What is this and how
does it help our school?
(Updated 3/2008)

FIFTH GRADE

Mrs. Karen Landers (Grade 5)
Mrs. Joanne Poulin (Grade 5)
Mrs. Mary Ferguson (Grade 6)
Sr. Paul Murphy (Grade 6)
Supplies

Religion
The major goal of the Grade 5 program is to develop an appreciation of the Church as a worshiping community. The children examine Christ's action among us in the Eucharistic Liturgy, the Sacraments of the Church, in our celebration of the liturgical seasons, and in the lives of the saints. They are guided to respond to God's presence in prayer and in loving service to others.

Language Arts
By the end of Grade 5, students will:

Mathematics
By the end of Grade 5, students will:

• demonstrate knowledge of place values through billions
• solve word problems using various strategies
• use front-end and regular estimation to determine reasonable answer
• use basic facts to solve complex, multiple-step problems with mixed operations
• apply skills for addition, subtraction, multiplication and division of fractions and mixed numbers
• create and solve open-ended problems
• add, subtract, multiply, and divide decimals
• draw a circle and its radius and diameter
• draw a rectangle, triangle, square, perpendicular, and parallel lines
• draw and measure angles graph ordered pairs on a grid use bar, pie and line graphs

Science
By the end of Grade 5, students will:

• classify all living and non-living things
• use observation techniques, tables, models, graphs and communicate results
• name and describe properties and states of matter
• learn scientific names
• describe simple machines and their uses
• describe the needs of plants and animals, compare animal cells and functions
• explain photosynthesis
• name extinct and endangered species
• experience setting up an ecosystem
• describe devices that improve quality of life (inventions)
• learn and apply knowledge of Periodic Table of Elements
• describe different kinds of energy

Social Studies
By the end of Grade 5, students will:

• list characteristics of the main North American Indian groups
• identify early explorers who rediscovered, explored, and settled in North and South America
• explain the relationship between geography and people to history
• list people and events that led to the American Revolution
• summarize the founding of the colonies by Europeans and unification during the search for independence
• understand scale, symbols, latitude, and longitude on maps
• use a grid system to locate places
• locate North and South Pole, Equator, Prime Meridian on maps
• compare and contrast information in graphs and tables
• map routes of explorers and colonists
• understand use of compasses
• outline writing and messages of our Declaration of Independence and Constitution

Computer Technology
By the end of Grade 5, students will:

• apply keyboarding skills to improve speed and accuracy
• use a word processing application to create and format a document
• create, modify, and interpret spreadsheet data
• understand options for graph displays
• recognize the need for protection of software and hardware from computer viruses and vandalism
• create and modify a multimedia presentation citing sources of copyrighted materials
• participate in core curriculum-based telecommunications projects as a class activity
• evaluate information found via telecommunications for appropriateness, content, and usefulness

Music
By the end of Grade 5, students will:

• recognize simple harmonious progression
• sing a varied repertoire of folk, art and contemporary songs
• compare and contrast the music and cultures of several time periods and regions of the world
• use standard notation as a guide to singing and playing classroom instruments

Art
Progressively from Grade 5 through Grade 8, students will:

• expand the repertoire of 2-D and 3-D art processes, techniques, and materials with a focus on the range of effects possible within each medium, such as: 2-D transparent and opaque media, wet, dry, stippled, blended, wash effects, printmaking, etc.
• create artwork that demonstrates an awareness of the range and purpose of such tools as pens, brushes, markers, etc.
• use the appropriate vocabulary related to the methods, materials, and techniques students have learned and used previously
• learn the elements and principles of design and be able to demonstrate knowledge of the following skills:
  • for color: use and be able to identify hues, values, intermediate shades, tints, tones, colors, etc. and demonstrate awareness of color by painting objective studies from life and free-form abstractions that employ relative properties of color
  • for line: use and be able to identify various types of line, for example in contour drawings, calligraphy, freehand drawings, etc.
  • for texture: use and be able to differentiate between surface texture and the illusion of texture (visual texture)
  • for shape: form and pattern, use and be able to identify an expanding and increasingly sophisticated array of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry
  • for space and composition: create unified 2-D and 3-D compositions that demonstrate an understanding of balance, repetition, scale, rhythm, harmony and emphasis
  • create 2-D and 3-D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail
  • create symbolic artwork by substituting symbols for objects, relationships or ideas
  • create artwork that employs use of free form from symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotions (e.g. conflict/cooperation, happiness/grief, excitement/repose)
  • produce work that show understanding of the concept of craftsmanship
  • demonstrate ability to describe preliminary concepts verbally, to visualize concepts in clear schematic layouts, and to organize and complete projects
  • maintain a portfolio of sketches and finished work
  • create and prepare artwork for group or individual public exhibitions
  • demonstrate a fundamental awareness of architectural styles and the ways that these have influences painting and sculpture

Physical Education
By the end of Grade 5, students will:

• explain the benefits of physical fitness to good health and an active lifestyle
• demonstrate expected grade-level proficiency in locomotor and non-locomotor skill
• learn rules, basic offensive and defensive skills of lead-up sport games and actual sport games
• demonstrate an awareness of good sportsmanship and the need for fair play in games and activities
• develop an awareness that inappropriate actions can result in harm to themselves or others

Library
By the end of Grade 5, students will:

• use an encyclopedia-book and computer for research
• understand the concept of bibliography
• write research cards containing bibliographic information
• use the copyright date to determine currency of material
• understand when to use an almanac
• understand when to use a biographical dictionary
• understand when to use a geographical dictionary
• location information in a biographical dictionary
• location information in a geographical dictionary

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