D630
Designing Curriculum and Instruction 1 (OIM2)
TASK 1 - Passed
Curriculum Analysis Worksheet
Western Governors University
,GGN1 Task 1 WGU Curriculum Analysis Worksheet
Scenario: You are the curriculum director at a school, and you have been asked to conduct a curriculum analysis using a whole-course curriculum
currently taught at your school. The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where
specifically to include a focus on nonacademic skills.
A. Identify Curriculum
1.
Subject Area,
Grade or Level
B. Unpack the Curriculum
Curriculum Analysis Goal: The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to
include a focus on nonacademic skills.
3. Nonacademic Skills (Implicit Curriculum)
Curriculum 1. Content/Topic Area 2. Academic Standards (Explicit Curriculum)
a. Describe how each nonacademic skill is connected to
the academic content of the unit.
Matter Social and Emotional Learning (Teamwork,
Virginia Science Standards of Learning
Communication, Collaboration): In this unit we
2018 complete a density lab where students must work in lab
Topic A: States of Matter groups. They collaboratively work to measure and
Topic A: States of Matter calculate the densities of the unknown materials. In their
Topic B: Physical and PS.2. c.1: Construct and use models and simulations groups, they must decide who plays what role
Chemical Properties to represent and/or explain the atom and phases of (measurer, scribe, time manager, etc.) This helps
Unit 1 matter; evaluated the limitations of models used, students not only identify but work to their strengths
when appropriate. (2019) within the group. By the end of the lab, students should
Topic C: Atomic Theory be able to find the density of objects through water
and Nature of Science PS.2. c.3: Interpret diagrams representing different displacement, as well as by using the density formula for
phases of matter. (2019) irregular shaped objects.
Topic D: Periodic Table
Topic B: Physical and Chemical Properties
PS.3. a.1: Distinguish between physical properties
, GGN1 Task 1 WGU Curriculum Analysis Worksheet
and chemical properties of matter. (2019)
PS.3. a.2: Generate, analyze, and interpret data in
tables, graphs, charts, diagrams, and/or other
displays related to physical and chemical properties
of matter. (2019)
PS.3. a.3: Apply mathematical and computational
thinking to calculate and compare the densities of
substances. (2019)
PS.3. a.4: Identify and describe a pure substance
based on its physical and/or chemical
properties. (2019)
PS.3. a.5: Provide examples of the specific uses of
matter that are suited to their physical or chemical
properties. (2019)
PS.3. a.6: Plan and conduct investigations to
explore the relationship among mass, volume, and
density, collecting and analyzing data in metric
units and the International System of Units (SI
units). (2019)
PS.3. a.7: Generate, analyze, and interpret data in
tables, graphs, charts, and/or other displays related
to mass, volume, and density. (2019)
Topic C: Atomic Theory and Nature of Science
PS.2. a.1: Provide examples to demonstrate how the
development of atomic theory illustrates the nature
of science (2019)
PS.2. a.2: Construct and use models and simulations
to represent the structure of atoms; evaluate the
limitations of models used (2019)
PS.2. a.3: Differentiate among scientific hypotheses,
theories, and laws (2019)
PS.4. a.1: Compare the location, charge, and relative
mass of protons, neutrons, and electrons in a single
atom. (2019)
PS.4. a.2: Differentiate between atoms of an
element and its isotopes. (2019)
PS.4. a.3: Recognize that an atom’s identity is
related to the number of protons in its nucleus
(2019)
Designing Curriculum and Instruction 1 (OIM2)
TASK 1 - Passed
Curriculum Analysis Worksheet
Western Governors University
,GGN1 Task 1 WGU Curriculum Analysis Worksheet
Scenario: You are the curriculum director at a school, and you have been asked to conduct a curriculum analysis using a whole-course curriculum
currently taught at your school. The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where
specifically to include a focus on nonacademic skills.
A. Identify Curriculum
1.
Subject Area,
Grade or Level
B. Unpack the Curriculum
Curriculum Analysis Goal: The goal of your analysis is to consider the development of nonacademic skills in the curriculum and where specifically to
include a focus on nonacademic skills.
3. Nonacademic Skills (Implicit Curriculum)
Curriculum 1. Content/Topic Area 2. Academic Standards (Explicit Curriculum)
a. Describe how each nonacademic skill is connected to
the academic content of the unit.
Matter Social and Emotional Learning (Teamwork,
Virginia Science Standards of Learning
Communication, Collaboration): In this unit we
2018 complete a density lab where students must work in lab
Topic A: States of Matter groups. They collaboratively work to measure and
Topic A: States of Matter calculate the densities of the unknown materials. In their
Topic B: Physical and PS.2. c.1: Construct and use models and simulations groups, they must decide who plays what role
Chemical Properties to represent and/or explain the atom and phases of (measurer, scribe, time manager, etc.) This helps
Unit 1 matter; evaluated the limitations of models used, students not only identify but work to their strengths
when appropriate. (2019) within the group. By the end of the lab, students should
Topic C: Atomic Theory be able to find the density of objects through water
and Nature of Science PS.2. c.3: Interpret diagrams representing different displacement, as well as by using the density formula for
phases of matter. (2019) irregular shaped objects.
Topic D: Periodic Table
Topic B: Physical and Chemical Properties
PS.3. a.1: Distinguish between physical properties
, GGN1 Task 1 WGU Curriculum Analysis Worksheet
and chemical properties of matter. (2019)
PS.3. a.2: Generate, analyze, and interpret data in
tables, graphs, charts, diagrams, and/or other
displays related to physical and chemical properties
of matter. (2019)
PS.3. a.3: Apply mathematical and computational
thinking to calculate and compare the densities of
substances. (2019)
PS.3. a.4: Identify and describe a pure substance
based on its physical and/or chemical
properties. (2019)
PS.3. a.5: Provide examples of the specific uses of
matter that are suited to their physical or chemical
properties. (2019)
PS.3. a.6: Plan and conduct investigations to
explore the relationship among mass, volume, and
density, collecting and analyzing data in metric
units and the International System of Units (SI
units). (2019)
PS.3. a.7: Generate, analyze, and interpret data in
tables, graphs, charts, and/or other displays related
to mass, volume, and density. (2019)
Topic C: Atomic Theory and Nature of Science
PS.2. a.1: Provide examples to demonstrate how the
development of atomic theory illustrates the nature
of science (2019)
PS.2. a.2: Construct and use models and simulations
to represent the structure of atoms; evaluate the
limitations of models used (2019)
PS.2. a.3: Differentiate among scientific hypotheses,
theories, and laws (2019)
PS.4. a.1: Compare the location, charge, and relative
mass of protons, neutrons, and electrons in a single
atom. (2019)
PS.4. a.2: Differentiate between atoms of an
element and its isotopes. (2019)
PS.4. a.3: Recognize that an atom’s identity is
related to the number of protons in its nucleus
(2019)
