EDUC 571 Curriculum Project: Mapping, Charts, Evidences, and Resources Assignment Instructions Instructions: Teacher candidates must be proficient in designing and implementing a curriculum based on state, national, and professional standards. Through this project, candidates will learn the importance of pacing the curriculum to teach essential grade level content. Candidates will experience how to write block plans for the curriculum. These plans include character education, appropriate learning activities, differentiated instruction, critical thinking skills, technology integration, and assessment. The plans provide opportunities for collaboration and integration across the curriculum. Key Components: Part 1: Mission Statement The candidate writes an original mission statement which articulates the beliefs and goals of the institution. The mission statement provides clarification for everyone in the institution. Part 2: Horizontal Mapping The candidate maps out the curriculum to show the pacing of instruction. The map explains when and how long standards (content or skills) will be taught at the selected grade level. Elementary/SPED candidates create a map for a minimum of 18 weeks (90 days) in Language Arts, Math, Science, Social Studies, and Integration Possibilities. Secondary candidates create a map for 36 weeks (180 days) in their content area. Part 3: Legend The candidate provides a complete legend of acronyms and uses the acronyms in the Curriculum Planning Charts. Part 4: Curriculum Planning Charts The candidate individually writes block curriculum plans (see sample templates and examples). The plans explain in detail what the teacher and students will do in each lesson. The plans demonstrate effective use of allotted time. The planned activities are creative, engaging, hands-on, and age-appropriate. The plans use the legend symbols to document integration. Elementary/SPED candidates develop plans for a minimum of 20 days in the following subject areas: Language Arts, Math, Science, Social Studies, as well as Fine Arts, Health, PE, and Movement. Secondary candidates develop plans for a minimum of 18 weeks in their specific content area and include integration across the curriculum. The plans show evidence of the following: · Character Education · Resources · Developmental Learning · Diversity & Accommodations · Critical Thinking · Active Learning Experiences · Technology Experiences · Assessment · Collaboration · Integration & Connections Across the Curriculum Part 5: Evidence of Curriculum Requirements The candidate identifies specific evidence to demonstrate how the following elements are incorporated into the Curriculum Project: the mission, character education, diversity and accommodations, critical thinking and problem-solving activities, active learning experiences, technology integration, assessment, collaboration, fine arts/health/PE, and integration between content areas. The candidate uses the completed (elementary/SPE ...

1. EDUC 571
Curriculum Project: Mapping, Charts, Evidences, and Resources
Assignment Instructions
Instructions: Teacher candidates must be proficient in designing
and implementing a curriculum based on state, national, and
professional standards. Through this project, candidates will
learn the importance of pacing the curriculum to teach essential
grade level content. Candidates will experience how to write
block plans for the curriculum. These plans include character
education, appropriate learning activities, differentiated
instruction, critical thinking skills, technology integration, and
assessment. The plans provide opportunities for collaboration
and integration across the curriculum.
Key Components:
Part 1: Mission Statement
The candidate writes an original mission statement which
articulates the beliefs and goals of the institution. The mission
statement provides clarification for everyone in the institution.
Part 2: Horizontal Mapping
The candidate maps out the curriculum to show the pacing of
instruction. The map explains when and how long standards
(content or skills) will be taught at the selected grade level.
Elementary/SPED candidates create a map for a minimum of 18
weeks (90 days) in Language Arts, Math, Science, Social
Studies, and Integration Possibilities. Secondary candidates
create a map for 36 weeks (180 days) in their content area.
Part 3: Legend
The candidate provides a complete legend of acronyms and uses
the acronyms in the Curriculum Planning Charts.
Part 4: Curriculum Planning Charts
The candidate individually writes block curriculum plans (see
sample templates and examples). The plans explain in detail
what the teacher and students will do in each lesson. The plans
demonstrate effective use of allotted time. The planned

2. activities are creative, engaging, hands-on, and age-appropriate.
The plans use the legend symbols to document integration.
Elementary/SPED candidates develop plans for a minimum of
20 days in the following subject areas: Language Arts, Math,
Science, Social Studies, as well as Fine Arts, Health, PE, and
Movement. Secondary candidates develop plans for a minimum
of 18 weeks in their specific content area and include
integration across the curriculum. The plans show evidence of
the following:
· Character Education
· Resources
· Developmental Learning
· Diversity & Accommodations
· Critical Thinking
· Active Learning Experiences
· Technology Experiences
· Assessment
· Collaboration
· Integration & Connections Across the Curriculum
Part 5: Evidence of Curriculum Requirements
The candidate identifies specific evidence to demonstrate how
the following elements are incorporated into the Curriculum
Project: the mission, character education, diversity and
accommodations, critical thinking and problem-solving
activities, active learning experiences, technology integration,
assessment, collaboration, fine arts/health/PE, and integration
between content areas. The candidate uses the completed
(elementary/SPED [20 days total] or secondary [18 weeks
total]) curriculum charts to provide five best
examples/evidences for each of the 12 Evidence of Curriculum
Requirements charts. The candidate selects the best
examples/evidences by comparing all the completed planning
charts with the advanced indicators on the Curriculum Project
grading rubric. The candidate provides the day of the planning
and a detailed description. If the candidate cannot give five best

3. examples for each evidences chart, revision of the Curriculum
Project planning charts is needed (see sample templates and
examples).
Part 6: Resources
The candidate must demonstrate differentiated student learning
with many learning tools and manipulatives (eg. Base 10
Blocks, science lab equipment), and use of diverse professional
resources (eg. books, journals, apps, websites, etc.) to plan
instruction and learning experiences. The candidate includes 25
or more diverse professional resources (including research-
based journal articles) to plan (elementary/SPED [20 days total]
or secondary [18 weeks total] curriculum charts) differentiated
instruction and learning experiences. The candidate includes
these resources in current APA format in the reference section
at the end of the Curriculum Project (see sample templates and
examples).
Title (Ex. Virginia Standards Curriculum Project: Fifth Grade)
Student Name
Liberty University

4. Mission Statement
Sample:
Running head: CURRICULUM PROJECT 1
CURRICULUM PROJECT 2
The faculty and staff at Pleasant Valley School District have a
strong commitment to the belief that all children can learn if
given the proper tools and the opportunity. Focusing on school
climate and academic rigor, we have implemented a variety of
programs to assure that the diverse needs of our students are
met. Wonderful parent participation in the education of their
children is evident and visible on a daily basis.
Horizontal Mapping
Sample:
Week 17
DAY
ENGLISH
MATHEMATICS
SCIENCE
SOCIAL STUDIES
Integration Possibilities
81
ELAGSE2W5 – Revising & Editing
MGSE2.MD.7 – Tell/ Write Time with Digital/Analog
S2E3 – Human Effects on Environment
SS2G2c – Effects of Regions on Historical Figures
SCI/SS – Effect of regions on Historical Figures and vice versa.
MA/SCI – How humans affect environment at different times of

5. day.
82
83
MGSE2.MD.9 – Lengths on a Line Plot
84
85
Template:
Week 1
DAY
ENGLISH
MATHEMATICS

6. SCIENCE
SOCIAL STUDIES
Integration Possibilities
1
2
3
4
5

7. Legend
A Art
CI Community involvement activity (collaboration)
CC Collaboration with colleagues
CE Character education
CL Cultural literacy and diversity
CM Communication
CT Critical thinking
D Dramatic Arts
DA Differentiation/diversity/accommodation
E English
EC Economics
EVAL Evaluation (assessment)
GA Group activity

8. L Literacy
LI Listening
LS Life skills
HE Health
HS Home/school connection (collaboration)
HW Homework
M Math
MA Manipulative activity
MU Music
OL Oral language/presentations (public speaking)
PE Physical education/movement
PS Problem solving
R Reading
S Science
SE Sensory
SP Spelling
SS Social Science and History
T Technology
W Writing
Running head: CURRICULUM PROJECT ELEM/SPED
1
CURRICULUM PROJECT
11
Curriculum Planning Charts
Sample:
Week 5 – Day #1
Character Education: Kindness
English/Language Arts
ELAGSE2RL7 – Use illustrations to demonstrate understanding

9. of text.
Math
MGSE2.MD.8 – Word Problems with Money
Science
S2E2c – Use tables/graphs of length of the day/night to
recognize change in seasons.
Social Studies/History
SS2H2a – Describe Georgia Creek Indians. Compare/contrast
to today.
Fine Arts, Health, and PE/Movement
Day 1: LA/LI/R/L: Teacher reads My Many Colored Days by
Dr. Seuss.
LA/OL/PS/CE/CM/LS: As a class, discuss colors and pictures
and what they represent. Discuss emotions that match colors
and how students can deal with their emotions in a healthy way.
LA/A/MA/T: As a class, look at color meaning chart of Native
Americans on classroom iPads.
(https://www.warpaths2peacepipes.com/native-american-
symbols/color-meanings-symbolism.htm). Students create a
mask using colors that represent themselves. Volunteers stand
up and share.
LA/W/PS: Students write a journal entry on colors they used
and why those colors represent them.
LA/R: Students who finish can read a trade book on day/night,
seasons, or Native Americans.
Day 4: M/LI/R/L/CM: Teacher reads Follow The Money by
Leedy and discusses uses for money.
M/CP/PS/MA/OL/CM/LS: Partners will be given a 4x4 grid of
real-world word problems. They choose a row to complete.

10. Students use play money manipulatives to answer questions.
First work independently, then collaborate to compare answers
and discuss. (http://www.k-5math
teachingresources.com/support-files/money-board.pdf)
M/DA: Teams who finish early can pick another row from the
grid.
M/OL/E/CM: Partners explain each problem to the class. As an
informal assessment, any problems that students could not
understand should be addressed first.
Day 1: S/LI/R/L: Teacher reads What Makes Day and Night? by
Branley.
S/MA/OL/CM: As a class, discuss how the Earth moves around
the Sun, creating day and night. Students complete the activity
in the book. One student is the earth with a lamp as the sun.
Demonstrate as the earth turns, different sides have day and
night.
S/GA/MA/MO: Class splits into two groups. One group is A
and the other group is B. As the student (Earth) turns, each side
is awake, standing up with their hands in the air, or asleep,
touching the floor. Students stand up or squat down the faster
the Earth moves.
S/LI: Teacher reads the Creek Indian legend on How Day and
Night were Divided:
http://www.indigenouspeople.net/howday.htm
Day 1: SS/LI/OL/R/L/CM: Teacher reads the Creek Indians by
Scordato. Discuss and answer any questions.
SS/T: Teacher uses smart board to show where the Creek
Indians were located.
SS/H/W/OL/CM: Students begin a flipbook and add information

11. during the unit. First, students locate and color the area where
the Creek Indians were located. The teacher emphasizes that
locations were always near rivers and creeks. As a class,
discuss health reasons to live near water. Teacher discusses
where Creek Indians live today. Students add to flipbook page
about Indians in modern times.
SS/CI/CC/CL/MO/T: Students take a field trip to the Etowah
Indian Mounds Historic Site in Georgia. Students take pictures
to post on class website.
Fine Arts
- Create a mask
Health
- Discuss why its healthy to live near water.
PE
- Jumping up and down for day and night.
- Brain break: GoNoodle.
Movement:
- Students explore Etowah Indian Mounds in North Georgia.
Template:
Week # – Day #
Character Education:
English/Language Arts
Standard:
Math
Standard:

12. Science
Standard:
Social Studies/History
Standard:
Fine Arts, Health, and PE/ Movement
Use Legend
Use Legend
Use Legend
Use Legend
Use Legend
Evidence of Curriculum Requirements
Sample:
Critical Thinking and Problem-Solving Activities
Day
Best Examples from Curriculum Charts
41
Students complete a Mathematics activity where they choose
from a 4x4 grid of word problems to complete. The word
problems concerning money require students to think critically
and solve the problem.

13. 43
In a Language Arts assessment, students complete short answer
questions about a passage concerning the Creek Indians. The
short answer questions require them to think critically.
50
In Social Studies, students complete a cut and paste activity to
identify things that belong with Native Americans historically
and things that belong with Native Americans today. Students
are required to think critically to complete the activity.
Template:
Mission StatementIntegration
Day
Best Examples from Curriculum Charts
Character EducationIntegration
Day
Best Examples from Curriculum Charts

14. Diversity & Accommodations
Day
Best Examples from Curriculum Charts
Critical Thinking and Problem-Solving Activities
Day
Best Examples from Curriculum Charts

15. Active Learning Experiences
Day
Best Examples from Curriculum Charts
Technology Integration
Day
Best Examples from Curriculum Charts
Assessment
Day
Best Examples from Curriculum Charts

16. Collaboration
Day
Best Examples from Curriculum Charts
Fine Arts Integration
Day
Best Examples from Curriculum Charts
Health Integration
Day

17. Best Examples from Curriculum Charts
PE and Movement Integration
Day
Best Examples from Curriculum Charts
Integration Between Content Areas
Day
Best Examples from Curriculum Charts

18. Resources
Learning Tools
Sample:
· Class set of I-pads
· Mini whiteboards
Manipulatives
Sample:
· Base ten blocks
· Magnifying glasses
Professional Sources