CURRICULUM
GRADE
5
CURRICULUM
STANDARDS
Dear
Parents;
This document is a brief overview of the curriculum taught at
St.
Patrick
School
. It is a combination of Diocesan and State of
California Standards
. It includes textbooks used at the school and special projects assigned by
classroom teachers. This is a living document that will be updated each year.
More detailed descriptions are available to parents in the school office and
soon on the schools website.
Mrs. Kelly Stevens
Principal
Developmental Characteristicsti
Children develop
in a natural sequence, moving through similar, predictable stages of
development. We must be careful, however, not to expect all children to move
at the same pace. Children are unique individuals and will pass through the
developmental stages at their own rates. Generally, children in fourth and
fifth grade are similar in the ways that they learn. They tend to learn best
by doing and experiencing and using their senses.
Broad characteristics for fifth grade students include the following:
Physical
Is
restless, active
Has
growth spurts
Is
more aware of sex differences
If
a girl, is maturing sexually
Has more physical
control, is faster,
stronger
Performs equally well whether a boy or a girl
Has
a tremendous appetite
Is interested in
joining teams, clubs
Social/Emotional
Can
see others point-of-view
Is
well adjusted
Is
becoming more independent, still needs supervision and direction
Values friendship
Has
tension outlets, like biting fingernails or playing with hair
Has
strict ethical sense
Is
sensitive to criticism, ridicule
Needs to belong
Establishes same-sex cliques
Knows right from
wrong
Has
wide-ranging curiosity
Is
interested in history
Thinks more abstractly
Stores knowledge as symbols
Knows more than can put into words
Enjoys showing language mastery
Understands that language can persuade, deceive
Understands relationship of time, space, distance
Uses induction and deduction
May
lose some creativity as pressure to conform increases
Religion and Family Life
The religious and
family life education program for St. Patrick School offers students a
curriculum that intentionally strives from one grade level to the next to
build on the cognitive foundations established in the previous years
programs. Its content serves to inspire and to inform a way of life. The key
learning objectives for each grade level have been grouped under the rubric of
twelve basic expectations. Each of
these expectations falls under four major thematic headings that convey the
essential philosophical underpinnings of the entire program.
Theme 1: We Remember
1. Demonstrate the ability to read and reflect on scripture and its
meaning for life today
2. Demonstrate a
basic understanding of the history of the church
Theme 2: We Believe
3. Demonstrate an understanding that we are drawn to God who, in
creating us, has placed a desire for happiness in our hearts
4.
Demonstrate a basic understanding and appreciation of doctrine and dogma found
in the Creedal Statements
5.
Demonstrate a basic understanding and appreciation of the Trinity as the
central mystery of the Christian faith
6.
Demonstrate knowledge of the Church as people of God, body of Christ and
community of faith
Theme 3: We Celebrate and Pray
7. Demonstrate an understanding of the sacraments as important moments
in the life of the community,
with an
emphasis on the Eucharist
8.
Demonstrate an understanding that the Eucharistic Liturgy (the Mass) is the
communal celebration of the Paschal Mystery in which each is called to full
and active participation
9.
Demonstrate a knowledge of and ability to participate in the Catholic
tradition of prayer
Theme 4: We Live
10. Demonstrate an understanding of moral teaching, and an ability to
make good moral decisions and act in
a
responsible, Christian manner
11.
Demonstrate comprehension of seven key principles of Catholic social teaching
and have the ability to apply them to personal and societal situations:
The life and dignity of the
human person
The call to family, community
and participation
The rights and responsibilities
of the human person
Option for the poor and
vulnerable
The dignity of work and the
rights of workers
Solidarity of the human family
Care for Gods creation : The
Reproductive System
English Language Arts
Word Recognition
Read narrative and expository text aloud with grade-appropriate fluency and
accuracy and with appropriate pacing, intonation and expression
Vocabulary and Concept Development
Use
word origins to determine the meaning of unknown words
Understand and explain frequently used synonyms, antonyms, and homographs
Use
knowledge of roots and affixes derived from Greek and Latin to analyze the
meaning of complex words
Understand and explain the figurative and metaphorical use of words in context
Read and understand narrative and expository text (Social Studies, Science,
etc.) appropriate to fifth grade
Discern main ideas and concepts presented in texts, identifying and assessing
evidence that supports those ideas
Draw inferences, conclusions, or generalizations about text and support them
with textual evidence and prior knowledge
Distinguish facts, supported inferences, and opinions in text
Literary Response and Analysi
Read and respond to historically or culturally significant works of literature
Identify and analyze the characteristics of poetry, drama, fiction, and
nonfiction
Identify the main problem or conflict of the plot and explain how it is
resolved
Contrast the actions, motives, and appearances of characters in a work of
fiction
Understand that theme refers to the meaning or moral of a text
Describe the function of common literary devices (e.g., imagery, metaphor,
symbolism)
Write clear, coherent, focused and structured paragraphs
Create multi-paragraph narrative compositions
Create multi-paragraph expository compositions
Write research reports
Write responses to literature
Write persuasive letters
Edit and revise writing to improve the meaning and focus by adding, deleting,
consolidating, clarifying, and rearranging words and sentences
Write with a command of standard English
conventions
(e.g., sentence structure, grammar, punctuation, capitalization and spelling)
Use
various reference materials (e.g., dictionary, thesaurus, encyclopedia, online
information) as an aid to writing
Listening and Speaking
Deliver focused, coherent presentations that convey ideas clearly and relate
to the background and interests of the audience
Evaluate the content of oral communication
Ask
questions that seek information not already discussed
Make inferences or draw conclusions based on an oral report
Select a focus, organizational structure, and point of view for an oral
presentation
Clarify and support spoken ideas with evidence and examples
Engage the audience with appropriate verbal cues, facial expressions, and
gestures
Deliver narrative and informative presentations
Deliver
oral responses to literature
Mathematics
Students increase
their facility with the four basic arithmetic operations applied to fractions
and decimals and learn to add and subtract positive and negative numbers.
They know and use common measuring units to determine length and area
and know and use formulas to determine the volume of simple geometric figures.
Students know the concept of angle measurement and use a protractor and
compass to solve problems. They use grids, table, graphs, and charts to record
and analyze data.
Number Sense
Compute with very large and very small numbers, positive integers,
decimals, and fractions and understand the relationship between decimals,
fractions, and percents.
They understand the relative magnitude of numbers
Perform calculations and solve problems involving addition, subtraction, and
simple multiplication and division of fractions and decimals
Algebra and Functions
Use variables in simple expressions, compute the value of the
expression for specific values of the variable, and plot and interpret the
results
Measurement and Geometry
Understand and compute the volumes and areas of simple objects
Identify, describe, and classify the properties of, and the relationships
between, plane and solid geometric figures
Statistics, Data Analysis, and Probability
Display, analyze, compare, and interpret different data sets,
including data sets of different sizes
Understands and computes different ways of finding average
(mean, median, and mode)
Reads, interprets, and constructs various types of graphs and
explains which types is most appropriate for a given set.
Mathematical Reasoning
Make decisions about how to approach problems
Use
strategies, skills, and concepts in finding solutions
Move beyond a particular problem by generalizing to other situations
Science
From
kindergarten through Grade Five, students are introduced to facts, concepts,
principles,
and theories organized under the
headings of physical, life, and earth sciences. They also learn
and practice essential investigation
and experimentation skills at each grade level.
Physical Science
Elements and their combinations account for all the varied types of matter in
the world.
Identification of chemical properties, states of matter, structure
of the atom, and how chemicals react to each other.
Life Science
Plants and animals have structures for respiration, digestion, waste
disposal, and transport of materials.
Earth
Science
Water on Earth moves between the oceans and land through the process
of evaporation and condensation.
Energy from the Sun heats Earth unevenly, causing air movements that result in
changing weather patterns.
The
solar system consists of planets and other bodies that orbit the Sun in
predictable paths.
Investigation and Experimentation
Students will:
Work individually and as a team member to collect and share
information
Classify objects (e.g., rocks, plants, leaves) in accordance with their
appropriate criteria.
Develop a testable question.
Plan and conduct a simple investigation based on a student-developed question
and write instructions others can follow to carry out the procedure.
Identify a single variable in a scientific experiment and explain how this
variable can be used
to
collect information to answer a question about the results of the experiment.
Select appropriate tools (e.g., thermometers, meter sticks, balances) and make
quantitative observations.
Record data by using appropriate graphic representations (including charts and
graphs) and make inferences based on those data.
Draw conclusions from scientific evidence and indicate whether further
information is needed to support a specific conclusion.
Write a report of an investigation that includes conducting tests, collecting
data or examining evidence, and drawing conclusions.
History/Social Studies
Theme:
United States
History and Geography:
Making
a New Nation
Students in grade five study the development of the nation up to 1850,
with an emphasis on the people who were already here, when and from where
others arrived, and why they came. Students learn about the colonial
government founded on Judeo-Christian principles, the ideals of the
Enlightenment, and the English traditions of self-government.
They recognize that ours is a nation that has a constitution that
derives its power from the people, that has gone through a revolution, that
once sanctioned slavery, that
experienced conflict over land with
the original inhabitants, and that experienced westward movement that took its
people across the continent. Studying the cause, course, and consequences of
the early explorations through the War for
Independence
and westward expansion is central to students fundamental understanding of
how the principles of the American republic form the basis of a pluralistic
society in which
individual rights are secured.
Student Learning Outcomes
Describe the major pre-Columbian settlements, including the cliff
dwellers and pueblo people of the desert Southwest, the American Indians of
the Pacific Northwest, the nomadic nations of the
Great Plains
, and the woodland peoples east of the
Mississippi River
Trace the routes of the early explorers and describe the early explorations of
the
Americas
Describe the cooperation and conflict that existed among the American Indians
and between the Indian nations and the new settlers
Understand the political, religious, social, and economic institutions that
evolved in the colonial era
Explain the causes of the American Revolution
Understand the course and consequences of the American Revolution
Describe the people and events associated with the development of the
U.S. Constitution and analyze the Constitutions significance as the
foundation of the
American
Republic
Trace the Colonization, immigration, and settlement patterns of the American
people from 1789 to the mid-1800s, with emphasis on the role of economic
incentives, effects of the physical and political geography, and
transportation systems
Know the location of the current 50 states and the names of their capitals
Physical Education
1) Student will be
competent in many movement activities.
-
Manipulate objects with accuracy and speed.
-
Combine movement skills in applied settings.
- Pass
a ball or other object to a moving player in dynamic situations
2) Student will understand how and why they move in a variety of
situations
and use this information to enhance
their own skills.
- Use
information from internal (self-evaluation) and external sources to improve
performance.
-
Identify and apply the principals of practice and conditioning that enhance
performance.
- Use
scientific principals to increase the distance of throws.
3) Student will achieve and maintain a health-enhancing level of
physical
fitness.
-
Participate in a variety of health-enhancing physical activities in both
school and non-school settings.
-
Assess their personal health-related fitness status and set goals to meet
health related fitness.
-
Identify how to balance food intake with physical activity.
4) Student will exhibit a physically active lifestyle and will
understand that
physical activity provides
opportunities for enjoyment, challenge and selfexpression.
-
Describe opportunities in the school and community for regular participation
in physical activity.
-
Participate daily in some form of health-enhancing physical activity.
-
Describe and demonstrate movement activities and ways of using the body to
communicate ideas and feelings.
5) Student will demonstrate responsible personal behavior while
participating
in movement activities.
-
Distinguish between compliance and noncompliance of game rules and demonstrate
compliance.
-
Participate in establishing rules and procedures that are safe
- Act
in a safe manner during physical activity.
6) Student will demonstrate responsible social behavior while
participating in
movement activities. The student
will understand the importance of respect
for all others.
-
Demonstrate the ability to lead or follow while working cooperatively with a
partner or small group.
-
Recognize the fundamental strategies in simple games.
-
Recognize the attributes that individual differences can bring to group
activities.
7) Student will understand the interrelationship between history and
culture
and
games, sports, play and dance.
-
Describe and participate in activities of different nations, cultural
andethnic origins.
Spanish
The Spanish curriculum for Grades 5 and 6 addresses the
developmental characteristics of children ages 10 to 12. These students are
comfortable with the grammar and language conventions of their mother tongue,
making the
learning of reading and writing of a second or third language easier. At this
level, students fully
understand the
meaning of parallel and equal cultures in the world. St. Patrick School
Spanish curriculum reinforces the skills and processes learned in the primary
grades, adding the writing component in 5th and 6th grade.
Focus Area:
The
fifth grade curriculum uses the Young Adult Series books: Nuevos
Vecinos, Vamonos a Mexico, and Centro America. These books provide
geographic and cultural exposure to different Spanish-speaking regions.
Objectives:
Introduce simple
reading patterns.
Introduce phonetic and visual reading skills
Introduce simple phonetic writing skills
Begin exposure to direct and indirect objects
Introduce the usage of a Spanish-English dictionary
Music
Rhythm
Beat--steady beat, beat/off beat, rests, fermata
Meter--strong and weak beats, meter in 2, 3, 4, 5, and 6, meter signatures
Duration--relative duration, augmentation
Rhythm Patterns--even and uneven rhythm patterns, syncopation/no syncopation
Melody
Pitch--range, register
Melodic Contour--upward and downward movement (explore high/low, fast/slow,long/short
movements)
Intervals--melodic movement by leaps and repeats, thirds, sixths
Melodic Patterns--melodic rhythms, melodic sequence, melodic imitation,
melodic ostinato
Phrases--melodic phrases (same/different, longer/shorter)
Harmony
Texture--thick/thin, unison, chordal harmony
Chords--chordal harmony (thirds and fifths), two, three and four-part harmony,
strong cadence
Linear Harmony--ostinatos, countermelodies, rounds, partner songs, descants
Tone Color
Group sounds--duet, trio, quartet, chorus
Individual sounds--soprano, alto, tenor, bass
Instrumental Sounds--ensembles (orchestra, concert band)--sections (string,
woodwind, brass, percussion)
Form
Introduction
Coda, interlude
Song Forms--solo/chorus, call/response, verse/refrain, AB, ABA
Sectional Forms--rondo, theme and variations
Expressive Qualities
Music styles of many times and cultures
Style differences determined by form, rhythm, melody, tone color, harmony
Dynamics--dynamic choices (piano, forte, mezzo forte, crescendo, decrescendo)
Tempo--tempo choices (moderato, accelerando, ritardando)
Technology
Students will use Microsoft
Word
(word-processing) to generate various
