The IB Primary Years Program at Pine Street School 2023-24 Grade 5 Curriculum Guide

5th Grade

Curriculum Guide

PineStreetSchoolisaninternationally-mindedcommunitydedicatedto providinganinnovative,engaging,multilingual,andmulticulturaleducationthat inspiresandempowersourstudentstotakemindfulactionforequityandthe environment,makingapositiveimpactintheworld.

Primary Years Program at Pine Street School

What Is the Primary Years Program?

The Primary Years Program (PYP) is a curriculum framework that is designed for students 3-12 years of age. The PYP focuses on the whole child and through the teaching and learning experiences, helps each child develop into a globally minded citizen of the world. Pine Street School provides the PYP curriculum for students in Preschool through 5th Grade. The Twos curriculum has been designed with the same philosophy and aims to prepare our youngest students to begin their PYP journey at age 3 in our Preschool.

What Is the PYP Curriculum Like?

The PYP curriculum is engaging, relevant, challenging, and significant. It aims to help students develop conceptual understanding, knowledge, and skills through a hands-on, minds-on inquiry approach. The inquiry approach allows students to have an active role in learning and to take responsibility for that learning. The units of inquiry are organized into 6 transdisciplinary themes designed to facilitate the growth of conceptual understanding, knowledge, and skills through carefully planned and designed learning engagements. Transdisciplinary themes cut across disciplines and encourage students to explore the connections between traditional subjects as related to the concepts being studied Students, consequently, develop deeper conceptual understandings, improve skills, and gain useful knowledge.

Who Do We Strive to Become?

The aim of all the PYP program is to develop internationally minded people who, recognizing their common humanity and sharedguardianshipoftheplanet,helptocreateabetterandmore peacefulworld.

The attributes of the Learner Profile represent a broad range of human capacities and responsibilities that encompass intellectual, personal, emotional, and social growth. The development and demonstration of these attributes are foundational to students becoming internationally minded, active, and caring community members who respect themselves, others, and the world around them.

Attributes of the Learner Profile

INQUIRERS KNOWLEDGEABLE ? THINKERS COMMUNICATORS PRINCIPLED

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life

We develop and use conceptual understanding, exploring knowledge across a range of disciplines We engage with issues and ideas that have local and global significance.

We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We express ourselves confidently and creatively in more than one language and in many ways We collaborate effectively, listen carefully to the perspectives of other individuals and groups

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere We take responsibility for our actions and their consequences.

OPEN-MINDED CARING RISK-TAKERS BALANCED REFLECTIVE

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve wellbring for oursevles and others. We recognize our interdependence with other people and with the world in which we live.

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

What Is Essential in the PYP?

Knowledge:

Significant, relevant content that we wish the students to explore and know about, taking into consideration their prior experience and understanding

Concepts:

Powerful ideas that have relevance within the subject areas but also transcend them and the students must explore and re-explore in order to develop a coherent in-depth understanding.

Approaches to Learning (skills):

Those capabilities that the students need to demonstrate to succeed in a changing, challenging world, which may be disciplinary or transdisciplinary in nature.

Attitudes:

Dispositions that are expressions of fundamental values, beliefs and feelings about learning, the environment and people.

Action:

Demonstrations of deeper learning in responsible behavior through responsible action; a manifestation in practice of the other essential elements.

What Do We Want Our Students to Know?

Knowledge

In the PYP, knowledge is gained through Units of Inquiry. The Units of Inquiry are organized through a set of six transdisciplinary themes that provide the framework for transdisciplinary learning. Transdisciplinary learning in the PYP refers to learning that is not confinedwithintheboundariesoftraditionalsubjects,butissupportedandenrichedbythem.

These themes are globally significant and support the acquisition of knowledge, concepts and skills of traditional subjects. These themesarerevisitedandreinforcedyearlyintheUnitsofInquiry

Who We Are Where We Are in Place & Time

An inquiry into the nature of the self.

Beliefsandvalues

Personal,physical, mental,social,and spiritualhealth

Humanrelationships, includingfamilies, friends,communities, andcultures

Rightsand responsibilities

Whatitmeanstobe human

How We Express Ourselves

An inquiry into orientation in place and time.

Personalhistories

Homesandjourneys

Thediscoveries, explorations,and migrationsof humankind

Relationshipand interconnectedness ofindividualsand civilizations,from localandglobal perspectives

How the World Works

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values.

Thewaysinwhich wereflecton,extend, andenjoyour creativity

Ourappreciationof theaesthetic

An inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies.

Howhumansusetheir understandingof scientificprinciples

Theimpactofscientific andtechnological advancesonsociety andonthe environment

How we Organize Ourselves

An inquiry into the interconnectedness of human-made systems and communities.

Thestructureand functionof organizations

Societaldecisionmaking Economicactivities andtheirimpacton humankindandthe environment

Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things.

Peaceandconflict resolution

Accesstoequal opportunities

Communitiesand therelationships withinandbetween them

What Do We Want Our Students to Understand? Concepts

Concepts are "big ideas" that add depth and rigor in student thinking to the traditional "two-dimensional" curriculum consisting of factsandskillsTheyarepowerful,broad,andabstractorganizingideasthatmaybetransdisciplinaryorsubject-based.Theyrepresent the vehicle for students' inquiry into the opportunities and challenges of local and global significance. Concepts are concise; they are usuallyrepresentedbyoneortwowords.

The PYP identifies seven keyconcepts. Together, these key concepts form the component that drives the teacher- and/or studentconstructed inquiries that lie at the heart of the PYP curriculum. Key concepts drive learning experiences and help to fram a Unit of Inquiry By identifying and investigating key concepts, students learn to think critically about big ideas This may be done through broad, open-ended questions in an inquiry. When concepts are viewed as a set of questions, the inquiry is directed, purposeful, and manageable

Form

What is it like?

The understanding that everything has a form with recognizable features that can be observed, identified, described, and categorized.

Function Causation

How does it work?

The understanding that everything has a purpose, a role, or a way of behaving that can be investigated.

Why is it as it is?

The understanding that things do not just happen; there are causal relationships at work, and that actions have consequences.

Change

How is it transforming?

The understanding that change is the process of movement from one state to another. It is universal and inevitable

Connection Perspective Responsibility

What are our obligations?

The understanding that people make choices based on their understandings, beliefs, and values, and the actions they take as a result do make a difference.

What are the points of view?

The understanding that knowledge is moderated by different points of view leading to different interpretations, understandings, and findings; Perspectives may be individual, groups, cultural, or subject-specific.

How is it linked to other things?

The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.

In addition to learning these key concepts, children learn relatedconcepts in all curriculum areas. Instead of simply gaining knowledge and skills, they deepend their understanding of more complex ideas. Related concepts explore key concepts in greater detail and also add depth to the program. In contrast to the broad key concepts, related concepts are more narrowly focused. All subjects have associatedconceptsthatreflectthenatureofitsspecificcontent

For example, in Science, "adaptation" could be a related concept connected to the key concept of "change"; in Social Studies, "sustainability"couldbearelatedconceptassociatedwiththekeyconceptsof"change"and"responsibility"

What Do We Want Our Students to Understand?

Approaches to Learning (skills)

Approaches to Learning (ATL) are an integral part of an IB education and complement the learner profile, knowledge, conceptual understanding, and inquiry. Approaches to Learning are grounded in the belief that learning how to learn is fundamental to a student's education. Five categories of interrelated skills and associated sub-skills support students of all ages to become self-regulated learners. Through a variety of strategies, teachers collaboratively plan for implicit and explicit opportunities to develope ATL skills both insideandoutsidetheProgramofInquiryinage-appropriateways.

Collaborative inquiry requires learners to demonstrate many of the Approaches to Learning skills that have been indentified for the Primary Years Program Examine the skills outlined here to identify skills that learners would need to apply to fully participate in an inquiryapproach:

Thinking Skills

5 Categories of Interrelated Skills

Critical-thinking skills (analyzing and evaluating issues and ideas)

Creative-thinking skills (generating novel ideas and considering new perspectives)

Transfer skills (using skills and knowledge in multiple contexts)

Reflection/Metacognitive skills ((re)considering the process of learning)

rmation-literacy skills (formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating)

Media-literacy skills (interacting with media to use and create ideas and information

Ethical use of media/information (understanding and applying social and ethical technology)

Research Skills

Communication Skills

Exchanging-information skills (listening, interpreting, speaking)

Literacy skills (reading, writing, and using language to gather and communicate information)

ICT skills (using technology to gather, investigate, and communicate information)

Developing positive interpersonal relationships and collaboration skills (using self-control, managing setbacks, supporting peers)

Developing social-emotional intelligence

SSocial kills

SelfManagement Skills

Organization skills (managing time and tasks effectively)

States of mind (mindfulness, perseverance, emotional management, self-motivation, resilience)

What Do We Want Our Students to Value, Demonstrate, and Feel? Attitudes

The PYP includes a set of 12 attitudes embedded in the definitions of the Learner Profile. At Pine Street School, we see these as integral to the growth and development of students and choose to highlight them within the Learner Profile and independently. Pine Street School focuses on the development of personal attitudes: toward people, toward the environment, and toward learning. These attitudes contribute to the well-being of the individual and the group, as well as fostering the development of international-mindedness

Appreciation

Appreciatingthewonderand beautyoftheworldanditspeople.

Commitment

Beingcommittedtoownlearning, perservering,andshowingselfdisciplineandresponsibility.

Enthusiasm

Enjoyinglearningandwillingly puttingeffortintotheprocess.

Integrity

Beinghonestanddemonstrating aconsideredsenseoffairness

Creativity

Beingcreativeandimaginativein ownthinkingandapproach.

Respect

Respectingthemselves,others,and theworldaroundthem.

Empathy

Imagininginanother'ssituationin ordertounderstandhisorher reasoningandemotions,soastobe open-mindedandreflectiveabout theperspectivesofothers.

Confidence

Feelingconfidentinownabilityaslearners, havingthecouragetotakerisks,applying whathasbeenlearnedandmaking appropriatedecisionsandchoices.

Independence

Thinkingandactingindependently, makingownjudgmentsbasedon reasonedargument,andbeingableto defendownjudgments.

Cooperation

Cooperating,collaborating,andleading andfollowingasthesituationdemands.

Curiosity

Beingcuriousaboutthenatureoflearning, abouttheworld,itspeopleandcultures.

Tolerance

Acceptingandbeingsensitiveabout differencesanddiversityintheworldand beingresponsivetotheneedsofothers

Pine Street School | © Green Ivy Schools

How Do We Want Students to Act? Action

Responsibility and appropriate action is planned for an is an expected outcome of student exploration and learning through the Units of Inquiry. As an integral part of the learning process, action can be embarked upon at any point and can take many forms, depending on individual development, learning,andexperiences.

Action can be short- or long-term, revisited or ongoing. It may be individual or collective, small- or large-scale, and may take place at home, at school, or in local or wider communities. Some actions may not always be visible or immediately impactful; they might appear in the form of impressions left on students, or small things that go unnoticed because they are part of daily life of the learningcommunity.

For early years students, the foundation of action comes from an understanding of self and a responsibility toward relationships with peers and the wider community Members of the learning community support this understanding by modeling the appropriate useoflanguageandsocialbehaviors.

Action Participation

contributing as an individual or group

Advocacy

action to support social, environmental, political change

Social Justice

Turn off the lights when leaving a room. Don't waste food.

relation to rights, equality and equity, social well-being, and justice

Social Entrepreneurship

innovative, resourceful, and sustainable social change

Lifestyle Choices

consumption, impact of choices

The PYP Exhibition

In their final year of the PYP (5th Grade), students embark on a culminating project: The PYP Exhibition The PYP Exhibition serves as a celebration of the learning gained throughout the student's time in the PYP. It also serves as a final assessment, in which students are expected to demonstrate ownership of learning, conceptual understanding, knowledge of subject matter, approaches to learning (skills), and action.

The PYP experience has provided the students with the tools they need to be life-long learners. The Exhibition allows students to make choices, share their voice, choise, and take ownership of their learning To accomplish this, the Exhibition requires students to present an in-depth, collaborative, transdisciplinary inquiry in which they identify local or global issues, research and investigate, offer solutions, and take significant action. The Exhibition is a culminating learning experience and celebration that involves the entire school community and serves as the culmination of the students' PYP experience.

Assessment at Pine Street School

Assessment is central to the PYP goal of thoughtfully and effectively supporting students through the acquisition of subject-specific knowledgeandskills,theunderstandingofconceptsandthedevelopmentofapproachestolearning

At Pine Street School, we believe that the purpose of assessment is to inform and improve teaching and learning. Assessment involves collecting and analyzing assessment information, which is used to drive teaching and learning and to communicate effectively with stakeholders within, as well as outside of, the community. Assessment will be reflected upon and should effectively guide students throughthefiveessentialelementsoflearning:

Acquisitionofknowledge•Understandingofconcepts•Masteringofskills•Developmentofattitudes•Decisiontotakeaction

Assessment Types

AtPineStreetSchool,weusethreetypesofassessmentstoinformandimproveteachingandlearning

1.DiagnosticAssessments:

Allows teachers to determine prior knowledge, understanding, and skills prior to instruction. This information is used to plan learning engagementsandtoshowgrowthovertime.

2.FormativeAssessments:

Frequentassessmentusedtoevaluatestudentlearninginordertoprovideongoingfeedbackthatcanbeusedbyteacherstoimprovetheir teaching and by students to improve their learning. Formative assessment aims to promote learning by giving regular and frequent feedback. This helps learners to improve knowledge and understanding, to foster enthusiasm for learning, to engage in thoughtful reflection,todevelopthecapacityforself-assessment,andtorecognizethecriteriaforsuccess.

3.SummativeAssessments:

Aimtogiveteachersandstudentsaclearinsightintostudents'understanding.Asummativeassessmentistheculminationoftheteaching and learning process, and gives the students opportunities to demonstrate what has been learned. It can assess several elements simultaneously: it informs and improves student learning and the teaching process; it measures understanding of the central idea, and promptsstudentstowardaction.Itoccursattheendoftransdisciplinaryanddisciplinarystudies.

Reporting

Reporting happens on a semester schedule and include mid-semester checklist progress reports, full reports, and conferences. Please refer to the Pine Street School Assessment Policy for more information.

Target Language Curriculum

At Pine Street School, all teachers are language teacher as language transcends curriculum areas. Through the IB language programs, we aim to development confident, curious, highly proficient and enthusiastic readers, writers, viewers, presenters, spreakers, and listeners. Language is always taught meaningfully and in context. These contexts vary, but often involve the use of real-life scenarios, native speakers, the local area, and a wide variety of text types. We advocate the learning through inquiry, allowing students to make connections with context, to explore and investigate. The learning of any language is developmental by nature, building constructively onwhateachindividualstudentknowstohelpmovethemforward

The Preschool offers a dual language immersion program, using Spanish or Mandarin as the target language and English, embracing the principles of the PYP. Teachers plan and organize the classroom, such that working in English and the target llanguage becomes a part of our school day - from songs, to children's literature, small group work, larger inquiries, transitions, and routines. Learners spend approximately50%oftheirclasstimeinEnglishand50%inSpanishorMandarin.

In the Elementary School program, daily language immersion instruction continues in small, proficiency-based groups. These language ability groups allow us to meet each student at their language level in a supportive environment, address each student’s individuallanguageneeds,andtomaximizetheirlinguisticdevelopmentinwriting,reading,andspeaking.

The inquiry-based instructional approach continues in our immersion groups as language teachers create and present customized curriculum that is integrated with their transdisciplinary academic work This method ensures that students not only remain engaged, but that their rate of language acquisition is increased as they have ample opportunity to use the target language within the meaningfulcontextoftheirdailyschoolexperience

Language Learning Beliefs & Values

Weunderstandthatourlearnerscomewith manydifferentlanguagebackgrounds andwillallprogressatdifferentpaces.

Wegive ongoingfeedback onlearners'progress inalllanguages ofinstruction.

Weviewtheongoing languagedevelopmentfor ourlearnersasthe responsibilityofall teachers,parents,and learners.

We use language as a medium of inquiry, providing opportunities to challenge first language learners and to develop second language learners.

Weteachlanguagethroughcontext

iandrelatenew nformationto existingknowledge.

Weprovide meta-linguistic learningstrategies forthelearners.

Weaccommodate differentlearningstyles withdifferentiated instructionaccordingto individualneeds.

Performance Indicators for Language Learners

INTERPERATIVE

I can identify the general topic and some basic information in both very familiar and everyday contexts by recognizing practiced or memorized words, phrases, and simple sentences in texts that are spoken, written, or signed

INTERPERSONAL

I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions.

PRESENTATIONAL

I can present information on both very familiar and everyday topics using a variety of practiced or memorized words, phrases, and simple sentences through spoken, written, or signed language.

I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences within texts that are spoken, written, or signed.

I can understand the main message and supporting details on a wide variety of familiar and general interest topics across various time frames from complex, organized texts that are spoken, written, or signed

I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions.

I can communicate information, make presentations, and express my thoughts about familiar topics, using sentences and series of connected sentences through spoken, written, or signed language.

I can maintain spontaneous spoken, written, or signed conversations and discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using series of connected sentences and probing questions. I can deliver detailed and organized presentations on familiar as well as unfamiliar concrete topics, in paragraphs and using various time frames through spoken, written, or signed language.

English Language Curriculum

Language is a social construct and is learned through social interactions, experiences, and relationships Language learning involves both receptive (receiving and constructing meaning) and expressive (creating and sharing meaning) language. The Pine Street School curriculum allows students to construct both receptive and expressive language in relevant, engaging, challenging, and significant context.Understandingthesocialconstructsoflanguageisfundamentaltotheneedandabilitytocommunicate.

Thecurriculumisdividedinto4strandsforPreschooland5strandsforElementary:

Listening & Speaking

Oral language exposes the thinking of the learner. It is a means by which their thoughts and ideas can be communicated and share to negotiate and construct meaning and develop deeper levels of understanding.

Viewing & Presenting

Viewing and presenting are fundamental processes that are historically and universally powerful and significant The receptive processes (viewing) and the expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other It is important to provide a balanced program with opportunities for students to experience both viewing and presenting.

Reading

Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader's purpose for reading, the reader's prior knowledge and experience, and the text itself. Reading helps us to clarify our ideas, feelings, thoughts, and opinions. Literature offers us a means of understanding ourselves and others and has the power to influence and structure thinking. Children learn to read by reading. In order to develop life-long reading habits, learners need to have extended periods of time to read for pleasure, interest, and information experiencing an extensive range of quality fiction and non-fiction texts.

Writing

Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts. ideas, and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own "voice," writing is a genuine expression of the individual. Over time. writing involves developing a variety of structures, strategies, and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness.

Conventions

Conventions are generally accepted and practiced rules of a language. Conventions include phonics and grammar. Elementary only

Math Curriculum

Students at Pine Street School are challenged in the area of mathematical understanding and knowledge at the appropriate levels of cognitive development. Students explore mathematical concepts and construct meaning starting with concrete and moving to more abstractunderstanding Itisthroughrelevant,realistic,real-lifecontextthattheseskillsandunderstandingsaretaughtandlearned As students construct their understandings through concrete, real-life experiences, they will advance their abstract understanding of mathematicalconceptsbytransferringmeaningintosymbolicnotation.Studentswillbeinvolvedindiscussionstoexplaintheirunderstanding andexperienceswithsymbolicrepresentationastheylearnandtransfertheirunderstandingintoconventionalmathematicalnotation.

Once students have developed their own constructs and progressed to the abstract reasoning of using conventional symbolic notations, they will be asked to apply their understanding through authentic, real-life learning engagements. These engagements allow for hands-on problem-solving,realisticsituations,andstudentagencyastheydemonstratetheirunderstandinginavarietyofways.Thisprocessallowsfor deepunderstandingandvalidationsofthestudents'learningastheypresenttheirideas,receivefeedback,andreflectontheirlearning.

The mathematics curriculum is divided into 5 strands. The Twos curriculum only has 3 strands: Number (Number Sense & Operations), Pattern&Function(Pattern&AlgebraicThinking).

Number Sense & Operation Pattern & Algebraic Thinking

Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system.

To identify pattern is to begin to understand how mathematics applies to the world in which we live The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.

Organizing & Interpreting Information

Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.

A. Data can be collected, organized, represented, and summarized in a variety of ways to highlight similarities, differences, and trends; the chosen format should illustrate the information without bias or distortion.

B. Probability can be expressed qualitatively by using terms such as "unlikely," "certain," or "impossible." It can be measured quantitatively on a numerical scale.

Measurement

To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.

Geometry

To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.

Science Curriculum

Science in the PYP emcompasses science and its applications In the PYP the science component of the curriculum should be driven by concepts and skills rather than by content. The key concepts are inevitably influential in driving the curriculum, but there are many other related science concepts that provide further understanding of the subject.

At Pine Street School, we begin with the PYP philosophy and infuse the Next Generation Science Standards into the PYP framework. Through the transdisciplinary units of study, our approach allows students to develop conceptual understandings and the big ideas in science, develop an understanding of the scientific method, innovate with technology, gain critical thinking and problem-solving skills, conduct and present research, and much more. Students will also learn to apply many scientific skills such as:

The science curriculum is divided into 4 strands:

Living Things

The study of characteristics, systems, and behaviors of humans and other animals, and of plants; the interactions and relationships between and among them, and with the environment.

Earth & Space

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it.

Material & Matter

The study of properties, behaviors, and uses of materials, both natural and human-made; the origins of humanmade materials and how they are manipulated to suit a purpose.

Forces & Energy

The study of energy, its origin, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Observecarefullyinordertogatherdata

Useavarietyofinstrumentsandtoolsto measuredataaccurately

Usescientificvocabularytoexplaintheir observationsandexperiences

Identifyorgenerateaquestionorproblemto beexplored

Planandcarryoutsystematicinvestigations, manipulatingvariablesasnecessary

Makeandtestpredictions

Interpretandevaluatedatagatheredinorder todrawconclusions

Considerscientificmodelsandapplications ofthesemodels(includingtheirlimitations)

Science Curriculum

Social studies in the PYP is essentially about people: how they think, feel, and act; how they interact with others; their beliefs, aspirations, and pleasures; the problems they have to face; how and where they live (or lived);howtheyinteractwiththeirenvironment;theworktheydo;andhowtheyorganizethemselves.

At Pine Street School, we begin with the PYP philosophy and infuse our social studies and history learner outcomes or big ideas in social studies and history into the PYP framework. Through the transdisciplinary units of inquiry, our approach allows students to develop conceptual understandings and grasp big ideas in bothsocialstudiesandhistory. Theydevelopmanyimportantlifeskillssuchas:

The social studies curriculum is divided into 5 strands:

Human Systems & Economic Activities

The study of how and why people construct organizations and systems; the way in which people connect locally and globally; the distribution of power and authority.

Social Organization & Culture

The study of people, communities, cultures, and societies; the ways in which individuals, groups, and societies interact with each other.

Formulateandask questionsaboutthepast, thefuture,placesandsociety

Useandanalyzeevidence fromavarietyofhistorical, geographical,andsocietal sources

Orientateinrelationtoplace andtime

Humans & Natural Environments

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Resources & the Environment

Identifyroles,rights,and responsibilitiesinsociety

Assesstheaccuracy,validity, andpossiblebiasofsources

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment

Personal, Social, and Physical Education (PSPE)

PSPE provides the models, processes, vocabulary for handling social and personal issues, and ensuring health and well-being. Students are prepared to address moral issues in their lives and act upon a set of positive values such as appreciation, empathy, and respect. They should be given guidance to help develop positive attitudes and behaviors in order to meet challenges, make healthy lifestylechoices,andserveasresponsible,respectfulmembersofsociety.

PSPEconsistsof3strands:

Identity

An understanding of our own beliefs, values, attitudes, experiences, and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations, and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner's concept of self and feelings of selfworth affect their approach to learning and how they interact with others.

Active Living

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body's response to exercise; the importance of developing basic motor skills; understanding and developing the body's potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

Interactions

An understanding of how an individual interacts with other people, other living things and the wider world; behaviors, rights and responsibilities of individuals and their relationships with others, communities, society, and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind's responsibility as custodians of the Earth for future generations.

While the PSPE curriculum is woven through all disciplines and aspects of the school day, Physical Education classes are a prime catalyst to learn and master many of the PSPE skills.

The Arts

The PYP states that arts are integral to the program. They are a powerful mode of communication through which students explore and constructasenseofselfanddevelopanunderstandingoftheworldaroundthem.Artsprovidestudentswithawiderangeofopportunities andmeanstorespondtotheirexperiencesandengagewithhistorical,socialandculturalperspectives.Thestudentsarestimulatedtothink andtoarticulatetheirthoughtsinnewways,andthroughavarietyofmediaandtechnologies ThePYPrecognizesthatnotalllearningcan be supported solely through language, and that arts as a medium of inquiry also provide opportunities for learning, communication and expression. Learning about and through arts is fundamental to the development of the whole child, promoting creativity, critical thinking, problem-solvingskillsandsocialinteractions.

Theartsconsistsof2strands:

Responding Creating

The process of responding provides students with opportunities to respond to their own and other artists' works and processes, and in so doing, develop the skills of critical analysis, interpretation, evaluation, reflection, and communication.

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encourages to draw on their imagination, experiences, and knowledge of matierals and processes as starting points for creative exploration.

While the arts curriculum is woven through all disciplines and aspects of the school day, music, visual art, and design technology classes and experiences are prime catalysts to enhance the arts curriculum.

I-DEA Curriculum Framework

Inclusion via Diversity, Equity, and Anti-Racism

The IB Curriculum is rooted in fostering diversity, equity, inclusion, awareness, and advocacy The Pine Street School I-DEA Curriculum FrameworkfitsfirmlyintoandgainsimmediaterelevancefromthePYP.OurFrameworkscaffoldsstudents’inquiryintoconceptsofequality, equity, inclusion, social justice, fairness, belonging, prejudice, and privilege, helping them to better understand the social construct of race andethnicityintheUnitedStates.

Units of Inquiry provide students with multiple opportunities throughout the year to explore and share in their own cultures, languages, and traditions, and those of their classmates and the wider community. Throughout these units, students gain crucial knowledge about the history of race in the United States, awakening their awareness and building understanding, all while engaging in authentic, meaningful classroom and community experiences and through literature from diverse sources and cultures, which provoke and scaffold discussions of raceandracisminourcountry.

Pine Street School | Program of Inquiry 2023-2024

WHO WEARE WHEREWEAREIN PLACEANDTIME

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives

Central Idea:

Our bodies are made up of interconnected systems and we have inherited and acquired traits that are part of our growth and change

Key Concepts:

Form, Function, Change

Lines of Inquiry:

1. Role of different body systems

2 Connection between different body systems

3 Change in systems over time

Central Idea: People have personal beliefs and belief systems that inform how they act and interpret others.

Key Concepts:

Connection, Perspective, Causation

Lines of Inquiry:

1 Personal beliefs and belief systems

2 How beliefs affect the individual and society

3. Perspectives within cultural and individual beliefs

An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships, including families, friends, communities, and cultures; rights and responsibilities; what it means to be human

Central Idea: Exploration of our universe leads to discoveries, opportunities, and new understandings

Key Concepts: Change, Connection, Responsibility

Lines of Inquiry:

1. Our universe

2 How theories of the universe have changes over time

3. Impact of exploration

Central Idea: Technological innovation can disrupt societal thinking, behavior, and human relationships.

Key Concepts:

Connection, Change, Causation

Lines of Inquiry:

1 Connections between technology and human needs and wants

2 Innovation design process

3 Coding as a language

HOWWEEXPRESS OURSELVES

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend, and enjoy our creativity; our appreciation of the aesthetic

Central Idea: Cooperative and purposeful teamwork enables and empowers people to improve their lives and communities

Key Concepts: Change, Connection, Causation Lines of Inquiry:

1 Global needs

2. Local needs

3 Sustainable solutions

4 Effective teamwork

YEAR-LONGPYPEXHIBITION

Central Idea: Language can be used to influence our thinking, emotions, and behavior in many ways.

Key Concepts: Function, Responsibility, Perspective

Lines of Inquiry:

1 Features, forms, techniques used in persuasive communications

2 How persuasive communication works

3 Impact of persuasive communication

HOWTHEWORLD WORKS SHARING THEPLANET

An inquiry into the natural world and its laws, the interaction between the natural world and human societies; how humans use their understanding of scientific principles; impact of scientific and technological advances on society and the environment

Central Idea: People produce and use different types of energy which leaves and environmental footprint

Key Concepts: Function, Causation, Change Lines of Inquiry:

1 Types of energy

2. Non-renewable vs. renewable energy

3 Responsible energy use

HOWWEORGANIZE OURSELVES

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment

Central Idea: Governmental systems and decisions can promote or deny equal opportunities and social justice

Key Concepts:

Responsibility, Function

Lines of Inquiry:

1 Purpose of government

2. Organizations of government

3 Impacts of decisions and actions on members of society

4. How beliefs about power and authority impact a society

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution

Central Idea: Distribution of wealth affects communities' and individuals' access to equal opportunities

Key Concepts:

Connection, Perspective, Causation

Lines of Inquiry:

1. Relationship between wealth and power

2 Impactofwealthdistribution

3. Equitable access to resources and opportunities

Central Idea: Analysis of data and patterns can shape actions people take

Key Concepts: Responsibility, Connection, Change

Lines of Inquiry:

1. Earth's physical changes over time

2 Interconnectedness of hydrosphere, biosphere, geosphere, atmosphere

3 How data drives direction

Central Idea: Signs and symbols are part of human-made systems that facilitate local and global communication.

Key Concepts:

Connection, Form, Function

Lines of Inquiry:

1 Specialized systems of communication

2. How visual language facilitates communication

3 Cultural and historical context of how signs and symbols develop

Central Idea: Raising awareness of institutions, individuals, and organizations about climate change issues can encourage people to take initiative

Key Concepts:

Responsibility, Causation, Change

Lines of Inquiry:

1. Sustainable Development Goals

2 How human actions have impacted climate change

3 Actions that can reverse climate change

WHO WEARE WHEREWEAREIN PLACEANDTIME

Central Idea: The mosaic of our everdeveloping identities ultimately informs and influences our attitudes about ourselves and others

Key Concepts: Perspective, Connection, Change

Lines of Inquiry:

1 What makes me, me

2 How others view me; How I view others

3 Evolution of our identities

Central Idea:

Making balanced choices should enable people to have a healthy lifestyle

Key Concepts:

Responsibility, Connection, Form

Lines of Inquiry:

1. Daily habits and routines

2 The impacts of balanced choices

3. Healthy lifestyles

Central Idea: The legacy of ancient civilizations influences people and society today.

Key Concepts: Connection, Form, Function

Lines of Inquiry:

1 Types of civilizations

2 Elements of civilizations

3. Legacies of civilizations

HOWWEEXPRESS OURSELVES

Central Idea: Architecture is the built realization of human ingenuity

Key Concepts: Perspective, Causation, Form Lines of Inquiry:

1. What is architecture

2 Elements of architecture

3 Human ingenuity and creativity in design

Central Idea: Relationships are enhanced by effort and compromise

Key Concepts: Responsibility, Perspective, Causation

Lines of Inquiry:

1 Relationships with ourselves

2 Relationships with communities

3 Relationships with other groups of people

Central Idea: The geography, history, and people make our city unique in its past, present, and future

Key Concepts: Change, Causation, Form Lines of Inquiry:

1 Location and geography of the city

2 People who inhabited the region over time

3. How and why the city has developed

YEAR-LONGUNIT

Central Idea: The Earth’s cycles and patterns have impacted how people live their lives.

Key Concepts: Connection, Form, Causation

Lines of Inquiry:

1 Earth’s cycles and patterns

2 How cycles and patterns impact our lives

3 How cycles and patterns impact other people’s lives

Central Idea: Folklore reflects and shapes culture.

Key Concepts: Connection, Perspective, Form Lines of Inquiry:

1 Elements of folklore

2 Similarities and differences among versions of folklore

3 The role of folklore in culture

Central Idea: Stories allow our imagination to discover new worlds

Key Concepts: Connection, Perspective, Function

Lines of Inquiry:

1 Story elements

2 Human connections in stories

3 Exploring perspectives through stories

HOWTHEWORLD WORKS SHARING THEPLANET

Central Idea: Understanding forces can help humans design effectively

Key Concepts: Form, Causation, Change

Lines of Inquiry:

1. Natural laws of motion

2 Different forces

3 Using principles of physics to solve problems

HOWWEORGANIZE OURSELVES

Central Idea: Human migration can be a response to challenges, risks, and opportunities impacting individuals and communities

Key Concepts: Perspective, Change, Causation

Lines of Inquiry:

1. Reasons why people migrate

2 Migration throughout history

3 Effects of migration on communities, cultures, and individuals

Central Idea: Biodiversity ensures natural sustainability for all life on the planet.

Key Concepts: Responsibility, Form, Causation

Lines of Inquiry:

1 Diversity of living things

2. Role of biodiversity in the natural world

3 Impact of interruption in biodiversity

Central Idea: The Earth continuously changes due to natural forces.

Key Concepts: Change, Causation, Form Lines of Inquiry:

1 Internal changes

2 External changes

3. Human attempts to manage consequences of changes

Central Idea:

The organization of marketplaces reflects the needs and wants of communities

Key Concepts:

Responsibility, Connection, Causation

Lines of Inquiry:

1. How a market economy works

2 How goods and services are produced and consumed

3 Responsible production and consumption

Central Idea: The Earth has extensive ecosystems which are a vital part of its functioning

Key Concepts: Responsibility, Causation, Form

Lines of Inquiry:

1. Ecosystems around the world

2 Balance in ecosystems

3. Things that disrupt the balance in ecosystems

Central Idea: Understanding the way materials behave and interact determine how people use them

Key Concepts: Change, Form, Function Lines of Inquiry:

1 Behavior and uses of materials

2 Changing properties of materials

3. Manipulations of materials for specific purposes

Central Idea: Food is a central element of global interconnectedness

Key Concepts:

Causation, Connection, Form Lines of Inquiry:

1. Food and its origins

2 Connection between food and geography

3. Cultural and historical significance of food

Central Idea: Living things have specific shapes and structures related to their function which help them survive, grow, and reproduce

Key Concepts: Form, Function, Connection Lines of Inquiry:

1. Characteristics of living things

2 Structure and function of living things

WHO WEARE WHEREWEAREIN PLACEANDTIME

Central Idea: People's skills, attitudes, and interests should enable them to benefit from and contribute to their community

Key Concepts: Responsibility, Connection, Causation

Lines of Inquiry:

1 Skills,attitudes,interests, talents

2. How people benefit from commuity

3. How people contribute to community

Central Idea: Exploring our personal histories and the groups we belong to informs our understanding of who we are

Key Concepts: Connection,Perspective,Change

Lines of Inquiry:

1. Family origins and stories

2 Influence of groups we belong to

3. Understanding the connection between histories in our communities

Central Idea: Homes reflect personal identity and local culture

Key Concepts: Form, Function, Connection

Lines of Inquiry:

1 What is a home

2. Different kinds of homes

3 Circumstances that determine where and how people live

HOWWEEXPRESS OURSELVES

Central Idea: Through poetry, people express, explore, and interpret ideas and feelings

Key Concepts: Perspective, Form, Connection

Lines of Inquiry:

1 What is poetry

2. Word use in poetry

3 Exploring ideas through poetry

Central Idea: Stories can take on different forms, have cultural elements, and can be told in many ways

Key Concepts: Perspective, Form, Function Lines of Inquiry:

1. What is a story

2 Ways to tell stories

3 Stories from different cultures

Central Idea: We learn about the world though our senses

Key Concepts:

Connection, Perspective, Form, Function

Lines of Inquiry:

1. Our senses

2 How we learn through our senses

3 How our senses enrich our lives

Key Concepts: Form, Perspective, Reflection Lines of Inquiry:

1 Artists from around the world

2 Artistic styles

3. Exploring forms of art

HOWTHEWORLD WORKS SHARING THEPLANET

Central Idea: Understanding how light and sound work influences how people interact with the world

Key Concepts: Form, Function, Causation

Lines of Inquiry:

1 Sources

2. Properties

3 Function

Central Idea: People apply their understanding of forces and energy to invent and create

Key Concepts: Connection, Form, Function Lines of Inquiry:

1 Forces and energy

2. Simple machines and tools

3 Innovating to solve problems

Central Idea: Artists have unique styles through which they communicate their ideas and feelings.

HOWWEORGANIZE OURSELVES

Central Idea: Transportation systems are developed to respond to the needs of communities

Key Concepts:

Form, Function, Causation

Lines of Inquiry:

1 Transportation systems

2. How transport systems respond to the needs of the community

3. How transport systems have changed over time

Central Idea:

By purposefully organizing spaces, people learn how to respect and use their environment effectively.

Key Concepts: Responsibility, Form, Function Lines of Inquiry:

1 How spaces are organized

2 Effective organization

3. Responsibilities involved in maintaining organization

Central Idea: Sound impacts and enriches our lives

Key Concepts: Function, Causation

Lines of Inquiry:

1 How sound works

2. Producing and receiving sounds

3 How sound impacts our personal lives

Central Idea: In urban spaces, a balance between the needs of humans and other living things can be a challenge

Key Concepts: Responsibility, Connection, Form

Lines of Inquiry:

1 Purposeful design of an urban space

2. Connection between human needs and the natural world

3. Human responsibility

Central Idea: Plants are essential to our lives in many ways and need specific conditions to grow

Key Concepts: Form, Function, Responsibility Lines of Inquiry:

1 Structure and needs of a plant

2 Life cycle of plants

3 How plants help living things

Central Idea: All living things have life cycles

Key Concepts: Form, Function, Change Lines of Inquiry:

1 Living things

2. Life cycles of different types of animals

3 How animals are suited to where they live

5TH GRADE LEARNING OUTCOMES

Target Language: Spanish or Mandarin

READING

I can identify familiar words when they are supported by gestures or visuals in texts.

I can identify basic facts from familiar words and phrases when they are supported by visuals in texts or gestures.

I can identify the topic and some isolated facts from simple sentences in texts.

LISTENING I can understand familiar words with they are supported by visuals or gestures in conversations

I can identify some basic facts from familiar words and phrases when they are supported by gestures or visuals in conversations.

I can understand familiar questions and statements from simple sentences and conversations

SPEAKING I can provide information by answering a few simple questions on a very familiar topics, using practiced or memorized words and phrases, with the help of gestures or visuals.

READING I can use a combination of drawing, dictation and writing with environmental clues to record observation and express ideas.

I can request and provide information by answering a few simple questions on a very familiar and everyday topics, using a mixture of practiced or memorized words, phrases, and simple sentences.

I can participate in shared research and writing projects. I can polish and publish writing pieces with checklists and teacher guidance.

I can request and provide information by asking and answering practiced and some original questions on familiar and everyday topics, using sentences.

I can write about events and experiences through words, phrases, and sentences. I can polish and publish writing pieces.

English Language

Language is social construct and is learned through social interactions, experiences, and relationships Language learning involves both receptive(receivingandconstructingmeaning)andexpressive(creatingandsharingmeaning)language.ThePineStreetSchoolcurriculum allowsstudentstoconstructbothreceptiveandexpressivelanguageinrelevant,engaging,challenging,andsignificantcontext.Understanding thesocialconstructsoflanguageisfundamentaltotheneedandabilitytocommunicate.

Oral Language: Oral language exposes the thinking of the learner. It is a means by which their thoughts and ideas can be communicated and shared to negotiate and construct meaning and develop deeper levels of understanding.

Listening & Speaking

Engage effectively in a range of collaborative discussion with diverse partners on age appropriatetopicsand texts,building on others’ ideas and expressing their own clearly

Come to discussions prepared, having read or studied required material; explicitly draw on thatpreparation 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 by making comments that contribute to the discussion and elaborate on the remarks of others

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions

Seek to understand and communicate with individuals from different perspectives and cultural backgrounds

Use their experience and their knowledge of language logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively

Summarize and paraphrase written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally

Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence

Participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations

Generate, develop and modify ideas and opinions through discussion

Listen and respond appropriately to instructions, questions, and explanations

Infer meanings, draw conclusions, and make judgments about oral presentations

Use an increasing vocabulary and more complex sentence structures with a high level of specificity

Argue persuasively and justify a point of view

Show open-minded attitudes when listening to other points of view

Understand and use figurative language such as simile, personification, and metaphor

Use oral language to formulate and communicate possibilities and theories

Use standard grammatical structures competently in appropriate situations

Use register, tone, voice level, and intonation to enhance meaning

Use speech responsibly to inform, entertain and influence others

Reflect on communication to monitor and assess their own learning

Visual Language: Viewing and presenting are fundamental processes that are historically and universally powerful and significant. The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. It is important to provide a balanced program with opportunities for students to experience both viewing and presenting.

Viewing & Presenting

Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation

View and critically analyze a range of visual texts, communicating understanding through oral, written, and visual media

Identify factors that influence personal reactions to visual texts; design visual texts with the intention of influencing the way people think and feel

Analyze and interpret the ways in which visual effects are used to establish context

Identify elements and techniques that make advertisements, logos, and symbols effective and draw on this knowledge to create their own visual effects

Realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colors or symbols

Realize that individuals interpret visual information according to their personal experiences and different perspectives

Show how body language, for example, facial expression, gesture and movement, posture, and orientation, eye contact and touch, can be used to achieve effects and influence meaning

Apply knowledge of presentation techniques in original and innovative ways; explain their own ideas for achieving desired effects

Examine and analyze text and illustrations in reference material, including online text, explaining how visual and written information work together to reinforce each other and make meaning more explicit

Navigate the internet in response to verbal and visual prompts with confidence and familiarity; use ICT to prepare their own presentations

Use appropriate terminology to identify a range of visual effects/formats and critically analyze their effectiveness, for example, mood, media, juxtaposition, proportion

Analyze the selection and composition of visual presentations; select examples to explain how they achieve a particular impact, for example, dominant images, use of color, texture, symbolism

Reflect on ways in which understanding the intention of a visual message can influence personal responses

Written Language: Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. Reading helps us to clarify our ideas, feelings, thoughts, and opinions. Literature offers us a means of understanding ourselves and others andhas the power to influence and structure thinking. Children learn to read by reading. In order to develop lifelong reading habits, learners need to have extended periods of time to read for pleasure, interest, and information, experiencing an extensive range of quality fiction and nonfiction texts.

Reading

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text

Determine the meaning of general academic and domain-specific words and phrases in a textrelevant to a 5th Grade topic or subject area

Compare and contrast the overall structure of events, ideas,concepts, or information in two or more texts

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)

Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably

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 to read accurately unfamiliar multisyllabic words in context and out of context

Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

Use context to confirm or self-correct word recognition and understanding, rereading as necessary

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem

Describe how a narrator’s or speaker’s point of view influences how events are described

Recognize and describe how an author’s background and culture affect his or her perspective

Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text

Compare and contrast stories in the same genre on their approaches to similar themes and topics

Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations

Self-select text to develop personal preferences regarding favorite authors

Use established criteria to categorize, select texts and assess to make informed judgments about the quality of the pieces

Read a wide range of texts confidently, independently and with understanding

Work in cooperative groups to locate and select texts appropriate to purpose and audience

Participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author

Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are

associated with different genres

Appreciate structural and stylistic differences between fiction and non-fiction; show understanding of this distinction when structurin own writing

Appreciate authors’ use of language and interpret meaning beyond the literal

Understand that authorsuse words and literary devices to evoke mental images

Recognize and understand figurative language, for example, similes, metaphors, idioms

Make inferences and be able to justify them Identify and describe elements of a story plot, setting, characters, theme and explain how they contribute to its effectiveness

Distinguish between fact and opinion, and reach their own conclusions about what represents valid information

Use a range of strategies to solve comprehension problems and deepen their understanding of a text

Consistently and confidently use a range of resources to find information and support their inquiries

Participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding

Use the internet responsibly and knowledgeably, appreciating its uses and limitations

Locate, organize, and synthesize information from a variety of sources including the library/media center, the internet, people in the school, family, the immediate community or the global community

Written Language: Writing is a way of expressing ourselves. It is a personal act that grows and develops with the individual. From the earliest lines and marks of young learners to the expression of mature writers, it allows us to organize and communicate thoughts, ideas, and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. When children are encouraged to express themselves and reveal their own “voice”, writing is a genuine expression of the individual Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness

Writing

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 ideas are logically grouped to support the writer’s purpose

Provide logically ordered reasons that are supported by facts and details

Link opinion and reasons using words, phrases, and clauses

Provide a concluding statement or section related to the opinion presented

Write informative/explanatory texts to examine a topic and convey ideas and information clearly

Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting, 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 and across categories of information using words, phrases, and clauses

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

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

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 narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations

Use a variety of transitional words, phrases, and clauses 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

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience

Produce text (print or nonprint) that explores a variety of cultures and perspectives

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

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 two pages in a single sitting

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work and provide a list of sources

Draw evidence from literary or informational texts to support analysis, reflection, and research

Apply age appropriate reading standard to literature

Apply age appropriate reading standards to informational texts

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames for a range of disciplines

Create and present an original poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class

Recognize and illustrate social, historical, and cultural features in the presentation of literary texts

Write independently and with confidence, showing the development of their own voice and style

Adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader

Use appropriate paragraphing to organize ideas

Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood

Use planning, drafting, editing and reviewing processes independently and with increasing competence

Critique the writing of peers sensitively; offer constructive suggestions

Conventions: Generally accepted rules and practices of language

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Use relative pronouns and relative adverbs

Form and use the progressive verb tenses

Use modal auxiliaries to convey various conditions

Order adjectives within sentences according to conventional patterns

Form and use prepositional phrases

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons

Correctly use frequently confused words

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

Spell grade-appropriate words correctly, consulting references as needed

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)

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 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

Consult reference materials, both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings

Explain the meaning of simple similes and metaphors 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)

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of beingand that are basic to a particular topic

StudentsatPineStreetSchoolarechallengedintheareaofmathematicalunderstandingandknowledgeattheappropria cognitivedevelopment.Studentsexploremathematicalconceptsandconstructmeaningstartingwithconcreteandmovingtomore abstractunderstanding.Itisthroughrelevant,realistic,real-lifecontextthattheseskillsandunderstandingsaretaughtandlearned.

As students construct their understandings through concrete, real-life experiences, they advance their abstract understanding of mathematical concepts by transferring meaning into symbolic notation. Students are involved in discussions to explain their understanding and experiences with symbolic representation as they learn and transfser their understanding into conventional mathematicalnotation.

Oncestudentsdeveloptheirownconstructsandprogresstotheabstractreasoningofusingconventionalsymbolicnotations,theywillbe askedtoapplytheirunderstandingthroughauthentic,real-lifelearningengagements.Theseengagementsallowforhands-onproblemsolving,realisticsituations,andstudentagencyastheydemonstratetheirunderstandinginavarietyofways.Thisprocessallowsfordeep understandingandvalidationofthestudents'learningastheypresenttheirideas,receivefeedback,andreflectontheirlearning.

In5thGrade,studentsconstructandtransfermeaningwhilepracticingandapplyingthefollowinglearneroutcomes/understandings:

Number:Ournumbersystemisalanguagefordescribingquantitiesandtherelationshipsbetweenquantities.

Forexample,thevalueattributedtoadigitdependsonitsplacewithinabasesystem.

Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction,multiplication,anddivisionarerelatedtooneanotherandareusedtoprocessinformationinordertosolveproblems. Thedegreeofprecisionneededincalculatingdependsonhowtheresultwillbeused.

Number Sense: An intuitive understanding of number

Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols

Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left

Read, write, and compare decimals to thousandths

Read and write decimals to thousandths using base-ten numerals, number names, and expanded form

Compare two decimals to thousandths based on meanings of the digits in each place, using > , = , and symbols to record the results of comparisons

Use place value understanding to round decimals to any place

Fluently multiply multi-digit whole numbers using the standard algorithm

Find whole-number quotients of whole numbers with up to four-digit dividends and two-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

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explai the reasoning used

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fraction such a way as to produce an equivalent sum or difference of fractions with like denominators

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers

For example,recognize an incorrect result

Interpret a fraction as division of the numerator by the denominator Solve word problems involvingdivision of whole numbers leading to answers in the form of fractions or mixed numbers

Solve real world problems involving multiplication of fractions and mixed numbers

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions

Understand that positive and negative numbers are used together to describe quantities having opposite directions or values understand a rational number as a point on the number line

Understand ordering and absolute value of rational numbers

Number Operations: Mathematical processes

Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators

Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators

Interpret a fraction as division of the numerator by the denominator

Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem

Apply and extend previous understandings of multiplication tomultiply a fraction or whole number by a fraction

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used

Apply and extend previous understandings of multiplication tomultiply a fraction or whole number by a fraction

Interpret multiplication as scaling

Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. Interpret division of a whole number by a unit fraction, and compute such quotient

Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fraction

Pattern & Function: To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called "functions." This builds a foundation for the later study of algebra.

Pattern & Algebraic Thinking

Generate two numerical patterns using two given rules Identify apparent relationships between corresponding terms

Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10.

Use whole-number exponents to denote powers of 10

Read, write, and compare decimals to thousandths

Write and evaluate numerical expressions involving whole-number exponents

Write, read, and evaluate expressions in which letters stand for numbers

Apply the properties of operations to generate equivalent expressions

Identify when two expressions are equivalent

Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true

Use variables to represent numbers and write expressions when solving a real-world or mathematical problem

Understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set

Solve real-world and mathematical problems by writing and solving equations are all nonnegative rational numbers

Write an inequality to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form have infinitely many solutions; represent solutions of such inequalities on number line diagrams

Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation

Data Handling: Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.

Organizing & Interpreting Information

Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane

Recognize a statistical question as one thatanticipates variability in the data related to the question and accounts for it inthe answers

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number

Display numerical data in plots on a number line, including dot plots, histograms, and box plots

Summarize numerical data sets in relation to their context

Measurement: To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be

Measurement

Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems

Make a line plot to display a data set of measurements in fractions of a unit

Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction

Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems

Make a line plot to display a data set of measurements in fractions of a unit. Use operations on fractions for to solve problems involving information presented in line plots

Shape&Space: The regions, paths, and boundaries of natural space can be described by shape. An understanding of the inter-relationships of shape allows us to interpret, understand, and appreciate our two-dimensional (2D) and three-dimensional (3D) world.

Geometry

Recognize volume as an attribute of solid figures and understand concepts of volume measurement

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units

Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume

Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base Represent threefold wholenumber products as volumes, e g , to represent the associative property of multiplication for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems

Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems

Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinatescorrespond Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation

Classify two-dimensional figures into categories based on their properties

Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category

For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles

Classify two-dimensional figures in a hierarchy based on properties