Curriculum map is an important tool of achieving the best practices in delivery of lessons (Zemelman, Daniels, and Hyde, 2005). In the above curriculum map, the topic about Oceans will be taught efficiently by ensuring that sufficient time allocated to cover each topic and objectives. The map will bring out the picture of how the above topic will be tackled such that the teacher can create a balance between teacher-directed concepts and student-generated investigations. The above map will also facilitate assessment planning. Periodic self-assessment and assessment using rubrics promotes awareness of strengths and areas for improvement (Utah Education Network, 2003). For my students to develop real world application for concepts, the curriculum map for the above topic will find cross-curricular connections which can be intentionally promoted.
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Using the above curriculum map again, I would change the time this lesson is delivered such that the lesson coincides with the period whereby students can have ample time for outdoor activities such as making small ocean models. The skills and activities which will not be well taught will be remodeled to be in line with the State standards of the place where the lesson will be taught. Since curriculum map gives curricular coherency. I will not be engaged in what Dr. Jacobs (2001) refers to as "…treadmill teaching” by recording, reflecting, studying, and revising my individual map so that the lesson makes sense to all students.
