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Kindergarten instruction forms a solid foundation for the structure of language and the use of print. Kindergartners develop language and literacy skills including phonemic awareness, letter identification, word knowledge, and concepts about print. Students will develop their communication skills when listening, speaking, reading, and writing. They will apply comprehension strategies to fiction and informational text. Kindergarten students will communicate ideas through drawing and writing of opinion, narrative, and informative pieces. Instruction may be in small groups, whole group, and/or individually, depending on the needs of the students.

Demonstrates Concepts About Print

Demonstrates Phonological Awareness

Identifies All Upper and Lowercase Letters in the Alphabet and Recognizes Letter/Sound Relationships

Applies Word Analysis Skills when Solving Words

Reads Text Fluently

Comprehends Grade Appropriate Fiction and Informational Text

Engages in Reading

Writes Using Letter/Sound Relationships

Writes Complete Sentences with Correct Capitalization and Punctuation

Draws and Writes to Communicate Ideas

Prints with Correct Letter Formation and Spacing

Participates and Listens in Collaborative Conversations and Expresses Ideas Clearly when Speaking

First-grade instruction builds the foundation for students to read, write, listen, and speak effectively. First graders will become more fluent readers by increasing knowledge of high-frequency words, applying phonics, and demonstrating strategies to solve words. Students will build on their communication skills when listening, speaking, reading, and writing. They will apply comprehension strategies to develop a deeper understanding of fiction and informational text. Students will write opinion, narrative, and informative pieces. Instruction may be in small groups, whole group, and/or individually, depending on the needs of the students.

Applies Word Analysis Skills When Solving Words

Reads Grade Appropriate Text Fluently

Comprehends Grade Appropriate Fiction Text

Comprehends Grade Appropriate Informational Text

Engages in Reading

Writes a Paragraph to Communicate Ideas for Appropriate Task and Purpose

Applies Grammar Skills in Writing

Spells High Frequency Words and Patterns Correctly in Writing

Uses Correct Capitalization and Punctuation

Prints with Correct Letter Formation and Spacing

Participates and Listens in Collaborative Conversations

Expresses Ideas Clearly when Speaking

Second grade instruction builds upon the foundation for students to read, write, listen, and speak effectively. Second graders will become more fluent readers by increasing knowledge of high frequency words, applying phonics, and demonstrating strategies to solve words. Students will build on their communications skills when listening, speaking, reading and writing. They will apply comprehension strategies to develop a deeper understanding of fiction and informational text. Students will write opinion, narrative, and informative pieces. Instruction may be in small groups, whole group, and/or individually, depending on the needs of the students.

Applies Word Analysis Skills When Solving Words

Reads Grade Appropriate Text Fluently

Comprehends Grade Appropriate Fiction Text

Comprehends Grade Appropriate Informational Text

Reads Independently

Organizes and Develops Writing to Communicate Ideas for Appropriate Task and Purpose

Revises and Edits to Improve Writing

Applies Grade Appropriate Spelling Patterns in Writing

Applies Grade Appropriate Grammar in Writing

Writes Complete Sentences with Correct Capitalization and Punctuation

Participates in Collaborative Conversations

Reports on a Topic or Tells a Story

Third grade instruction includes reading, writing, speaking and listening. Third graders will become more fluent readers while applying phonics and word analysis skills. They will apply comprehension strategies to develop a deeper understanding of fiction and informational text. Third grade students transition from learning to read to reading to learn. Students will write opinion, narrative, and informative pieces using appropriate grammar and spelling skills. Instruction may be in small groups, whole group, and/or individually, depending on the needs of the students.

Applies Word Analysis Skills When Solving Words

Reads Grade Appropriate Text Fluently

Comprehends Grade Appropriate Fiction Text

Comprehends Grade Appropriate Informational Text

Reads Independently

Organizes Writing to Communicate Ideas for Appropriate Task and Purpose

Develops Topic with Facts and/or Details through Revision

Applies Grade Appropriate Grammar in Writing through Editing

Applies Grade Appropriate Spelling in Writing

Writes Independently

Participates in Collaborative Conversations

Reports on a Topic or Tells a Story

Fourth grade instruction includes reading, writing, speaking and listening. Fourth graders will become more fluent readers while using word analysis skills. They will apply comprehension strategies to develop a deeper understanding of fiction and informational text. Students will write opinion, narrative, and informative pieces using appropriate grammar and spelling skills. Instruction may be in small groups, whole group, and/or individually, depending on the needs of the students.

Applies Word Analysis Skills When Solving Words

Reads Grade Appropriate Text Fluently

Comprehends Grade Appropriate Fiction Text

Comprehends Grade Appropriate Informational Text

Reads Independently

Organizes Writing to Communicate Ideas for Appropriate Task and Purpose

Develops Topic with Facts and/or Details through Revision

Applies Grade Appropriate Grammar in Writing through Editing

Applies Grade Appropriate Spelling in Writing

Writes Independently

Participates in Collaborative Conversations

Reports on a Topic or Tells a Story

Fifth grade instruction includes reading, writing, speaking and listening. Fifth graders will become more fluent readers while using word analysis skills. They will apply comprehension strategies to develop a deeper understanding of fiction and informational text. Students will write opinion, narrative, and informative pieces using appropriate grammar and spelling skills. Instruction may be in small groups, whole group, and/or individually, depending on the needs of the students.

Applies Word Analysis Skills When Solving Words

Reads Grade Appropriate Text Fluently

Comprehends Grade Appropriate Fiction Text

Comprehends Grade Appropriate Informational Text

Reads Independently

Organizes Writing to Communicate Ideas for Appropriate Task and Purpose

Develops Topic with Facts and/or Details through Revision

Applies Grade Appropriate Grammar in Writing through Editing

Applies Grade Appropriate Spelling in Writing

Writes Independently

Participates in Collaborative Conversations

Reports on a Topic or Tells a Story

Fifth grade students will explore United States history from the 1800s to the present day. Students will use inquiry to question, gather evidence, analyze sources, develop claims, and construct arguments through the lenses of geography, politics, history, culture, and economics.

Explain historical periods and how the past impacts the present

Use geography to analyze the past and present

Develop arguments in response to social studies inquiries using sources

First grade students will become active engaged citizens by learning to describe their place geographically, noting historical and cultural influences that impact their needs and wants. Through inquiry based learning, students will evaluate sources, recognize others’ perspectives, communicate conclusions, and take informed action.

Civics: Exhibit good citizenship

Geography: Use map skills to explain how geography and culture impact each other.

History: Utilizes a variety of sources to understand and examine United States history

Economics: Applies economic decision making to satisfy needs and wants

Kindergarten instruction will allow students to understand their roles as citizens. They will utilize maps, identify cultural and environmental characteristics of places, and share family traditions. They will connect the past to the present with national symbols and through their own personal lives. They will apply basic economic concepts of needs and wants. Instruction will introduce inquiry methods of questioning and analyzing sources.

Civics: Exhibit good citizenship.

Geography: Identify and share family traditions.

Geography: Read and construct a map of a familiar place.

History: Create a chronological sequence of three to five personal events.

History: Identify the flag as a symbol of the United States.

Economics: Understand the economic concept of needs and wants

Second grade instruction consists of inquiry-based skills including questioning, gathering, and using evidence to understand social studies concepts: the history of our nation, a reason for government, local, regional, and global geography, & regional economics. Students will ask and answer compelling questions to guide learning and connect to our world today.

Civics - Describe the Roles and Responsibilities of Citizens and People in Authority

Geography - Explain How Geography Helps Us Understand Our World

Economics - Explain How Economic Decision Making is Based on Scarcity and Personal Choices

History - Recognize and Explain the Significance of National Symbols and People Who Influenced Our Nation

Third grade students will engage in the study of Missouri and its role in the development of the United States. They will utilize inquiry skills such as questioning, gathering and using evidence, developing claims, and constructing arguments and explanations. Through this inquiry process, they will develop a deep understanding of the past, present, and future impact of human interactions, geography, economics, and government of Missouri. This will prepare students to be critical thinkers who are informed and active citizens.

Apply Geographic Characteristics of Missouri (Unit 1)

Identify and Explain How Individuals and Events Impact Missouri’s Early Growth (Unit 2)

Understand Missouri’s Governmental System (Unit 3)

Identify and Explain How Individuals and Events Impact Missouri after the Civil War (Unit 4)

Fourth grade instruction focuses on United States history from the early exploration of the Americas through the year 1800. The course will also examine the relationships between geography, government, and economic and cultural concepts as they relate to United States history. Students will develop social science inquiry skills including questioning, gathering and using evidence, developing claims, and constructing arguments and explanations.

Analyze the geography of the United States and its effects on people.

Explain the impact of historical periods on society.

Examine social and civic responsibilities.

Conduct and present research using appropriate sources.

First grade students will flexibly work with numbers to build their number sense. Students build confidence and fluency working with numbers to 20 using a variety of strategies. Students will count, add, and subtract numbers to 120. Students will continue to apply learned strategies when solving real world problems. Students will understand and apply measurement, money, time, and data skills to deepen their understanding of mathematics.

Understands and Uses Numbers Up To 120

Understands Place Value of Two-Digit Numbers

Uses Place Value Understanding to Add and Subtract

Represents and Solves Problems Involving Addition and Subtraction

Understands and Applies Properties of Operations and Relates Addition and Subtraction

Measures Length in Non-Standard Units

Reasons With Shapes and Their Attributes

Works With Time and Money

Represents and Interprets Data

Second grade instruction includes concept and skill development through hands-on instruction and practice of basic addition and subtraction facts, introduction to multiplication, real-world problem solving, place value, mental math, measurement, money, time, fractions, graphing and concepts of geometry. Instruction may include whole-group, partners, individual, and/or small groups when needed.

Understand Place Value of Three Digit Numbers

Use Place Value to Read and Write Numbers Within 1000

Use Number Patterns to Count

Use Place Value to Add

Use Place Value to Subtract

Measure and Estimate Length in Standard Units

Develop Foundations for Multiplication and Division

Measure and Estimate Mass and Volume in Standard Units

Understand Shapes and their Attributes

Understands Fractions

Tell and Write Time to the Nearest Five Minutes, Using A.M. and P.M.

Count and Show Money Using Bills and Coins

This course focuses on building math routines, number sense, shape recognition, addition/subtraction, and measurement while applying these ideas to real world situations. Activities are discussion based, hands-on, and engaging to reach all students. By the end of this course, students will have a foundation of numbers skills that will be the basis for their elementary careers.

Counts within 0-100

Reads and Writes Numbers 0-31

Understands the Relationship Between Numbers and Quantities

Compares Numbers

Works With Numbers 11-19 To Gain Foundations for Place Value

Understands Addition and Subtraction within 10

Understands Shapes and Their Attributes

Understands the Concept of Time

Identifies Coins

Identifies 2D and 3D Shapes

Classifies Objects and Counts the Number of Objects in Each Category

Third grade students move beyond learning basic number sense to applying concepts previously learned as they continue on their mathematical journey. They will improve problem solving skills as they develop an understanding of multiplication, division, fractions, measurement, geometry, and algebraic reasoning. Through real world applications, they will interpret data and analyze statistics.

Understands Place Value to 100,000

Uses Place Value to Add and Subtract

Understands Fractions

Compares Fractions

Represents and Solves Problems Involving Multiplication

Represents and Solves Problems Involving Division

Solves Problems Involving the Measurement of Time

Solves Problems Involving the Measurement of Length, Liquid Volumes and Weights of Objects

Understands the Concepts of Area

Understands Shapes and Their Attributes

Understands the Concepts of Perimeter

Represents and Analyzes Data

Fourth grade instruction includes numbers in base ten, numbers and operations in fractions, relationships and algebraic thinking, geometry and measurement, and data and statistics.

Understands the Place Value System

Performs Multi-Digit Arithmetic up to 1,000,000

Understands Fraction Equivalence and Ordering (denominators 2,3,4,5,6,8,10,12,100)

Adds and Subtracts Fractions (limit denominators 2,3,4,5,6,7,10,12,100)

Multiplies a Fraction by a Whole Number

Understands Decimal Notation for Fractions and Compares Decimal Fractions (using denominators of 10 or 100)

Classifies 2-Dimensional Shapes

Understands Factors and Multiples

Generates and Analyzes Patterns

Understands the Concepts of Angles and Measures Angles

Solves Measurement Problems and Converts Measurements From a Larger Unit to a Smaller Unit

Represents and Analyzes Data

Fifth grade instruction includes numbers in base ten, numbers and operations in fractions, relationships and algebraic thinking, geometry and measurement, and data and statistics.

Understand the Place Value System

Perform Operations with Multi-Digit Whole Numbers to Billions

Understand the Relationship Between Fractions and Decimals (denominators that are factors of 100)

Performs Operations and Solve Problems with Fractions and Decimals

Classify Two- and Three-Dimensional Geometric Shapes

Understand and Compute Volume

Graph Points on the Cartesian Coordinate Plane Within the First Quadrant to Solve Problems

Represent and Analyze Patterns and Relationships

Write and Interpret Numerical Expressions. Use the Four Operations to Represent and Solve Problems.

Solve Problems Involving Measurement and Conversions Within a Measurement System

Represent and Analyze Data

The unit of Seeds, Sprouts and Sunshine This unit follows the growth of a plant from seed to seed. The students begin by dissecting seeds and growing them to explore how young plants change as they grow and respond to external inputs like light and water. The unit concludes with the students exploring the different ways humans use plants and discussing ways that we can reduce, reuse, or recycle paper plant products in order to help conserve trees. The Crosscutting Concept of Structure and Function is featured prominently as students go on to explore the parts of a plant and their functions. The students also explore what parts of a plant they eat. During the study of the Sun and Moon, We explore how a young child begins to understand time? What does rotation of the Earth and revolution around the sun have to do with time? This unit emphasizes the Crosscutting Concept of Patterns and Systems and System Models as the basis for understanding both our place in the universe and time. Students learn about cycles and make observations to find out more about how the sky changes throughout the day. They also learn what makes day and night and focus on these repeating patterns. How do humans use sound and light to communicate? The Crosscutting Concepts of Cause and Effect and Patterns are featured prominently in the unit of Putting on a Show with Light and Sound. Students explore how vibrating materials cause sound and the presence of light enables them to see. The students learn about light and sound to complete the design challenge, to create a shadow puppet show by engineering a musical instrument out of recycled materials and making shadow puppets. In the unit of Birds, Beaks and Babies, students will learn about inheritance, behavior and adaptations. They will consider these topics through the lens of a bird living in a tree. The Crosscutting Concepts of Patterns, Structure and Function, and Systems and System Models are featured prominently as students explore how birds build nests, interact with their young and adapt to particular food sources. Students will consider how birds change their environments to meet their needs by learning about different kinds of bird nests and considering what they would need to know to build their own bird nest. They will explore how baby animals, particularly baby birds, are similar yet different from their parents. Students use the engineering design cycle in order to design, build, test and redesign a bird nest.

Demonstrates how structure and function help plants live and grow

Evaluates and compares adult plants with their seeds

Communicates similarities and differences of adult plants and seedlings

Demonstrates patterns of sun, moon and stars

Investigates patterns of daylight during the year

Identifies position of sun, moon and stars in the sky

Demonstrates relationship between vibrations and sound

Determines objects can be seen when illuminated and demonstrates relationship between materials and a beam of light

Designs a device using light and/or sound to communicate

Demonstrates how structure and function help animals live and grow

Explores interactions between parents and offspring that enable offspring to survive and communicates similarities and differences of parents and offspring

Explains with evidence how animals change their environment

Wind and Water Change the Land: students will learn about the surface of the Earth, including what covers the surface of the Earth, how the surface of the Earth is changed by wind and water, and what engineers can do to help solve problems related to wind erosion. This unit emphasizes the Crosscutting Concepts of Stability and Change and Patterns. Tools of the Trade: How do scientists use science practices, scientific tools and measurements to form hypotheses and draw conclusions? This unit emphasizes the Crosscutting Concepts of Structure and Function and Cause and Effect, and highlights the influence of science, engineering, and technology on society and the natural world. Using Waterhouse Hawkins and his dinosaurs as an example, Students explore how tools help scientists learn more, how tools and technologies have changed over the years and how students can use engineering to design a tool themselves. Home for a Penguin unit will have students learn how scientists and engineers work together to solve problems as they engage in the Science and Engineering Practices. The project for this unit is to design a new zoo habitat for emperor penguins that will meet the needs of the penguins and the zoo visitors. The activities in the unit also emphasize the Crosscutting Concepts of Patterns, Cause and Effect, and Energy and Matter. In Helping Seeds Travel, students investigate the needs of plants, parts of plants, biodiversity, and interactions of plants and animals. Students view a phenomenon of a strawberry growing. Throughout the unit, they will figure out what is needed for this to occur. The Crosscutting Concepts of Cause and Effect and Structure and Function are featured prominently as students conduct plant growth experiments and create models of pollen or seed dispersal.

Recognizes changes to earth’s surface

Compares designs of weathering solutions

Creates models of land and water formations

Researches information about water on earth

Evaluates properties of materials used for a specific purpose

Evaluates that object components can be deconstructed and reconstructed

Investigates and classifies properties of different materials

Evaluates materials to design specific objects

Collects evidence about temperature change of materials

Investigates plant needs and growth

Designs and develops objects that imitate nature

Collects evidence about living things in their habitats

In Adapting to Change, students explore interactions in ecosystems, how organisms adapt to environments, and how ecosystems change over both long and short time scales. Students consider an anchoring phenomenon of disappearing bumblebees in the Midwest. The Crosscutting Concepts of Cause and Effect, Systems and System Models, and Scale, Proportion, and Quantity are utilized as students describe ecological relationships and evaluate ways to remedy ecological disruptions. Students consider three common Midwestern ecosystems- prairies, forests, and ponds. Throughout the unit, the prairie is a key focus. In Change Over Time, students will learn how both individual organisms and groups of organisms change over time. Students consider a case study about pink katydids as the unit phenomenon. The Crosscutting Concepts of Patterns, Cause and Effect, and Stability and Change are featured prominently in this unit as students explore elementary-level concepts of life cycles, traits, heredity, and natural selection. This unit of Observing Weather Patterns, This unit explores the elements of weather, the relationship between weather and climate, and severe weather. The Crosscutting Concepts of Patterns, Systems and System Models, and Stability and Change are featured prominently as students study these topics. First, the students explore different components of weather and weather reports. Students create weather instruments to collect data for temperature, precipitation and air pressure.. The students will define and prepare for hazardous weather with a design challenge. After learning about different types of severe weather, students design and build a levee that can withstand a flood. The physical science unit, How Things Move is about balanced and unbalanced forces, contact and non-contact forces and their interactions. These very complex concepts are explored by making observations about the interactions of cars, ramps, dominoes, parachutes, and other objects. The Crosscutting Concepts of Cause and Effect and Patterns are emphasized as students consider relationships between interacting objects. They use their observations to explain and predict changes in motion.

Demonstrates an understanding of life cycles through modeling

Evaluates data to explain inherited traits and environmental influences on organisms

Explores relationships of organisms which influence survival

Evaluates how animal groups support survival and compares survival of animals in different habitats

Analyzes data about fossils for environmental evidence

Explores the relationship of changing environments on organism survival

Evaluates weather related data to predict weather patterns

Evaluates climates around the world through research

Designs a solution to a weather-related hazard

Investigates Balanced and Unbalanced forces and provides evidence that a pattern can predict future motion

Evaluates interactions between forces through scientific questioning

Identifies solutions to problems using magnets

Seeing, Hearing, Smelling and Touching like a Scientist: Students will use scientific tools and processes to learn about things just like a scientist! Students engage in the science and engineering practices of planning and carrying out investigations in order to find out more information about the natural and designed world. Sun and Shade emphasizes two Crosscutting Concepts; Patterns and Cause and Effect. The students observe and record sun and shade patterns throughout the day. They discuss patterns related to temperature and shadows and the cause behind these changes. The students explore thermometers in order to collect data about changes in temperature of water as well as changes in temperature in different places outside throughout the day. Also, students are presented with the engineering design challenge, in which they design a shade structure to keep a bear cool. Make it Go!, Students are introduced to scientific ideas about pushes and pulls. This unit emphasizes the Crosscutting Concept of Cause and Effect as students design and carry out simple tests to see how pushes and pulls affect motion. Students begin this unit by exploring the difference between natural and engineered objects as an introduction to the unit’s Design Challenge. They also consider how engineered items are useful or help solve problems. Then, students hear a story about a boy who engineered his own toy called a Galimoto before thinking about what they might need to know to make a Galimoto toy of their own. Introduction to Plants and Animals allows students to explore the survival patterns of plants and animals. The Crosscutting Concepts of Patterns and Systems and System Models are featured prominently as students explore what living things need to survive and how living things interact with their environments.

Investigates human impact on the earth

Investigates and collects data about assorted items

Understands weather has patterns

Analyzes severe weather forecasts

Investigates the sun’s effect on earth

Designs and constructs a shelter for shade

Investigates pushes and pulls

Designs an object to test pushes and pulls

Communicates ways to change the motion of an object

Evaluates data about plant and animal needs

Develops a model to explain how plants and animals use the environment

Throughout the unit of Dynamic Earth, students will build an appreciation of the Earth as a dynamic system that is constantly being shaped by wind, water, ice, vegetation, plate movements, earthquakes, volcanoes, and humans. Some of these changes are slow and some are fast. This unit prominently features the Crosscutting Concepts of Patterns, Cause and Effect, and Stability and Change. The Transfer of Energy and Information Unit integrates the concepts of waves, energy transfer, and technological information to challenge students to develop a device that will communicate a message over long distances. Students will learn about energy through the lens of sound, light, and electrical energy. Students develop models that show how light, sound, and motion are produced from the movement of electrical energy in a circuit. They will construct their own circuit, seeing the cause and effect relationships between energy transforming in a circuit and the construction of the circuit. In the unit, What Energy Does, students explore the flow of energy in natural and engineered systems in order to develop an understanding of how energy causes changes and can be transferred and transformed. The Crosscutting Concept of Energy and Matter, as well as Stability and Change, are featured prominently in this unit as students track energy into, out of, and within systems. In the unit, Structure, Function and Survival, students consider the phenomenon of a person getting scared when they encounter a bug. What causes this bodily reaction to happen? To answer this question, students explore how different organisms use their body structures in order to sense, respond to their environment, and survive. The Crosscutting Concepts of Structure and Function, as well as Systems and System Models, are prominently featured in this unit. Students come to understand an organism as a system of structures that each have their own specific function. These structures work together in order to help the organism survive.

Investigates effects of weathering and erosion

Evaluates data to explain how patterns in rock tell earth’s history

Designs a solution to reduce the impacts of Earth processes

Describes patterns in waves by creating models

Designs a circuit to convert energy into a useful device

Uses patterns to design a way to transfer information to others

Constructs explanations relating the speed of an object to energy of the object

Investigates the effects of motion and predicts future motion and evaluates collisions and predicts outcomes based on observable patterns

Uses evidence based observations to prove energy transfer and designs a device to convert energy from one form to another

Demonstrates how light helps us see objects and models how animals process information in different ways

Collects evidence about an organism’s structure, function, and survival

Investigates through engineering how variables can affect an animal’s preference for habitat

This physical science unit What’s Consistent about Matter is about the states and properties of matter and different changes and interactions of matter. This unit prominently features the Crosscutting Concepts of Scale, Proportion, and Quantity, Matter and Energy, and Cause and Effect. The unit begins with a discussion of matter and the common states of matter, including exploration of whether or not air is matter. Then students describe and classify matter based on common physical properties. Students also learn how to measure matter. Understanding matter is conserved is important. During Our Place in the Universe, students explore various parts of our solar system and universe and discover how these parts work together to create patterns we observe and experience on Earth. The Crosscutting Concepts of Patterns, Systems and System Models, and Scale, Proportion, and Quantity are emphasized in this unit. In the unit of Using Our Resources Wisely, students will learn about Earth’s systems (hydrosphere, biosphere, atmosphere, and geosphere) and natural resources, ways that humans use natural resources, human impacts on Earth systems, and how humans can change behaviors to reduce impacts on the environment. This unit prominently features the Crosscutting Concepts of System and System Models and Scale, Proportion, and Quantity. The Unit From Sun to Food, students try to figure out why we eat food, yet do not look like the food we eat. To try to explain this phenomenon, students will develop and refine a farm model throughout each lesson. Students will see how matter is cycled through ecosystems and how energy flows from the sun to the consumers in a food chain. As students engage in the activities in this unit, the Crosscutting Concepts of Energy and Matter and Systems and System Models will be emphasized.

Explains, with evidence, conservation of matter

Evaluates properties of materials and models that matter is made of particles

Investigates changes in matter, including separating mixtures and solutions

Evaluates the relationship between stars and their brightness

Analyzes data about earth’s rotation and revolution to identify patterns of daylight hours, and seasonal times of year.

Explains with evidence that gravity pulls objects toward the center of the earth

Models how earth’s four spheres are interdependent, using research to communicate various ways to protect earth’s resources

Applies mathematical strategies by graphing water distribution on earth

Explores how energy and fuel use affects our environment

Models how energy flows through a food chain beginning with factors influencing plant growth

Demonstrates through modeling, the movement of matter in environments

Generates solutions to natural resource problems

First Grade Art focuses on thinking creatively and critically through exploratory investigation and collaboration. Students will engage in the artistic processes of planning, creating, and reflecting through practicing the Studio Habits of Mind. A variety of skills, techniques, and media will be introduced, including but not limited to: drawing, painting, mixed media, collage, fibers, printmaking, sculpture, and ceramics. Students will be introduced to visual literacy strategies and develop empathy by relating to the arts of other times, places, and cultures and will communicate about their work throughout the artmaking process. Students will exhibit curiosity by exploring their interests and/or backgrounds while creating original ideas.

CREATING: Play & Ideation - Engage collaboratively in exploration and imaginative play with materials. VA:Cr1A.1

CREATING: Investigation - Use observation and investigation in preparation for making a work of art. VA:Cr1B.1

CREATING: Skill Acquisition - Explore uses of materials and tools to create works of art or design. VA:Cr2B.1

CREATING: Reflect-Refine-Continue - Use art vocabulary to describe choices while creating art. VA:Cr3A.1

Responding: Interpret - Interpret art by categorizing subject matter and identifying the characteristic s of form. VA:Re8A.1

Responding: Evaluate - Classify artwork based on different reasons for preferences. VA:Re9A.1

Second Grade Art focuses on thinking creatively and critically through exploratory investigation and collaboration. Students will engage in the artistic processes of planning, creating, and reflecting through practicing the Studio Habits of Mind. A variety of skills, techniques, and media will be developed, including but not limited to: drawing, painting, mixed media, collage, fibers, printmaking, sculpture, and ceramics. Students will learn visual literacy strategies and develop empathy by relating to the arts of other times, places, and cultures and will communicate about their work throughout the artmaking process. Students will learn about personal voice (or exhibit curiosity) by exploring their interests and/or backgrounds while creating original ideas

CREATING: Play & Ideation - Brainstorm, collaboratively, multiple approaches to an art or design problem. VA:Cr1A.2

CREATING: Investigation - Make art or design with various materials and tools to explore personal interests, questions, and curiosity. VA:Cr1B.2

CREATING: Skill Acquisition - Experiment with various materials and tools to explore personal interests in a work of art or design. VA:Cr2A.2

CREATING: Reflect-Refine-Continue - Discuss and reflect with peers about choices made in creating artwork. VA:Cr3A.2

Responding: Interpret - Interpret art by identifying the mood suggested by a work of art and describing relevant subject matter and characteristics of form. VA:Re8A.2

Responding: Evaluate - Use learned art vocabulary to express preferences about artwork. VA:Re9A.2

Third Grade Art focuses on thinking creatively and critically through exploratory investigation and collaboration. Students will engage in the artistic processes of planning, creating, and reflecting through practicing the Studio Habits of Mind. A variety of skills, techniques, and media will be developed, including but not limited to: drawing, painting, mixed media, collage, fibers, printmaking, sculpture, and ceramics. Students will apply visual literacy strategies and develop empathy by relating to the arts of other times, places, and cultures and will communicate about their work throughout the artmaking process. Students will discover their personal voice (or exhibit curiosity) by exploring their interests and/or backgrounds while creating original ideas.

CREATING: Play & Ideation - Elaborate on an imaginative idea. VA:Cr1A.3

CREATING: Investigation - Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the artmaking process. VA:Cr1B.3

CREATING: Skill Acquisition - Create personally satisfying artwork using a variety of artistic processes and materials. VA:Cr2A.3

CREATING: Reflect-Refine-Continue - Elaborate visual information by adding details in an artwork to enhance emerging meaning. VA:Cr3A.3

RESPONDING: Interpret - Interpret art by analyzing use of media to create subject matter, characteristics of form and mood. VA:Re8A.3

RESPONDING: Evaluate - Evaluate an artwork based on given criteria. VA:Re9A.3

Fourth Grade Art focuses on thinking creatively and critically through exploratory investigation and collaboration. Students will engage in the artistic processes of planning, creating, and reflecting through practicing the Studio Habits of Mind. A variety of skills, techniques, and media will be refined, including but not limited to: drawing, painting, mixed media, collage, fibers, printmaking, sculpture, and ceramics. Students will apply visual literacy strategies by relating to the arts of other times, places, and cultures and will communicate about their work throughout the artmaking process. Students will develop their personal voice (or exhibit curiosity) by exploring their interests and/or backgrounds while creating original ideas. As a result, students will begin the process of forming personal identity and learn how to empathize with others globally as 21st century learners.

CREATING: Play & Ideation - Brainstorm multiple approaches to a creative art or design problem. VA:Cr1A.4

CREATING: Investigation - Collaboratively set goals and create artwork that is meaningful and has purpose to the makers. VA:Cr1B.4

CREATING: Skill Acquisition - Explore and invent artmaking techniques and approaches. VA:Cr2A.4

CREATING: Reflect-Refine-Continue - Revise artwork in progress on the basis of insights gained through peer discussion. VA:Cr3A.4

RESPONDING: Interpret - Interpret art by referring to contextual information and analyzing relevant subject matter, characteristic s of form, and use of media. VA:Re8A.4

RESPONDING: Evaluate - Apply one set of criteria to evaluate more than one work of art. VA:Re9A.4.

Kindergarten Art focuses on thinking creatively and critically through exploratory investigation and collaboration. Students will engage in the artistic processes of planning, creating, and reflecting through practicing the Studio Habits of Mind. A variety of skills, techniques, and media will be introduced, including but not limited to: drawing, painting, mixed media, collage, fibers, printmaking, sculpture, and ceramics. Students will be introduced to visual literacy strategies and develop empathy by relating to the arts of other times, places, and cultures and will communicate about their work throughout the artmaking process. Students will exhibit curiosity by exploring their interests and/or backgrounds while creating original ideas.

CREATING: Play & Ideation - Engage in exploration and imaginative play with materials. VA:Cr1A.k

CREATING: Investigation - Engage collaboratively in creative art-making in response to an artistic problem. VA:Cr1B.k

CREATING: Skill Acquisition - Through experimentation, build skills in various media and approaches to artmaking. VA:Cr2A.k

CREATING: Reflect-Refine-Continue - Explain the process of making art while creating. VA:Cr3A.k

Responding: Interpret - Interpret art by identifying subject matter and describing relevant details. VA:Re8A.k

Responding: Evaluate - Explain reasons for selecting a preferred artwork. VA:Re9A.k

Fifth Grade Art focuses on thinking creatively and critically through exploratory investigation and collaboration. Students will engage in the artistic processes of planning, creating, and reflecting through practicing the Studio Habits of Mind. A variety of skills, techniques, and media will be refined, including but not limited to: drawing, painting, mixed media, collage, fibers, printmaking, sculpture, and ceramics, Students will apply visual literacy strategies by relating to the arts of other times, places, and cultures and will communicate about their work throughout the artmaking process. Students will develop their personal voice (or exhibit curiosity) by exploring their interests and/or backgrounds while creating original ideas. As a result, students will continue the process of forming personal identity and learn how to empathize with others globally as 21st century learners.

CREATING: Play & Ideation - Combine ideas to generate an innovative idea for artmaking. VA:Cr1A.5

CREATING: Investigation - Identify and demonstrate diverse methods of artistic investigation to choose an approach for beginning a work of art. VA:Cr1B.5

CREATING: Skill Acquisition - Experiment and develop skills in multiple artmaking techniques and approaches through practice. VA:Cr2A.5

CREATING: Reflect-Refine-Continue - Create artist statements using art vocabulary to describe personal choices in artmaking. VA:Cr3A.5

RESPONDING: Interpret - Interpret art by analyzing characteristics of form and structure, contextual information, subject matter, visual elements, and use of media to identify ideas and mood conveyed. VA:Re8A.5

RESPONDING: Evaluate - Recognize differences in criteria used to evaluate works of art depending on styles, genres, and media as well as historical and cultural contexts. VA:Re9A.5

This is a required course for all third grade students. Students meet for 30 minutes twice a week, and will receive instruction on the violin. The course is taught using a modification of the Suzuki style in which the focus is on learning the repertoire by rote rather than reading notes from sheet music. The students will perform repertoire taken from the Suzuki book as well as other folk music.

Left Hand: Demonstrates correct placement of the left hand.

Bow Technique:Performs bowing techniques.

Ensemble Skills: Displays ensemble skills.

This course will focus on exploring the musical processes of creating, performing, and responding, while forming connections within arts and non-arts disciplines. Students will develop the skills necessary to experience music as a performer and consumer, thus encouraging a lifelong appreciation of music.

Demonstrates knowledge of concepts through the creation of original music.

Sings, plays instruments and moves to music.

Evaluates and responds to music.

This course will focus on exploring the musical processes of creating, performing, and responding, while forming connections within arts and non-arts disciplines. Students will develop the skills necessary to experience music as a performer and consumer, thus encouraging a lifelong appreciation of music.

Read, notate, perform and create using grade specific rhythms.

Read, notate, performing and create using grade specific pitches and melodic patterns.

Follow directions, completes work, and cares for equipment.

This course will focus on exploring the musical processes of creating, performing, and responding, while forming connections within arts and non-arts disciplines. Students will develop the skills necessary to experience music as a performer and consumer, thus encouraging a lifelong appreciation of music.

Demonstrates knowledge of concepts through the creation of original music.

Sings, plays instruments and moves to music.

Evaluates and responds to music.

This course will focus on exploring the musical processes of creating, performing, and responding, while forming connections within arts and non-arts disciplines. Students will develop the skills necessary to experience music as a performer and consumer, thus encouraging a lifelong appreciation of music.

Demonstrates knowledge of concepts through the creation of original music.

Sings, plays instruments and moves to music.

Evaluates and responds to music.

This course will focus on exploring the musical processes of creating, performing, and responding, while forming connections within arts and non-arts disciplines. Students will develop the skills necessary to experience music as a performer and consumer, thus encouraging a lifelong appreciation of music.

Demonstrates knowledge of concepts through the creation of original music.

Sings, plays instruments and moves to music.

Evaluates and responds to music.

Physical Education and Health

The Kindergarten PE curriculum is based on participation in sequential and developmentally appropriate activities selected by the teachers from the suggested facilitating activities. The teachers will focus on and are not limited to, locomotor and non-locomotor skills, general space awareness, manipulative skills, health-related fitness, heart rate, decision making, problem-solving, risk-taking, sportsmanship, and safety.

Participate in health-enhancing physical activities

Participate in a variety of activities that will increase and/or enhance their level of physical activity

Demonstrate and apply locomotor and non-locomotor skills.

Demonstrate and apply personal and social responsibilities.

Demonstrate rhythmic and dance activities.

Demonstrate and apply manipulative skills.

This course will focus on exploring the musical processes of creating, performing, and responding, while forming connections within arts and non-arts disciplines. Students will develop the skills necessary to experience music as a performer and consumer, thus encouraging a lifelong appreciation of music.

Demonstrates knowledge of concepts through the creation of original music.

Sings, plays instruments and moves to music.

Evaluates and responds to music.

Physical Education and Health

The First Grade Health/Physical Education curriculum is based on sequential and developmentally appropriate activities selected by the teachers from the suggested facilitating activities. The teachers will focus on and are not limited to, locomotor (combining two or more) and non-locomotor skills, general space awareness, manipulative skills (passing, throwing, catching), health-related fitness, parts of a workout, heart rate, decision making, problem-solving, risk-taking, goal setting, safety, sportsmanship, personal health, and nutrition.

Participate in health-enhancing physical activities

Participate in a variety of activities that will increase and/or enhance their level of physical activity

Demonstrate and apply locomotor and non-locomotor skills.

Demonstrate and apply personal and social responsibilities.

Demonstrate rhythmic and dance activities.

Demonstrate and apply manipulative skills.

Understand the function of the bones, muscles, heart, lungs, brain, and nerves.

Examine, apply and understand the current USDA food groups and the impact food advertising has on food choices.

Physical Education and Health

The Second Grade Health/Physical Education curriculum is based on student’s participation in sequential and developmentally appropriate activities selected by the teachers from the suggested facilitating activities. The teachers will focus on and are not limited to, locomotor (combining two or more) and non-locomotor skills, general space awareness, manipulative skills (passing, throwing, catching), health-related fitness, parts of a workout, benefits of being fit, heart rate, decision making, problem-solving, risk-taking, goal setting, safety, sportsmanship, safety, and first aid as well as disease prevention.

Participate in health-enhancing physical activities

Participate in a variety of activities that will increase and/or enhance their level of physical activity

Demonstrate and apply locomotor and non-locomotor skills.

Demonstrate and apply personal and social responsibilities.

Demonstrate rhythmic and dance activities.

Demonstrate and apply manipulative skills.

Understand and apply safety concepts in the areas of the home, fire, stranger, bicycle, motor, and water.

Understand how germs are spread.

Identify symptoms of illness.

Understand how to prevent the spread of germs.

This is an elective course offered to all fourth grade students. Students meet for 30 minutes twice a week in low string (cello) and high string (violin/viola) groups if possible. The students may choose to play violin, viola, or cello. Standard note-reading skills are taught through the use of a strings method book as well as supplemental materials. Students are responsible for providing their own instrument and supplies. A limited number of instruments are available for students based on financial need.

Left Hand: Demonstrates correct placement of the left hand.

Bow Technique: Performs bowing techniques.

Practice Skills: Applies concepts in independent practice.

Ensemble Skills: Displays ensemble skills.

Music Literacy: Identifies and performs music notation.

This is an elective course offered to all fifth grade students who participated in fourth grade orchestra. Students meet for 30 minutes twice a week in heterogeneous groups and will continue instruction on the violin, viola, and cello from fourth grade. This will be the first year of instruction on bass for students. Students will perform more advanced music by increasing their knowledge of technique and note-reading skills. Students are responsible for providing their own instrument and supplies. A limited number of instruments are available for students based on financial need.

Left Hand:Demonstrates correct placement of the left hand.

Bow Technique: Performs bowing techniques.

Practice Skills: Applies concepts in independent practice.

Ensemble Skills: Displays ensemble skills.

Music Literacy:Identifies and performs music notation.

Physical Education and Health

The Third Grade Health/Physical Education curriculum is based on student’s participation in sequential and developmentally appropriate activities selected by the teachers from the suggested facilitating activities. The teachers will focus on and are not limited to, locomotor (combining two or more) and non-locomotor skills, body in space, manipulative skills (passing, throwing, catching), health and skill-related fitness, parts of a workout, benefits of being fit, heart rate, decision making, problem-solving, risk-taking, goal setting, sportsmanship, safety, personal health, and nutrition.

Participate in health-enhancing physical activities

Participate in a variety of activities that will increase and/or enhance their level of physical activity

Demonstrate and apply locomotor and non-locomotor skills.

Demonstrate and apply personal and social responsibilities.

Demonstrate rhythmic and dance activities.

Demonstrate and apply manipulative skills.

Understand the basic structure and functions of the body systems.

Analyze the factors that influence food choices.

Physical Education and Health

The Fifth Grade Health/Physical Education curriculum is based on student’s participation in sequential and developmentally appropriate activities selected by the teachers from the suggested facilitating activities. The teachers will focus on and are not limited to, locomotor (combining two or more) and non-locomotor skills, body in space, manipulative skills (passing, throwing, catching), health and skill-related fitness, aerobic and anaerobic, parts of a workout, benefits of being fit, heart rate, decision making, problem-solving, risk-taking, goal setting, sportsmanship, safety, personal health, nutrition, growth and development, and DARE.

Participate in health-enhancing physical activities

Participate in a variety of activities that will increase and/or enhance their level of physical activity

Demonstrate and apply locomotor and non-locomotor skills.

Demonstrate and apply personal and social responsibilities.

Demonstrate rhythmic and dance activities.

Demonstrate and apply manipulative skills.

Identify and analyze the structure, functions, and interrelations of human body systems.

Analyze and identify the food groups, food labels, the six essential nutrients, and the factors that influence food choices.

Physical Education and Health

The Fourth Grade Health/Physical Education curriculum is based on student’s participation in sequential and developmentally appropriate activities selected by the teachers from the suggested facilitating activities. The teachers will focus on and are not limited to, locomotor (combining two or more) and non-locomotor skills, body in space, manipulative skills (passing, throwing, catching), health and skill-related fitness, aerobic and anaerobic, parts of a workout, benefits of being fit, heart rate, decision making, problem-solving, risk-taking, goal setting, sportsmanship, safety and first aid, disease prevention, and growth and development.

Participate in health-enhancing physical activities

Participate in a variety of activities that will increase and/or enhance their level of physical activity

Demonstrate and apply locomotor and non-locomotor skills.

Demonstrate and apply personal and social responsibilities.

Demonstrate rhythmic and dance activities.

Demonstrate and apply manipulative skills.

Demonstrate and understand basic first aid for minor injuries.

Recognize how to respond to home, school, and outdoor emergencies.

Identify the types of disease, the risk factors, and prevention of illness/diseases.

The Library Media program for grades 1-3 will continue to develop students’ abilities to navigate and access a variety of current library resources while learning library skills. The program will emphasize growth as lifelong readers and as appropriate users of current technology.

In order to become lifelong learners and readers, students will be able to find, filter, and apply digital and print resources ethically and responsibly.

The Library Media program for grades 4-5 will continue to develop students’ abilities to navigate and access a variety of current library resources while refining library and research skills. The program will emphasize growth as lifelong readers, ethical, digital citizens, and productive researchers in a collaborative environment.

In order to become lifelong learners and readers, students will be able to find, filter, and apply digital and print resources ethically and responsibly.

English for Speakers of Other Languages (ESOL) K-5

K, 1, 2, 3, 4, 5

The goal of our program is to have students spend as much time in their regular classroom as possible. Each English Learner (EL) receives support from a certified ESOL (English for Speakers of Other Languages) Teacher. The ESOL teacher provides academic support in all content areas, and partners with classroom teachers and other education professionals to ensure that ELs’ needs (academic, social, personal) are met. Rockwood employs a variety of instructional models to support students’ needs. Students may receive services in class, in a small group, or one-on-one depending on their level of proficiency. All ELs also work on developing portfolios as another way to track their academic growth and their English language development.

English language learners communicate for social and instructional purposes within the school setting.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of language arts.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of mathematics.

English language learners communicate information, ideas and concepts necessary for academic success in the content area of science.