grade five overview

8/4/2019 Grade Five Overview

1/27

WASHINGTON INTERNATIONAL SCHOOL

International Baccalaureate

Primary Years ProgramLearning Outcomes for Grade Five


2/27

TABLE of CONTENTS

Language Outcomes Pages 1-3

Math Outcomes Pages 4-6

Social Sciences Outcomes Pages 7-9

Science Outcomes Pages 10-11

Visual Art Outcomes Pages 12-13

Music Outcomes Pages 14-15

Drama Outcomes Pages 16-21

Physical Education Outcomes Pages 22-23

Information Technology Page 24

Information Literacy Page 25


3/27

GRADE FIVE: Learning Outcomes for LanguageThis document contains subject-specific outcomes for Grade Five. For an overview of subjects

and approaches to learning, please see thePrimary Years Program Overview.

READING

Strategies/Skills

On word level

Reads and interprets a variety of new complex words by using appropriate word identificationstrategies

On sentence level

Self corrects, rereads and reads on automatically

On text level

Is able to select, use, monitor, and reflect on appropriate strategies for different reading purposes Develops an awareness of literary techniques and structures

Recognizes the author and illustrator and uses book structure to select appropriate material Can formulate and apply research strategies

Fluency

Reads orally with fluency and expression, demonstrating awareness of punctuation

Comprehension

Literal

Can apply understanding of text structure to the acquisition, organization, and application of

information Can select key information and ignore irrelevant material Can identify and integrate layers of facts and concepts within a text Can compare and contrast different point of view Makes and substantiates predictions based on complex text Recognizes specific language forms such as figurative language, jargon and technical language Knows the defining characteristics of a variety of genres

Critical

Is able to interrogate texts, articulating problems and formulating relevant questions Can draw on literary and cultural repertoires to construct meanings n order to compare the

perceived world view of an author with own Can recognize texts as cultural constructs; and can analyze the cultural beliefs underpinning texts

WRITING

Ideas/Content

Generates ideas independently using a variety of strategies Presents original ideas

Page 1
http://www.wis.edu/academics/PYPProgramOverview.pdfhttp://www.wis.edu/academics/PYPProgramOverview.pdf


4/27

GRADE FIVE: Learning Outcomes for Language Has a focused topic Uses interesting and important details to support topic Conducts research effectively

Organization/Purpose

Uses the Writing Process independently Communicates fluently and effectively using a range of text forms across all content areas Writes a number of short structures paragraphs with topic sentences and supporting details Makes simple notes which identify main ideas, attempts to paraphrase and summarize

Vocabulary

Vocabulary choices are varied, imaginative and appropriate reflecting content and audience Language is used precisely and effectively, conveying intended meaning Uses reference books to access new vocabulary to be applied in multiple contexts independently Develops words relationships

Style

Writes to elicit a variety of emotions in the audience Writes from another perspective Writing flows easily

Writing Mechanics

Edits for grammar, spelling, capitalization and punctuation with increased independence

Spelling

Shows increased spelling accuracy of content words Applies advanced spelling rules Uses common patterns and word relationships (root words, etc) Uses appropriate resources to check spelling

Grammar

Applies grammar rules independently Uses different types of sentences appropriately Identifies the main parts of speech and their function (subject/predicate)

Capitalization

Uses appropriate conventions , including layout, competently

Punctuation

Uses appropriate punctuation competently

Page 2


5/27

GRADE FIVE: Learning Outcomes for Language

Page 3

Handwriting

Presents writing legibly and fluently Is able to use appropriate font and font size in word processing

ORAL LANGUAGE

Use of Oral Information

Processes ideas and information from a rage of classroom texts dealing with challenging ideasand issues

Interacts with peers in structured situations to discuss familiar or accessible subjects Listens to a range of sustained oral language sources on challenging ideas, noting key ideas and

information Uses language features for effect in unplanned oral language situations Shows critical awareness of audience and purpose when using English/target language in

different contexts

Contextual understanding

Makes adjustments in speaking and listening to suit specific purposes and audiences Includes relevant and appropriate information to orient their listeners (e.g. acknowledge different

opinions) Discusses ways in which oral language can include or exclude the values and beliefs of particular

audiences Selects techniques designed to impact or influence a particular audience (e.g. irony, humor)

Mechanics of Oral language

Recognizes and controls most language structures and features appropriate to the purpose ininformal and some formal situations (e.g. can express and justify own opinion succinctly, can

rephrase others contributions to group discussions) Experiments with some language structures and features that enable speakers to influence

audiences Selects vocabulary to impact on target audience Adjusts speaking and listening behaviors appropriate to the purpose and situation when

interacting (e.g. builds on the ideas of others to achieve group goals, invites others to have aspeaking turn)

Responds to spoken language using common school and social conventions (e.g. takes turns inconversations)

Strategies for Oral Language

Selects and applies appropriate strategies for monitoring and adjusting communication Monitors and reflects on spoken language drawing on knowledge of differences in nonverbal

behaviors (e.g. facial expression, eye contact, proximity) Plans and selects appropriate strategies when speaking (e.g. uses anecdotes and data to

influence an audience) Plans and selects appropriate strategies when listening (e.g. records important ideas) Uses strategies to improve listening in challenging contexts (e.g. clarification, confirms

information)


6/27

GRADE FIVE: Learning Outcomes for MathThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


NUMBER AND OPERATIONS

Students will explore the different number systems and study the relationships among them.

Compare the base-ten system with non-zero systems Read and represent numbers, using place value and the base 10 system, to one billion and to

thousandths Count, compare, and order numbers to one billion and to thousandths Construct and deconstruct numbers to one billion and to thousandths Write numbers to one billion in words, numerals and expanded notation Read, write and represent fractions of a region and a set with denominators up to 12 Compare and order fractions with unlike, but related denominators Read, write and model improper fractions and mixed numbers Find equivalent fractions with related denominators Round whole numbers to the nearest 100 thousand Round decimals to the nearest whole and tenth

Students will understand the meanings of operations and how they relate to one another as well ascompute fluently and make reasonable estimates.

Use the distributive, commutative and associative properties of addition and multiplication Multiply three-digit numbers by two-digit numbers Divide four-digit dividends by two-digit divisors Express remainders as fractions and decimals to hundredths Find equivalent fractions in order to add and subtract unlike fractions and mixed numbers with

and without regrouping Reduce fraction sums and differences to lowest terms Multiply fractions with like and unlike denominators

Read, write and model addition and subtraction of decimals to thousandths Solve a problem with fractions or decimals Estimate sums and differences and determine reasonableness with fractions and decimals

MEASUREMENT

Students will understand measurable attributes of objects and the units, systems and processes ofmeasurement.

Solve a variety of problems using measurement skills Estimate, measure and record in standard units of length, weight, and capacity using the

appropriate tool/unit to the nearest .5 unit

Convert units of length, weight, and capacity within a system of measurement Compare benchmark temperatures in Fahrenheit and Celsius

Use the formula side + side + side+ to find the perimeter of a polygon Use the formula of length x weight to find the area of a rectangle Find the area of a triangle using the relationship between rectangles and triangles Determine elapsed time in quarter hour intervals. Determine times worldwide Make and record change from $20.00 Calculate change from $100.00

Page 4


7/27

GRADE FIVE: Learning Outcomes for MathStudents will apply appropriate techniques, tools and formulas to determine measurements.

Choose an appropriate tool and unit to measure a specific attribute Choose an appropriate formula to calculate the perimeter and area of polygons

DATA ANALYSIS AND PROBABILITY

Students will formulate questions that can be addressed with data and collect, organize and displayrelevant data to answer them.

Organize and display data using: tables; bars; graphs; line graphs Design a survey and systematically collect, organize, record and interpret data

Students will select and use appropriate statistical methods to analyze data.

Describe and compare data from: tables; line graphs; circle graphs Find, describe, and explain: range; mean; median; mode Select an appropriate type of graph for a given data set

Students will develop and evaluate inferences and prediction that are based on data.

Identify trends and patterns and make predictions based on given data Propose and justify conclusions based on: range; mean; median; mode

Students will understand and apply basic concepts of probability.

Represent probability with: decimals; percents; ratios Determine the theoretical probability of an event and explain why it might differ from experimental

probability

ALGEBRA

Students will investigate and analyze patterns, relations and functions.

Describe and make generalizations and predictions about complex repeating and growingnumeric patterns

Translate patterns from tables to graphs and draw conclusions about the patterns Identify the function for a given complex numerical pattern

Students will analyze mathematical situations and structures using algebraic symbols.

Use the commutative property, distributive and associative properties to find unknowns

Find unknown quantities in: factors; products; divisors; dividends; quotients Complete number sentences to demonstrate equality between operations: _x(_-_)=(_-_)+_ Use the relationships among addition, subtraction, multiplication and division to solve problems

Page 5


8/27

GRADE FIVE: Learning Outcomes for Math

Page 6

GEOMETRY

Students will analyze characteristics and properties of two and three dimensional geometric shapes anddevelop mathematical arguments about geometric relationships.

Describe, model, and classify polygons by total degrees of interior angles

Describe, model, and classify polygons by parallel and perpendicular sides Classify, sort, and describe all triangles by interior angles as isosceles, scalene, and equilateral Identify and measure types of angles as: obtuse; acute; right

Students will specify locations and describe spatial relationships using coordinate geometry and otherrepresentational systems.

Describe locations and distances in the first quadrant using ordered pairs

Students will apply transformations and use symmetry to analyze mathematical situations.

Identify and demonstrate forms of symmetry: reflection; rotational; glide symmetry

Model volume of cubes and rectangular prisms using cubes as units


9/27

GRADE FIVE: Learning Outcomes for Social SciencesThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


HISTORY

Perspectives and Interpretation

Students will be able to identify different perspectives and interpretations in fiction and non-fiction texts.

Distinguish between fact and opinion Identify how character traits influence actions and decisions Describe how setting (time and place) influence decisions and actions Tell stories from the point of view of more than one character Suggest alternative scenarios created by different courses of action taken by characters

Chronological Thinking

Students will be able to place events in appropriate time frames.

Students will be able to sequence events in order to develop a sense of chronology

Define a year/decade/century Order events in sequence over years/decade/century

Interconnectedness

Students will understand factors that shape events

Identify the main characters and the role they play in shaping an event. Identify the setting, its values, and its perspectives in shaping an event Identify the main idea of a more complex text

Identify the sequence of events and their relation to one another List the causes that lead to an event

Methods of Inquiry

Historical Methods:Students will interpret and use data from multimedia resources

Identify the main idea and supporting details in a text Provide personal reflection to information in a text Use photographs/paintings/artifacts to hypothesize about lifestyles and beliefs Formulate questions to conduct research Locate/select appropriate resource to find information to research questions Compose responses to research/inquiry questions using more than one source List works cited

GEOGRAPHY

Five Themes of Geography

Page 7
http://www.wis.edu/academics/PYPProgramOverview.pdfhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+11%3A12%3A48+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+11%3A13%3A18+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+11%3A13%3A18+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+11%3A12%3A48+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://www.wis.edu/academics/PYPProgramOverview.pdf


10/27

GRADE FIVE: Learning Outcomes for Social SciencesLOCATIONStudents will apply understanding of location to local, regional, and global issues.

Locate places on a map using a grid Give examples of countries belong to specific continents Identify political divisions within countries

Identify equator and describes places as been north and south of the equator.

PLACEStudents will apply understanding of place to local, regional, and global issues.

Define and give examples of the following: valley, plateau, peninsula, bay/gulf, parts of a river:mouth, source, delta

Compare and contrast the climate/vegetation of the following regions: desert, rainforest,grasslands, polar regions

MOVEMENTStudents will apply understanding of movement to local, regional, and global issues

Give simple reasons why goods move

HUMAN/ENVIRONMENTAL INTERACTIONStudents will apply understanding of human/environmental interactions to local, regional, and globalissues

Explain how humans have altered their environment Define the following terms related to ecosystems:

natural resourcesfinite and infinite resourcesconstructed and human made featuressimple and complex technology

SUSTAINABLE DEVELOPMENTStudents will apply understanding of location, place, movement, and human/environmental interactions toidentify actions for sustainable development in local, regional, and global areas.

Give examples of changes in the environment brought about naturally or by man Explain the need to recycle materials List actions that can be taken to revitalize the environment

Methods of Inquiry

Students will use appropriate primary and secondary resources to acquire, DISPLAY AND INTERPRET

information.

Distinguish between political and physical map Use legend to interpret physical map Construct physical and political maps to display selected information using :

legendlegendcompass rosetitle

Page 8
http://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+11%3A13%3A50+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+11%3A13%3A50+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+School


11/27

GRADE FIVE: Learning Outcomes for Social Sciences

Page 9

Construct maps to mark:countriesphysical features of a region

Interpret aerial/space photographs to identify physical and human features Construct and explains simple graphs

Students will ask geographical questions

Ask questions about connections, perspective, and responsibility based on geographicphenomenon

Include specific vocabulary to formulate questions

Students will understand theoretical frameworks

Give simple explanations for geographic phenomenon

Students will interpret and apply data

Construct simple template to collect data Construct simple bar/line/pie graphs Use graphs to make simple interpretations

Geographical Patterns & Processes

Students will understand various geographical processes physical and human geographyStudents will recognize various patterns in physical and human geography

Explain how vegetation affects human settlement


12/27

GRADE FIVE: Learning Outcomes for ScienceThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


Unifying Science Concepts and Processes

Students will describe and appreciate the similarity and diversity of forms, functions and patterns within

the natural and constructed world.

Students will describe and appreciate how the natural and constructed world is made up of systems andhow interactions take place within and among these systems.

Students will recognize their misconceptions in science and the origin of these misconceptions.

Students will recognize levels of organization and order.

Outline the solar system and identify the sun as a star

SCIENCE AS INQUIRY

Students will carry out age-appropriate scientific inquiry.

Incorporate the concept of a "fair test" into the design of their experiments Communicate the results of their observations in different formats including oral presentations

and writing Weigh the relative strength or reliability of data used to construct explanations Begin using the concept of scientific evidence Make sensible predictions based on scientific knowledge about the possible outcomes of

investigations

Students will continue using the cognitive and affective skills necessary to become an effective scientist.

Formulate questions about objects, organisms and events in their environment that can be

answered by their own observations and investigations combined with scientific information fromreliable sources

Start developing the skills to critique and analyze their and others' investigative work and results.

Life Processes and Living Things

Students will recognize and understand characteristics and processes of living things and theirinteractions with the environment.

Show that life processes common to plants include growth, nutrition reproduction and death Explain that humans and some other animals have skeletons and muscles to support and protect

their bodies and also to help them to move. Recognize that the human body is composed of different systems that interact to help the body

work effectively. Identify the role of the leaf in producing new material for growth Explain how the root anchors the plant, and that water and minerals are taken in through the root

and transported through the stem to other parts of the plant State the parts of the flower and explain their role in the life cycle of flowering plants including

pollination, seed formation, seed dispersal and germination Use simple food chains to show feeding relationships in a habitat Recognize that almost all food chains start with a green plant

Page 10
http://www.wis.edu/academics/PYPProgramOverview.pdfhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A21%3A42+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A26%3A14+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A26%3A14+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A30%3A39+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A30%3A39+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A26%3A14+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A21%3A42+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://www.wis.edu/academics/PYPProgramOverview.pdf


13/27

GRADE FIVE: Learning Outcomes for Science

Page 11

Materials and Their Properties

Students will develop an understanding of the properties of matter and the changes in these properties.

Describe and classify rocks and soils on the basis of their characteristics, including appearance,texture and permeability

State that some materials are better electrical conductors than others

Physical Processes

Students will develop an understanding of physical phenomena, the relationships between physicalquantities and their transformations.

Recall the wide range of everyday appliances that use electricity Construct simple circuits involving batteries or a power supply, wires, bulbs, switches and other

components to make electrical devices work. Show a switch can be used to break a circuit Recognize that electrical circuits require a complete loop through which an electrical current can

pass. Investigate the forces of attraction and repulsion between magnets , and the forces of attraction

between magnets and magnetic materials Recognize that objects are pulled downwards due to gravitational attraction between them and

the Earth Explore how to change the pitch and volume of sounds produced by some vibrating objects Demonstrate that vibrations from sound sources require a medium through which to travel to the

ear Describe how the position of the sun appears to change during the day and how shadows change

as this happens Describe how day and night are related to the spin of the Earth on its own axis

Science and Society

Students will appreciate the history of science and recognize that science is a human endeavor.

Describe how early man used tools and simple machines for survival.

Students will recognize the need to interact responsibly with the world around us.

Identify the extent of human impact, positive and negative, on the environment. Demonstrate community responsibility through a group project related to the environment.
http://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A31%3A37+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A32%3A34+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A33%3A36+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A33%3A36+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A32%3A34+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+10%3A31%3A37+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+School


14/27

GRADE FIVE: Learning Outcomes for Visual ArtThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


Making Art

Students will appreciate and recognize principles of design.

Identify elements of design such as line, shape, etc. (knowledge) Apply their knowledge by making art work using principles of design (application) Analyze and convey principles of design in their own and others' work (analysis) Apply previously mastered skills, knowledge and concepts to new work (synthesis) Critique own and others' work. (evaluation)

Students will be able to solve problems associated with their work.

Identify problems to be solved (knowledge) Consider solutions, summarize issues, and predict outcomes and consequences

(comprehension)

Use acquired knowledge to solve problems (application) Analyze their solutions to see what necessary adaptations and change are needed to make work

successful (analysis) Modify original plan to move it to the next level (synthesis) Reflect on whether their plans have worked (evaluation)

Students will be able to manipulate materials and employ a variety of processes in making art.

Know the natures and functions of a variety of tools, processes and materials (knowledge) Appreciate and distinguish among the functions and characteristics of tools, processes and

materials (comprehension) Demonstrate knowledge and uses of tools, processes and materials (application) Select and use appropriate tools, processes and materials (analysis) Demonstrate ability, when problem solving, to use familiar tools, processes and materials in new

ways (synthesis) Discriminate among appropriate tools, processes and materials (evaluation)

Aesthetic Awareness

Students will show critical judgment of their own and others work.

Identify elements and principles of design, application, and materials within their own and others'works (knowledge)

Make sense of and interpret how those principles work in different pieces, and develop anawareness of standards of appraisal (comprehension)

Explain how, if they were to do a piece again, they would do it (application). Produce work based on accumulated knowledge and understanding of principles of design,

applications and materials based on their reflection of what they have learned (synthesis) Compare and contrast elements from works of differing quality (evaluation)

Students will be aware of art history and of the role of art in culture.

Students will: Identify art works as being from different times or cultures (knowledge)

Page 12
http://www.wis.edu/academics/PYPProgramOverview.pdfhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A22%3A44+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A24%3A13+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A24%3A13+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A22%3A44+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://www.wis.edu/academics/PYPProgramOverview.pdf


15/27

GRADE FIVE: Learning Outcomes for Visual Art

Page 13

Art Approaches

Students will appreciate the importance and impact of their own and others attitudes to art.

As a practitioner, know who they are and what attitudes they bring to their work (knowledge) Recognize which attitudes are required of a student of art: qualities such as openness, self-

awareness, risk taking, etc. (comprehension) Show willingness to expand options beyond initial ideas (application) Analyze how attitudes, experience, interests and cultural context have an impact on how they see

things and carry out their work (analysis) Incorporate and extend awareness of their attitudes in subsequent works (synthesis)

Art & the Other Disciplines

Students will be able to make connections across disciplines.

Identify knowledge that comes from other disciplines in their work (knowledge) Recognize the legitimacy of using information from other disciplines to develop or inform their

work (comprehension) Apply knowledge from other areas in their work (application) Infer the presence of and recognize connections and influences from other disciplines on their

work (analysis) Incorporate information or skills from other disciplines in planning for their work (synthesis)
http://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A25%3A24+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A26%3A23+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A26%3A23+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A25%3A24+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+School


16/27

GRADE FIVE: Learning Outcomes for MusicThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


Performing/Literacy

Students will perform a varied repertoire of music.

Sing alone, and with others, a varied repertoire of music with appropriate timbre, diction andposture; including echo songs, call and response songs, partner songs and rounds and sing intwo parts.

Sing songs in major and minor keys in tune with accurate rhythms. Sing from memory songs of diverse cultures, with expression of tempo, dynamics and phrasing. Play rhythmic patterns and ostinati on non-pitched percussion instruments. Play melodic, rhythmic and chordal patterns (in C, G, F) and ostinati, appropriate to their level, on

pitched percussion instruments. Perform independent instrumental parts while other students sing or play contrasting parts. Play or sing in groups, blending timbres, and responding to the conductor's cues. Play, alone and with others, notes included in the C, F and G Major scales on recorder with

appropriate posture, embouchure, breathing, dynamics and respond to the conductor's cues.

Students will understand the elements of music.

Describe elements of music: high/low/medium, soft/loud/medium, slow/fast/moderate, short/long,(de)crescendo, diminuendo.

Discuss simple forms: AB, rondo.

Students will read and notate music.

Read new rhythms: syncopation with sixteenth & eighth notes, sixteenth rest. Read high do, high re, high mi, ti, la, sol, fa, mi, re, do, low la, low sol, on movable-do staff (F, G,

C). Use standard symbols to notate meter 4/4, 2/4, 3/4, 6/8 (bar lines, measures, and repeat sign),

rhythm and pitch. Read rhythmic and melodic patterns in the treble clef. Read simple rhythmic and melodic patterns in the bass clef. Identify and define notation symbols for dynamics, tempo, and articulation and interpret them

correctly when performing.

Aesthetic Awareness

Students will understand music from cultural, historical and social perspectives.

Use vocabulary to describe instruments and music of various genres and styles.

Describe distinguishing characteristics of some music genres and styles from a variety ofcultures.

Students will listen to and analyze music.

Identify by genre or style aural examples of music from various historical periods and cultures. Respond through movement to music of various tempos, dynamics, genres and styles to express

what they hear. Describe forms: binary, ternary, rondo, chorus/verse.

Page 14
http://www.wis.edu/academics/PYPProgramOverview.pdfhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+9%3A50%3A37+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+9%3A51%3A41+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+9%3A51%3A41+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+9%3A50%3A37+AM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://www.wis.edu/academics/PYPProgramOverview.pdf


17/27

GRADE FIVE: Learning Outcomes for Music

Page 15

Discuss different musical styles using appropriate terms. Describe the elements of music while listening to music from varied sources, such as:

high/low/medium, pp, p, mp, mf, f, ff, slow/fast/moderate, staccato, legato. Identify the sounds of a variety of orchestral instruments and voices.

Creative Expression & Production

Organizing sounds through composition and arrangement, using specified guidelines.

Improvise rhythmic and melodic accompaniments on pitched and unpitched instruments. Improvise "answers" in same styles to given rhythmic and melodic phrases.

Compose short pieces within specific guidelines.


18/27

GRADE FIVE: Learning Outcomes for DramaThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


Appreciation of Drama

Students will approach drama with a disciplined focus.

Begin to understand appropriate behaviors in drama, for example, as an audience member or asa performer.

Listen with increasing concentration and focus. Listen with interest and an appreciation of differences in style to tales and legends presented in a

variety of story telling modes (with a book, orally, puppetry, video, film, dance, plays, etc.). Talk about how they feel when they create and share their work. Tell the teacher or group about their favorite and least favorite part of a story, play or short film.

Students will understand the position of drama and theatre in a global world.

Experience live performances.

Discuss performing art experiences. Be exposed to stories and plays from other time and places. Display an awareness of stories and theatrical conventions from others' cultures. Recognize connections between the performances of a number of cultures. Explain and appreciate some of the varied careers within the performing arts. Recognize varying cultural perspectives and how they are expressed through drama.

Students will understand their role and responsibilities as a participant.

Understand and maintain appropriate behaviors in drama, for example as an audience memberor respecting the personal space of others, working as part of a team, respecting the needs ofothers.

Encourage their peers through applause, positive criticism, praise and encouragement.

Understanding & Interpreting Drama

Students will be able to recognize the varied components of drama and dramatic literature.

Recall significant aspects of a story (plot, character, sequences, setting). Make connection on story lines and themes in various stories, tales, and legends (comparative

literature).

Students will compare and contrast drama with connecting art forms.

Increasingly develop heightened sensory responses to stimuli (music, pictures, environment,people, etc.), which enrich expression and interpretation during dramatic activities.

Compare and discuss the effectiveness of tales and legends presented in a variety of story tellingmodes (with a book, orally, puppetry, video, film, dance, plays, etc.).

Discuss the differences and similitude in a variety of performance modes (plays, ballets,concerts).

Students will be able to deconstruct text/story in order to create personal interpretation.

Page 16
http://www.wis.edu/academics/PYPProgramOverview.pdfhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A04%3A09+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A05%3A54+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A05%3A54+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A04%3A09+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://www.wis.edu/academics/PYPProgramOverview.pdf


19/27

GRADE FIVE: Learning Outcomes for Drama Use face and body to express interpretations of:

PoemsSongsStoriesDramatic pieces

Use faces / body / voice / words to interpret characters created by others.

Dramatize original or others' stories and dramatic pieces. Respond as character to the setting. Respond as character towards other characters. Respond as character to events of the situation. Risk guessing part not yet told and/or predict outcomes. Offer alternative ending to stories or legends. Re-tell stories using pantomime, narration, original dialogue among other dramatic service.

Storytelling & Play Creating

Students will re-tell or create stories.

Retell stories using their own words. Tell created story. Use body and voice to express an imagined sensory experience. Create original stories. Risk guessing part not yet told and/or predict outcomes. Offer alternative endings to stories or legends. Re-tell stories as an event including personal details, style, tone and expression. Write poetry, songs, raps, plays, scripts, stories, explanations and journal as part of their dramatic

work.

Students will create plays or adapt existing texts/stories.

Use voices to create imagined characters. Use voice to interpret characters created by others. Use body and voice to express an imagined sensory experience. Create original stories. Risk guessing part not yet told and/or predicts outcomes. Offer alternative endings to stories or legends. Re-tell stories as an event including personal details, style, tone and expression. Dramatize stories using pantomime, narration, original dialogue, among other dramatic devices.

Risk guessing part not yet told and/or predict outcomes.

Performing

Students will apply knowledge of drama through performance.

Use body to communicate expressly: Imitate physical motions and facial expressions. Respond to specific directions to: stand, sit, jump, freeze, smile, frown, etc. Start and stop a motion or facial expression clearly. Keep still when required. Change face and body to correspond to a variety of recognizable emotions. Repeat motion sequences. Use face and body to create movements of imagined characters. Use face and body to interpret characters created by others.

Page 17


20/27

GRADE FIVE: Learning Outcomes for Drama Use voice to communicate expressible: Imitate vocal sounds. Respond to directions to modulate vocal expression of sound (loud, soft, high, low). Keep quiet and/or silent when required. Pronounce sounds and words with precision (diction). Increase strength and clarity of voice at a distance (projection). Repeat songs, poems, sentences (call response technique).

Memorize and recite songs, poems and sentences, text, stories, dialogues. Use voice to express interpretations of: Poems, songs, stories, dramatic pieces. Use imagination to communicate expressible:

Identify the sense used to experience an actual sensory event. Use to acquire detailed information. Heighten sensory responses to actual situations. Use sensory memory to portray imagined sensory experience. Portray a variety of emotional situations: anger, joy, fear, surprise. Use face/body/voice/words to:

- Pantomime- Recite- Narrate and storytell- Portray original characters

- Interpret characters created by others Dramatize original or others' stories and dramatic pieces.

- Respond as character to the setting- Respond as character towards other characters- Respond as character to the situation

Improvise within dramatic situation set by others (teacher, leaders,) exercise directions. Improvise within dramatic situation they have created.

Students will create characters to present in classroom and/or public settings.

Use face and body to create movements of imagined characters. Use face and body to interpret characters created by others. Use sensory memory to portray imagined situation or character. Use face/body/voice/words to:

-Portray original characters-Interpret characters created by others

Dramatize original and others' stories and dramatic pieces:-Respond as character to the setting.-Respond as character towards other characters.-Respond as characters to events of the situation.

Improvise within dramatic situations set by others (teachers, leaders) exercise directions). Improvise within dramatic situation created by them.

PERFORMANCEBy the end of this age range, children aged 3-5 will:

Mimic a variety of sounds, for example a high-pitched bird call or a low, growling roar. Share ideas in one format, for example, mime act, without preparation time.

By the end of this age range, students aged 5-7 will:

Portray a character in a given situation. Create their own endings to a performance. Use a performance as a problem-solving tool.

Page 18


21/27

GRADE FIVE: Learning Outcomes for Drama Develop an awareness of the relationships between voice and body. Convey a message using drama techniques. Share ideas in more than one format, for example mime and puppetry. Be able to improvise through dramatic action with a partner. Follow simple stage directions.

By the end of this age range, students aged 7-9 will:

Portray and sustain a character role in a given situation. Predict possible outcomes of performance. Use a performance as a problem-solving tool. Create a performance for a particular audience or purpose. Experiment and develop vocal control in the use of character voices, impersonations, and

accents. Share ideas in multiple formats, for example, mime, puppetry, or storytelling, distinguishing

between formal and informal performance types. Create a scene in small groups using improvisation.

By the end of this age range, students aged 9-11 will:Maintain an appropriate stage presence.

Use performance as a problem-resolving tool. Choose and use numerous formats and performance types appropriately, for example polished

musical versus improvised mime. Use expressive techniques in body language and facial expression. Use performance within the PYP exhibition.

Conceptualizing Productions

Students will visualize and articulate concepts of design and direction.

Use imagination to communicate expressively. Identify the sense used to experience an actual sensory event. Use senses to acquire detailed information. Heighten sensory responses to actual situations. Use memory to portray imagined situation or character. Transform objects for other imagined uses. Become increasingly willing and able to use objects symbolically. Become increasingly willing and able to imagine scenes and situations during play and exercises. Become increasingly willing to take physical, vocal and verbal risks within imagined situation. Become increasingly willing and able to create original characters, stories, and legends

individually and within a group.

Students will produce stories, scenes and plays.

Dramatize original or others' stories and dramatic pieces. Respond as character to the setting. Respond as character towards others characters. Respond as character to events of the situation. Become increasingly willing and able to dramatize, interpret and give emotional depth to

character, stories, legends, and situations created by others.

Page 19
http://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A06%3A39+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+Schoolhttp://wis.rubiconatlas.org/standards/standards_local_drilldown.asp?UserID=14&YearID=2009&SessionID=6731&LoginTime=5%2F18%2F2009+08%3A57%3A41+AM&NTS=5%2F18%2F2009+12%3A06%3A39+PM&SL=5809257&PHPSESSID=419kqd9c8dpjsjl7nbvrc9hri3&schoolname=Washington+International+School


22/27

GRADE FIVE: Learning Outcomes for Drama Become increasingly willing and able to dramatize, interpret and give emotional depth to

character, stories, legend and situations created by the students themselves.

Analysis and Criticism

Students will be able to break down a dramatic text, story or performance.

Recall significant aspects of a story (plot, character, sequences, setting). Recognize elements unique to playwriting (stage direction, character, cues, and acts) and know

how to use them. Recall an important and /or colorful details of a story (names, humorous moments, unusual

expressions, etc.). Risk guessing parts not yet told and/or predicts outcomes. Offer alternative endings to stories or legends. Make connections and comparisons among story lines and themes in various stories, tales, and

legends (comparative literature). Be able to listen to or see a play and re-tell its story (recognize the plot). Be able to distinguish between characters and their goals and objectives. Be able to interpret and articulate meaning and point of view as portrayed through plot and

character. Be able to recognize elements unique to playwriting (stage direction, character, cues, and acts)

and know how to use them.

Students will be able to form and express personal responses to dramatic stories.

Tell the teacher or group about their favorite and least favorite part of a story, play or short film. Identify emotions attached to a situation viewed in a performance. Listen with interest and appreciation of differences in style, to tales and legends presented in a

variety of storytelling modes (with a book, orally, puppetry, video, film recording, dance, plays,etc.).

Be increasingly able to critique the value and style of dramatic and theatrical works experiencedand considered by the group.

Ensemble Dynamic

Students will work as a group to accomplish tasks.

Develop personal kinesthetic and vocal awareness and control. Share ideas with a partner or small group. Develop negotiation skills to work in group. Work cooperatively toward a common goal, taking an active part in a creative experience. Discuss their work.

Become increasingly able and willing to express and share ideas and feeling within group. Participate increasingly in group dramatic play and exercises. Be increasingly willing and able to take risks (physical, vocal and verbal) within the group. Be increasingly willing and able to accept and respond to different ideas, opinions and emotions

of others. Be increasingly willing and able to consider social and ethical issues during discussions and

drama activities. Be increasingly willing and able to problem solve within the group. Initiate and respond with motions, vocalizations, and verbalizations towards and with others

during improvisational situations and groups exercises.

Page 20


23/27

GRADE FIVE: Learning Outcomes for Drama

Page 21

Be an increasingly responsible participant and contributor to a group dramatic effort and/orpresentation.

Students will become one of a GROUP as opposed to many individuals.

Work to enhance the creative ideas and performances of others. Accept criticism and build on it Appreciate and use the ideas of others in drama Discuss performances and presentation experiences to identify what has been effective and what

needs to be developed Pay attention to what worked well and why


24/27

GRADE FIVE: Learning Outcomes for Physical EducationThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


Knowledge and Understanding

Students will demonstrate an understanding of the principles and concepts related to a variety of physical

activity

Acquire basic principles of movement, team sports, and individual sports. Understand offensive and defensive positions and concepts

Students will understand that physical activity is an important part of a healthy lifestyle

Explain the health benefits of regular exercise.

Students will use various components that contribute to health-related fitness:

Model good nutrition and hydration habits

Model good hygiene habits Understand the benefits of Injury prevention and rest and recovery Demonstrate knowledge of body composition

Movement Composition

Students will compose and communicate meaning and ideas through movement

Create drills to practice skills previously taught in the unit and explain to their peers and instructor

Performance and Application

Students will demonstrate the acquisition of age appropriate motor skills

Students will demonstrate the acquisition of age appropriate locomotion skills

run through obstacle course run and jump run changing speed on marks

Students will develop kinesthetic and spatial awareness (hand eye coordination, foot eye coordination,balance and form)

Hand eye coordinationo throw and catch with partnero throw and catch different objects

Foot eye coordinationo pass ball to partner when in motiono track ball

Balanceo hop on one foot while movingo balance in simple postures

Formo practice proper form during performance

Page 22


25/27

GRADE FIVE: Learning Outcomes for Physical Education

Page 23

o proper form in simple poses

Students will demonstrate the acquisition of age appropriate ball skills dribbling, catching, throwing andstriking)

Dribbling

o with dominant and non-dominant hando with inside and outside step in pairs switching hands through obstacleso with dominant and non-dominant foot with both feet

Catching and throwingo consolidate previous skills

Strikingo with dominant and non-dominant hand

while moving

Students will use cognitive information to enhance performance

Demonstrate activity-specific skills and concepts in structured settings.

Personal Engagement & Social Skills

Students will demonstrate personal engagement and exhibit behaviors that promote group success

Participate fully in every class Develop an understanding of the rules of games. Develop the concept of teamwork. Develop sense of responsibility for their own learning Take care of the physical education equipment and facilities

Students will reflect on their performance and set goals for future improvement.

Explain how they could improve themselves in the future above and beyond just class activities


26/27

GRADE FIVE: Learning Outcomes for Information TechnologyThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


Information Technology

The student will understand the nature and operation of technology systems

Identify and use peripheral connections to attach multi media devices, cameras, camcorders, etc.and transfer and manipulate files from these devices.

Independently save and locate information within personal folder. Recognize similarities and differences in using various applications. Navigate the toolbar of various applications. Use the network within the school in accessing accounts from different locations.

The student will use current productivity tools to enhance the learning process and promote creativity.

Use word processing, page layout and electronic presentation applications to effectively presentacademic work.

Identify appropriate application for analyzing and presenting information depending on the natureof the task.

With teacher support, use different applications to analyze, organize and present information inappropriate format.

The student will use telecommunications efficiently and effectively to access information andcommunicate with others in support of direct and independent learning.

With teacher support, use e mail to communicate with peers, teachers, schools and otherresources.

With teacher support, use networks to publish individual materials for viewing by others in theschool community.

Page 24


27/27

GRADE FIVE: Learning Outcomes for Information LiteracyThis document contains subject-specific outcomes for Grade Five. For an overview of subjects


Information Literacy

The student will access information efficiently and effectively.

Identify online terms and their uses ( home page, web page, URL, responsibility statement,search engine). Locate relevant sources, for class assignments and personal use, independently. Use indexes and table of contents to retrieve relevant information from non-fiction books. Demonstrate knowledge of the on line library catalog by choosing the most appropriate source to

use when locating information. Use the Dewey Decimal System to locate resources independently. Use a recognized model of inquiry to access information which is age appropriate.

The student will evaluate information critically and competently.

Demonstrate knowledge of nonfiction text structures e.g. main idea and supporting details, causeand effect, compare and contrast, and sequencing.

Choose sources which are most appropriate for the information task. Recognize point of view and evidence of bias in print and digital information sources. Recognize the importance of copyright, dateline, author, and publishing date as indicators of

information currency and accuracy. Evaluate their own research process and product, in an age appropriate approach, in order to

gain deeper understanding.

The student will organize and present information effectively and creatively.

Compose and revise drafts. Draft a clear, coherent, and focused research product, including an introduction, supporting

information, and conclusion, that exhibits awareness of purpose and audience. Use appropriate information and communication technology tools for data collection, information

analysis, problem solving, group collaboration, and presentation Convey clear and accurate information in a presentation, demonstrating both factual and

conceptual understanding.

Social Responsibility

The student will practice ethical behavior in regard to information and information technology.

Recognize the purpose of an intellectual commons and fair use, and why plagiarism, violatingcopyright and other illegal or unethical uses of information and technology are unacceptable.

Cite sources in MLA format to give credit to authors and creators of information, ideas, art, media,and software.

Quote information to avoid plagiarism. Build a source list using an appropriate format.

Follow school requirements regarding responsible use of information and communicationtechnologies.

Reading Promotion

The student will value literature and other creative expressions of information.

Select and read for enjoyment and information a range of written texts, in more than onelanguage.

Recognize the purpose of children's and young adult book awards.

grade five overview

Documents