Page 15 - GRADE 5 Curriculum Guide

People and Where they live
• Use geographic tools to collect, analyze and interpret data
• Show understanding of how environment factors shape people’s lives
• Recognize positive and negative ways that people affect their environment.

The Arts - VISUAL
NSAE - Kennedy Center for Art Edge Standards https://artsedge.kennedy-center.org/educators/standards

In their first year in Elementary, children come to the art and shop studios for the first time. Painting, drawing,
clay, collage and construction, paper mache, and printmaking are done in the art room. Shop has wood, a
variety of construction materials, and carpentry tools. As children gain an understanding and appreciation of
the expressive qualities of materials, they develop skills and discover their potential for creating increasingly
complex subject matter in art and shop.

At the completion of the academic year, students in GRADE 5 should:
Expression and Representation
• Experiments with new materials, techniques, and processes in the arts
• Use the arts to express and represent ideas, experiences, and emotions

Understanding and Appreciation
• Interpret and extract meaning from artistic products and experiences
• Demonstrate understanding of how the arts connect with culture and history

The Arts – MUSIC
https://artsedge.kennedy-center.org/educators/standards

The Elementary music curriculum is largely influenced by the philosophy of Kodaly, while also including
techniques from the Orff approach. Singing traditional songs of various cultures and time periods provides
the foundation for musical literacy and for studying the comparative and structural elements of music; among
these are pitch, dynamics, tempo, texture, and form. Students are able to take ownership of these concepts
when they use them in their own compositions and improvisations. Along with accompanying songs with
instruments, children create original music in their instrumental work. In an age appropriate manner, all
students improvise.

At the completion of the academic year, students in GRADE 5 should:
Expression and Representation
• Use music to express and represent ideas, experiences, and emotions.
• Visualize music in relation to history and culture.

Understanding and Appreciation
• Understanding relationships between music, the other arts, and disciplines outside the arts.
• Students identify ways in which the principles and subject matter of other disciplines taught in the
school are interrelated with those of music (e.g., foreign languages: singing songs in various languages;
language arts: using the expressive elements of music in interpretive readings; mathematics:
mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum
heads, or air columns generating sounds used in music; geography: songs associated with various
countries or regions)

Personal, Social and Physical Education
SHAPE America’s National Standards https://www.shapeamerica.org/standards/pe

Physical education teachers introduce activities based on their approaches to children's cognitive and
physical development in order to give all children an opportunity to succeed. In physical education, as in other
areas of the curriculum, staff members encourage and support the participation of all students in activities,
but allow the children to develop at their own pace, free from any pressure to perform at certain skill levels at
a particular age.

At the completion of the academic year, students in GRADE 5 should:
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