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Barren County Schools

5th Grade Curriculum2012 Update

Shari AlexanderDistrict Curriculum Resource Teacher

5/16/2023 Barren County Schools 5th Grade Curriculum 2012 Update


Language Arts Curriculum

READING STANDARDS LITERATURE

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Key Ideas and Details1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.2. 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.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).Craft and Structure4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.6. Describe how a narrator’s or speaker’s point of view influences how events are described.Integration of Knowledge and Ideas7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).8. (Not applicable to literature)9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.Range of Reading and Level of Text Complexity10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and

proficiently.

READING STANDARDS FOR INFORMATIONAL TEXTKey Ideas and Details1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.3. 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.Craft and Structure4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Integration of Knowledge and Ideas7. 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.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Range of Reading and Level of Text Complexity

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10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.

READING STANDARDS: FOUNDATIONAL SKILLSPhonics and Word Recognition3. Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

WRITING STANDARDSText Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

a. 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.b. Provide logically ordered reasons that are supported by facts and details.c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).d. Provide a concluding statement or section related to the opinion presented.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia

when useful to aiding comprehension.b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or explanation presented.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events.

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Production and Distribution of Writing4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types

are defined in standards 1–3 above.)5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for

conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;

demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.Research to Build and Present Knowledge7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.8. 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.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or adrama, drawing on specific details in the

text [e.g., how characters interact]”).b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons

and evidence support which point[s]”).Range of Writing10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific

tasks, purposes, and audiences.

SPEAKING AND LISTENINGComprehension and Collaboration1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas

and expressing their own clearly.a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas

under discussion.b. Follow agreed-upon rules for discussions and carry out assigned roles.c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

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

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3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.Presentation of Knowledge and Ideas4. 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.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for

specific expectations.)

English/Language ArtsConventions of Standard English1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.c. Use verb tense to convey various times, sequences, states, and conditions.d. Recognize and correct inappropriate shifts in verb tense.*e. Use correlative conjunctions (e.g., either/or, neither/nor).

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use punctuation to separate items in a series.*

b. Use a comma to separate an introductory element from the rest of the sentence.c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct

address (e.g., Is that you, Steve?).d. Use underlining, quotation marks, or italics to indicate titles of works.e. Spell grade-appropriate words correctly, consulting references as needed.

Knowledge of Language3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Vocabulary Acquisition and Use4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key

words and phrases.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

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a. Interpret figurative language, including similes and metaphors, in context.b. Recognize and explain the meaning of common idioms, adages, and proverbs.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

*Penmanship and HandwritingForms cursive connections correctly and writes proficiently and consistently in cursive the majority of the time for class assignments with the exception of exempted students.

*Penmanship, although not KCAS, is to be taught and reinforced at each grade level throughout elementary school.


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Math CurriculumOperations and Algebraic Thinking

Write and interpret numerical expressions.5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add

8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.

Analyze patterns and relationships.5.OA.3: 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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Number and Operations in Base TenUnderstand the place value system.5.NBT.1: 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.

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5.NBT.2: 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.

5.NBT.3: Read, write, and compare decimals to thousandths.a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 ×

(1/100) + 2 × (1/1000).b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

5.NBT.4: Use place value understanding to round decimals to any place.Perform operations with multi-digit whole numbers and with decimals to hundredths.5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm.5.NBT.6: 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.5.NBT.7: 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.

Number and Operations - FractionsUse equivalent fractions as a strategy to add and subtract fractions.5.NF.1: 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. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction

models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.5.NF.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). 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. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a

visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)b. 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.5.NF.5: Interpret multiplication as scaling (resizing), by:

a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole

numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.

5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.5.NF.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Note: Students able to multiply

fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

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a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.

b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.

c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

Measurement and DataConvert like measurement units within a given measurement system.5.MD.1: 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.Represent and interpret data.5.MD.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving

information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.5.MD.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

5.MD.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.5.MD.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

a. 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 whole-number products as volumes, e.g., to represent the associative property of multiplication.

b. Apply the formulas V = l × w × h and V = b × h 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.

c. 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.

GeometryGraph points on the coordinate plane to solve real-world and mathematical problems.5.G.1: 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 coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

5.G.2: 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.

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5.G.3: 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.

5.G.4: Classify two-dimensional figures in a hierarchy based on properties.

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Science Curriculum

Please note: content is different from 5th Grade POS and CC Version 4.1. Strands were combined to allow for depth of instruction over 5th and 6th grade. 5th Grade is Earth and portions of Life. 6th Grade is Physical and portions of Life.

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Grade 5The Earth and the Universe

Water Cycle Water as a Solvent (watersheds and interaction of water with earth materials) Atmosphere Air movement and global weather patterns Compare weather and climate Oceans effect on climate Compare Components of the Solar System Use Models/representations that illustrate system and resulting interactions Relationship between oceans and climate (ET UC) Technology tools Components of the Solar System Effect of Sun’s energy on Earth System (ET UC) Relationship between Sun’s energy and Seasons (ET UC) Water Cycle, winds, ocean currents and growth of plants affected by Sun’s

energy (ET UC) Predictable movements of the sun, moon and Earth Interaction of sun, moon, and Earth (e.g. moon phases, seasons, eclipses) Rock Cycle Atmosphere Lithosphere Constructive Forces (crustal deformation, faulting, volcanic eruption and deposition of

sediment) Destructive Forces (weathering and erosion)

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Landforms resulting from constructive and destructive forces

Unity and Diversity Plant and animal structures and functions (internal and external) Important levels of organization for structure and function (cells, tissues, organs and

organ systems and organisms) Structure and function as the basis for classification schemes All organisms composed of cells Cells function is similar in all living organisms Single cell organisms Plant and animals are multicellular Cells group together in cooperative systems (tissues, and/organs and organ systems and

ecosystems) Review Classification systems from 4th Scientific Tools: microscope

Energy Transformations Sunlight is transformed by a chemical reaction in plant cells (photosynthesis) to form

nutrients for plants The role of photosynthesis Closed Systems (relationship between temperature and heat) Earth processes influenced by energy from the sun (water cycle, nitrogen cycle,

photosynthesis)

Interdependence

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Populations and communities within ecosystems Categorize by function (producers, consumers, decomposers Food Webs Adaptations and survival Ecosystems

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Social Studies CurriculumUse Program of Studies and the following additions/curriculum statements from Core Knowledge

until curriculum is finalized.Government

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Program of Studies: Understandings Program of Studies: Skills and Concepts

SS-5-GC-U-1Students will understand that the government of the United States was developed from a colonial base of representative democracy by people who envisioned an independent country and new purposes for the government.

SS-5-GC-S-1Students will demonstrate an understanding of government, using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

a) investigate the basic functions of the United States Government, as defined in the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty) and explain their significance today

b) explain how democratic governments work to promote the “common good” (e.g., making, enacting, enforcing laws that protect rights and property of all citizens)

SS-5-GC-U-2Students will understand that the United States Government was formed to establish order, provide security and accomplish common goals.

SS-5-GC-S-1Students will demonstrate an understanding of government, using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

a) investigate the basic functions of the United States Government, as defined in the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty) and explain their significance today

b) explain how democratic governments work to promote the “common good” (e.g., making, enacting, enforcing laws that protect rights and property of all citizens)

SS-5-GC-U-3Students will understand that the fundamentalvalues and principles (e.g., liberty, justice,individual human dignity) of American democracy are expressed in historical documents (e.g., the Declaration of Independence, the Constitution of theUnited States, including the Preamble and theBill of Rights).

SS-5-GC-S-3Students will analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) to describe fundamental values and principles of American democracy (e.g., liberty, justice) found in the Declaration of Independence and the U.S. Constitution; explain their significance today

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SS-5-GC-U-4Students will understand that the Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.

SS-5-GC-S-2Students will describe the basic duties of the three branches of government (executive, legislative, judicial); explain why the framers of the U.S. Constitution felt it was important to establish a government with limited powers that are shared among different branches and different levels (e.g., local, state, federal)

SS-5-GC-U-5Students will understand that as members of a democratic society, all citizens of the United States have certain rights and responsibilities, including civic participation.

SS-5-GC-S-4Students will investigate the rights and responsibilities of U.S. citizens:

a) describe and give examples of specific rights guaranteed to all U.S. citizens in the Bill of Rights (e.g., freedom of religion, freedom of speech, freedom of press) and explain why they are important today

b) describe some of the responsibilities U.S. citizens have in order for democratic governments to function effectively (e.g. voting, community service, paying taxes) and find examples of civic participation in current events/news (e.g., television, radio, articles, Internet)

Culture and SocietyProgram of Studies: Understandings Program of Studies: Skills and Concepts

SS-5-CS-U-1Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society’s culture, individuals learn the relationships, structures, patterns and processes to be members of the society.

SS-5-CS-S-1Students will demonstrate an understanding of culture and cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups:

a) investigate cultural similarities and differences of diverse groups (e.g., English, French, Spanish and Dutch Colonists, West Africans, Immigrants of the 1800’s) during the early development of the United States

b) research the contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United States today

c) investigate factors that promoted cultural diversity in the history of the United States

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SS-5-CS-U-2Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs.

SS-5-CS-S-2Students will examine social institutions (e.g., family, religion, education, government, economy) in the United States and explain their functions

SS-5-CS-U-3Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict,competition) and are influenced by culture.

SS-5-CS-S-3Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers, Native Americans and the Colonists, the British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the United States; explain the causes of these conflicts and the outcomes

SS-5-CS-U-4Students will understand that a variety of factors promote cultural diversity in a society, nation and world.

SS-5-CS-S-1Students will demonstrate an understandingof culture and cultural elements (e.g., beliefs,traditions, languages, skills, literature, the arts)of diverse groups:

c) investigate factors that promoted cultural diversity in the history of the United States

SS-5-CS-U-5Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today.

SS-5-CS-S-4Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully

EconomicsProgram of Studies: Understandings Program of Studies: Skills and Concepts

SS-5-E-U-1Students will understand that the basic economic problem confronting individuals,

groups and businesses in the United States today is scarcity: as a result of scarcity, economic choices and decisions must be

SS-5-E-S-1Students will demonstrate an understandingusing information from print and non-print sources (e.g., documents, informational

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made. passages/texts, interviews, digital andenvironmental) of the connection betweenresources, limited productive resources and scarcity:

a) investigate different kinds of resources (e.g., natural, human, capital)b) explain how individuals and groups in the United States make

economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-5-E-S-2Students will demonstrate an understanding of how people deal with scarcity; explain theroles banks play in helping people deal withscarcity (e.g., loan money, save money, linesof credit, interest-bearing accounts)

SS-5-E-U-2Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the United States today.

SS-5-E-S-1Students will demonstrate an understandingusing information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital andenvironmental) of the connection betweenresources, limited productive resources andscarcity:

a) investigate different kinds of resources (e.g., natural, human, capital)b) explain how individuals and groups in the United States make

economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

SS-5-E-U-3Students will understand that economic institutions are created to help individuals, groups and businesses accomplish common goals.

SS-5-E-S-2Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts)

SS-5-E-U-4Students will understand that markets enablebuyers and sellers to exchange goods and

SS-5-E-S-3Students will demonstrate an understanding of markets:

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services. a) explain how goods and services are/were exchangedb) investigate and give examples of markets; explain how markets have

changed over time during the history of the United States

SS-5-E-U-5Students will understand that production, distribution and consumption of goods and services have changed over time in the United States.

SS-5-E-S-4Students will use a variety of sources:

a) investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States

b) research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States

SS-5-E-U-6

Students will understand that individuals, groups and businesses in the United States

demonstrate interdependence as they make economic decisions about the use of

resources (e.g., natural, human, capital) in the production, distribution, and

consumption of goods and services.

SS-5-E-S-1Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity:

b) explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

Geography

Program of Studies: Understandings Program of Studies: Skills and Concepts

SS-5-G-U-1

Students will understand that the use of geographic tools (e.g., maps, globes, charts,

graphs) and mental maps help interpret information, understand and analyze patterns,

SS-5-G-S-1Students will demonstrate an understanding of patterns on the Earth’s surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):

a) locate, in absolute or relative terms, major landforms and bodies of water in the United States

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spatial data and geographic issues. b) locate and explain patterns on Earth’s surface (e.g., how different factors such as rivers, mountains and plains impact where human activities are located)

SS-5-G-U-2

Students will understand that patterns emerge as humans move, settle and interact on Earth’s surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

SS-5-G-S-2Students will investigate regions on the Earth’s surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

a) explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

b) locate and describe patterns of human settlement and explain how these patterns were influenced by the physical characteristics (e.g., climate, landforms, bodies of water) of places and regions in the United States

SS-5-G-U-3

Students will understand that regions help us to see Earth as an integrated system of placesand features organized by such principles aslandform types, political units, economic patterns and cultural groups.


a) explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

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SS-5-G-U-4

Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States.


c) investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in places previously inaccessible in the United States

SS-5-G-S-3Students will investigate how humans modify the physical environment:

a) describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States

b) analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States

c) explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States

Historical PerspectiveProgram of Studies: Understandings Program of Studies: Skills and Concepts

SS-5-HP-U-2

Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present.

SS-5-HP-S-1Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):

a) investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing)

b) explain and draw inferences about the importance of major events in United States history

c) examine cause and effect relationships in the history of the United States; identify examples of multiple causes of major historical events

SS-5-HP-S-2Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

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a) examine factual and fictional accounts of significant historical events and people in United States history

b) explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States

d) investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King’s speech: I Have a Dream), and explain their historical significance

SS-5-HP-S-3Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present)

All of the following Understandings are grouped together in this document to reflect the conceptual nature of historical perspective. Each specific era will include the following Understandings:

SS-5-HP-U-1

Students will understand that history is an account of human activities that is interpretive in nature. A variety of tools (e.g., primary and secondary sources) are needed to understand and analyze historical events.

SS-5-HP-U-3

Students will understand that the history of the United States has been impacted bySignificant individuals, groups and advancesIn technology.

SS-5-HP-U-4

Students will understand that geography, culture, and economics have a significant impact on historical perspectives and events.

SS-5-HP-S-1Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):

a) investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing)

d) explain reasons that individuals and groups explored and settled in the United States

e) research influences/contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United States today

SS-5-HP-S-2Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

a) examine factual and fictional accounts of significant historical events and people in United States history

c) compare reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came/come to America

From Core Knowledge (Integrate where content fits in Program of Studies)

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I. Making a Constitutional Government

A. Main Ideas Behind the Declaration to the Constitution 1. The proposition that “All men are created equal” 2. The responsibility of government to protect the “unalienable rights” of the people 3. Natural rights: “Life liberty, and the pursuit of happiness” 4. The “right of the people…to institute a new government

B. Making a New Government: From the Declaration to the Constitution

1. Definition of “republican” government: republican=government by elected 2. Representatives of the people 3. Articles of Confederation: weak central government 4. “Founding Fathers”: James Madison as “Father of Constitution” 5. Constitutional Convention 6. Arguments between small and large states 7. The divisive issue of slavery, “three-fifths” compromise C. The Constitution of the United States 1. Preamble of the Constitution 2. The separation and sharing of powers in American government: three branches of government 3. Checks and balances, limits on government power, veto 4. The Bill of Rights: first ten amendments to the Constitution, including:

Freedom of religion, speech, and the press (First Amendment) Protection against “unreasonable searches and seizures” The right to “due process of law” The right to a trial by jury Protection against “cruel and unusual punishment”

D. Levels and Functions of Government (National, State, and Local)

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1. Identify current government officials, including: President and vice-president of the U.S. State governor

2. State governments: established by state constitutions (which are subordinate to the U.S. Constitution, the highest law in the land), like the national government, each state government has its legislative, executive, and officials 3. Local governments: purposes, functions, and officials 4. How government services are paid for (taxes on individuals and businesses, fees, tolls, etc.)

5. How people can participate in governmentII. Early Presidents and Politics A. Define: cabinet and administration B. George Washington as the first President, Vice-President John Adams C. John Adams, second president, Abigal Adams D. National capitol established at Washington, D.C. E. Growth of political parties F. Arguments between Thomas Jefferson and Alexander Hamilton: two opposed Visions of America, as an agricultural or industrial society G. Modern-day system: two main parties (Democrats and Republicans), and independents H. Thomas Jefferson, third president I. Correspondence between Jefferson and Benjamin Banneker J. Jefferson as multifaceted leader (architect, inventor, musician, etc.) K. The Louisiana Purchase (review from grade 1) doubles the nations size and gains control of Mississippi River. L. James Madison, fourth president M. War of 1812 (briefly overview from grade 2) N. James Monroe, fifth president, the Monroe Doctrine O. John Quincy Adams, sixth president P. Andrew Jackson, seventh president

a. Popular military hero, Battle of New Orleans in War of 1812b. Presidency of the “common man”c. Indian removal policies

III. Reformers A. Introduce children to some prominent people and movements in the ferment of social change in America prior to the Civil War: 1. Abolitionists

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2. Dorothea Dix and the treatment of the insane 3. Horace Mann and public schools

3. Women’s Rightsa) Seneca Falls conventionb) Elizabeth Cady Stantonc) Lucretia Mottd) Amelia Bloomere) Sojourner Truth

IV. Symbols and Figures A. Recognize and become familiar with the significance of:

a. Spirit of 76 (painting)b. White House and Capitol Buildingc. Great Seal of the United States


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Practical Living

Practical LivingSub Domain Weight for 7th GradeHealth/PE 50%

Consumerism/Vocational 50%

HEALTH

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Substance Abuse (review) Identify existing influences (peer pressure, advertisements) Discuss effective strategies for dealing with peer pressure (assertiveness, refusal skills) Identify and describe the effects of side stream smoke Identify nicotine as a stimulant Provide accurate information about alcohol and its effects Describe physiological effects and behavioral effects of marijuana Discuss (legal, school, family, and personal) consequences of using drugs Identify risk factors for young people using and abusing drugs Identify reasons people start/don’t start using drugs List strategies to reduce potential risk from drugs Identify sources of help

Nutrition Education (review) Use a food pyramid to create a healthy menu for a day Define and give examples of nutrients, vitamins, and minerals Explain food gives your body the material if needs to stay healthy and that it supplies the energy your body needs Define and explain the main use of fats and carbohydrates in the body Give examples of good sources of fats and carbohydrates Define and explain the need for vitamins and minerals in the body and give examples of good sources Explain the importance of a balanced diet Identify nutritious snack choices for health and well-being

Physical Health and Wellness (review) Identify infectious diseases Identify causes of diseases Explain how disease agents enter the body

Physical Health and Wellness (review) Explain how the body defends against disease prevention Explain how good health habits prevent disease

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Explain strategies to promote good health and decrease childhood disease (e.g., diet, exercise, rest, immunization) Explain that there are body changes (e.g., elevated heart rate, respiration, perspiration) that can occur during

physical activity Explain there are numerous benefits of exercise to the body (e.g., muscular growth and development, good posture,

stress management) Know that health related fitness includes many components (e.g., muscular strength, muscular endurance, flexibility,

body composition, aerobic endurance) Know that physical fitness is based on an investment of time and effort Know the Circulatory System

Pioneering work of William Harvey Heart: four chambers (auricles and ventricles), aorta Blood

Red blood cells, white blood cells, platelets, hemoglobin, plasma, antibodies Blood vessels: arteries, veins, capillaries Blood pressure, pulse Coagulation

Filtering function of liver and spleen Fatty deposits can clog blood vessels and cause a heart attack Blood types (four basic types: A, B, AB, O) and transfusions

Know the Respiratory System Process of taking in oxygen and getting rid of carbon dioxide Nose, throat, voice box, trachea Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli Smoking: damage to lungs, lung cancer

** Introduce and discuss physical, social, and emotional changes that occur during pre-adolescence and adolescence such as:

Girls: body grows taller, broader, development of breasts, sweat more, develop body odor, hair becomes oily, skin becomes oily and pimples may develop, hair under your arms and on legs starts to grow

Boys: body grows taller, muscles develop and chest gets broader, sweat more, develop body odor, hair becomes oily, skin becomes oily and pimples may develop, hair under your arms and on legs, on face and sometimes chest starts to grow, voice starts to get deeper.

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Personal Health and Safety (review) Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills Evaluate the importance of wearing appropriate safety equipment Create strategies to maintain personal security in risk situations (kidnapping, etc.) Create a personal directory which includes procedures for obtaining needed emergency assistance Design a personal plan for stress and anger management Review safe traffic/transportation practices (e.g., wearing protective gear when roller blading, skating, boarding,

bicycling, crossing street) to eliminate accidents Review electrical safety

PHYSICAL EDUCATION There are fundamental motor skills for enhancing physical development

o Identify and perform all 7 basic locomotor skillso Distinguish between locomotor and non-locomotor skillso Refine simple movement sequence containing locomotor and non-locomotor skills by adding directions, levels and

pathways

AH –E (CREATING A DANCE) Students will create a dance using the elements of dance with a beginning, middle, and an end that communicates

ideas, thoughts, and feelings

PL There are fundamental manipulative skills

o Continue to refine the skills of striking, throwing, catching, kicking, dribbling, volleying, and shooting

o Identifies major teaching cues associated with manipulative skillso Self-assessment of student’s abilities to perform each skillo Assesses other classmates performances of manipulatives and provides feedback on how to improve

There are fundamental movement conceptso Exploration of body awarenesso Exploration of space awareness including self and general spaceo Exploration of time such as how slow or fast the body is movingo Combines body awareness, space awareness, and time to movement through the activity area

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o Analysis of others individual movement sequences with specific criteria Physical and social benefits result from regular and appropriate participation in physical activities throughout one’s

lifetimeo Discuss the benefits of regular exerciseo Demonstrate ability to check heart rate on signalo Discuss the concepts of frequency, intensity, time and typeo Review the circulatory system and how exercise effects ito Identify specific bones and muscles and name their functions

Frequent practice contributes to improved performanceo Introduction to benefits of appropriate practiceo Demonstrates appropriate practices for specific skills

Basic rules for participating in simple games and activities are needed to make games fairo Students demonstrate the ability to follow simple rules while participating in game playo Students design rules for and play creative games

Rules of behavior and sportsmanship for spectators and participants during games and/or activities make them safe and enjoyableo Students demonstrate good sportsmanship during various physical activitieso Students provide examples of good and bad sportsmanship

AH-E (PERFORMING A DANCE) With a partner or in a small group, students will perform folk, square and

ethnic dances using the elements of dance with locomotor and non- locomotor movements

AH-E(RESPONDING TO DANCE) Students will discuss how the elements of dance and the expressive qualities of movement (ideas, emotions)

contribute to the idea of dance

AH-E Students will explain, using appropriate terminology, how dance

communicates ideas, thoughts, and feelings

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AH-E Students will explain how dance has been part of cultures and time periods

throughout history

AH-E Students will describe, using appropriate terminology, differences and

commonalities in dances of different cultures (African, Native American, Colonial American), purposes, and styles

CONSUMERISMMost of this will be in the social studies section under the sub domain of economics. Please refer to that as you teach this sub domain.

VOCATIONAL STUDIES

Individual and Family Relationships (review) Integrate the principles of rights, responsibilities, conflict resolution, cooperation, sources of authority, choices,

decision making, and values at home, school, and community Begin to evaluate the appropriateness of individual freedoms and the freedoms of others Create basic classroom/school rules Evaluate the importance of cooperation, respect, and support within a family Introduce, identify, and discuss strategies to prevent violence (conflict resolution, walking away, taking deep breaths,

counting to 10, talking about feelings etc.) Identify coping strategies (goal setting, time management, decision-making processes) to promote mental and

emotional health.

Choosing and Preparing for a Career Know that people need to work to meet basic needs Know that male and female roles are changing in many occupations Know that there are different job opportunities in the home, school and community Know that a person may hold several jobs before deciding on a career

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Know that knowledge of interests and abilities is helpful when selecting and preparing for a career Know that as a person grows and changes, career choices may change

Skills and Work Habits that Lead to Success Know that personal responsibility and good work habits (e.g., good attendance, honesty, dependability,

punctuality, courtesy, cooperation) are important at home, school and work Know that completion of job responsibilities is important at home, school, and work

Specific Skills Needed for Success in the Future Know that academic skills that relate to various jobs and careers are needed for future success

Specific Skills Needed for Success in the Future Know that technology is used in many homes, schools, jobs, and careers Know that many tasks can be completed more efficiently when team skills (e.g., cooperation,

communication) are used

Community Resources and Services (review) Identify community agencies/resources and determine their services Recognize that certain community agencies provide health and safety services

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Arts and Humanities Curriculum

Coming soon Drama, Dance and Art use POS until

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MusicI. Elements of Music – Through participation in creating and performing activities, become familiar with basic elements of music

(Much of the content at grade 5 will be review. New content will be denoted with *)A. Rhythm – Review rhythmic ostinatoB. Tempo – Use the Italian terms largo, adagio, andante, moderato, allegro, and prestoC. Dynamics – Review pianissimo (pp), piano (p), mezzo piano (mp), mezzo forte (mf), forte (f), and fortissimo (ff)D. Harmony - Review unison, unaccompanied, and accompaniedE. Harmony/Form – Review roundsF. Harmony – Sing two part songs of increasing difficultyG. Harmony – Sing partner songs*H. Harmony – Introduce harmonic intervals*I. Form – Review AB/2-Part form, ABA/3-Part form, Call and Response, and Rounds

II. Music Notation - Understand that music is written down in a special way and through participation, begin to read music using the following:A. Rhythm – Notate music using eighth note, eighth rest, quarter note, quarter rest, dotted quarter note, half note, half rest, dotted half

note, whole note, whole restB. Rhythm – Recognize and utilize meter signatures, bar lines, measure, double bar line, pick up, tie, and fermataC. Melody – Notate short simple melodies that demonstrate melodic directionD. Melody – Review staff, treble clef, bass clef, pitch names in treble clef, ledger lines, stem direction, step, skip, and repeated notesE. Melody – Introduce half step and whole step*F. Melody – Introduce the major scale*G. Harmony – Recognize harmonic intervals*H. Form – Review repeat signs, introduction, coda, and first and second endings

III. Listening and UnderstandingA. Timbre

1. Review instruments and instrument families of the orchestra2. Discuss the difference between an orchestra and a band*3. Review instruments of the Baroque Era

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4. Review instruments used in Native American and West African music5. Review folk instruments6. Recognize the adult female voice as high (treble clef) and the adult male voice as low (bass clef)*7. Recognize the changing voice*

B. Introduce the functions of music – recreational, ceremonial, and artistic expression*C. Composers

1. Review Bach and Handel2. Explore the life and music of Antonio Vivaldi*

A. Cultures and Styles1. Review music of the Baroque Era2. Review Native American, American folk, West African music3. Review lullabies, marches, game songs, folk songs, and spirituals4. Introduce and discuss blues, popular, rock, rap, country, and work songs*

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Remainder to comeArt, Dance, Drama

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Documents

Barren County Schools · Web viewUse a food pyramid to create a healthy menu for a day. Define and give examples of nutrients, vitamins, and minerals. Explain food gives your body