.
2-LS2-2: Develop a simple model that mimics the function of an animal
in dispersing seeds or pollinating plants.
2-LS4-1: Make observations of plants and animals to compare the
diversity of life in different habitats.
Cycle 2: Structure and Properties of Matter- Solids and Liquids
o Science and Engineering Practices:
Developing and using models
Engaging in argument from evidence
o Crosscutting Concepts
Focus on cause and effect, scale, proportion, and quantity.
o NGSS Physical Science Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
 Different kinds of matter exist and many of them can be either
solid or liquid, depending on temperature. Matter can be
described and classified by its observable properties.
Different properties are suited to different purposes.
A great variety of objects can be built up from a small set of
pieces.
Learning Targets
o I can identify the three states of matter, solids, liquids,
and gases.
o I can describe and classify solid objects by their
observable properties.
o I can describe and classify liquids by their observable
properties.
o I can provide evidence that an object made of a small set
of pieces can be disassembled and made into a new
object.
o I can describe how different properties are used for
different purposes.
o NGSS Performance Expectations:
2-LS2-1: Plan and conduct an investigation to determine if plants need
sunlight and water to grow.
2-PS1-2: Analyze data obtained from testing different materials to
determine which materials have the properties that are best suited for an
intended purpose.
2-PS1-3: Make observations to construct an evidence-based account of
how an object made of a small set of pieces can be disassembled and
made into a new object.
2-PS1-4: Construct an argument with evidence that some changes caused
by heating or cooling can be reversed and some cannot.
Cycle 3: Structure and Properties of Matter- Solids and Liquids (continued)
o Science and Engineering Practices
Developing and using models
Engaging in argument from evidence
o Crosscutting Concepts
Focus on cause and effect, scale, proportion, and quantity.
o NGSS Physical Science Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
Different kinds of matter exist and many of them can be either
solid or liquid, depending on temperature. Matter can be
described and classified by its observable properties.
Different properties are suited to different purposes.
A great variety of objects can be built up from a small set of
pieces.
Learning Targets
 o I can identify the three states of matter, solids, liquids,
and gases.
o I can describe and classify solid objects by their
observable properties.
o I can describe and classify liquids by their observable
properties.
o I can provide evidence that an object made of a small set
of pieces can be disassembled and made into a new
object.
o I can describe how different properties are used for
different purposes.
PS1.B: Chemical Reactions
Heating or cooling a substance may cause changes that can be
observed. Sometimes these changes are reversible, and
sometimes they are not.
Learning Target
o I can provide evidence that some changes caused by
heating or cooling can be reversed and some cannot.
o NGSS Performance Expectations:
2-LS2-1: Plan and conduct an investigation to determine if plants need
sunlight and water to grow.
2-PS1-2: Analyze data obtained from testing different materials to
determine which materials have the properties that are best suited for an
intended purpose.
2-PS1-3: Make observations to construct an evidence-based account of
how an object made of a small set of pieces can be disassembled and
made into a new object.
2-PS1-4: Construct an argument with evidence that some changes caused
by heating or cooling can be reversed and some cannot.
Cycle 4: Earths Systems: Processes that Shape the Earth
o Science and Engineering Practices
Developing and using models
Engaging in argument from evidence
o Crosscutting Concepts
Focus on cause and effect, scale, proportion, and quantity.
o NGSS Earth and Space Science Disciplinary Core Ideas
ESS1.C: The History of Planet Earth
Some events happen very quickly; others occur very slowly, over
a time period much longer than one can observe
Learning Targets:
o I can identify fast and slow changes to the earth.
o I can use information to construct an evidence-based
account that Earth events can occur quickly or slowly.
ESS2.A: Earth Materials and Systems
 Wind and water can change the shape of the land
Learning Target:
o I can explain how wind and water can change the shape
of the land.
ESS2.B: Plate Tectonics and Large-Scale System Interactions
Maps show where things are located. One can map the shapes
and kinds of land and water in any area.
Learning Targets:
o I can locate areas of land and water on a map.
o I can map the shapes and kind of land and water in any
area.
ESS2.C: The Roles of Water in Earths Surface Processes
Water is found in the ocean, rivers, lakes, and ponds. Water
exists as solid ice and in liquid form.
Learning Target:
o I can identify where water on Earth exists as solid ice or
in liquid form.
o NGSS Performance Expectations
2-ESS1-1: Use information from several sources to provide evidence that
Earth events can occur quickly or slowly.
2-ESS2-2: Develop a model to represent the shapes and kinds of land and
bodies of water in an area.
2-ESS2-3: Obtain information to identify where water is found on Earth
and that it can be solid or liquid.
4. An essential guiding question is one that is used to capture the attention of your students and
maintain their interest in learning. It frames a unit of study by providing focus. Are there
essential guiding questions? If so, please list them below.
a. There are not guiding questions in this curriculum map. Guiding questions found on the
website, however, are How does land change, and what are some things that cause it to
change? What are the different kinds of land and bodies of water? How are materials
similar and different from one another, and how do the properties of the materials relate
to their use? What do plants need to grow? How many types of living things live in a
place?

5. What types of assessment are going to be used and how often will student be assessed?
a. The only type of assessment suggested is summative assessment at the end of each unit.
Students are required, however, to be able to use vocabulary words in their speech and
writing. According to the schedule, students will be formally assessed at least at the end
of each quarter. The curriculum map could be interpreted to mean that students should be
assessed after each key focus topic is taught. These may be chapter tests, while the
summative tests cover all of the chapters in the unit.

6. How are the needs of individual learners being addressed?

 a. There are multiple resources for the teacher to use, including suggestions about hands-on
activities such as raising various critters and taking care of them in class. There are links
to the various units in the curriculum map that are only accessible for teachers that work
in the Jefferson County schools.

7. Are there are any resources listed?

a. Yes, there are resources listed. They include links to units and supporting documents,
Instructional units, Teachers guide, critter care information, FOSS 3rd Edition Solids and
Liquids, and FOSS Pebbles, Sand, and Silt 2nd Edition.

8. Taking all of this into consideration, please rate the curriculum map on a scale of 1 to 5.
(1 being poor, 5 being exemplary) Provide a thorough explanation for your scoring citing the
strengths and areas of improvement. Provide specific recommendations to the areas of
improvement. This should be a minimum of two fully developed paragraphs.

Overall, I would give this curriculum map a 3. The positives of this curriculum map include

organization, clear expectations concerning standards, and cross-curricular connections. This curriculum

map was well organized. It contained a guide to reading the map at the beginning. It also color-coded the

various sections of standards that were being met. It was easy to find the information needed such as the

main topics, resources, instructional notes, standards, and assessments. The map clearly stated its

standards. It also stated them in a way that explained what the student should do by using I can

statements. Finally, the map made a point to connect what was being taught in science with literacy

standards. It is helpful for teachers to already have these connections made for them.

Some negatives of this map were that lack of resources, failure to state guiding questions, and

lack of detail concerning instruction. This map only had the bare resources that would be needed to teach

in the classroom such as the textbook and a few supplementary books. It would be helpful to have

resources for additional activities, games, tests, experiments, and books. The map did not have guiding

questions for the units, so they had to be found on the original website. It would be beneficial to have

these questions within the map so that they correspond with the varying units. The section on instruction

had a lack of detail. While it listed vocabulary words, it did not include a list of activities to go with each

lesson. Also it did not include a more specific time frame for each unit and/or concept to be taught. A

general time frame of quarters is not useful when planning out day-by-day lessons.