CURRICULUM ESSENTIALS PROJECT1 CURRICULUM ESSENTIALS PROJECT9 Curriculum Project: Curriculum Essentials Project Whitney Allison-Sims School of Education, Liberty University Author Note Whitney Allison-Sims I have no known conflict of interest to disclose. Correspondence concerning this article should be addressed to Whitney Allison-Sims Email: [email protected] PART I: MISSION STATEMENT East Iberville Elementary and High School East Iberville will foster an environment to nurture individuals academically, socially, and emotionally so that they are equipped to tackle academic challenges. Also, provide students with the necessary skills through a diverse curriculum that includes college ready and career oriented opportunities to become successful citizens in society. References 2017-2018 east iberville student/parent handbook - prescott school district. (n.d.). Retrieved July 2, 2022, from https://files.gabbart.com/1362/ei_2017-18_handbook.pdf PART II: CHARACTER EDUCATION List 8 character principles that should be taught throughout the curriculum. 1. Courage 2. Empathy 3. Integrity 4. Kindness 5. Perserverance 6. Respect 7. Responsibility 8. Teamwork Write a corresponding learning experience that could be used to teach and practice each of the 8 character principles. 1. Courage- In this learning experience, students will participate in an activity called “What Does Courage Look Like”. Students are asked to illustrate courage in action. The title of their illustration is called “Courage is…” The teacher then asks students if anyone is willing to volunteer to share their illustration and why they chose to illustrate courage in that manner. The students will then write in their journal with the prompt “What does courage mean to you?” The teacher asks if anyone would like to share their journal entry and how they defined courage. The teacher affirms responses. The teacher then explains that courage is doing the right thing, even if its difficult. Facing fears with confidence- beng brave. The teacher then explains that having courage is not always about completing a dangerous activity. It is about being ok going against the crowd to do what is right. Courage is internally facing our fears and insecurities. The students will then get into groups of 4 and role play courage. The teacher asks students, “Which action is courageous, and which is foolish?” The teacher then summarizes the main points and takeaways from the lesson and launch students with one of their quotes about courage. 2. Empathy- In this learning experience, students are challenged to a “Perfect Circle” contest. Students are instructed to draw a perfect circle on a piece of paper. The students are then asked to raise their hand if they think they have the best hand-drawn circle. The teacher selects the top 3 drawn circles and has the class cheer for the best circle one at a time. The teacher then instructs students to take th ...

1. CURRICULUM ESSENTIALS PROJECT1
CURRICULUM ESSENTIALS PROJECT9
Curriculum Project: Curriculum Essentials Project
Whitney Allison-Sims
School of Education, Liberty University
Author Note
Whitney Allison-Sims
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Whitney Allison-Sims
Email: [email protected]

2. PART I: MISSION STATEMENT
East Iberville Elementary and High School
East Iberville will foster an environment to nurture individuals
academically, socially, and emotionally so that they are
equipped to tackle academic challenges. Also, provide students
with the necessary skills through a diverse curriculum that
includes college ready and career oriented opportunities to
become successful citizens in society.
References
2017-2018 east iberville student/parent handbook - prescott
school district. (n.d.). Retrieved July 2, 2022, from
https://files.gabbart.com/1362/ei_2017-18_handbook.pdf
PART II: CHARACTER EDUCATION
List 8 character principles that should be taught throughout the
curriculum.
1. Courage
2. Empathy
3. Integrity
4. Kindness
5. Perserverance
6. Respect
7. Responsibility
8. Teamwork

3. Write a corresponding learning experience that could be used to
teach and practice each of the 8 character principles.
1. Courage- In this learning experience, students will participate
in an activity called “What Does Courage Look Like”. Students
are asked to illustrate courage in action. The title of their
illustration is called “Courage is…” The teacher then asks
students if anyone is willing to volunteer to share their
illustration and why they chose to illustrate courage in that
manner. The students will then write in their journal with the
prompt “What does courage mean to you?” The teacher asks if
anyone would like to share their journal entry and how they
defined courage. The teacher affirms responses. The teacher
then explains that courage is doing the right thing, even if its
difficult. Facing fears with confidence- beng brave. The
teacher then explains that having courage is not always about
completing a dangerous activity. It is about being ok going
against the crowd to do what is right. Courage is internally
facing our fears and insecurities. The students will then get
into groups of 4 and role play courage. The teacher asks
students, “Which action is courageous, and which is foolish?”
The teacher then summarizes the main points and takeaways
from the lesson and launch students with one of their quotes
about courage.
2. Empathy- In this learning experience, students are challenged
to a “Perfect Circle” contest. Students are instructed to draw a
perfect circle on a piece of paper. The students are then asked
to raise their hand if they think they have the best hand-drawn
circle. The teacher selects the top 3 drawn circles and has the
class cheer for the best circle one at a time. The teacher then
instructs students to take their sheet of paper with their circle
and fill it with people that are in their circle. They can write
the names in the circle. Ask the students a series of questions
about living in a bubble. The teacher asks a few students to
share for each question and process answers. The teacher then

4. leads a think-pair-share activity with their shoulder partners.
The students answer the question “How can I get outside of my
bubble?” The teacher then summarizes the main points and
takeaways from the lesson and challenges the students to meet 3
people outside of their bubble and asks them to write down how
they plan to do that.
3. Integrity- In this learning activity, students begin by
reflecting on the character traits taught thus far. After
displaying the character traits on the wall, ask students to stand
next to the character trait that they feel they have grown the
most in. The teacher asks students to share an example of how
they have intentionally grown that area of their lives. The
students then open their journals to write about what they think
the suthor is saying about your overall character: “Goodness is
about character – integrity, honesty, kindness, generosity, moral
courage, and the like, More than anything else, it is about how
we treat other people” (Prager). The teacher then asks for
volunteers to share their journal entries. The teacher then
facilitates a whole group discussion defining integrity by stating
that Dennis Prager’s quote mentions integrity when discussing
character and asking what integrity means. The teacher
explains that living with integrity is when you are the same
person no matter who is around you. It is always showing
honesty in your words and actions. The students then get into
groups of four and create a T-chart writing down what integrity
looks like and sounds like in their everyday lives. The teacher
then summarizes the key points and shares a meaningful quote
to launch students.
4. Kindness- In this learning experience, students begin by
drawing a circle and dividing it into six equal parts. Each of
the six sections is labeled as follows: Three favorite colors,
favorite thing to do outside, which book is your favorite?,
which toy or game is your favorite?, what are three favorite
foods to eat?, and which animal makes the best pet? Each group
will get one pair of dice and take turns to roll the dice and
respond accordingly to the question they get. The teacher then

5. debriefs the game by asking who learned something new from a
friend? The students are then presented with the journal prompt
“What is the kindest thing someone has ever done for you?
Who was that person, and what do you think was their
motivation to be kind to you?” The teacher then asks students
to share what they wrote in their journal. The teacher the
explains that kindness is at the heart of relationships,
connections, and respect. The teacher the goes on to say that
we feel more connected to people the more we know,
understand, and appreciate them. The teacher then explains that
serotonin is the main hormone that promotes happiness and
wellbeing. Our brains receive an increase of serotonin when we
are helpful and compassionate to others. Students are then
instructed to write kudos on the Kudos Wall for one or multiple
students.
5. Perseverence- In this learning experience, the students begin
by dividing into pairs. Each pair has to keep their balloon in
the air only by blowing it up. The pair that can keep its balloon
in the air the longest is the winner. After the winner is
announced the teacher congratulates all pairs for persevering
through a challenge. The teacher then asks the students what
does she mean when she says “persevere”? The students are
then presented with a journal prompt asking them to write about
a time that they struggled through something and had to work to
get through it. The teacher asks for a few volunteers to share
what they wrote in their journal. The teacher explains that
perseverance is the continued effort to accomplish something
despite difficulties, failure, or opposition. Perseverance is a
valuable quality to have. The teacher facilitates a class
discussion about perseverance and the growth mindset. The
students then complete a pair share activity. The teacher
summarizes the main points and takeaways from the lesson.
6. Respect- In this learning experience, students begin by
thinking of who they respect in their circle of influence. The
teacher challenges them to think about what they respect in that
person. The teacher presents the students with a journal prompt

6. considering a quote and what it means. The quote is “Respect is
learned, earned, and returned.”- Author Unknown. The teacher
then asks for volunteers to share their responses. The class is
then instructed to a large group discussion on the definition of
respect. The teacher then explans that we could define those
with roles worthy of respect as having authority in our lives. It
is a person whose real or appartent authority over others
inspires or demands obedience. The students are then asked to
think of times when respecting a position is necessary. The
teacher then summarizes the main points and takeaways from
the lesson.
7. Responsibility- In this learning activity, students begin by
reading a few phrases and if the statement applies to them they
should put their hands up. As hands are raised the teacher will
ask the students to elaborate on their experiences. The teacher
then presents the class with a journal prompt asking what they
learned new about their classmates and did they learn anything
new about themselves. The teacher explains that they know
themselves more than anyone else. They know what motivates
them and what drivs them to do the things that they do. The
students are then instructed to write in their journals about what
t means to be responsible. The teacher then asks for volunteers
to read their journal response. The teacher then explans that a
person who is responsible sees the same value for something
whether they bought it or not. Someone who has a sense of
ownership is a person who takes pride in doing their best, no
matter what the task. Someone that takes ownership of their
life gives their best in school, works hard at their job, takes care
of their health, and takes care of their relationships. The
students are split into groups of 4 and asked to discuss if they
consider themselves responsible people. The teacher then
challenges the class to point out ways in which they can
personally grow. The teacher then summarizes the main points
and takeaways from the lesson.
8. Teamwork- In this learning experience the students begin in
groups of 4. They are challenged with the task of working

7. together to write five questions that all have the same answer.
After the groups have finished the teacher asks one member to
read the questions and the class will determne the answer. The
activity is debriefed by the teacher asking the groups how they
approached the activity. The students are then presented with a
journal prompt asking what role did they play in the previous
activity. A few students will share their response. The teacher
then facilitates a discussion regarding what it means to be on a
team. The teacher explains that a team is a grup of people that
accomplishes something together. The teacher then divides the
class into four groups for a group discussion. The groups
answer questions like “how can this class grow as a team?” The
teacher then summarizes the main points and takeaways from
the lesson.
References
Iheartckh.com. (n.d.). Retrieved July 3, 2022, from
https://iheartckh.com/
PART III: STANDARDS COMPARISON
Analyze standards within a content area from general
comparison to specific comparisons. Provide thorough detail
and note the specific state standards you are comparing.
The VDOE standards of learning establish minimum
expectations for what students should know and be able to do at
the end of each grade in English, math, science, history, and
other subjects. These tests meet the boards expectation for
achievement and measure students understanding. In math,
Algebra tracking logs are used to aid teachers in understanding
which standards students are most comfortable with. The
students gain experience and exposure throughout the school

8. year. (Virginia Standards)
A program where skills are in alignment with Louisiana
standards is IXL. The Louisiana standards expect to provide
comprehensive coverage of concepts and applications. Through
IXL students are presented with unlimited questions that they
practice which are specifically tailored to Louisiana’s
standards. (Louisiana Standards)
Contrast within a content area from general comparison to
specific comparisons. Provide thorough detail and note the
specific part(s) of the state standards you are contrasting.
In IXL there are reports that are included that show a students
progress towards mastering a standard. These reports make it
easier for a teacher to find trouble spots and work on them with
the student. There are topics for the Louisiana math standards
from graes pre-k to highschool. Students are taught equations
and expressions, functions, the number systems, statistics,
geometry, and probability . (Louisiana)
Summarize what you have learned through this comparison.
Standards are important to have because they provide direction
with a goal which pushes students toward career and college
readiness. Standards help teachers acquire data that can be used
for differentiation. Students gain knowledge, attributes, and
skills when addressing standards.
References
Louisiana IXL alignment to math standards
http://com/standards/louisiana/ math?partner=google&campaign
=11433232537&adGroup=11184573739
Virginia Department of Education. (2010). English standards of

9. learning for Virginia public schools (grade seven) [PDF file].
Retrieved from http://www.doe.virginia.gov/testing/sol/
standards_docs/english/2010/stds_english7.pdf.
PART IV: STANDARDS INTEGRATION
Interdisciplinary Learning Activity 1
State Standard
7-MS-PS1-2 (Louisiana)
Analyze and interpret data on the properties of substances
before and after the substances interact to determne if a
chemical reaction has occurred.
Integrative Activity
ELA- Students will read an article about chemical reactions and
annotate the article. The students will then make a T chart with
the data on the properties of substances. The class will have a
group discussion explaining why or why not a chemical reaction
has or has not occurred.
Interdisciplinary Learning Activity 2
State Standard
7-MS-PS1-4 (Louisiana)
Develop a model that predicts and describes changes in particle
motion, temperature, and the state of a pure substance when
thermal energy is added or removed.
Integrative Activity
Dance- Students will get in groups of three or four and come up
with a dance that represents the molecules at different states.
The dancers will then be challenged to show what happens to
particle motion when temperature is added or taken away.

10. Interdisciplinary Learning Activity 3
State Standard
7-MS-PS1-5 (Louisiana)
Develop and use a model to describe how the total number of
atoms does not change in a chemical reaction and thus mass is
conserved.
Integrative Activity
ELA- The students read an article about Isaac Newton and the
conservation of mass. The students annotate the text and then
write a one page essay about how mass is conserved in a
chemical reaction.
Interdisciplinary Learning Activity 4
State Standard
7-MS-ESS2-4 (Louisiana)
Develop a model to describe the cycling of water through
Earth’s systems driven by energy from the sun and the force of
gravity.
Integrative Activity
Art- Students are to make a poster of the water cycle showing
the influences of the sun and gravity on Earth’s systems.
Interdisciplinary Learning Activity 5
State Standard
7-MS-ESS2-5 (Louisiana)
Collect data to provide evidence for how the motions and
complex interactions of air masses results in changes in weather
conditions.
Integrative Activity
ELA- The students will read a article about El Nino. They will
then answer a series of questions regarding the complex
interactions of air masses and the changing weather conditions.
They must cite specific evidence from the text.

11. References
Louisiana believes - Louisiana Department of Education.
Louisiana Believes Louisiana Department of Education. (n.d.).
Retrieved July 3, 2022, from http://www.louisianabelieves.com/
HORIZONTAL MAPPING PROJECT 2
Curriculum Project: Horizontal Mapping Project
Whitney Allison-Sims
School of Education, Liberty University
Author Note
Whitney Allison-Sims
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to
Whitney Allison-Sims
Email: [email protected]
HORIZONTAL MAPPING PROJECT 1
HORIZONTAL MAPPING PROJECT6

12. 1st Nine Weeks
MS.910 – Matter and Its Interactions
MS-PS1-1:
Chemical properties and Reactions
MS-PS1-2:
Chemical properties and Reactions
MS-PS1-3:
Chemical Properties and Reactions
MS-PS1-4:
Thermal Energy and Particle Motion
MS-PS1-5:
Conservation of Atoms in Reactions
Overview of Chemical Properties and Reactions
Overview of Thermal Energy and Particle Motion
Overview of Conservation of Atoms in Reactions
MS-PS3-1:
Thermal Energy Transfer
MS-PS3-2:

13. Thermal Energy Transfer
MS-PS3-3:
Thermal Energy Transfer
MS-PS3-4:
Thermal Energy Transfer
MS-PS3-5:
Thermal Energy Transfer
Overview of Thermal Energy Transfer
Assessment Day
2nd Nine Weeks
MS.910- Earth’s Systems
MS-ESS2-1:
Cycling of Water Through Earth’s Systems
MS-ESS2-2:
Cycling of Water Through Earth’s Systems
MS-ESS2-3:

14. Cycling of Water Through Earth’s Systems
MS-ESS2-4:
Cycling of Water Through Earth’s Systems
MS-ESS2-5:
Interacting Air Masses and Weather
MS-ESS2-6:
Atmospheric and Oceanic Circulation
Overview of Cycling of Water Through Earth’s Systems
Overview of Interacting Air Masses and Weather
Overview of Atmospheric and Oceanic Circulation
MS-ESS3-1:
Causes of Global Warming
MS-ESS3-2:
Causes of Global Warming
MS-ESS3-3:
Causes of Global Warming
MS-ESS3-4:
Causes of Global Warming
MS-ESS3-5:
Causes of Global Warming

15. Overview of Causes of Global Warming
Assessment Day
3rd Nine Weeks
MS.910- From Molecule to Organisms: Structures and Processes
MS-LS1-1:
Interacting Body Systems
MS-LS1-2:
Interacting Body Systems
MS-LS1-3:
Interacting Body Systems
MS-LS1-4:
Photosynthesis- Matter Cycling and Energy Flow
MS-LS1-5:
Photosynthesis- Matter Cycling and Energy Flow
MS-LS1-6:

16. Photosynthesis- Matter Cycling and Energy Flow
MS-LS1-7:
Food and Chemical Reactions
Overview of Interacting Body Systems
Overview of Photosynthesis- Matter Cycling and Energy Flow
Overview of Food and Chemical Reactions
MS-LS2-1:
Biodiversity and Ecosystem Services
Solution
MS-LS2-2:
Biodiversity and Ecosystem Services