Elementary AI Curriculum Guide

Yeil Christian International School

Elementary Educational Curriculum Guide

Grades 3-5

“Train a child up in the way he should go; even when he is old he will not depart from it.” ~Proverbs 22:6

YCIS Elementary and Secondary School405 Gyeongui-ro, 832-2 Madu-dong,

Ilsandong-gu, Gyeonggi-do, South Korea410-350

Table of Contents

Preface

AI Accreditation Standards..................................................................................... Page 1

Third-grade Elementary Program............................................................................Page 4

• Reading............................................................................................................Page 5

• English/Language Arts.....................................................................................Page 9

• Math.................................................................................................................Page 13

• Science............................................................................................................Page 18

• Social Studies..................................................................................................Page 23

Fourth-grade Elementary Program.........................................................................Page 28

• Reading...........................................................................................................Page 29

• English/Language Arts....................................................................................Page 34

• Science...........................................................................................................Page 39

• Math................................................................................................................Page 44

• Social Studies.................................................................................................Page 50

Fifth-grade Elementary Program............................................................................Page 56

• Reading...........................................................................................................Page 57

• English/Language Arts....................................................................................Page 62

• Math................................................................................................................Page 67

• Science...........................................................................................................Page 72

• Social Studies.................................................................................................Page 77

Assessment and Grading.......................................................................................Page 82

Appendices

• Appendix A.....................................................................................................Page 83

• Appendix B.....................................................................................................Page 88

• Appendix C.....................................................................................................Page 93

• Appendix D.....................................................................................................Page 98

References...............................................................................................................Page 116

Preface

This is the curriculum guide for Yeil Christian International School (YCIS), in Goyang City,

South Korea. Since its foundation, YCIS aims to provide the highest quality, Christian

education to students of all ages, ethnicities, and creeds. This guide details the learning

programs for elementary students from grades three to five. Each section is divided into the

core subjects of reading, English/language arts, science, math, and social studies. The

textbooks that are used are published by Bob Jones University Press, which integrates

fundamentalist Christian world-views into each lesson. It is important to note that the religious

views presented in the textbooks may not accurately reflect the views of the students, faculty,

or administration.

Accreditation International Standards

Indicators for All Schools

8.1 Written curriculum guides identify program objectives and define the scope and sequence of the educational program. The guides are functional, available, and in

use.

8.2 The educational program provides instruction in the basic subject areas of language arts and literature (including early language development and literacy skills, speaking, writing, and listening communication skills), mathematics, the sciences, and social sciences.

8.3 The educational program includes experiences in visual and performing arts, health, world languages, and physical education.

8.4 The educational program provides experiences that promote students’ critical thinking, reasoning, problem-solving skills, and study skills.

8.5 The educational program includes instruction in effective uses of information technology and provides opportunities for application.

8.6 A variety of group learning settings (e.g., individual, small group, large group) is provided for students daily.

8.7 The educational program offers opportunities for development of social skills—suchas increasing self-control and a sense of individual and group responsibility—in interaction with adults and peers.

8.8 Written curriculum and instruction policies and procedures provide direction to the staff, leadership, and other stakeholders in the development, implementation, and improvement of the educational program.

8.9 Provision is made for both horizontal and vertical articulation and coordination of the educational program among all levels of the school.

8.10 An overview of the educational program, school policies and procedures, and other pertinent information is available in written form to students and their parents.

8.11 The educational program defines desired student outcomes as expressed in terms of student understanding, knowledge, attitudes, skills, and habits.

8.12 Course or program objectives are simply stated and understandable to students.

8.13 The educational program considers the ages, cultures, and varying levels of ability of students.

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8.14 The instructional program is designed to meet students’ needs in accordance with the school’s philosophy/mission.

8.15 The educational program and its expectations for learning are understood and supported by the school’s stakeholders.

8.16 Curriculum development is a dynamic, emergent process influenced by the attributes and interests of the children, their families, and teachers.

8.16.1 There are written curriculum guides, course descriptions, and instructional support materials which are used consistently.

8.16.2 School meets the requirements for the plan of learning. The school establishes suitable grade level and graduation requirements that lead the student toward grade promotion, diploma, higher education, a career, and adulthood.

8.16.3 Curriculum reflects a commitment to equity and a commitment to diversity by recognizing various ways of learning and challenging each student to excel.

8.16.4 Curriculum is assessed and revisions performed on a continual basis. The evaluation of the curriculum is based on contemporary research, changes in academic disciplines, assessment results, government expectations and instructional Learning Objectives.

8.16.5 School implements an instructional plan integrated with the curriculum that facilitates the expectations for student learning between all school levels.

8.16.6 Curricula, instructional strategies, textbooks, learning activities, support services, instructional resources, and evaluations of student learning are aligned and appropriate for the students enrolled.

8.16.7 The instructional resources used to facilitate students in obtaining knowledge and skills are suitable and sufficient in quality, quantity, and variety, relative to the school mission, size, and purposes.

Indicators for schools with elementary school programs

8.24 The educational program places emphasis on the development of cognitive, psychomotor, and affective skills, plus the knowledge and competencies that establish the basis for greater understanding.

8.25 The educational program provides experiences that prepare students for successful transition to middle and secondary school settings.

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Indicators for faith-based schools

8.37 The religious nature of the school is appropriately reflected throughout the curriculum.

8.38 The school teaches the faith of the sponsoring institution in accordance with its official teachings and traditions.

8.39 Religious education of the students is a priority in scheduling, budgeting, and planning.

8.40 The religious education of the students is a concern of all faculty members.

8.41 The religious dimension of all areas of the curriculum is acknowledged.

8.42 The school provides religious formation programs for its faith-community members that are based on the faith-community’s beliefs, values, and traditions.

8.43 The religious education program is developmentally appropriate in nature.

8.44 Religious social teachings are integrated throughout the school’s educational program.

8.45 The curriculum for the health education program(s) is consistent with the teachings and values of the religious beliefs on which the school is founded.

8.46 Faith development and community service programs for students have clearly defined objectives reflecting the mission of the school.

8.47 Faith development and community service programs are seen as integral components of the school’s educational programs.

8.48 Faith-based experiences that foster the religious formation of the students are provided regularly.

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Third Grade Elementary Program

Reading

Math

Science

English/Language Arts

Social Studies

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Third Grade Reading Program Year At-A-Glance

Overview Statement

Students in the third grade at YCIS will read fiction and non-fiction texts. They will read a

variety of texts from the Not So Very Long Ago Reading 3A and 3B textbooks (2nd edition),

published by Bob Jones University Press. Each book is divided up into theme units,

accompanied by a student workbook with exercises that tie into the story using phonics,

grammar, and comprehension questions. The BJU Press curriculum aims to teach for

understanding and to develop critical thinking skills with high-interest materials that also

encourage a love of learning.

The Christian Approach

This subject is presented in light of biblical truth in order to encourage the development of a

biblical worldview. Students will read texts that exemplify Christian character and biblical

principles.

YCIS Third-grade Reading Program Focus

Third grade students will read selections from their textbook. Both Reading 3A: Once Upon

an Open Book, and Reading 3B: Not So Very Long Ago, include engaging, character-building

stories and poems that will strengthen students' reading comprehension and phonics skills.

Students receive both large and small group instruction determined by the interests and

needs of the students. For students requiring additional time to develop competence in

reading, the classroom teacher, or other specialist can provide extra help and development.

For students who are advanced in reading, small group instruction, or self-directed reading

may also take place.

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All students learn the following reading strategies:

• Setting purposes for reading

• Raising questions and making predictions before reading

• Using graphic organizers, answering questions following reading

• Responding in a variety of ways (e.g. written, dramatizations, oral response)

• Recognizing and utilizing vocabulary words from the texts

Learning Objectives for Third-grade Reading

• Build a strong grasp of phonics, word recognition, and spelling

◦ Develop students' understanding of sounds, consonants and vowel combinations

◦ Increase students' ability to pronounce words, consonant clusters, and diphthongs

◦ Boost students' memorization in spelling and ability to recall words quickly

◦ Build sight word recognition and reproduction

• Build reading fluency, expression, and accuracy

◦ Read grade level text fluently at a minimum of 110 words per minute

◦ Read familiar grade level texts using appropriate rhythm, pace, phrasing,

punctuation and intonation

◦ Read grade-level stories with an accuracy of 90% or higher

• Summarizing and synthesizing meaning

◦ Looking for important events in the story

◦ Discussing what happens in the beginning, middle, and end of the story

◦ Using prior knowledge along with the text to make inferences and meaing

• Develop habits of an active reader

◦ Encourage students to read daily

◦ Introduce and read stories of various genres

◦ Participate in discussions about the stories with classmates and instructors

◦ Appropriately use library and other resources to find age-appropriate books

◦ Develop the students' ability to self-select materials based on self-interest

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Grade 3 Fall Syllabus: Reading

Text: Reading 3A and 3B Student Texts, Reading 3A and 3B Workbooks

Overview:

• We will cover two to three stories each week.

• Every Friday we will have a reading test.

• Homework will be assigned and checked daily.

**This syllabus is subject to change throughout the semester.

Week 1 (Aug 28-29) Class Introduction

Week 2 (Sept 1-5) Sight-word recognition

Week 3 (Sept 11-12) The Singing Knight, Music in Your Heart

Week 4 (Sept 15-19) Trumpets and Pitchers, An Instrument for God

Week 5 (Sept 22-26) Song Signals, Whistles, A Coyote's Song

Week 6 (Sept 29-Oct. 3) Amazing Mozart, A Song in the Night

Week 7 (Oct 6-10) The Spelling Window, In the Silent World

Week 8 (Oct 13-17) Alex the Drummer Boy, One of a Kind, Jim

**Mid Terms (Oct 20-24)

Week 9 (Oct 27-31) Pecos Bill, David Livingstone: Man of

Determination

Week 10 (Nov 3-7) Esther the Queen, A Year in a New Land

Week 11 (Nov 10-14) Up in the Air, Danger on the Mountain

Week 12 (Nov 17-21) Professor Plumcott's Problem, Raised from the

Dead

Week 13 (Nov 24-28) Spacewalk, Thanksgiving Day

Week 14 (Dec 1-5) A Ticket to the Circus, A Beast of the Desert

Week 15 (Dec 8-12) Mission over Mexico

**Final Exams (Dec 15-19)

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**Second Semester begins January 26

Week 1 (Jan 26-30) The Best Kind of Love, God Provides

Week 2 (Feb 2-6) A Jar of Oil, Elly's Secret

Week 3 (Feb 9-13) Two Crooks and Two Heroes, Andre

Week 4 (Feb 16-17) Beautiful Feet, A Snake in the House

Week 5 (Feb 23-27) Just Plain Snaky, William Tell

Week 6 (March 2-6) Something Special and Shiny, The Diary of

George Shannon

Week 7 (March 9-13) Friends of the Prairie, Toys from Nature

Week 8 (March 16-20) The Secret Pony, News About Ads

**Mid-Term Exams March 23-27

**Spring Vacation March 30-April 3

Week 11 (April 6-10) Phyllis Wheatly, A Dark Night

Week 12 (April 13-17) Lullaby, Captured

Week 13 (April 20-24) Sooner or Later, Mice of the Westing Wind

Week 14 (April 27- May 1) Chickadee Winter, Den of Lions

Week 15 (May 4-8) A Lamb's Tale, Sunning

Week 16 (May 11-15) A Curtain of Spun Silver, The Web Weavers

Week 17 (May 18-22) Under the Tent of the Sky

Week 18 (May 26-29) What About Dolphins

Week 19 (June 1-5) Fremont's Frog Farm

Week 20 (June 8-12) A Greedy Dog

Week 21 (June 15-19) Forgiven

Week 22 (June 22-23) A Gift for Uncle Tom

**Final Exams June 24-29

**Last Day of School June 30

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Third-grade English/Language Arts Year At-A-Glance

Overview Statement

Third-grade students will use the English 3 (2nd edition), published by Bob Jones University

Press. English 3 emphasizes traditional English grammar and essential reference skills. The

grammar instruction is balanced with effective writing instruction. Students also learn to use

the Writing Process. They plan, draft, revise, proofread, and publish eight different types of

writing: game instructions, friendly letter, persuasive essay, story, book report, sound poem,

research report, and compare-contrast essay. The program also helps the students further

develop their handwriting and spelling skills through practice.


YCIS will teach English/Language Arts using the idea that language is God's gift. Students

will learn how to communicate effectively to share the Gospel of Jesus Christ.

YCIS Third-grade English/Language Arts Program Focus

The English/Language Arts program at YCIS focuses on English grammar, spelling, word

usage and composition. They learn the basics of grammar, sentence structure, classes of

words, and working up to writing more complex pieces.

Instruction focuses on the five major skill areas :

• Establishing a clear, distinct focus for the writing

• Providing sufficient and detailed content

• Organizing the writing logically, with a clearly defined introduction, middle and ending

• Establishing a style of writing through careful word choice and a strong “voice”

• Using conventions accurately, including capitalization, punctuation, sentence structure

and paragraphing

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Learning Objectives for Third-grade English/Language Arts

• Handwriting

◦ Correctly form each letter

◦ Do not write letters backwards

◦ Are able to write legibly and clearly

• Spelling

◦ Arrange words in alphabetical order to the third letter

◦ Correctly spell basic sight words and/or frequently used words

◦ Correctly spell words with consonant sounds

◦ Correctly spell various vowel sounds

◦ Add prefixes and suffixes to spelling words

◦ Correctly spell irregular verbs, irregular plural nouns, and compound words

◦ Correctly dissect and form contractions

◦ Make structural changes to spell words correctly

◦ Correctly spell homophones.

• Capitalization and Punctuation

◦ Correctly capitalize proper nouns, titles of books and poetry

◦ Correctly identify and use periods, commas, question marks, and exclamation

marks

• Grammar and Usage

◦ Identify and use nouns, verbs, adjectives, prepositions, and adverbs

◦ Identify and use present, past, and future tense verbs correctly

◦ Recognize helping and action verbs accurately

◦ Give examples of singular, plural, and possessive pronouns

◦ Identify the subject and predicate in sentences

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Grade 3 Fall Syllabus: English/Language Arts

Text: English 3: Writing and Grammar

Overview:

• We will cover four lessons each week.

• Every Friday we will have a grammar test.



Week 1 (Aug 28-29) Grammar Review

Week 2 (Sept 1-5) Grammar Review

Week 3 (Sept 11-12) Chapter 1: Sentences



Week 6 (Sept 29-Oct. 3) Chapter 3: Nouns

Week 7 (Oct 6-10) Chapter 3: Nouns



Week 9 (Oct 27-31) Chapter 9: Pronouns

Week 10 (Nov 3-7) Chapter 9: Pronouns

Week 11 (Nov 10-14) Chapter 5: Action Verbs

Week 12 (Nov 17-21) Chapter 5: Action Verbs

Week 13 (Nov 24-28) Chapter 11: More Verbs

Week 14 (Dec 1-5) Chapter 11: More Verbs

Week 15 (Dec 8-12) Review for Finals


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**Second Semester Start January 26

Week 1 (Jan 26-30) Chapter 13: Adjectives and Adverbs

Week 2 (Feb 2-6) Chapter 13: Adjectives and Adverbs

Week 3 (Feb 9-13) Chapter 15: Sentences

Week 4 (Feb 16-17) Chapter 15: Sentences

Week 5 (Feb 23-27) Chapter 4: Writing a Friendly Letter

Week 6 (March 2-6) Chapter 4: Writing a Friendly Letter

Week 7 (March 9-13) Chapter 12: Writing a Sound Poem

Week 8 (March 16-20) Review for Midterms



Week 11 (April 6-10) Chapter 16: Writing a Compare-Contrast Essay


Week 13 (April 20-24) Chapter 7: Study and Reference Skills

Week 14 (April 27- May 1) Chapter 7: Study and Reference Skills

Week 15 (May 4-8) Chapter 10: Writing a Book Report

Week 16 (May 11-15) Chapter 10: Writing a Book Report

Week 17 (May 18-22) Chapter 8: Writing a Story

Week 18 (May 26-29) Chapter 8: Writing a Story

Week 19 (June 1-5) Chapter 14: Writing a Research Report


Week 21 (June 15-19) Chapter 2: Writing Game Instructions

Week 22 (June 22-23) Review for Finals



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Third-grade Math Program Year At-A-Glance

Overview Statement

The third grade mathematics program emphasizes multiplication and division facts through

the twelve tables. They use the Math 3 (2nd edition) published by Bob Jones University Press.

While learning mathematics, students should be actively engaged and using concrete

materials. Students should also be encouraged to correctly use the concepts, skills, symbols,

and vocabulary associated with mathematics.


YCIS uses the Christian approach to teaching mathematics through BJU Press's Math 3

textbook. Christian content is integrated throughout the book to help students learn how to

make wise decisions in life, both in and out of the classroom. This approach helps shape the

students' Christian worldview, and point out that math is an important tool for using God's

creation wisely.

YCIS Third-grade Math Program Focus

Over course of the year, students expand understanding of, and skills with, place value,

addition, subtraction, multiplication, and division of whole numbers. Students will also gain

skills in estimation and measurement and will use patterns to solve problems. In addition,

third grade students will collect, organize, and analyze data and interpret simple probability

experiments.

In Grade 3, instructional time will focus on four critical areas:

• Developing understanding of multiplication and division and strategies for multiplication

and division within 100

• Developing understanding of fractions, especially unit fractions

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• Developing conceptual understanding and basic skills

• Use clear and engaging visuals that help clarify abstract concepts

• Use a scaffolded approach to solving word problems

The Mathematics Program will focus further on these skill areas:

Numbers and Operations

• Model regrouping in addition and subtraction with place value; add and subtract whole

numbers to 10,000; Solve addition, subtraction, multiplication and division problems by

using the bar model; multiply and dived with 6, 7, 8, and 9; represent multiplication and

division in different ways; add and subtract like fractions; add and subtract money

amounts

Algebraic Concepts

• Create and analyze multiplication and division patterns; model, define and explain

properties of multiplication; analyze number and counting patterns; write and solve

number sentences; understand equality and inequality

Geometry

• Identify perpendicular, parallel lines, and right angles; describe, analyze, compare, and

classify two-dimensional shapes, find and compare the area of plane figures.

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Learning Objectives for Third-grade Mathematics

• Number Sense and Operations

◦ Read and write six-digit numerals.

◦ Identify the place value for each digit in six-digit numerals.

◦ Use expanded notation to represent numbers

◦ Fluently recall the multiplication and division facts through 12.

◦ Recognize the relationship between division and multiplication

◦ Use estimation to determine reasonable answers.

◦ Identify, represent, compare, and order fractions (including mixed numbers).

◦ Add and subtract simple fractions and decimals.

◦ Recognize that fractions and decimals are parts of a whole.

• Algebraic Concepts

◦ Identify missing parts in patterns.

◦ Identify and extend a pattern according to a given rule.

◦ Use patterns to make predictions and solve problems.

◦ Solve problems involving numeric equations or inequalities.

◦ Solve a number sentence with a missing addend

• Geometry

◦ Correctly identify and name kinds of lines, patterns and angles

◦ Identify perimeter and area

◦ Identify and draw representations of line segments and angles using a ruler or

straight edge.

◦ Understand how shapes and lines are used in everyday life

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Grade 3 Fall Syllabus: Math

Text: Math 3 Student Text

Overview:

• We will cover two to three lessons each week.

• Student grades will come from homework, classroom behavior, quizzes and tests

**This syllabus is subject to change throughout the semester.**

Week 1 (Aug 28-29) Chapter 2: Place Values

Week 2 (Sept 1-5) Chapter 2: Even and Odd Numbers

Week 3 (Sept 11-12) Chapter 2: 4-Digit Numbers, Number Forms

Week 4 (Sept 15-19) Chapter 2: Rounding- Tens, Hundreds, Thousands

Week 5 (Sept 22-26) Chapter 2: Comparing 4- & 5- Digit Numbers

Week 6 (Sept 29- Oct. 3) Chapter 2: Ordering 4- & 6- Digit Numbers

Week 7 (Oct 6-10) Chapter 2: Roman Numerals

Week 8 (Oct 13-17) Review for Midterms


Week 9 (Oct 27-31) Chapter 1: Addition and Identity Properties

Week 10 (Nov 3-7) Chapter 1: Subtraction and Zero Properties

Week 11 (Nov 10-14) Chapter 1: Associative Properties, 3 & 4 Numbers

Week 12 (Nov 17-21) Chapter 1: Commutative Properties, Missing

Numbers

Week 13 (Nov 24-28) Chapter 1: Fact Families for 13 & 14, Missing

Numbers

Week 14 (Dec 1-5) Chapter 1: Fact Families for 15, 16, 17, 18



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**Second Semester Starts January 26**

Week 1 (Jan 26-30) Chapter 6: Multiply by 2 & 5

Week 2 (Feb 2-6) Chapter 6: Multiply by 3 & 4

Week 3 (Feb 9-13) Chapter 6: Multiply by 3 & 4, Missing Number

Week 4 (Feb 16-17) Chapter 6: Zero and Identities of Multiplication

Week 5 (Feb 23-27) Chapter 7: Division by 2 & 5

Week 6 (March 2-6) Chapter 7: Division by 3 & 4

Week 7 (March 9-13) Chapter 7: Division by 1 & 0




Week 11 (April 6-10) Chapter 11: Multiply by 10 & 6

Week 12 (April 13-17) Chapter 11: Multiply by 7, 8, & 9

Week 13 (April 20-24) Chapter 11: Associative Property of Multiplication

Week 14 (April 27- May 1) Chapter 12: Division by 6, 7, & 8

Week 15 (May 4-8) Chapter 12: Division by 9

Week 16 (May 11-15) Chapter 12: Division Fact Families

Week 17 (May 18-22) Chapter 10: Identifying and Comparing Fractions

Week 18 (May 26-29) Chapter 10: Equivalent Fractions and Mixed

Numbers

Week 19 (June 1-5) Chapter 10: Add and Subtract Like Fractions

Week 20 (June 8-12) Chapter 13: Shapes and Patterns

Week 21 (June 15-19) Chapter 13: Lines and Angles

Week 22 (June 22-23) Chapter 13: Perimeter and Area



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Third-grade Science Program Year At-A-Glance

Overview Statement

Young children are naturally interested in everything they see around them. During the first

few years of school students are encouraged to observe, note properties and develop

explanations. As children become more familiar with their world they can be guided to

observe changes and make predictions. The students will use the Science 3 (3rd edition)

published by Bob Jones University Press. Students will learn about various topics related to

animals, plants, the human body, matter, and forces and motion.


YCIS teaches science through the Christian approach to help shape the students' worldview.

The BJU text maintains that God is the creator and sustainer of the universe. Students will

learn how to be good stewards of God's creation. Each topic is discussed within a biblical

worldview, and students are encouraged to use science as a means of glorifying God and

loving their neighbor.

YCIS Third-grade Science Program Focus

The program will focus on the scientific method, establish basic scientific principles and

instruction, balance presentation of facts with active participation, show how science is

integrated into everyday life, and help develop a positive attitude towards science. The course

will cover three main topics: Life Science, Earth Science, and Physical Science. The teacher

will use both the textbook and supplementary materials to enhance student learning.

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The instructional methods will work on a four stage learning cycle:

• focus on what they know about a topic and what they want to learn

• explore a scientific concept

• reflect on their findings and record the information in science notebooks

• apply their new learning to real-life situations and other areas of the curriculum

Learning Objectives for Third-grade Science

• Scientific Method and Observation

◦ Students will demonstrate basic observation skills and making predictions

◦ Classify objects by two of their properties.

◦ Classify objects or events in sequential order.

◦ Generate questions such as “what if?” or “how?” about objects, organisms, and

events in the environment

◦ Predict the outcome of a simple investigation and compare the result with the

prediction.

◦ Use tools safely, accurately, and appropriately when gathering specific data.

◦ Infer meaning from data communicated in graphs, tables, and diagrams.

◦ Explain why similar investigations might produce different results.

◦ Use appropriate safety procedures when conducting investigations.

• Life Sciences

◦ The student will demonstrate an understanding of the structures, characteristics,

and adaptations of organisms that allow them to function and survive within their

habitats.

◦ Explain life cycles of seed plants and various animals, and summarize how they

grow and are adapted to conditions within their habitats.

◦ Explain how physical and behavioral adaptations allow organisms to survive

◦ Recall the characteristics of plant and animal habitats that allow the organism to

survive there.

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◦ Explain how changes in the habitats of plants and animals affect their survival.

◦ Summarize the organization of simple food chains

• Physical Science

◦ Understand the difference between matter and energy

◦ Classify different forms of matter (including solids, liquids, and gases) according to

their observable and measurable properties.

◦ Explain how water and other substances change from one state to another

(including melting, freezing, condensing, boiling, and evaporating).

◦ Explain how heat moves easily from one object to another through direct contact in

some materials (called conductors) and not so easily through other materials

(called insulators).

◦ Identify sources of heat and exemplify ways that heat can be produced (including

rubbing, burning, and using electricity).

• Earth and Space Science

◦ Identify properties of the Earth and its materials

◦ Classify rocks (including sedimentary, igneous, and metamorphic)

◦ Summarize the processes of the water cycle (evaporation, condensation,

precipitation, run-off)

◦ Explain what weather and temperature are

◦ Explain how weather changes and give several examples of types of weather

◦ Identify the Moon, Sun, and planets

◦ Understand a heliocentric view of the solar system (the Sun is at the center)

◦ Understand the difference between stars and planets

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Grade 3 Fall Syllabus: Science

Texts: Science 3 Student Text, Science 3 Activity Manual, Supplementary Materials

Overview:

• We will cover two lessons each week.

• Student grades will come from homework, classroom behavior, tests, and quizzes


Week 1 (Aug 28-29) Science Review

Week 2 (Sept 1-5) Chapter 1: Introduction to Life Sciences

Week 3 (Sept 11-12) Chapter 1: Cold-blooded Animals

Week 4 (Sept 15-19) Chapter 1: Cold-blooded Animals

Week 5 (Sept 22-26) Chapter 1: Experiment and Activity

Week 6 (Sept 29- Oct. 3) Chapter 2: Warm-blooded Animals

Week 7 (Oct 6-10) Chapter 2: Warm-blooded Animals

Week 8 (Oct 13-17) Chapter 2: Experiment, Chapter Review


Week 9 (Oct 27-31) Introduction to Plants

Week 10 (Nov 3-7) Chapter 3: Plant Parts and Functions

Week 11 (Nov 10-14) Chapter 3: Plant Life Cycles, Classification

Week 12 (Nov 17-21) Chapter 3: Identifying Leaves, Chapter Review

Week 13 (Nov 24-28) Chapter 4: Environments and Ecosystems

Week 14 (Dec 1-5) Chapter 4: Pond and Ocean Ecosystems

Week 15 (Dec 8-12) Chapter 4: Forest and Meadow Ecosystems


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Week 1 (Jan 26-30) Chapter 5: Matter and Energy

Week 2 (Feb 2-6) Chapter 5: Heat and Light

Week 3 (Feb 9-13) Chapter 5: States of Matter, Activity

Week 4 (Feb 16-17) Chapter 6: Sound

Week 5 (Feb 23-27) Chapter 6: Sound

Week 6 (March 2-6) Chapter 7: Energy in Motion

Week 7 (March 9-13) Chapter 7: Energy in Motion

Week 8 (March 16-20) Chapter Review



Week 11 (April 6-10) Chapter 8: The Earth and its Materials

Week 12 (April 13-17) Chapter 8: Rocks and Minerals, Activity

Week 13 (April 20-24) Chapter 8: Soil, Erosion, and Weathering

Week 14 (April 27- May 1) Chapter 9: The Weather

Week 15 (May 4-8) Chapter 9: Changes in Temperature, Activity

Week 16 (May 11-15) Chapter 9: Types of Weather, Natural Disasters

Week 17 (May 18-22) Chapter 10: The Great Big Universe

Week 18 (May 26-29) Chapter 10: The Sun, Moon, and Stars

Week 19 (June 1-5) Chapter 10: The Planets and Solar System

Week 20 (June 8-12) Chapter 11: Cells, Tissues, and Organs

Week 21 (June 15-19) Chapter 11: Cells, Tissues, and Organs

Week 22 (June 22-23) Chapter 12: Skin



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Third-grade Social Studies Program Year At-A-Glance

Overview Statement

Students will use the Heritage Studies 3 textbook (3rd edition) published by Bob Jones

University Press. Heritage Studies 3 includes an age-appropriate study of civics and

government and evaluates historical events in United States history from the Constitutional

Convention through the Civil War, all from a Christian worldview. In addition to the text, there

will be units and handouts that cover topics not mentioned in the book, such as geography

and map skills, communities and community groups.


YCIS teaches third-grade social studies using the Christian worldview that God's hand has

been active throughout history. The events that have happened are the result of human greed

and selfishness, and God's hand has guided influential individuals over the course to help

shape world history as we know it today.

YCIS Third-grade Social Studies Program Focus

Students in the third grade will learn about the history of the United States from its early years

unto the Civil War. Geography skills such as map reading, continents, oceans, countries, and

cities will be covered as well. Students will learn about communities, community groups, and

cultural diversity within a Christian setting. The course is broken up into units to help students

easily understand each concept and allow for real-world application. There will be projects,

reports and other activities completed during each unit to aid learning.

The units are as follows:

Unit 1

Unit 1 will cover basic geography. Students will learn about continents and oceans, country,

city, and state/provincial locations. Students will also learn about reading maps, of

communities, and practice making their own map. Students will understand how geography

influences developments history, communities, and people that live all over the globe.

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Unit 2

Unit 2 teaches students about communities and people. In this unit, students will learn about

rural, suburban, and urban communities. They will also learn about the groups of people living

in each type of community, and how they depend on one another to live. Topics such as

farming, multi-ethnic groups, basic economic skills will be taught among others. Students will

also start chapter one in the textbook.

Unit 3

Unit 3 will begin with the textbook. It will cover the second chapter of the book, which

discusses the foundation of America, and the Constitution. Students will also learn the basics

of government, three levels of government (national, state, local), and the three branches of

each level. They will also learn about responsibilities of each branch of government.

Unit 4

Unit 4 will cover chapter three of the textbook. This chapter introduces the early American

Presidents, and their impact upon the growth and development of the United States of

America. Students will learn about important figures such as George Washington, Thomas

Jefferson, and others, and what they did to help America.

Unit 5

Chapters four and five will be covered in unit 5. Students will learn about Thomas Jefferson,

and the Louisiana Purchase. The War of 1812, Lewis and Clark's expedition, and continued

development of the United States. There will be mini-projects and activities to help bring

classroom learning to real-life application.

Unit 6

Unit 6 will cover chapters six and seven of the textbook. These chapters will discuss Andrew

Jackson presidency, and the role of democracy in government. Students will learn about the

fundamentals of democracy, and practice real-life application by holding a class election.

Students will also learn about how the eastern US grew during the 1800s as the northeastern

states became more industrial, and the southern states became more agricultural.

24

Unit 7

Unit 7 covers chapter 8 of the textbook. This chapter goes more in-depth about the westward

expansion. Students will learn about pioneers, the Oregon Trail, as well as about Native

American tribes and cultures. During this unit, the students will complete a project about

pioneer life and write a report.

Unit 8

Unit 8 will cover the final two chapters of the book. These chapters discuss the rise of slavery

in the southern states, President Abraham Lincoln, and the Civil War. Students will learn

about why and how blacks became slaves, the abolitionists, and development of the southern

agricultural economy. They will also learn about the industrial north, the divide between the

two parts of the nation, and the Civil War.

Learning Objectives for Third-grade Social Studies

• Geographic Understandings

◦ Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe.

◦ Locate and Identify the Seven Continents and Five Oceans on a globe

◦ Locate countries, states/provinces, and cities on a map

◦ Identify major rivers and mountain ranges of the United States

• Government/Civic Understandings

◦ Name the three levels of government (national, state, local)

◦ Identify the three branches of national, state, and local governments (executive,

legislative, judicial)

◦ State an example of the responsibilities of each level and branch of government.

• Historical Understandings

◦ Explain the roots of the US government, and name important figures in its

development

◦ Identify and explain challenges historical figures faced in their lives

25

Grade 3 Fall Syllabus: Social Studies

Text: Heritage Studies 3 Student Text, Supplementary Handouts

Overview:

• We will cover three to four lessons each week.

• The students' grades will be taken from homework, quizzes, tests and projects.


Week 1 (Aug 28-29) Unit 1: Introduction

Week 2 (Sept 1-5) Unit 1: Continents & Oceans


Week 4 (Sept 15-19) Unit 1: Hemispheres, the Equator and Meridians

Week 5 (Sept 22-26) Unit 1: Mountains, Rivers, Lakes, and Plains

Week 6 (Sept 29- Oct. 3) Unit 1: Map Reading Skills Part 1

Week 7 (Oct 6-10) Unit 1: Map Reading Skills Part 2

Week 8 (Oct 13-17) Review


Week 9 (Oct 27-31) Unit 2: Communities Large and Small

Week 10 (Nov 3-7) Unit 2: Rural Communities

Week 11 (Nov 10-14) Unit 2: Suburban and Urban Communities

Week 12 (Nov 17-21) Unit 2: Community Groups

Week 13 (Nov 24-28) Unit 2: Community Growth and Cooperation

Week 14 (Dec 1-5) Unit 2: Different People, Different Cultures

Week 15 (Dec 8-12) Finals Review


26


Week 1 (Jan 26-30) Unit 3: Chapters 1 & 2 America's Beginnings

Week 2 (Feb 2-6) Unit 3: Chapters 1 & 2 The Constitution

Week 3 (Feb 9-13) Unit 3: Chapters 1 & 2 Levels and Branches of Government

Week 4 (Feb 16-17) Unit 3: Chapters 1 & 2 Responsibilities of Government

Week 5 (Feb 23-27) Unit 4: Chapter 3 Presidents and Precedents

Week 6 (March 2-6) Unit 4: Chapter 3 Presidents and Precedents

Week 7 (March 9-13) Unit 4: Chapter 3 Presidents and Precedents

Week 8 (March 16-20) Midterm Review



Week 11 (April 6-10) Unit 5: Chapter 4 Jefferson and Moving West

Week 12 (April 13-17) Unit 5: Chapter 4 Jefferson and Moving West

Week 13 (April 20-24) Unit 5: Chapter 5 The War of 1812, National Growth

Week 14 (April 27- May 1) Unit 5: Chapter 5 The War of 1812, National Growth

Week 15 (May 4-8) Unit 5, 6: Unit 5 Review and Quiz, Start Unit 6

Week 16 (May 11-15) Unit 6: Chapter 6 Andrew Jackson and Democracy

Week 17 (May 18-22) Unit 6: Chapter 7 Growth in the East

Week 18 (May 26-29) Unit 7: Chapter 8 Western Expansion, Pioneers

Week 20 (June 8-12) Unit 7: Chapter 8 Western Expansion, Pioneers

Week 21 (June 15-19) Unit 8: Chapters 9 & 10 A Nation Divided, The Civil War

Week 22 (June 22-23) Unit 8: Chapters 9 & 10 A Nation Divided, The Civil War



27

Fourth Grade Elementary Program

Reading


Math

Science

Social Studies

28

Fourth Grade Reading Program Year At-A-Glance

Overview Statement

Students in fourth grade will continue to develop their reading comprehension and vocabulary

skills through reading a variety of texts. These texts consist of fictional and non-fictional

stories, and are published by Bob Jones University Press. The students will use the text, I

Met You In a Story Reading 4 (2nd edition). The BJU Press curriculum aims to teach for

understanding and to develop critical thinking skills with high-interest materials that also

encourage a love of learning.




principles.

YCIS Fourth-grade Reading Program Focus

This reading program provides instruction in word knowledge to build vocabulary, in strategies

for reading comprehension and in learning to read both fiction and non-fiction. Students will

receive both large and small group instruction determined by the interests and needs of the

students. For students requiring additional time to develop competence in reading, the

classroom teacher, or other specialist can provide extra help and development. For students

who are advanced in reading, small group instruction, or self-directed reading also takes

place.

All learn the following reading strategies



• Using prior knowledge from previous experiences

29

• Confirming or changing predictions while reading

• Taking notes/ using graphic organizers

• Answering questions following reading (factual, inferential, evaluative and personal)

• Responding in a variety of ways

• Using knowledge of text structure to read selection.

Learning Objectives for Fourth-grade Reading

• Vocabulary

◦ Recognize synonyms, antonyms, homonyms, and homophones.

◦ Recognize the correct meaning of a word with multiple meanings.

◦ Identify and use content area vocabulary.

◦ Increase the number of recognized words presented in text.

• Word Recognition

◦ Use word identification strategies appropriately and automatically when

encountering unknown words (graphophonic, syntactic, semantic).

◦ Use word reference materials (e.g. glossary, dictionary, thesaurus) to identify and

comprehend unknown words.

◦ Infer word meanings from root words, prefixes, and suffixes to decode words in

text.

• Comprehension

◦ Setting a purpose by using prior knowledge and text information

◦ Making, confirming, and revising predictions using illustrations, key words,

foreshadowing clues, and prior knowledge

◦ Formulating questions, and locating relevant information

◦ Making connections with previous experiences, information, and ideas

◦ Select appropriate strategies of reading for different purposes

30

◦ Make inferences, draw conclusions and make generalizations from text.

◦ Summarize major points from fiction and nonfiction texts

◦ Locate and order events in a story

◦ identify missing items in a sequence of events.

◦ Identify characteristics of fact versus opinion.

◦ Identify cause and effect related to a given event.

◦ Identify author’s purpose.

• Literary Response and Analysis

◦ Read a variety of texts, including:

▪ Fiction: legends, novels, folklore, science fiction

▪ Non-fiction: autobiographies, informational books, diaries, journals

◦ Identify and interpret elements of fiction and non-fiction by determining the:

▪ Plot

▪ Setting

▪ Characters

▪ Theme

▪ Main idea and supporting details

▪ Goal/conflict

▪ Resolution

▪ Author’s choice of words

◦ Recognize the differences of various imaginative forms of literature

◦ Identify the characteristics of a variety of genres

◦ Compare tales from different cultures.

◦ Recognize structural patterns found in informational text (e.g. compare/contrast,

cause/effect, problem/solution, and sequential order).

◦ Recognize non-literal meanings (e.g. similes, metaphors, analogies, idioms, and

puns).

31


Text: Reading 4 Student Text, Reading 4 Workbook

Overview:

• We will cover one to two stories each week.




Week 1 (Aug 28-29) Reading Activity

Week 2 (Sept 1-5) Sight-word Recognition

Week 3 (Sept 11-12) Watching Wallace, Over the Top

Week 4 (Sept 15-19) River’s Rising

Week 5 (Sept 22-26) A Wise King and a Wise Son

Week 6 (Sept 29-Oct 3) An Emergency, Lama Glama

Week 7 (Oct 6-10) Yukon Trail, Peco’s Bill

Week 8 (Oct 13-17) Project Submarine, Kit Carson, Limericks


Week 9 (Oct 27-31) Roger’s Choice, On the Road to Damascus

Week 10 (Nov 3-7) The Darkest Time, Abraham Lincoln

Week 11 (Nov 10-14) Johnny and His Mule, American Folksongs

Week 12 (Nov 17-21) Word of Honor, Hamlet

Week 13 (Nov 24-28) Hamlet, William Shakespeare

Week 14 (Dec 1-5) Janwahr’s Bridge

Week 15 (Dec 8-12) Pony Penning Day


32


Week 1 (Jan 26-30) Charts, Cherry Time

Week 2 (Feb 2-6) Cherry Trees, Schwa Syllables

Week 3 (Feb 9-13) Jakko's Answer

Week 4 (Feb 16-17) Comprehension Quiz

Week 5 (Feb 23-27) The Snow-White Robin

Week 6 (March 2-6) Time relationships and timelines

Week 7 (March 9-13) World War II, Propaganda




Week 11 (April 6-10) When the War is Over,

Week 12 (April 13-17) Encyclopedias

Week 13 (April 20-24) John 3:16- A True Story

Week 14 (April 27- May 1) Words with Shifting Accents

Week 15 (May 4-8) Review Previous vocabulary

Week 16 (May 11-15) Comprehension Quiz

Week 17 (May 18-22) Biblical Fiction

Week 18 (May 26-29) Vocabulary Quiz

Week 19 (June 1-5) Recognizing use of imagery

Week 20 (June 8-12) Recognizing first person point-of-view

Week 21 (June 15-19) Student Short Stories Project




33

Fourth Grade English/Language Arts Program Year At-A-Glance

Overview Statement

Grade four uses the English 4: Writing and Grammar textbook (2nd edition), published by Bob

Jones University Press. This course places an emphasis on traditional English grammar as

well as practice with vital reference skills and step-by-step use of the Writing Process for eight

different types of writing assignments, such as personal narratives, tall tales, persuasive

essays, and more.


YCIS will teach English/Language Arts using the idea that language is God's gift. Students

will learn how to communicate effectively to share the Gospel of Jesus Christ.

YCIS Fourth-grade English/Language Arts Program Focus

The English/Language Arts Program focuses on the written aspects of language. The book is

divided into sixteen chapters. Each chapter covers one overall topic, and contains several in-

depth lessons within that topic. In addition to learning the grammatical rules of language,

students will also learn style and forms of writing such as poetry, reference skills, writing

essays and book reviews, as well as the writing process.

The skill development in the styles of writing include:

• Imaginative/Narrative: Writing in which the main idea is to tell a story.

• Descriptive: Writing in which the author “paints a picture” for the reader.

• Practical/Informative: Writing in which the main intent is to provide clear information.

• Analytical/Expository: Writing in which the main intent is to analyze, explain, influence,

or persuade.

• Research Report: Writing in which the main intent is to provide information on a topic

34

The instructor will use the textbook as well as supplementary materials to help the students

enhance their writing skills. The students should be able to use vocabulary, sentence

structure and conventions at an appropriate level by the end of the year. The students should

use both in-class work, as well as homework, to effectively boost their skills in writing.

The students should be able to provide evidence of the following skills:



• Organizing writing logically, with a clearly defined introduction, middle and ending



and paragraphing

Throughout this course, students will be developing their handwriting and spelling skills.

Students should spell words appropriate to their grade level. Prefixes, suffixes, and word

meaning are taught within this program. Students also learn to proofread and study words

misspelled in their own writing.

Learning Objectives for Fourth-grade English/Language Arts

• Handwriting

◦ Correctly form each letter

◦ Do not write letters backwards

◦ Able to write legibly and clearly

• Spelling

◦ Arrange words in alphabetical order to the third letter

◦ Correctly spell basic sight words and/or frequently used words

◦ Correctly spell words with consonant sounds

◦ Correctly spell various vowel sounds

◦ Add prefixes and suffixes to spelling words

35

◦ Correctly spell irregular verbs, irregular plural nouns, and compound words

◦ Correctly dissect and form contractions

◦ Make structural changes to spell words correctly

◦ Correctly spell homophones.


◦ Correctly capitalize proper nouns, titles of books and poetry

◦ Correctly identify and use periods, commas, question marks, and exclamation

marks


◦ Identify and use nouns, verbs, adjectives, prepositions, and adverbs

◦ Identify and use present, past, and future tense verbs correctly

◦ Recognize helping and action verbs accurately

◦ Give examples of singular, plural, and possessive pronouns

◦ Identify the subject and predicate in sentences

• Composition

◦ Participate in prewriting activities such as brainstorming, using graphic organizers,

and free writing.

◦ Use the writing process: Prewriting, Drafting, Revising, Editing, Publishing

◦ Develop various types of writing

◦ Create multiple-paragraph compositions:

▪ Provide an introductory paragraph.

▪ Establish and support a central idea with a topic sentence.

▪ Include supporting paragraph with simple facts, details, and explanations.

▪ Conclude with a paragraph that summarizes the main points.

◦ Edit for style, structure, spelling, grammar errors, and for clarity.

36



Overview:

• We will cover four lessons each week.





Week 2 (Sept 1-5) Grammar Review




Week 6 (Sept 29-Oct 3) Chapter 3: Nouns






Week 11 (Nov 10-14) Chapter 5: Verbs


Week 13 (Nov 24-28) Chapter 11: More Verbs




37




Week 3 (Feb 9-13) Chapter 15: Sentences, Phrases, and Clauses

Week 4 (Feb 16-17) Chapter 15: Sentences, Phrases, and Clauses

Week 5 (Feb 23-27) Chapter 2: Writing a Personal Narrative

Week 6 (March 2-6) Chapter 2: Writing a Personal Narrative

Week 7 (March 9-13) Chapter 10: Writing a Tall Tale

Week 8 (March 16-20) Chapter 10: Writing a Tall Tale





Week 13 (April 20-24) Chapter 8: Writing a Book Review

Week 14 (April 27- May 1) Chapter 8: Writing a Book Review

Week 15 (May 4-8) Chapter 7: Study and Reference Skills

Week 16 (May 11-15) Chapter 7: Study and Reference Skills

Week 17 (May 18-22) Chapter 12: Writing a Research Report



Week 20 (June 8-12) Chapter 16: Writing Poetry

Week 21 (June 15-19) Chapter 16: Writing Poetry




38

Fourth Grade Science Program Year At-A-Glance

Overview Statement

Students in the fourth grade continue to experience science as a process in which students

learn skills, such as observation, inference, and experimentation. They will use the Science 4

textbook (2nd edition), published by Bob Jones University Press. Explore the wonders of God’s

creation with the Science 4 curriculum from BJU Press. The student textbook is filled with

engaging photographs, illustrations, diagrams, and charts to excite students about learning

and to help aid comprehension.







YCIS Fourth-grade Science Program Focus

Students in fourth grade will learn the basics of scientific principles, observation of the world

around them and about living and non-living things. They will also learn the fundamentals of

observation and data collection. The Science 4 student text is written on a fourth-grade level,

and covers topics such as environments and ecosystems, the basic needs of living things,

natural resources, insects and spiders, plants, electricity, the moon, digestion, bones, and

more. Students also will develop critical thinking skills through the application of scientific

knowledge in activities and brief writing projects.

39

The students will use a four stage learning cycle:

• Introduce relevant vocabulary and usage

• Exploring scientific concepts from the lesson

• Reflecting on their findings and record the information in science notebooks

• Applying their new learning to real-life situations and other areas of the curriculum

The course material is broken up into five units. Each unit will be taught using a mixture of

lectures, handouts, experiments, and other visual media when applicable.

Learning Objectives for Fourth-grade Science

• Scientific Method and Observation

◦ Students will demonstrate basic observation skills and making predictions

◦ Classify objects by two of their properties.

◦ Classify objects or events in sequential order.

◦ Generate questions such as “what if?” or “how?” about objects, organisms, and

events in the environment

◦ Predict the outcome of a simple investigation and compare the result with the

prediction.

◦ Use tools safely, accurately, and appropriately when gathering specific data.

◦ Infer meaning from data communicated in graphs, tables, and diagrams.

◦ Explain why similar investigations might produce different results.

◦ Use appropriate safety procedures when conducting investigations.

• Life Sciences

◦ Understand how the structures, characteristics, and adaptations of organisms allow

them to function and survive within their habitats.

◦ Illustrate the life cycles of seed plants and various animals and summarize how

they grow and are adapted to conditions within their habitats.

◦ Explain how physical and behavioral adaptations allow organisms to survive

40

◦ Explain how changes in the habitats of plants and animals affect their survival.

◦ Summarize the organization of simple food chains


◦ Understand the difference between matter and energy

◦ Classify different forms of matter (including solids, liquids, and gases) according to

their observable and measurable properties.

◦ Explain how water and other substances change from one state to another

(including melting, freezing, condensing, boiling, and evaporating).

◦ Explain how heat moves easily from one object to another through direct contact in

some materials (called conductors) and not so easily through other materials

(called insulators).

◦ Identify sources of heat and exemplify ways that heat can be produced (including

rubbing, burning, and using electricity).

• Earth Science

◦ Identify properties of the Earth and its materials

◦ Classify rocks (including sedimentary, igneous, and metamorphic)

◦ Summarize the processes of the water cycle (including evaporation, condensation,

precipitation, and runoff).

◦ Identify different types of natural resources and how they are used

◦ Identify ways humans can care for the Earth

41


Text: Science 4 Student Text, Science 4 Activity Manual

Overview:

• We will cover two lessons each week.




Week 2 (Sept 1-5) Chapter 1: Lessons 2, 3 Living in an Ecosystem, Food & Shelter

Week 3 (Sept 11-12)Chapter 1: Lesson 4, 6 Experiment & Bird Beak Activity

Week 4 (Sept 15-19)Chapter 1: Lessons 7, 9 Survival & Endangered Animal Project

Week 5 (Sept 22-26)Chapter 1: Lessons 11, 12 Changing Ecosystem, Chapter Review

Week 6 (Sept 29-Oct 3)Chapter 2: Lessons 14, 15 Insects, Insect Design

Week 7 (Oct 6-10) Chapter 2: Lessons 16, 19 Insect Model, Insect Life Cycles

Week 8 (Oct 13-17) Chapter 2: Lessons 21, 23 Social Insects, Spiders


Week 9 (Oct 27-31) Introduction to Plants

Week 10 (Nov 3-7) Chapter 3: Lessons 26, 27 Plant Parts and Functions

Week 11 (Nov 10-14) Chapter 3: Lessons 30, 31 Plant Life Cycles, Classification

Week 12 (Nov 17-21) Chapter 3: Lessons 32, 33 Identifying Leaves, Chapter Review

Week 13 (Nov 24-28) Chapter 4: Lessons 35, 36 Forces and Simple Machines

Week 14 (Dec 1-5) Chapter 4: Lesson 37 Forces Activity, Ch. 3-4 Quiz

Week 15 (Dec 8-12) Chapter 5: Lessons 43, 44 Electricity, Review for Finals


42


Week 1 (Jan 26-30) Chapter 5: Lesson 46 Magnetism

Week 2 (Feb 2-6) Chapter 5: Lesson 49 Electromagnets and Generators

Week 3 (Feb 9-13) Chapter Review, Ch. 5 Quiz

Week 4 (Feb 16-17) Chapter 6: Lesson 51 Light Characteristics

Week 5 (Feb 23-27) Chapter 6: Lessons 52, 53 Light and Shadow

Week 6 (March 2-6) Chapter 6: Lesson 54 Shadow Activity

Week 7 (March 9-13) Chapter 6: Lessons 55 Color, Reflection and Refraction

Week 8 (March 16-20) Chapter 6: Lesson 56 The Eye, Review for Midterms



Week 11 (April 6-10) Chapter 7 Introduction to the Moon

Week 12 (April 13-17) Chapter 7: Lessons 60, 61 The Moon's Properties

Week 13 (April 20-24) Chapter 7: Lessons 62, 63 Measuring the Moon

Week 14 (April 27- May 1) Chapter 7: Lesson 64, 65 Surface of the Moon, Activity

Week 15 (May 4-8) Chapter 7: Lessons 66, 67 Phases of the Moon

Week 16 (May 11-15) Chapter 7: Lessons 68, 69 Eclipses, Moon Myths

Week 17 (May 18-22) Chapter Review and Quiz

Week 18 (May 26-29) Chapter 8: Lessons 72, 73 Introduction to Water

Week 19 (June 1-5) Chapter 8: Lessons 75 Tidal Waves and Currents

Week 20 (June 8-12) Chapter 9: Lessons 81, 82 Weathering and Erosion

Week 21 (June 15-19) Chapter 9: Lessons 83, 84 Earth's Resources

Week 22 (June 22-23) Chapter 9: Earth's Resources (cont.)



43

Fourth Grade Math Program Year At-A-Glance

Overview Statement

Mathematical principles are used in everyday life and the math program at YCIS aims to

teach students how to recognize and use them. Students will learn to solve numeric

problems, as well as real-life applications. Students will also learn how to increase their skills

in mathematical computation. Students will use the Math 4 textbook (3rd edition), published by

Bob Jones University Press. Math 4 (3rd edition) Students will learn how math is used in and

outside of the classroom.






creation wisely.

YCIS Fourth-grade Math Program Focus

The fourth grade mathematics program emphasizes addition, subtraction, multiplication, and

division of large whole numbers. This textbook uses manipulatives to build on the

mathematical foundations of multiplication, division, and place value, and to develop the

student’s understanding of geometry, fractions, decimals, and measurements. Students will

learn to read and interpret a variety of charts and graphs. Students in the fourth grade can be

expected to solve problems involving the addition and subtraction of fractions and decimals.

Students will understand the properties of and relationships between plane and solid

geometric figures. They will use patterns and basic algebraic thinking to solve problems.

44

Instructional time will focus on three critical areas:

• Developing understanding and fluency with multi-digit multiplication, and developing

understanding of dividing to find quotients involving multi-digit dividends

• Developing an understanding of fraction equivalence, addition and subtraction of

fractions with like denominators, and multiplication of fractions by whole numbers

• Understanding that geometric figures can be analyzed and classified based on their

properties, such as having parallel sides, perpendicular sides, particular angle

measures, and symmetry.

The Math course will further focus on these specific areas:

Numbers and Operations

• Understand decimal notation through hundredths; read, write, compare and order

decimals; connect equivalent fractions and decimals; develop fluency in multiplying

multi-digit numbers; divide by a 1-digit number with a remainder; solve multi-digit

multiplication and division problems; add and subtract unlike fractions and decimals

Algebraic Concepts

• Identify, describe and extend numeric and non-numeric patterns; use a rule to describe

a sequence of objects; find the Greatest Common Denominator (GCG) and Lowest

Common Denominator (LCM); identify prime and composite numbers; write and solve

number sentences

Geometry

• Construct and measure angles; apply properties of squares and rectangles; develop

coordinate readiness with tables and line graphs. Analyze and classify plane and solid

geometric figures using relevant properties. Identify and draw representations of

symmetry and congruence. Identify and draw representations of line segments and

angles using a ruler or straight edge.

45

Learning Objectives for Fourth-grade Math


◦ Read, write, and compare numbers through the millions using standard and

expanded notation.

◦ Identify, compare, and order fractions, and mixed numbers.

◦ Compare the numerical value of fractions having like and unlike denominators.

◦ Recognize equivalent fractions.

◦ Recognize that fractions and decimals are parts of a whole.

◦ Order and compare decimals to the hundredths.

◦ Round to the nearest whole number (tenth and hundredth).

◦ Demonstrate an understanding of negative numbers.

◦ Recognize concepts with negative numbers

◦ Identify, on a number line, the relative position of positive and negative whole

numbers.

◦ Apply multiplication and division facts through the 12s.

◦ Add and subtract with fractions and decimals.

◦ Apply estimation skills in problems associated with whole numbers, fractions, and

decimals.

◦ Identify the appropriate order of operations in multi-step problems.

• Patterns, Relations, and Algebra

◦ Recognize, create, and extend numeric and geometric patterns, using a variety of

models (e.g. lists, number lines, symbols, and tables).

◦ Use nonnumeric symbols (such as letters) to represent quantities (numbers) in

equations.

◦ Use parentheses to indicate which operation to complete first when writing

expressions containing more than two terms and different operations.

◦ Determine that an equality relationship between two quantities remains the same

as long as the same change is made to both quantities.

46

• Geometry

◦ Identify points, lines, and angles (acute, right, and obtuse).

◦ Identify intersecting, parallel, and perpendicular lines, and line segments and their

midpoints.

◦ Identify congruent and non-congruent shapes.

◦ Identify different triangles and quadrilaterals by their attributes.

• Measurement

◦ Identify approximate equivalent measurement between the U.S. Customary system

and the metric system (e.g. ounces and pounds, feet and yards).

◦ Identify equivalent measurement within the metric system (e.g. grams and

kilograms, centimeters and meters).

◦ Compare/contrast U.S. Customary units and metric units

◦ Solve problems with elapsed time.

◦ Measure the perimeter of rectangles and triangles.

◦ Measure the area of rectangles using the appropriate units

47


Text: Math 4 Student Text, Supplementary Materials

Overview:

• We will cover two or three chapters every month (five lessons per week)

• Student grades will come from homework assignments, classroom behavior, quizzes

and tests



Week 2 (Sept 1-5) Chapter 2: Addition and Subtraction of Whole Numbers

Week 3 (Sept 11-12) Chapter 2: Addition and Subtraction of Whole Numbers

Week 4 (Sept 15-19) Chapter 6: Multiplication: 1-Digit Multipliers

Week 5 (Sept 22-26) Chapter 6: Multiplication: 1-Digit Multipliers

Week 6 (Sept 29-Oct. 3) Chapter 4: Multiplication and Division Facts

Week 7 (Oct 6-10) Chapter 4: Multiplication and Division Facts

Week 8 (Oct 13-17) Midterm Review


Week 9 (Oct 27-31) Chapter 8: Division: 1-Digit Divisors

Week 10 (Nov 3-7) Chapter 8: Division: 1-Digit Divisors

Week 11 (Nov 10-14) Chapter 1: Place Value and Money

Week 12 (Nov 17-21) Chapter 1: Place Value and Money

Week 13 (Nov 24-28) Chapter 5: Decimals

Week 14 (Dec 1-5) Chapter 5: Decimals

Week 15 (Dec 8-12) Final Review


48


Week 1 (Jan 26-30) Chapter 3: Fractions

Week 2 (Feb 2-6) Chapter 3: Fractions

Week 3 (Feb 9-13) Chapter 12: Fractions: Addition and Subtraction

Week 4 (Feb 16-17) Chapter 11: Multiplication: 2-Digit Multipliers

Week 5 (Feb 23-27) Chapter 11: Multiplication: 2-Digit Multipliers

Week 6 (March 2-6) Chapter 14: Division: 2-Digit Divisors

Week 7 (March 9-13) Chapter 14: Division: 2-Digit Divisors




Week 11 (April 6-10) Chapter 7: Geometry- Plane Figures

Week 12 (April 13-17) Chapter 7: Geometry- Plane Figures

Week 13 (April 20-24) Chapter 15: Geometry- Three Dimensional Figures

Week 14 (April 27- May 1) Chapter 10: Customary Measurement and Time

Week 15 (May 4-8) Chapter 10: Customary Measurement and Time

Week 16 (May 11-15) Chapter 13: Metric Measurement

Week 17 (May 18-22) Chapter 13: Metric Measurement

Week 18 (May 26-29) Chapter 9: Data & Graphs

Week 19 (June 1-5) Chapter 9: Data & Graphs

Week 20 (June 8-12) Chapter 16: Pre-Algebra

Week 21 (June 15-19) Chapter 16: Pre-Algebra




49

Fourth-grade Social Studies Program Year At-A-Glance

Overview Statement

Students at YCIS use the Heritage Studies 4 textbook (2nd edition), published by Bob Jones

University Press. Students will learn the value of history and geography, and how religion has

influenced people, events, and places of the past. Heritage Studies 4 brings to life events

such as the colonial and revolutionary war era, immigration, and even 20 th Century events

such as the Boxer Rebellion. The program also will use a number of resources and topics

outside of the textbook's plan to give the students a more streamlined depiction of history.


YCIS teaches fourth-grade social studies using the Christian worldview that God's hand has




YCIS Fourth-grade Social Studies Program Focus

The study of geography and history becomes much more important as children enter fourth

grade. This program focuses on geography and early American history. Geography’s impact

on history is emphasized to teach the students the connection between them. Geography’s

themes are the focus of skill lessons and features that support the ties among the past and

present people, places, and events. Map skills are developed for use in real life situations and

for test taking. Students will also learn more about world and American history, beginning

from the early European explorers, to Colonial America, the founding fathers of the USA, the

American Revolutionary War, and continue through to the Industrial Revolution.

50

Key themes taught in the course

The key themes of the fourth grade curriculum are:

• Physical Geography, Landforms and Oceans, Map Reading Skills

• Historical figures and events of various backgrounds (famous and ordinary) and events

provide reflections on our past from diverse perspectives.

• The movement of people, goods, and ideas around the world as well as how patterns

of movement affect people and the way in which communities develop.

The social studies fourth-grade curriculum will be broken up into seven units covering topics

ranging from world geography to 20th Century history. Students will also learn Biblical

principles about how to treat one another, actions and consequences, and how they can

apply past events to their own lives.

Unit 1- Geography

Students will learn about the fundamentals of world geography, landforms and oceans. The

focus of this unit is to recognize and locate the seven continents, five oceans, major mountain

ranges, rivers, lakes and other prominent geographical features. Students will also learn how

to read maps; locate the Equator and lines of latitude; find the Prime Meridian and meridians

of longitude. They will also practice locating countries on a global map from various

continents.

Unit 2- The Age of Exploration and Early Native American Cultures

Students will learn about the cultures and lifestyles of native cultures around North and South

America. They will also study famous explorers such as Ferdinand Magellan, Marco Polo,

Christopher Columbus, and others, and their contributions to finding new lands, opening trade

routes and interactions with the natives.

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Unit 3- The Pilgrims and Early Colonies

The students will learn about the pilgrims from Europe, who they were and why they left.

Students will learn about how the pilgrims lived in the colonies of Jamestown and Plymouth,

about the interactions with the native Americans and specifically the Wampanoag tribe. The

colonials' professions, hardships, religious social lives will be covered in this unit.

Unit 4- The English Colonies

In this unit, the students will learn about how the American colonies developed into the

original thirteen that became the foundation of the United States of America today. The

French and Indian War, the American Revolutionary War, and the signing of the Declaration

of Independence will be covered. Students will also learn about prominent figures such as

George Washington, King George III, Thomas Jefferson, Benjamin Franklin and others.

Unit 5- Westward Expansion

Unit 5 will cover the expansion of US territory, the Lewis and Clark expedition, the Oregon

Trail, the Gold Rush of 1849, and the impact upon Native Americans. Students will also learn

about the lives of the pioneers. Students will role-play as pioneers to learn through

experience. They will be required to write up a report following the activity to show what they

learnt.

Unit 6- The United States

Students will learn about the United States. The Civil War will be briefly discussed, but the

main focus is on the fifty states, their locations, major geographical features, major cities,

natural resources and products. The students will also learn about the immigration era of the

early 1900s and how the ethic groups from Europe influenced America's development in the

20th Century.

Unit 7 – The Industrial Revolution

This unit will discuss the beginnings of the Industrial Revolution, and the rise of modern

American lifestyle. Students will learn how people lived, and how new technologies such as

railroads, steam engines, and other inventions helped shape daily life for Americans.

52

Learning Objectives for Fourth-grade Social Studies

• Geographic Understandings

◦ Locate the Equator, Prime Meridian, and lines of latitude and longitude on a globe

◦ Locate and Identify the Arctic and Antarctic Circles, Tropic of Cancer and Tropic of

Capricorn

◦ Use Lines of latitude and longitude to locate countries, states and cities.

◦ Locate and Identify the Seven Continents and Five Oceans

◦ Accurately read a map

• Government/Civic Understandings

◦ Name the three levels of government (national, state, local)

◦ Identify the three branches of national, state, and local governments (executive,

legislative, judicial)

◦ State an example of the responsibilities of each level and branch of government.

• Historical Understandings

◦ Explain the roots of the US government, and name important figures in its

development

◦ Identify and explain challenges historical figures faced in their lives

◦ Understand time, continuity and change in U.S. History.

◦ Identify important people, places and events in U.S. History.

• Economics Understandings

◦ Understand and explain production, distribution, consumption and exchange.

◦ Understand how science and technology impacted economic and historical

developments

53


Text: Heritage Studies 4 Student Text, Supplementary Handouts

Overview:

• We will cover one to two units per month



Week 1 (Aug 28-29) Unit 1: Introduction




Week 5 (Sept 22-26) Unit 1: Mountains, Rivers, Lakes, and Plains

Week 6 (Sept 29-Oct 3) Unit 1: Map Reading Skills Part 1

Week 7 (Oct 6-10) Unit 1: Map Reading Skills Part 2

Week 8 (Oct 13-17) Unit 1: Chapter Review


Week 9 (Oct 27-31) Unit 2: Age of Exploration, Early Explorers

Week 10 (Nov 3-7) Unit 2: Native Peoples of the Americas

Week 11 (Nov 10-14) Unit 2: European Colonization of the Americas

Week 12 (Nov 17-21) Unit 3: The Pilgrims and the Early Colonies

Week 13 (Nov 24-28) Unit 3: Life and Beliefs of the Pilgrims

Week 14 (Dec 1-5) Unit 3: The First Thanksgiving

Week 15 (Dec 8-12) Finals Review


54


Week 1 (Jan 26-30) Unit 4: The English Colonies

Week 2 (Feb 2-6) Unit 4: The New England Colonies

Week 3 (Feb 9-13) Unit 4: The Middle Colonies

Week 4 (Feb 16-17) Unit 4: The Southern Colonies

Week 5 (Feb 23-27) Unit 4: The French and Indian War

Week 6 (March 2-6) Unit 4: The American Revolution

Week 7 (March 9-13) Unit 4: The Declaration of Independence




Week 11 (April 6-10) Unit 5: A New Country is Born

Week 12 (April 13-17) Unit 5: Louisiana Purchase, Lewis and Clark

Week 13 (April 20-24) Unit 5: The Oregon Trail

Week 14 (April 27- May 1) Unit 5: The Gold Rush

Week 15 (May 4-8) Unit 5: Pioneer Life

Week 16 (May 11-15) Unit 6: The Fifty States

Week 17 (May 18-22) Unit 6: Regions and Geography of the USA

Week 18 (May 26-29) Unit 6: Immigrants from Europe

Week 20 (June 8-12) Unit 7: The Industrial Revolution Part 1

Week 21 (June 15-19) Unit 7: The Industrial Revolution Part 2




55

Fifth Grade Elementary Program

Reading


Math

Science

Social Studies

56

Fifth-grade Reading Program Year At-A-Glance

Overview Statement

Students in fifth grade have developed reading skills and strategies enabling them to read a

wide variety of material. They read both fiction and non-fiction such as full-length novels,

biographies, textbook chapters, magazines and newspaper articles. The fifth-grade reading

textbook is the Reading 5 textbook (2nd edition), published by Bob Jones University Press.

Reading 5 provides engaging reading material for the 5th grade level. Presented in a colorful,

richly illustrated format, the literature selections help students build reading comprehension,

exercise critical thinking skills, and cultivate an appreciation of literature.




principles.

YCIS Fifth-grade Reading Program Focus

The reading program provides instruction in word knowledge, build vocabulary, and utilize

strategies for reading comprehension. All students are taught at their instructional level with

books selected at the appropriate level. Students may receive both large and small group

instruction determined by the interests and needs of the students. For students requiring

additional time to develop competence in reading, the classroom teacher, reading specialist,

and/or resource room teacher provide the appropriate teaching strategies. For students who

are advanced in reading, small group instruction may also takes place.

All students learn the following reading strategies:



• Using prior knowledge from previous experiences

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• Confirming or changing predictions while reading

• Answering questions following reading (factual, inferential, evaluative and personal)

• Responding in a variety of ways (e.g. written, dramatizations, oral response)

• Use knowledge of text structure to read selection (cause-effect, chronological order)

Learning Objectives for Fifth-grade Reading

• Reading

◦ Read narrative and expository text fluently and accurately and with appropriate

pacing, intonation, and expression.

◦ Continue to use semantic, syntactic and graphophonic cues independently.

◦ Select key vocabulary critical to the text and apply appropriate meanings as

necessary for comprehension.

◦ Use word reference materials to identify and comprehend unknown words.

• Comprehension

◦ Use different reading strategies to comprehend text

◦ Locate information in text to support opinions, predictions, and conclusions.

◦ Identify cause and effect relationships.

◦ Determine the appropriate reading strategy

◦ Determine the main idea in text to establish meaning.

◦ Identify how and where to locate additional information in a text

◦ Read and apply directions for a specific task.

◦ Analyze text to identify a sequence of events.

◦ Paraphrase and summarize to establish an understanding of the text.

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• Vocabulary

◦ Use knowledge of root words, prefixes, and suffixes to determine the meaning of

unknown words.

◦ Understand and explain frequently used synonyms, antonyms, and homographs.

◦ Use word origins to determine the meaning of unknown words.

◦ Use context clues to determine the meaning of unknown words.

◦ Complete simple analogies.

◦ Understand and explain the figurative and metaphorical use of words in context.

• Literary Response and Analysis

◦ Read a variety of texts, including:

▪ Fiction: tall tales, myths

▪ Non-fiction: newspaper and magazine articles, schedules

▪ Poetry

▪ Drama: skits, plays

◦ Identify and interpret elements of fiction and non-fiction by determining the:

▪ Plot development

▪ Effectiveness of figurative language (e.g. personification, simile, metaphor,

dialect, idiom)

▪ Author’s purpose and point of view

▪ Mood and characterization (e.g. feelings, motives, traits)

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Text: Reading 5 Student Text, Reading 5 Workbook

Overview:

• We will cover one two two stories each week.




Week 1 (Aug 28-29) Reading Activity

Week 3 (Sept 11-12) Runaway Friends, A Wonderful Man

Week 4 (Sept 15-19) His First Bronc, Lessons from Mr. Lee

Week 5 (Sept 22-26) Fables and Folk Tales

Week 6 (Sept 29-Oct 3) Mr. Wolf Makes a Failure

Week 7 (Oct 6-10) Aesop's Fables

Week 8 (Oct 13-17) Aesop's Fables


Week 9 (Oct 27-31) A Just Judge, Three Rolls and a Pretzel

Week 10 (Nov 3-7) The King and the Shirt, Hans Clodhopper

Week 11 (Nov 10-14) Pinocchio and the Gold Coins, Almost Real

Week 12 (Nov 17-21) How to Make a Puppet

Week 13 (Nov 24-28) Big Brother, The Quarrel

Week 14 (Dec 1-5) Adventure on Gull Island

Week 15 (Dec 8-12) Beacons and Bells, The Gospel Light


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Week 1 (Jan 26-30) Skill Lesson: Reference Tools

Week 2 (Feb 2-6) Skill Lesson: Reference Tools

Week 3 (Feb 9-13) The Tal-Omega, Fees of Indenture

Week 4 (Feb 16-17) Floradora Doe, The Beginning of the

Armadillos

Week 5 (Feb 23-27) No Longer a Slave

Week 6 (March 2-6) Types of Fiction

Week 7 (March 9-13) Types of Fiction

Week 8 (March 16-20) Me and Muffin



Week 11 (April 6-10) The Six Travelers, Common Salt

Week 12 (April 13-17) Why the Sea is Salt, Damon and Pythias

Week 13 (April 20-24) Some Special Day, Snowflakes

Week 14 (April 27- May 1) Venture to Mierow Lake, Vasko's Christmas

Rescue

Week 15 (May 4-8) Mijbil, Man's Next Best Friend

Week 16 (May 11-15) The Silent Witness, Eagle on a Leash

Week 17 (May 18-22) Eagles- King of Birds, The Eagle

Week 18 (May 26-29) One in a Million, A Spear for Omar

Week 19 (June 1-5) The Monkey, The Mirror, and the Red Paint

Week 20 (June 8-12) Conflict in Stories

Week 21 (June 15-19) Moses and Joshua

Week 22 (June 22-23) Bible Study



61

Fifth-grade English/Language Arts Program Year At-A-Glance

Overview Statement

Fifth-grade students will use the English 5 textbook (2nd edition) by Bob Jones University

Press. English 5 studies traditional grammar and guides students through the step-by-step

use of the Writing Process for a variety of writing assignments, such as compare-contrast

essays, persuasive business letters, research reports, and more. Students will seek to

become more adept writers and further their understanding of grammar, spelling, syntax and

lexical knowledge.


YCIS will teach English/Language Arts using the idea that language is God's gift. Students will

learn how to communicate effectively to share the Gospel of Jesus Christ.

YCIS Fifth-grade English/Language Arts Program Focus

The English/Language Arts Program focuses on the written aspects of language. The book is

divided into sixteen chapters. Each chapter covers one overall topic, and contains several in-

depth lessons within that topic. In addition to learning the grammatical rules of language,

students will also learn style and forms of writing such as poetry, reference skills, writing

essays and book reviews, as well as the writing process.

Students will be practice the following types of writing:

• Imaginative / Narrative: Writing in which the main idea is to tell a story

• Descriptive: Writing in which the author “paints a picture” for the reader.

• Practical / Informative: Writing in which the main intent is to provide clear information.

• Analytical / Expository: Writing in which the main intent is to analyze, explain,

influence, or persuade.

• Research Report: Writing in which the main intent is to provide information on a topic

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Instruction further focuses on the five major skill areas:



• Organizing writing logically, with a clearly defined introduction, middle and ending



and paragraphing

Learning Objectives for Fifth-grade English/Language Arts


◦ Know the following parts of speech and how they are used:

▪ Nouns

▪ Pronouns

▪ Verbs

▪ Adjectives

▪ Adverbs

▪ Conjunctions

▪ Interjections

◦ Identify subjects and predicates.

◦ Use correct subject-verb agreement.

◦ Use pronoun/antecedent agreement.


◦ Capitalize proper nouns, abbreviations, and proper adjectives.

◦ Capitalize titles of persons and initials.

◦ Capitalize titles of written works.

◦ Correctly use apostrophes, colons, quotation marks, and commas.

63

• Spelling

◦ Use multi-syllable constructions, contractions, compounds, and common

homophones, prefixes, and suffixes.

◦ Differentiate words that are commonly misspelled (e.g. accept, except, their, too).

◦ Use reference materials and technology to check and correct spelling (e.g.

dictionary, thesaurus).

• Composition

◦ Write complete sentences.

◦ Use a variety of sentence types (e.g. declarative, interrogative).

◦ Develop paragraphs with a main idea/topic sentence supported by details.

◦ Compose narrative text that contains a beginning, middle, and end.

◦ Develop a composition that contains specific and relevant details and is focused

and has a clear and logical progression of ideas.

◦ Edit to ensure correct usage, mechanics and spelling and varied sentence structure

• Reference and Research

◦ The student will identify and use sources of different types of information

◦ Identify the parts of a text and the information contained within

◦ Demonstrate the appropriate use of general reference sources such as a dictionary,

thesaurus, atlas, almanac, and encyclopedia.

◦ Use a library and its reference sources

◦ Skim materials to develop a general overview of content, or to locate specific

information.

◦ Develop notes that include important concepts, paraphrases, and summaries.

◦ Organize and record information on charts, maps, and graphs.

◦ Summarize information from multiple sources into a written report or summary.

◦ Credit reference sources.

64



Overview:

• We will cover grammatical concepts in a sequential order







Week 5 (Sept 22-26) Chapter 3: Nouns

Week 6 (Sept 29-Oct. 3) Chapter 3: Nouns












65




Week 3 (Feb 9-13) Chapter 15: More About Sentences

Week 4 (Feb 16-17) Chapter 15: More About Sentences

Week 5 (Feb 23-27) Chapter 2: Writing a Compare and Contrast Essay

Week 6 (March 2-6) Chapter 2: Writing a Compare and Contrast Essay







Week 13 (April 20-24) Chapter 10: Writing a Book Review

Week 14 (April 27- May 1) Chapter 10: Writing a Book Review




Week 18 (May 26-29) Chapter 14: Writing Imaginative Instructions

Week 19 (June 1-5) Chapter 14: Writing Imaginative Instructions

Week 20 (June 8-12) Chapter 6: Writing a Diamante and Sense Poem

Week 21 (June 15-19) Chapter 6: Writing a Diamante and Sense Poem

Week 22 (June 22-23) Chapter 16: Writing a Play



66

Fifth-grade Math Program Year At-A-Glance

Overview Statement

Students in the fifth grade mathematics program use the Math 5 textbook (3rd edition),

published by Bob Jones University Press. Math 5 builds upon what students have learned in

grade four. While learning mathematics, students should be actively engaged and using

concrete materials. Students should correctly use the concepts, skills, symbols, and

vocabulary associated with mathematics.






creation wisely.

YCIS Fifth-grade Math Program Focus

Students will increase their ability to work the four operations when applied to whole numbers,

fractions, decimals, and negative numbers. Students will apply patterns, relations, and

algebraic thinking to solve a wide variety of problems. They will use common measuring units

to determine length, area, mass, and volume. By the end of fifth grade, students will use

formulas to determine area, perimeter, and volume of basic geometric shapes.

This program will teach using concrete manipulatives to introduce new math concepts,

promote interactive learning with questions, help students develop problem solving skills,

increase skills in computation, as well as review concepts systematically and make learning

more enjoyable. The students will develop a better understanding of math, sharpen their

critical thinking skills, and be prepared for higher-level math.

67

In Grade 5, instructional time will focus on three critical areas:

• Developing fluency with addition and subtraction of fractions, and developing

understanding of the multiplication of fractions and of division of fractions in limited

cases (unit fractions divided by whole numbers and whole numbers divided by unit

fractions)

• Extending division to 2-digit divisors, integrating decimal fractions into the place value

system and developing understanding of operations with decimals to hundredths, and

developing fluency with whole number and decimal operations

• Developing understanding of volume

Learning Objectives for Fifth-grade Math


◦ The student will compute with whole numbers, fractions, decimals, and percents.

◦ Read, write, and compare very large and very small numbers.

◦ Identify and order decimals, fractions, and mixed numbers.

◦ Identify equivalent decimals, fractions, and percents.

◦ Identify prime and composite numbers through 50.

◦ Determine the greatest common factor and the least common multiple of given

numbers.

◦ Solve problems involving addition, subtraction, multiplication, and division of

fractions and decimals.

◦ Demonstrate commutative and associative properties of addition and multiplication

and the distributive property of multiplication.

◦ Identify, and use, the rules for divisibility.

◦ Explain the inverse nature of multiplication and division.

◦ Find the least common denominator of fractions with unlike denominators.

◦ Add, subtract, and multiply fractions and mixed numbers with like and unlike

denominators.

◦ Add, subtract, and multiply with decimals.

68

• Patterns, Relations, and Algebra

◦ Solve basic equations using variables.

◦ Use information taken from a graph or equation to solve problems.

◦ Write and evaluate simple algebraic expressions with one variable.

◦ Write and solve equations for word problems.

• Geometry

◦ Identify and classify the properties of and relationships between geometric figures.

◦ Compare/contrast and classify geometric figures by their attributes.

◦ Identify and describe equilateral, right, and isosceles triangles.

◦ Identify ordered pairs of data from a graph.

◦ Write ordered pairs correctly (e.g. x, y).

• Measurement

◦ Determine the volume and area of simple objects.

◦ Measure, identify, and draw angles.

◦ Determine that the sum of the angles of any triangle is 180 degrees and the sum of

the angles of any quadrilateral is 360 degrees.

◦ Use formulas to find the perimeter and area of squares and rectangles.

◦ Understand the concept of volume.

◦ Differentiate between, and use appropriate units of measures for two- and three-

dimensional objects.

◦ Select and use appropriate units for measurement.

◦ Convert measurements within the same system

◦ Use the appropriate tools to measure length, weight, temperature, volume, and

area.

69


Text: Math 5 Student Text, Supplementary Materials

Overview:

• We will cover two or more chapters per month, five lessons per week

• Student grades will come from homework assignments, classroom behavior, quizzes

and tests



Week 2 (Sept 1-5) Chapter 1: Number Sense

Week 3 (Sept 11-12) Chapter 1: Number Sense

Week 4 (Sept 15-19) Chapter 2: Addition and Subtraction

Week 5 (Sept 22-26) Chapter 2: Addition and Subtraction

Week 6 (Sept 29-Oct. 3) Chapter 3: Multiplication

Week 7 (Oct 6-10) Chapter 3: Multiplication

Week 8 (Oct 13-17) Review for Midterms


Week 9 (Oct 27-31) Chapter 5: Division 1-Digit Divisors

Week 10 (Nov 3-7) Chapter 5: Division 1-Digit Divisors



Week 13 (Nov 24-28) Chapter 16: Ratios, Percents, and Proportions

Week 14 (Dec 1-5) Chapter 16: Ratios, Percents, and Proportions

Week 15 (Dec 8-12) Chapter 6: Fractions


70


Week 1 (Jan 26-30) Chapter 6: Fractions

Week 2 (Feb 2-6) Chapter 9: Adding and Subtracting Fractions

Week 3 (Feb 9-13) Chapter 9: Adding and Subtracting Fractions

Week 4 (Feb 16-17) Chapter 12: Multiplying and Dividing Fractions

Week 5 (Feb 23-27) Chapter 12: Multiplying and Dividing Fractions

Week 6 (March 2-6) Chapter 13: Decimals

Week 7 (March 9-13) Chapter 13: Decimals

Week 8 (March 16-20) Chapter 17: Integers



Week 11 (April 6-10) Chapter 4: Geometry- Lines and Angles

Week 12 (April 13-17) Chapter 4: Geometry- Lines and Angles

Week 13 (April 20-24) Chapter 11: Geometry- Perimeter and Area

Week 14 (April 27- May 1) Chapter 11: Geometry- Perimeter and Area

Week 15 (May 4-8) Chapter 14: Geometry- Surface Area and Volume

Week 16 (May 11-15) Chapter 14: Geometry- Surface Area and Volume

Week 17 (May 18-22) Chapter 10: Equations

Week 18 (May 26-29) Chapter 8: Time and Customary Measurement

Week 19 (June 1-5) Chapter 8: Time and Customary Measurement

Week 20 (June 8-12) Chapter 15: Metric Measurement

Week 21 (June 15-19) Chapter 18: Data & Graphs




71

Fifth-grade Science Program Year At-A-Glance

Overview Statement

Students in fifth grade will determine that all living and non-living systems are made up of

smaller parts and/or processes. The exploration of systems will develop students’ higher-

order thinking skills as students investigate how interrelated parts work together (part to

whole). They will use the Science 5 textbook (4th edition) published by Bob Jones University

Press. Students will utilize and develop previously learned skills throughout the year. The

course material is broken up into six units. Each unit will be taught using a mixture of lectures,

handouts, experiments, and other visual media when applicable.







YCIS Fifth-grade Science Program Focus

The program requires students to combine processes and scientific knowledge to develop

their understanding of science. The course mainly focuses on minerals and rocks, fossils,

matter and heat, sound and light, weather, biomes, ecosystems, and the respiratory and

circulatory systems. Investigations of technology, scientific characteristics of design, and

application are also introduced. Fifth grade students will be using hands on modules that will

provide them with opportunities to develop abilities of doing and understanding science.

72

The students will use a four stage learning cycle:

• Introduce relevant vocabulary and usage

• Exploring scientific concepts from the lesson

• Reflecting on their findings and record the information in science notebooks

• Applying their new learning to real-life situations and other areas of the curriculum

Learning Objectives for Fifth-grade Science

• Science Processes and Inquiry

◦ Classify objects based on appropriate criteria.

◦ Develop and evaluate a testable question.

◦ Design and conduct a science investigation.

◦ Arrange the steps of a science problem in logical order.

◦ Select appropriate tools and make observations.

◦ Record data using charts, graphs, tables, and diagrams.

◦ Make inferences based on the data.

◦ Draw conclusions and develop descriptions, explanations, and predictions based

on evidence.

◦ Communicate the results of an investigation and give explanations based on tests

conducted, data collected, evidence examined, and conclusions drawn.


◦ Determine that matter is made up of elements and molecules

◦ Explain the characteristics of chemical change

◦ Explain the characteristics of physical change

◦ Explain heat and light energy and give examples of each type

◦ Understand and explain the differences between matter and energy

◦ Explain how sound works

73

• Life Science

◦ Explain how ecosystems and biomes change and provide for living things

◦ Plants

▪ Identify the basic structure of vascular and nonvascular plants.

▪ Identify the main parts of flowers and their functions.

▪ Explain photosynthesis.

▪ Explain in detail the life cycle of plants

◦ Human Body

▪ Explain the functions of the systems of the body:

• Respiratory System

• Circulatory System

• Skeletal and Muscular Systems

• Digestive and other major internal systems

• Earth Science

◦ Correctly identify Igneous, Sedimentary, and Metamorphic rocks

◦ Explain the process of fossilization

◦ Weather

▪ Explain how weather and air temperature changes

▪ Evaluate the oceans’ effect on weather and climate.

▪ Describe the water cycle in detail

▪ Identify and analyze clouds and their relation to weather systems.

▪ Compare/contrast high and low, warm and cold air pressures.

▪ Describe how modern tools are used for predicting the weather.

74


Text: Science 5 Student Text, Science 5 Activity Manual, Supplementary Materials

Overview:

• We will cover one to two chapters per month




Week 2 (Sept 1-5) Chapter 3: Matter and Energy

Week 3 (Sept 11-12) Chapter 3: States of Matter

Week 4 (Sept 15-19) Chapter 4: Heat, Heat experiment

Week 5 (Sept 22-26) Chapter 9: Sound, Sound experiment

Week 6 (Sept 29-Oct 3) Chapter 10: Light, Light experiment

Week 7 (Oct 6-10) Chapter 10: Potential and Kinetic Energy



Week 9 (Oct 27-31) Chapter 1: Rocks and Minerals Introduction

Week 10 (Nov 3-7) Chapter 1: The Rock Cycle, Identifying Rocks

Week 11 (Nov 10-14) Chapter 1: Igneous, Sedimentary, Metamorphic Rocks

Week 12 (Nov 17-21) Chapter 2: Dinosaurs and Fossils

Week 13 (Nov 24-28) Chapter 2: Fossilization, Make a fossil experiment

Week 14 (Dec 1-5) Chapter 2: Paleontology, Dig for fossils experiment

Week 15 (Dec 8-12) Final Review


75


Week 1 (Jan 26-30) Chapter 5: Weather and Air Temperature

Week 2 (Feb 2-6) Chapter 5: Kinds of Weather, Water Cycle

Week 3 (Feb 9-13) Chapter 5: Weather around the World

Week 4 (Feb 16-17) Chapter 5: Weather Activity

Week 5 (Feb 23-27) Chapter 6: Biomes Introduction

Week 6 (March 2-6) Chapter 6: Desert and Grassland Biomes

Week 7 (March 9-13) Chapter 6: Forest and Tundra Biomes

Week 8 (March 16-20) Chapter 6: Aquatic Biomes



Week 11 (April 6-10) Chapter 7: Ecosystems and The Food Chain

Week 12 (April 13-17) Chapter 7: Plant Parts and Life Cycles

Week 13 (April 20-24) Chapter 7: Terrestrial Ecosystems

Week 14 (April 27- May 1) Chapter 7: Aquatic Ecosystems

Week 15 (May 4-8) Chapter 8: Nature's Impact on Ecosystems

Week 16 (May 11-15) Chapter 8: Human Impact on Ecosystems

Week 17 (May 18-22) Chapter 8: Caring for Ecosystems and Nature

Week 18 (May 26-29) Chapter 11: The Human Body- Introduction

Week 19 (June 1-5) Chapter 11: The Human Body- Respiratory System

Week 20 (June 8-12) Chapter 12: The Human Body- Circulatory System

Week 21 (June 15-19) Chapter 12: The Human Body- Other Systems

Week 22 (June 22-23) Final Review



76

Fifth-Grade Social Studies Program Year At-A-Glance

Overview Statement

Students in the fifth grade will use the Heritage Studies 5 textbook (3rd edition), published by

Bob Jones University Press. They will learn about and discuss important events and

influential people. Students will also learn to develop citizenship skills through history,

economics, geography, government, and cultural skills.


YCIS teaches fifth-grade social studies using the Christian worldview that God's hand has




YCIS Fifth-grade Social Studies Program Focus

Heritage Studies 5 continues the narrative of American history from the development of the

automobile in the late 1800s through the inauguration of President Obama in 2009 over

twelve chapters. Topics include the invention and influence of the automobile and airplane,

World War I, the Roaring Twenties, the Great Depression, World War II, the Vietnam War,

struggles over civil rights, the war on terror, Afghanistan and Iraq wars, and immigration

decisions. Several key themes will be integrated into the lessons.

These key themes are:

• History is based on a series of causes and effects.

• Geography influences human behavior and decision-making.

• Government is responsive to change in society.

• Americans have always been multi-cultural but unified under one political system.

77

Learning Objectives for Fifth-grade Social Studies

• History

◦ Demonstrate understanding of chronological and systematic orders of events

◦ Discuss reasons for westward expansion and explain how the government policies

affected the inhabitants of the American West

◦ Analyze the impact of slavery and the Abolitionist Movement upon the development

of the United States.

◦ Identify causes, major events and important people of the Civil War and explain

why various reconstruction plans succeeded or failed.

◦ Summarize the events that led to the United States becoming a world power.

◦ Identify the key figures and events

◦ Explain the causes and analyze the effects of World War I, the Great Depression,

and World War II on the American people and on the policies of the United States

government.

◦ Research significant leaders in the Civil Rights Movement

• Civics/Government

◦ Identify the three types of government (national, state, local)

◦ Summarize the principles and purposes of each type of government

◦ List and describe the branches and functions each branch of government at all

levels

◦ Explain how the concept of checks and balances make these branches of

government responsive to the people.

◦ The student will explain the rights and responsibilities of citizens.

◦ Identify the process by which citizens affect change in the United States political

system

◦ Understand the importance of participation through community service, civic

improvement, and political activities.

78

• Economics

◦ Understand and explain how the US economic system has evolved since the

1850’s.

◦ Identify the economic implications of the westward movement

◦ Understand and appreciate the geographic factors and inventions that affected the

development of the economic system of the United States

◦ Understand the role of trade routes in the United States

◦ Recognize the interdependence of states and people in the United States.

◦ Describe the importance of trade within the nation and with other nations.

◦ Explain how people participate in economic interdependence

◦ Give examples that demonstrate how scarcity and choice influence economic

decisions

◦ Describe ways the federal government provides goods and services through

taxation and borrowing

• Geography

◦ Examine how natural resources and physical features influenced human activity in

each region of the United States.

◦ Analyze reasons that certain areas of the United States are more densely

populated than others. Identify major population centers.

◦ Examine causes and effects of the migration of people.

◦ Compare/contrast United States regions over time.

◦ Develop map skills through the use of maps, globes, charts, graphs, and other

geographic tools, including the map key and symbols to gather and interpret data.

◦ Use maps of locales, regions, continents, and the world.

◦ Demonstrate an understanding of relative location, direction, latitude, longitude,

scale, size, and shape.

79


Text: Heritage Studies 5, Supplementary Handouts

Overview:

• We will cover one to two chapters per month, plus do projects and other extra activities

to facilitate hands-on learning.



Week 1 (Aug 28-29) Chapter 1: Fences Seen and Unseen

Week 3 (Sept 11-12) Chapter 1: Fences Seen and Unseen

Week 4 (Sept 15-19) Chapter 1: Fences Seen and Unseen

Week 5 (Sept 22-26) Chapter 2: Getting There Faster

Week 6 (Sept 29-Oct 3) Chapter 2: Getting There Faster

Week 7 (Oct 6-10) Chapter 2: Getting There Faster



Week 9 (Oct 27-31) Chapter 3: The War to End All Wars

Week 10 (Nov 3-7) Chapter 3: The War to End All Wars

Week 11 (Nov 10-14) Chapter 3: The War to End All Wars

Week 12 (Nov 17-21) Chapter 3: World War 1 Project

Week 13 (Nov 24-28) Chapter 4: Nations of the Earth

Week 14 (Dec 1-5) Chapter 4: Nations of the Earth

Week 15 (Dec 8-12) Chapter 4: Nations of the Earth


80


Week 1 (Jan 26-30) Chapter 5: States in the Spotlight

Week 2 (Feb 2-6) Chapter 5: States in the Spotlight

Week 3 (Feb 9-13) Chapter 5: States in the Spotlight

Week 4 (Feb 16-17) Chapter 5: U.S. State Research Report

Week 5 (Feb 23-27) Chapter 6: The Roaring Twenties

Week 6 (March 2-6) Chapter 6: The Roaring Twenties

Week 7 (March 9-13) Chapter 6: The Roaring Twenties




Week 11 (April 6-10) Chapter 7: Why Prices Go Up



Week 14 (April 27- May 1) Chapter 8: Hard Times

Week 15 (May 4-8) Chapter 8: Hard Times

Week 16 (May 11-15) Chapter 9: Rulers with Iron Fists

Week 17 (May 18-22) Chapter 9: Rulers with Iron Fists

Week 18 (May 26-29) Chapter 10: Never Such a War

Week 20 (June 8-12) Chapter 10: Never Such a War

Week 21 (June 15-19) Chapter 11: Recovery and the Cold War

Week 22 (June 22-23) Chapter 12: Toward a New Millennium



81

Assessment and Grading

Purpose of Student Assessment

Student assessment provides necessary data for teachers, administrators, and students

themselves. Exams and quizzes provide feedback on how effective teaching methods were,

content retention, and student progress. Assessment also gauges student involvement in

classroom learning, as well as help students set goals for future programs of study.

Criteria for Student Assessment

Students in all grades will be assessed and graded over the following criteria:

• Classroom participation

• Overall classroom behavior

• Daily homework completion

• Project completion

• Quality of completion

• Quizzes and Exams (including the midterm and final exams)

Grading Scale

The grading scale used will be the standard percentage scores, ranging from 100 (A+) to 50

(F). The grades will be made up as percentages from daily homework, projects, behavior, and

quizzes and exams (including midterm and final).

The areas are weighted as such:

• Homework 20%

• Projects 20%

• Behavior 10%

• Quizzes and Exams 50%

Make-up Grading Policy

• Students have the opportunity to make up low scores and missed assignments at the

teacher's discretion.

82

Appendix A

Sample Third-grade Lesson Plans

Name: Mr. Ketan School: Yeil Christian International School

Grade: Third Grade Subject: Reading

Lesson: “The Singing Knight” Dates: September 1 – September 5

Objectives:

• Build vocabulary skills

• Build fluency through reading

• Build reading comprehension through discussion

• Enhance phonics skills and sight-word recognition

Materials Needed:

• Reading 3A textbook

• Reading 3A workbook

Class Outline:

1. Introduce relevant vocabulary words and definitions

1. Have students listen and repeat words along with definitions

2. Have students speak words and definitions alone

3. Have students write down words and definitions

2. Introduce story title, themes, main characters, and plot

3. Have students read sections of the story aloud to check for pronunciation, word recognition,

and speaking fluency

4. Ask comprehension questions to check for understanding

5. Assign reading sections and workbook pages homework for further practice

Resources: N/A

Activity: N/A

Assessment: Vocabulary quiz and comprehension question sheet (at end of the week)

Evaluation: Provide feedback on quiz and comprehension question sheet

83


Grade: Third Grade Subject: English/Language Arts

Lesson: Nouns Dates: Week 6 (September 29 – October 3)

Objectives:

• Correctly identify nouns in a sentence

• Correctly distinguish between singular and plural nouns

• Give examples of types of nouns (person, place, thing)

• Correctly identify and spell irregular plural noun forms

Materials Needed:

• English 3: Writing and Grammar textbook

• Supplementary worksheets about nouns

Class Outline:

1. Introduce what nouns are, and how they're different from other types of words

2. Write examples of singular and regular plural nouns

3. Have students identify nouns in sentences, and correctly classify them according to their kind

(person, place, thing)

4. Complete practice problems in the textbook

5. Assign one page in the textbook and a supplementary worksheet as homework for further

practice

Resources: N/A

Activity: N/A

Assessment: A worksheet about nouns- singular and plural, identification, and classification

Evaluation: Grade the worksheet for accuracy and provide detailed feedback on incorrect

answers. Make student re-write worksheet with answers corrected for

reinforcement.

84


Grade: Third Grade Subject: Math

Lesson: Lines and Angles (Geometry) Dates: June 15 - June 19

Objectives:

• Identify acute and obtuse angles

• Identify and draw parallel, perpendicular, and intersecting lines with a straight edge and

protractor

• Accurately draw different shapes such as squares, rectangles, triangles, and circles

• Understand how shapes and lines are integrated into daily life

Materials Needed:

• Math 3 textbook

• Straight edge

• Graph paper

• Protractor

Class Outline:

1. Introduce geometric vocabulary, definitions, and examples

1. Discuss and show examples of circles, squares, triangles, and rectangles

2. Discuss and show examples of parallel, perpendicular, and intersecting lines

3. Discuss and show examples of obtuse and acute angles

2. Explain how shapes and lines are integrated into everyday life

3. Complete example problems on the board with students, as well as in the textbook

4. Have students practice making lines, angles and shapes on graph paper

5. Assign one to two pages in the textbook as homework

Resources: N/A

Activity: Practice drawing lines, shapes and angles

Assessment: Write a quiz over lines, angles, and shapes

Evaluation: Grade quiz and provide detailed feedback on incorrect answers. Make students

rewrite incorrect answers correctly for memory retention.

85


Grade: Third Grade Subject: Science

Lesson: Plant Parts (Life Sciences) Dates: November 3- November 7

Objectives:

• Correctly identify and label the parts of plants

• Accurately explain what each plant does

• Understand the basics of photosynthesis, and explain how it works

• Understand and explain plant life cycles

Materials Needed:

• Science 3 textbook

• Science 3 workbook

• Real-life plant models

• Supplementary handouts about plants

Class Outline:

1. Introduce plants and plant parts vocabulary and definitions

1. Identify and show the roots, stem, leaves, flower and seeds using plant model

1. Explain what each part does in detail (roots, stem, leaves, flower)

2. Discuss and explain the plant life cycle

3. Discuss photosynthesis, the process by which plants make food and produce oxygen

4. Have students identify and label plant parts on a handout and on real-life plants

5. Assign comprehension questions from the workbook as homework for further practice

Resources: N/A

Activity: Have students identify plant parts using real-life plants

Assessment: The students will have to identify and label plant parts on a quiz. They will also

have to explain the functions of each part, and describe how photosynthesis

works.

Evaluation: Score quizzes and provide detailed feedback on incorrect answers. Have

students rewrite incorrect answers correctly to ensure memory retention.

86


Grade: Third Grade Subject: Social Studies

Lesson: Continents and Oceans (Geography) Dates: September 1 – September 5

Objectives:

• Understand what continents are

• Understand what oceans are

• Name and locate all seven continents

• Name and locate all five major oceans

• Understand how to read a geographical map

Materials Needed:

• Heritage Studies 3 Textbook

• Geographic map or globe

• Continents and Oceans powerpoint presentation (or slides as handouts)

• Blank Notecards

Class Outline:

1. Introduce Geographic vocabulary and definitions

1. Explain what continents and oceans are

2. Explain how continents are different from countries, islands and other landforms

3. Explain how oceans are different from lakes, ponds, and seas

2. Identify and name the seven continents:

1. Asia, N. America, S. America, Africa, Oceania, Antarctica, Europe

3. Identify and name the five major oceans:

1. Atlantic, Pacific, Arctic, Indian, Southern

4. Handout blank map and have students write the names of all seven continents and all five

oceans in the spaces

Resources: Powerpoint slides

Activity: Have students make notecards with the names and pictures of the continents and oceans

Assessment: Students will be quizzed at the end of the week to check for comprehension

Evaluation: Quizzes will be corrected and handed back, with explanations about wrong answers

87

Appendix B

Sample Fourth-grade Lesson Plans


Grade: Fourth Grade Subject: Reading

Lesson: “Jakko's Answer” Dates: February 9 – February 13

Objectives:

• Build vocabulary skills

• Build fluency through reading aloud

• Build reading comprehension through discussion

• Understand setting and plot

• Identify main characters and themes

Materials Needed:

• Reading 4 textbook

• Reading 4 workbook

Class Outline:

1. Introduce relevant vocabulary words and definitions

1. Have students listen and repeat words along with definitions

2. Have students speak words and definitions alone

3. Have students write down words and definitions

2. Introduce story title, themes, main characters, and plot

3. Have students read sections of the story aloud to check for pronunciation, word recognition,

and speaking fluency

4. Ask comprehension questions to check for understanding

5. Assign reading sections and workbook pages homework for further practice

Resources: N/A

Activity: N/A

Assessment: Vocabulary quiz and comprehension question sheet (at end of the week)

Evaluation: Provide feedback on quiz and comprehension question sheet

88


Grade: Fourth Grade Subject: English/Language Arts

Lesson: Writing a Research Report Dates: May 18 – May 22

Objectives:

• Identify the parts of a non-fiction report

• Differentiate between facts and opinions

• Demonstrate effective use of references materials

• Understand how to cite primary and secondary sources

• Understand how to research a topic and create an outline

Materials Needed:


• Research articles

• Sample research reports

Class Outline:

1. Introduce how to do research

2. Identify the parts of a research report

3. Demonstrate how to use reference materials

4. Demonstrate how to cite sources – primary and secondary

5. Assign students a research topic

6. Assign students to begin researching their chosen topic and create an outline

Resources: Online topical articles, encyclopedias, sample research reports

Activity: N/A

Assessment: This project is carried over three weeks, and their assessment will be their final report.

Evaluation: N/A

89


Grade: Fourth Grade Subject: Math

Lesson: Fractions Dates: January 26 – January 29

Objectives:

• Recognize that fractions are parts of a whole

• Identify, compare, and order fractions and mixed numbers

• Recognize equivalent fractions

• Add and subtract fractions and mixed numbers

Materials Needed:

• Math 4 textbook

• Supplementary Worksheets about fractions

• A cookie, pie, or other dividable food

Class Outline:

1. Explain that fractions are parts of a whole using diagrams

2. Discuss comparing and order fractions

1. Have students practice comparing and ordering fractions in the textbook

3. Explain and demonstrate how to add and subtract fractions

1. Have students practice adding and subtracting fractions in the textbook

4. Explain and demonstrate how fractions are part of a set

1. Have students practice writing fraction sets in the textbook

5. Have students break up food item into parts (fractions) and practice piecing them together

6. Assign supplementary worksheet for homework for further practice

Resources: N/A

Activity: Students will break up a food item into parts and work on piecing them together to make

a whole

Assessment: Students will be given a quiz at the end of the week to check comprehension and

demonstrate mathematical thinking skills

Evaluation: Score the quiz and have students re-do any incorrect answers in order to reinforce

mathematical concepts and ensure memory retention

90


Grade: Fourth Grade Subject: Science

Lesson: Insects (Life Sciences) Dates: September 29 – October 3

Objectives:

• Correctly label the major sections of an insect (head, thorax, abdomen)

• Understand and explain how insects move and adapt to their environment

• Define “arthropod”, “invertebrate”, “exoskeleton”, “head”, “thorax”, and “abdomen”

• Understand the two ways insects eat (chewing vs. sucking) and body parts (proboscis/ jaws)

• Correctly identify a variety of known insects and their body parts

Materials Needed:



• Model Insects

• Supplementary handouts about insects

• Flash cards with pictures of insects on them

Class Outline:

1. Introduce insect-related vocabulary and definitions (students will write down)

1. Discuss arthropods

1. Explain how insects are arthropods

2. Explain the three main sections of insects, including their exoskeleton

1. Head- contains the antennae, compound eyes, and mouth (jaws or proboscis)

2. Thorax- the middle section that contains six legs, and wings (if applicable)

3. Abdomen- the last section that digests food, sprays pheromones, lay eggs (female only)

3. Have students practice identifying and labeling insect body parts on a model insect

4. Have students identify known insects and their body parts in groups using flash cards

5. Assign comprehension questions from the workbook as homework for further practice

Resources: N/A

Activity: Students will identify a variety of known insects and their body parts in groups using

flash cards

Assessment: Students will be given a quiz at the end of the week to check for comprehension

Evaluation: Quizzes will be scored and handed back with explanations about incorrect answers

91


Grade: Fourth Grade Subject: Social Studies

Lesson: The English Colonies (History) Dates: January 26 – January 30

Objectives:

• Understand the development of the English colonies

• Correctly label a map of all thirteen colonies

• Distinguish between the New England, Middle, and Southern colonies

• Describe the differences and similarities between Separatists and Puritans

• Define the words “puritan”, “separatist”, “colony”, “colonial”, “religious freedom”

Materials Needed:

• Map of the American colonies

• Handouts about colonies

• Handouts about Puritans and Separatists

Class Outline:

1. Introduce vocabulary words and definitions (have students copy down words and definitions)

1. Have students listen and repeat vocabulary words and definitions with guided practice

2. Have students match definitions with words on a worksheet

2. Explain the rise and development of the colonies

3. Discuss the similarities and differences between puritans and separatists

4. Have students watch a short video clip about the English colonies, and label a blank map

Resources: Powerpoint slides, video about English colonies

Activity: N/A


Evaluation: Quizzes will be graded and returned with explanations about incorrect answers

92

Appendix C

Sample Fifth-grade Lesson Plans


Grade: Fifth Grade Subject: Reading

Lesson: “Fables and Folktales” (Fiction) Dates: September 22 – September 26

Objectives:

• Understand the differences between fiction and non-fiction stories

• Explain the difference between fables and folktales and provide examples of each

• Enhance vocabulary and comprehension skills

• Understand the meanings of figurative and metaphorical language

• Compare and contrast fables and folktales from various cultures

Materials Needed:

• Reading 5 textbook

• Handouts of various folktales and fables

Class Outline:

1. Discuss the similarities between folktales and fables (both are old tales passed down from

generation to generation)

1. Fables teach a moral lesson using talking animals and other non-humans

2. Folktales try to explain a real-world phenomenon using magical or other unnatural means

2. Students will spend some time reading through famous folktales and fables in groups

3. Students will compare and contrast fables and folktales as a class

4. A comprehension worksheet will be assigned as homework

Resources: N/A

Activity: N/A

Assessment: Students will fill out a short comprehension quiz at the end of the week

Evaluation: Quizzes will be be scored, but handed back with explanations by incorrect answers

93


Grade: Fifth Grade Subject: English/Language Arts

Lesson: Writing a Personal Narrative Dates: March 9 – March 13

Objectives:

• Use a thesaurus to find descriptive words

• Write in proper paragraph format with few errors (spelling, grammatical, word use,

conventions)

• Use time-order words to clarify the events in the story

• Plan an opening and closing sentence

• Draft, revise, proofread, and publish a personal narrative

Materials Needed:


• Sample personal narratives

Class Outline:

1. Introduce how to write a personal narrative

2. Examine sample narratives for word choice, conventions, style, and general content

3. Demonstrate how to use reference materials such as dictionaries and thesauruses to find

descriptive words

4. Brainstorm for ideas, encourage students to think about memorable events in their lives

5. Have students begin drafting their narrative

Resources: N/A

Activity: N/A

Assessment: This project is carried over two weeks, and their assessment will be their completed

narrative.

Evaluation: N/A

94


Grade: Fifth Grade Subject: Math

Lesson: Metric Measurement Dates: June 8 – June 12

Objectives:

• Demonstrate an understanding of the metric system

• Recognize metric prefixes and abbreviations

• Estimate length, width, and height to the nears meter, centimeter, and millimeter

• Accurately convert between units (meters to centimeters, kilometers to meters, etc)

• Recognize degrees Celsius and learn how to measure temperature in that scale

• Add and subtract measurements with and without decimal form

Materials Needed:

• Math 5 textbook

• Supplementary worksheets about metric units

• A ruler or meter stick

Class Outline:

1. Introduce the metric system by measuring the height of the students (in cm)

2. Discuss the different metric unit prefixes and abbreviations, and physical quantities

1. Millimeter (mm) 1/1000

2. Centimeter (cm) 1/100

3. Meter (m) 1

4. Kilometer (km) 1000

3. Have students measure different objects (e.g. desks, books, room length, etc) to practice

4. Discuss and practice converting between units (e.g. 100cm=1m, 1000m=1km)

5. Assign supplementary worksheet for homework for further practice

Resources: N/A

Activity: Students will measure various classroom objects to practice using the metric system

Assessment: Students will be given a quiz at the end of the week to check comprehension of materia

Evaluation: Score the quiz and have students re-do any incorrect answers in order to reinforce the

mathematical concepts

95


Grade: Fifth Grade Subject: Science

Lesson: Rocks and Minerals (Earth Sciences) Dates: October 27 – October 31

Objectives:

• Understand the difference between a rock and a mineral

• Understand and explain how rocks and minerals form

• Identify igneous, metamorphic, and sedimentary rocks correctly

Materials Needed:



• Physical examples of igneous, metamorphic, and sedimentary rock

• Supplementary handouts about rocks and minerals

Class Outline:

1. Introduce geological vocabulary and definitions with examples

1. Rock- a nonliving thing created by heat and pressure from within the earth

2. Mineral- a naturally occurring, nonliving object that makes up rocks

3. Igneous Rock- a rock formed by rapidly cooling lava on the earth's surface

4. Metamorphic Rock- a rock that is formed by extreme heat and pressure inside the earth

5. Sedimentary Rock- a rock formed by deposited sediment usually being pressed down in

layers

2. Explain how rocks and minerals form by heat and pressure

3. Have students identify igneous, metamorphic, and sedimentary rocks in groups

4. Assign workbook pages as homework for further practice

Resources: Powerpoint slides about rocks, minerals, and the rock cycle

Activity: Students will identify types of rocks in groups after class instruction


Evaluation: Quizzes will be scored and handed back with explanations about incorrect answers

96


Grade: Fifth Grade Subject: Social Studies

Lesson: States in the Spotlight (Geography) (Civics) Dates: January 26 – January 30

Objectives:

• Correctly identify and label all 50 US States

• Correctly identify and label the different regions of the USA (east coast, midwest, south, etc)

• Compare and contrast major regions of the United States

• Compare and contrast state and national governments

Materials Needed:

• Heritage Studies 5 textbook

• United States map

• Supplementary handouts about the states and major regions

Class Outline:

1. Give a brief overview of the fifty states, and major geographic regions of the USA

2. Have the class practice labeling the major regions and US states

3. Students will compare and contrast US states

1. Students will write a compare-contrast form for each state

4. Explain the similarities and differences between major regions of the US

1. Students will write a compare-contrast chart for each region

5. Explain the similarities and differences between state and national governments

1. Students will write a compare-contrast chart for state and national governments

Resources: N/A

Activity: N/A

Assessment: Students will be given a blank US map and they will have to label the each state

Evaluation: Quizzes will be graded and returned with explanations about incorrect answers

97

Appendix D

Sample Assessments

Name:___________ Date:_____________

English Quiz 1

A. Write “S” if the group of words is a sentence. Write “F” if the group of words is a fragment.

1. ______ We stood in line.2. ______ On the carousel.3. ______ Rode it five times.4. ______ I bought cotton candy.5. ______ Ryan ate two hot dogs.6. ______ Doesn't like cotton candy.7. ______ My hands are sticky.8. ______ A place to wash my hands.

B. Draw a line between the complete subject and the complete predicate. Write the simple subject and simple predicate on the diagram.

9. Seven dirty dogs ran across the porch.

_____________|_______________

10. The first dog jumped over the trail.

_____________|_______________

11. Fido fell down the stairs.

__________|____________

12. Muddy paw prints covered the floor.

__________|________________

C. Use the code to label each sentence. Add the correct ending mark.

Dec.= Declarative

Int.= Interrogative

Imp.= Imperative

Exc.= Exclamatory

13. _________ Get your baseball glove

14. ________ Where are my cleats

98

15. ________ What time does the game start

16. _______ The game starts at 7:30

17. _______ Oh, we're going to be late

18. _______ I am ready to leave now

19. _______ Put your gear in the car

20. _______ We made it just in time

D. Combine the sentences to make a compound subject or compound predicate.

21. Carson forgot the foot ball. Trevor forgot the football.

22. Dan slipped. Dan fell on the floor.

E. Use a comma and a joining word (and, but, or) to make a compound sentence.

23. I want pepperoni on the pizza. Janet wants sausage.

24. Janet will bring sodas to drink. I will bring potato chips.

25. We can buy a frozen pizza. We can make homemade pizza.

F. Write “S” if the sentence is a simple sentence. Write “C” if the sentence is a compound sentence.

26. _______ The boys had great plans for the summer.

27. _______ They wanted to build a clubhouse, but they had to work in the garden.

28. _______ They pulled weeds, and they watered plants.

29. _______ They put away the tools in the toolshed.

30. _______ There was still time to work on the clubhouse.

99

Math Midterm Exam

**Write the numbers in standard form (as numbers)**

Example: three hundred sixty-five thousand, forty-two ===> 365, 042

1. seventy-five million, six hundred thousand, three hundred twenty-six

2. eighty-two thousand, fifty-three

3. one hundred billion, seven hundred sixty-five million, three thousand, one

4. ten thousand, nine hundred fifteen

5. fifty-four billion, twenty-three million, six hundred two thousand, ten

**Write the numbers below in expanded form**

Example: 3,345 ===> 3,000 + 300 + 40 + 5

1. 200,303

2. 1,035,837,002

3. 388,039,299,182

4. 867,530,999

5. 1,345,680

**Write the numbers below in expanded form using multiplication**

Example: 2,030,400 ==> (2 x 1,000,000) + (30 x 10,000) + (4 x 100)

1. 50,400,300,100

2. 3,455,600,123

100

3. 80,300,746

4. 100,100,100,100

5. 33,102, 983, 023

**Write the place value of the number 8.**

1. 8,303,400 _________

2. 2,344,948_________

3. 1,800,990,933___________

4. 3,493,008,923__________

5. 8,675,309_________

**Write <, >, or = to compare numbers**

1) 34______89

2) 20______9

3) 5______5

4) 23_____34

5) 0_____10

6) (2 x 10,000) + (3 x 1,000) + (4 x 100) + (5 x 10) ________ 24,550

**Write the decimals into fraction form**

1.21_______ 0.50_________ 8.394_________

0.003________ 2.33_________ 0.1___________

**Write the fractions into decimal form**

101

1/2________ 2 ½ _______ 1/3 __________

1/1000 _______ 50/100_______ 8/10_________

**Add the decimals together**

1) 0.30 + 4.55 =___________

2) 72.349 + 7.905 =___________

3) 5.02 + 0.334 =_____________

4) 6.00 + 7.34 =_____________

5) 87.63 + 40.09 =_______________

**Subtract the decimals**

1) 45.03 – 0.55 = __________

2) 23.990 – 7.383 =__________

3) 0.129 – 0.003 = __________

4) 4.020 – 0.695 = ____________

5) 8.765 – 3.090 =____________

**Match the example to the correct property of addition**

1) 23 + 34 = 34 + 23 A) Identity Property of Addition2) 7 + 0 = 7 B) Zero Principle of Subtraction3) (6 + 8) + 4 = 8 + (4 + 6) C) Commutative Property of Addition4) 9 – 0 = 9 D) Associative Property of Addition

**Solve for the missing number**

1) 56 + n = 79

2) 96 – x = 75

3) n – 854 = 203

4) 36 + x = 844

102

5) x – 7 = 334

**Solve the word problems (SHOW YOUR WORK!!)**

1) A trip to Seattle, Washington, in the United States for one month would cost $15,938.55 with

hotel and transportation costs. If you stay at a hotel outside of Seattle, the cost would be

$14,434.24. How much would you save if you stayed at a hotel outside of Seattle?

2) John Smith was born in 1945 and lived to be 78 years old. In what year did he die?

3) The Brooklyn Battery Tunnel is a 9,117 feet long underwater tunnel for vehicles. The Holland

Tunnel, another underwater tunnel for vehicles, is 8,558 feet long. When a vehicle passes

through both tunnels to travel between New York and New Jersey, how many feet does the

vehicle travel underwater?

103

Reading Midterm Exam

“Watching Wallace”, “River's Rising”, “A Wise King and a Wise Son”, “An Emergency”, “Yukon Trail”,and “Pecos Bill Gets a Wife”

Vocabulary Review• Use the words in the box below in the correct sentence.

concentrated expanse loomed landing debris submerged fend

astounded wielded yearling pungent groom tundra venture

massive contempt instinctively courtship brawniest lariat

1. Jane and Sally _______________ on studying for their exams next week.

2. Gimli ______________ his war axe with great skill, killing many orcs.

3. The llama is called a ______________ when it is less than two years old.

4. The princess was _______________ when the frog turned into a prince after she kissed it.

5. The ship's captain tied the boat near the _______________ so he could unpack his cargo.

6. The wolf ________________ knew to chase after the rabbit on its hunt.

7. The Rocky Mountains are _________________!

8. The Rock is the ________________ man in professional wrestling.

9. It is common for two people to have a ________________ for a few years before they get married.

10. In the sky, big dark storm clouds ________________ off in the distance.

11. The durian fruit has a very ____________ smell despite its sweet taste.

12. There is a great ________________ between both sides of the Grand Canyon in Arizona.

13. Professor Dumbledore looked upon Voldemort in ______________.

14. Horse owners need to _____________their animals everyday to keep them clean and healthy.

15. The caribou is an animal that lives on an arctic __________ habitat.

16. The Titanic was completely __________________ after it hit an iceberg.

17. Bilbo Baggins and the dwarves set out on a _______________ to reclaim the ancient jewel of Thorin's family.

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18. I had to _____________ for myself in the forest after I got lost. I had to find my own food and water.

19. There was ______________ all over the city of New Orleans after hurricane Katrina happened.

20. The cowboy lassoed a strong bull with his ______________.

Reading Comprehension

*Answer the questions about each story below after reading each story again.

“Watching Wallace”

1. Why does Timothy jump when he is with Mr. Parker?

2. What does Timothy fear more than a dog bite?

3. Why doesn't Wallace slow down the first time Timothy tells him to?

4. Do you think Timothy's mom will ride the Tingling Terror with Timothy?

5. How much money does Timothy make for watching Wallace?

“River's Rising”

1. Why does Ma stop humming?

2. Why is it important to tie the houseboat to the old oak tree?

3. Why is it important to check the mooring lines?

4. How does the author know Ma is scared?

5. How does Pa know where to find his family?

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“A Wise King and a Wise Son”

1. What makes you think that the wise king cares for his subjects?

2. Who travels with the king?

3. Why does the clerk whisper to the youngest son when he asks if he can read the notice?

4. How is the second son like the oldest sone when he hears the king's task?

5. What was the king really trying to find out about the men by giving them the task?

“Am Emergency”

1. What does it mean to groom an animal?

2. How does Doc Ericson make Jack and Penny's visit educational?

3. Which gate did the llamas escape through?

4. What is a causeway?

5. Why doesn't Doc Ericson mind what the store manager says to him?

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“Yukon Trail”

1. Whom is Steve Woodford looking for as he steps off the train?

2. Why is it important that Steve learn about dogs?

3. What warning does Sam give Steve about the dogsled?

4. What circumstances force Steve to face the tundra alone?

5. What gifts does Steve receive?

“Pecos Bill Gets a Wife”

1. How fast is Pecos Bill riding down the river trail?

2. What stops Pecos Bill in his tracks?

3. How does Pecos Bill save his new bride?

4. What is a rumor?

5. Why does the bustle keep Slewfoot Sue bouncing?

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Name:______________ Date:_______________

Science Quiz 1

Circle the correct answer.

1. All of the nonliving things in an area are called _______________.a) adaptationsb) an ecosystemc) the environmentd) pollution

2. An example of a nonliving thing is _____________.a) sunlightb) a flowerc) grassd) a spider

3. Food, water, and protection are examples of _____________.a) competitionb) basic needsc) rocksd) shelter

4. Plants need ___________ to make food.a) grassb) lightc) rocksd) pollution

5. A change in a characteristic of a living thing that allows it to survive in its environment is called ______________.a) an adaptationb) an ecosystemc) hibernationd) migration

6. Anything in an ecosystem that meets basic needs is ________________.a) an adaptationb) competitionc) pollutiond) a resource

7. Some animals go into a deep sleep during the winter. This is called _____________.a) migrationb) camouflagec) hibernationd) pollution

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8. Some animals move from one ecosystem to another to find food and water. This is called _______________.a) migrationb) camouflagec) hibernationd) pollution

9. The living things and nonliving things in an area are called ______________.a) the environmentb) an ecosystemc) a podd) an adaptation

10. Anything that makes the air water, or land dirty is called ______________.a) migrationb) pollutionc) an adaptationd) hibernation

Label each statement “True” or “False”.

11. ____________ Ecosystems can be large or small.

12. ___________ Competition occurs when living things use different resources.

13. ____________ Some living things work together in partnerships.

14. ___________ An adaptation may be a physical characteristic or a skill or a behavior.

15. _____________ Living things do not affect their ecosystem.

16. ______________ Animals that blend in with their environment are protected by mimicry.

17. ______________ The type of environment determines the kinds of living things that can live in an ecosystem.

18. ______________ Living in a group makes it easier for animals to find food, to be better protected, and to care for their young.

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Answer the questions in full sentences.

19. How can building things affect plants and animals in an ecosystem?

20. Name two defenses animals use for protection.

21. Name three ways we can care for the Earth.

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Social Studies Midterm Exam

Part 1: Geography

**Label the seven continents and five oceans.

Seven Continents Five Oceans

1 1

2 2

3 3

4 4

5 5

6

7

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**Use the vocabulary words in the box below in the correct sentence.

Geography latitude longitude Equator Prime Meridian Climate

Immigrant Colony Native Pilgrim Explorer Voyage

1. The study of the Earth and its features is called ________________.

2. The imaginary line that goes around the center of the Earth is the ____________.

3. ______________ is the typical weather of a given place; it can be affected by altitude, latitude, distance from the ocean, and air temperature.

4. Parallels of ______________ mark the distance north or south of the equator.

5. The _________________ runs from north to south that cuts through the UK, France, Spain, Western Africa and Antarctica.

6. Meridians of ________________ measure the distance from east to west around the globe.

7. A person who goes to a new place is called an ____________________.

8. A person who is born in country where they live is a ______________.

9. A person who moves to live in a new country is an _______________.

10. A settlement in one country that is owned by another is a ____________.

11. A long journey is sometimes called a _______________.

12. A person who leaves on a long journey to a new place is a ______________.

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**Find and label the cities in the correct locations**

Latitude Longitude City

1 46 N 108 W

2 43 N 88 W

3 42 N 94 W

4 43 N 74 W

5 45 N 93 W

6 33 N 97 W

7 30 N 95 W

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Part 2: The Age of Exploration

**Fill in the blanks using the words in the box below.**

The Silk Road

Buddhism Caravans Demand Deserts Diffusion Exported Light Luxury

Risk Silk Silk Road Spices

One of the most important products that ancient China ________ to the world was ________, a

light and soft fabric made from the cocoons of silk worms. There was a high ________ for silk from

places as far away as Rome. Though the journey was long and perilous, the high prices of silk in

foreign countries made it worth the ________.

Silk and other goods traveled from China through vast ________ and over mountain ranges.

The route that many of these traders took became known as the ________ because silk was the most

important good that was traded along it. In order to protect themselves, merchants often traveled in

groups called ________. Because the journey was so long and arduous, most of the goods that were

traded along the Silk Road were ________ items that were _______ but expensive such as silk, ivory,

_______, fur, and jade. The Silk Road was also important for the _______ of ideas. For example,

traders traveling along the Silk Road brought the religion of ________ into China where it became

popular among the rich and the poor.

The Age of Exploration

**Fill in the blanks with the words in the box below.**

Africa Americas caravel Discovery Exploration gold

lanteen lucrative profits spice trade wind

Beginning in the 15th century, Europeans began exploring the globe in what had become

known as the Age of __________ or the Age of __________. One important cause for this burst of

exploration was the desire to find alternative __________ routes to India and China. European

explorers wanted to bypass Italian, Turkish, and Arab traders who had a monopoly on the

__________ trade. This spice trade was highly __________, earning huge __________ for successful

traders. Pepper, for example, was worth its weight in __________.

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Portuguese and Spanish explorers were among the first to venture out into the Atlantic Ocean

in search of direct trade routes to Asia. The Portuguese sailors explored the coast of __________

hoping to circumnavigate that continent and find a direct route to India. Spanish explorers on the other

hand sailed across the Atlantic Ocean until they eventually stumbled upon the __________. One

great technological innovation that aided European explorers was the __________, which was a type

of ship with triangular sails called __________ sails. This kind of ship allowed European sailors to sail

into the __________.

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References

District of Haverford Township. (n.d.). Third-grade Curriculum and Instruction Guide.

Havertown, Pennsylvania: Author.

District of Haverford Township. (n.d.). Fourth-grade Curriculum and Instruction Guide.


District of Haverford Township. (n.d.). Fifth-grade Curriculum and Instruction Guide.


Public Schools of North Carolina. (2003). The Balanced Curriculum: A Guiding Document for

Scheduling and Implementation of the North Carolina Standard Course of Study at the

Elementary Level. Raleigh, North Carolina: NC Department of Public Instruction.

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Documents

Elementary AI Curriculum Guide