Curriculum Project Curriculum Essentials Project Template
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Liberty University *
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Feb 20, 2024
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CURRICULUM ESSENTIALS PROJECT
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Curriculum Project: Curriculum Essentials Project
Alyson Crosby
School of Education, Liberty University
Author Note
Alyson Crosby
I have no known conflict of interest to disclose. N/A
Correspondence concerning this article should be addressed to Alyson Crosby.
Email: aacrosby@liberty.edu
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PART I: MISSION STATEMENT Our school is committed to empowering students to develop their full potential and become lifelong learners who contribute positively to society. We achieve this by fostering a safe, inclusive, and supportive learning environment that values diversity, creativity, and critical thinking. Our curriculum is designed to challenge and inspire students to explore their interests, pursue their passions, and acquire the knowledge, skills, and attitudes necessary to succeed in a rapidly changing world. We also encourage students to engage with their local and global communities, to develop empathy, leadership, and civic responsibility, and to make a positive difference in the world.
References
Thornton Fractional South
. Thornton Fractional High School District #215. (n.d.). https://www.tfd215.org/south/ PART II: CHARACTER EDUCATION 1.
Respect
2.
Responsibility
3.
Preseverance
4.
Integrity
5.
Empathy
6.
Courage
7.
Gratitude
8.
Compassion 1. Respect: Students could participate in a role-play activity where they practice using "I" statements and active listening skills to resolve a conflict with a peer. For example, students could be given a scenario where two friends disagree about what game to play during recess. They would then take turns using "I" statements to express their feelings and needs, while their partner practices active listening skills by summarizing what they heard and validating their partner's perspective. The goal is to find a solution that respects both students' opinions and needs.
2. Responsibility: Students could plan and execute a school-wide fundraiser, taking ownership of their roles and responsibilities and reflecting on the impact of their actions. For example, students could form committees to handle different aspects of the fundraiser, such as advertising, collecting donations, and organizing the event. They would then work together to create a detailed plan and timeline, and execute their plan with support and guidance from their teacher. After the fundraiser is over, students would reflect on their
experiences and the impact of their actions on the school and community.
3. Perseverance: Students could work on a challenging project over the course of several weeks, receiving support and feedback from their teacher and peers along the way. For example, students could be given a research project on a complex topic, such as climate change or social justice issues. They would work in small groups to gather information, analyze data, and create a final presentation or report. Throughout the project, students would receive feedback and support from their teacher and peers, and reflect on strategies
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for overcoming challenges and staying motivated.
4. Integrity: Students could analyze a real-world ethical dilemma and present a persuasive argument for the course of action they believe is most honest and principled. For example, students could be given a case study
on a business or political scandal, and asked to research the facts and stakeholders involved. They would then
create a presentation or debate where they argue for the most ethical course of action, and reflect on the importance of honesty and integrity in their own lives.
5. Empathy: Students could participate in a "cultural exchange" activity where they learn about the customs, traditions, and perspectives of a different culture or community. For example, students could be paired with a pen pal from a different country, and exchange letters or emails over the course of several weeks. They would
learn about each other's cultures, traditions, and perspectives, and reflect on how their own experiences and biases shape their understanding of the world.
6. Courage: Students could participate in a "challenge by choice" activity where they are encouraged to step outside their comfort zones and take risks in a safe and supportive environment. For example, students could participate in a ropes course or rock climbing activity, where they are given the option to choose their level of
challenge and support each other through the experience. They would reflect on the importance of taking risks and facing fears, and how it can build confidence and resilience.
7. Gratitude: Students could participate in a "gratitude journal" activity where they reflect on the things they are thankful for and how they can show appreciation for others. For example, students could create a daily or weekly journal where they write down three things they are grateful for and why. They would also reflect on how they can show appreciation for the people in their lives, such as writing a thank-you note or performing a
random act of kindness.
8. Compassion: Students could participate in a service learning project where they work with a local organization or community to address a social or environmental issue. For example, students could volunteer at a food bank or participate in a beach clean-up project. They would reflect on the impact of their actions on the community and the importance of showing compassion and empathy for those in need.
References
Character Education Units and lessons
. Character Education Units and Lessons | Learning to Give. (n.d.). https://www.learningtogive.org/resources/character-education-units-and-lessons Evidence-based character education programs, Curriculum & Lessons.
Character Education Programs, Curriculum & Lessons | Positive Action. (n.d.). https://www.positiveaction.net/character-education-
curriculum-programs US Department of Education (ED). (2005, December 20). Character education. Our shared responsibility.
Home. https://www2.ed.gov/admins/lead/character/brochure.html PART III: STANDARDS COMPARISON
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Virginia state and national standards both emphasize the importance of mathematical fluency, problem-
solving, and reasoning skills. Virginia's Standards of Learning focus on specific topics such as number and number sense, computation and estimation, measurement, geometry, probability, and statistics. The Common Core State Standards (CCSS) for Mathematics focus on fewer topics with greater depth and emphasize the development of mathematical practices such as perseverance and precision. Both standards require students to
apply mathematical concepts to real-world situations.
One specific comparison between Virginia state and national standards is the emphasis on algebraic thinking. Virginia's standards require students to understand algebraic concepts such as patterns, functions, and equations. The CCSS for Mathematics also emphasize algebraic thinking, but they do so by focusing on the development of mathematical practices such as modeling and using abstract reasoning to solve problems.
In summary, both Virginia state and national standards for Mathematics emphasize mathematical fluency, problem-solving, and reasoning skills. Virginia's Standards of Learning focus on specific topics, while the CCSS for Mathematics focus on fewer topics with greater depth. Both standards require students to apply mathematical concepts to real-world situations.
One contrast between Virginia state and national standards within Math is the approach to teaching geometry.
Virginia's Standards of Learning require students to learn specific geometric concepts such as points, lines, angles, and shapes. The Common Core State Standards (CCSS) for Mathematics also include geometry, but they focus more on the development of reasoning skills and conceptual understanding, such as understanding the relationships between shapes and the properties of geometric figures.
Another contrast is the emphasis on statistics and probability. Virginia's Standards of Learning require students to learn about probability and statistics in the context of data analysis and problem-solving. The CCSS for Mathematics have a separate domain for statistics and probability, and they emphasize the development of statistical reasoning and the ability to use data to make informed decisions.
In summary, Virginia state and national standards within Math differ in their approach to teaching geometry and the emphasis on statistics and probability. Virginia's Standards of Learning focus more on specific concepts, while the CCSS for Mathematics emphasize reasoning skills and conceptual understanding.
I have learned through comparing and contrasting Virginia state and national standards in Mathematics that both standards emphasize the importance of mathematical fluency, problem-solving, and reasoning skills. Virginia's Standards of Learning focus more on specific topics, while the Common Core State Standards (CCSS) for Mathematics focus on fewer topics with greater depth and emphasize the development of mathematical practices such as perseverance and precision. Additionally, Virginia's standards require students
to learn specific geometric concepts, while the CCSS for Mathematics focus more on reasoning skills and conceptual understanding. Finally, Virginia's standards emphasize probability and statistics in the context of data analysis, while the CCSS for Mathematics have a separate domain for statistics and probability and emphasize the development of statistical reasoning.
References
Common core state standards
. Common Core State Standards |. (n.d.). https://learning.ccsso.org/common-
core-state-standards-initiative
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Virginia Department of Education
. (n.d.). Virginia Standards of Learning & Common Core State Standards. Retrieved May 25, 2020, from http://www.doe.virginia.gov/testing/common_core/index.shtml
PART IV: STANDARDS INTEGRATION
Interdisciplinary Learning Activity 1
State Standard
Computation and Estimation 6.5 The student will a) multiply and divide fractions and mixed numbers; b) solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of fractions and mixed numbers; and c) solve multistep practical problems involving addition, subtraction, multiplication, and division of decimals.
Integrative Activity
Math: Create a Recipe and Measure Ingredients: Students can create a recipe for a
dish of their
choice and measure out the ingredients using measuring cups and spoons. They can also calculate the total amount of ingredients needed for different numbers of servings. Students can also discuss the importance of measuring accurately and how measurements can affect the outcome of the dish.
Interdisciplinary Learning Activity 2
State Standard
6.6 The student will investigate and understand that water has unique physical properties and has a role in the natural and human-made environment. Key ideas include a) water is referred to as the universal solvent; b) water has specific properties; c) thermal energy has a role in phase changes; d) water has a role in weathering; e) large bodies of water moderate climate; and f) water is important for agriculture, power generation, and public health.
Integrative Activity
Science: Create a Terrarium and Observe the Water Cycle: Students can create a terrarium and
observe the water cycle by adding water to the soil and watching it evaporate and condense on the sides of the container. They can also observe the growth of plants and discuss how they depend on water and sunlight. Students can also discuss the importance of the water cycle and how it affects the environment.
Interdisciplinary Learning Activity 3
State Standard
VS.1
The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by
a) analyzing and interpreting artifacts and primary and secondary sources to understand events in Virginia history;
b)
analyzing the impact of geographic features on people, places, and events to support an understanding of events in Virginia history;
c)
interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia history; d)
recognizing points of view and historical perspectives;
e)
comparing and contrasting ideas and cultural perspectives in Virginia history;
f)
determining relationships with multiple causes or effects in Virginia history;
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g)
explaining connections across time and place;
h)
using a decision-making model to identify costs and benefits of a specific choice made;
i)
practicing good citizenship skills and respect for rules and laws while collaborating, compromising, and participating in classroom activities; and
j)
investigating and researching to develop products orally and in writing.
Integrative Activity
Social Science: Create a Timeline and Research Important Events: Students can create a timeline of important events in Virginia history and research the events to gain a deeper understanding of their significance. They can also use primary sources such as maps, photographs, and documents to learn more about the events. Students can also discuss how the
events on the timeline are connected and how they have shaped Virginia's history.
Interdisciplinary Learning Activity 4
State Standard
6.1 The student will apply creative thinking to communicate personal ideas, experiences, and narratives in works of art.
Integrative Activity
Art: Create a Collage and Use Different Materials: Students can create a collage that depicts a scene from a book they have read and use different materials such as magazine clippings, fabric, and paint to create texture and depth. They can also discuss how the different materials contribute to the overall effect of the collage. Students can also discuss how the visual elements of the collage relate to the themes and messages of the book.
Interdisciplinary Learning Activity 5
State Standard
The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. b) Make, confirm, and revise predictions.
c) Describe how word choice and imagery contribute to the meaning of a text. d) Describe cause and effect relationships and their impact on plot. e) Use prior and background knowledge as context for new learning. f) Use information in the text to draw conclusions and make inferences. g) Explain how character and plot development are used in a selection to support a central conflict or story line. h) Identify the main idea. i) Identify and summarize supporting details. j) Identify and analyze the author’s use of figurative language. k) Identify transitional words and phrases that signal an author’s organizational pattern. l) Use reading strategies to monitor comprehension throughout the reading process.
Integrative Activity
Reading: Create a Comic Strip and Identify Key Elements: Students can create a comic strip that summarizes a chapter from a book they have read and identify key elements such as the setting, characters, and plot. They can also discuss how the use of images and text contributes to the overall effect of the comic strip.
References
Common core state standards
. Common Core State Standards |. (n.d.).
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https://learning.ccsso.org/common-core-state-standards-initiative Virginia Department of Education
. (n.d.). Virginia Standards of Learning & Common Core State Standards. Retrieved May 25, 2020, from http://www.doe.virginia.gov/testing/common_core/index.shtml