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Curriculum Guide
Standards:
The emphasis in the elementary
school is on the process of art making. Students
will become familiar and comfortable with a wide variety of art materials, art
processes, elements of design, disciplines of art and art applications.
In addition, students will have informal and formal exposure to art
history, criticism and aesthetics. All
learning is developmentally appropriate, layered and sequential from year to
year. The approach is one of
problem solving and application of divergent thinking skills. There are four ways to introduce
lessons: through elements of design (line, shape, color, form, and texture);
through an art discipline (painting, drawing, sculpture, printmaking, ceramics,
mixed media); through a material of art (pencil, crayon, clay, paper, paper, watercolor, etc.); or through art or cultural idea (mask
making, the human
form, landscape, etc.) By June of this year, students should be able to: Create an infinite number of colors from the primary
colors. Manipulate paper in a number of ways. Demonstrate an understanding that here are an infinite
number of ways to use coils to create a pot or vessel. Exhibit and understanding and an ability to apply the elements of design.
Major Units of Study: Color explorations - mixing
endless colors with red, yellow, and blue Underpainting and overpainting
techniques Comparative study of all of the
different papers used by an artist (tissue, newsprint, drawing, construction,
oak tag, cardboard) Two projects that are integrated with classroom study. Clay work - coil pots and
glazing. Simple resist work Introduction to watercolor Outsized painting (24 x 36) of a landscape or seascape
Standards:
Students will read, write,
listen and speak for critical analysis and evaluation, for social interaction,
for understanding and information, for response and expression. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Read a variety of literature for understanding and
comprehension, and respond in oral and written form to the literature ·
Use a variety of strategies to construct meaning from
print, such as prior knowledge about a subject, structural and contextual clues,
and an understanding of letter-sound relationships to decode difficult words ·
Use the process of pre-writing, drafting, revising, and
proofreading (writing process), to produce well constructed informational texts,
and observe basic writing conventions, such as correct spelling, punctuation and
capitalization, as well as sentence and paragraph structures appropriate to
written forms ·
Write in a variety of literary genres such as: fiction,
non-fiction, biography, autobiography, scientific journal, poetry, research
reports, and math journal ·
Identify parts of speech: nouns, pronouns, adjectives,
verbs, adverbs, prepositions, conjunctions ·
Identify and use the following: compound words, synonyms, antonyms, homophones, contractions ·
Use dictionary skills Materials Used: Tradebooks Anthologies Dictionaries Journals Reference materials Spelling notebooks Assessment: Writing portfolios Teacher observation DRA Standards: Students will understand
mathematics and become mathematically confident by communicating and reasoning
mathematically, by applying mathematics in real world settings, and by solving
problems through the integrated study of number systems, geometry, data
analysis, and probability. Students
will use mathematical analysis to pose questions, seek answers, and develop
solutions. Students will understand
the relationships and common themes that connect math, science and technology,
and apply the themes to these and other areas of learning. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Count, write, read, and recite numerals through 999, and
identify place value of any digit through 999 ·
Recognize and name any even and odd number ·
Recognize, name, and write integers with a value less than
0, and identify positive and negative direction on the number line ·
Demonstrate written and oral knowledge of multiples:
1’s, 2’s, 5’s, 10’s ·
Know and apply facts through 18 ·
Solve addition and subtraction algorithms with regrouping
through 999, checking with inverse operations ·
Use appropriate symbols (+, -, =) and terminology (add,
subtract, plus, minus, equal, sum, difference, addend, subtrahend, minuend) ·
Analyze and solve equations involving missing addends
through 9, and be able to use the commutative property of addition ·
Identify, solve, and label inequalities ·
Recite the appropriate expression for dollars and cents
and calculate the given value of a given set of coins and bills and write in
standard form ·
Identify, write, and compare fractions that represent
values of fractions through eighths ·
Differentiate between plane and solid figures and identify
polygons having four or more sides ·
Read, write, and use the following forms of measurement: time,
linear, temperature, capacity, and weight ·
Solve one-step word problems using addition and
subtraction ·
Construct, read, and interpret pictographs, bar and real
object graphs Materials Used: SRA/McGraw Hill Mathematics
Program (Real Math) Supplemental material Manipulative materials Computers Calculators Assessment: Real Math Program Diagnostics Math Journals Teacher Observation Student Participation Standards: In the elementary general music
program we stress active hands-on learning.
We aim to motivate and stimulate the children through stories, games,
dances, songs, playing of classroom instruments, creative movement, and dramas.
These activities, while inherently valuable and appealing, also serve to
reinforce musical skills and concepts, and to develop the child’s creativity,
self-expression, and curiosity about music of various styles and cultural
origins. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Demonstrate appreciation of, recognition of, and ability
to employ musical elements: tempo,
dynamics, timbre, pitch/register, phrase, melody, harmony, form ·
Keep a steady beat -- with body percussion, simple
movements, and on classroom instruments ·
Sing melodies of increasing complexity and more expanded
range ·
Sing melodies or parts of melodies in solfege, using
curwen hand signs ·
Perform dances, movements and dramas of increasing
complexity ·
Improvise using body percussion, instruments, and words ·
Read and perform more complex rhythm patterns using
half-notes, quarters and eighths ·
Begin recorder playing; learn G-A-B-C-D and play melodies
containing those notes. ·
Play simple diatonic melodies on xylophones ·
Demonstrate knowledge and understanding of basic musical
terms; tempo, steady beat,
dynamics, scale, rhythm, etc. ·
Measure duration and time events by counting beats ·
Listen to short musical excerpts and comment on relevant
aspects Major Units of Study: ·
Steady Beat/Tempo (fast,
slow, medium) ·
Rhythm (combinations
of long and short notes) ·
The “Musical Staircase”
Scale/Melodic Direction ·
Timbre (quality of sound)/ Instrument Families ·
Instrument Building ·
Measuring Musical Time (duration) in Beats ·
Improvisation in Music ·
Musical Phrases (complete musical “thoughts”) ·
Form (How the
sections of a piece are organized) Materials Used: piano, guitar, audio equipment,
CD’s, tapes, LP’s, classroom instruments (i.e., recorders, xylophones, hand
drums, cymbals, triangles, etc.), various collections of multi-cultural games,
songs, dances, and stories, computer CDs (in particular, Microsoft’s Musical
Instruments ), hand puppets, various visual aides Assessment: Authentic, performance-based
Standards: Students will use scientific
inquiry to pose questions, seek answers, and develop solutions.
Students will understand and apply scientific concepts, principles, and
theories pertaining to the physical setting and living environment.
Students will understand the relationships and common themes that connect
science, math, and technology and apply the themes to these and other areas of
learning. Students will apply the
knowledge and thinking skills of science to address real life problems and make
informed decisions. Students will
maintain a healthy, active life. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Show respect for life forms ·
Observe and record observations and understanding of the
life cycle of a living thing ·
Use a variety of materials to demonstrate the principles
of buoyancy ·
Progress from non-standard to a standard unit of linear
measurement ·
Differentiate between wellness and illness ·
Identify how the senses interact with the environment ·
Practice good
health habits ·
Recognize choices and their consequences relative to
personal health, consumer health, community health, environmental health and healthy lifestyles ·
Recognize and identify ways family members, neighbors, and
friends help and support each other Major Units of Study: Life Science -
Animal Life Cycle (Mealworms) Physical Science -
Buoyancy Materials Used: General Lab materials Science journals Multimedia technology Assessment: Teacher observations Written and oral responses Student logs Student products and projects Student participation Student-teacher conferences Standards:
Students will use a variety of intellectual skills to
demonstrate their understanding in the following areas:
history, geography, economics, and civics. Anticipated
Student Outcomes:
By June of this year, students should be able to: ·
Describe geographic characteristics of polar regions ·
Attain a historical perspective of the Hudson River ·
Demonstrate the ability to label and locate the following:
oceans
and continents New
York State on the U.S. map Hastings-on-Hudson
and the Hudson River on a local map Polar
regions on a globe and map ·
Know that the natural resources of the Hudson River
brought about economic changes to the surrounding areas ·
Define and analyze the environmental issues of the Hudson
River area ·
Compare Lehape and Inuit cultures to each other and our
own Major
Units of Study: The Hudson River Polar Regions Materials
Used: Maps Globes Reference materials Tradebooks Current events materials Assessment: Research reports Projects Teacher observation Class participation Writing activities Standards:
All students in Hillside School
participate in physical education weekly. Students
in Grade 2 meet three times per week for a total of 120 minutes. The Physical Education
Department gives students the opportunity to work together to improve emerging
social and cooperative skills necessary for building positive attitudes and good
sportsmanship. Students will have
the opportunity to develop a positive self concept and experience success in
physical education. The Physical Education Program
teaches the importance of daily and ongoing physical activity and general
fitness. All students, grades 1-4,
participate in the Presidential Fitness testing program which involves
specific fitness components of cardiovascular endurance, muscular endurance,
strength, and flexibility. Through physical education,
students will acquire knowledge of safety skills and habits, and develop an
awareness of safety with respect to themselves and others.
The Physical Education Program will provide frequent and meaningful
opportunities that enable students to have a functional understanding of
movement concepts, and build competence and confidence in their ability to
perform a variety of motor skills. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Perform more specific skills and strategies found in
sports, i.e., positioning, tracking a ball ·
Begin to perform low level skills using equipment, i.e.
bats, racquets, hockey boppers ·
Demonstrate basic circus arts skills utilizing devil
sticks, plates, and juggling scarves ·
Begin to perform a tumbling routine with a group of 5 - 6
people Assessment: Teacher Observations Class Participation Skill Testing, where appropriate Physical Fitness Testing -
Presidential Test of Physical Fitness, all parts
Standards: By the end of Grade Four,
students are expected to have become accustomed to using the library for
recreational reading as well as for personal and assigned research projects. They
will learn what resources are available in the library and how to use these
resources: library books, reference books, computer materials, the Internet, all
of which will enable them to use any library in their lifetime quest for
learning. Anticipated Student Outcomes:
By June of this year, students should be able to: ·
Know the difference between fiction and non-fiction books ·
Find a particular book when given the call number and
general area where the book may be found ·
Work independently on a classroom assignment in the
library ·
Read quietly after borrowing a book or magazine Major Units of Study: Hudson River, Polar Regions Materials Used: Books and videos Assessment: Teacher observations in the
library setting Opportunities for Enrichment: Research assignments in the
library Standards: Homework in second grade begins
in October. Second grade teachers
spend September preparing the students for homework.
Spelling homework, based upon a second grade spelling list, begins in
second grade. All children work in a notebook.
Maintaining the notebook is actually part of the assignment.
Teachers follow general guidelines with specific directions for each
individual class. The homework experience should
be in the range of 20 - 30 minutes per night.
This time will vary with individual students. Aside from the written assignment, each child should be
reading as part of the homework experience.
Specific assignments can vary
from classroom to classroom, but the outcomes are similar.
There are usually some language arts activities and some math activities.
From time to time there may be directed projects.
Thursday is always a study night for a test on Friday. Homework is assigned to: ·
Reinforce, follow-up, or review material introduced in
class ·
Apply outside of class something that was learned at
school ·
Promote independent thinking and effective study habits ·
Develop responsibility for completing tasks efficiently
and/or ·
Practice interpreting directions Homework issues can be
challenging. It is usually the
“practice” or reinforcement part of learning, and through homework you can
act as an advocate for your child and the teacher at the same time by: ¨
Establishing
a structure that works for your family about when and where homework will be
completed, ¨
Instilling
in your child the importance of giving one’s best effort, and ¨
Bringing
questions and concerns generated by the homework back to the classroom so that
the teacher can have the opportunity to clarify and keep learning experiences
positive. |
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