Grade 5 Curriculum
Contents
English Language Arts .............................................................................................................................. 1
Mathematics ........................................................................................................................................... 6
Science .................................................................................................................................................. 10
Social Studies ........................................................................................................................................ 15
Língua Portuguesa ................................................................................................................................. 17
World Languages ................................................................................................................................... 18
Information Technology ........................................................................................................................ 19
Fine Arts: Music ..................................................................................................................................... 21
Fine Arts: Art ......................................................................................................................................... 22
Physical Education ................................................................................................................................. 23
Personal & Social Education .................................................................................................................. 24
English Language Arts (Common Core)
Reading: Literature
Key Ideas and Details
The Student will read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
The Student will determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
 Determine a theme of a story, drama, or poem from details in the text, including
how characters in a story or drama respond to challenges or how the speaker in a
poem reflects upon a topic; summarize the text.
The Student will analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
 Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
Craft and Structure
The Student will interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
 Determine the meaning of words and phrases as they are used in a text, including
figurative language such as metaphors and similes.
Grade 5 Curriculum
The Student will analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
 Explain how a series of chapters, scenes, or stanzas fits together to provide the
overall structure of a particular story, drama, or poem.
The Student will assess how point of view or purpose shapes the content and style of a text.
 Describe how a narrator’s or speaker’s point of view influences how events are
described.
Integration of Knowledge and Ideas
The Student will integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
 Analyze how visual and multimedia elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale,
myth, poem).
The Student will analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
 Compare and contrast stories in the same genre (e.g., mysteries and adventure
stories) on their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
The Student will read and comprehend complex literary and informational texts
independently and proficiently.
 By the end of the year, read and comprehend literature, including stories, dramas,
and poetry, at the high end of the grades 4–5 text complexity band independently
and proficiently.
Reading: Foundational Skills
Phonics and Word Recognition
The Student will know and apply grade-level phonics and word analysis skills in decoding
words.
 Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context.
Fluency
The Student will read with sufficient accuracy and fluency to support comprehension.
 Read grade-level text with purpose and understanding.
 Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression.
 Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.
Writing
Text Types and Purposes
The Student will write arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
 Write opinion pieces on topics or texts, supporting a point of view with reasons and
information.
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Introduce a topic or text clearly, state an opinion, and create an organizational
structure in which ideas are logically grouped to support the writer’s purpose.
Provide logically ordered reasons that are supported by facts and details.
Link opinion and reasons using words, phrases, and clauses (e.g., consequently,
specifically).
Provide a concluding statement or section related to the opinion presented.
The Student will write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection, organization, and
analysis of content.
 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
 Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
 Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
 Link ideas within and across categories of information using words, phrases, and
clauses (e.g., in contrast, especially).
 Use precise language and domain-specific vocabulary to inform about or explain the
topic.
 Provide a concluding statement or section related to the information or explanation
presented.
The Student will write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
 Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
 Orient the reader by establishing a situation and introducing a narrator and/or
characters; organize an event sequence that unfolds naturally.
 Use narrative techniques, such as dialogue, description, and pacing, to develop
experiences and events or show the responses of characters to situations.
 Use a variety of transitional words, phrases, and clauses to manage the sequence of
events.
 Use concrete words and phrases and sensory details to convey experiences and
events precisely.
 Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
The Student will produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
The Student will develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach.
The Student will use technology, including the Internet, to produce and publish writing and
to interact and collaborate with others.
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With some guidance and support from adults, use technology, including the Internet,
to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two
pages in a single sitting.
Research to Build and Present Knowledge
The Student will conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
 Conduct short research projects that use several sources to build knowledge through
investigation of different aspects of a topic.
The Student will gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information while avoiding
plagiarism.
 Recall relevant information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information in notes and finished
work, and provide a list of sources.
The Student will draw evidence from literary or informational texts to support analysis,
reflection, and research.
 Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or
more characters, settings, or events in a story or a drama, drawing on specific
details in the text [e.g., how characters interact]”).
 Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author
uses reasons and evidence to support particular points in a text, identifying which
reasons and evidence support which point[s]”).
Range of Writing
The Student will write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks,
purposes, and audiences.
 Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Listening and Speaking
Comprehension and Collaboration
The Student will prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own
clearly and persuasively.
 Engage effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher-led) with diverse partners on grade 5 topics and texts, building on
others’ ideas and expressing their own clearly.
 Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore
ideas under discussion.
 Follow agreed-upon rules for discussions and carry out assigned roles
 Pose and respond to specific questions by making comments that contribute to the
discussion and elaborate on the remarks of others.
 Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
Grade 5 Curriculum
The Student will integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively, and orally.
 Summarize a written text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.
The Student will evaluate a speaker’s point of view, reasoning, and use of evidence and
rhetoric.
 Summarize the points a speaker makes and explain how each claim is supported by
reasons and evidence.
Presentation of Knowledge and Ideas
The Student will present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose, and audience.
 Report on a topic or text or present an opinion, sequencing ideas logically and using
appropriate facts and relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace.
The Student will make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
 Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes.
The Student will adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
 Adapt speech to a variety of contexts and tasks, using formal English when
appropriate to task and situation.
Language
Conventions of Standard English
The Student will demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
 Explain the function of conjunctions, prepositions, and interjections in general and
their function in particular sentences.
 Form and use the perfect (e.g., I had walked; I have walked; I will have walked)
verb tenses.
 Use verb tense to convey various times, sequences, states, and conditions.
 Recognize and correct inappropriate shifts in verb tense.
 Use correlative conjunctions (e.g., either/or, neither/nor).
The Student will demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
 Use punctuation to separate items in a series.
 Use a comma to separate an introductory element from the rest of the sentence.
 Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag
question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
 Use underlining, quotation marks, or italics to indicate titles of works.
 Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
The Student will apply knowledge of language to understand how language functions in
Grade 5 Curriculum
different contexts, to make effective choices for meaning or style, and to comprehend more
fully when reading or listening.
 Use knowledge of language and its conventions when writing, speaking, reading, or
listening.
 Expand, combine, and reduce sentences for meaning, reader/listener interest, and
style.
 Compare and contrast the varieties of English (e.g., dialects, registers) used in
stories, dramas, or poems.
Vocabulary Acquisition and Use
The Student will determine or clarify the meaning of unknown and multiple-meaning words
and phrases by using context clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as appropriate.
 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 5 reading and content, choosing flexibly from a range of
strategies.
 Use context (e.g., cause/effect relationships and comparisons in text) as a clue to
the meaning of a word or phrase.
 Use common, grade-appropriate Greek and Latin affixes and roots as clues to the
meaning of a word (e.g., photograph, photosynthesis).
 Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation and determine or clarify the precise meaning of
key words and phrases.
The Student will demonstrate understanding of word relationships and nuances in word
meanings.
 Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
 Interpret figurative language, including similes and metaphors, in context.
 Recognize and explain the meaning of common idioms, adages, and proverbs.
 Use the relationship between particular words (e.g., synonyms, antonyms,
homographs) to better understand each of the words.
The Student will acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the
college and career readiness level; demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important to comprehension or expression.
 Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in
addition).
Mathematics (Adapted from American Education Reaches Out—AERO)
Process Standards (Common Core)
Process Skills are the unifying factor in all mathematics classes.
 Make sense of problems and persevere in solving them.
 Reason abstractly and quantitatively.
 Construct viable arguments and critique the reasoning of others.
 Model with Mathematics
 Use appropriate tools strategically.
 Attend to precision.
 Look for and make use of structure
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Look for and express regularity in repeated reasoning.
Numbers and Operations (Content)
The Student will understand and apply numbers, ways of representing numbers,
relationships among numbers, and number systems.
Numbers and Number Sense
The Student will understand and demonstrate a sense of what numbers mean and how they
are used.
 Counting: Count by thousands, ten thousands, and hundred thousands, starting at
any number from 1 to 999,999
 Reading and Writing Numbers: Read and write numbers to at least 1,000,000
 Ordering and Comparing (Whole Numbers) : Compare and order numbers from 0 to
at 1,000,000 using the words equal to, greater than, less than, greatest, or least
when appropriate
 Ordering and Comparing (Numbers): Read, write, compare, and order all whole
numbers, fractions, mixed numbers and decimals using multiple strategies (e.g.
symbols, manipulatives, number line, and place value concepts)
 Place Value: Identify and use place value positions of whole numbers and decimals to
hundredths
 Fractions and Decimals: Determine decimal equivalents or approximations of
common fractions (i.e., ¼, ½, ¾, and 1 whole)
 Equivalent Fractions: Relate equivalent fractions and decimals with and without
models, including locations on a number line.
 Comparing Decimals: Use models and drawings, and find common denominators to
compare fractions with unlike denominators
 Representing Decimals: Round, order, and compare, using symbols, decimals to the
tenths, hundredths, and thousandths place
 Equivalency Decimals and Fractions: Determine the equivalency between and among
fractions, decimals, and percents in contextual situations.
 Counting Money: Determine totals, differences, and change due for monetary
amounts in practical situations
 Integers: Describe real-world situations using positive and negative numbers
 Ratios: Represent ratios and proportions and solve problems using models and
pictures.
 Percentages: Identify and represent ratios as comparisons of part-to-part and partto-whole relationships, and solve problems involving ratios.
Operations on Numbers
The Student will understand meanings of operations and how they relate to one another.
 Computation Whole numbers: Add, subtract, multiply, and divide (with and without
remainders) using non-negative rational numbers.
 Meaning of Operations: Multiply four-digit numbers by two-digit numbers (including
whole numbers and decimals).
 Operations with fractions: Add, subtract, multiply, and divide decimals to
hundredths, using concrete models or drawings and strategies based on place value
 Prime and composite Numbers: Identify all whole number factors and pairs of factors
for a given whole number through 144
 Numbers: Model and distinguish between factor and multiple and prime and
composite numbers.
 Mental Math: Recall from memory multiplying and dividing by 10, 100, and 1,000
Grade 5 Curriculum
Numerical Operations and Estimation
The Student will accurately calculate and use estimation techniques, number relationships,
operation rules, and algorithms; they will determine the reasonableness of answers and the
accuracy of solutions.
 Estimation: Use math and estimation strategies to predict the results of
computations (i.e., whole numbers, addition and subtraction of fractions) and to test
the reasonableness of solutions
 Problem Solving: Select, sequence, and use appropriate operations to solve multistep word problems with whole numbers
 Problem Solving: Select and/or use an appropriate operation(s) to show
understanding of addition and subtraction of non-negative decimals and/or fractions
Measurement (Content)
Physical Attributes
The Student will demonstrate an understanding of units of measure and measurable
attributes of objects.
 Time: Determine equivalent periods of time, including relationships between and
among seconds, minutes, hours, days, months, and years
 Comparison, Estimation and Conversion: Estimate and convert units of measure for
weight and volume/capacity within the same measurement system (metric)
Systems of Measurement
The Student will identify and use units, systems and processes of measurement.
 Measuring: Measure volume and weight to a required degree of accuracy in the
metric systems
 Units: Select and apply appropriate units for measuring length, mass, volume, and
temperature in the metric system
 Compare, Order, and Estimation: Estimate and measure length to nearest ½
millimeter in the metric system
 Metric Systems: Convert units within a given measurement system to include length,
weight/mass, and volume.
 Formulas: Develop, compare, and use formulas to estimate and calculate the
perimeter and area of rectangles, triangles, and parallelograms
Patterns, Functions, and Algebra (Content)
The Student will use various algebraic methods to analyze, illustrate, extend, and create
numerous representations (words, numbers, tables, and graphs) of patterns, functions, and
algebraic relations as modeled in practical situations to solve problems, communicate,
reason, and make connections within and beyond the field of mathematics
Patterns, Relations and Functions
The Student will recognize, describe and develop patterns, relations and functions.
 Patterns: Identify a rule for a pattern involving addition, subtraction, or
multiplication Interpret and write a rule for a one operation function table Ex. Adding
3
 Identifying Number Patterns: Identify, describe, and represent patterns and
relationships in the number system, including triangular numbers and perfect
squares
Algebraic Models
The Student will represent and analyze mathematical situations and structures using
algebraic symbols.
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Number Sentences: Solve problems by finding the next term or missing term in a
pattern or function table using real world situations
Value of Variables Devise a rule for an input/output function table, describing it in
words and symbols.
Number Sentences Find possible solutions to an inequality involving a variable using
whole numbers as a replacement set.
Variables and Unknowns Determine the value of variables in equations and
inequalities, justifying the process.
Value of Variables: Solve equations with whole numbers using a variety of methods,
including inverse operations, mental math, and guess and check.
Number Sentences, Expressions, and Polynomials: Complete number sentences with
the appropriate words and symbols including ≥, ≤, ≠
Algebraic Representation
The Student will develop and apply mathematical models to represent and understand
quantitative relationships.
 Representing quantitative relationships : Draw conclusions and make predictions
from models, tables and line graphs
Analysis of Change
The Student will analyze change in various contexts.
 Change: Use a variety of methods to compare and describe situations involving
constant and/or varying rates of change.
Geometry (Content)
The student will develop an understanding of geometric concepts and relationships as the
basis for geometric modeling and reasoning to solve problems involving one-, two-, and
three-dimensional figures.
Geometric Properties
The Student will analyze characteristics and properties of 2 and 3 dimensional geometric
shapes and develop mathematical arguments about geometric relationships.
 Two-Dimensional Figures: Analyze and describe the characteristics of symmetry
relative to classes of polygons (parallelograms, triangles, etc.).
 Three-Dimensional Figures: Predict and describe the effects of combining, dividing,
and changing shapes into other shapes.
Transformation of Shapes
The Student will apply transformations and the use of symmetry to analyze mathematical
situations
 Congruency and Similarity: Represent concepts of congruency, similarity and/or
symmetry using a variety of methods including dilation and transformational motion
 Transformations: Predict the results of multiple transformations on a geometric
shape when combinations of translation, reflection, and rotation are used.
 Representing Figures: Predict and describe the effects of combining, dividing, and
changing shapes into other shapes.
 Triangles: Describe the characteristics of a right triangle
 Triangles: Determine the degrees of the interior angles of triangles
 Lines, Angles, and their properties: Identify, draw, label, and describe planes,
parallel lines, intersecting lines, and perpendicular lines
 Angles: Identify the attributes of an angle and draw angles using protractors
Grade 5 Curriculum
Coordinate Geometry
The Student will specify locations and describe spatial relationships using coordinate
geometry and other representational systems.
 Coordinate Geometry: Graph coordinates representing geometric shapes in the first
quadrant
Visualization and Geometric Models
The Student will use visualization, spatial reasoning and geometric modeling.
 Mathematical reasoning Logic: Represent relationships using Venn diagrams
Data Analysis and Probability (Content)
The Student will develop an understanding of Data Analysis and Probability by solving
problems in which there is a need to collect, appropriately represent, and interpret data; to
make inferences or predictions and to present convincing arguments; and to model
mathematical situations to determine the probability.
Data Representation
The Student will formulate questions that can be addressed with data and collect, organize
and display relevant data to answer them.
 Organizing and Representing Data: Use a variety of graphical representations
including line graphs, stem-and-leaf plots, histograms, and box-and-whisker plots to
organize and represent data
Data Analysis
The Student will select and use appropriate statistical methods to analyze data.
 Interpreting Data: Compare data and interpret quantities represented on tables and
graphs, including line graphs, stem-and-leaf plots, histograms, and box-and-whisker
plots to make predictions, and solve problems based on the information
 Central Tendency: Collect and analyze data using mean, median and mode to
determine the best statistical measure.
Inferences and Predictions
The Student will develop and evaluate inferences and predictions that are based on data.
 Inferences and Predictions: Make predictions and draw conclusions based on data
collected from a sample group
Probability
The Student will understand and apply basic concepts of probability.
 Experimental Probability: Construct a sample space and make a hypothesis as to the
probability of a real life situation overtime, test the prediction with experimentation,
and present conclusions
 Permutations and Combinations: Determine combinations and permutations of given
real-world situations by multiple strategies, including creating lists.
Science (Adapted from American Education Reaches Out—AERO)
Physical Science:
The Student will develop an understanding of the concepts, models, theories, universal
principles, and facts that explain the physical world.
Properties of Matter: The Student will develop an understanding of the characteristic
properties of matter and the relationship of these properties to their structure and behavior.
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Explain that all matter is composed of minute particles called atoms; and explain
that all substances are composed of atoms, each arranged into different groupings
Explain that over one hundred elements exist, and identify the periodic table as a
tool for organizing the information about them.
Identify substances by their physical and chemical properties, such as magnetism,
conductivity, density, solubility, boiling and melting points.
Predict the effect of thermal energy (heat) on the physical properties of water as it
changes to and from a solid, liquid, or gas (i.e., freezing/melting,
evaporation/condensation)
Predict the changes in the state of matter when adding or taking away heat (e.g., ice
melting, water boiling or freezing, condensation/evaporation).
Demonstrate that regardless of how parts of an object are arranged, the mass of the
whole is always the same as the sum of the masses of its parts.
Changes in Matter:
The Student will develop an understanding that interactions can produce changes in a
system, although the total quantities of matter and energy remain unchanged.
 Describe how energy has the ability to create change.
 Identify the reactants and/or products in a chemical reaction
Forms of Energy:
The Student will develop an understanding of the characteristics of energy and the
interactions between matter and energy.
 Explain that energy, in the form of heat, is usually a by-product when one form of
energy is changed to another, such as when machines convert stored energy to
motion.
 Describe and summarize observations of the transmission, reflection, and absorption
of sound.
 Demonstrate that visible light from the sun or reflected by objects may be made up
of a mixture of many different colors of light.
Energy Transfer and Conservation:
The Student will develop an understanding of the transfer, transformation, and conservation
of energy.
 Demonstrate that vibrations in materials may produce waves that spread away from
the source in all directions (e.g., earthquake waves and sound waves
 Explain that solar energy reaches Earth through radiation, mostly in the form of
visible light.
 Explain the relationship between the mass of an object and the sum of its parts.
Motion at the Macroscopic Level:
The Student will understand that the motion of an object is affected by force.
 Explain that just as electric currents can produce magnetic forces, magnets can
cause electric currents.
 Explain that the Earth’s gravitational force pulls any object toward it.
The Earth and Space Sciences
The Universe:
The Student will gain an understanding of the origin, evolution, and structure of the
universe.
Objects in the Universe:
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The Student shall demonstrate and apply knowledge of objects in the universe using the
appropriate equipment and technology.
 Describe how different stars can be seen at different times of the year and planets
change their positions against the background of stars over time
 Explain that the Sun is a star located within a galaxy of many other stars, “The Milky
Way”.
 Describe the position of the solar system in the Milky Way galaxy and the universe.
 Explain that billions of galaxies form most of the visible mass in the universe.
 Investigate and describe the basic components of our solar system (e.g., planets,
moons, asteroids, comets, and the sun).
 Give evidence for objects that orbit within the Solar System that impact Earth (e.g.
Asteroids, Comets)
 Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
 Explain that the Earth is one of several planets that orbit the sun, and the moon
orbits around the Earth
The Earth:
The Student will gain an understanding of the structure, dynamics, and geophysical systems
of the earth.
The Earth (History of the Earth):
The Student will understand scientific theories of how the earth’s surface is formed and how
those theories developed.
 Describe how the history of the Earth is influenced by occasional natural occurrences,
such as the impact of an asteroid or comet.
 Identify common rock forming minerals (quartz, feldspar, mica, halite, hematite,
hornblende).
The Earth (Properties of Earth’s Materials):
The Student will demonstrate an understanding materials that make up the earth, including
rocks, minerals, soils, and fossils, and how they are formed.
 Identify the composition and layers of the Earth’s atmosphere
 Trace movement of a carbon atom from the atmosphere through a plant, animal,
and decomposer, and back into the atmosphere.
 Diagram the nitrogen cycle and provide examples of human actions that affect this
cycle (e.g., fertilizers, crop rotation, fossil fuel combustion).
Earth Sciences (Biogeochemical Cycles):
The Student will understand that Earth systems have a variety of cycles through which
energy and matter continually flow.
 Identify the properties of water that make it an essential component of the Earth
system (e.g., its ability to act as a solvent, its ability to remain as a liquid at most
Earth temperatures)
 Describe how human needs and activities (e.g., irrigation, damming of rivers, waste
treatment, sources of drinking water) have affected the quantity and quality of major
bodies of fresh water
 Describe the effects on the environment and on the carbon cycle of using both
renewable and nonrenewable sources of energy.
 Define ozone and compare its effects in the lower and upper atmosphere.
 Describe the role of living organisms in producing the ozone layer and how the ozone
layer affected the development of life on Earth.
The Living Environment:
Grade 5 Curriculum
The Student will understand the basic concepts and principles of life science.
The Living Environment (Structure and Function – Organization and Development):
The Student will understand that all life forms, at all levels of organization, use specialized
structures and similar processes to meet life’s needs.
 Describe the hierarchical organization of multicellular organisms from cells to tissues
to organs to systems to organisms.
 Investigate compare, and contrast the different structures of organisms that serve
different functions for growth, reproduction, and survival.
 Explain how the cell as the basic unit of life, has the same survival needs as an
organism (i.e., obtain energy, grow, eliminate waste, reproduce, and provide for
defense).
 Investigate and describe how cells grow, divide, and take in nutrients, which they
use to provide energy for cellular function.
 Identify the general functions of the major systems of the human body(digestions,
respiration, reproduction, circulation, excretion, protection from disease, and
movement control, and coordination) and describe ways that these systems interact
with each other.
 Identify and contrast the structures of plants and animals that serve similar functions
(e.g., taking in water and oxygen, support, response to stimuli, obtaining energy,
circulation, digestion, excretion, reproduction)
 Describe the importance of the transport and exchange of oxygen and carbon dioxide
to the survival of the organism
 Follow a taxonomic key to identify a given organism (e.g. flowering and nonflowering plants).
 Sort organisms with similar characteristics into groups based on internal and external
structures.
 Explore how the use of a microscope allows one to see cells in a variety of organisms
 Explain the functions of the cell (e.g., growth, metabolism, reproduction,
photosynthesis, response)
 Explain that within cells, many of the basic functions of organisms (e.g., extracting
energy from food and getting rid of waste) are carried out. The way in which cells
function is similar in all living organisms.
 Explain that specialized cells perform specialized functions. (e.g., muscle cells
contract, nerve cells transmit impulses, skin cells provide protection).
Life Science (Structures and Functions of Living Systems- Matter and Energy
Transformation):
The Student will understand how living things obtain and use energy.
 Explain that most multi cellular organisms have specialized cells to survive, while
unicellular organisms perform all survival functions. (e.g. nerve cells communicate
with other cells, muscle cells contract, unicellular are not specialized).
 Classify populations of unicellular and multi cellular organisms as producers,
consumers, and decomposers by the role they serve in the ecosystem
 Differentiate between the three types of consumers (herbivore, carnivore, omnivore)
 Diagram and describe the transfer of energy in an aquatic food web and a land food
web with reference to producers, consumers, decomposers, scavengers, and
predator/prey relationships
 Describe how energy derived from the sun is used by plants to produce sugars
(photosynthesis) and is transferred within a food chain from producers (plants) to
consumers to decomposers.
 Explain how energy is transferred through food chains and food webs in an
ecosystem.
Grade 5 Curriculum

Explain how the amount of useable energy available to organisms decreases as it
passes through a food chain and/or food web.
The Living Environment (Structures and Functions of Living Systems- Interdependence):
The Student will demonstrate an understanding that ecosystems display patterns of
organization, change, and stability as a result of the interactions and interdependencies
among the life forms and the physical components of the Earth
 Identify the biotic factors (populations of organisms ) and abiotic factors (e.g.,
quantity of light and water, range of temperatures, soil composition) that make up
an ecosystem
 Explain the factors that affect the number and types of organisms an ecosystem can
support, including available resources, abiotic and biotic factors and disease.
 Identify ways organisms interact with one another in various ways besides providing
food.
 Identify populations within a community that are in competition with one another for
resources
 Predict the possible effects of removing an organism from a food chain.
 Identify the sun as the major source of energy for life on earth and sequence the
energy flow in an ecosystem
 Describe the basic processes and recognize the substances involved in
photosynthesis and respiration.
 Explain the transfer of the sun’s energy through living systems and its effect upon
them.
The Living Environment (Heredity and Reproduction):
The Student will understand the transmission of traits in living things.
 Explain that an individual organism does not live forever; therefore reproduction is
necessary for the continuation of every species and traits are passed on to the next
generation through reproduction.
 Explain reproduction as a fundamental process by which the new individual receives
genetic information from parent(s).
 Differentiate between inherited and acquired traits.
 Observe, record and compare differences in inherited traits (e.g. connected earlobe,
tongue rolling).
The Living Environment (Changes in Living Systems - Evolution and Diversity):
The Student will describe and analyze diversity of species, natural selection, and
adaptations.
 Explain how a population’s or species’ traits affect their ability to survive over time.
 Describe possible causes for the extinction of an animal or plant.
 Explain that some animal behaviors are instinctive (e.g., turtles burying their eggs),
and others are learned (e.g., humans building fires for warmth)
 Explain that many plants and animals can survive harsh environments because of
seasonal behaviors, e.g., in winter, some trees shed leaves, some animals hibernate,
and other animals migrate.
 Differentiate between observed characteristics of plants and animals that are fully
inherited (e.g., color of flower, shape of leaves,) and characteristics that are affected
by the climate or environment (e.g., browning of leaves,)
 Give examples of how organisms can cause changes in their environment to ensure
survival, and explain how some of these changes may affect the ecosystem.
Grade 5 Curriculum
Social Studies
The Student will understand and evaluate the modern world through analyzing essential
concepts in civics, economics, geography, history, and sociology.
 Understand the economic and cultural importance of trade between nations.
 Understand the importance of good citizenship.
 Define Democracy and compare democratic institutions of the Colonial Era of the
USA with those of the modern world.
 Describe the cultural diversity of the Colonial Era of the USA and explain its impact
on the USA of the 21st century.
 Understand the concept of a “good work ethic” and its value in shaping democracies
past and present.
 Describe the diversity of Native American cultures.
 Explain the motives of the Pilgrims and other Puritan settlers in New England.
 Understand the concept of culture.
 Understand the components of a belief system (creed, code of behavior, rituals,
community).
 Identify and compare various belief systems and their principle tenets.
 Identify and compare the cultural characteristics of different regions and people
 Describe the relationship of Native American cultures to their environments.
 Explain the role of geography in the Europeans' choice of settlement.
 Compare the routes taken by European (Portuguese, Spanish, English and French)
explorers in their search for Asia.
 Explain how the Bering land bridge came into existence.
 Describe ways that the earth's physical and human features have changed over time.
 Know that human understanding of physical geography can change, using the
example of increased knowledge of Europeans during the Age of Discovery.
 Describe the settlement and establishment of the 13 colonies.
 Identify the major economic reasons the Europeans became interested in
exploration.
 Describe changes in the division of labor from Native American hunter-gathering
societies to farming communities to urban societies.
 Describe economic causes of human migration.
 Explain what citizenship means in terms of membership in, and allegiance to, a
country.
 Identify and describe means by which citizens can monitor and influence actions of
their government.
 Identify and explain forms of government set up by English colonists (direct
democracy, representative democracy).
 Identify responsibilities between government and people.
 Describe the technological developments that made long distance voyages possible.
 Identify reasons for European colonization of America.
 Give examples of cooperation and conflict between the Pilgrims and Native American.
(Thanksgiving, Small Pox, poison ivy, trade, etc.)
 Understand how social systems (e.g., schools, media, religions, families) prescribe
gendered identities.
Reading: Informational Text (English Language Arts Common Core, developed by Social
Studies)
Key Ideas and Details
The Student will read closely to determine what the text says explicitly and to make logical
Grade 5 Curriculum
inferences from it; cite specific textual evidence when writing or speaking to support
conclusions drawn from the text.
 Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
The Student will determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
 Determine two or more main ideas of a text and explain how they are supported by
key details; summarize the text.
The Student will analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
 Explain the relationships or interactions between two or more individuals, events,
ideas, or concepts in a historical, scientific, or technical text based on specific
information in the text.
Craft and Structure
The Student will interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
 Determine the meaning of general academic and domain-specific words and phrases
in a text relevant to a grade 5 topic or subject area.
The Student will analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate
to each other and the whole.
 Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or
more texts.
The Student will assess how point of view or purpose shapes the content and style of a text.
 Analyze multiple accounts of the same event or topic, noting important similarities
and differences in the point of view they represent.
Integration of Knowledge and Ideas
The Student will integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.
 Draw on information from multiple print or digital sources, demonstrating the ability
to locate an answer to a question quickly or to solve a problem efficiently.
The Student will delineate and evaluate the argument and specific claims in a text, including
the validity of the reasoning as well as the relevance and sufficiency of the evidence.
 Explain how an author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which point(s).
The Student will analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
 Integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably.
Range of Reading and Level of Text Complexity
The Student will read and comprehend complex literary and informational texts
independently and proficiently.
Grade 5 Curriculum

By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the grades 4–5
text complexity band independently and proficiently.
Língua Portuguesa
Oralidade
O aluno deverá exprimir-se oralmente com coerência e clareza, usando estratégias orais
apropriadas, de acordo com a finalidade pretendida.
 Produzir discursos orais com diferentes finalidades (referir tema, apresentar um
trabalho, distinguir o essencial do acessório de um texto, responder a questionários)
e com coerência;
 Respeitar princípios reguladores de interação discursiva (dição, entoação, estrutura e
coerência) na produção de enunciados de resposta e na colocação de perguntas;
 Adequar as estruturas gramaticais do oral à situação de comunicação.
Leitura
O aluno deverá ler, compreender, interpretar e analisar de forma crítica diferentes tipos de
texto.
 Ler e distinguir textos narrativos, descritivos, retratos, cartas, textos de enciclopédia
e de dicionário, notícias, entrevistas, sumário e texto publicitário;
 Ler um texto de maior complexidade com entoação, articulação e velocidade de
leitura;
 Distinguir entre informação essencial e acessória;
 Identificar os aspetos nucleares do texto, respeitando a articulação dos factos ou das
ideias, assim como o sentido do texto.
Escrita
O aluno deverá escrever textos coerentes e claros, de tipologia diversa, aplicando os
conhecimentos adequados do funcionamento da língua, sua gramática e estruturação.
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Redigir textos respeitando a estrutura e caraterísticas associadas ao tipo de texto
pedido: narrativas- quem, como, quando, onde, o quê, como, porquê; textos
informativos- introdução ao tópico, desenvolvimento e conclusão do tópico; texto
descritivo – descrição do tópico, recorrendo a adjectivos;
Reconhecer as regras de ortografia acentuação da língua portuguesa;
Aplicar regras do uso de sinais de pontuação para representar tipos de frase e
movimentos sintáticos básicos (enumeração, delimitação do vocativo, separação de
orações);
Utilizar e marcar adequadamente parágrafos;
Construir dispositivos de encadeamento lógico, de retoma e de substituição que
assegurem a coesão e a continuidade de sentido (repetições; substituições por
pronomes pessoais e sinónimos e expressões equivalentes; referência por
possessivos; uso de conectores adequados).
Educação literária e cultural
O aluno deverá compreender a importância e influência do contexto de produção dos textos
literários ou não literários.
 Delimitar os três grandes momentos de ação: situação inicial, desenvolvimento e
situação final;
Grade 5 Curriculum
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Identificar as personagens principais situando-as no tempo e espaço;
Identificar os recursos utilizados na construção dos textos literários (enumeração,
comparação, personificação e onomatopeia);
Distinguir a partir de critérios dados os seguintes géneros: fábula e lenda;
Elaborar um projeto escrito com base num tema proposto, recorrendo às novas
tecnologias de informação, apresentando-o à turma.
World Languages (English for Speakers of other Languages—ESL; Portuguese as a
Foreign Language—PFL)
Listening
The Student will comprehend spoken language in most contexts
 Beginner: Follow basic oral commands and classroom instructions
 Beginner: Understand basic information from oral statements and questions
 Beginner: Identify and match objects, people and places
 Beginner: Identify information on charts or tables based on oral statements
 Beginner: Use single words and short phrases to respond to familiar topics
 Intermediate: Understand key information in a variety of supported contexts
 Intermediate: Recognize verb tenses in present, past and future
 Intermediate: Recognize key vocabulary on specific topics
 Intermediate: Distinguish main idea and supporting details
 Intermediate: Respond to a film, video, song or other audio material
 Intermediate: Participate in classroom dialogue
 Advanced: Respond appropriately to formal and informal speech
 Advanced: Respond appropriately to familiar vocabulary, statements, questions, and
directions in the class
 Advanced: Identify ideas in oral presentations on a variety of topics
 Advanced: Ask questions based on information presented
Speaking
The Student will engage in conversations and participates in exchanges using sophisticated
language
 Beginner: Answer questions
 Beginner: Make requests
 Beginner: Describe routines and everyday events
 Beginner: Communicate main idea of classroom conversation
 Intermediate: Express opinions, basic needs, and requests clearly in most contexts
 Intermediate: Make short oral presentations
 Intermediate: Speak with some clarity and accuracy
 Advanced: Express a point of view with some detail
 Advanced: Use some colloquial language appropriately
 Advanced: Speak with sufficient fluency and clarity
Reading
The Student will demonstrate Reading independence
 Beginner: Read and comprehend simple authentic print
 Beginner: Use familiar vocabulary to complete cloze exercises
 Beginner: Follow simple text read aloud
 Beginner: Find basic information from text
 Intermediate: Interact with authentic print for specific purposes with familiar
background and vocabulary
 Intermediate: Identify meaning of words in context
Grade 5 Curriculum
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Intermediate: Skim and scan for information
Intermediate: Answer explicit questions about text
Advanced: Read appropriate age-level authentic material
Advanced: Identify most basic facts, main ideas and supporting details in texts with
familiar language.
Advanced: Interpret different types of texts
Writing
The Student will write in a variety of contexts with increasing accuracy and appropriate
conventions
 Beginner: Write short simple sentences
 Beginner: Write a short paragraph with simple sentence structure to express ideas
and feelings in a limited range of familiar situations
 Intermediate: Write a complete paragraph to express ideas and feelings in a limited
range of everyday situations
 Intermediate: Write compound sentence
 Intermediate: Generate an appropriate response to a familiar writing prompt
 Advanced: Use some common idiomatic language in Writing
 Advanced: Write with transitions to create cohesive passages
 Advanced: Express ideas and feelings in everyday situations using multi paragraphs
Information Technology
(Adapted from International Society for Technology in Education—ISTE)
Creativity and Innovation
The Student will demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology.
 Digitally represent existing knowledge extending their understanding and creating
new ideas, products, or processes.
 Use logo programming and places instructions in the right order.
 Create logo procedures using the repeat command.
Communication and Collaboration
The Student will use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
 With guidance and working independently, consider audience and purpose when
creating digital products and communicating online while exploring the different
media options available.
 Examine and interact with digital artifacts depicting other cultures as well as
communicate electronically, with guidance, with people from other cultures in order
to gain better awareness of differing lifestyles and societal norms.
 Use digital tools and work collaboratively to develop group products or solve
problems (e.g. wiki/blog).
 Use a variety of digital tools productively to, publish/share ideas and resources,
collaborate with peers and make positive contributions to online communities.
Research and Information Fluency
Grade 5 Curriculum
The Student will apply digital tools to gather, evaluate, and use information.
 Use a digital platform to create a bibliography and cite resources.
 With help from the librarian and/or classroom teacher, use a search engine's basic
and advanced search options to locate resources, evaluating each resource for
accuracy/bias/relevance and currency.
 Explain why it is best to utilize multiple sites when doing research.
 Practice checking websites they visit for privacy policies and privacy seals of
approvals.
 Use different web browsers.
Critical Thinking, Problem Solving, and Decision Making
The Student will use critical thinking skills to plan and conduct research, manage projects,
solve problems, and make informed decisions using appropriate digital tools and resources.
 Use a variety of digital tools and resources to identify a school, local, or state issue,
create a problem statement, and generate questions for investigation.
 Use a variety of digital tools and resources to gather, organize, and analyze data to
draw a conclusion or solve a problem.
Digital Citizenship – Technology and Society
The Student will understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.
 Interact positively and productively in a class or group discussion about copyright,
credit, and plagiarism and apply it to their own creative work.
 Interact positively and productively in a class or group discussion reflecting on the
ethical importance of giving credit to others for their work.
 Identify unsafe online behavior (incl. loss of privacy) and the consequences of unsafe
behaviors including cyber bullying and harassment.
 Recognize what should be reported and to whom.
 Share tips, tricks and problem solving strategies with peers as they explore new
applications
 Practice correct online etiquette.
Technology Operations and Concepts
The Student will demonstrate a sound understanding of technology concepts, systems, and
operations.
 Demonstrate an understanding of file and workspace management by choosing
short, descriptive filenames, creating folders and saving their files to the appropriate
folder based on common attributes (on network, online, and personal devices).
 Protect passwords and personally identifiable information as they safely login in to,
and out of, local and online environments.
 Use keyboard effectively, texting devices and/or audio/video input and output
equipment.
 Effectively and efficiently use a variety of tools and applications to create, present,
publish and illustrate information and ideas.
 Troubleshoot by resetting connections and restarting devices (e.g. mouse, keyboard,
interactive whiteboard, printers, speakers, flash drive, etc.) and ask for help, or use
"Help" functions common to most programs and environments.
 Recognize common, similar features and functions in digital environments and
independently apply those to new technology experiences (e.g. are able to transfer
basic operations skills form digital device such as a digital camera, audio recorders to
other digital devices).
 Insert page numbers, headers and footers to a document.
 Create a chart.
Grade 5 Curriculum
Fine Arts: Music
Perform
The Student will sing and/or play a varied repertoire of music.
 Sing and/or play music of varied genres and styles exercising expression,
interpretation, and phrasing by performing music in small groups in two or more
parts, emphasizing technique, proper diction, etc.
 Sing and/or play a musical instrument emphasizing musical skills, e.g., breathings,
singing, ranges, posture, instrumental technique, voice changes, etc.
 Demonstrate a steady beat and accuracy on polyrhythmic patterns including
syncopation when singing, speaking, and playing instruments in both small and large
ensembles
 Perform harmonic accompaniments with appropriate phrasing, dynamics, and chordal
sequence/structure
 Demonstrate proper performance skills: respond to cues of a conductor
 Use performance etiquette appropriate to a variety of styles of performance
The Student will read and notate music.
 Read simple rhythmic and melodic patterns (e.g. sixteenth notes, triplets, all rests,
syncopated rhythms, and letter names)
 Identify, interpret, and use standard notation symbols for meter, pitch, rhythm,
dynamics, tempo, articulation, and expression
 Sight read simple rhythms and melodies
The Student will analyze and evaluate his/her own performances.
 Describe and critique musical performances using appropriate music terminology
(e.g. intonation, balance, phrasing, dynamics and teacher identified criteria)
 Describe and reflect on performance etiquette (e.g. solo and ensemble stage
presentation)
Create
The Student will improvise melodies, variations and accompaniments.
 Improvise phrases that include both rhythm and melody within guidelines
The Student will compose and arrange music.
 Create and arrange rhythmic and melodic phrases within a specified melodic range
and multiple rhythms
 Explore the role of technology in the creation/composition of music by listening to or
performing on electronic instruments
 Create and arrange short songs/accompaniments to stories, poems, and/or
dramatizations using pitched and non-pitched instruments
The Student will analyzes and evaluates their own creations.
 Describe and critique own musical creations using appropriate music terminology and
criteria
 Compare own creations with the creations of other The Student using appropriate
terminology within defined criteria
Respond
The student will understand music in relation to history and culture.
Grade 5 Curriculum
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Compare and contrast characteristics of music from various time periods, cultures,
and composers
Explain how music is embedded in various world cultures
Analyze the contributions and life histories of a variety of composers and musicians
from different cultures, times, and places
The Student will understand relationships among the arts and disciplines outside the arts.
 Identify connections between music and the other arts, including similar terms,
historical periods, and styles, form and expression
 Relate music elements and concepts to disciplines outside the arts (e.g. science of
sound, notes, and division)
 Reflect on personal musical involvement and possible lifetime paths in music
The Student will analyze, evaluate, and respond to varied musical repertoire and
performances
 Identify age-appropriate music concepts (e.g. rondo, theme and variations) and
musical elements (e.g. tonality, tempo, and dynamics) in musical selections
 Visually and aurally identify major instruments of the orchestra and their families
 Explain, using appropriate music terminology, their personal preferences for specific
music works and/or styles
 Demonstrate appropriate audience behavior for a variety of musical performances
Fine Arts: Art
Perform
The student will understand and apply media, techniques and processes related to the
Visual Arts.
 Apply a variety of problem-solving strategies to develop possible solutions in
producing artwork.
 Distinguish between sculptures that have been created with an additive and/or
subtractive process.
 Define terms related to printmaking processes.
 Explore selected ceramic techniques and process.
 Explore a variety of painting media and recognize their similarities and differences.
 Compose a drawing strictly from a still life arrangement.
The Student will know, in the making of artwork, how to use the various media to create
desired sensory qualities, organizational principles and expressive features.
 Compose an artwork with emphasis on selected art elements and/or principles.
 Look and discuss the paintings of a famous artist and then create an artwork in the
same style.
 View artworks that convey a specific mood or meaning and recreate those same
sensory qualities in a personal artwork.
Create
The Student will know a range of subject matter, symbols and potential ideas in the Visual
Arts.
 Design a CD or book cover utilizing the elements of design.
 Draw symbols that signify a selected theme and utilize them in an artwork.
Grade 5 Curriculum
Respond
The Student will understand the Visual Arts in terms of its relation to history and cultures.
 Create an artwork using characteristics from a selected area or culture.
 Create a work of art showing their culture and time.
 Create a work of art relating to a world event.
The Student will understand identify the characteristics and merits of one’s own artwork and
the artwork of others.
 Create personal symbols to use in artwork which convey a chosen theme.
 Compare and interpret works of art with similar themes.
 Compare and contrast pottery from different cultures, interpret their decorative
themes and functions.
Physical Education
The Student will use a variety of basic and advanced movement forms and demonstrate
proficiency (level 2) in movement skills and skill combinations in complex movement
activities.
 Perform complex educational gymnastic sequence, including roll, balance and weight
transfer (at least five different elements), with smooth transitions and changes of
direction, speed, and flow.
 Demonstrate skill in a variety of modified individual and team activities: The
following must be included:
Basketball (understanding rules, individual drills); Golf (putting, basic chipping);
Soccer (understanding rules, individual drills); Track and Field (using age appropriate
guidelines);
Volleyball (intro to skills); Badminton (no net);
Softball (wiffle ball/plastic bat; catching with glove);
Kickball (understands how to run basses, no leading, tagging up or throwing ball at
runners).
The Student will use movement concepts and principles in the development of motor skills
and understand and apply movement principles and concepts in complex movement
activities.
 Apply movement concepts of body, space, effort, and relationship to movement.
 Apply principles of accuracy, force, and follow-through when projecting objects.
 Identify and demonstrate basic small-group offensive and defensive tactics and
strategies (e.g. body fakes, use of speed, change of direction, keeping body low
while moving/guarding, pass and cut).
 Use basic offensive and defensive strategies in unstructured game environments
(e.g. limited rules, modified equipment, small numbers of participants).
 Identify and apply principles of practice to enhance performance (e.g. form,
consistency, repetition).
The Student will achieve and maintain a health-enhancing level of personal fitness as well
as understands its benefits.
 Describe short and long-term benefits of engaging in regular physical activity.
 Use personal fitness assessment data to enhance understanding of physical fitness.
 Know how to measure the heart rate, using two fingers (e.g. neck or the wrist).
Grade 5 Curriculum
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Analyze fitness data to describe and improve personal fitness levels (e.g. apply data
to own plan for improvement).
Describe ways to modify activities to be more health-enhancing (walking instead of
riding).
The Student will understand the social and personal responsibility associated with
participation in physical activity and participate in establishing and maintaining a safe
environment for learning physical activities.
 Work independently and with others to improve learning during physical activity.
 Display appropriate cooperative and competitive behaviors.
Personal & Social Education
Social and Emotional Health
The Student will identify attitudes and interpersonal skills to help them understand and
respect self and others.
 Develop strategies to stop bullying
 List different types of conflict
 Understand the need for seeing others’ viewpoints in a conflict
 Identify the basic elements of I-Statements
 List the emotional changes that occur during puberty.
 Identify differences between Elementary and Middle School
 Explore effective strategies to cope with the transition to Middle School
 Identity causes of stress
 List common reactions to stress
 Identify and demonstrate different strategies to manage stress