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Barren County Schools

5th Grade CurriculumDRAFT 2007 Update

Shari AlexanderDistrict Curriculum Resource Teacher

5/18/2023 Barren County Schools 5th Grade Curriculum 2007 update DRAFT


Language Arts Curriculum

FIFTH GRADE LITERACY CURRICULUM

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Standard 1READING: Word Recognition, Fluency, and Vocabulary Development

Students use their knowledge of word parts and word relationships as well as context clues to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level appropriate words. Decoding and Word Recognition

Read aloud grade level appropriate narrative text and expository text with fluency and accuracy and with appropriate timing, change in voice, and expression.

Identify the connotation and denotation of new words. Use word origins to determine the meaning of unknown words. Determine the meaning and pronunciations of unknown words by using dictionaries, thesauruses, glossaries,

technology, and textual features, such as definitional footnotes or sidebars.Vocabulary and Concept Development

Understand and apply the meaning of the terms synonyms, antonyms, and homographs. Define the meaning of unknown words by using context clues and the author’s use of definitions, restatements,

and example. Identify the meaning of abbreviations. Know less common root and word parts from Greek and Latin and use this knowledge to analyze the meaning of

complex words.

Standard 2READING: Comprehension (Focus on Informational Materials)

Students read and understand grade level appropriate materials. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. At Grade 5, in addition to regular classroom reading, students read a variety of grade-level appropriate narrative and expository text, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. Structural Features of Informational and Technical Materials

Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization to find information and support understanding.

Contrast the actions, motives, and appearances of characters in a work of fiction and discuss the importance of the contrasts to the plot or theme.

Summarize the information in texts, recognizing that there may be several important ideas rather than just one main idea and identifying details that support each.

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Understand that theme refers to the central idea or meaning of a selection and recognize themes, whether they are implied or stated directly

Analyze a set of directions for proper sequencing, clarity, and completeness. Analyze the difference between fact and opinion. Describe the function and effect of common literary devices, such as imagery, metaphor, and symbolism.

Symbolism: the use of an object to represent something else Imagery: the use of language to create vivid pictures in the reader’s mind. Metaphor: an implied comparison in which a word or phrase is used in place of another.

Comprehension and Analysis of Grade-Level Appropriate Text Use appropriate strategies when reading for different purposes. Predict and support predictions with specific references to textual examples that may be in widely separated

sections of text. Evaluate new information and hypotheses by testing them against known information and ideas. Compare and contrast information on the same topic after reading several passages or articles. Make inferences based on implicit information in texts and provide justifications for those inferences. Answer literal, inferential, and evaluative questions to demonstrate comprehension of grade-appropriate print

texts and electronic and visual media. Distinguish between cause and effect and between fact and opinion in informational text.

Literary Criticism Evaluate the meaning of patterns and symbols that are found in myth and tradition by using literature from

different eras and cultures. Evaluate the author’s use of various techniques to influence readers’ perspectives.

Standard 3READING: Literary Response / Technical and Informational Application

Students read and respond to a wide variety of significant works of literature. They identify and discuss the characters, theme, plot, and setting of stories read. Literary Text

Explain how a character’s thoughts, words, and actions reveal his or her motivations. Identify the main events of the plot, including their causes and the effects of each event on future actions, and

the major theme from the story action. Use knowledge of the situation, setting and a character’s traits, motivations, and feelings to determine the causes

for that character’s actions.

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Describe the defining characteristics of literary forms and genres, including poetry, drama, chapter books, biographies, fiction, and non-fiction.

Identify and explain figurative language such as idioms, similes, metaphors, hyperbole, or personification and identify its use in literary works.

Draw conclusions from information in maps, charts, graphs, and diagrams.Technical/Informational

Compare important details about topic, using different sources of information, including books, magazines, newspapers, and online resources.

Analyze information found in graphs, charts, tables, maps, and diagrams. Clarify and follow steps in a set of instructions or procedures for proper sequencing and completeness and revise

if necessary. Distinguish relevant from irrelevant information in a text and identify possible points of confusion for the reader.

Standard 4WRITING

Process--Students discuss and keep a list of ideas for writing. They use graphic organizers. Students write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise.Organization and Focus

Discuss ideas for writing, keep a list of ideas, and use graphic organizers to plan writing. Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an

ending. Write informational pieces with multiple paragraphs that:

Present important ideas or events in sequence or chronological order. Provide details and transitions to link paragraphs. Include a concluding paragraph that summarizes important ideas and details.

Research and Technology Use organizational features (citations, endnotes, and bibliographic references) to locate information. Use note-taking skills. Create simple documents using a computer and employ organizational features (passwords, entry and pull-down

menus, work searches, thesaurus, and spell check).

Evaluation and Revision Review, evaluate, and revise for meaning and clarity using a writing rubric.

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Application—Students write narrative, expository, persuasive, and descriptive texts. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in the writing process. Writing demonstrates an awareness of the audience and purpose.

Write narratives with a consistent point of view, using sensory details and dialogue to develop plot, conflict, characters, and setting.

Write responses to literature that organize an interpretation around several clear ideas and justify the interpretation through the use of examples and specific textual evidence.

Write informational essays or reports, including research, that organize information with a clear introduction, body, and conclusion following common expository structures (cause-effect, comparison, or contrast) and include facts, details, and examples to illustrate important ideas.

Write persuasive letters that: State a clear position in support of a proposal. Support position with relevant evidence and effective emotional appeal. Follow organizational patterns of business or friendly letters. Address reader concerns. Write for different purposes and audiences.

Conventions—Students write using Standard English conventions appropriate to this grade. Review all convention k-4.HandwritingForms cursive connections correctly and writes proficiently and consistently in cursive the majority of the time for class assignments with the exception of exempted students.Sentence Structure (Maintain prior skills)

Identify and use interjections, prepositional phrases, appositives, main clauses, and subordinate clauses. Use transitions and conjunctions to connect ideas.

Grammar (Maintain prior skills) Identify and use appropriate tenses for misused verbs (lie/lay). Identify and use modifiers and pronouns. Understand that pronouns must agree with their antecedents in case (nominative, objective, possessive),

number, and gender.Punctuation (Maintain prior skills)

Use colons to separate hours and minutes and to introduce a list; use quotation marks around the exact words of a speaker and titles of articles, poems, songs, short stories, and chapters in books; use semi-colons and commas for transition. Use commas with appositives.

Capitalization (Maintain prior skills) Use correct capitalization in all sentences.

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Spelling Spell roots of words, prefixes, suffixes, contractions, syllable construction, and high frequency words

correctly.Prefixes:

Anti (as in antisocial) Inter (as in interstate) Co (as in coeducation) Mid (as in midnight, Midwest) Fore (as in forefather, foresee) Post (as in postseason) Ill, ir (as in illegal, irregular) Semi (as in semicircle)

Suffixes: Ist (as in artist, pianist) Ish (as in stylish, foolish) Ness (as in forgiveness, happiness) Tion, sion (as in relation, extension)

Nonword base: Tain (contain, detain) Ply (comply, imply) Sect (intersect, insect) Stant (constant, instant) Sume (consume, assume) Press (expressed, depressed) Ject (injection, project) Tect (protection, detective) Gress (regress, progress) Pose (depose, expose)

Standard 5LISTENING AND SPEAKING

Students deliver focused, coherent presentations that convey ideas and relate to the audience. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in writing. Comprehension

Ask questions that seek information not discussed.

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Interpret a speaker’s verbal and nonverbal message, purposes, and perspectives. Make inferences or draw conclusions based on oral reports.

Organization and Delivery of Oral Communication Select focus, organizational structure, and a point of view for an oral presentation. Clarify and support spoken ideas with evidence and examples. Use volume, phrasing, timing, and gestures to enhance meaning.

Analysis and Evaluation of Oral and Media Communication Identify and analyze persuasive techniques; identify faulty reasoning used in oral presentations and media.

Speaking Application Deliver narrative presentations with a consistent point of view, using sensory details to develop character,

setting, and plot. Deliver informational presentations by establishing controlling ideas, organizing information clearly, and

developing the topic with facts, details, and examples. Deliver oral responses to literature that summarize important events and details and justify the interpretation

through the use of examples and specific textual evidence.


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Math Curriculum

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MathSub-domain Grade 5

Number Properties and Operations 30%Measurement 17%

Geometry 21%Data Analysis 15%

Algebraic Ideas 17%

Number Properties and OperationsA. Numbers, Integers, and Place Value

Read and write numbers (in digits and words) up to the millions. Recognize place value up to millions. Order and compare numbers to millions using the signs < ,>, and =. Write numbers in expanded form. Continue introduction of integers

Locate positive and negative integers on a number line. Compare integers using the symbols <,> , =. Know that the sum of an integer and its opposite is 0. Add and subtract positive and negative integers.

Using a number line, locate positive and negative whole numbers. Locate fractions, decimals and whole numbers on a number line Round to the nearest ten; to the nearest hundred; to the nearest thousand; to the nearest hundred-thousand. Introduce using compatible numbers and rounding to estimate computational results Introduce exponents Review perfect squares and square roots to 144; recognize the square root sign, . Using the terms squared and cubed and to the nth power, read and evaluate numerical expressions with exponents. Identify the power of ten up to 10⁶ . Identify a set and the members of a set, as indicated by {}. Identify numbers under 100 as prime or composite. Identify prime factors of numbers to 100 and write using exponential notation for multiple primes. (factor trees, ladder diagram,

rainbow form) for example 54=3x3x2x3 or the prime factorization can be written as 2x3 Determine the least common multiple (LCM) of given numbers. Determine the greatest common factor (GCF)

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Ratio and PercentIntroduce Ratio Determine and express simple ratios. Use ratio to create a simple scale drawing.

Percent Recognize the percent sign (%) and understand percent as “per hundred.” Express equivalences between fractions, decimals, and percents, and know common equivalences:

1/10=10%¼=25%½=50%¾=75%

Find the given percent of a number.B. Fractions and Decimals

Fractions Recognize equivalent fraction (for example, ½ =3/6). Put fractions in lowest terms. Compare fractions with like denominators, using the signs, <, >, and =.

Add and subtract mixed numbers and fractions with like denominators. Introduce multiplying and dividing fractions. Identify the reciprocal of a given fraction Add and subtract fractions with like denominators. Add and subtract mixed numbers and fractions; introduce multiplying mixed numbers and fractions. Round fractions to the nearest whole number. Write fractions as decimals(e.g., ¼=0.25; 17/25=0.68; 1/3=0.3333…or 0.33, rounded to the nearest hundredth). Locate fractions on a number line

Decimals Read, write, and order decimals to the nearest ten-thousandth. Write decimals in expanded form.. Read and write decimals on a number line. Round decimals (and decimal quotients) to the nearest tenth; to the nearest hundredth; to the nearest thousandth. Estimate decimal sums, differences, and products by rounding. Add and subtract decimals through ten-thousandths. Multiply decimals: by 10, 100, and 1,000; by another decimal. Divide decimals by whole numbers and introduce dividing decimals.by decimals.

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Number ComputationUnderstand and apply computational procedures for adding, subtracting procedures for adding, subtracting, multiplying and dividing

whole numbers using memorized basic factsAddition Commutative, associative, zero property, and identity properties: know the names and understand the properties.

Multiplication Commutative, associative, zero and identity properties: know the names and understand the properties. Multiply two factors of up to three digits each. Write numbers in expanded form using multiplication. Estimate a product. Use mental computation strategies for multiplication, such as breaking into partial products, for example: 3x27 = (3x20) + (3x7) =

60 + 21=81. Solve word problems involving multiplication. Understand how the base 10 number system relates to place value (10 hundred thousands make a million, 10 tenths make a

hundredth). Introduce 10 hundredths make a thousandth, 10 millions make 10 million, 10 ten millions make a hundred million, 10 hundred millions make a billion).

Introduce powers of 10 (eg. 10 to the second = 100)

Division Understand multiplication and division as inverse operations. Know what it means for one number to be “divisible” by another number. Know that you cannot divide by 0: that any number divided by 1 = that number. Estimate the quotient. Divide dividends up to three digits by one-digit and two-digit divisors. Introduce 3 digit divisors Solve division problems with remainders; Introduce rounding a repeating decimal quotient. Check division by multiplying (and adding remainder).

Solving Problems and Equations Solve word problems with multiple steps. Solve problems with more than one operation. Solve equations using variables

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Measurement Relate units (e.g., linear, volume, mass) within a measurement systems (e.g., 125 cm=1m 25cm) Time: Solve problems on elapsed time: regroup when multiplying and dividing amounts of time. Use charts and tables to determine time schedules and work with time zones.

Geometry Identify and draw points, segments, rays, lines. Master basic geometric elements including points, rays, lines (perpendicular, parallel, intersecting), segments, sides, edges, faces,

vertices, radius, diameter, angles (acute, right, obtuse) Identify and draw lines: horizontal; vertical; perpendicular; parallel; intersecting. Identify, construct and measure the degrees in angles, and know that

Right angle = 90° Acute angle: less than 90°Obtuse angle: greater than 90° Straight angle = 180°

Identify and construct different kinds of triangles: equilateral, right, scalene and isosceles. Know what it means for triangles to be congruent or similar. Identify polygons:

Triangle, quadrilateral, pentagon, hexagon, octagon, parallelogram, trapezoid, rhombus, rectangle, square Know that regular polygons have sides of equal length and angles of equal measure. Use symmetry to construct a geometric design Identify and draw rotations, reflections and translations Introduce moving shapes in a coordinate plane using translations Introduce irregular polygons, regular polygons and patterns of lines of symmetry Circles

Identify radius (plural: radii), and diameter (radius = ½ diameter) and circumference.Introduce arc and chordUsing a compass to draw circles.

Review Perimeter

AreaReview the formula for the area of a rectangle ( area= length x width) and solve problems involving finding area in a variety of square units (such as mi²; yd²; ft²;in², km²; m²; cm²; mm²).

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Data Analysis Understand probability as a measure of likelihood that an event will happen; using simple models, express probability of a given

event as a fraction, as a percent, and as a decimal between 0 and 1. Use counting techniques, tree diagrams, and tables to explore probability experiments. Explore how sample size affects probability of the outcome. Pose question, collect, organize and display/interpret data Make predictions and draw conclusions. Choose an appropriate way to collect and organize data in graphic form (bar, line, and circle graphs). Solve problems requiring interpretation and application of graphically displayed data. Find the average (mean), median , mode, range and order of a given set of numbers. Continue –Represent, interpret, and describe function relationships through tables, graphs, and verbal rules Continue recognizing, creating, and continuing patterns (give an informal description for a continuance of the pattern, generalize

patterns through a verbal rule.

Algebraic Ideas Recognize variables and solve basic equations using variables. Write and solve equations for word problems. Find the value of an expression given the replacement values for the variables, for example: What is 7-c if c is 3.5? Review plotting basic points on a coordinate plane, using ordered pairs of positive whole numbers. Organize data and plot points onto the first quadrant of coordinate system Generalize a rule for ordered pairs. Create, recognize, extend, find and write rules for number patterns. Graph simple functions. (for example input/output)

Barren County Schools14


Science CurriculumPlease note content is different from 5th Grade POS and CC Version 4.1. Strands were combined to allow for depth of instruction over 5th and 6th grade. 5th Grade is Earth and portions of Life. 6th Grade is Physical and portions of Life.

Grade 5The Earth and the Universe

Water Cycle Water as a Solvent (watersheds and interaction of water with earth materials) Atmosphere Air movement and global weather patterns

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Compare weather and climate Oceans effect on climate Compare Components of the Solar System Use Models/representations that illustrate system and resulting interactions Relationship between oceans and climate (ET UC) Technology tools Components of the Solar System Effect of Sun’s energy on Earth System (ET UC) Relationship between Sun’s energy and Seasons (ET UC) Water Cycle, winds, ocean currents and growth of plants affected by Sun’s

energy (ET UC) Predictable movements of the sun, moon and Earth Interaction of sun, moon, and Earth (e.g. moon phases, seasons, eclipses) Rock Cycle Atmosphere Lithosphere Constructive Forces (crustal deformation, faulting, volcanic eruption and deposition of

sediment) Destructive Forces (weathering and erosion) Landforms resulting from constructive and destructive forces

Unity and Diversity Plant and animal structures and functions (internal and external) Important levels of organization for structure and function (cells, tissues, organs and

organ systems and organisms) Structure and function as the basis for classification schemes

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All organisms composed of cells Cells function is similar in all living organisms Single cell organisms Plant and animals are multicellular Cells group together in cooperative systems (tissues, and/organs and organ systems and

ecosystems) Review Classification systems from 4th Scientific Tools: microscope

Energy Transformations Sunlight is transformed by a chemical reaction in plant cells (photosynthesis) to form

nutrients for plants The role of photosynthesis Closed Systems (relationship between temperature and heat) Earth processes influenced by energy from the sun (water cycle, nitrogen cycle,

photosynthesis)

Interdependence Populations and communities within ecosystems Categorize by function (producers, consumers, decomposers Food Webs Adaptations and survival Ecosystems

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Social Studies CurriculumSocial Studies will be completed by summer 07. Use Program of Studies until curriculum is finalized.

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I. Making a Constitutional Government

A. Main Ideas Behind the Declaration to the Constitution 1. The proposition that “All men are created equal” 2. The responsibility of government to protect the “unalienable rights” of the people 3. Natural rights: “Life liberty, and the pursuit of happiness” 4. The “right of the people…to institute a new government

B. Making a New Government: From the Declaration to the Constitution

1. Definition of “republican” government: republican=government by elected 2. Representatives of the people 3. Articles of Confederation: weak central government 4. “Founding Fathers”: James Madison as “Father of Constitution” 5. Constitutional Convention 6. Arguments between small and large states 7. The divisive issue of slavery, “three-fifths” compromise C. The Constitution of the United States 1. Preamble of the Constitution 2. The separation and sharing of powers in American government: three branches of government 3. Checks and balances, limits on government power, veto 4. The Bill of Rights: first ten amendments to the Constitution, including:

Freedom of religion, speech, and the press (First Amendment) Protection against “unreasonable searches and seizures” The right to “due process of law”

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The right to a trial by jury Protection against “cruel and unusual punishment”

D. Levels and Functions of Government (National, State, and Local)

1. Identify current government officials, including: President and vice-president of the U.S. State governor

2. State governments: established by state constitutions (which are subordinate to the U.S. Constitution, the highest law in the land), like the national government, each state government has its legislative, executive, and officials 3. Local governments: purposes, functions, and officials 4. How government services are paid for (taxes on individuals and businesses, fees, tolls, etc.)

5. How people can participate in governmentII. Early Presidents and Politics A. Define: cabinet and administration B. George Washington as the first President, Vice-President John Adams C. John Adams, second president, Abigal Adams D. National capitol established at Washington, D.C. E. Growth of political parties F. Arguments between Thomas Jefferson and Alexander Hamilton: two opposed Visions of America, as an agricultural or industrial society G. Modern-day system: two main parties (Democrats and Republicans), and independents H. Thomas Jefferson, third president I. Correspondence between Jefferson and Benjamin Banneker J. Jefferson as multifaceted leader (architect, inventor, musician, etc.) K. The Louisiana Purchase (review from grade 1) doubles the nations size and gains control of Mississippi River. L. James Madison, fourth president

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M. War of 1812 (briefly overview from grade 2) N. James Monroe, fifth president, the Monroe Doctrine O. John Quincy Adams, sixth president P. Andrew Jackson, seventh president

a. Popular military hero, Battle of New Orleans in War of 1812b. Presidency of the “common man”c. Indian removal policies

III. Reformers A. Introduce children to some prominent people and movements in the ferment of social change in America prior to the Civil War: 1. Abolitionists 2. Dorothea Dix and the treatment of the insane 3. Horace Mann and public schools

3. Women’s Rightsa) Seneca Falls conventionb) Elizabeth Cady Stantonc) Lucretia Mottd) Amelia Bloomere) Sojourner Truth

IV. Symbols and Figures A. Recognize and become familiar with the significance of:

a. Spirit of 76 (painting)b. White House and Capitol Buildingc. Great Seal of the United States

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Practical Living

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Practical LivingSub Domain Weight for 7th GradeHealth/PE 50%

Consumerism/Vocational 50%

HEALTH

Substance Abuse (review) Identify existing influences (peer pressure, advertisements) Discuss effective strategies for dealing with peer pressure (assertiveness, refusal skills) Identify and describe the effects of side stream smoke Identify nicotine as a stimulant Provide accurate information about alcohol and its effects Describe physiological effects and behavioral effects of marijuana Discuss (legal, school, family, and personal) consequences of using drugs Identify risk factors for young people using and abusing drugs Identify reasons people start/don’t start using drugs List strategies to reduce potential risk from drugs Identify sources of help

Nutrition Education (review) Use a food pyramid to create a healthy menu for a day Define and give examples of nutrients, vitamins, and minerals Explain food gives your body the material if needs to stay healthy and that it supplies the energy your body needs Define and explain the main use of fats and carbohydrates in the body Give examples of good sources of fats and carbohydrates Define and explain the need for vitamins and minerals in the body and give examples of good sources Explain the importance of a balanced diet Identify nutritious snack choices for health and well-being

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Physical Health and Wellness (review) Identify infectious diseases Identify causes of diseases Explain how disease agents enter the body

Physical Health and Wellness (review) Explain how the body defends against disease prevention Explain how good health habits prevent disease Explain strategies to promote good health and decrease childhood disease (e.g., diet, exercise, rest, immunization) Explain that there are body changes (e.g., elevated heart rate, respiration, perspiration) that can occur during

physical activity Explain there are numerous benefits of exercise to the body (e.g., muscular growth and development, good posture,

stress management) Know that health related fitness includes many components (e.g., muscular strength, muscular endurance, flexibility,

body composition, aerobic endurance) Know that physical fitness is based on an investment of time and effort Know the Circulatory System

Pioneering work of William Harvey Heart: four chambers (auricles and ventricles), aorta Blood

Red blood cells, white blood cells, platelets, hemoglobin, plasma, antibodies Blood vessels: arteries, veins, capillaries Blood pressure, pulse Coagulation

Filtering function of liver and spleen Fatty deposits can clog blood vessels and cause a heart attack Blood types (four basic types: A, B, AB, O) and transfusions

Know the Respiratory System Process of taking in oxygen and getting rid of carbon dioxide Nose, throat, voice box, trachea Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli Smoking: damage to lungs, lung cancer

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** Introduce and discuss physical, social, and emotional changes that occur during pre-adolescence and adolescence such as:

Girls: body grows taller, broader, development of breasts, sweat more, develop body odor, hair becomes oily, skin becomes oily and pimples may develop, hair under your arms and on legs starts to grow

Boys: body grows taller, muscles develop and chest gets broader, sweat more, develop body odor, hair becomes oily, skin becomes oily and pimples may develop, hair under your arms and on legs, on face and sometimes chest starts to grow, voice starts to get deeper.

Personal Health and Safety (review) Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills Evaluate the importance of wearing appropriate safety equipment Create strategies to maintain personal security in risk situations (kidnapping, etc.) Create a personal directory which includes procedures for obtaining needed emergency assistance Design a personal plan for stress and anger management Review safe traffic/transportation practices (e.g., wearing protective gear when roller blading, skating, boarding,

bicycling, crossing street) to eliminate accidents Review electrical safety

PHYSICAL EDUCATION There are fundamental motor skills for enhancing physical development

o Identify and perform all 7 basic locomotor skillso Distinguish between locomotor and non-locomotor skillso Refine simple movement sequence containing locomotor and non-locomotor skills by adding directions, levels and

pathways

AH –E (CREATING A DANCE) Students will create a dance using the elements of dance with a beginning, middle, and an end that communicates

ideas, thoughts, and feelings

PL There are fundamental manipulative skills

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o Continue to refine the skills of striking, throwing, catching, kicking, dribbling, volleying, and shooting

o Identifies major teaching cues associated with manipulative skillso Self-assessment of student’s abilities to perform each skillo Assesses other classmates performances of manipulatives and provides feedback on how to improve

There are fundamental movement conceptso Exploration of body awarenesso Exploration of space awareness including self and general spaceo Exploration of time such as how slow or fast the body is movingo Combines body awareness, space awareness, and time to movement through the activity areao Analysis of others individual movement sequences with specific criteria

Physical and social benefits result from regular and appropriate participation in physical activities throughout one’s lifetimeo Discuss the benefits of regular exerciseo Demonstrate ability to check heart rate on signalo Discuss the concepts of frequency, intensity, time and typeo Review the circulatory system and how exercise effects ito Identify specific bones and muscles and name their functions

Frequent practice contributes to improved performanceo Introduction to benefits of appropriate practiceo Demonstrates appropriate practices for specific skills

Basic rules for participating in simple games and activities are needed to make games fairo Students demonstrate the ability to follow simple rules while participating in game playo Students design rules for and play creative games

Rules of behavior and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyableo Students demonstrate good sportsmanship during various physical activitieso Students provide examples of good and bad sportsmanship

AH-E (PERFORMING A DANCE) With a partner or in a small group, students will perform folk, square and

ethnic dances using the elements of dance with locomotor and non- locomotor movements

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AH-E(RESPONDING TO DANCE) Students will discuss how the elements of dance and the expressive qualities of movement (ideas, emotions)

contribute to the idea of dance

AH-E Students will explain, using appropriate terminology, how dance

communicates ideas, thoughts, and feelings

AH-E Students will explain how dance has been part of cultures and time periods

throughout history

AH-E Students will describe, using appropriate terminology, differences and

commonalities in dances of different cultures (African, Native American, Colonial American), purposes, and styles

CONSUMERISMMost of this will be in the social studies section under the sub domain of economics. Please refer to that as you teach this sub domain.

VOCATIONAL STUDIES

Individual and Family Relationships (review) Integrate the principles of rights, responsibilities, conflict resolution, cooperation, sources of authority, choices,

decision making, and values at home, school, and community Begin to evaluate the appropriateness of individual freedoms and the freedoms of others Create basic classroom/school rules Evaluate the importance of cooperation, respect, and support within a family

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Introduce, identify, and discuss strategies to prevent violence (conflict resolution, walking away, taking deep breaths, counting to 10, talking about feelings etc.)

Identify coping strategies (goal setting, time management, decision-making processes) to promote mental and emotional health.

Choosing and Preparing for a Career Know that people need to work to meet basic needs Know that male and female roles are changing in many occupations Know that there are different job opportunities in the home, school and community Know that a person may hold several jobs before deciding on a career Know that knowledge of interests and abilities is helpful when selecting and preparing for a career Know that as a person grows and changes, career choices may change

Skills and Work Habits that Lead to Success Know that personal responsibility and good work habits (e.g., good attendance, honesty, dependability,

punctuality, courtesy, cooperation) are important at home, school and work Know that completion of job responsibilities is important at home, school, and work

Specific Skills Needed for Success in the Future Know that academic skills that relate to various jobs and careers are needed for future success

Specific Skills Needed for Success in the Future Know that technology is used in many homes, schools, jobs, and careers Know that many tasks can be completed more efficiently when team skills (e.g., cooperation,

communication) are used

Community Resources and Services (review) Identify community agencies/resources and determine their services Recognize that certain community agencies provide health and safety services

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Arts and Humanities Curriculum

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Coming soon Drama, Dance and Art use POS until

MusicI. Elements of Music – Through participation in creating and performing activities, become familiar with basic elements of music

(Much of the content at grade 5 will be review. New content will be denoted with *)A. Rhythm – Review rhythmic ostinatoB. Tempo – Use the Italian terms largo, adagio, andante, moderato, allegro, and prestoC. Dynamics – Review pianissimo (pp), piano (p), mezzo piano (mp), mezzo forte (mf), forte (f), and fortissimo (ff)D. Harmony - Review unison, unaccompanied, and accompaniedE. Harmony/Form – Review roundsF. Harmony – Sing two part songs of increasing difficultyG. Harmony – Sing partner songs*H. Harmony – Introduce harmonic intervals*I. Form – Review AB/2-Part form, ABA/3-Part form, Call and Response, and Rounds

II. Music Notation - Understand that music is written down in a special way and through participation, begin to read music using the following:A. Rhythm – Notate music using eighth note, eighth rest, quarter note, quarter rest, dotted quarter note, half note, half rest, dotted half

note, whole note, whole restB. Rhythm – Recognize and utilize meter signatures, bar lines, measure, double bar line, pick up, tie, and fermataC. Melody – Notate short simple melodies that demonstrate melodic directionD. Melody – Review staff, treble clef, bass clef, pitch names in treble clef, ledger lines, stem direction, step, skip, and repeated notes

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E. Melody – Introduce half step and whole step*F. Melody – Introduce the major scale*G. Harmony – Recognize harmonic intervals*H. Form – Review repeat signs, introduction, coda, and first and second endings

III. Listening and UnderstandingA. Timbre

1. Review instruments and instrument families of the orchestra2. Discuss the difference between an orchestra and a band*3. Review instruments of the Baroque Era4. Review instruments used in Native American and West African music5. Review folk instruments6. Recognize the adult female voice as high (treble clef) and the adult male voice as low (bass clef)*7. Recognize the changing voice*

B. Introduce the functions of music – recreational, ceremonial, and artistic expression*C. Composers

1. Review Bach and Handel2. Explore the life and music of Antonio Vivaldi*

A. Cultures and Styles1. Review music of the Baroque Era2. Review Native American, American folk, West African music3. Review lullabies, marches, game songs, folk songs, and spirituals4. Introduce and discuss blues, popular, rock, rap, country, and work songs*

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Remainder to comeArt, Dance, Drama Summer 2007

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barren county schools 5t… · web viewbarren county schools. language arts curriculum. fifth...

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