fourth grade consensus map by GCCS Curriculum Grove City Christian

Grove City Christian School Subject Consensus Map: Fourth 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.”

Grove City Christian School K-‐12 Subject Consensus Map Fourth Grade

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 Fourth Grade Standards: What a GCCS Student will know and be able to do in English Language Arts Reading Literature

RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4.4. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean). RL.4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first-‐ and third-‐person narrations. RL.4.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.4.8. (Not applicable to literature) RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.4.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Informational RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.4. Determine the meaning of general academic and domain-‐specific words or phrases in a text relevant to a grade 4 topic or subject area. RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text. RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Reading Foundations RF.4.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. Use combined knowledge of all letter-‐sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.4. 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.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. Provide reasons that are supported by facts and details. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented. W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Use precise language and domain-‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. Use dialogue and description to develop experiences and events or show the responses of characters to situations. Use a variety of transitional words and phrases to manage the sequence of events. Use concrete words and phrases and sensory details to convey experiences and events precisely. Provide a conclusion that follows from the narrated experiences or events. W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.) W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). W.4.10. 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.4.1. Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 4 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 and carry out assigned roles. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.3. Identify the reasons and evidence a speaker provides to support particular points. SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-‐group discussion); use formal English when appropriate to task and situation.

Language

Conventions of Standard English L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag). Form and use prepositional phrases. Produce complete sentences, recognizing and correcting inappropriate fragments and run-‐ons.* Correctly use frequently confused words (e.g., to, too, two; there, their).*

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Use correct capitalization. Use commas and quotation marks to mark direct speech and quotations from a text. Use a comma before a coordinating conjunction in a compound sentence. Spell grade-‐appropriate words correctly, consulting references as needed. Knowledge of Language L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases to convey ideas precisely.* Choose punctuation for effect.* Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-‐group discussion). Vocabulary Acquisition and Use L.4.4. Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. Use common, grade-‐appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Recognize and explain the meaning of common idioms, adages, and proverbs. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). L.4.6. Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Topic Statements for English Language Arts By close of Fourth Grade: This portion of map currently under development Third Grade Common Experiences: This portion of map currently under development K-‐12 Literature List-‐ under development K-‐12 Writing Experiences (see chart)

Forms of Writing

Narrative Sentences Paragraph Prompts Essay Autobiography Expository Sentences Paragraph Prompts Essay Cause and effect essay Comparison contrast essay Persuasive Sentences Paragraph Prompts Letter Essay Editorial Problem solution essay

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Personal commentary

Position essay Response to Literature

Sentences Paragraph Response to prompts

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Book Review Journal Response

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Response to literature

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

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Fourth Grade Common Assessments: Formative: Observations, practice, journals, check lists, reenacting, individual conferencing, reenacting, running records, question/answer, Reader’s notebook Summative: Check lists and charting, oral reading, oral and written tests, oral presentations, journals, rubrics, individual conferencing, projects, research papers, reports, DRA

Fourth Grade Biblical Integration: This portion of map currently under development Fourth 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 its 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)

Fourth Grade Standards: What a GCCS Student will know and be able to do in Science. Science Skills • 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 Skills **See ODE 4th 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 surface has specific characteristics and landforms that can be identified. • The surface of Earth changes due to weathering. • The surface of Earth changes due to erosion and deposition.

Physical Science (PS)

• The total amount of matter is conserved when it undergoes a change. • Energy can be transformed from one form to another or can be transferred from one location to another.

Life Science (LS) • Changes in an organism’s environment are sometimes beneficial to its survival and sometimes harmful. • Fossils can be compared to one another and to present day organisms according to their similarities and differences.

Topic Statements for Science By close of Fourth Grade: Year long connection of topics : Heat and electrical energy are forms of energy that can be transferred from one location to another. Matter has properties that allow the transfer of heat and electrical energy. Heating and cooling affect the weathering of Earth’s surface and Earth’s past environments. The processes that shape Earth’s surface and the fossil

evidence found can help decode Earth’s history. Earth and Space Science Topic: Earth’s Surface ,This topic focuses on the variety of processes that shape and reshape Earth’s surface. ;Physical Science Topic: Electricity,

Heat and Matter , This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they relate to heat and electrical energy. ; Life Science Topic: Earth’s Living History ,This topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors.

Fourth Grade Common Experiences : Science Day ( individual research projects and presentations); Science Notebook; Daily class time for observations/documentation/data collection and analysis of patterns of nature relevant to content standards

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips Fourth Grade Common Assessments: Balanced, authentic assessment Fourth Grade Biblical Integration :It is the intention of the science program to have students understand

science with God as their foundation. Integrated into our 4th grade curriculum the following broad biblical principles will be of focus ( see science philosophy and guiding biblical principles above): 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) 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)

Fourth Grade Technology Integration Ideas: Use of Smart Board, iPads and Laptop Lab 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?

Fourth Grade Standards: What a GCCS Student will know and be able to do in Social Studies HISTORY: Historical Thinking and Skills -‐Construct a timeline of significant events in Ohio and the United State to demonstrate an understanding of units of time and chronological order -‐ Research, organize, and evaluate information from primary and secondary sources to create an historical narrative Heritage -‐Explain how interaction among prehistoric peoples and between historic American Indians and European settlers resulted in both cooperation and conflict -‐Explain why the American colonists united to fight for independence from Great Britain and form a new nation -‐Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance -‐Explain how the Northwest Ordinance influences the incorporation of democratic ideals in the states formed from the Northwest Territory -‐Explain how the inability to resolve standing issues with Great Britain and ongoing conflicts with American Indians led to the War of 1812 -‐Explain the significance of the Battle of Lake Erie to American success in the War of 1812 -‐Describe the sectional issues that divided the U.S. after the War of 1812 -‐Explain the role Ohio played with the anti-‐slavery movement and the Underground Railroad Identify important inventions in communication, technology, and transportation that began in Ohio -‐Explain how technological innovations that originated in Ohio benefitted the U.S. GEOGRAPHY -‐Spatial Thinking and Skills -‐ Use a map scale and cardinal and intermediate directions to describe the relative location of physical and human characteristics of Ohio and the United States. Places and Regions -‐ Explain how Ohio’s agriculture, industry and natural resources continue to both influence and be influenced by the economic development of the United States. -‐ Describe physical and economic characteristics of the northern, southern and western regions of the United States in the early 1800s. Human Systems -‐ Describe ways humans have modified the environment and explain the positive and negative consequences resulting from those modifications.

-‐ Explain how Ohio’s population is increasingly reflective of the cultural diversity of the United States. -‐ Explain how Ohio’s location and its transportation systems have influenced the movement of people, products and ideas. GOVERNMENT Civic Participation and Skills -‐ Describe the ways citizens participate in and influence their state and national government. -‐Explain the rights and responsibilities of citizens in a democratic government. -‐ Use information effectively to make an informed decision. -‐ Describe a strategy for compromise in a situation where there are differences of opinion on a matter. -‐ Describe ways in which laws protect rights, provide benefits and assign responsibilities to citizens. Rules and Laws -‐ Explain how the U.S. Constitution limits the power of government and protects the rights of citizens. Roles and Systems of Government -‐ Describe the purpose of democratic constitutions in Ohio and the United States. -‐Explain major responsibilities of each of the three branches of government in Ohio and the United States. ECONOMICS Economic Decision Making and Skills -‐ Use tables and charts to interpret information. Production and Consumption -‐ Explain characteristics of entrepreneurship, including the risks and benefits. Financial Literacy -‐ Demonstrate how saving a portion of income contributes to an individual’s financial well-‐being. -‐Explain how individuals can save more of their income by reducing spending.

Topic Statements for Social Studies By close of Fourth Grade: Civil responsibilities –Citizens participate in their State and National government. How the constitutions of Ohio and the United States protect citizens and limit power of government. Maps in relationship to Ohio and the United States, Maps showing Ohio’s agriculture and natural resources Locating and naming States and capitals. How is Ohio’s population reflective of cultural diversity. Positive and negatives of how humans have modified the environment. Geography, heritage, customs, religion, traditions and holidays of Asia. Reconstruction, immigration and Ohio History. Famous individuals or groups or events, topics of this time period and important to Ohio history, example important inventions, Carnegie Steel Company, JD Rockefeller, monopolies in general, Ellis Island, Statue of Liberty, diversity of immigrants, Ohio History standards, Native Americans of Ohio Ohio’s role in events that changed America.

Fourth Grade Common Experiences

World’s Fair, Biz Town, small research project on famous Ohioan, Classroom constitution, President song, create branches of government games Informational Texts: Correlated to ELA Literature Lists – under development

Field Trips: Creation Museum, Biz Town Fourth Grade Common Assessments: This portion of map currently under development Fourth Grade Biblical Integration: This portion of map currently under development Fourth Grade Technology Integration ideas: This portion of map currently under development

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.

Fourth Grade Critical areas:

1) Developing understanding and fluency with multi-‐digit multiplication, and developing understanding of dividing to find quotients involving multi-‐digit dividends 2) Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers 3) Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

Standards and Topic Statements: What a GCCS Student will know and be able to do in Mathematics by close of Grade Four: Operations in Algebraic Thinking • Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. • Multiply or divide to solve word problems involving multiplicative comparison • Solve multistep word problems posed with whole numbers and having whole-‐number answers using the four operations, including problems in which remainders must be interpreted. 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. • Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-‐digit number. Determine whether a given whole number in the range 1–100 is prime or composite. • Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in

the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way

Number and Operations in Base Ten

• Recognize that in a multi-‐digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. • Read and write multi-‐digit whole numbers using base-‐ten numerals, number names, and expanded form. Compare two multi-‐digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. • Use place value understanding to round multi-‐digit whole numbers to any place. • Fluently add and subtract multi-‐digit whole numbers using the standard algorithm. • Multiply a whole number of up to four digits by a one-‐digit whole number, and multiply two two-‐digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. • Find whole-‐number quotients and remainders with up to four-‐digit dividends and one-‐digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Number and Operations-‐ Fractions (limited to fractions with denominators 2,3,4,5,6,8,10,12,100

• Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. • Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. • Understand a fraction a/b with a > 1 as a sum of fractions 1/b. o a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. o b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8. o c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. o d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. • Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. o a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). o b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) o c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie? • Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 • Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. • Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Measurement and Data

• Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-‐ column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... • Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. • Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. • Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection. • Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: o a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through

1/360 of a circle is called a “one-‐degree angle,” and can be used to measure angles. o b. An angle that turns through n one-‐degree angles is said to have an angle measure of n degrees. • Measure angles in whole-‐number degrees using a protractor. Sketch angles of specified measure. • Recognize angle measure as additive. When an angle is decomposed into non-‐overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Geometry

• Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-‐ dimensional figures. • Classify two-‐dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. • Recognize a line of symmetry for a two-‐dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-‐symmetric figures and draw lines of symmetry.

This section of map is currently under development

Fourth Grade Mathematics Common Experiences: Fourth Grade Mathematics Common Assessments: Fourth 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

Fourth 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.

Fourth Grade: Fourth 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. Describe information needs to library staff member and ask for assistance, as needed. 2. Identify materials and equipment housed in various sections of the library and describe their purpose. 3. Access library materials based on format (e.g., print, non-‐print, audio, video). 4. Use a variety of library material formats to answer questions. 5. Follow proper procedure for checking library books and materials out and in, and return materials on time. 6. Demonstrate proper care of books and library materials. 7. Understand the differences between the school library and the public library.

B. Understand that school library books and materials are organized in a system, and use the system to locate items. 1. Locate picture and fiction books on the shelf using call numbers. 2. Locate information using call letters. 3. Understand that biography books are arranged on the shelf alphabetically by the last name of the person they are about. 4. Understand that reference books are nonfiction books that may be used to find answers (e.g., dictionary, encyclopedia, almanac). 5. 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, books and other informational items read by library staff. 2. Identify simple fictional genres (e.g., fantasy, mystery, romance, historical fiction, science fiction). 3. Read for pleasure and information and identify characters, plot, setting and themes in reading material. 4. 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 ; and use information for a purpose. 1. Collect information (organized data and facts) and data (raw facts and figures) and identify answers to questions (e.g., locate data in a newspaper article, identify information on a sign). 2. Discuss and define the difference between fact and opinion (e.g., fact: the cafeteria served pizza today; opinion: the pizza was good.) 3. Identify ways information can be presented (e.g., text, visual information on a map, information displayed in pictures or as graphics). 4. Use primary source material to describe a person, place, thing or event (e.g., oral history, diary entries, photos, news articles, video files). 5. Use the following reference sources to find information: a. Dictionary (e.g., keywords, entry, parts of speech, definition); b. Encyclopedia (e.g., keywords, entry, charts and graphs); c. Maps (e.g., locate cities, states, countries). E. Apply a research process to decide what information is needed, find sources, use information and check sources. 1. Identify a topic and questions for research. 2. Brainstorm possible keywords or resources. 3. Develop a search strategy that uses appropriate and available resources. 4. Explore a variety of resources such as school, public or community resources. 5. Summarize and draw conclusions about information gathered. 6. Take simple notes and organize information into a logical sequence. 7. Make a list of resources used. 8. Communicate findings orally, visually or in writing and draw conclusions about findings. 9. Evaluate the research project.

Fourth Grade Technology Literacy: Use the online public access catalog (OPAC) to locate school library materials for classroom assignments and personal interests. 1. Search the OPAC by author, title, subject and keyword. 2. Read the OPAC bibliographic record and identify components (e.g., age, summary, location, availability). 3. Identify the call numbers/letters of an item by reading the bibliographic record, and then locate the physical item in the library. 4. Determine the status/availability of the item by viewing the bibliographic record in the OPAC (e.g., see if the item is checked out).

Common Experiences:

-‐Reader’s Hall of Fame Book -‐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 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. 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 Vision:

Music

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 • • • •

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 • •

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

Vision:

Art

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 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

Fourth Grade Topic Statements for Visual Arts By close of Fourth Grade: Topics -‐ Color wheel, complementary colors, complementary group project, elements and principles of art, ceramic textural pottery, organic forms and glazes, illuminated manuscripts, Bible stories for topics of design, oil pastel resist, abstract works of art, stained glass windows, leading, Asian patterns and designs, doodle designs, planned and unplanned design, concepts common to the arts in other disciplines, reverse pastel painting, illustration, symmetrical and asymmetrical balance, observational drawing, different cultures in our community, caricatures, judging and displaying artwork, painting, drawing, gluing, cutting, art show, ACSI Art Festival. Media -‐ Paint, Oil Pastels, pencils, erasers, drawing paper, glue sticks, clay, glaze, frosted acetate sheets, gold foil paper, mat board, colored pencils, markers, burlap, yarn, beads, color wheels, construction paper, Multi–Media. Cultural and Historical Context -‐ elements and principles of design video, textured pottery of the world, stained glass windows throughout history, Asian patterns and designs, concepts common to the arts in other disciplines, Bible history for topics of design, illuminated manuscripts, Ohio artists, different cultures in our community.

Fourth Grade Common Experiences: Complementary color group project, crayon resist abstract design – stained glass look, Asian inspired doodle design, Bible story themed reverse pastel illuminated manuscript, butterfly symmetrical and asymmetrical painting, 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

Fourth Grade Common Assessments: Rubrics Participation grade

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 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.”)

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

K-‐8 Mapping in process Updated 6/8/12