1. Curriculum Mapping Project
Second Grade
First Grade
Kindergarten
By: Mildred Vigil

2. Subject/content area The subject I choose was Science.
The content area I choose was Life Science
I choose this subject because I this is the
subject I have the most difficulty teaching. The
program we use for science is Harcourt Science.
We don’t have a complete program, so when I
teach from the program it is hard to complete a
lot of the activities.

3. Grade level
The grade level I did my curriculum map on was Kindergarten. I worked with my grade level partners, as well as, first, and second grade teachers to complete a mapping project for our science curriculum.

4. Standards & Benchmarks Addressed
The standards and benchmarks that were addressed were:
Kindergarten-Science
STRAND: Scientific Thinking and Practice
NM CONTENT STANDARD I: Understand the processes of scientific investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.
BENCHMARK B: Use scientific thinking and knowledge and communicate findings
STRAND: Life Science
NM CONTENT STANDARD II: Understand the properties, structures, and processes of living things and the interdependence of living things and their environments.
BENCHMARK A: Know that living things have diverse forms, structures, functions, and habitats
BENCHMARK B: Know that living things have similarities and differences and that living things change over time.
BENCHMARK C: Know the parts of the human body and their functions.

5. ITSE Standards Addressed
The ITSE standards for students that were addressed were:
Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
Apply existing knowledge to generate new ideas, products, or processes.
Create original works as a means of personal or group expression.
Communication and Collaboration
Students use digital media and environments for communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

6. ITSE Standards Addressed cont.
Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
Exhibit a positive attitude toward technology that supports collaboration, learning, and productivity.
Demonstrate personal responsibility for lifelong learning.
Exhibit leadership for digital citizenship.
Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:
Understand and use technology systems
Select and use applications effectively and productively
Troubleshoot systems and applications
Transfer current knowledge to learning of new technologies.

7. Instructional Objectives
Students will be able to classify things as living and non-living
Students will be able to describe characteristics of living things
Students will be able to describe characteristics of non-living things
Students will be able to compare animals by size, shape, or body coverings
Students will be able to identify and name body parts of animals.
Students will be able to observe and describe similarities and differences in the appearance and behavior of animals

8. Instructional Objectives
Students will be able to observe and illustrate what an animal needs
Students will be able to recognize that animals need food, water, air, and shelter to survive
Students will be able to identify how people help pets meet their needs

9. Instructional Objectives
Students will be able to sequence pictures to show how animals grow and change
Students will be able to describe an animal’s life cycle and understand that growth and change occur gradually
Students will be able to recognize that some young animals look like their parents while others do not

10. Activities Living and Non-Living Animoto
Living and Nonliving Things- Unitedstreaming Video
Collage activity from Harcourt Science book- Unit 7 Lesson 1
Activity Book pg AB67- Harcourt Science

11. Activities Animals features and their functions- Unitedstreaming video
Project Wild Growing Up Wild-
What’s Wild activity- pg.22
Sorting activity from Harcourt Science book- Unit 7 Lesson 2
Activity Book pg AB69- Harcourt Science

12. Activities
Project Wild Growing Up Wild- Show Me the Energy activity- pg.52
Creating a puzzle of the three things an animal needs (home, food, and water) activity from Harcourt Science book- Unit 7 Lesson 3
Activity Book pg AB71- Harcourt Science

13. Activities Animals Life Cycles- Unitedstreaming video
Project Wild Growing Up Wild- Grow As We Go activity- pg. 38
Ordering life cycle of kittens, puppies and cubs activity from Harcourt Science book- Unit 7 Lesson 4
Create a life cycle chart using smartart graphics from Microsoft Word
Activity Book pg AB73- Harcourt Science
Create a class PowerPoint of digital portfolio’s pictures to close up chapter

14. Resources
Bell, M. J., Krockover, G. H., DiSpezio, M.A., McLeod, J.C., Frank, M., Van Deman, B. A. (2006). Science. Harcourt School Publishers,
Living and Non-Living things (2000) Retrieved November 19, 2011 from Discovery Education Unitedstreaming website:
Characteristics of Living Things (n.d.) Retrieved November 18, 2011 from Slideshare.net website:

15. Resources
Animal Features and Their Functions (1990) Retrieved November 23, 2011 from Discovery Education Unitedstreaming website:
Council for Environmental Education. (2010). Growing Up Wild, Project Wild. Council For Environmental Education. 22.

16. Resources
Animals Life Cycles (2002) Retrieved November 23, 2011 from Discovery Education Unitedstreaming website:

17. Assessments Harcourt Science workbook
Informal Observations of classroom discussions
Digital Portfolio
Journal writing

18. Application: I used Web 2.0 tools I learned about in class
I used the steps and suggestions from our texts when working on my curriculum mapping
I used the articles and information from Janet Hale to help guide me through the process
gain insight into gaps, absences, and repetitions in a school or district's K-12 curriculum, it is critical to create quality maps

19. Application: Concepts Explored: Gain insight into gaps
Repetitions in the school’s curriculum
The understanding that the map is never complete and is a working document

20. Reflection/Analysis
What I learned from this project was how important it is to work in collaboration with my grade level, as well as, other grade levels to map out our curriculum. This project was really helpful for us to see what each grade level was teaching and what resources they were using. This helped us to not overlap what is taught in science.
I also learned that this process is not as hard as I thought it was. In fact it will make me a more efficient teacher now that our Science Curriculum is mapped out.
Before this project, I hated teaching science from our science program. Through doing this project, I learned there are a lot of resources out there to help me teach science to my students.

21. What did you incorporate that was new
Harcourt Science Website resources
The use of a Digital Portfolio

22. Why did you choose to incorporate these things
In order to incorporate Web 2.0 tools
I choose to use a Digital Portfolio because I have never used one before. I want to start using digital portfolios so I want to get as much practice as possible in using them.

23. How you predict the implementation will go and what challenges you predict that you will need to be prepared to address
I think the digital portfolio will give me the most challenges. Since my students are so young, I think I will be doing a lot of the work on the portfolios. I do feel making a slide show of the portfolios for the students to see will help to create interest in the students, which will cause them to want to learn more!
I think my students will like using all the Web 2.0 tools I will be using in the leasons.

24. Questions from group