Curriculum Guide
Early Childhood
Beginners, Pre-Kindergarten and Kindergarten
At The Chestnut Hill School, our Early Childhood program supports children in developing the skills to cooperate and collaborate both within and beyond the classroom. With a focus on empathy, communication, and self-regulation, our students are given opportunities to direct their own learning and collaborate with their peers in order to create a sense of belonging and build community. Our intentional choice of diverse authors helps students to recognize differences, see themselves reflected in the curriculum, and start to develop a sense of agency. Whether they are learning about abilities and adaptations, heritage and identity, or changemakers in society, our youngest learners are exposed to a range of perspectives and experiences.
In our Early Childhood classrooms, we foster curiosity and joy in learning through a multidimensional program that develops the whole child. Students engage in regular and frequent interactions with print to enhance early literacy skills and become enthusiastic pre-readers. CHS teachers accomplish this through a rich and varied selection of texts and vocabulary, specific author studies, and handson book-making projects. Our math curriculum encourages students to persevere in problem solving, take risks, and apply mathematical skills to make sense of the world around them. In the classroom, CHS students use mathematical modeling, comparing, sorting, graphing, and recognizing patterns to build a strong foundation of numeracy and a love of math. Our special subject offerings provide a range of opportunities for students to pursue their passions, engage in active learning, and showcase cross-curricular connections.
Essential Questions
Beginners
• What makes me unique?
• What is a family?
• How are families similar and different?
Pre-Kindergarten
• What makes a community?
• How can I contribute to my community?
• What are ways in which people care for themselves and for each other?
Kindergarten
• What is unique to me and my family?
• How can I help care for our planet?
• What are ways that I can make a difference?
Lower School
Grades 1, 2 and 3
As students become more sophisticated learners, our program continues to offer developmentally appropriate opportunities for critical, creative, and conceptual thinking. Students enter our Lower School as emerging readers and writers. Using methodologies aligned with the science of reading, teachers offer small reading groups and receive targeted skills instruction to develop fluency and deepen comprehension. Writing units in the Lower School encompass a wide range of genres, such as poetry, persuasive essays, nonfiction, and script writing in order to introduce students to voice, audience, and purpose. In the Lower School, students continue developing foundational skills in the following mathematical domains: operations and algebraic thinking, algebra, numbers and operations in base 10, measurement and data, and geometry. Students demonstrate flexible thinking while they engage in rigorous problem solving, and are encouraged to find multiple ways to solve increasingly complex problems.
Our Lower School students engage in thoughtful reflection and examine what it means to be a leader through both an academic and socialemotional lens. Students are given opportunities to write their own plays and perform them for an audience. The Open Circle curriculum provides students explicit social-emotional strategies and skills. The diversity, equity, and inclusion strands that are based on the eight social identifiers are interwoven into our curriculum, providing students opportunities to take multiple perspectives and to recognize bias, prejudice, and stereotypes. Students are encouraged to be upstanders and allies, and to continue to contribute to our socially conscious community. The Lower School trajectory offers multiple special subject classes, allowing students to explore and follow their passions.
Essential Questions
Grade 1
• What are similarities and differences between habitats?
• How might a habitat influence the way people live?
• How do people adapt to different environments?
Grade 2
• What is culture?
• How might the environment impact culture?
• How can we make a positive impact on our world?
Grade 3
• What ideas from ancient cultures do we still see today?
• How have groups of people been treated over time?
• What were the beginnings of democracy?
Upper School
Grades 4, 5 and 6
As students progress through our Upper School, they become curious, confident, engaged learners who are able to express their ideas with increasing sophistication and depth. Students hone these skills through intentional curricula that include independent reading journals, math problems that guide students to find multiple paths to solve a single problem, robotic challenges, and thoughtful cross-curricular integrations. Our graduates leave CHS ready to contribute fully in their next learning communities and confidently participate in complex conversations as curious and informed citizens and scholars.
Our Upper School students are given many opportunities to put the leadership skills they have developed in the Lower School into practice. Students lead their own family-teacher conferences by presenting their learning portfolios and identifying their own strengths and weaknesses in order to develop habits of excellence. In addition, our Upper School students are paired with our youngest Hawks in our Learning Partner program, and they meet weekly to engage in play and learning. This unique opportunity allows for our Upper School students to foster authentic relationships with our youngest learners for up to three years. Research projects in the Upper School focus on inquiry and activism; students are encouraged to pursue topics of interest and explore the numerous strategies that leaders use to effect change. In the Upper School, students continue to build the skills to be successful students. In Grade 4, students hone their executive function skills. In Grade 5, the focus is on growth mindset and resilience. In Grade 6, our students engage in mindfulness exercises, self-reflection, and how to best model our core values as leaders of the school.
Essential Questions
Grade 4
• How does the past inform the present?
• Who holds the social/political power?
• How does change occur?
Grade 5
• How can people effect change?
• What does it mean to be a leader?
• Who holds the social and political power?
Grade 6
• How have different groups been marginalized and empowered?
• How can we be activists in our own lives?
• What are ways that an individual or a collective group can advocate for others?
Special Subjects
All Grades
At every grade level, CHS offers a full array of special subjects that enrich the learning experience and complement the core subjects of reading, writing, math, and social studies. Special subjects allow students to acquire new skills and content, gain exposure to a wide range of disciplines, and foster cross-curricular connections at an early age.
Engineering & Technology (Grades 2-6)
Students are introduced to concepts of computer science, enabling them to be confident and comfortable with coding and computational thinking.
Art (Grades 2-6)
Art class encompasses a wide variety of media including paint, graphic design, papier-mâché, yarn, fabric and clay to create authentic projects that often connect to themes explored in social studies class.
Research in Action (Grades 1-6)
Our library program expands in the older grades to encompass teaching research, analytical, and communication skills in today’s digital age.
Library
The library program seeks to foster a love of reading and to encourage students to grow as life-long learners, explorers, and thinkers.
Spanish
Using visual cues, manipulatives, songs, games, and experiential activities, our students build their knowledge of vocabulary and grammar in a joyful student-centered environment that encourages them to take risks.
Music & Chorus
A cohesive program that grows with our students from year to year, music at CHS combines handson learning in class with impressive performances.
Physical Education (Beginners - Grade 3)
PE offers a dynamic and engaging program that provides a variety of developmentally appropriate physical activities.
Athletics (Grades 4-6)
Students participate in interscholastic sports year-round: soccer, basketball, and softball/baseball. Students engage in regular practices and play competitively against other independent schools.
STEAM (Beginners - Grade 1)
Students engage in active, hands-on learning during STEAM class by using an iterative design process that incorporates science, technology, engineering, art, and math.
Science (Grades 2-6)
Recognizing the importance of a thorough grounding in scientific principles, science is structured as a double period to allow for hands-on investigations and activities.
• Listens actively to read-alouds
• Asks open-ended questions about read-alouds
• Responds to questions
• Predicts what might happen next in a story, with support
• Supplies a word to complete a rhyme
• Identifies initial sounds of words
• Segments and claps syllables
• Retells a sequence in a story with prompting
• Recognizes letters in their name
• Names and forms all uppercase letters
• Distinguishes between fiction and nonfiction texts
• Makes logical predictions when listening to stories
• Identifies main and supporting characters in stories
• Sequences stories into beginning, middle, and end
• Identifies the setting in stories
• Recognizes sight words in
• Recognizes sight words in isolation
• Reads fluently with appropriate rate and accuracy
• Uses punctuation cues to read with proper phrasing
• Reads with appropriate expression
• Accurately and automatically blends short words
• Reads two-syllable words accurately
• Identifies characters and setting
• Identifies problem and solution
• Sequences events in a story
• Demonstrates literal comprehension orally & in writing
• Makes basic inferences
• Identifies the main idea in a text
• Uses context clues to self correct
• Reads fluently with appropriate rate and accuracy
• Reads fluently with appropriate rate, accuracy, phrasing and expression
• Applies word attack skills to read multisyllabic words
• Uses knowledge of word parts to support reading
• Identifies main ideas in fiction and nonfiction text
• Reads multisyllabic words accurately
• Reads grade-level texts fluently with appropriate rate, accuracy, and expression
• Uses strategies to increase literal and inferential comprehension
• Identifies and describes narrative elements
• Recalls information from read aloud stories
• Matches all uppercase consonants to sounds
isolation & whole words in context
• Generates sets of rhymes
• Identifies syllables in words
• Isolates initial, medial, and final sounds in words
• Distinguishes between vowels and consonants; Identifies sound/symbol association for consonants and short vowels
• Blends 3-4 sounds into a word
• Manipulates sounds within a word
• Isolates final sounds
• Distinguishes sounds in consonant blends
• Identifies story elements
• Makes reasonable predictions
• Retells a story in sequence
• Demonstrates literal comprehension orally
• References text for information
• Genres: Fiction, Nonfiction, Poetry, Readers Theater
• Uses punctuation cues to read with proper phrasing
• Reads long and short vowels accurately
• Reads words with consonant blends and digraphs
• Reads words with two or more syllables accurately
• Genres: Fiction, Nonfiction, Poetry
• Demonstrates literal comprehension orally and in writing
• Makes inferences independently
• Identifies author’s purpose
• References text for information
• Genres: Fiction, Nonfiction, Fantasy, Fairytales, Myths
• Summarizes text by synthesizing relevant information
• Reads grade-level texts fluently with appropriate rate, accuracy, and expression
• Describes traits and development of characters
• Forms and supports inferences using text evidence
• Summarizes text by synthesizing relevant information
• Compares and contrasts texts
• Summarizes text by synthesizing relevant information
• Compares and contrasts two or more texts with regard to literary devices and author intent
• Identifies literary devices of foreshadowing, imagery, metaphor, and theme
• Writes about literary elements using evidence from text
• Begins to utilize appropriate pencil grip
• Recognizes and produces rhymes
• Identifies some lowercase letters including those in their own name
• Hears and recognizes word boundaries
• Forms uppercase and lowercase letters
• Spaces words appropriately
• Generates ideas for independent writing
• Responds to writing prompts
• Writes a complete sentence
• Develops and expands writing ideas
• Applies sound/symbol knowledge in phonetic spelling
• Creates letter-like forms and shapes
• Discusses “Letter of the Day”
• Creates stories with drawings
• Attempts to spell words phonetically
• Spells words with consonant and vowel sounds in writing
• Capitalizes names and beginning of sentences
• Ends sentences with punctuation
• Identifies basic components of a sentence: capital letters, spacing between words, and punctuation
• Identifies cause and effect relationships
• Compares and contrasts texts in the same genre
• Determines the meaning of words using context clues
• Demonstrates comprehension orally and through writing
• Genres: Fantasy, Realistic Fiction, Historical Fiction, Mystery, Nonfiction
using higher level thinking
• Identifies and describes narrative elements
• Engages in rich conversations about texts by making thoughtful cross-curricular connections and connections to prior knowledge
• Genres: Verse Novel, Poetry, Realistic Fiction, Science Fiction, Mystery, Historical Graphic Novel
• Engages in multiple perspectives using evidence from text
• Use effective study strategies for formal reading assessments
• Genres: Journalism, Historical Fiction, Mystery, Fantasy/ Science Fiction, Short Stories, Speeches
• Reads and translates Latin
• Uses correct paper position and appropriate pencil grip
• Forms uppercase and lowercase letters appropriately
• Spaces letters and words appropriately
• Generates ideas for writing independently
• Responds relevantly to writing prompts
• Adds sufficient details to written work
• Forms manuscript letters appropriately
• Writes legibly
• Applies spelling rules in writing
• Writes complete and expanded sentences
• Writes a complete paragraph
• Uses appropriate capitalization and punctuation
• Generates ideas independently
• Forms manuscript letters appropriately
• Forms cursive letters appropriately
• Writes legibly
• Incorporates effective vocabulary and description
• Develops pieces with a clear beginning, middle, and end
• Constructs a complete paragraph
• Applies suggestions for revision
• Applies knowledge of consonant and vowel sounds in spelling
• Writes a complete sentence
• Uses upper and lowercase letters appropriately
• Genres: Small Moment Stories, Poetry, Nonfiction, Opinion, Realistic Fiction
• Adds sufficient details to written work
• Applies suggestions for revision
• Uses organizational tools effectively
• Self-edits to improve content and mechanics
• Genres: Poetry, Nonfiction, Research Paragraph, Speeches, Narrative, Expository, Persuasive Paragraph
• Proofreads and edits for punctuation, capitalization, and spelling
• Writes narrative with a clear conflict and resolution
• Chooses interesting and effective words to convey meaning
• Uses transition words and sentences effectively
• Personalizes writing to establish clear voice
• Proofreads and edits own writing; applies suggestions for revision
• Offers constructive feedback in the peerediting process
• Utilizes the writing process
• Varies length and structure of sentences
• Establishes a clear and appropriate voice in writing
• Maintains clear focus of ideas within a narrative
• Writes a well-organized five paragraph essay with an effective introduction and conclusion
• Develops a clear and well-supported thesis
• Develops a clear and well-supported thesis in expository writing
• Writes a well-organized multi-paragraph essay or report with an effective introduction and conclusion
• Uses effective lead-ins and analysis of quotes in expository writing
• Researches, synthesizes, and accurately cites information
• Establishes a clear and appropriate voice in writing
• Applies steps in writing process in an organized manner
• Applies spelling rules in writing
• Writes complete and expanded sentences
• Genres: Personal Narrative, Research Paragraph, Play Script, Wordless Picture Book Story, Persuasive Essay
• Uses figurative language in descriptive writing
• Uses age-appropriate conventional spelling in everyday writing
• Uses verbs in proper and consistent tenses
• Uses prefixes and suffixes to determine word meaning
• Identifies sentence fragments and run-ons
• Demonstrates appropriate use of commas
• Punctuates dialogue accurately
• Genres: Personal Narrative, 5-Paragraph Essay, Fiction, Research Paper
• Uses conventional spelling, appropriate to grade level
• Corrects run-ons, comma splices, and sentence fragments
• Uses independent and dependent clauses in complex sentences
• Uses interesting and effective words to convey meaning
• Genres: Poetry, Journaling, Essay, Mystery, Research, Fantasy
• Utilizes figurative language in descriptive writing
• Uses conventional spelling appropriate to grade level in writing and uses capitalization and punctuation appropriate to grade level
• Self-corrects run-ons, comma splices, and sentence fragments
• Genres: Journalism, 5-Paragraph Essay, Short Story, Personal Narrative, Open Letter, Creation Myth, Research Paper, Speech
Mathematics Social Studies
• Recognizes numbers 1-10
• Engages in oral counting
• Shows one-to-one correspondence
• Compares and orders numbers 1-5
• Sorts by shape/color
• Counts aloud to 29
• Counts with one-to-one correspondence to 15
• Recognizes and orders numbers 1 to 10
• Creates sets of objects 1 to 10 and compares quantity
• Recognizes and names groups of up to 4 objects and images without counting
• Counts groups of up to 20 objects
• Finds the value of addition and subtraction expressions within 10
• Relates addition and subtraction expressions to story problems
• Solves addition and subtraction story problems with unknowns in all positions
• Writes equations to represent problems
• Adds 2 two-digit numbers within 100, with and without composing a ten
• Represents data and interprets data representations
• Solves one- and two-step problems using addition and subtraction within 100
• Represents and solves compare problems with unknowns in all positions within 100
• Adds and subtracts within 1,000 with and without composing or decomposing
• Represents and interprets categorical data on picture and bar graphs
• Measures/estimates length in standard units
• Represents and solves multiplication problems involving arrays
• Solves two-step word problems using addition, subtraction, and multiplication
• Develops fluency with single-digit multiplication/division facts
• Fluently subtracts within 1,000 using algorithms based on place value, properties of operations
• Multiplies and divides within 100
• Solves multi-step problems using the four operations.
• Finds factor pairs/multiples
• Reads, writes and compares whole numbers within 1,000,000 and in decimal notation
• Multiplies and divides multi-digit whole numbers by one-digit divisors
• Compares and orders fractions
• Adds/subtracts fractions with like denominators
• Represents/solves problems with fractions
• Converts units of measure from larger to
• Multiplies multi-digit whole numbers using the standard algorithm and divide numbers by one digit divisor
• Adds, subtracts, multiplies, and divides decimals to the hundredths
• Multiplies fractions/mixed numbers by whole numbers and fractions by fractions
• Divides a whole number by a unit fraction and a unit fraction by a whole number
• Adds and subtracts fractions
• Identifies equivalent ratios and uses ratio reasoning
• Finds a percent of a quantity as a rate per 100 and solves problems with percents
• Interprets and computes quotients of fractions
• Fluently adds, subtracts, multiplies, and divides multi-digit decimals
• Compares and orders positive and negative numbers and absolute values
• Evaluates numerical expressions where
• Distinguishes between sizes (taller/ smaller/shorter/longer)
• Recognizes and produces two part patterns
• Models combining and taking away situations
• Identifies and describes basic 2D shapes
• Sorts and classifies by multiple attributes
• Reads and interprets simple graphs
• For any number from 1 to 9, finds the number that makes 10 when added to the given number
• Compares weight and capacity of objects
• Describes and compares threedimensional shapes
• Fluently adds and subtracts within 5
• Determines length with non-standard units
• Tells and writes time in hours and halfhours
• Describes attributes of two-dimensional and three-dimensional shapes
• Fluently adds and subtracts within 10
• Recognizes and draws shapes having specified attributes
• Partitions rectangles/circles and names the pieces using fraction notation/words
• Tells and writes time to the nearest five minutes, using a.m. and p.m.
• Finds the value of a group of bills & coins
• Represents objects in an array as a sum of equal addends
• Fluently adds and subtracts within 20
• Understands a fraction as a number and represents fractions on the number line
• Represents data with picture/bar graphs
• Solves problems involving perimeter/area
• Measures/estimates weights and liquid volumes of objects
• Solves problems involving addition and subtraction of time intervals in minutes
• Identifies attributes of rhombuses, rectangles, and squares
smaller units
• Reasons about and finds unknown angle measurements and use a protractor to measure and draw angles
• Solves problems involving unknown side lengths, perimeter, and area
• Draws and identifies points, lines, rays, segments, paralleies, perpendicular, intersecting lines, and lines of symmetry
• Identifies types of angles in twodimensional figures and classifies polygons based on their properties
• Solves word problems with fractions
• Finds the volume of a rectangular prism
• Solves multi-step word problems involving volume/measurement conversions
• Classifies triangles/quadrilaterals in a hierarchy based on angle measurements and side lengths
• Represents/interprets mathematical problems on coordinate grid
letters stand for numbers
• Uses tables, equations, and graphs to represent relationships
• Represents/solves equations/inequalities
• Calculates the area of parallelograms, triangles, and other polygons
• Connects polyhedra with equal nets and calculates the surface area of polyhedra
• Creates dot plots, histograms, and box plots to visualize data
• Calculates measures of center/spread
• Theme: Me and My Family
• Units: families and traditions, bees, frogs, butterflies, dinosaurs, bears, and nature
• Social & Cultural Competencies:
• Theme: Me and My Community
• Units: community helpers, abilities, storytelling
• Social & Cultural Competencies: understand emotions and respond to
• Theme: The World Around Me
• Units: Who am I?; changemakers; maps of my neighborhood, city and state; sustainability
make social connections, feel emotionally secure & safe in the classroom, recognize similarities/differences in ourselves and families
emotions of others, manage strong feelings, practice selfregulation with whole-body listening, handle big and small problems, cooperate with others
• Social & Cultural Competencies: understand the connection between emotions and behaviors, identify selfregulation strategies, resolve conflict, identify aspects of own heritage and/or family traditions, respect others
• Theme: Regions and Habitats
• Units: geography and mapping, North American habitats, heritage and traditions of U.S. regions
• Social & Cultural Competencies: identify
• Theme: Culture
• Units: Charles River, Amazon River and Rainforest in Brazil, Yangtze River in China
complex feelings, develop a growth mindset, engage in meaningful conversations, be an upstander, understand that place/location helps to shape heritage, identify windows and mirrors
• Social & Cultural Competencies: utilize positive self-talk, persevere through a difficult task, acknowledge perspectives of others, develop problem-solving strategies, understand that stereotypes and prejudice can result in people being mistreated, understand that a person’s appearance might not show who they are on the inside
• Theme: Ancient Civilizations
• Units: ancient civilizations of Maya, Egypt, Nubia, Greece and Rome
• Social & Cultural Competencies: identify challenges and strategies to build resilience, accept responsibility for own actions, respond flexibly to change, generate ideas for resolving interpersonal conflicts, understand the difference between equality and equity, respect that everyone has right to self-define and self-express, understand that all people should be treated equitably
• Theme: Innovation and Trade
• Units: six cradles of civilization, art and architecture, technology and golden age of Islam, impact of the Silk Road
• Social & Cultural Competencies: manage challenges and organize materials; monitor and regulate emotions; recognize that positive action impacts achievement; respond with empathy to needs of others; understand relationship between social identity, bias, and social justice; understand social privilege and social bias may be dependent on how one is categorized
• Theme: Revolution
• Units: early American history, 1600s-1700s; American Revolution; Constitution and Bill of Rights; states & capitals
• Social & Cultural Competencies: coping with stress and anxiety in productive ways, establishing realistic and positive goals, contributing to common
• Theme: Activism
• Units: agrarian societies and industrialization, settler colonialism, Civil War and Reconstruction, civil rights era
• Social & Cultural Competencies: persevere and maintain optimism; advocate appropriately for self and others; practice positive leadership; understand how strands of
good; understand relationship between social identity, bias and justice; utilize strategies to engage in unbiased and critical thinking; understand what social justice advocacy is and some ways in which to be an advocate; understand what makes a relationship healthy/positive
my identity may intersect and interact; understand historical events that have both marginalized certain groups as well as increased acceptance and tolerance of others; understand effects of intolerance and injustice and can voice ways in which I can be an advocate for change.
Science Art
• Units: living vs. non-living things, biodiversity of different ecosystems, sound, light, plants
• Learn steps of scientific method with focus on making observations using senses
• Identify different kinds of adaptations of plants and animals
• Units: weather and climate, flood design challenge, oceans, biomes and food chains, invasive species
• Use various instruments to collect weather data, learn how to read thermometers
• Understand how Earth’s tilt causes seasons
• Units: earth science, earthquake design challenge, forces, motion, and energy, mini golf course design challenge, geology (rocks and minerals)
• Learn about weathering, erosion, deposition, plate tectonics, volcanoes, earthquakes
• Create a model of a watershed
• Investigate sound and light
• Keep observation log on growth of plant
• Proper use of microscopes
• Dissect and label parts of flower
• Study process of pollination
• Research, make a poster, and present findings of a climate zone
• Discover various science and engineering techniques (stilts, dams, levees) used in the real world to prevent floods from damaging property
• Theme: Reflecting Culture through Art
• Units: Boston, The Amazon, and China; color theory; sewing and weaving (fiber arts)
• Create self portrait with handmade colored paper using colors to represent hidden identity
• Design and sew pillow of Charles River fish in Pop Art style of Romero Britto
• Draw self portraits inspired by mural
• Theme: Reflecting Culture through Art
• Units: ancient civilizations of Egypt, Inca/ Maya, Greece, Rome
• Create self portrait with handmade colored paper using colors to represent hidden identity
• Draw in form and tradition of ancient Egyptians, focusing on two-dimensional figures and symbols
• Design and create Egyptian mural depicting daily life
• Theme: The Power of Visual Literacy
Eduardo Kobra
• Weave yarn tapestry
• Design headdresses inspired by students’ Amazon animal research
• Design coffee-filter dragon tail inspired by contemporary artist Kaixuan Feng
• Paint tea stained scroll
• Craft a clay tea bowl with simple blue glazed details inspired by Chinese zodiac
• Compare and draw ancient Mayan glyphs and Egyptian hieroglyphs
• Create a papier-mâché blue hippo decorated with simple patterns and blooming lotus flowers
• Design paper mosaic panel and columns to be used as set decoration
• Construct a Greek theater mask with different paper folding techniques to convey comedy or tragedy
illuminated letters
• Understand natural resources classified as either nonrenewable or renewable
• Explore potential energy, kinetic energy, friction, force and motion
• Units: water and filtration, solar systems, planet research, scale models of the solar system, crater investigation
• Test properties of water (turbidity, pH, temperature, and dissolved oxygen) to assess water quality
• Research types of renewable energy and create a poster about their pros and cons and how they can transfer energy to produce electricity
• Experiment with permeability of various materials and their use in filtering out pollutants
• Units: skeletal, muscular, cardiovascular, digestive, nervous systems; human growth and development, specifically the endocrine system, reproductive systems, and changes associated with puberty; genetics; chemistry
• Create models of blood and heart; conduct experiments about artery size and blood flow
• Model steps in digestion
• Design water filtration system to clean water and make it drinkable
• Learn about endocrine system, reproductive systems, and the changes associated with puberty
• Understand Earth’s movement in space (rotation, revolution, axis tilt)
• Identify characteristics of moon
• Learn structure and functions of neurons
• Research and present about one of five senses
• Understand DNA, genes, inheritable physical traits, dominant and recessive traits, Punnett squares
• Learn periodic table, physical versus chemical changes in lab studies
• Compete in First Lego League, theme integrated with Science
• Units: Renaissance book-making; Pop Art of Andy Warhol and Yayoi Kusama; NeoExpressionism of Jean-Michel Basquiat
• Create a self portrait with handmade colored paper using colors to represent hidden identity
• Construct a handmade book in the style of the Renaissance with drawing, printmaking, calligraphy and intricate
• Theme: Reflecting on Community Experiences through Art
• Units: Harlem Renaissance; still life; artist study; color theory
• Create self portrait with handmade colored paper using colors to represent hidden identity
• Harlem Renaissance artist study to create an illustration in the style of their chosen artist
• Use a variety of collage and paper-weaving
• Theme: Reflecting on Identity through Art
• Units: studio art practice and independence; portraits; Learning Partners project; fiber art
• Create self portrait with handmade colored paper using colors to represent hidden identity
• Design a collaborative Learning
• Design four mechanical reproductions of a social justice leader studied in homeroom
• Build an interactive art installation from giant cardboard sculptures inspired by Kusama
• Draw own version of Basquiat’s signature motif on a ripped paper textured collage background
techniques to make a portrait of of Billie Holiday and Hazel Scott
• Render chosen objects realistically using cross hatching and shading techniques with a range of art materials
• Inspired by Jordan Casteel, use monochromatic color palette to paint CHS community members from photos taken, building on skills of using highlights and shadows to create realism in a work of art
Partner project with Kindergarten that showcases learned skills and leadership
• Apply collage techniques like mixing elements, color choice, using negative space, and pattern making
• Use fiber art techniques to create colorcoded tapestries that represent realworld data in a tangible art form
artist
• Units: seasonal change, plant growth, land snails, color mixing
• Joyful exploration of world around them through art, hands-on science investigation, and picture books
• Close observations and investigation of local birds, nest building, emerging plant growth and land snails
• Units: seeds and seasonal changes, land snails, birds, recycled art
• Joyful exploration of world around them through art, hands-on science investigation, problem-solving, and picture books
• Close observations using various tools including Zoomy microscope
• Create spiral shapes from various materials and tools for class kinetic sculpture
• Investigate bird nests and make own nest balls filled with wool fibers and
• Units: land snails, lines, clay, painting, felting, magnetism, seasonal changes to habitat
• Observe the living land snail’s anatomy and movements; conduct simple experiments exploring food, light, and the conditions a snail needs to thrive; discuss estivation as a direct result of student curiosity
• Create terracotta clay snails, use glaze, and visit kiln to learn about firing process; solve and engineer a solution to the real world problem of transportation of fragile items
• Explore animal behaviors and winter adaptations
• Color mixing to make secondary colors using different types of paints, dyes, sensory additions such as ice and snow, and shaving foam
• Create large-scale scenery for their class presentation
silk for backyard birds to utilize as they begin building their nests
• STEAM challenge of building a stable nest to safely house at least one egg
• Study winter animal behaviors and adaptations
• Explore a range of art materials and techniques including simple monoprints and exploring form with recycled material
• Collaborative tempera painting of large-scale scenery for class presentation
• Develop their sense of the scientific method through questioning, making predictions, observing, and recording
• Units: form and texture, shape and color; circuit boards; “My Place,” teeth, brain, clay bowl making, Lunar New Year dragon, sewing beanie bug
• Create Hidden Name inspired by the work of concealment artist Liu Bolin
• Develop understanding of scientific method: record predictions and data
• Explore electricity and rudimentary circuit boards
• Work collaboratively with Grade 6 learning partners
• Design large-scale scenery for class play using tempera and acrylic paints
• Explore metal as a material and look for magnetic surfaces
• Investigate properties of aluminum foil; use as art medium to create a form figure and as building material to create foil boats
• Walking field trips to Houghton Garden to look for seasonal changes and collect water samples for further investigation
• Observe seasonal changes in a chosen spot, “My Place;” record temperature and weather observations
• Different functions of brain and construct a clay “brain bowl”
• Paper manipulation to create elaborate paper dragon for Lunar New Year
• Hand sew and create a felt, bean-filled “beanie bug”
Engineering & Technology
• Units: string art, block programming, Lego engineering
• Sand block of wood, prime and paint, hammer nails, weave string
• Program with Dash robot to train for Iditarod: navigate between cones, go over a bridge, and go around the forest
• Units: digital citizenship, programming, engineering
• Importance of screen-free time; privacy of information online
• Block-based coding of Dash robot to push snowballs and river rocks to designated areas
• Design scribble bot using cup, markers, batteries, motor, wires
• Units: robotics, videography, biome engineering
• Weather Reports (integrated with Science). Learn to record videos, use a green screen, and learn how to edit and export videos.
• Robotics with Lego Spike Prime, with a focus on accessibility and prosthetics
• Lego engineering of a playground with consideration of scale, colors, structure; integration with Research in Action unit of study
• Build wooden chime with sticks, wooden beads, and hand-powered drills
• Construct straw rockets; experiment with design to gauge height vs. distance
• Learn about some hidden figures from the aerospace industry
• Introduction to artificial intelligence
• How do machines learn?
• Engineering a biome (integrated with Science)
• Design and engineer biomes with recyclable materials
• Units: Minecraft, Tinkercad, digital citizenship, Lego Robotics engineering, AI
• Minecraft: geology (integrated with Science), energy and sustainability (integrated with Science), artificial intelligence
• Engineer the real-life version of wands (integrated with reading); explore Hogwarts in Minecraft and create wand with Tinkercad
• Robotics with Lego Spike Prime; build Rhinobot and explore the use of sensors to help navigate a given space and
• Units: Canva design, robotic engineering, block-based coding, Python, AI
• Use of Canva to create an autobiographical image, faculty and staff trading cards, showcase research of immigrant women in STEM
• Give constructive feedback on a design using the acronym TAG (Tell something you like, Ask a question, Give a suggestion) and implement changes as necessary
• Artificial Intelligence: how do machines
• Units: Lego robotic engineering, Python, AI, laser cutting
• Research, problem-solving, coding, and engineering to build and program a LEGO robot that navigates the missions of a robot game through the First Lego League (FLL) program
• Python programming with imagi: animations, loops, built-in character(),
complete specific challenges
• Learn how to be an upstander; describe potential positive and negative outcomes of social interaction in online games
• Make mini-figure of themselves, photograph, change Google profile image
• Learn importance of adhering to copyright laws with use of downloaded images and giving credit for the use of others’ intellectual property with Google Slides
create? introduction to generative AI
• Building an understanding of what a generative adversarial network (GAN) is and how GANs use AI to produce art and other media
• Laser-cutting and engineering Automats with cardboard, hot glue, and recyclable materials.
• Python programming to create colorful Pixel art designs with imagi: blink_rate, for loops, range() functions
clear() functions, frame durations
• Artificial Intelligence: Explore coding AI with Code.org and RISE Playground with block-based coding
• Use Glowforge to create bookmarks out of paper and leather; design and create LED lamps with hand-drawn, text, and hidden elements using clear acrylic
• Units: introduce games, fitness tasks, and team challenges
• Foster a positive attitude towards fitness and acquire sports skills
• Learn and practice shared
• Units: dance, fitness, locomotor activities
• Increase student’s selfconfidence and skills
• Learn and practice shared
• Units: games, fitness tasks, and team challenges
• Foster a positive attitude towards fitness and acquire sports skills
responsibility and effective communication through cooperative games
• Line dances: Cha Cha Slide, Chicken Dance, Hokey Pokey
responsibility and effective communication through cooperative games
• Balance, mirror, turn, catch, throw, and active stretching
• Learn and practice shared responsibility and effective communication through cooperative games
• Line dances: Cha Cha Slide, Chicken Dance, Cuban Shuffle
• Songs, movement activities, games, and read-alouds
• Basic colors, numbers 1-10, foods, body parts, animals, feelings, clothing
• Greetings: Hola (hello), cómo estás (how
• Songs, movement activities, games, readalouds, and art projects
• Basic greetings, introductions, emotions, colors, likes/dislikes, numbers 1-20, and seasonal words
• Verbs: Comer (to eat), beber (to drink), gustar (to like), quiere (to want), hay (there is)
• Introduce QTalk curriculum with ¡Vamos a Jugar!
• Greetings and personal introductions: Hola, ¿Cual es tu nombre? (Hello, what is your name?); Hola, mi nombre es… (Hello, my name is…)
• Question and answers about age, likes/ dislikes, locations, and objects
• Third person singular of basic regular
• QTalk curriculum Juega Conmigo
• Units: dance, fitness, and kicking skills
• Foster self-esteem, fitness, team play, and development of sports skills
• Timed jog, various tag games, and circuit training
• Cooperation and importance of effort and fair play
• Units: soccer, football, running, dance, cooperative activities
• Build confidence and skills conditioning, hand-eye coordination, game rules
• Units: soccer, football, running, dance, cooperative activities
• Build confidence and skills
• Conditioning, hand-eye coordination, game rules
• Flexibility, aerobic endurance, balance
• Importance of effort, teamwork, and communication
• Daily Routine: Day of the week, date, weather, season, describe outfits with colors, and words of the week
• Third person singular of basic regular verbs; tener (to have), jugar (to play), ver (to see), llevar (to wear), hay (there is), gustar (to like), ir (to go), estar (to be)
• QTalk curriculum Juega Conmigo (Following a book with visuals, words, exercises, games, conversations)
• Share greetings, expressing likes/dislikes, create affirmative sentences, respond to directions/commands, express feelings
• Days of the week, months in a year, seasons, weather, numbers 0-50, food, colors, clothing
• QTalk curriculum Juega Conmigo
• Flexibility, aerobic endurance, balance
• Importance of effort, teamwork, and communication
• Units: soccer, ultimate football, club guard, team challenges, obstacle courses, basketball, floor hockey, tchoukball, net games (pickleball and nitro-ball), baseball/softball, ultimate frisbee, capture the flag
• Seasons: soccer (fall), basketball (winter), baseball/ softball (spring)
• Units: ultimate football, capture the flag, club guard, individual and team running challenges, floor hockey, tchoukball, net games (pickleball and nitro-ball), ultimate frisbee
• Seasons: soccer (fall), basketball (winter), baseball/ softball (spring)
• Units: Field Day, ultimate football, capture the flag, club guard, individual and team running challenges, floor hockey, tchoukball, net games (pickleball and nitro-ball),
• Strengthen physical coordination and hand/eye coordination
• Skill development: dribbling, passing, defending, shooting techniques
• Fitness development, teamwork, game strategies
• Strengthen physical coordination and hand/eye coordination
• Skill development: dribbling, passing, shooting, positional awareness
• Fitness development, teamwork, sportsmanship, game strategies
ultimate frisbee, capture the tennis ball
• Strengthen leadership skills and personal responsibility
• Skill development: dribbling, passing, defending, shooting
• Fitness development, teamwork, sportsmanship, game strategies
• Share greetings, expressing likes/dislikes, create affirmative sentences, respond to directions/commands, express feelings
• Days of the week, months in a year, seasons, weather patterns connected with clothing, numbers 0-70, food, colors
• Third person singular of basic regular verbs; tener (to have), jugar (to play), ver (to
• QTalk curriculum ¿De Dónde Vienes?
• Share greetings, expressing likes/dislikes, creating conversations, responding to directions/commands, expressing feelings
• Days of the week, months in a year, seasons, weather patterns connected with clothing, numbers 0-100, food, colors
• Increasingly complex vocabulary and grammar structures when crafting longer paragraphs/stories
• QTalk curriculum ¿De Dónde Vienes?
• Share greetings, expressing likes/dislikes, creating conversations, responding to directions/commands, expressing feelings
• Days of the week, months in a year, seasons, weather patterns connected with clothing, numbers 0-100, food, colors
• Increasingly complex vocabulary and grammar structures when crafting longer paragraphs/stories
• Definite and indefinite articles, noun-
• QTalk curriculum ¿De Dónde Vienes?
• Share greetings, expressing likes/dislikes, creating and engaging in conversations, responding to directions/commands, expressing feelings
• Days of the week, months in a year, seasons, weather patterns connected with clothing, numbers 0-100+, food, colors
• Complex vocabulary/grammar structures when crafting longer paragraphs/stories
• Express ideas independently in oral and written form; increasing comprehension of
are you), mi nombre es… (my name is…)
• Opposites: Grande/pequeño, frío/calor,
• Verbs: Sí/no me gusta (I do/do not like), come (eats), duerme (sleeps), toca (touches), mueve (moves)
• Stories: ¿De Qué Color Soy? (What color am I?), La Ardilla Lola (The Lola Squirrel), Una Nariz Para El Muñeco de Nieve (A Nose for the Snowman)
• Cultural lessons about Hispanic Heritage Month, Cinco de Mayo, Dia de los Muertos
verbs; tener (to have), jugar (to play), gustar (to like), ir (to go), estar (to be), escuchar (to hear), beber (to drink), comer (to eat)
• Begin communicating using original simple sentences
• Cultural classes: Hispanic Heritage Month, exploration of Spanish speaking countries, Cinco de Mayo, Dia de los Muertos, Todo Sobre “Mi” project, the letter Ññ
• Prepositions: al, en, de, and con
• Share greetings, express likes/dislikes, create affirmative sentences
• Cultural classes: Hispanic Heritage Month, exploration of Spanish speaking countries, Cinco de Mayo, Dia de los Muertos, Todo Sobre “Mi” project
• Third person singular of basic regular verbs; tener (to have), jugar (to play), ver (to see), llevar (to wear), hay (there is), gustar (to like), ir (to go), estar (to be), aprender (to learn), abrir / cerrar (to open / to close)
• Cultural classes: Todo sobre “Mi” project, Hispanic Heritage Month, Día de los Muertos, Cinco de mayo celebrations
see), llevar (to wear), hay (there is), gustar (to like), ir (to go), estar (to be), aprender (to learn), abrir / cerrar (to open / to close), usa/uses - escucha/listens / come/eatsbebe/drinks - quiere/wants.
• Cultural classes: Todo sobre “Mi” project, Hispanic Heritage Month, Día de los Muertos, Cinco de mayo celebrations
• Definite and indefinite articles, nounadjective agreement, gender+number, possessive adjectives, possession using de, adverbs of frequency, expressions with tener que + hay que, time, verbs ser and estar, interrogative words, yo/tú/usted/él/ ella form (I, you informal, you formal, he, she) singular/plural verb forms.
• Cultural classes: Todo sobre “Mi” project, Hispanic Heritage Month, Día de los Muertos, Cinco de mayo celebrations.
adjective agreement, gender+number, possessive adjectives, possession using de, adverbs of frequency, expressions with tener que + hay que, time, verbs ser and estar, interrogative words, yo/tú/usted/él/ ella form (I, you informal, you formal, he, she) singular/plural verb forms
• Cultural classes: Todo sobre “Mi” project. Hispanic Heritage Month, Día de los Muertos, Cinco de mayo celebrations
spoken/written language
• Noun-adjective agreement, gender & number, possessive adjectives, possession using de, expanded adverbs of frequency, and expressions with tener que + hay que, verbs ser y estar, interrogative words, conversational verb conjugations of verbs such as tener (to have) and estar (to be), conjugate a reflexive verb.
• Cultural classes: Todo sobre “Mi” project, Hispanic Heritage Month, Día de los Muertos, Cinco de mayo celebrations.
Athletics
Music/Chorus Library
• Units: singing and movement, percussion
• Explore singing, steady beat, moving to music with various tempos, meters, dynamics, and genres
• Perform on percussion instruments to demonstrate awareness of beat
• Units: singing and movement, percussion instruments
• Explore singing, steady beat, moving to music with various tempos, meters, dynamics, and genres
• Perform on percussion instruments to demonstrate awareness of beat
• Units: singing and movement, percussion instruments
• Explore singing, steady beat, moving to music with various tempos, meters, dynamics, and genres; develop singing voices to sing with more pitch accuracy
• Perform on percussion instruments to demonstrate awareness of beat, tempo, and dynamics
• Units: singing, note reading, folk dancing, xylophones, hand drums
• Practice proper vocal technique: supported breathing and singing posture
• Learn about tempo (fast vs. slow) and dynamics (soft vs. loud)
• Use instruments such as drums, triangles, rhythm sticks, maracas, glockenspiels, shekere
• Learn about tempo (fast vs. slow) and dynamics (soft vs. loud)
• Use instruments such as drums, triangles, rhythm sticks, maracas, glockenspiels, shekere
• Learn basics of composition and improvisation
• Learn solfége (do, re, mi…) and identify rhythmic patterns; learn about tempo, dynamics, and basics of reading music
• Use instruments such as large gathering drums, triangles, rhythm sticks, maracas, glockenspiels, shekere
• Discover fundamentals of composition and improvisation on drums and glockenspiels
• Warm up with solfége (do, re, mi) and Curwen hand symbols, resonance ladders, and tongue twisters
• Units: singing, note reading, dancing, playing instruments
• Practice proper vocal technique: supported breathing and singing posture
• Warm up with solfége (do, re, mi) and Curwen hand symbols, resonance ladders, and tongue twisters
• Identify eighth, quarter, half, whole
• Units: singing, note reading, ukulele
• Practice proper vocal technique: supported breathing and singing posture
• Warm up with solfége (do, re, mi) and Curwen hand signs, resonance ladders, and tongue twisters
• Identify quarter and half notes and rests, note names on the treble clef
• Practice pitch matching through singing solfege syllable patterns
• Learn folk dancing, circle dancing, rotating partner dancing, line dancing
notes, and mechanical elements of music, such as key signatures, repeat symbols, and measure lines
• Develop an ear for music by listening to short melodic patterns and echoing with solfege syllables
• Learn folk dancing, circle dancing, rotating partner dancing, line dancing
• Identify eighth, quarter, half, whole notes, and mechanical elements of music, such as key signatures, repeat symbols, and measure lines
• Units: singing, note reading, ukulele, bucket drums
• Practice proper vocal technique: breathing, posture, pitch control
• Sight sing simple rhythmic and melodic patterns; sing in rounds and harmony
• Learn to read a chord score and incorporate dynamics and expression
• Explore the ukulele: history, string names and locations, and strumming techniques, proper finger placement
• Units: singing, sheet reading, ukulele, xylophones, guitar
• Proper vocal technique: breathing, posture, pitch control
• Sight sing simple rhythmic and melodic patterns; sing in rounds and harmony
• Learn to read a chord score and incorporate dynamics and expressions
• Explore the ukulele: strumming techniques, proper finger placement
• Units: singing, sheet reading, guitar, sample rock band instruments (piano, guitar, bass, and drum), musical drama production
• Proper vocal technique: breathing, posture, pitch control
• Sight sing simple rhythmic and melodic patterns; sing in rounds and harmony
• Learn to read a chord score and incorporate dynamics and expressions
• Learn the guitar: history, string names
• Become leaders of lower school chorus and strengthen vocal confidence and accuracy
• Play ukulele by reading sheet music and chord symbols
of four chords, reading chord charts, singing and playing ukulele simultaneously, keeping a steady beat while performing as an ensemble
• Master drumstick technique and utilize knowledge of quarter notes, eighth notes, and triplets to practice 4-beat rhythms on the bucket drums
• Compose and play rhythmic patterns as a class, in small groups, and individually
of four chords, reading chord charts, singing and playing ukulele simultaneously, keeping a steady beat while performing as an ensemble.
• Review notes of the treble clef; perform various melodies on soprano, alto, and bass xylophones
• Get introduced to guitar and strum basic chords
• Foster a love of reading and literature
• Develop listening and thinking skills
• Foster a love of reading and literature
• Develop listening and thinking skills
• Foster a love of reading and literature
• Develop listening and thinking skills
• Choose books with independence
• Access information and resources
• Choose books with independence
• Access information and resources
• Choose books with independence
• Access information and resources
and locations, strumming techniques, proper finger placement for up to six chords, read chord charts, sing and play simultaneously, keep a steady beat while performing as an ensemble
• Perform the 6th Grade Musical: memorize lines, perfect choreography, paint scenery, and perform twice a year for all-school and for families
• Units: playground design project explores themes of accessibility, inclusivity, sustainability and community
• Introduction to research process: investigate, collect new ideas from a variety of nonfiction
• Units: journalism project to create newspaper about life at CHS
• Learn and apply several key information literacy skills: developing information seeking questions, identifying information sources, locating informational text features, and note-taking
• Units: exploration of trees and the role of research in creative poetry writing
• Read and analyze the novel Wishtree by Katherine Applegate as inspiration for both writing and research practice
• Research how trees support and “communicate” with one another, the history of wishtrees around the
• Units: harness the power of research in order to find inspiration, gather information, and create content for an original, self-published zine (or magazine)
• Research process: form openended research questions, identify information sources, employ search strategies such as “click restraint,” take notes
• Units: in-depth exploration of the research process by preparing for a fact and figure-driven team debate for why their topic is the “Smash Boom Best.”
• Practice a variety of research skills including: forming research questions, identifying search terms, navigating search engines, and evaluating information
• Use the following questions to help
• Units: develop a school-wide picture book bracket
• Create a set of criteria that align with the school mission and values to evaluate dozens of books for selection
• Engage in conversation and debate about which books should move forward, citing evidence from text to support opinions
books on simple machines, design, native trees and wildflowers, drafting process
• Field trip to a Boston playground to consider various design elements
• Examine a variety of publications, identify their various parts, and analyze how these components deliver information to readers
• Photograph school, interview and poll community members in addition to writing headlines, captions, letters, leads, and stories
world, the importance of city trees, and the ways in which trees serve as homes for many species
• Examine maps about tree distribution in Boston and explore the concept of tree equity: identifying relationships between tree cover, temperature, household income, and distribution of ethnic and racial minorities
in “nugget” form, and verify information by comparing sources
• Gain practice in navigating books, databases, and search engines to research each mini topic of zines
• Learn about zine culture and style, and experience the joy in trading and sharing zines
in deciphering the trustworthiness, relevancy, and accuracy of information: Who is behind this information? What is its primary purpose? What do other sources say about the claims being made and the organization making them?
• Present arguments, offer a rebuttal, and participate in several followup rounds that test creativity, teamwork, and sense of humor
• Learn how to independently find information by navigating the catalog and physical space of two libraries (CHS and the Boston Public Library) along with several digital libraries
• Compose scripts and record and edit videos featuring selected picture books
Research in Action
Vision
At The Chestnut Hill School, our vision is a world transformed by childhood optimism and enduring curiosity.
Mission
The Chestnut Hill School is an inclusive community of joyful learners who think critically, embrace diversity, and act with empathy.
The Chestnut Hill School
428 Hammond Street Chestnut Hill, MA 02467