Benchmarks
2012 – 2013
Grade 5
Education Center
Office of Teaching & Learning
100 Walnut Street
Newtonville, MA 02460-1398
617-559-6125
September 2011
N EWTON
PUBLI C SCH OOLS
Office of Teaching & Learning
Understanding the Context of This Curriculum D ocument
Over a number of years, the N ew ton Public Schools have developed district-w ide benchmarks
to guide classroom instruction. A dministrators and teachers w orked together to articulate
curricular parameters that w ould frame their w ork and delineate guidelines for learning
development grade-to-grade. These outcome and benchmark documents are aligned to the
M assachusetts Curriculum Framew orks.
The N ew ton Public School outcomes and benchmark documents provide guidance about the
primary content, concepts, skills, and habits of mind to be taught in each subject. The
documents should be used as a resource for the daily classroom practice of every teacher so
that system-w ide learning goals are consistent for students in each grade and across the school
system. H ow ever, the adherence to these systemic curriculum documents should not
preclude the use of the creative and challenging strategies that are the hallmark of the best
practices currently taking place in our schools. To the contrary, these documents should make
it easier for teachers to engage in collaborative learning models, inform parents of the scope
and sequence of curricular content, and drive ongoing efforts to develop common
assessments, differentiated instruction and our core values of excellence, innovation, respect, and
responsibility.
If you have any questions or concerns regarding these documents or about other curriculum
matters, please contact your principal or the appropriate curriculum coordinator, w hose name
appears at the top of each subject section.
September 2012
Grade 5 Benchmarks
English Language Arts --------------------------------------------------- 1
Fine Arts-Art/Music ------------------------------------------------------ 10
History and Social Sciences --------------------------------------------- 16
Instructional Technology------------------------------------------------ 21
Libraries and Media Services ------------------------------------------ 23
Mathematics ---------------------------------------------------------------- 27
Physical Education, Health and Wellness--------------------------- 34
Science and Technology/Engineering -------------------------------- 37
September 2012
English Language Arts
Anne Mikulski
English Language Arts Coordinator, K-8
617-559-9090
The Benchmarks in English are closely related to the Massachusetts English Language Arts Framework
(June 2001, May 2004). Following the organizational scheme of the state framework, the district
benchmarks highlight four major areas of English Language Arts: Language, Reading and Literature,
Composition, and Media. The 27 standards in the state framework have been incorporated into 17
specific outcomes in the district benchmarks.
Outcome #1
Students will live out the system-wide core value of "Respect” and
“Responsibility”.
Students will:
• consistently analyze their experiences for bias and discrimination.
• take effective anti-bias action when bias or discrimination is identified.
• work with people of different backgrounds and tell how the experience affected them, e.g., clean up of litter
in a schoolyard, Internet data collecting projects, etc.
• demonstrate how their membership in different groups has advantages or disadvantages that influence how
they see the world and how they are perceived by others; e.g., through dramatic role-plays.
• participate in cooperative activities that require inclusive behaviors.
• discuss themes about gender, race and culture.
• write from different points of view.
• read literature written by women, people of color and by people from different cultures.
• read literature closely, with attention to the effect of institutional bias on the motivation, actions and feelings
of characters.
• use myth, story, poetry, art and other art forms from varying cultures to understand the human condition.
• compare literary works with similar themes and structures created by different cultures.
Outcome #2
Students will read a wide range of literature from many cultures, time
periods, and genres.
Students will:
• read books by people of color, people from different cultures and women.
• read and listen to stories set in many different countries and written by people from different cultures, ethnic
traditions, or religious or geographical backgrounds.
• read selected fiction, traditional narratives, poetry, dramatic scripts, and nonfiction, which connect with
themes across cultures and across the curriculum.
Grade 5 Benchmarks
September 2012
1
Language
Outcome #3
Students will follow established conventions of discussion, pose questions,
listen to the ideas of others, contribute ideas in group discussions and
interviews, and make oral presentations that show a consideration for
audience and purpose.
Students will:
Listening / Discussing
• listen effectively; gain meaning from what is heard.
• participate in class discussion by asking and answering questions to clarify understanding.
• comment appropriately on classmates' presentations; share own point of view.
• follow rules in small group discussions, including literature circles, cooperative learning groups,
brainstorming and problem solving sessions.
• take different roles in cooperative learning groups.
• contribute to group summary of ideas presented in a discussion.
Speaking / Presenting
• speak effectively to a variety of audiences, using appropriate language, pace, voice projection, and eye
contact.
• make informational presentations that have a recognizable organization.
• express an opinion or share information using specific examples or supporting detail.
• use planning strategies such as sequencing, semantic mapping, and story mapping when preparing for an
oral presentation.
• use visual materials to support presentation.
• use organizational aids such as index cards and graphic organizers to improve fluency of presentation.
• participate in the development of assessment criteria to prepare for and evaluate presentations.
Outcome #4
Students will understand, acquire, and use new vocabulary.
Students will:
• acquire and use new vocabulary.
• recognize and correctly use words with multiple meanings.
• recognize that some words and phrases have both a literal and a non-literal meaning (for example, take steps).
• determine the meanings of unfamiliar words using context clues (for example, definitions, examples,
explanations in the text).
• identify the meanings of 25 common prefixes and 15 meaning-bearing suffixes.
• identify the meanings of 15 common Greek and Latin roots or combining forms.
• explain the meanings of multi-syllabic words containing familiar roots and meaning-bearing affixes; for
example, in vis ible means “not able to be seen”; psych olog ist means “one who studies the mind.”
• determine the meanings of unfamiliar words using knowledge of common Greek and Latin roots, suffixes,
and prefixes.
• determine pronunciations and meanings of words, as well as alternate word choices and parts of speech,
using dictionaries and thesauruses.
• identify the meaning of common idioms and figurative phrases.
Grade 5 Benchmarks
September 2012
2
Outcome #5
Students will demonstrate an understanding of the structures of English
grammar, knowledge of the ways in which the English language has
developed and changed, and an appreciation for the richness of the English
language resulting from the influences of other languages.
Students will:
• identify seven basic parts of speech: noun, pronoun, verb, adverb, adjective, conjunction, preposition
• explain how the four basic parts of speech (noun, verb, adjective, adverb) function in a sentence.
• recognize that a word performs different functions according to its position in a sentence.
• identify past, present, and future verb tenses.
• understand the concept of a sentence; explain the dual structure of simple sentences: a part that tells who or
what (subject) and a part that tells what happened (predicate).
• identify subjects and predicates in simple sentences.
• identify run-ons, comma splices, and sentence fragments based on a knowledge of subject and predicate and
end punctuation.
• identify simple and compound sentences.
• expand sentences (for example, by adding modifiers or combining sentences).
• identify words or word parts from other languages that have been adopted into the English language.
• identify words appealing to the senses and distinguish between metaphor and simile.
• locate and understand dictionary abbreviations for parts of speech and word origins.
Reading and Literature
Outcome #6
Students will choose appropriate books for independent reading.
Students will:
• choose a variety of texts at an appropriate level of challenge.
• choose books from a variety of genres which extend their reach and pleasure as readers.
Outcome #7
Students will understand the conventions of print and the relationship of
letters and spelling patterns to the sounds of speech in order to decode text.
Students will:
• read grade-level text accurately; self-correct appropriately.
• demonstrate understanding and use of structural analysis when decoding unfamiliar words in the following
ways:
o understand and use knowledge of syllables.
o understand prefixes and suffixes with root words.
o understand and recognize contractions and compound words.
• apply flexible decoding strategy / search for largest recognizable chunks and base words (e.g., locate and -tion
in location; tri- and angle in triangle) before sounding out letter by letter.
Refer to the benchmarks for grades K-3 for additional word analysis outcomes.
Outcome #8
Students will become fluent readers.
Students will:
• read grade-level text fluently.
• read a prepared fifth-grade passage with appropriate phrasing, pace, expression, and intonation.
• smoothly adjust reading rate to satisfy the purpose of the task.
Grade 5 Benchmarks
September 2012
3
Outcome #8
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use punctuation and knowledge of syntactic structures to read complex sentences.
monitor reading and demonstrate attempts to self-correct errors using semantic, syntactic, and graphophonic
clues.
plan and perform readings of selected texts for an audience, using clear diction and voice quality (volume,
tempo, pitch, tone) appropriate to the selection; for example, perform a Readers Theater dramatization of a
favorite selection or passage, a monologue, or a poem for two voices.
Outcome #9 Students will use a variety of ‘active reading’ strategies to comprehend text
and monitor their understanding.
Students will:
• identify explicitly stated information and ideas.
• use a repertoire of ‘active reading’ strategies, including making connections, questioning, previewing and
predicting, visualizing, determining important information, summarizing, and synthesizing, to comprehend
text.
• determine the meaning of unknown vocabulary using a variety of strategies.
• demonstrate inferential thinking while reading challenging text in a variety of genres; draw conclusions
supported by specific details from the text, by the author’s use of sensory details, and by the author’s
descriptions of setting, characters, and events.
• monitor their comprehension and know when meaning breaks down; stop and reread to make sense of text.
• use structures and features of text (headings, subheadings, table of contents, index, boldfaced words, letter size) and
graphic material accompanying a text (pictures, charts, diagrams, maps) to aid understanding.
• analyze and interpret texts; use evidence from the text to support interpretations.
• identify main ideas and supporting details in nonfiction.
• determine theme in fiction and traditional narratives.
• gain information and new understandings when reading science, social studies, and math texts.
Outcome #10 Students will use a variety of literary analysis and literature study strategies
to comprehend text and monitor their understanding.
Students will:
Organizing Knowledge and Information
• retell the events of a story – or the main ideas of informational text - in sequence.
• summarize main events in narrative texts and main ideas, supporting ideas, and supporting details in
nonfiction texts.
• use a variety of graphic organizers to map story structures or information; for example, make a timeline of
events, use a Venn diagram to compare characters, or develop an outline of main ideas, supporting ideas,
and supporting details.
Understanding Text Structure, Features, and Genre Characteristics
• identify common elements and characteristics of various genres, including folk and fairy tales, fables, myths,
biographies, fictional narratives, informational and expository nonfiction, dramatic literature and poetry.
• identify the characteristics of various subgenres of fiction such as mystery, adventure, historical fiction,
science fiction, fantasy, contemporary realistic fiction, novels and short stories.
• identify common structures of traditional literature (for example, that characters or story elements often
come in threes, such as three bears, three sisters, three wishes, or three tasks; or that there are magic helpers,
such as talking animals, fairies, or elves), and common stylistic elements (such as repeated refrains, similes,
hyperbole).
Grade 5 Benchmarks
September 2012
4
Outcome #10 (cont’d)
Understanding Text Structure, Features, and Genre Characteristics (cont’d)
• identify the elements of setting, characterization, plot – including conflict, climax, resolution – flashback,
foreshadowing and point of view.
• identify poetic elements, including rhyme, rhythm, repetition, visual and auditory images, pattern, similes
and metaphors.
• identify terminology for structural elements of poems (for example, stanza, verse, lineation, personification,
extended metaphor, the speaker and mood).
• identify and analyze structural elements unique to dramatic literature (for example, scenes, acts, cast of
characters, stage directions).
• identify and use knowledge of common textual features of nonfiction (for example, title, headings, key words,
captions, paragraphs, topic sentences, table of contents, glossary, captions accompanying illustrations or photographs)
to aid understanding.
• identify and use knowledge of common graphic features of nonfiction (for example, charts, graphs, maps,
diagrams, illustrations) to aid understanding.
• identify and use knowledge of common organizational structures of nonfiction (introduction and conclusion,
main idea statement, supporting ideas, chronological order, comparison and contrast, problem and solution, cause and
effect, description) to aid understanding.
Engaging with Text
• discuss texts with classmates, using evidence from the text to support opinions and interpretations.
• share reactions to characters and events in narratives and information and ideas in expository texts.
• make judgments about setting, characters, and events and support them with evidence from the text.
• respond in writing to both fiction and non-fiction texts, formulating questions, making predictions,
connecting to personal experiences, and drawing conclusions.
• identify and react to elements of plot and character presented through dialogue in dramatic scripts that are
read, viewed, heard, or performed.
• respond to the effects of sound, figurative language, and graphics in order to uncover meaning in poetry:
o sound (alliteration and rhyme scheme: free verse; couplets; a, b, a, b)
o figurative language (metaphor, simile)
o graphics (capital letters).
Appreciating Author’s Craft
• identify personality traits of characters, and how their thoughts, words, and actions reveal their personalities.
• develop characters through the use of basic acting skills (memorization, sensory recall, concentration, diction,
body alignment, expressive detail) and self-assess using teacher-developed criteria before performing.
• identify and analyze examples of common narrative techniques such as dialogue, flashback, description,
‘showing, not telling,’ foreshadowing, suspense, and ‘creating a window into the character’s mind.’
• identify and analyze foreshadowing clues that help the reader predict what will happen later in a story.
• identify and analyze examples of rich language, including unusual vocabulary, sensory details, figurative
expressions, similes and metaphors, and the rhythm and flow of sentences.
Reflecting / Evaluating
• identify and discuss theme or main idea orally and in writing.
• relate themes in stories to personal experiences or the experiences of others.
• identify theme in literature in a simple statement and differentiate between theme and topic.
• describe how main characters change over time.
• make hypotheses about the author's purpose and support them with evidence from the text.
• compare and contrast stories in terms of various elements, including setting, plot, characters, narrative
techniques, and theme.
Grade 5 Benchmarks
September 2012
5
Outcome #10 (cont’d)
Reflecting / Evaluating (cont’d)
• identify and discuss similarities and differences between the characters or events in a literary work and the
actual experiences in an author’s life; for example, compare Faith Ringgold’s or Kate DiCamillo’s real-life
experiences to those of their fictional characters.
• recognize and compare structural and thematic aspects of traditional literature from different cultures: myths,
legends, tall tales, folklore, fairytales, and fables (identify common themes across selections).
• compare different versions of the same story from traditional literature (for example, two American folktales, a
traditional and contemporary version of a fairy tale).
Composition
Outcome #11 Students will demonstrate an ability to create a coherent piece of writing
using a variety of strategies at each step of the writing process.
Students will:
• express thoughts and feelings in writing easily and fluently.
• use steps in the writing process appropriate to grade level:
o plan out a piece of writing using a variety of organizational tools such as a semantic map, web,
outline, or story board; demonstrate 'big picture' thinking.
o read own writing aloud, solicit feedback, confer with others.
o revise own writing to improve word choice, clarity, organization, or level of detail using a variety of
techniques (e.g., adding words and phrases, expanding ideas, deleting information, incorporating
narrative techniques, rewriting awkward passages, etc.).
o proofread and edit own writing with appropriate help.
o publish pieces that have been revised and edited.
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write a personal or fictional narrative that follows a logical progression, includes supporting details, and
incorporates a variety of narrative techniques (e.g., interesting lead, dialogue, description, suspense, show - don't
tell, flashback, ‘explode the moment,’ etc.).
write a coherent, well-organized report or essay that includes paragraphs, a purposeful introduction and
conclusion, a logical arrangement of ideas, and supporting examples or information.
Use a topic sentence as a way of signaling to the reader the main idea of a new section or paragraph in an
expository piece.
write a descriptive piece that uses rich language to describe a scene, create a mood, or convey an impression.
write a story that has a beginning, middle, and end, contains descriptive details about setting and characters,
and incorporates plot events that lead to a climax and resolution.
write a story scene that explores the point of view of a single character or the points of view of two characters
involved in a conflict or struggle.
write a persuasive piece that uses facts, examples, and/or supporting information to persuade readers (for
example, a book review with passages from the text to illustrate the writer’s points, a restaurant review with
detailed descriptions, or an editorial with specific examples to support the writer’s position).
write a brief interpretation or explanation of a literary or informational text using evidence from the text as
support.
write poems using poetic techniques (alliteration, sensory images, onomatopoeia), figurative language (simile,
metaphor), and graphic elements (capital letters, line length).
use rich language purposefully in a variety of genres; avoid overused words such as good, big, nice, great, said,
went and really.
Grade 5 Benchmarks
September 2012
6
Outcome #11 (cont’d)
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use appropriate language for different audiences (other students, parents) and purposes (letter to a friend,
thank you note, invitation).
write in complete sentences most of the time.
use conventional spelling appropriate to grade level.
use capitalization and punctuation conventions correctly.
use rubrics, written reflections, and self-assessment scales to assess own writing using standards appropriate
to grade five.
Outcome #12 Students will understand and appreciate the concept of authorship.
Students will:
• see themselves as authors.
• generate meaningful writing topics drawing from personal experience.
• read aloud, share, and publish their own writing .
• write for real audiences and genuine purposes (for example, write a restaurant review for the school
magazine, send a letter of inquiry to a corporate or government official, or write poems for a class poetry
reading).
• respond to each other's writing during the writing process.
• maintain total artistic control of the writing process – including topic selection, idea development, and
decisions about revisions – for a number of their compositions.
• recognize that an author’s experience can influence his or her work.
• compare chapter books by the same author, noting similarities in setting, characters, and theme.
• see themselves as authors by writing appropriately for a variety of audiences and for different purposes.
• know how a published author has used the writing process.
Outcome #13 Students will conduct research on topics of their own choosing using a
variety of resources and reference materials.
Students will:
Preparing for Research
• chose a manageable topic.
• generate questions, pose problems, and respond to open-ended questions.
• develop a plan for doing the research.
Locating Sources and Recording Sources
• locate materials in library using both the card catalog and computer data.
• locate and retrieve information from a variety of sources, including books, encyclopedias, dictionaries,
atlases, videos, data bases, and electronic and on-line resources.
• write down essential information from external sources in their own words (note-taking and summarizing).
• use quotes whenever taking information directly from a source.
Evaluating Material
• evaluate the relevance and accuracy of the information.
• compare sources.
Interpreting and Communicating Information
• use more than one source of information when completing a research project.
• access prior knowledge and relate it to the new information.
• follow instructions in formatting academic work: use appropriate headings and margins, organize the text on
the page so it is readable, use a title and subtitles where helpful.
• organize the results so they can be read easily
Grade 5 Benchmarks
September 2012
7
Outcome #13
Interpreting and Communicating Information (cont’d)
• provide appropriate documentation in a consistent format.
Assessing Work
• evaluate the success of the research.
• identify steps taken / reflect on what has been learned.
• follow rubrics or evaluation criteria established by the teacher.
Outcome #14 Students will demonstrate their knowledge of standard English conventions
for sentence structure, usage, punctuation, capitalization, and spelling.
Students will:
• form complete sentences appropriate to grade level; e.g., avoiding run-ons, comma splices, and fragments
most of the time.
• use appropriate end-stop punctuation for simple and compound sentences.
• use commas in dates and addresses, between clauses in compound sentences, and in series constructions.
• capitalize proper nouns; the first word of a sentence; the first word, nouns, and verbs in titles; and the
pronoun "I."
• use apostrophes for common contractions and singular possessives.
• use quotation marks and commas to set off spoken from unspoken words in dialogue.
• use knowledge of phonetic spelling generalizations, suffix operations, and common spelling rules to spell
approximately 800 highest-frequency words correctly in written work.
• use a variety of spelling strategies, including syllable segmentation, recognition of familiar word parts
(including Latin and Greek roots), auditory association (analogies), and knowledge of common spelling
patterns, to determine the spelling of unfamiliar words.
• paragraph appropriately; identify four situations that call for paragraphs (beginning of text, new idea, new time
or place, new speaker in dialogue).
• sustain agreement between subject and verb. (Both of us were…)
• sustain agreement between pronoun and referent. (Bob and Sue are friends. They…)
• maintain consistency between pronoun and case. (She and I went …; they swam with me.)
• name self last in formal writing and speaking. (Bob and I are …)
• use standard English in final form of written assignments.
Outcome #15 Students will become proficient in handwriting and word processing.
Students will:
• write legibly and fluently in cursive; form all letters correctly.
• use computer to enter, revise and edit text.
Outcome #16 Students will use knowledge of the conventions and elements of media to
analyze media productions and presentations.
Students will:
• identify and analyze the similarities and differences between a narrative text and its film or play adaptation.
• identify techniques used in educational reference software and websites and describe how these techniques
are the same as or different from the techniques used by authors and illustrators of print materials.
Grade 5 Benchmarks
September 2012
8
Outcome #17 Students will design and create coherent media productions with adequate
consideration of audience, purpose, and medium.
Students will:
• use reading and writing skills to create a coherent media production incorporating images, text, music,
sound effects, and /or graphics.
Grade 5 Benchmarks
September 2012
9
Fine Arts: Art
Richard King
Fine Arts Coordinator, K-8
617-559-9090
The K-5 Art Benchmarks were developed by a group of elementary art teachers and the Coordinator of
Fine Arts. They were written to reflect the Massachusetts Fine Arts Frameworks, the standards
developed by the National Art Education Association, and the actual practice of Newton elementary art
programs. The benchmarks are sequential in nature and reflect a concern for the developing art
student. The ultimate goal of art instruction in the Newton Public Schools are reflected in the
Outcomes which state what students should know and be able to do as a result of art instruction.
Outcome #1
Students will live out the system-wide core value of "Respect” and
“Responsibility”.
Students will:
• consistently analyze their experiences for bias and discrimination.
• take effective anti-bias action when bias or discrimination is identified.
• work with people of different backgrounds and tell how the experience affected them.
• demonstrate how their member ship in different groups has advantages or disadvantages that allow
them to see the world and the way they are perceived by others.
Outcome #2
Students will have the knowledge and skills necessary to use basic art
materials in art processes such as drawing, painting, print making, fiber
arts, constructing, modeling, collage and film/photography.
Students will:
• draw from observation, memory and imagination using basic drawing materials.
• draw using a variety of art materials, and topics from other subject areas, and reflecting a diversity
of cultures.
• select appropriate drawing material for work to be completed.
• paint from observation, memory and imagination.
• paint with emphasis on mixing colors and controlling the medium.
• use clay to make functional forms.
• design paper constructions.
• print using basic printing processes such as monoprinting and foam and linoleum printing plates.
• collage paper shapes into images and patterns.
• construct three dimensional forms from diverse materials.
• make fabric collages, burlap pictures and weavings.
Grade 5 Benchmarks
September 2012
10
Outcome #3
Students will have knowledge of and be able to use the fundamental
elements and principles of art such as line, shape, space, light, color,
texture, unity, variety, contrast, balance, rhythm and emphasis.
Students will:
• describe space through the use of placement, e.g. overlapping, size, and intensity of color and detail.
• mix and name secondary and complementary colors.
Outcome #4
Students will analyze and make informed judgments at critical junctures
in the production of art works and take risks to resolve them.
Students will:
• approach an art problem with openness and confidence.
• make design decision in the creation of art works.
• take risks in using new materials to create art works.
• work a greater length of time on a single project and work longer in one work period.
Outcome #5
Students will have positive attitudes and sensitivity toward their own art
work and the works of others.
Students will:
• be respectful of the art works of others during the creation process.
• know that their own art work is special, unique and an important part of themselves.
• transport their art work home respectfully.
• look at and discuss their own art work with the art work of others.
• look at and constructively discuss their own completed art work and the art work of others.
Outcome #6
Students will have knowledge of art works by accomplished artists,
various styles of art, and the role of art in human culture.
Students will:
• know about accomplished artists from a variety of cultures and times.
• recognize and respects art work from diverse cultures.
• explore and create designs that reflect differing cultures.
• understand that there are accomplished artists whose art works hang in museums and other public
buildings.
• explore still-life, portrait, self-portrait, landscape as art forms.
• understand that art work has been created by every civilization.
• understand that art can grow from observation, memory or imagination.
• recognize various art styles.
Grade 5 Benchmarks
September 2012
11
Outcome #7
Students will make critical judgments in art based on a developed sense of
aesthetic awareness.
Students will:
• make judgments in the creation of their art works based on their current level of aesthetic
awareness.
• make thoughtful choices of color, line, shape, texture and other elements in their won art work
based on their current level of aesthetic awareness.
Outcome #8
Students will be able to use an art vocabulary when describing, discussing,
or evaluating their personal works of art and the works of others.
Students will:
• know and use the following art vocabulary: line, shape, color, texture, pattern, collage, paint and
draw.
• know and use the correct names of art materials and tools.
Outcome #9
Students will properly use and care for art materials and equipment.
Students will:
• use brushes and scissors correctly.
• use art equipment and materials appropriately, correctly and respectfully.
• work with a variety of materials to learn how to use adhesives and how to join things together.
• explore further the uses of scissors, brushes and other art materials and equipment.
• assume responsibility for cleaning up personal and communal work spaces.
Grade 5 Benchmarks
September 2012
12
Fine Arts: Music
Richard King
Fine Arts Coordinator, K-8
617-559-9090
The K-5 Music Benchmarks were developed by a group of elementary music teachers and the
Coordinator of Fine Arts. They were written to reflect the Massachusetts Fine Arts Frameworks, the
standards developed by the Music Educators National Conference, and the actual practice of Newton
elementary music programs. The benchmarks are sequential in nature and reflect a concern for the
developing music student. The ultimate goals of music instruction in the Newton Public Schools are
reflected in the Outcomes which state what students should know and be able to do as a result of music
instruction.
Outcome #1
Students will live out the system-wide core value of "Respect” and
“Responsibility”.
Students will:
• respect others in classroom situations.
• participate and cooperate with others regardless of personal differences.
• work cooperatively and productively with a partner or in a small group.
• work independently and on-task for short periods of time.
• work toward resolving conflicts in socially acceptable ways with and without teacher prompting.
• follow classroom rules.
Outcome #2
Students will be able to express themselves musically by singing, playing,
moving, composing and improvising.
Students will:
• use his or her voice in a pleasing manner and on pitch.
• sing rounds and partner songs, and part compositions.
• sing songs learned by rote and read from musical notation.
• sing and act out a variety of songs from many cultures.
• create original lyrics in English or other languages to familiar melodies.
• compose musical composition on classroom instruments.
• perform simple melodies and harmonies on the bar instruments, recorders, and other melody
instruments.
• improvise musical compositions on classroom instruments.
• play rhythms and melodies on classroom instruments.
• improvise musical compositions on classroom instruments.
• perform harmonic accompaniments to musical compositions.
• use body movements to interpret mood, rhythm, and tempo.
• move creatively in response to recorded and performed music.
Grade 5 Benchmarks
September 2012
13
Outcome #3
Students will have an understanding of basic music concepts, such as
rhythm, melody, pitch, harmony, form and expressive elements.
Students will:
• react to high-low, slow-fast, and loud-soft musical ideas through body movement.
• practice musical beats with clapping, tapping, body movements, classroom instruments and singing.
• begin to understand basic rhythm patterns by echo clapping.
• listen for and recognize different rhythms, melodies, tempos, moods, and loud-soft sounds (dynamics).
• recognize musical ideas including beat, mood, pitch, and loudness and softness.
• develop an awareness of tone and rhythmic matching.
• listen for, recognize and interpret different rhythms, melodies, tempos, moods, and loud-soft sounds
(dynamics) as well as accent and duration.
• understand the meaning of meter, tempo, and the organization of beats into measures.
• discover rhythm in frequently used word patterns and perform these rhythm patterns using simple rhythm
instruments.
• compose musical composition on classroom instruments.
• create original lyrics in English or other languages to familiar melodies.
• listen for and recognizes melodic pattern.
• perform harmonic accompaniments to musical compositions.
Outcome #4
Students will have knowledge of a wide variety of musical styles from
diverse cultures and time periods.
Students will:
• listen to, sing, and perform music from various cultures and time periods.
• recognize and identify music from various cultures and time periods.
• recognize that specific sounds of music that are important to particular cultural groups.
• recognize and read rhythmic patterns through singing and listening to songs that reflect a variety of
cultures.
• sing and act out songs from a variety of cultures and time periods.
• make up original rhythms to accompany songs, poetry, and stories from a variety of cultures.
• appreciate the variety of music that reflects a multicultural society.
• sing and develop songs reflecting various cultures and time periods (classical, jazz, rock, baroque,
modern, romantic).
Outcome #5
Students will be able to listen to music with a perception of the elements
that contribute to its unique character as well as an understanding of its
historical and cultural context.
Students will:
• listen to and appreciate different musical forms.
• respond to the mood or feeling of various types of music.
• sing and understand songs about people, animals, and a variety of other things that reflect diverse cultures.
• recognize the sounds of different musical instruments.
• have aural perception of a variety of instruments and instrument families.
• recognize differences of voice qualities, musical instruments qualities, and styles of music.
• have aural perception of a variety of instruments and instrument families and be able to classify them.
• recognize the musical styles of composers from various cultures.
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•
compare and contrast the attributes of studies pieces of music.
Outcome #6
Students will have knowledge of a variety of musical compositions and
composers from around the world.
Students will:
• recognize selected compositions by composers throughout history.
• recognize various compositions by selected composers.
• use cultural influences to interpret various pieces of music.
Outcome #7
Students will be able to read and write musical notation.
Students will:
• read simple rhythmic and melodic patterns in traditional and symbolic musical notation.
• sing songs from musical notation.
• identify and use traditional musical notation symbols and its basic components, i.e. staff, notes, rest as well
as time signature and clef.
• read musical notation fluently when playing with extended study in instrumental music on a selected
instrument.
• read simple music notation through the study of a melody instrument or chorus singing.
Outcome #8
Students will have knowledge of a varied repertoire of song literature.
Students will:
• sing familiar children's songs learned by rote.
• sing in the song forms of call and response, imitation, unison, rounds, ostinato, partner song ,
descanto and two part.
• sing or play songs from many cultures.
• sing songs learned by reading notated music.
Outcome #9
Students will seek out musical experiences for personal enjoyment.
Students will:
• sing or play songs out of music class.
• attend live performing arts events.
• listen to recorder or broadcast music in leisure time.
• continue the study of instrumental music.
Outcome #10
Students will have an understanding of and appreciation for all the
performing arts including those current forms which utilize developing
technologies and those which offer contemporary employment
opportunities.
Students will:
• exhibit appropriate audience behavior.
• know that differing cultures have unique performing arts.
• know how to perform on a stage.
• know contemporary musicians and composers.
• understand that the computer can be used to create musical compositions.
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know how to access the World Wide Web in order to investigate music around the world
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History and Social Sciences
Lucia Sullivan
H istory and Social Sciences Coordinator, K-8
617-559-9090
The History and Social Sciences Benchmarks are organized to reflect the M assachusetts Curriculum
Frameworks that were finalized in 2003. The state standards are divided into four content strands
(History, Geography, Economics, and Civics and Government) that are embedded in the Benchmarks.
In addition, the Newton Benchmarks include skills outcomes, not addressed in the state standards.
Various national standards documents were also consulted in the writing of Newton benchmarks.
Some benchmarks have been included because they are part of common practice rather than specifically
created curriculum. For instance, under the outcomes that deal with government, there are
expectations for good citizenship skills (e.g., participate in creating classroom rules) and content
knowledge around civics (e.g., identification of the elements of the American flag). While there is no
specific social studies curriculum to address these benchmarks, it is expected that students will have
opportunities to strengthen those skills and understandings through classroom activities. Citizenship
skills are strengthened during Open Circle lessons. Civics expectations for grades kindergarten through
four can be found on the History Department website.
Outcome #1
Students will live out the system-wide core value of "Respect” and
“Responsibility”.
Students will:
• take effective anti-bias action when bias or discrimination is identified.
• work with people of different backgrounds and tell how the experience affected them.
• demonstrate how their membership in different groups has advantages or disadvantages that allow them to
see the world and the way they are perceived by others.
• value the ideas and opinions of others.
• contribute equitably to group projects and value the contributions of others in the group.
• examine multiple perspectives in order to understand historical events.
• use critical thinking skills to analyze stereotyping as evident in books, pictures, human actions.
• analyze historical events with respect to the cycle of oppression, to determine which parties had advantage
over others and how that advantage was utilized.
• develop an awareness of racism and other forms of discrimination in our country today and take actions to
eliminate it.
Outcome #2
Students will understand chronological thinking and the connections
between cause and effect and between continuity and change.
Students will:
• interpret and create time lines and other graphic organizers to illustrate the sequence of events from preColumbian times through the American Revolution and early Republic.
• identify and substantiate a variety of factors that contributed to the outcome of an event, e.g., the events
leading to the American Revolution.
• begin to identify particular events as turning points in history, e.g., the American Revolution.
•
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Outcome #2 (cont’d)
Students will:
• trace patterns of change and continuity in the history of our nation through the early Republic, e.g., changes
in ship construction that made it possible to sail across the Atlantic, change in schooling of children.
• explain the observance of particular holidays as connected to historical events, e.g., Fourth of July, Patriots’
Day.
Outcome #3
Students will understand that events are shaped by the ideas and actions of
both individuals and groups in response to meeting fundamental human
needs.
Students will:
• identify the ways in which people, collectively and individually, satisfy basic needs.
• analyze how the ideas of significant people affected the history of our country, e.g., ideas of Adams,
Jefferson, Hancock.
• describe people’s struggles to overcome adversity and achieve success, e.g., colonists’ struggle for
independence.
• explain differences in points of view, e.g., efficacy of owning Africans as slaves.
• analyze key historical events in terms of the belief and behavioral systems of the time e.g., European belief of
the inferiority of Native Americans, exclusion/mistreatment of Quakers in early colonies.
• explain the intended and unintended results of people’s actions.
• begin to interpret primary sources to understand the ideas, beliefs, and values of others.
Outcome #4
Students will understand the meaning and historical development of
American society, ideas, and institutions.
Students will:
• describe the social, cultural and economic life of peoples living in North America.
• describe colonial American social and cultural life from varying perspectives, e.g., life in colonial New
England and the colonial south, life for African Americans in New England cities and on southern
plantations.
• explain the results of encounters between different cultures of people, e.g., encounter of Native Americans
and Europeans.
• explain the geographic, economic, and religious reasons that brought European explorers and settlers to the
Americas.
• describe the slave trade in which Africans were used for economic profit in the northern and southern
colonies.
• describe the forced relocation of Native Americans and how their lives, rights, territory were irrevocably
compromised.
• describe the tensions between groups of people, e.g., Native Americans and Europeans, Patriots and Tories,
farmers and tradesmen.
• explain the causes and effects of the American Revolution.
• recognize the variety of responses to the American Revolution, e.g., Tories and Patriots.
• explain the change in the way the colonists viewed themselves in relationship to England.
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Outcome #5
Students will understand the role of government in the lives of people, the
different systems of government and the evolution of governments.
To demonstrate their personal sense of citizenship, students will:
• assume appropriate classroom responsibilities and participate in creating class rules.
• practice the principles of direct democracy when working in groups or in full class activities.
• describe the relationship between one’s rights and one’s responsibilities in a democratic society.
• identify and explain the significance of patriotic symbols, pledges, poetry, and songs, e.g., Pledge of
Allegiance, the American flag, "America".
To demonstrate their understanding of government in historical contexts, students will:
• describe legitimate exercise of power and authority, as interpreted by people in early U.S. history, e.g., House
of Burgesses and Mayflower Compact.
• provide examples of protest against established government, to achieve what people believed to be their
justified rights, e.g., dumping tea in Boston Harbor.
• identify contributions of leaders and people who made a positive difference with respect to attaining justice
and equality for others, e.g., Roger Williams, Quakers.
Outcome #6 Students will understand the principles, structures, functions, and operations
of the United States government; the continuing efforts to realize the ideals of
the founding documents; the rights and responsibilities of citizens as
articulated in those documents.
Students will:
• identify the actions of individuals and groups to secure fair and equal treatment for everyone, e.g., writing
and signing Declaration of Independence.
• explain key provisions of the Declaration of Independence and Mayflower Compact.
• identify the U.S. Constitution and Bill of Rights as the documents that set out the laws of our country.
• begin to understand the tensions and debates that centered on establishing the new government, e.g., bigstate/small-state controversy.
• explain the meaning of values, fundamental to American public life: rule of law, representative institutions,
individual rights, equality.
• begin to understand the structure of the federal government, specifically the three branches of government.
• identify the rights in the Bill of Rights.
• provide examples of ways people participate in the political process to effect change, e.g., voting, signing
petitions, running for office.
• recognize names and faces of the current president, vice president, governor of Massachusetts and mayors of
Newton and Boston.
• identify candidates in presidential, gubernatorial and mayoral elections.
Outcome #7 Students will understand and identify the variety of the earth’s physical and
political features and their impact on people’s lives.
To demonstrate knowledge of location, students will:
• identify and locate national political boundaries of the United States from memory.
• identify and locate thirteen original colonies from memory.
• identify and locate specific river systems, mountain ranges, bodies of water as they pertain to United States
history.
• identify and describe geographic regions of the United States (southwest, northeast, etc.).
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Outcome #7 (cont’d)
To show the relationship between humans and geography, students will:
• describe the relationship between geography and the ways in which people live.
• describe people’s movement and settlement patterns along the Atlantic seaboard.
To demonstrate map reading skills, students will:
• complete maps of a place, using conventional map-making terminology and symbols.
• interpret maps, charts, tables and other sources of geographical data.
• use latitude & longitude, cardinal and ordinal directions, map legends.
• use points of reference such as equator, north & south poles, Prime Meridian, etc.
• distinguish between political and physical representations.
• interpret various kinds of data on maps and graphs, e.g., vegetation, rainfall.
• use atlases.
• calculate distance and scale on a map.
Outcome #8
Students will understand fundamental economic concepts and their impact
on people’s lives.
Students will:
• use economic terms: import, export, goods, services, supply, demand, profit, barter economy, cash economy.
• show that people’s pursuit of economic opportunity is sometimes associated with making a move and
establishing a new home.
• trace exploration and trade routes on a map.
• describe the exchange of goods, services, and ideas as the result of encounters between people.
• begin to understand how trade provided for cultural, scientific, and technological exchange between people
in colonial America.
• explain the difference between barter and cash systems of economy in colonial America.
• begin to explain the economic relationship between Britain and the American colonies: major exports and
imports, trade restrictions prior to the war.
• describe the triangle trade and explain its effects on African Americans.
• explain the role of taxes in American life, historically and today.
• explain the relationship between natural resources/physical features of the land and the primary economic
activity in colonial America, e.g., tobacco industry in southern colonies or the timber industry in New
England.
Outcome #9
Students will understand that the United States is part of a global society
and that our membership in this global society requires both independence
and interdependence.
Students will:
• describe the settlement patterns of various European groups in the New World.
• explain the factors that prompted European nations to settle the New World.
• describe the colonial economic relationships with England, West African societies, and the Caribbean islands.
• explain the colonies’ relationship with England prior to, during, and after the Revolution.
• begin to understand the colonies’ reliance of France during the Revolution.
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Outcome #10 Students will analyze, evaluate, and synthesize data; conduct research; and
communicate their knowledge to suit the audience, media, and purpose.
To analyze, evaluate and synthesize data, students will:
• explain cause and effect relationships.
• differentiate between fact, fiction and opinion.
• predict the consequences or outcomes.
• suggest how things might have turned out differently if ….
• explain differences in points of view in historical accounts.
• recognize and use an increasing number of history terms.
To conduct effective research, students will:
• formulate and respond to historical questions.
• read and interpret data from photographs, paintings, and drawings; flow charts and graphs.
• read and interpret geographic symbols and identify geographic features in picture maps.
• read for main idea and supporting facts.
• identify essential and relevant information in non-fiction text.
• use a variety of appropriate research materials, both print and electronic media, e.g., books, interview,
photos, journals, internet, historic sites.
• recognize the relationship between primary and secondary sources, and the uses of each.
• use a model/graphic organizer for compiling and organizing notes.
• construct a list of sources used in research.
To communicate their knowledge with others, students will:
• summarize knowledge.
• make oral presentations that demonstrate consideration for audience and purpose.
• construct written and pictorial products to reflect understanding of information.
• contribute ideas to group discussions.
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Instructional Technology
M issy Costello
Instructional Technology Coordinator, K-12
617-559-6190
The K-5 Instructional Technology Benchmarks were developed by the IT staff, with input from
classroom teachers over a two year period from 2002-2004. Their development was informed by
the Massachusetts Technology Frameworks, and the ISTE (International Society for Technology
in Education) standards. The benchmarks reflect the use of technology to enhance teaching and
learning, provide the skills and knowledge our students need for life long learning, communicate
effectively, and achieve full potential in a technological world as they prepare for life and work in
the 21st century.
Outcome #1 Students will live out the system-wide core value of "Respect” and
“Responsibility”.
Students w ill:
• participate in activities that require inclusive behaviors.
• demonstrate respect for others w hen sharing computers.
Outcome #2 Students will demonstrate a basic understanding of available
and grade appropriate technology hardware and software.
Students w ill:
• recognize and identify the major components of a computer, as w ell as other available classroom
technologies (e.g., digital cameras, printers).
• develop skills in basic computer operation (e.g., turning on a computer, launching a program, using a
mouse).
• use appropriate terminology in describing technology.
Outcome #3 Students will use a variety of tools and applications to communicate
knowledge and ideas effectively.
Students w ill:
• learn basic w ord processing skills (e.g., opening an application, entering text, saving and printing a file).
• learn basic multimedia presentation skills (e.g., graphics, sound, text).
Outcome #4 Students will practice ethical use of technology systems, information,
and software.
Students w ill:
• respect the w ork of others w hen using shared resources.
• learn that ow nership of w orks found on the Internet belongs to the person w ho created it.
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Outcome #5 Students will describe and practice acceptable uses of
technology.
Students w ill:
• describe acceptable uses of technology in school.
• follow classroom, library, and computer lab rules for responsible use of computers and other shared
technologies.
• cooperate w ith others w hile using technology.
• follow established safety rules w hen using electrical equipment.
Outcome #6 Students will use technology to locate, evaluate, collect, and
organize information from a variety of sources.
Students w ill:
• participate in an activity in w hich a teacher uses a Web brow ser to access and/ or share information.
Outcome #7 Students will use content-specific tools to solve problems and
enhance the understanding of curriculum content.
Students w ill:
• use teacher-selected Web sites to support and/ or extend classroom instruction.
• use age appropriate softw are and/ or CDs to strengthen grade level skills.
Outcome #8 Use a variety of age appropriate technologies to communicate,
collaborate, publish, and illustrate concepts.
Students w ill: N / A
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Libraries and Media Services
Chris Swerling
Libraries and M edia Services Coordinator, K-12
617-559-6092
The K-12 library benchmarks have been written, piloted, and edited by the system’s library teachers.
These benchmarks were developed over time, and the process of their development included much
conference between and among the library teachers as they were edited and revised. Information Power:
Building Partnerships for Learning, the national standards of the American Association of School
Librarians informed our work.
Empowering students to actively participate in our information rich society requires that they grow as
independent, efficient, responsible, and creative users of information through the services of the library
teacher and the resources of the library media center. By learning strategies to manage and ethically use
information, Newton students experience the world in all its diversity.
Learning to find and use information requires a gradual and sequential process of introduction, practice
and reinforcement at increasingly sophisticated levels throughout the student’s educational experience.
The library teachers have developed this curriculum document to explain the sequence of instruction
required to help students develop into competent users of information and into active, independent
readers.
The key to implementing a successful information literacy program is collaboration and joint planning
between the library teacher, the classroom teacher, and other members of the teaching staff. In the
context of the Newton Public School’s curricula, students gain essential understanding in locating,
interpreting, synthesizing, evaluating, and communicating information. These outcomes and
benchmarks will enable a student to meet the challenges of ever-changing technologies.
Outcome #1 Students will live out the system-wide core value of "Respect” and
“Responsibility”.
Students will:
• discuss themes dealing with differences in culture, race, gender, identity, ways of being, and ability.
• demonstrate anti-racist / anti-bias behaviors when interacting with others.
• begin to recognize different points of view in fiction and nonfiction.
• read books by and about people from different cultures, perspectives, and experiences.
• use myth, story, poetry, art, and other art forms from varying cultures to understand the human condition.
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Outcome #2 Students will identify an information need. (Step 1 and 2 of the Big 6)
Students will:
• define/clarify a research question using an encyclopedia and other library resources.
• begin to formulate a research question or set of questions.
Outcome #2 (cont’d)
Students will (cont’d):
• understand the assigned research task.
• collaboratively list types of information and resources available.
• develop a list of keywords and subjects with assistance.
• collaboratively brainstorm the topic (E.g., using graphic organizers and/or software).
• begin to use the steps of the Big 6 for information problem solving.
Outcome #3 Students will be able to locate appropriate library resources.
(Step 2 of the Big 6)
Students will:
• match materials to need.
• use the electronic catalog to locate a book by author/title/subject/key word.
• continue to learn to read a bibliographic record.
• apply knowledge of the Dewey Decimal system to locate materials on shelves with assistance.
• begin to develop search strategies.
• locate books using call numbers.
Outcome #4
Students will be able to access information from resources in a
variety of formats. (Step 3 of the Big 6)
Students will:
• use a variety of print bibliographic/reference tools (e.g., encyclopedia, dictionary, atlas, almanac, and other
specialized materials).
• begin to use a variety of electronic bibliographic/reference tools (e.g., Internet search engines and directories,
online databases, etc.).
• continue to learn library terminology.
• use a table of contents, guide words and indexes.
Outcome #5 Students will be able to evaluate, extract and organize
information, and cite its source. (Step 2 of the Big 6)
Students will:
• skim for pertinent detailed information (i.e., facts, dates, people, chapters, etc.).
• take notes on relevant material.
• record information sources in simplified bibliographic format (see Appendix).
• continue to learn to evaluate the authority, timeliness and point of view of print and electronic resources, and
Internet Web sites.
• understand the concepts of plagiarism and copyright.
• interpret visual information from maps, graphs, charts and pictures with assistance.
• be able to navigate the Internet safely and be aware of safety issues while using the Internet.
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Outcome #6 Students will organize and synthesize information from
multiple sources. (Step 5 of the Big 6)
Students will:
• read, listen, and view carefully to acquire information.
• organize notes appropriate to the assignment.
• begin to identify information gaps and use library resources to fill them.
Outcome #6 (cont’d)
Students will (cont’d):
• use quotes and cite sources with assistance.
• use computer productivity software to collect and organize information (i.e., word processing).
Outcome #7 Students will construct a knowledge product or presentation that
communicates the results of their research. (Step 5 of the Big 6)
Students w ill:
• organize the information appropriate to format (e.g., storyboard, script, layout, etc.).
• begin to determine most appropriate mode of presentation for the content and audience (e.g., oral
presentation, posters/reports, multimedia presentation using KidPix, Powerpoint, Web page authoring
software, etc.).
• choose and use presentation mode to effectively and creatively present new understandings.
Outcome #8 Students will evaluate the final product and their research
process. (Step 6 of the Big 6)
Students will:
• use rubrics to assess work product.
• present the completed product as appropriate.
• evaluate information presentation/product.
Outcome #9
Students will demonstrate their understanding of the scope of
literature resources that are available to them.
Students will:
• differentiate among genres.
• recognize that there are resources available in public libraries.
• identify award-winning literature (e.g., Newbery, Coretta Scott King).
• interpret literature and its relationship to life’s experiences and classroom curriculum.
• read works by a variety of authors.
Outcome #10 Students will use a variety of literary resources for independent learning and
for pleasure reading.
Students will:
• independently locate, select and borrow books, using selection strategies (e.g., reviews, book talks, peer
recommendations, databases).
• select books and materials at appropriate reading level and relevant to interests and classroom criteria.
• acquire skills necessary to read nonfiction.
Outcome #11 Students will be ethical and responsible library citizens.
Students will:
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•
•
•
•
•
•
demonstrate appropriate care for library resources.
follow appropriate check-out procedures.
understand the importance of returning books in a timely manner.
demonstrate respectful behavior in the library media center.
use the Internet according to Newton’s Internet Safety Policy.
begin to learn the concept of plagiarism and copyright.
Outcome #11 (cont’d)
Students will:
• pay for lost or damaged materials.
• demonstrate respectful behavior and help maintain a productive learning environment.
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Mathematics
M ary Eich
M athematics Coordinator K-8
617-559-9090
In the 2012-2013 school year, the Newton Public Schools continues the transition to the 2011
Massachusetts Mathematics Curriculum Frameworks, incorporating the Common Core State
Standards. The new standards, developed by education officials from 48 states, address the
ongoing concerns at the national level about the focus and coherence of mathematics
education, and about the depth of understanding of mathematics among students in the
United States.
The focus of the new frameworks requires that we change the content of our curriculum by
decreasing the number of topics to be taught each year, and by deliberately building concepts
step-by-step from grade to grade. Increasing the depth of student understanding of
mathematics requires changing some of our traditional instructional strategies.
We have another year to complete the transition to the new frameworks, and we are changing
mathematical content and our mathematical practices simultaneously. During the transition,
we will continue to use Everyday Mathematics as our core text, eliminating topics that are no
longer content expectations in fifth grade, adding materials that deepen the instruction on
topics defined as critical areas for fifth grade, and adding materials that address topics not
included in fifth grade Everyday Math.
In addition to providing new content, our new materials will define a management structure
to help teachers engage all children in the mathematics they are learning: in reasoning,
thinking, communicating their mathematical thinking and critiquing the reasoning of others all mathematical practices identified in the Common Core State Standards.
It is our firm belief that the 2011 Massachusetts Mathematics Curriculum Frameworks,
incorporating the Common Core State Standards - built on a foundation of mathematical practices
and instructional strategies that deliberately and specifically promote student engagement
with mathematics - will further the system-wide core value of Respect for Human Differences.
With these frameworks as a structure, teachers will have additional tools for developing
students' skills in
•
•
•
•
carefully considering the mathematical thinking of peers of diverse mathematical
backgrounds and interests.
collaborating in problem-solving with peers of a different race, ethnicity, gender, and
cultural tradition.
incorporating the points of view of others into their analysis and understanding.
identifying ways in which our present knowledge results from the work of women and
men from different cultures over many centuries.
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•
recognizing that their own success in mathematics is not diminished when others succeed.
Mathematical Practices
Outcomes 1 - 4
The Common Core State Standards identify 8 Standards for Mathematical Practice, which
“describe varieties of expertise that mathematics educators at all levels should seek to develop
in their students. These practices rest on important ‘processes and proficiencies’ with
longstanding importance in mathematics education.” Drawn from the NCTM process
standards of problem solving, reasoning and proof, communication, representation, and
connections and from the strands of mathematical proficiency specified in the National
Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual
understanding, procedural fluency, and productive disposition, these practices are developed
with increasing sophistication through the grades.
Outcome #1
Problem Solving – Students will make sense of problems and persevere in solving
them. They will model problems in the real world with mathematics.
Make sense of problems and persevere in solving them.
(Practice 1)
Mathematically proficient students start by explaining to themselves the meaning of a problem and
looking for entry points to its solution. They monitor and evaluate their progress and change
course if necessary. Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of important features and
relationships, graph data, and search for regularity or trends. Mathematically proficient students
check their answers to problems using a different method, and they continually ask themselves,
“Does this make sense?” They can understand the approaches of others to solving complex
problems and identify correspondences between different approaches.
Model with mathematics.
(Practice 4)
Mathematically proficient students can apply the mathematics they know to solve problems arising
in everyday life, society, and the workplace. In early grades, this might be as simple as writing an
addition equation to describe a situation. They routinely interpret their mathematical results in the
context of the situation and reflect on whether the results make sense, possibly improving the
model if it has not served its purpose.
Outcome #2
Reasoning and Communication – Students will reason abstractly and
quantitatively, construct viable arguments and critique the reasoning of others, and
communicate their mathematical thinking precisely.
Reason abstractly and quantitatively.
(Practice 2)
Mathematically proficient students make sense of the quantities and their relationships in problem
situations. Students bring two complementary abilities to bear on problems involving quantitative
relationships: the ability to decontextualize—to abstract a given situation and represent it
symbolically—and the ability to contextualize.
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Construct viable arguments and critique the reasoning of others.
(Practice 3)
Mathematically proficient students understand and use stated assumptions, definitions, and
previously established results in constructing arguments. They make conjectures and build a
logical progression of statements to explore the truth of their conjectures. They justify their
conclusions, communicate them to others, and respond to the arguments of others. Such arguments
can make sense and be correct, even though they are not generalized or made formal until later
grades. Students at all grades can listen or read the arguments of others, decide whether they make
sense, and ask useful questions to clarify or improve the arguments.
Attend to precision.
(Practice 6)
Mathematically proficient students try to communicate precisely to others. They try to use clear
definitions in discussion with others and in their own reasoning. They state the meaning of the
symbols they choose, including using the equal sign consistently and appropriately. They are
careful about specifying units of measure, and labeling axes to clarify the correspondence with
quantities in a problem. They calculate accurately and efficiently, express numerical answers with a
degree of precision appropriate for the problem context. In the elementary grades, students give
carefully formulated explanations to each other.
Outcome #3
Strategic Competence – Students will use appropriate tools strategically.
Use appropriate tools strategically.
(Practice 5)
Mathematically proficient students consider the available tools when solving a mathematical
problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a
calculator. Proficient students are sufficiently familiar with tools appropriate for their grade or
course to make sound decisions about when each of these tools might be helpful, recognizing both
the insight to be gained and their limitations.
Outcome #4
Productive Disposition – Students will develop the belief that mathematics
makes sense and that they can solve challenging problems by looking for and using
mathematical structure; and by looking for and expressing regularity in repeated
reasoning.
Look for and make use of structure.
(Practice 7)
Mathematically proficient students look closely to discern a pattern or structure.
Look for and express regularity in repeated reasoning.
(Practice 8)
Mathematically proficient students notice if calculations are repeated, and look both for general
methods and for shortcuts. As they work to solve a problem, mathematically proficient students
maintain oversight of the process, while attending to the details. They continually evaluate the
reasonableness of their intermediate results.
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Mathematical Concepts and Skills
Outcomes 5 - 10
Instructional time in fifth grade will concentrate on three critical areas:
(1)
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);
(2)
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;
(3)
developing understanding of volume.
Outcome #5
Operations and Algebraic Thinking -- Students w ill develop concrete uses
and meanings of the basic operations through w orking w ith w ord problems;
understand and use mathematical meaning and formal properties of the
basic operations; and prepare for later w ork w ith expressions and equations
in middle school.
Students will:
• Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions
with these symbols.
• Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them.
• Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms. Form ordered pairs consisting of corresponding terms from
the two patterns, and graph the ordered pairs on a coordinate plane.
Outcome #6
Number and Operations in Base Ten - Students will develop place value
understanding and base-ten algorithms using place value and properties of
operations. They will become fluent in computation and estimation.
Students will:
• recognize that in a multi-digit number, a digit in one place represents 10 times as much as
it represents in the place to its right and 1/10 of what it represents in the place to its left.
• explain patterns in the number of zeros of the product when multiplying a number by
powers of 10, and explain patterns in the placement of the decimal point when a decimal is
multiplied or divided by a power of 10; use whole-number exponents to denote powers of
10.
• read, write, and compare decimals to thousandths.
o read and write decimals to thousandths using base-ten numerals, number names,
and expanded form.
o compare two decimals to thousandths based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.
• use place value understanding to round decimals to any place.
• fluently multiply multi-digit whole numbers using the standard algorithm.
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September 2012
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find whole-number quotients of whole numbers with up to four-digit dividends and twodigit divisors, using strategies based on place value, the properties of operations, and/or
the relationship between multiplication and division; illustrate and explain the calculation
by using equations, rectangular arrays, and/or area models.
add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method and
explain the reasoning used.
Outcome #7
Number and Operations—Fractions — Students will enlarge the concept of
number beyond whole numbers, to include fractions; use their
understanding of the four operations to extend arithmetic to fractions; and
solve word problems related to the equation ax = b where a and b are
fractions.
Student will:
• add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators.
• solve word problems involving addition and subtraction of fractions referring to the same
whole, including cases of unlike denominators, e.g., by using visual fraction models or
equations to represent the problem; use benchmark fractions and number sense of
fractions to estimate mentally and assess the reasonableness of answers.
• interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve
word problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to represent
the problem.
• * apply and extend previous understandings of multiplication to multiply a fraction or whole
number by a fraction.
o interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently,
as the result of a sequence of operations a × q ÷ b.
o find the area of a rectangle with fractional side lengths by tiling it with unit squares of the
appropriate unit fraction side lengths, and show that the area is the same as would be found
by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles,
and represent fraction products as rectangular areas.
• * interpret multiplication as scaling (resizing), by:
o comparing the size of a product to the size of one factor on the basis of the size of the other
factor, without performing the indicated multiplication.
o cxplaining why multiplying a given number by a fraction greater than 1 results in a product
greater than the given number (recognizing multiplication by whole numbers greater than 1
as a familiar case); explaining why multiplying a given number by a fraction less than 1
results in a product smaller than the given number; and relating the principle of fraction
equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.
• solve real-world problems involving multiplication of fractions and mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem.
• apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.
o interpret division of a unit fraction by a non-zero whole number, and compute such
quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction
model to show the quotient. Use the relationship between multiplication and
division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3 .
Grade 5 Benchmarks
September 2012
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o interpret division of a whole number by a unit fraction, and compute such
quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model
to show the quotient. Use the relationship between multiplication and division to
explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
o solve real-world problems involving division of unit fractions by non-zero whole
numbers and division of whole numbers by unit fractions, e.g., by using visual
fraction models and equations to represent the problem.
Outcome #8
The Number System — Students will begin to build concepts of positive
and negative numbers.
Students will:
• Use positive and negative integers to describe quantities such as temperature above/below
zero, elevation above/below sea level, or credit/debit.
Outcome #9
Measurement and Data – Students will understand the common nature of
all measurement as iterating by a unit; build understanding of linear spacing
of numbers on the number line; develop geometric measures; and work with
data to prepare for Statistics and Probability in middle school.
Students will:
• convert among different-sized standard measurement units within a given measurement
system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, realworld problems.
• make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8); use
operations on fractions for this grade to solve problems involving information presented in
line plots.
• recognize volume as an attribute of solid figures and understand concepts of volume
measurement.
• measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.
• relate volume to the operations of multiplication and addition and solve real-world and
mathematical problems involving volume.
o find the volume of a right rectangular prism with whole-number side lengths by
packing it with unit cubes, and show that the volume is the same as would be found
by multiplying the edge lengths, equivalently by multiplying the height by the area
of the base. Represent threefold whole-number products as volumes, e.g., to
represent the associative property of multiplication.
o apply the formulas V = l × w × h and V = b × h for rectangular prisms to find
volumes of right rectangular prisms with whole-number edge lengths in the context
of solving real-world and mathematical problems.
o recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the non-overlapping
parts, applying this technique to solve real-world problems.
Grade 5 Benchmarks
September 2012
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Outcome #10
Geometry – Students will move to progressively higher levels of logical
reasoning about shapes and will connect geometry to number, operations,
and measurement via notion of partitioning.
Students will:
• use a pair of perpendicular number lines, called axes, to define a coordinate system, with
the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a
given point in the plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to travel from the origin in
the direction of one axis, and the second number indicates how far to travel in the direction
of the second axis, with the convention that the names of the two axes and the coordinates
correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
• represent real-world and mathematical problems by graphing points in the first quadrant
of the coordinate plane, and interpret coordinate values of points in the context of the
situation.
• understand that attributes belonging to a category of two-dimensional figures also belong
to all subcategories of that category. For example, all rectangles have four right angles and
squares are rectangles, so all squares have four right angles.
• classify two-dimensional figures in a hierarchy based on properties.
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September 2012
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Physical Education, Health and Wellness
Gwen Smith
Physical Education, Health and Wellness Coordinator, K-8
617-559-9090
The K-5 Physical Education, Health and Wellness Benchmarks answer the question “What should
students know and be able to do at each grade level in the Newton Elementary Physical Education,
Health and Wellness Program? The work is based on national standards developed by the American
Alliance for Health, Physical Education, Recreation and Dance. These benchmarks also include the
elements of the Physical, Social and Emotional, and Safety and Prevention Strands of the
Massachusetts Comprehensive Health Framework. They are more conclusive and specific however
about what students need to know to be physically educated healthy people in today’s society. The
benchmarks not only provide guidance for WHAT students need to learn, but WHEN it is reasonable to
expect that they might learn it.
Outcome #1 Students will live out the system-wide core value of "Respect” and
“Responsibility.”
Students will:
• analyze consistently their experiences for bias and discrimination.
• take effective anti-bias action when bias or discrimination is identified.
• work with people of different backgrounds and tell how the experience affected them.
• demonstrate how their membership in different groups had advantages or disadvantages that allow them to
see the world and the way the are perceived by others.
• seek out, participate with, and show respect for persons of like and different levels.
• recognize the role games, sports, and dance play in getting to know and understand others of like and
different backgrounds.
• demonstrate cooperation with peers of different gender, race, disability, family structure, religion, or
ethnicity in physical activities.
Outcome #2
Students will demonstrate competency in motor skills and movement
patterns needed to perform a variety of physical activities.
Students will:
• perform all locomotor skills at mature levels of development and apply them to a variety of activities.
• throw, catch, kick and strike at mature levels of development with accuracy and distance.
• balance on a variety of large pieces of equipment, keeping center of gravity over base of support.
• support, lift and control body in a variety of movement and stationary activities.
• use specific body shapes and movements as they pertain to the contexts of dance and gymnastics.
• create space by moving to open areas to pass and receive a ball.
• design and demonstrate obstacle courses and activities that require moving in different directions and levels.
• design and demonstrate activities that require moving in different pathways.
• design and perform activities that use strong and light force.
• use counterbalance and counter tension movement activities.
• hand and foot dribble while using dodging.
Grade 5 Benchmarks
September 2012
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keep an object continuously in the air without catching it in a small group.
strike a thrown ball with a level, stretched stroke and extension to the target.
Outcome #3
Students will demonstrate an understanding of movement concepts,
principles, strategies, and tactics as they apply to the learning and
performance of physical activities.
Students will:
• identify ways that movement concepts and strategies can be used to refine skills.
• identify fundamental movement components and strategies used in games and activities (e.g., offense,
defense, lead pass, etc.).
• design and perform gymnastics and dance sequences that combine movements such as traveling, rolling,
balancing, and weight transfer into smooth flowing sequences.
• use information from a variety of sources to improve performance.
• use basic offensive and defensive strategies in game settings.
Outcome #4
Students will understand participate regularly in physical activity.
Students will:
• choose to exercise outside of school for personal enjoyment and benefit.
• analyze personal interests and capabilities in regard to exercise behavior.
• identify correctly warm-up activities, games, sports, dances and other activities that exhibit a physically
active lifestyle.
Outcome #5
Students will achieve and maintain a health-enhancing level of physical
fitness.
Students will:
• apply target heart rate level to an aerobic activity.
• develop personal fitness goals.
• participate in moderate to vigorous physical activity in a variety of settings.
• begin to develop strategy for improvement of selected fitness components.
• demonstrate correctly activities designed to improve and maintain muscular strength and endurance,
flexibility, cardiovascular endurance, and body composition.
• identify names of muscles affected by participation in exercise and activities.
• identify proper warm-up, conditioning, and cool-down techniques and the reasons for doing them.
Outcome #6
Students will demonstrate responsible personal and social behavior in
physical activity.
Students will:
• use time effectively to complete assigned tasks.
• make conscious decisions about applying rules, procedures, and etiquette.
• work cooperatively and productively in a group to accomplish a common goal in both cooperative and
competitive activities.
• accept teacher's decisions regarding personal rule infractions in a positive way.
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September 2012
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Outcome #7
Students will value physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.
Students will:
• recognize physical activity as a positive opportunity for social and group interaction.
• demonstrate enjoyment from participation in physical activities.
• recognize that success in physical activities leads to recognition from peers.
• use physical activities to express feelings.
• seek personally challenging experiences in physically active opportunities.
• recognize the role of games, sports and dance in getting to know and understand self and others.
Outcome #8
Students will demonstrate an understanding of health and wellness
concepts in making choices to achieve a healthy lifestyle.
Students will:
• identify and practice behaviors that contribute to physical health and wellness.
• identify imbalances in their diets and be able to correct them by making proper food choices.
• develop an exercise routine using knowledge from the food pyramid and physical fitness components.
Grade 5 Benchmarks
September 2012
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Science and Technology/Engineering
Jenny Craddock
Science and Technology/ Engineering Coordinator, K-8
617-559-9090
The benchmarks are aligned with the Massachusetts Science Technology Framework (2001 version) and
the National Science Education Standards (National Research Council) on which the state frameworks
were based. The benchmarks identify the understandings, behaviors, and skills that students need to be
scientifically literate and to develop solutions to scientific and engineering problems. The benchmarks
are organized under outcomes, which illustrate the development of active anti-racist and anti-bias
behavior and the inquiry process, as well as understandings about life science, earth and space science,
physical science, and technology/engineering. As appropriate, the benchmarks show how the same
concept or skill is developed at each grade level.
Science and Technology/Engineering
Outcome #1
Respect for Human Differences Students will live out the system-wide
core value of "Respect for Human Differences" by actively demonstrating
anti-racist and anti-bias behaviors.
Students will:
• consistently analyze their experiences for bias and discrimination.
• describe how their group work experiences have allowed them to view a problem or solution through a
different perspective.
• demonstrate how their membership in different groups has advantages or disadvantages that allow them to
see the world and the way they are perceived by others, e.g., through dramatic role-plays.
• defer judgment of an approach or solution until evidence is used to determine its validity.
• take an effective anti-bias action when bias or discrimination is identified.
Outcome #2
Students will engage in investigations that develop inquiry and critical
thinking skills as well as an understanding of how scientific and
technology/engineering knowledge may develop.
Students will:
• extend observations using scientific tools, e.g., microscope, hand lens.
• make measurements using scientific tools, e.g., scale, ruler, spring scale.
• demonstrate the proper use of a microscope.
• construct an instrument to collect data, e.g., battery tester, wind vane.
• keep neat, accurate, and dated records of an investigation, which are understandable months later in a
science notebook.
• use appropriate descriptive and scientific vocabulary when observing, recording data, writing plans for
investigations and explaining results or ideas.
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distinguish between an observation and an inference (opinion) and relevant and irrelevant information.
use information obtained through reading or prior experience to develop a question and/or make a
prediction that can be tested.
Outcome #2 (cont’d)
Students will:
• cite the evidence used to make a prediction/conclusion.
• use graphs, labeled drawings, charts, maps, and reports to communicate data and results.
• recognize and analyze patterns in personally collected data.
• think critically and logically to make the connection between evidence and explanation.
• give an example of the importance of accurate observations and measurements in a scientific investigation.
• make a claim base on data generated using scientific reasoning.
• analyze alternative explanations, predictions, and results.
• understand that the result of any scientific investigation must be compared with what scientists currently
believe.
• recognize that scientists question why things happen and therefore, there will always be more phenomena to
investigate.
Outcome #3
Students will demonstrate scientific behaviors while investigating
observable phenomena.
Students will:
• ask questions and make observations of ongoing activities.
• value other students' approaches to problem solving and investigations.
• cooperate and collaborate to plan and carry out an investigation, project and presentation.
• begin to appreciate the process of designing and carrying-out an investigation rather than reaching a correct
answer.
• recognize that the result of an investigation may not be what one expects.
• recognize that when the results of an investigation are inconsistent that the investigation may need to be
repeated.
• understand that clear communication is essential to share results, have ideas understood and critiqued by
others.
• recognize that scientists cannot always agree on the reason something happens.
• use materials and tools correctly and participate in set-up and clean-up.
Outcome #4
Life Science Students will describe the relationships that exist in an
ecosystem and the adaptations that organisms rely on in order to survive in
the ecosystem.
Students will:
Form and Function
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use physical characteristics to group pond organisms.
use books and pictures to identify common pond organisms.
dissect an owl pellet and classify collected bones.
compare and contrast different types of bones and joints.
classify plants and animals by their energy source, e.g., producer, herbivore, carnivore, omnivore, and
decomposer.
Grade 5 Benchmarks
September 2012
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present evidence that animals have adaptations, e.g., means of locomotion, shape of feet, that allow them to
survive in a pond.
relate the physical characteristics of an animal’s structures to their function, e.g., joints, bones, teeth.
design, build, and test an “organism” that can “walk” on the surface of water.
Grade 5 Benchmarks
September 2012
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Outcome #4 (cont’d)
Patterns of Change
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give examples of how inherited characteristics may change over time.
give examples of how changes in the environment have caused some organisms to die or move to new
locations.
give examples of how organisms can cause changes in their environment and how these affect the ecosystem.
differentiate between characteristics of organisms that are fully inherited and those that are affected by
climate or environment.
Systems and Energy
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give examples that support the idea that the sun is the major source of the earth's energy (heat and light).
identify and give examples of producers, consumers and decomposers in a food chain.
describe how energy derived from the sun is used by plants to produce sugars and is transferred within a
food chain from producers to consumers to decomposers.
give examples of interactions between living and non-living parts of the environment .
demonstrate how the survival of each organism in a food chain/food web depends on other organisms.
give examples of how organisms can cause changes in their environment to ensure survival, e.g., Beaver
dams.
give an example of an organism’s impact on the environment, e.g., crowding out other species.
give examples of how change in the environment has caused some plants and animals to die or move to new
locations.
Models and Scale
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model the relationship of organisms in a food chain.
describe the levels of the food chain and the transfer of energy within the levels, beginning with the sun.
Outcome #5
Physical Science Students will identify forms of energy and ways in
which they can be converted and used.
Students will:
Form and Function
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describe that a simple circuit requires a complete loop through which an electrical current can pass.
recognize commonalties and differences within a group of similar objects, e.g., different kinds of circuits,
insulators, conductors
distinguish between insulators and conductors.
classify circuits based on the arrangement of batteries and bulbs, e.g., open and closed, series and parallel.
design electric circuits using predetermined criteria, e.g., a circuit using two batteries that makes one bulb
shine brighter.
recognize that magnets have poles that repel and attract.
classify materials that will be attracted by a magnet and those that will not.
demonstrate and describe the operation and uses of an electromagnet.
make an electromagnet and explain how its strength is related to its structure.
Grade 5 Benchmarks
September 2012
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Outcome #5 (cont’d)
Students w ill:
Patterns of Change
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describe that energy is the ability to cause motion or change.
demonstrate and describe the conversion of energy in a circuit and the function of a circuit and its parts.
give examples of how energy can be transferred from one form to another.
measure the mechanical advantage of different simple machines.
Systems and Energy
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construct a device to illustrate a scientific phenomenon, e.g., flashlight, or wired house, and explain how it
works.
describe how different battery configurations effect the brightness of a bulb.
Models and Scale
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construct a complete electric circuit and illustrate ways to interrupt the flow of electricity.
construct and use simple machines to measure mechanical advantage.
Outcome #5
Earth and Space Science Students will observe and describe various
patterns in and around the earth’s system.
Students will:
Form and Function
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explain how temperature, moisture, wind speed and direction, and precipitation make up the weather.
distinguish among the various forms of precipitation making connections to the weather in a particular place
and time.
differentiate between weather and climate.
relate sky observations and weather phenomena, e.g., cloud type and type of precipitation.
Patterns of Change
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describe how water can be changed from one state to another by adding or taking away heat.
illustrate the processes of evaporation, condensation, precipitation, and cloud formation.
demonstrate that weather is caused by changes in the atmosphere, e.g., temperature differences.
recognize that the general pattern of New England’s weather is from west to east.
describe how global patterns such as the jet stream and ocean currents influence local weather in measurable
terms such as temperature, wind direction and speed, and precipitation.
describe how water on earth cycles in different forms and in different locations including underground and
in the atmosphere.
give examples of how cycling of water both in and out of the atmosphere has an effect on climate.
give examples of how the cycling of water has an effect on climate.
state the function of weather instruments, e.g., anemometer, barometer, thermometer, rain gauge.
cite changes caused by humans that disrupt expected results, e.g., acid rain.
Grade 5 Benchmarks
September 2012
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Outcome #5 (cont’d)
Systems and Energy
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sequence the steps of a natural cycle, e.g., water cycle.
identify the relationship between weather and climate.
give examples of how the cycling of water has an effect on climate.
explain how temperature, moisture, wind speed and direction, and precipitation make up the weather
in a particular time and place.
Models and Scale
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collect quantitative weather data, e.g., temperature, rainfall.
Outcome #6:
Technology/Engineering Students will design and construct prototypes
based on given design tasks.
Students will:
• describe and demonstrate a variety of simple and their uses.
• identify simple machines within a complex machine
• state how inventions, e.g., weather instruments, have changed our understanding of phenomena and ability
to make predictions.
• give examples of how electromagnets can be used.
• understand that the inventions and discoveries of people from different cultures often result from the need to
solve a real-life problem.
Grade 5 Benchmarks
September 2012
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