Grove  City  Christian  School  Subject  Consensus  Map:  Third  Grade  Draft  2011/2012  

                                           

Grove City Christian School Mission Statement “It The mission of Grove City Christian School to cultivate quality Christian leaders in a

distinctively Christian atmosphere while providing a solid spiritual and academic foundation.”

 

 

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 Biblical  Studies  

   Vision  Statement:      It  is  the  mission  of  the  Grove  City  Christian  School  Department  of  Biblical  Studies  to  cultivate  proactive  followers  of  Jesus  by  teaching  sound  biblical  principles,  modeling  an  authentic  faith  walk  and  inspiring  our  students  to  advance  God’s  Kingdom  in  the  world.        Philosophy  and  Guiding  Biblical  Principles:    The  Grove  City  Christian  Department  of  Biblical  Studies  exists  to  inspire  our  students  to  a  mature  faith  walk  by  engaging  their  minds,  awakening  their  hearts  and  shaping  their  lives  with  the  message  of  the  Gospel.    Students  will  be  challenged  through  a  curriculum  that  focuses  on  intensive  biblical  study,  open  discourse,  and  times  of  personal  reflection  and  meditation,  giving  them  the  opportunity  to  both  appreciate  and  experience  God’s  grace  and  holiness.    Utilizing  a  variety  of  teaching  methods,  integrating  relevant  technology,  giving  students  opportunities  to  use  their  unique  gifts,  and  relying  on  the  Holy  Spirit’s  guidance,  we  seek  to  cultivate  proactive  followers  of  Jesus  who  will  take  personal  responsibility  for  their  continued  spiritual  development  as  they  carry  out  the  mission  of  advancing  God’s  Kingdom  in  the  world.    K-­‐4th  Grade      under  development    

English  Language  Arts  Vision Statement The English Language Arts (ELA) Program at Grove City Christian School seeks to create a community of learners immersed in the process of reading, writing, speaking, and listening. We believe that these processes are essential tools for communication, self-discovery, and knowledge acquisition. Applying similar language skills and concepts, students enhance and refine their knowledge, gaining insight, confidence, and independence as they grow. Experiencing literature, they develop an awareness of the human condition, gain empathy, and discover a sense of personal empowerment that helps build Christian leaders, capable of successfully communicating in the 21st century. Philosophy and Guiding Biblical Principles The ELA curriculum at Grove City Christian School weaves together concepts and skills to challenge and support student learning in all areas. A diverse learning approach is used in order to deepen understanding, communicate meaning, and apply learning to other contexts. We provide our students a rigorous, high quality curriculum in a safe yet motivating environment. Students examine and investigate works of literacy from a Biblical worldview, write and work with vocabulary, grammar and spelling, recognizing language as a gift from God, who is the Supreme Communicator. Our ultimate goal is to prepare Christian leaders who view, interpret, and share information both orally and written through the light of God’s Word. 1Peter 3:15: “But in your hearts revere Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect.” Roman 12:2a: “Do not conform to the pattern of this world, but be transformed by the renewing of your mind.”  Standards:  What  a  GCCS  Student  will  know  and  be  able  to  do  in  English  Language  Arts    Reading  Literature  RL.3.1.  Ask  and  answer  questions  to  demonstrate  understanding  of  a  text,  referring  explicitly  to  the  text  as  the  basis  for  the  answers.  RL.3.2.  Recount  stories,  including  fables,  folktales,  and  myths  from  diverse  cultures;  determine  the  central  message,  lesson,  or  moral  and  explain  how  it  is  conveyed  through  key  details  in  the  text.  RL.3.3.  Describe  characters  in  a  story  (e.g.,  their  traits,  motivations,  or  feelings)  and  explain  how  their  actions  contribute  to  the  sequence  of  events.  RL.3.4.  Determine  the  meaning  of  words  and  phrases  as  they  are  used  in  a  text,  distinguishing  literal  from  nonliteral  language.  

Grove  City  Christian  School  K-­‐12  

Subject  Consensus  Map  Third  Grade  

 

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RL.3.5.  Refer  to  parts  of  stories,  dramas,  and  poems  when  writing  or  speaking  about  a  text,  using  terms  such  as  chapter,  scene,  and  stanza;  describe  how  each  successive  part  builds  on  earlier  sections.  RL.3.6.  Distinguish  their  own  point  of  view  from  that  of  the  narrator  or  those  of  the  characters.  RL.3.7.  Explain  how  specific  aspects  of  a  text’s  illustrations  contribute  to  what  is  conveyed  by  the  words  in  a  story  (e.g.,  create  mood,  emphasize  aspects  of  a  character  or  setting).  RL.3.8.  (Not  applicable  to  literature)  RL.3.9.  Compare  and  contrast  the  themes,  settings,  and  plots  of  stories  written  by  the  same  author  about  the  same  or  similar  characters  (e.g.,  in  books  from  a  series).  RL.3.10.  By  the  end  of  the  year,  read  and  comprehend  literature,  including  stories,  dramas,  and  poetry,  at  the  high  end  of  the  grades  2–3  text  complexity  band  independently  and  proficiently.    Reading  Informational    RI.3.1.  Ask  and  answer  questions  to  demonstrate  understanding  of  a  text,  referring  explicitly  to  the  text  as  the  basis  for  the  answers.  RI.3.2.  Determine  the  main  idea  of  a  text;  recount  the  key  details  and  explain  how  they  support  the  main  idea.  RI.3.3.  Describe  the  relationship  between  a  series  of  historical  events,  scientific  ideas  or  concepts,  or  steps  in  technical  procedures  in  a  text,  using  language  that  pertains  to  time,  sequence,  and  cause/effect.  RI.3.4.  Determine  the  meaning  of  general  academic  and  domain-­‐specific  words  and  phrases  in  a  text  relevant  to  a  grade  3  topic  or  subject  area.  RI.3.5.  Use  text  features  and  search  tools  (e.g.,  key  words,  sidebars,  hyperlinks)  to  locate  information  relevant  to  a  given  topic  efficiently.  RI.3.6.  Distinguish  their  own  point  of  view  from  that  of  the  author  of  a  text.  RI.3.7.  Use  information  gained  from  illustrations  (e.g.,  maps,  photographs)  and  the  words  in  a  text  to  demonstrate  understanding  of  the  text  (e.g.,  where,  when,  why,  and  how  key  events  occur).  RI.3.8.  Describe  the  logical  connection  between  particular  sentences  and  paragraphs  in  a  text  (e.g.,  comparison,  cause/effect,  first/second/third  in  a  sequence).  RI.3.9.  Compare  and  contrast  the  most  important  points  and  key  details  presented  in  two  texts  on  the  same  topic.  RI.3.10.  By  the  end  of  the  year,  read  and  comprehend  informational  texts,  including  history/social  studies,  science,  and  technical  texts,  at  the  high  end  of  the  grades  2–3  text  complexity  band  independently  and  proficiently.    Foundational  Skills    RF.3.3.  Know  and  apply  grade-­‐level  phonics  and  word  analysis  skills  in  decoding  words.  

Identify  and  know  the  meaning  of  the  most  common  prefixes  and  derivational  suffixes.  Decode  words  with  common  Latin  suffixes.  Decode  multisyllable  words.  Read  grade-­‐appropriate  irregularly  spelled  words.  

RF.3.4.  Read  with  sufficient  accuracy  and  fluency  to  support  comprehension.  Read  grade-­‐level  text  with  purpose  and  understanding.  Read  grade-­‐level  prose  and  poetry  orally  with  accuracy,  appropriate  rate,  and  expression.  Use  context  to  confirm  or  self-­‐correct  word  recognition  and  understanding,  rereading  as  necessary.  

 Writing    W.3.1.  Write  opinion  pieces  on  topics  or  texts,  supporting  a  point  of  view  with  reasons.  

Introduce  the  topic  or  text  they  are  writing  about,  state  an  opinion,  and  create  an  organizational  structure  that  lists  reasons.  Provide  reasons  that  support  the  opinion.  Use  linking  words  and  phrases  (e.g.,  because,  therefore,  since,  for  example)  to  connect  opinion  and  reasons.  Provide  a  concluding  statement  or  section.  

W.3.2.  Write  informative/explanatory  texts  to  examine  a  topic  and  convey  ideas  and  information  clearly.  Introduce  a  topic  and  group  related  information  together;  include  illustrations  when  useful  to  aiding  comprehension.  Develop  the  topic  with  facts,  definitions,  and  details.  Use  linking  words  and  phrases  (e.g.,  also,  another,  and,  more,  but)  to  connect  ideas  within  categories  of  information.  Provide  a  concluding  statement  or  section.  

W.3.3.  Write  narratives  to  develop  real  or  imagined  experiences  or  events  using  effective  technique,  descriptive  details,  and  clear  event  sequences.  

Establish  a  situation  and  introduce  a  narrator  and/or  characters;  organize  an  event  sequence  that  unfolds  naturally.  

 

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Use  dialogue  and  descriptions  of  actions,  thoughts,  and  feelings  to  develop  experiences  and  events  or  show  the  response  of  characters  to  situations.  Use  temporal  words  and  phrases  to  signal  event  order.  Provide  a  sense  of  closure.  

W.3.4.  With  guidance  and  support  from  adults,  produce  writing  in  which  the  development  and  organization  are  appropriate  to  task  and  purpose.  (Grade-­‐specific  expectations  for  writing  types  are  defined  in  standards  1–3  above.)  W.3.5.  With  guidance  and  support  from  peers  and  adults,  develop  and  strengthen  writing  as  needed  by  planning,  revising,  and  editing.  W.3.6.  With  guidance  and  support  from  adults,  use  technology  to  produce  and  publish  writing  (using  keyboarding  skills)  as  well  as  to  interact  and  collaborate  with  others.  W.3.7.  Conduct  short  research  projects  that  build  knowledge  about  a  topic.  W.3.8.  Recall  information  from  experiences  or  gather  information  from  print  and  digital  sources;  take  brief  notes  on  sources  and  sort  evidence  into  provided  categories.  W.3.9.  (Begins  in  grade  4)  W.3.10.  Write  routinely  over  extended  time  frames  (time  for  research,  reflection,  and  revision)  and  shorter  time  frames  (a  single  sitting  or  a  day  or  two)  for  a  range  of  discipline-­‐specific  tasks,  purposes,  and  audiences.    Speaking  and  Listening  SL.3.1.  Engage  effectively  in  a  range  of  collaborative  discussions  (one-­‐on-­‐one,  in  groups,  and  teacher-­‐led)  with  diverse  partners  on  grade  3  topics  and  texts,  building  on  others’  ideas  and  expressing  their  own  clearly.  

Come  to  discussions  prepared,  having  read  or  studied  required  material;  explicitly  draw  on  that  preparation  and  other  information  known  about  the  topic  to  explore  ideas  under  discussion.  Follow  agreed-­‐upon  rules  for  discussions  (e.g.,  gaining  the  floor  in  respectful  ways,  listening  to  others  with  care,  speaking  one  at  a  time  about  the  topics  and  texts  under  discussion).  Ask  questions  to  check  understanding  of  information  presented,  stay  on  topic,  and  link  their  comments  to  the  remarks  of  others.  Explain  their  own  ideas  and  understanding  in  light  of  the  discussion.  

SL.3.2.  Determine  the  main  ideas  and  supporting  details  of  a  text  read  aloud  or  information  presented  in  diverse  media  and  formats,  including  visually,  quantitatively,  and  orally.  SL.3.3.  Ask  and  answer  questions  about  information  from  a  speaker,  offering  appropriate  elaboration  and  detail.  Presentation  of  Knowledge  and  Ideas  SL.3.4.  Report  on  a  topic  or  text,  tell  a  story,  or  recount  an  experience  with  appropriate  facts  and  relevant,  descriptive  details,  speaking  clearly  at  an  understandable  pace.  SL.3.5.  Create  engaging  audio  recordings  of  stories  or  poems  that  demonstrate  fluid  reading  at  an  understandable  pace;  add  visual  displays  when  appropriate  to  emphasize  or  enhance  certain  facts  or  details.  SL.3.6.  Speak  in  complete  sentences  when  appropriate  to  task  and  situation  in  order  to  provide  requested  detail  or  clarification.    Language  Conventions  of  Standard  English  L.3.1.  Demonstrate  command  of  the  conventions  of  standard  English  grammar  and  usage  when  writing  or  speaking.  

Explain  the  function  of  nouns,  pronouns,  verbs,  adjectives,  and  adverbs  in  general  and  their  functions  in  particular  sentences.  Form  and  use  regular  and  irregular  plural  nouns.  Use  abstract  nouns  (e.g.,  childhood).  Form  and  use  regular  and  irregular  verbs.  Form  and  use  the  simple  (e.g.,  I  walked;  I  walk;  I  will  walk)  verb  tenses.  Ensure  subject-­‐verb  and  pronoun-­‐antecedent  agreement.*  Form  and  use  comparative  and  superlative  adjectives  and  adverbs,  and  choose  between  them  depending  on  what  is  to  be  modified.  Use  coordinating  and  subordinating  conjunctions.  Produce  simple,  compound,  and  complex  sentences.  

L.3.2.  Demonstrate  command  of  the  conventions  of  standard  English  capitalization,  punctuation,  and  spelling  when  writing.  

Capitalize  appropriate  words  in  titles.  Use  commas  in  addresses.  Use  commas  and  quotation  marks  in  dialogue.  Form  and  use  possessives.  Use  conventional  spelling  for  high-­‐frequency  and  other  studied  words  and  for  adding  suffixes  to  base  words  (e.g.,  sitting,  smiled,  cries,  happiness).  Use  spelling  patterns  and  generalizations  (e.g.,  word  families,  position-­‐based  spellings,  syllable  patterns,  ending  rules,  meaningful  word  parts)  in  writing  words.  Consult  reference  materials,  including  beginning  dictionaries,  as  needed  to  check  and  correct  spellings.  

Knowledge  of  Language  

 

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L.3.3.  Use  knowledge  of  language  and  its  conventions  when  writing,  speaking,  reading,  or  listening.  Choose  words  and  phrases  for  effect.*  Recognize  and  observe  differences  between  the  conventions  of  spoken  and  written  standard  English.  Vocabulary  Acquisition  and  Use  

L.3.4.  Determine  or  clarify  the  meaning  of  unknown  and  multiple-­‐meaning  word  and  phrases  based  on  grade  3  reading  and  content,  choosing  flexibly  from  a  range  of  strategies.  

Use  sentence-­‐level  context  as  a  clue  to  the  meaning  of  a  word  or  phrase.  Determine  the  meaning  of  the  new  word  formed  when  a  known  affix  is  added  to  a  known  word  (e.g.,  agreeable/disagreeable,  comfortable/uncomfortable,  care/careless,  heat/preheat).  Use  a  known  root  word  as  a  clue  to  the  meaning  of  an  unknown  word  with  the  same  root  (e.g.,  company,  companion).  Use  glossaries  or  beginning  dictionaries,  both  print  and  digital,  to  determine  or  clarify  the  precise  meaning  of  key  words  and  phrases.  

L.3.5.  Demonstrate  understanding  of  figurative  language,  word  relationships  and  nuances  in  word  meanings.  Distinguish  the  literal  and  nonliteral  meanings  of  words  and  phrases  in  context  (e.g.,  take  steps).  Identify  real-­‐life  connections  between  words  and  their  use  (e.g.,  describe  people  who  are  friendly  or  helpful).  Distinguish  shades  of  meaning  among  related  words  that  describe  states  of  mind  or  degrees  of  certainty  (e.g.,  knew,  believed,  suspected,  heard,  wondered).  

L.3.6.  Acquire  and  use  accurately  grade-­‐appropriate  conversational,  general  academic,  and  domain-­‐specific  words  and  phrases,  including  those  that  signal  spatial  and  temporal  relationships  (e.g.,  After  dinner  that  night  we  went  looking  for  them).        Topic  Statements  for  English  Language  Arts  By  close  of  Third  Grade:    Third  Grade  Common  Experiences:  This  portion  of  map  currently  under  developmen  

 

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Forms  of  Writing   K   1   2   3   4   5   6   7   8  

Narrative                    Sentences   X   X                Paragraph   X   X   X   X   X   X   X   X   X  Prompts     X   X   X   X   X   X   X   X  Essay         X   X   X   X   X   X   X  Autobiography                   X   X  Expository                      Sentences     X   X                  Paragraph   X   X   X   X   X   X   X   X   X    Prompts       X   X   X   X   X   X   X   X    Essay         X   X   X   X   X   X   X  Cause  and                    effect  essay  

              X    

Comparison      contrast  essay  

              X   X  

Persuasive                      Sentences   X                  Paragraph     X   X   X   X   X   X   X   X  Prompts       X   X   X   X   X   X   X  Letter         X   X   X   X   X   X   X  Essay         X   X   X   X   X   X  Editorial                   X   X  Problem  solution  essay                 X   X  

Personal  commentary                   X  

Position  essay                   X  Response  to  Literature                      

Sentences     X                  Paragraph     X   X   X   X   X   X   X   X  Response  to  prompts     X   X   X   X   X   X   X   X  

Book  Review     X   X   X   X   X   X   X   X  Journal  Response           X   X   X   X   X  

Response  to  literature                 X   X   X  

Letter  to  author                   X  Theme  analysis                     X  Descriptive  writing                      Sentences     X   X                Paragraphs       X   X   X   X   X   X   X    Descriptive  essay       X   X   X   X   X   X   X  Descriptive  prompts           X   X   X        Creative  Writing                      Poetry       X   X   X   X   X   X   X   X  Story   X   X   X   X   X   X   X   X   X  Play         X   X   X   X        Research  Writing                      Research  report   X   X   X   X   X   X   X   X   X  Multimedia  presentation         X   X   X   X   X   X   X  Summary  paragraph           X   X   X   X   X   X  Tools  of  Learning                    Improving  viewing  skills       X   X   X   X   X        Interviewing  skills     X   X   X   X   X   X   X   X    Giving  speeches       X   X   X   X   X   X   X   X  Journal  writing     X   X   X   X   X   X   X   X   X  Learning  logs       X   X   X   X   X   X   X   X  Note  taking           X   X   X   X   X   X  

 

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     Third  Grade  Common  Assessments:  Formative:  Observations,  practice,  journals,  check  lists,  reenacting,  individual  conferencing,  reenacting,  running  records,  question/answer      Summative:    Check  lists  and  charting,  oral  reading,  oral  and  written  tests,  journals,  rubrics,  individual  conferencing,  DRA        Third  Grade  Biblical  Integration:  This  portion  of  map  currently  under  development      Third  Grade  Technology  Integration  ideas:  This  portion  of  map  currently  under  development      

Science      Vision:    Grove  City  Christian  School  science  program  seeks  to  foster  our  students  innate  curiosity  about  God's  Creation  to  cultivate  an  ongoing  desire  to  actively  learn  science.  As  students  mature,  critical  thinking  will  be  developed  and  reinforced  to  naturally  lend  itself  to  problem  solving.    GCCS  students  will  learn  to  formulate  questions  to  further  their  understanding,  and  then  logically  and  creatively  solve  problems  using  the  scientific  method.    Students  will  use  technology  and  effective  communication  skills  to  demonstrate  their  understanding  and  application  of  science.    We  view  science  as  a  process,  which  will  be  developed  in  a  continuum  from  kindergarten  through  twelfth  grade.    Learning  science  content  and  skills  through  active,  inquiry  based  experiments  and  classroom  activities  are  central  to  the  GCCS  science  program.        Philosophy  and  Guiding  Biblical  Principles:  Beginning  with  our  most  curious  of  students,  kindergarteners,  our  program  seeks  to  develop  independent  learners,  and  support  students  in  their  application  and  understanding  of  science  to  fully  develop  graduates  who  use  their  curiosity  to  critically  think  and  apply  new  ideas,  knowledge  and  data  in  light  of  what  they  already  know,  both  scientifically  and  Biblically.    Throughout  their  years  at  GCCS  students  will  explore  the  different  areas  of  science,  gaining  scientific  knowledge  as  their  teachers  guide  them  to  discuss,  analyze  and  evaluate  their  experiences  in  doing  science.    Students  will  have  a  keen  awareness  of  the  relevance  of  the  science  they  are  learning  and  how  it  applies  to  their  lives,  environment  and  ultimately  to  their  service  to  God’s  amazing  creation  and  it’s  inhabitants.    We    believe  the  following  global  biblical  themes  are  essential  for  study  in  the  GCCS  science  curriculum:      1.    Time,  space,  and  matter  came  into  existence  in  an  instant  from  nothing  (ex                nihilo).  (Genesis  1:1;  Colossians  1:16,17)      2.    Of  all  life  created,  both  plant  and  animal,  man  is  God’s  ultimate  Creation,                having  been  created  in  His  image.  (Genesis  2:7)      3.    Mankind  was  designed  to  be  responsible  for  nature  and  to  function  in                                    stewardship  over  all  living  things.  (Genesis  1:26,27)      4.    The  world  that  we  live  in  (earth)  is  orderly  and  abides  by  laws  that  are                designed  for  the  good  of  mankind  and  all  living  things.  (Romans  1:20;                James  1:17)      5.    Life  only  comes  from  life  in  God’s  design  and  there  is  a  genetic  continuity  to  life.              (Genesis  1:11-­‐12,  1:20-­‐22)      6.    The  universe  as  we  know  it  has  fallen  into  decay  and,  according  to  the                  Second  Law  of  Thermodynamics,  matter  and  life  are  devolving  rather  than                  improving  and  becoming  more  orderly.    But,  in  due  season,  all  will  be  made                  whole  again.  (Romans  8:22;  2  Peter  3:4-­‐9)      7.    Therefore,  the  earth  and  its  resources  are  finite.  (2  Peter  3:10-­‐11a)      8.    Mankind  should  be  engaged  in  understanding  and  cooperating  with  the  complexities  of  design  that  exist  to  achieve  a  balanced  standard  of  living  which  does  not  sacrifice  long-­‐term  environmental  health.  (Genesis  1:26)    

   

Third  Grade      Standards:  What  a  GCCS  Student  will  know  and  be  able  to  do  in  Science.  Science  Skills    

 

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•  Observe  and  ask  questions  about  the  natural  environment;      •  Plan  and  conduct  simple  investigations;      •  Employ  simple  equipment  and  tools  to  gather  data  and  extend  the  senses;    •  Use  appropriate  mathematics  with  data  to  construct  reasonable  explanations;    •  Communicate  about  observations,  investigations  and  explanations;  and    •  Review  and  ask  questions  about  the  observations  and  explanations  of  others.      Content  Standards  **See  ODE    3rd    grade  Model  Curriculum  for  depth  and  explanation  of  standards  GCCS  has  taken  careful  steps  to  analyze  and  modify  ODE  standards  where  necessary  to  fit  the  mission  of  GCCS    Earth  &  Space  Science  (ESS)  •  Earth’s  nonliving  resources  have  specific  properties.    •  Earth’s  resources  can  be  used  for  energy.    •  Some  of  Earth’s  resources  are  limited.      Physical  Science  (PS)  •  All  objects  and  substances  in  the  natural  world  are  composed  of  matter.    •  Matter  exists  in  different  states,  each  of  which  has  different  properties.    •  Heat,  electrical  energy,  light,  sound  and  magnetic  energy  are  forms  of  energy.        Life  Science  (LS)  •  Offspring  resemble  their  parents  and  each  other.    •  Individuals  of  the  same  kind  differ  in  their  traits  and  sometimes  the  differences  give  individuals  an  advantage  in  surviving  and  reproducing.    •  Plants  and  animals  have  life  cycles  that  are  part  of  their  adaptations  for  survival  in  their  natural  environments.      Topic  Statements  for  Science  By  close  of  Third  Grade:      Year  long  connection  of  topics:  Matter  is  what  makes  up  all  substances  on  Earth.  Matter  has  specific  properties  and  exists  in  different  states.  Earth’s  resources  are  made  of  matter.  Matter  can  be  used  by  living  things  and  can  be  used  for  the  energy  they  contain.  There  are  many  different  forms  of  energy.  Each  living  component  of  an  ecosystem  is  composed  of  matter  and  uses  energy.    Earth  and  Space  Science  Topic:  Earth’s  Resources,  This  topic  focuses  on  Earth’s  resources.  While  resources  can  be  living  and  nonliving,  within  this  strand,  the  emphasis  is  on  Earth’s  nonliving  resources,  such  as  water,  air,  rock,  soil  and  the  energy  resources  they  represent.  Physical  Science  Topic:  Matter  and  Forms  of  Energy,  This  topic  focuses  on  the  relationship  between  matter  and  energy.  Matter  has  specific  properties  and  is  found  in  all  substances  on  Earth.  Heat  is  a  familiar  form  of  energy  that  can  change  the  states  of  matter.  Life  Science  Topic:  Behavior,  Growth  and  Changes,  This  topic  explores  life  cycles  of  organisms  and  the  relationship  between  the  natural  environment  and  an  organism’s  (physical  and  behavioral)  traits,  which  affect  its  ability  to  survive  and  reproduce.      Third  Grade  Common  Experiences  :  Science  Day,  Science  Notebook/Journals;    Daily  class  time  for  observations/documentation  and  analysis  of  patterns  of  nature  (i.e.  weather  changes,  animal  habitat  changes  and  the  relationship  between  them);  Class  or  small  group  research  projects  based  on  students  questions  with  presentation  to  other  groups  or  other  3rd    grade  classes.  Informational  Texts:  (correlated  to  Elementary  Literature  List)  under  development  Lab  Experiences:  under  development        Field  Trips        Third  Grade  Common  Assessments  :  Balanced,  authentic  assessment    

 

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Third  Grade  Biblical  Integration:  It  is  the  intention  of  the  science  program  to  have  students  understand  science  with  God  as  their  foundation.    Integrated  into  our  3rd    grade  curriculum  the  following  broad  biblical  principles  will  be  of  focus  (see  science  philosophy  and  guiding  biblical  principles  above):      2.    Of  all  life  created,  both  plant  and  animal,  man  is  God’s  ultimate  Creation,                having  been  created  in  His  image.  (Genesis  2:7)      3.    Mankind  was  designed  to  be  responsible  for  nature  and  to  function  in                                    stewardship  over  all  living  things.  (Genesis  1:26,27)      4.    The  world  that  we  live  in  (earth)  is  orderly  and  abides  by  laws  that  are                designed  for  the  good  of  mankind  and  all  living  things.  (Romans  1:20;                James  1:17)      5.    Life  only  comes  from  life  in  God’s  design  and  there  is  a  genetic  continuity  to  life.              (Genesis  1:11-­‐12,  1:20-­‐22)        7.    Therefore,  the  earth  and  its  resources  are  finite.  (2  Peter  3:10-­‐11a)      8.    Mankind  should  be  engaged  in  understanding  and  cooperating  with  the  complexities  of  design  that  exist  to  achieve  a  balanced  standard  of  living  which  does  not  sacrifice  long-­‐term  environmental  health.  (Genesis  1:26)        Third  Grade  Technology  Integration  Ideas:  Use  of  Smart  Boards  and  iPads.  

   

Social  Studies    Vision  Statement    Students  will  apply  Biblical  principles  to  examine  the  past  and  present,  community,  state,  national,  and  global  events,  and  the  relationships  between  these  events.    Students  will  develop  an  appreciation  for  a  personal  heritage  and  for  cultural  differences  as  they  evaluate  their  role  and  responsibility  in  God’s  creation.      Philosophy  and  Guiding  Biblical  Principles    We  believe  that  students  learn  best  through  a  balanced  program  of  diverse  assessments  and  experiences  such  as:  small  groups,  research,  class  or  group  discussion,  hands-­‐on  experiences,  lecture  and  travel.  By  using  collaborative  and  interactive  teaching  styles  we  plan  to  instill  an  appreciation  for  the  world  around  them.  With  the  use  of  technology  in  the  classroom  from  kindergarten  through  high  school,  we  will  assist  the  students  in  connecting  the  past,  present  and  future.    We  believe  in  presenting  all  material  so  that  every  student  sees  how  God  has  moved  through  history,  and  we  plan  to  inspire  them  to  change  history  around  them  by  leading  through  Christ’s  example.      Overarching  Essential  Questions  for  GCCS  Social  Studies/History  K-­‐12  How  did  decisions  of  leaders  and/or  events  that  occurred  affect  the  history  of  the  United  States  of  America?  How  are  countries  interdependent  on  one  another  through  commerce,  ideas  of  government,  religion  and  ethnic  groups?    How  do  we  see  America's  role  throughout  her  existence  in  the  world?  What  Biblical  truths,  events,  and/or  people  can  I  relate  to  this  historical  time  period,  event,  or  person?  

   Third  Grade      Standards:  What  a  GCCS  Student  will  know  and  be  able  to  do  in  Social  Studies  HISTORY:  Historical  Thinking  and  Skills  -­‐Place  events  accurately  on  a  timeline  organized  by  years,  decades,  and  centuries  -­‐Use  artifacts,  maps,  and  photographs  to  evaluate  change  in  the  local  community  Heritage  -­‐Research,  analyze,  organize,  and  present  historical  information  about  a  characteristic  of  the  local  community  that  has  changed  over  time  GEOGRAPHY  -­‐Spatial  Thinking  and  Skills  -­‐Describe  characteristics  of  physical  and  political  maps  and  identify  the  purpose  for  each  -­‐Use  the  map  title,  key,  alphanumeric  grid,  and  cardinal  directions  to  locate  places  in  the  local  community  Places  and  Regions  

 

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-­‐Evaluate  the  influence  of  agriculture,  industry  and  natural  resources  on  daily  life  Human  Systems  -­‐Describe  examples  of  human  modification  to  the  environment  in  the  local  community  -­‐Describe  systems  of  transportation  used  to  move  people  and  products  from  place  to  place  -­‐Describe  systems  of  communication  used  to  move  ideas  from  place  to  place  -­‐Compare  cultural  products  and  practices  of  different  groups  who  live  in  the  local  community  GOVERNMENT  Civic  Participation  and  Skills  -­‐Explain  the  social  and  political  responsibilities  of  local  community  members  -­‐Explain  how  individuals  make  the  community  a  better  place  by  solving  problems  in  a  way  that  promotes  the  common  good  Rules  and  Laws  -­‐Explain  how  laws  affect  the  behavior  of  individuals  and  groups  in  a  community  -­‐  Explain  the  benefits  of  having  laws  in  a  local  community    Roles  and  Systems  of  Government  -­‐Explain  why  governments  have  authority  to  make  and  enforce  laws  -­‐Explain  the  structure  of  the  local  government  ECONOMICS  Economic  Decision  Making  and  Skills  -­‐Construct  line  graphs  showing  change  over  time  using  data  related  to  a  specific  topic  -­‐Give  examples  of  positive  and  negative  incentives  that  affect  people’s  choices  and  behaviors  Scarcity  -­‐  Describe  the  opportunity  cost  of  an  individual  economic  decision  Production  and  Consumption  -­‐Identify  consumers  and  producers  in  the  local  community  Markets  -­‐Describe  markets  that  exist  in  the  local  community  Financial  Literacy  -­‐Evaluate  the  costs  and  benefits  of  an  individual  economic  decision  -­‐Explain  how  a  budget  helps  individuals  make  responsible  economic  decisions    Topic  Statements  for  Social  Studies  By  close  of  Third  Civil  responsibilities  –Individuals  responsibilities  in  the  community  and  how  laws  benefit  the  community.      Maps.  Locating  and  naming  States  and  capitals.    How  transportation  and  communication  has  led  to  diversity  within  our  community  .  Geography,  heritage,  customs,  religion,  traditions  and  holidays  of  Australia.  Time  period  Post  revolutionary  war  through  civil  war.    Famous  individuals  or  groups  or  events  of  this  time  period,  example  Thomas  Jefferson,  Harriet  Tubman,  Sojourner  Truth,  Fredrick  Douglass,  Ulysses  S.  Grant,  Robert  E.  Lee,  John  Washington  Carver  and  other  generals  of  Civil  War,  emancipation  proclamation    How  the  values  of  America  changed  over  this  100  years.          Third  Grade  Common  Experiences:  Map  Research  and  oral  report  of  Post  Revolutionary  War-­‐  Civil  War  Presidents    Mock  Market-­‐  Boo  Boo  Bunnies  Mock  government/laws/law  breakers/punishment/  government  officials  Mock  Budget  Skits      Field  Trip:  Grove  City  Walking  Tour,  Kelton  House,  Camp  Chase  Cemetery    Informational  Texts:    Correlated  to  ELA  Literature  Lists  –  under  development      Third  Grade  Common  Assessments  This  portion  of  map  currently  under  development      Third  Grade  Biblical  Integration:  This  portion  of  map  currently  under  development    Third  Grade  Technology  Integration  ideas:  This  portion  of  map  currently  under  development  

 

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Mathematics      Vision  Statement    The  Grove  City  Christian  School  Mathematics  Department  seeks  to  teach  students  to  view  mathematics  through  a  Christ-­‐centered  lens,  understanding  that  God  in  His  very  nature  possesses  order  and  created  the  earth  with  order.      Our  goal  is  that  all  students  Kindergarten  through  twelfth  grade  will  be  able  to  make  sense  of  problems  and  persevere  in  solving  them,  reason  abstractly  and  quantitatively,  construct  viable  arguments  and  critique  the  reasoning  of  others,  model  with  mathematics,  use  appropriate  tools  strategically,  attend  to  precision,  look  for  and  make  use  of  structure,  and  look  for  and  express  regularity  in  repeated  reasoning.    Our  goal  is  that  students  will  exit  each  math  course  completely  prepared  for  their  next  mathematical  experience.      

Philosophy  and  Guiding  Biblical  Principles  

Our  teachers  will  guide  students  in  uncovering  traditionally  valued  mathematical  subject  matter  including  basic  math  skills,  algebra,  geometry,  trigonometry,  statistics,  pre-­‐calculus,  and  calculus,  while  encouraging  students’  ability  in  critical  and  logical  thinking  in  problem  solving.    In  doing  so,  we  believe  this  type  of  thinking  is  truly  part  of  God’s  nature,  and  He  desires  it  for  us  also.    Our  ultimate  goal  in  teaching  math  is  that  students  would  leave  GCCS  with  an  understanding  of  how  mathematics  is  truly  a  part  of  God’s  design  in  our  world.    And  we  pray  this  in  order  that  you  may  live  a  life  worthy  of  the  Lord  and  may  please  Him  in  every  way:  bearing  fruit  in  every  good  work,  growing  in  the  knowledge  of  God,  Colossians  1:10  

   K-­‐12  Mathematical  Practices  1.  Make  sense  of  problems  and  persevere  in  solving  them.  2.  Reason  abstractly  and  quantitatively.  3.  Construct  viable  arguments  and  critique  the  reasoning  of  others.  4.  Model  with  mathematics.    5.  Use  appropriate  tools  strategically.    6.  Attend  to  precision.    7.  Look  for  and  make  use  of  structure.  8.  Look  for  and  express  regularity  in  repeated  reasoning.  Third  Grade    Critical  Areas:  1)  Developing  understanding  of  multiplication  and  division  and  strategies  for  multiplication  and  division  within  100  2)  Developing  understanding  of  fractions,  especially  unit  fractions  (fractions  with  numerator  1)  3)  Developing  understanding  of  the  structure  of  rectangular  arrays  and  of  area  4)  Describing  and  analyzing  two-­‐dimensional  shapes.    Standards  and  Topic  Statements:  What  a  GCCS  Student  will  know  and  be  able  to  do  in  Mathematics  by  close  of  grade  three:                              Operations  and  Algebraic  Thinking                    

• Interpret  products  of  whole  numbers,  e.g.,  interpret  5  ×  7  as  the  total  number  of  objects  in  5  groups  of  7  objects  each.    • Interpret  whole-­‐number  quotients  of  whole  numbers,  e.g.,  interpret  56  ÷  8  as  the  number  of  objects  in  each  share  when  56  objects  

are  partitioned  equally  into  8  shares  • Use  multiplication  and  division  within  100  to  solve  word  problems  in  situations  involving  equal  groups,  arrays,  and  measurement  

quantities,  e.g.,  by  using  drawings  and  equations  with  a  symbol  for  the  unknown  number  to  represent  the  problem.  Determine  the  unknown  whole  number  in  a  multiplication  or  division  equation  relating  three  whole  numbers.  For  example,    8  ×  ?  =  48  

• Understand  properties  of  multiplication  and  the  relationship  between  multiplication  and  division.  • Apply  properties  of  operations  as  strategies  to  multiply  and  divide.  (Commutative,  Associative,  Distributive  property)  • Understand  division  as  an  unknown-­‐factor  problem.  For  example,  find  32  ÷  8  by  finding  the  number  that  makes  32  when  

multiplied  by  8.  • Fluently  multiply  and  divide  within  100,  using  strategies  such  as  the  relationship  between  multiplication  and  division    • Solve  problems  involving  the  four  operations,  and  identify  and  explain  patterns  in  arithmetic.  

 

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• Solve  two-­‐step  word  problems  using  the  four  operations.    o Represent  these  problems  using  equations  with  a  letter  standing  for  the  unknown  quantity.  Assess  the  

reasonableness  of  answers  using  mental  computation  and  estimation  strategies  including  rounding.  • Identify  arithmetic  patterns  (including  patterns  in  the  addition  table  or  multiplication  table),  and  explain  them  using  properties  of  

operations.    Number  Operations  in  Base  Ten  • Use  place  value  understanding  to  round  whole  numbers  to  the  nearest  10  or  100.  • Add  and  subtract  fluently  within  1000  using  strategies  and  algorithms  based  on  place  value,  properties  of  operations,  and/or  the  

relationship  between  addition  and  subtraction.  • Multiply  one-­‐digit  whole  numbers  by  multiples  of  10  in  the  range  10–90  (e.g.,  9  ×  80,  5  ×  60)  using  strategies  based  on  place  value  

and  properties  of  operations.  Number  Operations  –Fractions  (limited  to  fractions  with  denominators  of  2,3,4,6,8)  • Understand  a  fraction  1/b  as  the  quantity  formed  by  1  part  when  a  whole  is  partitioned  into  b  equal  parts;  understand  a  fraction  

a/b  as  the  quantity  formed  by  a  parts  of  size  1/b.  • Understand  a  fraction  as  a  number  on  the  number  line;  represent  fractions  on  a  number  line  diagram.  • Represent  a  fraction  1/b  on  a  number  line  diagram  by  defining  the  interval  from  0  to  1  as  the  whole  and  partitioning  it  into  b  

equal  parts.  Recognize  that  each  part  has  size  1/b  and  that  the  endpoint  of  the  part  based  at  0  locates  the  number  1/b  on  the  number  line.  

• Represent  a  fraction  a/b  on  a  number  line  diagram  by  marking  off  a  lengths  1/b  from  0.  Recognize  that  the  resulting  interval  has  size  a/b  and  that  its  endpoint  locates  the  number  a/b  on  the  number  line.  

• Explain  equivalence  of  fractions  in  special  cases,  and  compare  fractions  by  reasoning  about  their  size.  o Understand  two  fractions  as  equivalent  (equal)  if  they  are  the  same  size,  or  the  same  point  on  a  number  line.  o Recognize  and  generate  simple  equivalent  fractions,  e.g.,  1/2  =  2/4,  4/6  =  2/3).  Explain  why  the  fractions  are  

equivalent,  e.g.,  by  using  a  visual  fraction  model.  o Express  whole  numbers  as  fractions,  and  recognize  fractions  that  are  equivalent  to  whole  numbers.  Examples:  

Express  3  in  the  form  3  =  3/1;  recognize  that  6/1  =  6;  locate  4/4  and  1  at  the  same  point  of  a  number  line  diagram.  o Compare  two  fractions  with  the  same  numerator  or  the  same  denominator  by  reasoning  about  their  size.  Recognize  

that  comparisons  are  valid  only  when  the  two  fractions  refer  to  the  same  whole.  Record  the  results  of  comparisons  with  the  symbols  >,  =,  or  <,  and  justify  the  conclusions,  e.g.,  by  using  a  visual  fraction  model.  

         Measurement  and  Data  • Tell  and  write  time  to  the  nearest  minute  and  measure  time  intervals  in  minutes.  Solve  word  problems  involving  addition  and  

subtraction  of  time  intervals  in  minutes,  e.g.,  by  representing  the  problem  on  a  number  line  diagram  • Measure  and  estimate  liquid  volumes  and  masses  of  objects  using  standard  units  of  grams  (g),  kilograms  (kg),  and  liters  (Add,  

subtract,  multiply,  or  divide  to  solve  one-­‐step  word  problems  involving  masses  or  volumes  that  are  given  in  the  same  units,  e.g.,  by  using  drawings  (such  as  a  beaker  with  a  measurement  scale)  to  represent  the  problem.  

• Draw  a  scaled  picture  graph  and  a  scaled  bar  graph  to  represent  a  data  set  with  several  categories.  Solve  one-­‐  and  two-­‐step  “how  many  more”  and  “how  many  less”  problems  using  information  presented  in  scaled  bar  graphs.    

• Generate  measurement  data  by  measuring  lengths  using  rulers  marked  with  halves  and  fourths  of  an  inch.  Show  the  data  by  making  a  line  plot,  where  the  horizontal  scale  is  marked  off  in  appropriate  units—  whole  numbers,  halves,  or  quarters.  

• Recognize  area  as  an  attribute  of  plane  figures  and  understand  concepts  of  area  measurement.  o A  square  with  side  length  1  unit,  called  “a  unit  square,”  is  said  to  have  “one  square  unit”  of  area,  and  can  be  used  to  

measure  area.  o A  plane  figure  which  can  be  covered  without  gaps  or  overlaps  by  n  unit  squares  is  said  to  have  an  area  of  n  square  

units.  • Measure  areas  by  counting  unit  squares  (square  cm,  square  m,  square  in,  square  ft,  and  improvised  units).  • Relate  area  to  the  operations  of  multiplication  and  addition.  

o Find  the  area  of  a  rectangle  with  whole-­‐number  side  lengths  by  tiling  it,  and  show  that  the  area  is  the  same  as  would  be  found  by  multiplying  the  side  lengths.  

o Multiply  side  lengths  to  find  areas  of  rectangles  with  whole-­‐  number  side  lengths  in  the  context  of  solving  real  world  and  mathematical  problems,  and  represent  whole-­‐number  products  as  rectangular  areas  in  mathematical  reasoning.  

o Use  tiling  to  show  in  a  concrete  case  that  the  area  of  a  rectangle  with  whole-­‐number  side  lengths  a  and  b  +  c  is  the  sum  of  a  ×  b  and  a  ×  c.  Use  area  models  to  represent  the  distributive  property  in  mathematical  reasoning.  

o Recognize  area  as  additive.  Find  areas  of  rectilinear  figures  by  decomposing  them  into  non-­‐overlapping  rectangles  and  adding  the  areas  of  the  non-­‐overlapping  parts,  applying  this  technique  to  solve  real  world  problems.  

   • Solve  real  world  and  mathematical  problems  involving  perimeters  of  polygons,  including  finding  the  perimeter  given  the  side  

lengths,  finding  an  unknown  side  length,  and  exhibiting  rectangles  with  the  same  perimeter  and  different  areas  or  with  the  same  area  and  different  perimeters  

Geometry  • Understand  that  shapes  in  different  categories  (e.g.,  rhombuses,  rectangles,  and  others)  may  share  attributes  (e.g.,  having  four  

sides),  and  that  the  shared  attributes  can  define  a  larger  category  (e.g.,  quadrilaterals).  Recognize  rhombuses,  rectangles,  and  squares  as  examples  of  quadrilaterals,  and  draw  examples  of  quadrilaterals  that  do  not  belong  to  any  of  these  subcategories.  

• Partition  shapes  into  parts  with  equal  areas.  Express  the  area  of  each  part  as  a  unit  fraction  of  the  whole.  For  example,  partition  a  shape  into  4  parts  with  equal  area,  and  describe  the  area  of  each  part  as  1/4  of  the  area  of  the  shape.  

     

 

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 This  section  of  map  is  currently  under  development  

 Third  Grade  Mathematics  Common  Experiences:    Third  Grade  Mathematics  Common  Assessments:    Third  Grade  Mathematics  Biblical  Integration:  Our  ultimate  goal  in  teaching  math  is  that  students  would  leave  GCCS  with  an  understanding  of  how  mathematics  is  truly  a  part  of  God’s  design  in  our  world    Third  Grade  Mathematics  Technology  Integration:      

 Library  

 Vision:        The  GCCS  K-­‐6  Library  exists  to  support  and  enrich  curriculum  as  well  as  provide  activities  and  resources  that  will  assist  students  in  becoming  effective  and  discriminating  users  of  information,  developing  a  pattern  of  lifelong  learning  and  in  fostering  a  love  a  reading.          Philosophy  and  Guiding  Biblical  Principles:    The  GCCS  K-­‐6  Library  seeks  to  promote  a  culture  of  literacy  by  creating  a  community  of  readers  through  encouraging  and  challenging  literary  activities  and  programs.    We  will  teach  students  to  be  good  users  of  information  by  equipping  students  with  the  skills  needed  to  locate,  analyze  and  apply  information  to  a  given  task.    While  we  have  library  materials  that  support  a  Christian  worldview,  there  are  some  literary  resources  that  might  contradict  Biblical  truth.    We  encourage  parents  and  teachers  to  support  an  open  dialog  with  students,  building  up  their  knowledge  of  God’s  Truth,  as  we  develop  Christian  leaders  who  can  minister  to  the  world  around  them.        Psalm  46:10a  Be  still,  and  know  that  I  am  God…    John  17:15-­‐17  My  prayer  is  not  that  you  take  them  out  of  the  world  but  that  you  protect  them  from  the  evil  one.    They  are  not  of  the  world,  even  as  I  am  not  of  it.    Sanctify  them  by  the  truth;  your  word  is  truth.      Third  Grade:    Third  Grade  Information  Literacy:    A.    Access  the  library,  staff  and  resources  whenever  an  academic  or  personal  information  need  arises,  and  demonstrate  appropriate  use  of  library  materials.     1.    Visit  the  library  for  academic  or  personal  information  needs.     2.    Ask  the  librarian  or  library  staff  member  for  assistance,  as  needed.  

3.    Explore  all  areas  of  the  library  (e.g.,  biography  section,  reference  section,  nonfiction).  4.    Describe  various  formats  of  library  materials  (e.g.,  print,  nonprint,  audio,  video).  

  5.    Use  correct  procedures  to  check  library  books  and  materials  out  and  in.     6.    Return  books  and  materials  on  time.     7.    Demonstrate  proper  care  of  books  and  library  materials.  

8.    Understand  that  when  students  visit  the  public  library,  the  public  librarian  will  assist  them  with  information  needs.    

B.    Understand  that  school  library  books  and  materials  are  organized  in  a  system,  and  use  the  system  to  locate  items.  1.    Understand  that  picture  books  and  fiction  books  are  organized  on  a  shelf  alphabetically  by  the  author's  last  name.  

 

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2.    Understand  that  information  books  are  arranged  on  the  shelf  according  to  their  subject  using  the  Dewey  Decimal  System.  3.    Know  the  difference  between  picture  books,  chapter  books,  fiction  books  and  nonfiction  books.  4.    Locate  resources  using  a  title,  subject  and/or  author  search  in  the  library  catalog.  

 C.    Explore  and  use  various  forms  of  literature  for  schoolwork  and  personal  enjoyment.     1.    Listen  to  stories  read  by  library  staff.     2.    Discuss  characters,  plot,  setting  and  themes  in  reading  material.     3.    Participate  in  choral  speaking,  creative  dramatics  and  other  literary  enrichment  activities.     4.    Understand  that  books  may  be  written  in  a  series.       5.    Read  for  pleasure  and  information.  

6.    Read  award-­‐winning  books  and  understand  that  the  award  is  given  for  the  writing  of  the  book  (e.g.,  Newbery,  King,  Wilder).  

 D.    Describe  types  of  information  including  facts,  opinions,  primary/  secondary  sources;  and  formats  of  information  including  number,  text,  sound,  visual,  multi-­‐media;  and  use  information  for  a  purpose.  

1.    Distinguish  between  the  concepts  of  information  (organized  data  and  facts)  and  data  (raw  facts  and  figures)  and  identify  examples  of  each.  2.    Recognize  that  information  gathering  is  based  on  a  need  (e.g.,  gather  information  to  learn  more  about  a  topic  or  gather  information  to  answer  questions).  3.    Identify  primary  source  information  -­‐  first-­‐hand  information  about  a  person,  place  or  event,  and  secondary  source  information  -­‐  second-­‐hand  information  interpreted  by  another  person  about  a  person,  place,  thing  or  event  (e.g.,  primary  sources  such  as  diaries,  letters,  objects  and  photographs;  and  secondary  sources  such  as  textbooks,  biographies).  

 E.    Apply  a  research  process  to  decide  what  information  is  needed,  find  sources,  use  information  and  check  sources.     1.    Brainstorm  available  resources  and/or  possible  keywords  to  use  as  search  terms.     2.    Develop  a  plan  for  gathering  information.     3.    Locate  materials  in  library.     4.    Summarize  and  draw  conclusions  about  information  gathered.     5.    Take  simple  notes  and  organize  information  into  a  logical  sequence.     6.    Make  a  list  of  resources  used.  

7.    Communicate  findings  orally,  visually  or  in  writing  and  draw  conclusions  about  findings.  8.    Evaluate  the  research  project.  

 Common  Experiences  for  Third  Grade  students:       -­‐Reader’s  Hall  of  Fame  Book     -­‐100th  Day  of  School  Reading  Celebration     -­‐Dr.  Seuss  Birthday  Celebration  

-­‐Right  to  Read  Week  Activities/Celebration  -­‐Author  Visit  -­‐Family  Reading  Festival  -­‐Summer  Reading  Program  Assembly  

 Common  Assessment:  This  section  of  map  currently  under  development      Third  Grade  Technology  Literacy:      Use  the  online  public  access  catalog  (OPAC)  to  locate  school  library  materials  for  classroom  assignments  and  personal  interests.  

1.    Use  the  author,  title  and  subject  search  features  of  the  OPAC  to  locate  school  library  materials.  2.    Understand  that  each  item  in  the  OPAC  has  a  bibliographic  record,  which  contains  information  about  that  item  (e.g.,  age,  summary,  location,  availability).  3.    Understand  that  call  numbers  and  call  letters  identified  on  the  bibliographic  record  in  the  OPAC  indicate  the  physical  location  of  the  material.  

 Biblical  Integration:        A.    Understand  that  some  books  are  based  on  Biblical  principles  and/or  Bible  verses.      B.    Apply  a  Biblical  Worldview  to  literature.     1.    Discuss  character  choices/actions  based  on  what  Jesus  would  want  us  to  do.  

 

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  2.    Compare  and  contrast  character  traits  in  regards  to  the  fruit  of  the  spirit  –  love,  joy,  peace,  patience,    kindness,  goodness,  faithfulness,  gentleness  &  self-­‐control    C.    Participate  in  Missionary  Literature  Study     1.    Listen  to  missionary  hero  stories  read  by  librarian.     2.    Understand  missionaries  follow  God’s  lead  in  their  lives,  no  matter  where  it  may  take  them.     3.    Complete  missionary  research  project.    Technology  Integration:  See  Technology  Literacy        

Music  Vision:      The  Grove  City  Christian  Fine  Arts  Department  seeks  to  teach,  model,  and  encourage  our  students  in  the  Fine  Arts  to  study,  use  and  explore  their  God  given  talents  and  abilities.  Students  are  encouraged  to  develop  a  lifelong  love  of  music  and  art  through  participation  in  both  study  and  performance.    Philosophy  and  Guiding  Biblical  Principles:  We  believe  students  should  be  exposed  to  a  variety  of  artistic  forms,  evaluated  through  the  Word  of  God.    We  believe  that  our  role  is  to  prepare  our  students  to  develop  and  use  those  talents  to  the  best  of  their  ability  so  they  may  reach  out  into  their  church,  community  and  school  sharing  their  gifts  and  the  message  of  God’s  love  to  all.    “Each  one  should  use  whatever  gift  he  has  received,  to  serve  others  faithfully  administering  God’s  grace  in  its  various  forms.”  I  Peter  4:10    Kindergarten-­‐  4th  Grade  Music  Education  Standards    The  students  are  expected  to  follow  the  previous  achievement  standards,  demonstrating  higher  levels  of  skills,  dealing  with  more  complex  examples,  and  responding  to  works  of  art  in  increasingly  more  sophisticated  ways.    

Content  Standard  Singing,  alone  and  with  others,  a  varied  repertoire  of  music  

Achievement  Standard  

• Students  sing  independently,  on  pitch  and  in  rhythm,  with  appropriate  timbre,  diction,  and  posture,  and  maintain  a  steady  tempo  

• Students  sing  expressively,  with  appropriate  dynamics,  phrasing,  and  interpretation  • Students  sing  from  memory  a  varied  repertoire  of  songs  representing  genres  and  styles  from  diverse  cultures  • Students  sing  ostinatos,  partner  songs,  and  rounds  • Students  sing  in  groups,  blending  vocal  timbres,  matching  dynamic  levels,  and  responding  to  the  cues  of  a  

conductor  

Content  Standard  Performing  on  instruments,  alone  and  with  others,  a  varied  repertoire  of  music  

Achievement  Standard  

• Students  perform  on  pitch,  in  rhythm,  with  appropriate  dynamics  and  timbre,  and  maintain  a  steady  tempo  • Students  perform  easy  rhythmic,  melodic,  and  chordal  patterns  accurately  and  independently  on  rhythmic,  

melodic,  and  harmonic  classroom  instruments  • Students  perform  expressively  a  varied  repertoire  of  music  representing  diverse  genres  and  styles  • Students  echo  short  rhythms  and  melodic  patterns  • Students  perform  in  groups,  blending  instrumental  timbres,  matching  dynamic  levels,  and  responding  to  the  cues  

of  a  conductor  • Students  perform  independent  instrumental  parts  (e.g.,  simple  rhythmic  or  melodic  ostinatos,  contrasting  

rhythmic  lines,  harmonic  progressions,  and  chords)  while  other  students  sing  or  play  contrasting  parts  

Content  Standard  Improvising  melodies,  variations,  and  accompaniments  

Achievement  Standard  

 

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• Students  improvise  "answers"  in  the  same  style  to  given  rhythmic  and  melodic  phrases  • Students  improvise  simple  rhythmic  and  melodic  ostinato  accompaniments  • Students  improvise  simple  rhythmic  variations  and  simple  melodic  embellishments  on  familiar  melodies  • Students  improvise  short  songs  and  instrumental  pieces,  using  a  variety  of  sound  sources,  including  traditional  

sounds  (e.g.,  voices,  instruments),  nontraditional  sounds  available  in  the  classroom  (e.g.,  paper  tearing,  pencil  tapping),  body  sounds  (e.g.,  hands  clapping,  fingers  snapping),  and  sounds  produced  by  electronic  means  (e.g.,  personal  computers  and  basic  MIDI  devices,  including  keyboards,  sequencers,  synthesizers,  and  drum  machines)  

Content  Standard  Composing  and  arranging  music  within  specified  guidelines  

Achievement  Standard  

• Students  create  and  arrange  music  to  accompany  readings  or  dramatizations  • Students  create  and  arrange  short  songs  and  instrumental  pieces  within  specified  guidelines  (e.g.,  a  particular  

style,  form,  instrumentation,  compositional  technique)  • Students  use  a  variety  of  sound  sources  when  composing  

Content  Standard  Reading  and  notating  music  

Achievement  Standard  

• Students  read  whole,  half,  dotted  half,  quarter,  and  eighth  notes  and  rests  in  2/4,  3/4,  and  4/4  meter  signatures  • Students  use  a  system  (that  is,  syllables,  numbers,  or  letters)  to  read  simple  pitch  notation  in  the  treble  clef  in  

major  keys  • Students  identify  symbols  and  traditional  terms  referring  to  dynamics,  tempo,  and  articulation  and  interpret  

them  correctly  when  performing  • Students  use  standard  symbols  to  notate  meter,  rhythm,  pitch,  and  dynamics  in  simple  patterns  presented  by  the  

teacher  

Content  Standard  Listening  to,  analyzing,  and  describing  music  

Achievement  Standard  

• Students  identify  simple  music  forms  when  presented  aurally  • Students  demonstrate  perceptual  skills  by  moving,  by  answering  questions  about,  and  by  describing  aural  

examples  of  music  of  various  styles  representing  diverse  cultures  • Students  use  appropriate  terminology  in  explaining  music,  music  notation,  music  instruments  and  voices,  and  

music  performances  • Students  identify  the  sounds  of  a  variety  of  instruments,  including  many  orchestra  and  band  instruments,  and  

instruments  from  various  cultures,  as  well  as  children's  voices  and  male  and  female  adult  voice  • Students  respond  through  purposeful  movement  (e.g.,  swaying,  skipping,  dramatic  play)  to  selected  prominent  

music  characteristics  or  to  specific  music  events  (e.g.,  meter  changes,  dynamic  changes,  same/different  sections)  while  listening  to  music  

Content  Standard  Evaluating  music  and  music  performances  

Achievement  Standard  

• Students  devise  criteria  for  evaluating  performances  and  compositions  • Students  explain,  using  appropriate  music  terminology,  their  personal  preferences  for  specific  musical  works  and  

styles  

Content  Standard  Understanding  relationships  between  music,  the  other  arts,  and  disciplines  outside  the  arts  

Achievement  Standard  

 

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• Students  identify  similarities  and  differences  in  the  meanings  of  common  terms  (e.g.,  form,  line,  contrast)  used  in  the  various  arts  

• Students  identify  ways  in  which  the  principles  and  subject  matter  of  other  disciplines  taught  in  the  school  are  interrelated  with  those  of  music  (e.g.,  foreign  languages:  singing  songs  in  various  languages;  language  arts:  using  the  expressive  elements  of  music  in  interpretive  readings;  mathematics:  mathematical  basis  of  values  of  notes,  rests,  and  time  signatures;  science:  vibration  of  strings,  drum  heads,  or  air  columns  generating  sounds  used  in  music;  geography:  songs  associated  with  various  countries  or  regions)  

Content  Standard  Understanding  music  in  relation  to  history  and  culture  

Achievement  Standard  

• Students  identify  by  genre  or  style  aural  examples  of  music  from  various  historical  periods  and  cultures  • Students  describe  in  simple  terms  how  elements  of  music  are  used  in  music  examples  from  various  cultures  of  

the  world  • Students  identify  various  uses  of  music  in  their  daily  experiences  and  describe  characteristics  that  make  certain  

music  suitable  for  each  use  • Students  identify  and  describe  roles  of  musicians  (e.g.,  orchestra  conductor,  folksinger,  church  organist)  in  

various  music  settings  and  cultures  • Students  demonstrate  audience  behavior  appropriate  for  the  context  and  style  of  music  performed  

 K-­‐4  Music  Topic  Statements:      Identify  types  of  notation,  Distinguish  between  types  of  notation  ,  Recite,  recall  music  terminology,  Apply  concepts  of  basic  music  terminology,  Develop  and  use  performance  skills,  Identify,  categorize  and  connect  ideas  about  cultural  music,  various  genres,  composers  and  musical  instruments  

K-­‐4  Music  Common  Experiences:    Chapel  worship  times,  Playing  recorders  (3rd  and  4th)  ,  opportunity  to  play  violins  (4th),  *programs  such  as:  Grandparents'  Day  Program,  Night  of  the  Fine  Arts  program,  Christmas  Program.    K-­‐4  Music  Common  Assessments:  Kindergarten  Common  Assessments  -­‐  Students  are  judges  on  effort,  following  directions,    knowledge  of  material  and  information  taught,  participation  in  performances  and    music  classes    First  and  Second  Grade  Common  Assessments    -­‐  Students  are  graded  on  participation  in  class  and  performances,  knowledge  of  material  and  information  taught  -­‐  done  both  orally  and  through  written  worksheets,  following  directions    Third  and  Fourth  Grade  Common  Assessments  -­‐    Students  are  graded  on  participation  in  class    and  performances,  knowledge  of  material  and  information  taught  -­‐  done  both    orally  and  through  written  worksheets,  following  directions,  ability  to  play    notes  and  songs  on  their  recorders      K-­‐4  Music  Biblical  Integration:    

Biblical  concepts  and  principles  are  integrated  through  the  songs  chosen  and  performed.    Biblical  values  are  taught  in  encouraging  the  students  to  use  their  God-­‐given  talents  and  to  strive  to  do  their  best  in  all  we  do  in  class.    In  our  performances,  the  students  are  urged  to  do  all  for  the  glory  of  our  God.  

K-­‐4  Music  Technology  Integration:    

Use  of  cds,  dvds,  powerpoints,  overhead  projectors,  internet  programs  and  songs  

*Performance  programs  are  subject  to  change      

 

 

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Art  Vision:      The  Grove  City  Christian  Fine  Arts  Department  seeks  to  teach,  model,  and  encourage  our  students  in  the  Fine  Arts  to  study,  use  and  explore  their  God  given  talents  and  abilities.  Students  are  encouraged  to  develop  a  lifelong  love  of  music  and  art  through  participation  in  both  study  and  performance.    Philosophy  and  Guiding  Biblical  Principles:  We  believe  students  should  be  exposed  to  a  variety  of  artistic  forms,  evaluated  through  the  Word  of  God.    We  believe  that  our  role  is  to  prepare  our  students  to  develop  and  use  those  talents  to  the  best  of  their  ability  so  they  may  reach  out  into  their  church,  community  and  school  sharing  their  gifts  and  the  message  of  God’s  love  to  all.    “Each  one  should  use  whatever  gift  he  has  received,  to  serve  others  faithfully  administering  God’s  grace  in  its  various  forms.”  I  Peter  4:10      Kindergarten-­‐  5th  Grade  Visual  Art:  The  students  are  expected  to  follow  the  previous  achievement  standards,  demonstrating  higher  levels  of  skills,  dealing  with  more  complex  examples,  and  responding  to  works  of  art  in  increasingly  more  sophisticated  ways.    

 Standards:  What  a  GCCS  Student  will  know  and  be  able  to  do  in  K-­‐5th  Grade  Visual  Arts:  1.  Content  Standard:  Understanding  and  applying  media,  techniques,  and  processes  

Achievement  Standard:  

• Know  the  differences  between  materials,  techniques,  and  processes    • Describe  how  different  materials,  techniques,  and  processes  cause  different  responses    • Use  different  media,  techniques,  and  processes  to  communicate  ideas,  experiences,  and    stories    • Use  art  materials  and  tools  in  a  safe  and  responsible  manner    

2.  Content  Standard:  Using  knowledge  of  structures  and  functions  

Achievement  Standard:  

• Know  the  differences  among  visual  characteristics  and  purposes  of  art  in  order  to  convey  ideas    • Describe  how  different  expressive  features  and  organizational  principles  cause  different    responses    • Use  visual  structures  and  functions  of  art  to  communicate  ideas    

3.  Content  Standard:  Choosing  and  evaluating  a  range  of  subject  matter,  symbols,  and  ideas  

Achievement  Standard:  

• Explore  and  understand  prospective  content  for  works  of  art    • Select  and  use  subject  matter,  symbols,  and  ideas  to  communicate  meaning    

4.    Content  Standard:  Understanding  the  visual  arts  in  relation  to  history  and  cultures  

Achievement  Standard:  

• Know  that  the  visual  arts  have  both  a  history  and  specific  relationships  to  various  cultures    • Identify  specific  works  of  art  as  belonging  to  particular  cultures,  times,  and  places    • Demonstrate  how  history,  culture,  and  the  visual  arts  can  influence  each  other  in  making  and    studying  works  of  

art    

5.  Content  Standard:  Reflecting  upon  and  assessing  the  characteristics  and  merits  of  their  work  and  the  work  of  others  

 

Achievement  Standard:  

• Understand  there  are  various  purposes  for  creating  works  of  visual  art    

 

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• Describe  how  people’s  experiences  influence  the  development  of  specific  artworks    • Understand  there  are  different  responses  to  specific  artworks    

6.  Content  Standard:  Making  connections  between  visual  arts  and  other  disciplines  

Achievement  Standard:  

• Understand  and  use  similarities  and  differences  between  characteristics  of  the  visual  arts  and  other    arts  disciplines    

• Identify  connections  between  the  visual  arts  and  other  disciplines  in  the  curriculum    

 Third  Grade      Topic  Statements  for  Visual  Arts  By  close  of  Third:    Topics  -­‐    The  roles  of  artists,  Color,  Color  wheel,  tertiary  colors,  color  hike,  elements  and  principles  of  art,  cylinders,  still  lifes,  weaving,  textiles/fabric,  sewing,  camouflage,  patterns  and  designs,  judging  and  displaying  artwork,  illustrations,  Norman  Rockwell,  poetry  and  art,  pop  art,  clay  pizza,  positive  and  negative  space,  finish  the  visual  story,    painting,  drawing,  gluing,  cutting,  art  show.  Media  -­‐  Paint,  Oil  Pastels,  pencils,  erasers,  drawing  paper,  glue  sticks,  clay,  markers,  burlap,  yarn,  beads,  color  wheels,  construction  paper,  Multi  –Media.  Cultural  and  Historical  Context  -­‐  elements  and  principles  of  design  video,  still  life  art/artists,  illustrators  with  and  emphasis  on  Norman  Rockwell,  textiles  of  the  world,  pop  art/artists.    Third  Grade  Common  Experiences:  The  roles  of  artists,  Color  wheel  with  an  emphasis  on  the  tertiary  colors,  tertiary  color  hike,  cylinder  study,  fruit  bowl  still  life,  weaving  and  unweaving,  camouflage,  pattern  and  design  project,  preparing  for  art  show,  video  on  Norman  Rockwell’s  life,  illustrating  a  Spring  poem,  power  point  on  pop  art,  creating  a  pop  art  clay  pizza,  creating  a  positive  and  negative  space  artwork,  completing  the  other  half  of  a  photograph,  art  show,  ACSI  Art  Festival.  

K-­‐5  Biblical  Integration:                                                                                                                                                                                                                                              

GCCS  Art  department  gives  special  attention  to  integrating  Biblical  truths  throughout  all  creative  experiences.    God  shares  His  love  for  beauty  and  detail  through  His  creation.  Mankind  possesses  God-­‐given  creativity.  Mankind,  abounding  with  expression,  leaves  behind  a  legacy  with  each  passing  generation.  Prayer-­‐1Cor.  7:5  Do  your  best  for  God-­‐  Col.  3:17  Use  your  time  wisely-­‐Eph.  5:16  God  looks  on  the  heart  and  not  the  appearance  -­‐1  Sam.  16:7  Godly  conversation-­‐Col.  4:6  God’s  creation-­‐  Ps.  19:1    We  are  wondrously  made  –Ps.  139:14  The  Art  we  create  about  and  do  should  be  pleasing  to  God  –  Phil.  4:8  Consider  others  better  than  yourself  –Phil.  2:3-­‐4  K-­‐5  Technology  Integration:                                                                                                                                                                                                                                

 Power  Point,  Internet,  Movies    

 Third  Grade  Common  Assessments:  Rubric  Participation  grade              

 

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Physical  Education  

Vision  Statement    The  Grove  City  Christian  School  Physical  Education  and  Health  Department’s  desire  is  to  teach  students  the  skills  necessary  to  develop  a  lifetime  of  physical  activity,  wellness  and  fitness.    We  seek  to  use  the  teaching  of  sports,  wellness,  and  movement  concepts  to  complete  the  total  education  process.    It  is  our  goal  that  Physical  Education  and  Health  will  be  viewed  equally  as  important  as  all  other  subject  matter.      As  Christians  in  the  physical  education  department,  we  desire  to  make  Christ  the  reason  and  focus  behind  our  goals  and  objectives.        Philosophy  and  Guiding  Biblical  Principles    We  believe,  a  “physically-­‐educated”  person  is  one  who  has  learned  the  skills  necessary  to  develop  a  lifetime  of  physical  activity,  wellness  and  fitness.  Physical  education  and  wellness  education  enables  us  to  keep  our  bodies  in  good  condition  so  that  we  can  glorify  God  in  all  we  do  (I  Corinthians  10:31).    Each  student  should  also  develop  Christ-­‐like  attitudes  and  actions  by  having  the  opportunities  to  interact  with  other  students  while  feeling  the  emotions  of  “success”  (winning)  and  “failure”  (losing).    Finally,  each  student  should  develop  an  awareness  and  appreciation  for  the  human  body,  which  was  created  by  God,  in  the  image  of  God  and  for  God.        Standards:  What  a  GCCS  Student  will  know  and  be  able  to  do  in  K-­‐12th  Grade  Physical  Education:  Standard  1:  Demonstrates  competency  in  motor  skill  and  movement  patterns  needed  to  perform  a  variety  of  physical  activities.  

Standard  2:  Demonstrates  understanding  of  movement  concepts,  principles,  strategies,  and  tactics  as  they  apply  to  the  learning  and  performance  of  physical  activities.  

Standard  3:  Participates  regularly  in  physical  activity.EDUCATION  STANDARDS  

Standard  4:  Achieves  and  maintains  a  health-­‐enhancing  level  of  physical  fitness.  

Standard  5:  Exhibits  responsible  personal  and  social  behavior  that  respects  self  and  others  in  physical  activity  settings.EDUCATION  STANDARDS  

Standard  6:  Values  physical  activity  for  health,  enjoyment,  challenge,  self-­‐expression,  and/or  social  interaction.  

 Kindergarten-­‐4th  Grade  PE  Topic  Statements:    Development  of  the  physical  skills  needed  to  enjoy  participation  in  physical  activities,  mastering  movement  fundamentals,  establish  a  foundation  to  facilitate  continued  motor  skill  acquisition,  develop  maturity  and  versatility  in  the  use  of  fundamental  motor  skills  (e.g.,  running,  skipping,  throwing,  striking)  that  are  further  refined,  combined,  and  varied  during  the  middle  school  years.    

Kindergarten-­‐4th    Grade  PE  Common  Experiences:  Spatial  awareness;  general  space;  personal  space;  playing  by  specific  rules;  teamwork;  collaboration;  benefits  of  peer  teaching;  individual  responsibility;  participation;  fitness;  teamwork;  hand-­‐eye  coordination  and  motor  skills;    classroom  safety    Kindergarten-­‐4th  Grade  PE  Common  Assessments      Visual,  oral,  written  (quizzes/tests  for  3rd  and  4th….Fitness  Gram)    

Kindergarten-­‐12th  Grade  PE  Biblical  Integration:        

Standard  1:  Demonstrates  competency  in  motor  skill  and  movement  patterns  needed  to  perform  a  variety  of  physical  activities.  

and  

 

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Standard  3:  Participates  regularly  in  physical  activity.  

Philippians  3:12-­‐14    Not  that  I  have  already  obtained  all  this,  or  have  already  arrived  at  my  goal,  but  I  press  on  to  take  hold  of  that  for  which  Christ  Jesus  took  hold  of  me.  Brothers  and  sisters,  I  do  not  consider  myself  yet  to  have  taken  hold  of  it.  But  one  thing  I  do:  Forgetting  what  is  behind  and  straining  toward  what  is  ahead,  I  press  on  toward  the  goal  to  win  the  prize  for  which  God  has  called  me  heavenward  in  Christ  Jesus.  

Standard  2:  Demonstrates  understanding  of  movement  concepts,  principles,  strategies,  and  tactics  as  they  apply  to  the  learning  and  performance  of  physical  activities.  

I  Corinthians  9:24-­‐27  Do  you  not  know  that  in  a  race  all  the  runners  run,  but  only  one  gets  the  prize?  Run  in  such  a  way  as  to  get  the  prize.  Everyone  who  competes  in  the  games  goes  into  strict  training.  They  do  it  to  get  a  crown  that  will  not  last,  but  we  do  it  to  get  a  crown  that  will  last  forever.  Therefore  I  do  not  run  like  someone  running  aimlessly;  I  do  not  fight  like  a  boxer  beating  the  air.  No,  I  strike  a  blow  to  my  body  and  make  it  my  slave  so  that  after  I  have  preached  to  others,  I  myself  will  not  be  disqualified  for  the  prize.  

Standard  4:  Achieves  and  maintains  a  health-­‐enhancing  level  of  physical  fitness.  

Isaiah  40:28-­‐31  

Do  you  not  know?  Have  you  not  heard?    The  Lord  is  the  everlasting  God,  the  Creator  of  the  ends  of  the  earth.  He  will  not  grow  tired  or  weary,  and  his  understanding  no  one  can  fathom.    He  gives  strength  to  the  weary  and  increases  the  power  of  the  weak.    Even  youths  grow  tired  and  weary,  and  young  men  stumble  and  fall;  but  those  who  hope  in  the  Lord  will  renew  their  strength.  They  will  soar  on  wings  like  eagles;  they  will  run  and  not  grow  weary,  they  will  walk  and  not  be  faint.    Standard  5:  Exhibits  responsible  personal  and  social  behavior  that  respects  self  and  others  in  physical  activity  settings.  

Matthew  18  

“If  your  brother  or  sister  sins,  go  and  point  out  their  fault,  just  between  the  two  of  you.  If  they  listen  to  you,  you  have  won  them  over.  But  if  they  will  not  listen,  take  one  or  two  others  along,  so  that  ‘every  matter  may  be  established  by  the  testimony  of  two  or  three  witnesses.’  If  they  still  refuse  to  listen,  tell  it  to  the  church;  and  if  they  refuse  to  listen  even  to  the  church,  treat  them  as  you  would  a  pagan  or  a  tax  collector.  

Standard  6:  Values  physical  activity  for  health,  enjoyment,  challenge,  self  expression,  and/or  social  interaction.  

I  Corinthians  6:20      

You  were  bought  at  a  price.  Therefore  honor  God  with  your  bodies.  

Kindergarten-­‐4th  Grade  PE  Technology  Integration:  Stop  watches,  calculators,  heart  rate  monitors,  pedometers,  iPad  (Pacer  Test)  

Technology    

Vision:      The  Grove  City  Christian  School  Technology  Department  seeks  to  facilitate  the  development  of  students  who  will  become  committed  and  professionally  competent  Christian  leaders  and  workers  that  will  impact  their  chosen  organizations,  professions,  and  the  society  in  which  they  live  with  their  biblical  example  of  work  and  purpose.    Students  will  use  technology  to  help  them  achieve  success  in  their  work,  whatever  that  may  be.    Philosophy  and  Guiding  Biblical  Principles:  Teachers,  as  active  Biblical  role  models,  who  exhibit  and  teach  the  character  traits  of  responsibility,  honesty,  integrity,  diligence,  and  loyalty,  (Proverbs  15:2  “the  tongue  of  the  wise  commends  knowledge.”)  integrate  these  Biblical  principles  in  each  area  of  technology.  (I  Timothy  4:7  “train  yourself  to  be  Godly.”)    We  provide  opportunities  for  student  involvement  with  leading  edge  technology  and  instruction  in  information  technology.    Students  receive  instruction  in  developing  excellent  oral  and  written  communication  skills,  using  technology  to  enhance  especially  the  area  of  written  communication  practice.    (Colossians  4:6  “Let  your  speech  always  be  with  grace,  seasoned  with  salt,  that  you  may  know  how  you  ought  to  answer  each  one.”).    Guidance  in  the  ethical  use  of  computer  technology  and  information  allows  students  to  develop  the  understanding  of  the  importance  of  discerning  right  from  wrong  in  school  life,  at  home,  and  when  faced  with  challenges  in  the  workplace.  (Psalm  37:27  “Depart  from  evil,  and  do  good;  And  dwell  forevermore.”)  

 

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K-­‐12  Technology  Standards  The  students  are  expected  to  follow  the  previous  achievement  standards,  demonstrating  higher  levels  of  skills,  dealing  with  more  complex  examples,  and  responding  to  works  of  art  in  increasingly  more  sophisticated  ways.    

1.  Creativity  and  Innovation  

Students  demonstrate  creative  thinking,  construct  knowledge,  and  develop  innovative  products  and  processes  using  technology.  

• Apply  existing  knowledge  to  generate  new  ideas,  products,  or  processes    • Create  original  works  as  a  means  of  personal  or  group  expression    • Use  models  and  simulations  to  explore  complex  systems  and  issues  • Identify  trends  and  forecast  possibilities    

2.  Communication  and  Collaboration  

Students  use  digital  media  and  environments  to  communicate  and  work  collaboratively,  including  at  a  distance,  to  support  individual  learning  and  contribute  to  the  learning  of  others.  

• Interact,  collaborate,  and  publish  with  peers,  experts,  or  others  employing  a  variety  of  digital  environments  and  media    

• Communicate  information  and  ideas  effectively  to  multiple  audiences  using  a  variety  of  media  and  formats    • Develop  cultural  understanding  and  global  awareness  by  engaging  with  learners  of  other  cultures    • Contribute  to  project  teams  to  produce  original  works  or  solve  problems    

3.  Research  and  Information  Fluency    

Students  apply  digital  tools  to  gather,  evaluate,  and  use  information.  

• Plan  strategies  to  guide  inquiry    • Locate,  organize,  analyze,  evaluate,  synthesize,  and  ethically  use  information  from  a  variety  of  sources  and  media  • Evaluate  and  select  information  sources  and  digital  tools  based  on  the  appropriateness  to  specific  tasks    • Process  data  and  report  results    

4.  Critical  Thinking,  Problem  Solving,  and  Decision  Making  

Students  use  critical  thinking  skills  to  plan  and  conduct  research,  manage  projects,  solve  problems,  and  make  informed  decisions  using  appropriate  digital  tools  and  resources.  

• Identify  and  define  authentic  problems  and  significant  questions  for  investigation    • Plan  and  manage  activities  to  develop  a  solution  or  complete  a  project    • Collect  and  analyze  data  to  identify  solutions  and/or  make  informed  decisions    • Use  multiple  processes  and  diverse  perspectives  to  explore  alternative  solutions    

 5.  Digital  Citizenship  

Students  understand  human,  cultural,  and  societal  issues  related  to  technology  and  practice  legal  and  ethical  behavior.  

• Advocate  and  practice  safe,  legal,  and  responsible  use  of  information  and  technology    • Exhibit  a  positive  attitude  toward  using  technology  that  supports  collaboration,  learning,  and  productivity    • Demonstrate  personal  responsibility  for  lifelong  learning    • Exhibit  leadership  for  digital  citizenship    

6.  Technology  Operations  and  Concepts  

Students  demonstrate  a  sound  understanding  of  technology  concepts,  systems,  and  operations.  

• Understand  and  use  technology  systems    • Select  and  use  applications  effectively  and  productively    

 

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• Troubleshoot  systems  and  applications    • Transfer  current  knowledge  to  learning  of  new  technologies    

NETS·S  ©  2007  International  Society  for  Technology  in  Education.  ISTE®  is  a  registered  trademark  of  the  International  Society  for  Technology  in  Education.  

 K-­‐8  Mapping  in  process    

Updated  6/8/12