belmont public schools · compare traditional literature from different cultures compare different...

Belmont Public SchoolsBelmont, MA

BENCHMARKS

ENGLISH LANGUAGE ARTS

FOREIGN LANGUAGES

MATHEMATICS

MUSIC

PHYSICAL EDUCATION

SCIENCE

SOCIAL STUDIES

TECHNOLOGY

VISUAL ART

GRADES 5 - 6September, 2007

FROM THE OFFICE OF THE SUPERINTENDENT OF SCHOOLS.............................................................................3BENCHMARKS.......................................................................................................................................4

ENGLISH LANGUAGE ARTS..................................................................................................................5FOREIGN LANGUAGE .......................................................................................................................13MATHEMATICS................................................................................................................................19MUSIC ..........................................................................................................................................29PHYSICAL EDUCATION .....................................................................................................................35SCIENCE ........................................................................................................................................41SOCIAL STUDIES ..............................................................................................................................53TECHNOLOGY .................................................................................................................................57VISUAL ART ...................................................................................................................................61

FROM THE OFFICE OF THE SUPERINTENDENT OF SCHOOLS

September, 2007

ear Member of the Belmont School Community:

During the 1997-1998 school year, the Curriculum Directors under the leadership f Dr. Patricia Aubin developed learning benchmarks for all students in the elementary chools and the Chenery Middle School. We are pleased to present a third edition of e benchmarks for English language arts, science, health and technology education, athematics, social studies, and the fine and performing arts. This third edition adds

benchmarks for technology tools, skills, and applications.

The Massachusetts Education Reform Act of 1993 mandated the development of State Curriculum Frameworks for all core subject areas. The benchmarks project aligns the Belmont curriculum with the State frameworks and attempts to make clear the learning expectations for all children in grades K-8 for all major curriculum areas.

The goal is to help teachers, parents and students understand more clearly what children need to know, understand, and be able to do in their study of the core curriculum. The benchmarks combine content, skills, and processes important to the mastery of each curriculum area.

This project was designed by Dr. Patricia Aubin, Assistant Superintendent for Curriculum and Instruction and the Curriculum Directors. I am grateful for the contributions of the many teachers who helped to write these learning expectations and to those who reviewed and critiqued this document.

This document is a work in progress. Dr. Aubin and her colleagues have been revising the benchmarks on a regular basis. Please give us your comments and suggestions on these documents.

Sincerely,

Dr. Peter B. Holland Superintendent of the Belmont Public Schools

D

osthm

3

BENCHMARKS

ts, and community members, Curriculum Directors, and teachers present this benchmark document for all major curriculum areas.

he importance of offering the most challenging curriculum to all students, the authors of these benchmarks have focused on demanding yet reasonable

arning expectations for students during their elementary and middle school years.

hmarks to align current curriculum

te Curriculum Director. We look

Belmont Public Schools

Belmont, MA

In an effort to communicate clear student learning outcomes to teachers, paren

Knowing t

le

Curriculum Directors designed the bencguidelines with the learning standards from the Massachusetts Curriculum Frameworks. The benchmarks provide a consistent approach to curriculum content across grade levels throughout the district.

A benchmark is a statement of expected student performance at a particular point in time. Not every student will master these benchmarks at exactly the same time.

These curriculum benchmarks:

Tell us what children should know and be able to do at a point in time.

Are observable and measurable.

Specify a threshold for proficiency.

Attempt to omit jargon.

Reflect the teachers' expectations for all children by the time they finish

a grade level.

Are attained by most students and exceeded by some.

The benchmark documents are open for ongoing review and revision. Please feel free to share observations with the appropriaforward to providing new and revised documents in the years ahead to ensure that the benchmarks reflect the most current thinking on curriculum for the students of the Belmont Public Schools.

4

N

BENCHMARKS

- 6

Denis Fitzpatrick, Director of English

E GLISH LANGUAGE ARTS

GRADES 5

ENGLISH LANGUAGE ARTS OVERVIEW Belmont Public Schools is dedicated to providing all students with a rich, rigorous, well-rounded English language arts program. A key to success for all students is the development of efficient and effective reading and writing skills and strategies. English language arts is a multidimensional core discipline which empowers students with the language and thought processes to learn and to communicate. English language arts includes learning to read and write, studying literature and media, understanding language and its conventions, and developing the capacity to reason. The curriculum must meet state and national guidelines and respond to local needs and expectations. An effective English language arts program must use a balanced, integrated approach to reading, writing, speaking, listening, presenting, viewing, and reasoning. Specific skill instruction must be combined with meaningful learning experiences in each of these areas. In reading instruction, students must learn to decode as well as to comprehend. To learn to write, students must receive regular writing instruction and feedback if they are to develop an understanding of the forms, conventions, and purposes of writing. Opportunities for speaking, listening, viewing, and presenting must be frequent and increasingly sophisticated. Instructional practices will include the teaching of reading comprehension strategies in a text rich environment of classic and contemporary children's and young adult literature; the use of the writing process and writing workshop models as the basis for writing instruction at all grade levels; the study of significant literary forms, movements, periods, and works; and the development of spelling, vocabulary, grammar, and usage skills throughout the program. While students in grades 5 through 8 frequently use the same processes and skills to complete their language arts work, performance tasks and expected outcomes increase in difficulty as students move from grade level to grade level. English language arts skills must be taught, practiced, and internalized to become strategies which students can use effectively and efficiently to learn in increasingly diverse and demanding contexts. The English language arts program must provide all students across the school system with a challenging, cohesive, consistent curriculum from grade to grade.

6

ENGLISH LANGUAGE ARTS 5 - 6

LANGUAGE STRANDSPEAKING AND

LISTENING Students will be able to: apply agreed-upon rules and defined individual roles in a

discussion to make decisions use interview techniques to gather research information for a

project or composition ppropriate use of formal and

e, give an oral presentation, recite from memory, and act in a skit give oral presentations to different audiences for various

purposes, showing appropriate changes in delivery and using language for dramatic effect use basic acting techniques (memorization, sensory recall,

condev crea

stylpresentations

demonstrate, through role-playing, ainformal language participate in a discussion and debat

centration, diction, body alignment, and expressive gesture) to elop and present characters te a scoring guide based on categories (content, presentation e) supplied by the teacher to prepare and assess their

VOCABULARY DEVELOPMENT

Students will be able to: determine the meaning of unfamili use a dictionary/thesaurus to dete

meanings, alternate word choices, use a dictionary/thesaurus to improve word choice use prefixes and suffixes use basic spelling rules for forming plurals and adding endings understand the terms (analogy, synonym, antonym, and

homonym) and identify examples in texts distinguish between word denotations and connotations to

determine shades of meaning and word choice in a piece of literature identify and use correctly in all content areas words related as

synonyms, antonyms, and homographs and words related through word parts and word origins use knowledge of common Greek and Latin roots, suffixes, and

prefixes to determine the meaning of unfamiliar words learn new vocabulary words related to class and independent

reading

ar words using context clues rmine pronunciation, and parts of speech

7


LANGUAGE STRANDSAGE,

AND MECHANIC Students will be able to: identify the eight basic parts of speech (nouns, pronouns, verbs,

adverbs, adjectives, conjunctions, prepositions, and interjections)

ure)

s

n

GRAMMAR, U

identify simple and compound sentences identify verb phrases and verb tenses (present, past, and fut use quotation marks correctly use the apostrophe correctly for possessives and contraction use a comma in a compound sentence check for subject/verb agreement use correct pronoun reference place modifiers properly use standard English spelling use capital letters correctly eliminate fragments, run-ons, and comma splices from writte

work expand, reduce, and reconfigure sentences

READING/LITERATURE STRAND

READING (Informational/

Students will be able to: separate fact from opinion in reading material separ eExpository Texts) at relevant and non-relevant information and details recognize author's purpose identify main ideas, make inferences, and draw conclusions f

a variety of reading materials connect experience, prior reading, knowledge, and observations

response to a text use appropriate comprehension strategies before reading, durin

reading, and after reading to deal with textbook reading identify and use knowledge of common textual features

rom

in

g

order, cause and effect, and classification schemes) when reading informational/expository texts identify and analyze main ideas, supporting ideas, and

supporting details in informational/expository texts self-select appropriately interesting, diverse, and challenging

books for independent reading

(paragraphs, topic sentences, concluding sentences, glossary, index) and graphic features (charts, maps, diagrams, captions, illustrations) recognize organizational structures (chronological order, logical

8


READING/L

(Literary Text

on in a of the text

, rms with distinct characteristics and

f fiction such as mystery, adventure,

e elements of setting,

n, whether it is stated or implied

ctions, cast of characters)

analyze the effects of alliteration, onomatopoeia, rhyme scheme (free verse; couplets; A,B,A,B), personification,

perbole, line length and capitalization in

irect

s of the same story from traditional

erbole, refrain, simile)

d special weapons or clothing)

purposes of myths)

ITERATURE STRANDLITERATURE

Imaginative/ s)

retell the events of a story or summarize a piece of non-fictilight of the theme or main ide

Students will be able to:

identify and analyze the four major genres (non-fiction, fictiondrama, and poetry) as fopurposes identify subgenres o

historical, or contemporary novels and short stories analyze and draw conclusions from th

characterization, conflict, and plot in works of literature apply the knowledge that the concept theme refers to the main

idea and meaning of a selectio relate a literary work to information about its actual setting identify and analyze structural elements particular to dramatic

literature (scenes, acts, stage dire identify imagery and description, figurative language, rhythm,

dialogue, or flow when responding to literature respond to and

metaphor, simile, hyorder to uncover meaning in poetry identify and respond to sensory imagery and direct or ind

comparisons compare traditional literature from different cultures compare different version

literature identify common structures (magic helper, rule of three,

transformation) and stylistic elements (hypin traditional literature identify the conventions in epic tales (the quest, hero’s tasks,

helpers, an identify and analyze similarities and differences in mythologies

from different cultures (ideas of the afterlife, roles and characteristics of deities, and types and

9


WRITING/CO

ing

ional, expressive or literary) m

rch project in logical order when writing

rove organization, diction, word choice,

e fluency and coherence

nics, correct usage, correct sentence structure, and correct

organize information about a topic into a coherent paragraph with a topic sentence, sufficient

evaluate their own nce

MPOSITION STRANDWRITING PROCESS Students will be able to:

use the stages in the writing process (generating ideas, drafting, revising, editing, and publishing) consider audience and purpose when writ select and use appropriate genres to achieve different rhetorical

purposes (persuasive, informat generate questions, take notes, and summarize information fro

reference works and experts for a resea group related ideas and place them

summaries or reports revise their writing to imp

imagery, and level of detail combine sentences to achiev edit and revise their writing using their knowledge of correct

mechastandard English spelling

supporting detail, and a concluding sentence use prescribed criteria from a scoring rubric to

and others' compositions before presenting them to an audie

WRITING PRODUCTS

ional

ions

pository paragraph write self-assessments of individual pieces of work as well as of a

collection of own work

Students will be able to: compose formal letters to authors, businesses, newspapers, and

government officials write a personal narrative using details, dialogue, and personal

feelings write stories or scripts containing the basic elements of fiction and

using formal and informal language write poems using poetic techniques, figurative language, and

graphic elements explain a process using a topic sentence, supporting details, and a

concluding sentence write paragraphs using a variety of organizational approaches

(chronological, cause and effect, definition) compose brief summaries, research reports and informat

presentations with clear focus and supporting details develop one or two paragraph responses to open-ended quest define and write a descriptive paragraph, a narrative paragraph, a

persuasive paragraph, and an ex

10


RESEARRESEA

s

formation

CH AND STUDY SKILLS STRANDRCH SKILLS Students will be able to:

use an expanded range of print and non-print sources for obtaining information locate specific information within resources using indexes, table

of content, electronic key words evaluate in organize and present research in written form provide appropriate documentation for sources used

STUDY SKILLS

s

Students will be able to: follow directions use previewing and active reading comprehension strategies take notes and write summaries outline material read understand and create graphs, charts, diagrams, and graph use webs, Venn diagrams, and outlines to organize thinking and

studying manage study time effectively study efficiently for tests

REQUIRED READINGS from the titles below, cheTeachers will select ck the district’s grade level reserved literature list, and

consult the recom grade level mended reading list in the state's curriculum framework for appropriatereading assignments.

FIFTH GRADE

Sam is Dead

My BrotherToli

The SigThe Witch

ver's Secretn of the Beaver of Blackbird Pond

SIXTH GRADE So Far from the Bamboo Grove

A Wrinkle in Time Tuck Everlasting

Prentice Hall Literature Anthology

11

FOREIGN

GRADES 5 – 6

Janice Darias, Director of Foreign Languages

LANGUAGE

BENCHMARKS

13

FO

REIGN LANGUAGE

VERVIEW

The Foreign Language curriculum for grades 5 and 6 is designed to provide a ng beginning to a lifetime of language learning. The courses in both grades help

dents learn the study skills necessary to be successful learners of a foreign language. enever possible, the foreign language is used to enrich and expand curriculum ght in other subject areas.

The program begins in grade 5 with an introduction to the four languages taught he Belmont Public Schools: Chinese, French, Latin and Spanish. The curriculum is igned to provide students an understanding of what it means to study each of these guages, where in the world these languages are (or, in the case of Latin, were) ken, and what are some of the cultural products, practices and perspectives linked ach of these languages. Comparisons between each language and English as well as ong the four languages help students gain a deeper understanding of how languages rk and the skills required for learning them.

At the end of grade 5, students select one language from among the four to study ring grades 6, 7 and 8. The curriculum for grade 6 for each language reviews and ands the learning begun in grade 5. In the modern languages (Chinese, French and nish) the curriculum continues to emphasize the acquisition of communicative and

tural proficiency. The emphasis is on the skills of speaking and listening, however, dents will also begin developing the skills of reading and writing. The Latin riculum in grade 6 focuses on Roman culture, oral communication, and the reading interpreting of Latin texts. The study of linguistic and cultural comparisons is an

portant strand in this curriculum.

O strostuWhtau in tdeslanspoto eamwo duexpSpaculstucurandim

14

FOREIGN LANGUAGE 5 - 6

CHINESE, FRENCH, SPANISH COMMUNICATION

SING THE SKILLS OF EAKING, LISTENING, EADING & WRITIN

Students will be able to: write lists and simple sentences read and interpret signs and simple informational texts (e.g., a

and familiar details when listening

introduce and respond to introductions ask simple questions in the present such as “Do you speak

French/Spanish?” or “Where are you going?” answer simple questions in the present tense in the content areas use present tense to make simple requests (e.g., "I want...") res

boo use

con use the present tense to describe states of being (hungry, thirsty) respond appropriately to a wide array of classroom commands

used by the teacher on a regular b provide information using simple

in the content areas ask for information using simple questions in the present tense

in the content areas use present tense and correct adjective agreement to describe

people, objects, places or events

USPR G

menu) understand some ideas greet and respond to greetings

pond appropriately to teacher requests (e.g., "Open your ks to page 25.") present tense to express likes and dislikes in reference to the tent areas

asis sentences in the present tense

CONTENT AREAS Note: content areas may

vary somewhat among the three languages

Topics: geography, greetings, numbers, family, food, colors, animals,

celebrations/holidays, classroom vocabulary and expressions, self/body, school schedule, weather, seasons, sports, hobbies, days, months, dates, clothing, alphabet/characters

CULTURES

STUDENTS GAIN KNOWLEDGE AND

UNDERSTANDING OF OTHER CULTURES

Students will be able to: identify some countries where the target language is spoken identify some distinctive cultural products such as toys, clothes,

musical instruments, and foods from the target culture use appropriate expressions of courtesy: please, thank you,

me, excuse me, I’m sorry you’re welco

15

IGN LANGUAGE 5 - 6 FORE

CHINESE, FRENCH, SPANISH CULTURES

rticipate in activities, such as games, crafts, storytelling,

STUDENTS GAIN KNOWLEDGE AND


(cont’d)

Students will be able to: explain some cultural contributions of the countries where the

target language is spoken (music, dance, art, architecture, literature) sing songs from the target language pa

celebrations, and dramatizations COMPARISONS

STUDENTS DEVELOP INSIGHT INTO THE

NATURE OF LANGUAGE AND CULTURE BY

COMPARING THEIR OWN LANGUAGE AND

Students will be able to: give examples of ways in which the target language differs

or is similar to English give examples of borrowed or loaned words describe some patterns of behavior of the target culture such as

celebrations and comp

CULTURE TO ANOTHER

from

are/contrast them with similar behaviors of their own culture (e.g., el Día de los Muertos and Halloween) describe some cultural beliefs and perspectives relating to

family, school, and play in both the target culture and their own CONNECTIONS

STUDENTS MAKE CONNECTIONS WITH

OTHER SUBJECT AREAS AND ACQUIRE

INFORMATION

Students will be able to: use the target language to reinforce and expand their knowledge

of other disciplines and to acquire new information and knowledge find and share information (in the target language) about a

variety of t

opics related to other curricular areas from various sources relate works of art to the study of the target language

COMMUNITIES

STUDENTS PARTICIPATE IN

COMMUNITIES AT HOME AND AROUND

THE WORLD IN OTHER LANGUAGES

Students will be able to: apply knowledge of the target language and culture beyond the

classroom setting

16


LATIN COMMUNICATION

STUDENTS USE THE SKILLS OF SPEAKING,

ISTENING, READING & LWRITING imple oral directions

o

mational texts

Students will be able to: greet and respond to greetings introduce and respond to introductions follow s understand some ideas and familiar details when listening t

and reading Latin read and interpret signs and simple infor begin to present information in a brief report

GRAMMAR

CONTENT A

REAS Topics: parts of speech, subject endings, object endings, word order,

present tense, transitive and intransitive verbs, nouns and adjectives (singular and plural forms), gender, vocative case

CULTURE

N Students will be able to: S

STUDENTS GAIKNOWLEDG


E AND identify some major geographic features of the target culture, such as rivers, mountains, cities, climate

explain some cultural contributions of the groups of people represented by the target culture participate in activities, such as games, crafts, storytelling,

celebrations, and dramatizations

CULTURAL

CONTENT AREAS Topics: geography (ancient and modern), architecture,

zodiac/constellations, family, children in Roman times, class system and slavery

17


LATIN COM

STU

CULCOMPARING THEIR

OWN LANGUAGE AND CULTURE TO

ANOTHER

les words in English that are derivatives of Latin

h as t them with similar behaviors

of their own culture describe some cultural beliefs and perspectives

lay in both the target culture and their own

PARISONSDENTS DEVELOP

INSIGHT INTO THE NATURE OF

LANGUAGE AND

give examples of ways in which the target language differs fromor is similar to English give examp

TURE BY


words describe some patterns of behavior of the target culture suc

celebrations and compare/contras

relating to family, school, and p

CONNECTIONS

CO

INFORMA

to

STUDENTS MAKE ONNECTIONS WITH

THER SUBJECT AREAS AND ACQUIRE

TION find and share information about a variety of topics relatedother curricular areas) from various sources

Students will be able to: use the target language to reinforce and expand their knowledge

of other disciplines and to acquire new information and knowledge

HOMETHE WO

LANGUAGES

COMMUNITIESSTUDENTS

PARTICIPATE IN COMMUNITIES AT

AND AROUND RLD IN OTHER

Students will be able to: apply knowledge of the target language and culture beyond the

classroom setting

18

MATHE

S

ADES 5 - 6

M. Patricia Soliozy, Direct r of Mathematics

MATICS

BENCHMARK

GR

o

19

MATHEMATICS OVERVIEW All curricul or mathematics instructiN.CAs a concepts th ster content in every strand of the curriculum. The four

Geo Data Analysis, Statistics and Probability

erseverance. They master basic skills and keyi d problem St instructional program that taps their indivprovide students with strategies in problem solving that include:

che e

of process and solutions to problems th independent and cooperative analysis

Students discover the connectedness of mathematical ideas. They apply

athematical skills to problem situations across curriculum areas. Among these are ms, statistics, environmental problems, geometry,

opulation, measurement, science and technology, politics and business. More broadly, tudents gain appreciation of the cultural impact of mathematics and the historical ignificance of mathematics in the progress of civilization. This appreciation enables tudents to develop a sense of the structure, connectedness, relevance and beauty of athematics.

um and assessment f on supports the .T.M. Standards and result, students in o

the Massachusetts Curriculum Framework for Mathematics. ur secondary program build a broad repertoire of skills and

at increases thStudents are expec

eir ability to think and communicate mathematically. ted to ma

strands from the Massachusetts Framework include:

and Operations Number Sense Patterns, Relat

metry andions and Algebra Measurement

Students achieve concepts that compl

ncreasingly exposed to

proficiency through pement each other when tackling complex tasks. They are opportunities in critical thinking, abstract reasoning, an

solving. udents experience a wide variety of teaching and assessment strategies in the

idual talents and interest. A major goal is to

cking the r gathering and expressing ora engaging in bo

asonableness and validity of answers analyzing real life data l/written interpretation

mapplications to household problepsssm

20

MATHEMATICS 5 - 6

GRADE 5 NUMBER SENSE AND OPERATIONS

NUMBERS, NUMERATION &

Students will be able to: read and write whole numbers to 100 million and decimals to

the thousandth place value to 100 million and thousandth millions, billions, and trillions

identify and differentiate even and odd numbers, prime and composite numbers identify, name, and compare fractions less than, equal to, and

greater than one convert among fraction, decimal, and percent notations give examples of the com

pos exp explore the meaning of

diameter of a circle

ORDER RELATIONS identify compare

uses of negative numbers pare and order negative numbers, and order a collection of

itive and negative numbers ress ratio using words, colons, fractions, and percent

pi as the ratio of the circumference to the

OPERATIONS, MENTAL ARITHMETIC AND

NUMBER SYSTEMS

Students will be able to: master multiplication and related

and easily compute facts with fact apply the rules of divisibility express numbers in a variety of ways: expanded, exponential,

and scientific notation given a number, find its factor pairs and prime factorization

(e.g.: using factor strings) use mental arithmetic for doubling, fraction of, fact extensions

with multiples of ten, “easy” fractions to decimals/percents, multiplying and dividing by powers of ten recognize square roots 1 - 12 from square numbers 1 to 144 round whole numbers and decimals to the designated place

value, deciding when to round up, down, or nearest add and subtract decimals, and fractions with like denominators

division facts up to 10 * 10, ors of 11 or 12

ALGORITHMS AND PROCEDURES

Students will be able to: use a variety of algorithms for multi-digit +, -. *, and /, and

show reliable accuracy using one self-chosen method for each operation

oot and square key on calculator ions to decimals and percents using calculator

generate equivalent fractions

use square r convert fract

21

MATHEMATICS 5 - 6

GRADE 5 NUMBER SENSE AND OPERATIONS

ALGORITHMS AND PROCEDURES

(cont’d)

Students will be able to: create factor trees find a “quick common denominator” as the product of two

denominators PATTERNS, RELATIONS AND ALGEBRA

e a geometric or numerical pattern graphs

complete a table and use data to complete a graph area of a rectangle, triangle,

parallelogram, and circle, and to find the circumference of a

PATTERNS, FUN ,

Students will be able to: find and continCTIONS AND

S u

match events to EQUENCES use a rule to use a formula to find the

circle and the perimeter of a polygon use tables of equivalent measures for capacity and volume

problems expressed in metric and traditional units

A RA AND USES OF VARIABLES

Students will be able to: write number models to represent rectangular arrays find missing factors in number sentences write and solve number sentences with pa

LGEB

rentheses use Order of Operations to find the value of a number sentence

ltiplication, division, on

substitute a number for a variable to find the value of an

containing parentheses, exponents, muaddition, and subtracti plot and write ordered number pairs for points on a four

quadrant coordinate grid

expression find missing numbers in equivalent fractions add and subtract positive and negative numbers

GEOMETRY AND MEASUREMENT

GEOMETRY AND SPATIAL SENSE

Students will be able to: use tools of measurement and construction - protractor (half an

full), compass, straight edge/ruler - to draw a figure with gived

n characteristics and to copy a triangle, quadrilateral, and circle describe properties of lines: parallel, perpendicular identify, classify, and construct angles that are: acute, right,

obtuse, straight, reflex, vertical, and adjacent describe properties of polygons: convex, regular

22

MATHEMATICS 5 - 6

GRADE 5 GEOMETRY AND MEASUREMENT

GEOM,

construct a

or

angle = 180 le = 180 degrees, vertical angles are equal,

circle

ETRY AND SPATIAL SENSE

(cont’d)

Students will be able to: recognize and construct transformations (translation, reflection

rotation) of a figure on a coordinate grid, given a table of coordinates or a rule

ilarity, and distinguish between congruence and simsimilar figure on a coordinate grid when given a rule create tessellation with selected polygons identify base and height of triangles, rectangles, and

parallelograms recognize properties of geometric solids: edge, face, flat

he properties of curved surface, vertex, base, height. Compare tprisms, pyramids, cylinders, and cones identify, classify, and name polygons: octagon, hexagon,

pentagon, quadrilateral (square, rectangle, rhombus, parallelogram, trapezoid), and triangle (equilateral, isosceles, scalene, right, acute, obtuse) use angle concepts - sum of interior angles of tri degrees, straight angand a circle describes 360 degrees - to find missing angle measurements in geometric drawings

circumference of a identify radius, diameter, and

MEASUREMENTMEASURES AND

NUMBERS IN REFERENCE FRAMES

y,

are units of area and volume: sq. inch, sq. liter


estimate and measure distances on a map using the scale use a protractor to measure angles determine appropriate measurement units for a particular task read a thermometer including positive and negative numbers read and label a number line including positive and negative

numbers, decimals, and fractions convert units of time: century, decade, year, month, week, da

hour, minute, and second establish personal references for natural measures of length and

area, and estimate length/distance and area recognize and comp

foot, sq. meter, sq. cm, acre//gal., quart, pint, cup, liter, milli recognize, compare, and choose reasonable units of weight:

tons, pounds, ounces, kilograms, and grams

23

MATHEMATICS 5 - 6


MEASUREMENT EASURES AND MNUM

REFERENCE FRAMES(cont’d)

1 dimensional (linear), 2 dimensional (area),

longitude to locate places on a map identify which reference frame is pertinent for solving a problem: calenda

BERS IN

Students will be able to: distinguish among

and 3 dimensional (volume) measurement situations use latitude and

r, clock, time line, thermometer, map, coordinate system

DATA ANALYSIS, STATISTICS AND PROBABILITY

EXPLORING od

and stem and leaf plot um,

display data using bar graph, circle graph, and line graph ation presented in a plot or display to pose

nt

DATA Students will be able to: make reasonable judgments about sample size and go

conclusions when collecting data organize data using number line plot, given a list of data, identify “landmarks”: minimum, maxim

mode, median; and find the range and the mean interpret the inform

and answer questions express probability using words and perce

24

MATHEMATICS 5 - 6

GRADE 6 N

NORDER RE

ecimals

f ten

UMBER SENSE AND OPERATIONSNUMBERS,

UMERATION & LATIONS

Students will be able to: use inequality symbols to express comparisons order positive and negative numbers order fractions and d use and give examples of percents less than 1% and greater than

100% work with positive and negative powers o determine that (-1*x) is the opposite of (x)

OPERATIONS, MENT

ARITHMETIC AND NUMBER SYSTE tion

as

en number

le numbers by powers of

estimate the results of operations with whole numbers, fractions

uccessive calculations, find

AL

MS

Students will be able to: determine least common multiple and greatest common factor name fractions equivalent to a given frac simplify fractions express fractions as equivalent decimals and decimals

equivalent fractions estimate a percentage of a giv use and give examples of percents less than 1% and greater than

100% apply the rules of divisibility of 2, 3, 5, 9, 10 multiply and divide decimals and who

10

and decimals give examples to illustrate the relation between square root and

squaring evaluate expressions involving positive, integral exponents add and subtract positive and negative integers multiply and divide positive and negative integers use mental arithmetic to perform s

squares and square roots, and calculate with measurements

ALGORITHMS AND PROCEDUR ritten as decimals

use the concept of a variable in problem situations

ES Students will be able to: add, subtract, multiply and divide numbers w

or fractions express fractions and decimals as percents express percents as fractions and decimals use a percent circle or grid

25

MATHEMATICS 5 - 6

GRADE 6 N

PROAND M

ion, paper

UMBER SENSE AND OPERATIONSBLEM SOLVING ATHEMATICAL

MODELING

Students will be able to: use rules of rounding in problem situations choose an appropriate method of calculation - estimat

and pencil, calculator, or mental arithmetic use ratio and proportion in problem situations

PATTERNS, RELATIONS AND ALGEBRA

PATTERNS, FUNCTIONS& SEQUENCES

Students will be able to: use as

and

sociative, commutative and distributive laws to simplify

computation write a definition or formula for a percent in terms of ratio

proportion use spreadsheet formulas analyze a variety of patterns with tables, graphs, words or

symbolic rules

ALGEBRA AND UVARIAB f a given number

solve simple number sentences calculate what percent one number is of another use variables to express an unknown quantity graph ordered pairs in four quadrants

SES OF LES

Students will be able to: calculate a percentage o solve a proportion for a given variable

GEOMETRY AND MEASUREMENT

GEOMETRY ANDSPATIAL SENSE

Students will be able to: classify quadrilaterals classify prisms, pyramids, cylinders and cones by their

properties identify the interior of a circle also, arc, sector and radius identify lines of symmetry in plane figures use and give examples of similarity and congruence apply LOGO to geometry problems know the sum of the interior angles of a triangle work with tessellations: regular, semi-regular and Escher-type

26

MATHEMATICS 5 - 6


MEA

REFERENCE FRAMES

inch and to the nearest

l angle rcumference and

calculate the circumference and area of a given circle a rectangle, parallelogram, square, triangle

ed regions en linear, square and cubic measures

, cm, m, km etric unit

stomary measurement equivalencies (in, ft, yd, mi, cups,

SUREMENT MEASURES AND

NUMBERS IN

Students will be able to: draw and measure angles measure lengths to the nearest ½, ¼, ⅛

millimeter use and give examples of : radius, diameter, chord, center,

centra provide an explanation of how pi is related to ci

diameter calculate the area of

and trapezoid compute the area of complex shapes and shad differentiate betwe choose appropriate units of measurement recognize and use mm convert from one metric unit to another m recognize and use customary measurements use cu

pt, qt, gal, oz, lb, ton) find the volume of solid figures given the area of the base

DATA ANALYSIS, STATISTICS AND PROBABILITY

Students will be able to:EXPLORING D

ATA collect and organize data use mean, median, mode and range appropriately use graphical displays to explain trends in data interpret graphs and tables explain in writing the meaning of "probability of an event" list equally likely outcomes

determine the probability of an event when the outcomes are equally likely develop a prediction based upon the probability of an event compare experimental outcomes to theoretical expectations compute the probability of two or more independent events

27

M

S

illiam T. Pappazisis, Director of Fine & Performing Arts

USIC

BENCHMARK

GRADES 5 - 6

W

29

M

USIC

VERVIEW

The mission of the Belmont Public Schools Department of Fine and Performing Arts is to cate all students in a supportive, nurturing and challenging environment by providing them h the skills, knowledge, and opportunities for expression in art, music, drama and dance that ble them to participate actively as consumers and makers of the arts in a diverse global munity.

K-12 Department-Wide Learning Goals

Creating

O eduwitenacom

I. : Students will learn to use the symbolic languages, structures, materials and techniques of the four arts disciplines (music, visual art, drama and dance) to create works of art.

. PerformingII : Students will apply skills in singing, reading music, playing instruments, acting, directing, dancing and exhibition (visual art) to interpret and share artwork that already exists, including their own.

. Perceiving and RespondingIII : Students will demonstrate their ability to critically respond with understanding when they describe, analyze, interpret and evaluate their own artwork and the artwork or others.

. ConnectionsIV : Students will demonstrate understanding of their artistic heritage through investigation of the historical and cultural contexts of the arts, will demonstrate knowledge of the arts in their community, and apply knowledge of the arts in the study of other disciplines.

The benchmarks of the music curriculum are consistent with the National Standards of sic and the Massachusetts Arts Curriculum Framework. The middle school music curriculum of Belmont Public Schools has been designed to provide students with learning opportunities t focus on:

singing and playing instruments composing and improving music reading and writing music using a variety of symbols including standard music notation listening to, describing and analyzing music the historical and cultural contexts of music the connections between music and other arts and disciplines

Muthetha

30

MUSIC 5 - 6

PERCEIVING & UNDERSTANDINGLISTENING Students will be able to:

identify and correct errors in intonation on string instruments identify and correct poor tone production and articulation in the

performance of instrumental music identify and correct errors in pulse consistency

DESCRIBI

ANALYZINNG, G &

INTERPRETING

Students will be able to: aurally distinguish between melody and accompaniment in

ensemble music aurally discriminate between instruments of like families (i.e.,

trumpet from trombone, flute from oboe, etc.) aurally discriminate between vocal ranges (SATB) aurally recognize and describe basic extended forms: minuet &

trio aur aur

sim aurally compare and contrast the elements of music as they

occur in a wide variety of musical styles (including world musics) use musical terminology when des

, theme & variations, fugue ally recognize proper phrasing with proper breathing ally determine the meter, unit of beat and the subdivision in ple time signatures

cribing music CREATING ERFO

READING AND NOTATING

Students will be able to: mf, f read rhythm patterns utilizing whole notes, half notes, quarter

notes and rests, pairs of eighth notes, four sixteenth notes, dotted quarter and eighth combinations in these simple meters: 2/4, 3/4, 4/4, 2/2 determine the meter, unit of beat and the subdivision in simple

time signatures listed above read leger lines above and below the staff read simple melodies follow an octavo score read and interpret melodic patterns using the diatonic pitches in

the following keys: - Band- Concert Bb Eb, Ab, and F Major - Orchestra- D, G, and A Major - Chorus- C and F Major

& P RMING

31

recognize dynamic markings p, mp,

MUSIC 5 - 6

CREATING & PERFORMING AND

NOTATING (CONT’D) Students will be able to: recognize and utilize rehearsal numbers, measures rest, tempo

READING

marking, multiple endings, repeat sign, D.C. al fine, D.S. demonstrate proper phrasing with proper breathing from

written example

PLAYING INSTRUMENTS

For Students of


trument

play melodies and accompanying patterns keeping a steady

nsemble correcting obvious problems in balance,

g keys:

- Orchestra: D, G, and A

Instrumental Music Only

demonstrate proper bow control, posture, and hand position while playing an orchestral instrument

demonstrate proper breath control, posture, articulation, and hand position while playing a band ins

pulse using the rhythmic durations outlined above demonstrate three distinct dynamic levels, piano, mezzo forte &

forte use proper articulation to produce legato, staccato, and accented

passages perform in e

blend, and rhythmic precision play melodies and accompanying patterns in the followin

- Band: Concert Bb, Eb, Ab, and F major

play all chromatics in at least one octave demonstrate proper stage presence and correct protocol while

performing

SINGING Students will be able to: ncreased accuracy, extended vocal range, and

reath control

music only: ts from written notation in treble clef

erfect intervals through major sixth sing 25-30 songs from memory including folk songs,

international songs, pop, jazz and show repertoire demonstrate proper stage presence and correct protocol while

performing

For Students of sing with iGeneral Music expanded b

sing a repertoire of songs in a variety of languages for students of choral sing songs in two par recognize and sing major, minor, and p

32

MUSIC 5 - 6

CREATING & PERFORMINGIMP

COMPOSIARRANGINFor Students General Music

dic ideas using pentatonic

ROVISING/ NG/ improvise and compose simple bass lines reflecting harmonic

G of

structure improvise and compose simple melo


and diatonic structures

RY & CULTURE CONNECT

Students will be able to:ING

HISTO

MUSIC & ODISCIPLI

c udies

of

AND

recognize and sing songs and perform on instruments the musireflecting the cultures being studied in the sociTHER al stcurriculum NES identify ways in which the principles and subject matter of other

disciplines taught in the school are interrelated with thosemusic

33

PHYSICAL DUCATION

ENCHMARKS

GRADES 5 - 6

m Davis, Director of Physical Education, Athletics, and Student Activities

E

B

Ji

35

PH

YSICAL EDUCATION

VERVIEW

Physical Education is an integral part of the total educational program. It is a thod of education through physical activities which are selected and presented sistent with contemporary knowledge of human growth, development, and avior. Physical Education's goal is synonymous with the well-rounded elopment of students toward their becoming responsible citizens.

Although education has frequently focused on developing the mind separately, sometimes exclusively of the body, modern research indicates the fallacy of this ctice. Studies in education and other fields show achievers to be more physically fit, nger, more vigorous, and generally healthier than non-achievers. As a result of nges in the American way of life, children do not avail themselves of the ortunities for vigorous physical exercise previously found in every day activities.

erefore, during the entire growth period, students need a variety of planned physical ivities designed to teach enabling skills, develop strong and healthy bodies, promote d health habits, and foster a positive attitude toward health and physical fitness.

A sound physical education program is a continuing experience. The program uld progress from participation in simple to more advanced physical activities sistent with the interests and capabilities of the student. At the middle school level, program consists of a wide variety of activities. Each activity is designed to llenge the student's growth and to develop motor skills, physical fitness, responsible ial behavior, respect for differences among people, and an understanding of the efits of a physically active lifestyle.

O meconbehdev

andprastrochaoppThactgoo

shoconthechasocben

36

PHYSICAL EDUCATION 5 - 6

FORMS OF MOVEMENTINDIVIDUAL SKILLS Students will be able to:

demonstrate striking moving and stationary objects demonstrate various body positions while in the air demonstrate rotational skills demonstrate mechanically correct patterns of throwing different

orrect patterns of catching different

demonstrate mechanically correct patterns of striking different types of balls demonstrate basic competence in modified forms of lacrosse,

tennis, basketball, soccer, softball, field hockey, floor hockey, and frisbee skills

types of objects demonstrate mechanically c

types of objects

RHYTHMS Studen dem dem

ts will be able to: onstrate an understanding of basic aerobic steps onstrate basic square dance steps and calls

APPLIED MOVEMENT

INDIVIDUAL SKILLS Students will be able to: demonstrate dynamic balancing sk demonstrate static balancing skills demonstrate various offensive and defensive strategies in games

played

ills

RHYTHMIC ACTIVITIES Students will be able to: perform a variety of dances

TEAM SKILLS Students will be able to:

state the objectives of the game demonstrate a basic knowledge of the rules and scoring of the

sport use correct terminology for each sport demonstrate knowledge of team strategy through participation

in each sport make quick decisions in changing game situations execute player to player defense in a variety of game activity demonstrates an understanding of the object of various games perform group jump rope activities apply previously learned basic skills to various games properly relay objects in a group

37


LIFESTYLE & HEALTHTNESS

ACTIVITIES Students will be able to: participate in a physical activity program with the assistance of

the teacher

PHYSICAL FI

begin to understand the benefits from regular participation in physical activity

HEALTH RELATED Students will be able to:

understand the principles, benefits and minimum reqof cardiovascular endurance, muscle flexibility,

uirements muscle strength

and muscle endurance

name and demonstrate an exercise for each of the major muscle groups monitor heart and pulse rate determine resting and target heart rate identify and explain the three components of any physical

activity participate at their target heart rate for a minimum of 20 minutes explain and demonstrate exercises that increase muscle

flexibility, muscle strength and muscle endurance know and understand the concept of “FIT” (frequency, intensity

and time) describe short & long term benefits resulting from regular

participation in physical activity PERSONAL & SOCIAL BEHAVIOR

HEALTH RELATED Students will be able to: participate in all physical education activities using prope

safety procedures investigate new physical activities

r

INDIVIDUAL SKILLS Students will be able to: demonstrate the proper etiquette of each activity demonstrate proper sportsmanship while participating in team

play discuss avoidance of potentially dangerous situations participate cooperatively in physical activity with persons of

diverse characteristics and backgrounds recognize individual similarities and differences of classmates explore new physical activities for personal enjoyment both in

and out of class

38


PERSONA

rts

L & SOCIAL BEHAVIORTEAM SKILLS Students will be able to:

demonstrate cooperative skills participate in both individual and nontraditional spo

39

CIENCE

BENCHMARKS

GRADES 5 - 6

xcerpted from: he Massachusetts Framework for Science and Technology he National Science Education Standards enchmarks for Scientific Literacy: Project 2061

awrence Weathers, Director of Science, Health, and Technology Education

S

ETTB L

41

SC

IENCE

VERVIEW

Students in grades 5 and 6 have a rich curriculum that provides learning eriences that allow students to build an understanding of science processes and tent. Understanding science requires that an individual integrate a complex cture of many types of knowledge, including the ideas of science, relationships

ween ideas, reasons for these relationships, ways to use the ideas to explain and dict other natural phenomena, and ways to apply them to many events.

grades 5 and 6, students study unifying concepts and processes in science, science as uiry, physical science, life science, earth and space science, and science and hnology.

Grade 5 Science is an integrated program. Levers and Pulleys

O expconstrubetpreIn inqtec is an introduction

imple machines, which includes building devices with a LEGO machines kit. dents study the mechanical advantage of machines as well as applications and uses

achines in their everyday lives. Students will study a unit on the Ecosystem

to sStuof m

rting in the 2008/09 school year, which will include a study of terrestrial and aquatic erconnections as well as Oceanography

staint . Experiments with Solar Energy as an

rnative energy source are being introduced as a supplementary unit. Students take a hnology Education Course that emphasizes computer applications and one semester ARE. All students take the Science MCAS test in May of Grade 5.

Grade 6 Science is an integrated program. Students study four units. Planetary

alteTecof D Science is a study of the earth and the solar system. Diversity of Life gives students

ortunities to investigate plants and animals from the cellular level to multi-cellular anisms where they are introduced to genetics and evolution. Students also study

ergy

opporgEn . Students in Grade 6 take one semester of Technology Education and one

ester of Health.

Science & Technology Content Chart PHYSICAL LIFE EARTH/SPACE

COMPUTER/ TECHNOLOGY HEALTH

sem

GRADE

5

Levers and Pulleys

& Lego

Machines

Ecosystems (08/09)

and Oceanography

Solar Energy Activities

(pilot)

one quarter of Computer Applications

(Word processing Spreadsheet

Graphing, etc.)

one semester of

DARE Program

6

Forms of Energy

MeasurementDensity,

mass, volume

Diversity of Life

Planetary Science

one semester of Technology (Wood work,

Tech drawing, Robotics)

one semester of Body systems

Social/EmotionalSubstances

42

SCIENCE 5 - 6

GRADE 5 SCIENCE AS INQUIRY

ALL UNITS OF STUDY EMPHASIZE SKILLS IN

INQUIRY-BASED G

Students will be able to: ask questions and make predictions that can be tested select and use appropriate tools and technology (e.g., ruler,

meter sticks, thermometers, hand lenses, and balances) to gather data and extend observations keep accurate records while conducting simple investigations

or experiments conduct multiple trials to test a prediction (compare the result

of an investigation or experiment with the prediction) recognize simple patterns in data and use data to create a

reasonable explanation for the results of an investigation or ex re

ch

LEARNIN

periment cord data and communicate findings to others using graphs, arts, maps, models, and oral and written reports

PHYSICAL SCIENCE

PROPERTIES OF OBJECTS &

MATERIALS

Students will be able to: differentiate between properties o

weight) and properties of materiahardness)

f objects (e.g., size, shape, ls (e.g., color, texture,

STATES OF MATTER Students will be able to: compare and contrast solids, liquids, and gases based on the

basic properties of each of these states of matter describe how water can be changed from one state to another

by adding or taking away heat

MOTION OF OBJECTS Students will be able to: explain and give examples of how the motion of an object can

be described by its position and direction understand that a force changes the motion and/or position of

an object recognize that balanced forces can occur, resulting in no

object changes of motion of an

43

SCIENCE 5 - 6

GRADE 5 LIFE SCIENCE

CHA

,

RACTERISTICS OF PLANTS & ANIMALS

(TO BE INTRODUCED 2008/09)

Students will be able to: classify plants and animals according to their physical

characteristics recognize that plants and animals go through predictable life

cycles that include birth, growth, development, reproductionand death identify the structures in plants that are responsible for food

production, support, water transport, reproduction, growth, and protection

ADAPTATIONS OF LIVING THINGS

Students will be able to: give examples of how changes in the environment ( droug

cold) have caused some plants and animals to die describe how organisms meet some of their needs in an

environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment recognize plant behaviors, such as the way seedlings' stems

grow toward light and their roots grow downward in response to gravity

ht,

explain how some organisms may affect the ecosystem

ENERGY & LIVING THINGS

Students will be able to: describe how energy derived from the sun is used by plants to

produce sugars (photosynthesis) and is transferred within a

food chain from producer to consumer to decomposers

EARTH & SPA CE SCIENCE

L St s will b recognize the properties of s lor, texture, and

o support plant grow

SOI udent e able to: oi ol including c

ability t th

44

SCIENCE 5 - 6

GRADE 5 - TECHNOLOGY

TECHNO

mplex

LOGY /ENGINEERING

MATERIALS AND TOOLS

Students will be able to: identify and explain differences between simple and co

machines

ENGINEERING DESIG

iagrams, graphic organizers, and lists)

to

N Students will be able to: describe different ways in which a problem can be represented

(e.g., sketches, d recognize that simple machines have been incorporated into

technological solutions to a given problem compare natural systems with mechanical systems that are

designed to serve similar purposes (e.g., a lever as comparedan arm)

COMPUTER

APPLICATIONS effectively use word-processing, drawing, web, network, keyboarding, and graphic organizer pro


grams

45

SCIENCE 5 - 6

GRADE 6 SCIENC

E

LEARNI

ppropriate tools and technology (e.g., ruler,

te records while conducting simple investigations

lt on or experiment with the prediction)

recognize simple patterns in data and use data to create a ion for the results of an investigation or

ing graphs,

E AS INQUIRYALL UNITS OF STUDY

MPHASIZE SKILLS IN INQUIRY-BASED

NG meter sticks, thermometers, hand lenses, and balances) to gather data and extend observations keep accura

Students will be able to: ask questions and make predictions that can be tested select and use a

or experiments conduct multiple trials to test a prediction (compare the resu

of an investigati

reasonable explanatexperiment record data and communicate findings to others us

charts, maps, models, and oral and written reports PHYSICAL

Students will be able to: SCIENCE

HEAT ENERGY

in

recognize that heat is a form of energy and that temperature

change results from adding or taking away from a system explain the effect of heat on particle motion through a

description of what happens to particles during a changephase give examples of how heat moves in predictable ways, moving

from warmer objects to cooler ones until they reach equilibrium

FORMS OF ENERGY differentiate between potential and kinetic energy (identify

situations where kinetic energy isa)


s transformed into potential energy and vice ver

ELEMENT

COMPOUNDS, &MIXTURES

give basic examples of elements and compounds differentiate between mixtures and pure substances recognize that there are more than 100 elements that combine in

a multitude of ways to produce compounds that make up all of the living and nonliving things that we encounter

S, Students will be able to:

46

SCIENCE 5 - 6


ET

sunlight to make sugars from carbon dioxide and water through a process called photosynthesis (this food can be

tored for later use, or used by other

NERGY & LIVING HINGS

Students will be able to: recognize that producers (plants that contain chlorophyll) use

energy from

used immediately, sorganisms)

REPRODUCTI

HEREDI t of instructions that

ns from one generation to another) recognize that hereditary information is contained in genes

osomes of each cell (a human cell contains

half of their genes from each parent) with asexual reproduction (offspring have an identical copy of the parent cell)

ON & TY

Students will be able to: recognize that every organism requires a se

specifies its traits (these instructions are stored in the organism's chromosomes. Heredity is the passage of these instructio

located in the chromabout 30,000 different genes on 23 pairs of chromosomes) compare sexual reproduction (offspring inherit

EVOLUTION &BIODIVERSITY

Students will be able to: give examples of ways in which genetic variation and

environmental factors are causes of evolution and the diversity of organisms

LIVING THINGS &THEIR ENVIRONMENT

Students will be able to: give examples of ways in which organisms interact and have

different functions within an ecosystem that enable the ecosystem to survive

CLASSIFICATION OFORGANISMS

Students will be able to: classify organisms into currently recognized kingdoms

according to characteristics that they share (be familiar with organisms from each kingdom)

STRUCTURE &FUNCTION OF CELLS

Students will be able to: recognize that all organisms are composed of cells, and that

many organisms are single-celled (unicellular), e.g., bacteria, yeast (in these single-celled organisms, one cell must carry out all of the basic functions of life)

47

SCIENCE 5 - 6


STRUCTURE & FUNCTION OF CELLS

(cont’d)

Students will be able to: compare and contrast plant and animal cells including major

e basic functions of

d out (recognize the way in which cells

organelles (cell membrane, cell wall, nucleus, cytoplasm, chloroplasts, mitochondria, vacuoles) recognize that within cells, many of th

organisms (e.g. extracting energy from food and getting rid of waste) are carriefunction is similar in all living organisms)

SYSTEMS IN L

THINGSom cells to tissues to organs to systems to

IVING

Students will be able to: describe the hierarchical organization of multicellular

organisms frorganisms

EARTH SCIENCE

EARTH IN THE SOLAR Students will be able to: ty is a force that pulls all things on and near

r and

es (relate them to the relative positions of the earth,

the solar system (i.e., sun, planets, and moons) to those on nal force, distance from the sun, speed

heating of the earth, which in turn

causes the seasons niverse contains many billions of galaxies,

rs

SYSTEM recognize that gravi

the earth toward the center of the earth (gravity plays a majorole in the formation of the planets, stars, and solar system in determining their motions) describe lunar and solar eclipses, the observed moon phases,

and tidmoon, and sun) compare and contrast properties and conditions of objects in

Earth (i.e., gravitatiomovement, temperature, and atmospheric conditions) explain how the tilt of the earth and its revolution around the

sun result in an uneven

recognize that the uand that each galaxy contains many billions of sta

48

SCIENCE 5 - 6

GRADE 6 - TECHNOLOGY

TECHNOLOGY & EENG

NGINEERING

INEERING DESIGN Students will be able to: demonstrate methods of representing solutions to a design

problem e.g., sketches, orthographic projections, multi-view drawings

COMMUNICATI

TECHNOLOGI identify and explain the appropriate tools, machines, and .g., drawing tools, computer-aided design,

reports)

ON Students will be able to: ES

electronic devices (eand cameras) used to produce and/or reproduce design solutions (e.g., engineering drawings, prototypes, andthrough a woodworking project

MANUFACTURING

TECHNOLOGI of

ES Students will be able to: explain and give examples of the impacts of interchangeable

parts, components of mass-produced products, and the useautomation, e.g., robotics

49

SCIENCE 5 - 6

GRADE 6 - HEALTH

PHYS

on

ICAL HEALTH

GROWTH & DEVELOPMENT

Students will be able to: identify the characteristics of the onset of puberty in girls and

boys (take care of their changing bodies with greater attentito personal hygiene)

SOCIAL AND EMOTIONAL HEALTH

H Students will be able to: practice effective communication techniques (compare and

FAMILY HEALT

s with others who share the same

contrast their experiencefamily roles assigned by birth order)

INTERPERSONAL RELATIONSHIPS the emotional changes of puberty and how they

may affect friendships; analyze the internal and external influences in their lives; explain the positive

ssure


understand

and negative potential of peer pre

DISEASE PREVENTION & CONTROL

Students will be able to: identify the effects of gateway

TOBACCO/ALCOHOL PREVENTIO N drugs, i.e., tobacco, alcohol and

marijuana on their bodies and minds (practice refusal skills that focus on making I statements and preserving quality friendships)

SAFETY & INJURY

PREVENTION Students will be able to: practice refusal skills that focus on making I statements and

preserving quality friendships (practice strengthening the connection to internal influences and preparing for risk management of high risk, life-threatening situations)

VIO

PREVENTION ing, and being a courageous ally rather than a passive bystander

LENCE Students will be able to: practice conflict resolution skills such as active listen

PERSONAL AND COMMUNITY HEALTH

CONSUMER &RESOURCE

MANAGEMENT

Students will be able to: find and use information on nutrition labels to make healthier

decisions about food choices (examine tobacco advertisements and create an ad that tells the truth about tobacco)

50

SCIENCE 5 - 6

GRADE 6 - HEALTH

PERSO

HEALT

NAL AND COMMUNITY HEALTHCOMMUNITY & PUBLIC

H create a poster that increases awareness in the school community of the dangers of underage drinking


51

OCIAL STUDIES

BENCHMARKS

GRADES 5 - 6

Michael McAllister, Director of Social Studies

S

53

SO

CIAL STUDIES

VERVIEW

The goal of a history and social science curriculum is to enable students to uire the knowledge, skill and judgment necessary to continue to learn for mselves; to participate intelligently, justly, and responsibly in civic life; to deliberate ut local, national and international issues; and to avail themselves of historical and

tural resources such as historic sites, museums, parks, libraries, and multimedia ormation sources wherever they may live or travel.

To achieve this goal, the Massachusetts History and Social Science Framework us on a content-based curriculum revolving around the disciplines of History, ography, Economics, Civics and Government.

The specific content in grades 5 and 6 enables teachers and students to cessfully engage in a rich, multi-cultural, and global focus on the world, and to ieve the benchmarks contained in this document.

5 6

O acqtheaboculinf focGe sucach

North American History: Age of Exploration,

Pre-Columbian Native Americans,

Colonial History, and American Revolution

Ancient World History: Prehistory

through the Fall of the

Roman Empire

Students in grade 5 study the major pre-Columbian civilizations in the New World, the 15 nd 16th century European explorations in North America, and the political, economic, and social developments of the English colonies in th th and 18th centuries. They also study the early development of democratic institutions and ideas that led to the independence of the original thirteen colonies and the formation of a national government under the U.S. Constitution.

Sixth graders study the origin of human beings in Africa and the early civilizations that flourished in the Mediterranean area. They study the religions, governments, trade, philosophies, and art of these civilizations as well as the powerful ideas that arose in the ancient world, shaping the course of world history.

th a

e 17

54

SOCIAL STUDIES 5 - 6

GRADE 5 HISTORY & GEOGRAPHY Students will be able to: identify different ways of dating historical narratives (17th

century, 1 interpret timelines of events studied

identify details in cartoons, photographs, charts, elating to an historical narrative

dern world with historical maps of the world before the Age of Exploration, and describe the changes in 16th and 17th century maps of the world identify central events and figures from each of the pre-

Columbian civilizations studied identify central events and figures from the colonial period in

The

600s, colonial period)

observe and and graphs r compare maps of the mo

United States during the early American Revolution era Students will be able to: define and use correctly words related to government give examples of the responsibilities and powers associated with

major federal and state officials define what an entrepreneur is (a p

business seeking a profit) and givehistory of an entrepreneur give examples of how changes in supply and demand affected

prices in colonial history

CIVICS AND GOVERNMENT

erson who has started a examples from colonial

55

SOCIAL STUDIES 5 - 6

GRADE 6 HISTORY & GEOGRAPHY

s of

r number as indicating the older

d ry

identify multiple causes and effects when s ying historical events

l events audied

Students will be able to: compare information shown on modern and historical map

the same region use correctly the words or abbreviations for identifying time

periods or dates in historical narratives (decade, age, era, century, millennium, AD/CE, BC/BCE, c. and circa) identify in BC/BCE the highe

year (that is, 3000 BC/BCE is earlier than 2000 BC/BCE) construct and interpret timelines of events and civilizations

studied distinguish between primary and secondary sources an

describe how each kind of source is used in interpreting histo describe ways of interpreting archaeological evidence from

societies leaving no written records tud

identify centracivilizations st

nd figures from each of the six ancient

Students will be def

C NMENTable to:

ine and use correctly words and vernment -state, dynasty, king , f powers, civic dut

IVICS AND GOVER

terms relating to godom, empire, and republic

y, and military such as cityseparation o

ECONOMICS

conomic concepts learned in pre-kindergarten cluding: goods, services, buyers, sellers, axes, specialization, scarcity, trade, barter,

Students will be abl define and apply

through grade 5,natural resourceand money

e to: e ins, t

56

TECHNOL

BENCHMARKS

- 6

Lee McCanne, Ed.D., Dire or of Technology

OGY

GRADES 5

ct

57

TECHNOLOGY OVERVIEW Belmont Public Schools is engaged in the ongoing study, development, evaluation, and imple The Technology Department has developed Benchmark Standards for Students K-12. These standards e National Educational n Instructional Tech Belmont P g and learning. We believe access to technology tools and the skills to leverage them for academic study a nts. This docu ublic Schools at this grade le , this document will be updated as neede implement them.

mentation of a range of technology-based educational programs.

address the mandates of the No Child Left Behind Technology Plan, th Technology Standards, the Massachusetts Department of Educatio

nology Standards and the Belmont Public Schools Strategic Plan

ublic Schools is committed to using technology to improve teachin

nd personal productivity are essential to the future of our stude

ment outlines the technology literacy curriculum of the Belmont Pvel. Since technology is ever changing

d to reflect technology capabilities and changes and our capacity to

58

INSTRUCTIONAL TECHNOLOGY 5 - 6

TECHNOLOGY STANDARDSBASIC OPERATIONS

AND CONCEPTS Students will be able to: have a basic understanding of how a network operates (e.g.

saving files, folder management) demonstrate proficiency in keyboard skills use problem solving strategies surrounding issues of

tivity (e.g. printer selection, wireless networking) strate a functional understanding of input devices such as rs and digital cameras

use scientific probes to gather data identify and apply basic editing features of word processing

program including cursor and insertion point, inserting/deleting, cut/copy/paste, bold/underline/italicize, bulleted and numbered lists, spell/thesaurus check, margins, and cre app

and

connec demon

scanne

page setup ate, rename, move, copy and delete files and folders ly strategies for identifying and solving routine hardware software problems that occur during everyday use

SOCIAL, ETHICAL, AND HUMAN ISSUES

RELATED TO TECHNOLOGY

Students will be able to: describe safe techniques for giving out personal information

through e-mail or the Internet have an understanding of how pro

paper and toner consumption) can

per use of technology (e.g. conserve natural resources

TECHNOLOGY PRODUCTIVITY /

PRESENTATION SKILLS

Students will be able to: describe and use features of a database (e.g. sort, search, add and

delete data) use a graphic organizer to structure ideas construct a database by defining field types and adding records use subject-specific software (e.g. simulations and probes) to

support learning use multimedia authoring package and Web tools to create

illustrations and/or stories that represent knowledge related to any curriculum area collaborate with classmates and teacher to create a slide

presentation with existing template

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INSTRUCTIONAL TECHNOLOGY 5 - 6

TECHNOLOGY STANDARDS

CStudents will be able to: TECHNOLOGY

OMMUNICATION SKILLS

plan and create a hyperlinked slide show with graphics under teacher supervision, do collaborative electronic exchanges

with experts and peers describe the distinctions between local networking and the

connectivity of the World Wide Web

TECHNOLOGY Students will be able to: RESEARCH TOOLS differentiate between Internet browsers and search engines

capabilities

organize Bookmarks or Favorites into folders for future reference identify and use basic search strategies on the Internet access library materials using school and public library catalogs use an assortment of tools (e.g. word processor, PowerPoint,

Publisher, Excel) to communicate to others outcome of research access information in online databases, using passwords

supplied by vendors, including remote access and e-mail

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VISUAL

6

William T. Pappazisis, Director of Fine & Performing Arts

ART

BENCHMARKS

GRADES 5 -

61

V RT ISUAL A OVERV The missi artment of Fine and Performing Arts is to educate all students in a them with the skills, knowlenable them to participate actively as consumers and makers of the arts in a diverse global communi

V. Creating

IEW

on of the Belmont Public Schools Depsupportive, nurturing and challenging environment by providing

edge, and opportunities for expression in art, music, drama and dance that

ty.

K-12 Department-Wide Learning Goals

: S als and techniques oworks of art.

VI. Performing

tudents will learn to use the symbolic languages, structures, materif the four arts disciplines (music, visual art, drama and dance) to create

:acting, direcalready exis

VII. Perceiving and

Students will apply skills in singing, reading music, playing instruments, rk that ting, dancing and exhibition (visual art) to interpret and share artwo

ts, including their own. Responding: Students will demonstrate their ability to critically respo

en they descnd

with understanding wh ribe, analyze, interpret and evaluate their own artwork and the artwork or others.

VIII. Connections: Students will demonstrate understanding of their artistic heritage through investigation of the historical and cultural contexts of the arts, will demonstrate knowledge of the arts in their community, and apply knowledge of the arts in the study of other disciplines.

The benchmarks of the art curriculum are consistent with the National Standards of Art nd the Massachusetts Arts Curriculum Framework. The elementary art curriculum of the Belmont ublic Schools has been designed to provide students with learning opportunities that focus on:

using materials, tools, techniques and processes in a variety of two and three dimensional media to create artwork that expresses understanding of themselves, their feelings, and their world developing knowledge of the elements of art (color, line, texture, value, space, form and

shape) and the principles of design (balance, variety, unity, emphasis, harmony and rhythm) and applying them in their artwork describing, responding to, and evaluating their own artwork and that of others the historical and cultural contexts of art the connections between visual art and the other arts, and other disciplines

aP

62

VISUAL ART 5 - 6

CREATINGMATERIALS AND

TOOLS Students will be able to: demonstrate increased ability to control drawing materials and

tools used in previous grades to achieve intended visual effects collage and/or printmaking monstrate an understanding of the characteristics and

itations of clay, use clay to create low relief sculptures, and e multiple hand building techniques in a single project monstrate an understanding of materials used to create low

lpture and use copper or paper to create low relief demonstrate an understanding of the characteristics and

potentials of water based paints and control paints to make lines of various thicknesses and avoid unwanted mixing of colors demonstrate increased understanding of how to manipulate

papscu dem

demonstrate increased skills indelimus de

relief scu

er, plaster, wood, and/or wire to create freestanding lpture

onstrate proper care of tools and materials

VISUAL ELEMENTS Students will be able to: use contour line to create the illusion of form use line to express feelings use shading to create the illusion o

drawings and paintings change the brightness of a color an

create a feeling of depth in paintings, and use complementary colors to create tension and contrast demonstrate awareness of the space of the picture plane create the illusion of space (depth) by overlapping shapes, forms,

colors, and objects, using clarity, and using perspective techniques create real and simulated textures use texture to create abstract and realistic patterns

f three dimensional form in

d use tints and shades to

DESIGN PRINCIPLES Students will be able to: use a variety of techniques to create a center of interest in

artwork, i.e., size, placement, and contrasting elements select and organize content and art elements to achieve unity in

artwork select and organize content and art elements to achieve balance select and organize content and art elements to achieve emphasis

63

VISUAL ART 5 - 6

CREATINGTING Students will be able to:

illustrate a sequence of events

ts enhance the communication of ideas and feelings by applying

CREA

alter visual images as ideas develop and change in process of creating artwork create unique solutions to structural problems in sculpture use art elements to create abstract art intensify feeling and mood in artwork by using visual elemen

design principles

G

converging lines) ,

s, or still

RESPONDINDESCRIBING ART Students will be able to:

recognize subtle variations of visual elements in the environment demonstrate understanding of the emotional qualities of line describe color in terms of saturation (brightness or dullness) identify complementary colors demonstrate increased perceptual awareness of light and

shadow on a 3-D object differentiate between geometric and organic forms and

recognize these forms in the environment describe how artists achieve the illusion of space in two-

dimensional art (size, placement, shading, color, clarity,

identify the type of artwork (drawing, painting, sculpture, printetc.) identify the media and processes that were used to create an

artwork classify drawings and paintings as landscapes, portrait

life

ANALYZING ART Students will be able to: explain how artists achieve a center of interest in artwork demonstrate understanding of the principles of emphasis, unity,

xplain and symmetrical, asymmetrical, and radial balance and ee these principles in their artwork how artists achiev

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VISUAL ART 5 - 6

REIN

EVALUATIN

ing

SPONDINGTERPRETING AND

G ART Students will be able to: demonstrate understanding that artwork communicates

something (ideas, feelings, moods, etc.) hypothesize and justify a personal interpretation of the mean

of artwork CONNECTING

HISTORY & CULTUREhed

Students will be able to: study, observe and create artwork in the tradition of establis

art movements in western culture, such as impressionism, minimalism, realism, pop art and world cultures

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