curriculum overview 2015–2016ccsd.net/parents/resources/pdf/curriculum-overview/15-16... · the...

GAC 3836

CurriCulum Overview2015–2016

K-5

Dr. Linda E. Young Chris Garvey Deanna L. Wright

Kevin L. Child Erin E. Cranor Carolyn Edwards Patrice Tew

BOARD OF SCHOOL TRUSTEES

Dr. Linda E. Young, President, District C

Chris Garvey, Vice President, District B

Deanna L. Wright, Clerk, District A

Kevin L. Child, Member, District D

Erin E. Cranor, Member, District G

Carolyn Edwards, Member, District F

Patrice Tew, Member, District E

ADMINISTRATION

Pat Skorkowsky, Superintendent of Schools

Dear Elementary School Parent/Guardian:

Thank you for taking the time to track your child’s academic progress. We know that students are more likely to succeed in school when their parents/guardians are engaged in their day-to-day educational activities. The curriculum overview provides a sample of the content that your child should master by the end of the school year. While this document is not inclusive of all content material required to graduate, it does serve as a resource that can be used when supporting your child during the school year.

The Clark County School District uses the Nevada Academic Content Standards as provided by the Nevada Department of Education. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our students need for success in college and careers. Nevada’s standards, which promote critical thinking, reasoning, and application of knowledge, are expected to drastically reduce the need for remedial classes. For additional information regarding the standards, please visit www.doe.nv.gov/Curriculum_Standards/.

By utilizing our Infinite Campus information system, you can effectively monitor the progress of your child. Also, I encourage you to speak with your child’s teacher. This is very important as it will provide you with insight on how you can best support your child’s learning. Additionally, our District Web site, www.ccsd.net, includes a “parent” section that has various documents available for you to assist your child in his or her academic career.

I ask you to be actively involved in your child’s education by monitoring his or her academic progress and providing encouragement. Thank you for working with us to ensure that your child graduates ready for success in college and/or career.

Sincerely,

Pat Skorkowsky Superintendent of Schools “Every student in every classroom, without exceptions, without excuses”

meSSAGe FrOm THe SuPeriNTeNDeNT

TOGeTHer – PrePAriNG Our STuDeNTS

LEARNING EXPECTATIONSThis document presents learning expectations for students based on the Nevada Academic Content Standards for English Language Arts, Mathematics, Science, and Social Studies. Also included are learning expectations in the area of health, library, music, physical education, and visual arts. The learning expectations presented in this document can help you know how your child is doing in elementary school. Tips and activities are also provided to help your child learn at home. Questions are listed to assist you as you learn about your child’s progress. Contact your child’s teacher to learn more and discuss how you can help your child meet these learning expectations.

NEVADA PROFICIENCY EXAMINATION PROGRAM (NPEP)—ELEMENTARY SCHOOLThe Criterion Referenced Tests (CRT), more commonly referred to as the Smarter Balanced Assessments, is the Nevada system for assessing students in grades 3-5 in Mathematics and English Language Arts. The computer adaptive format and on-line administration of these assessments represent a realistic baseline that provides a more accurate indicator of student success as they work to meet the rigorous demands of college and career readiness. For additional information on Nevada state assessments, refer to www.doe.nv.gov.

INFINITE CAMPUSThe District’s new student information system is Infinite Campus. This system provides real time information about student achievement and so much more. From the Campus Portal parents/guardians and students can access a student’s personal Academic Plan that updates in real time with information on grades, homework assignments, and classwork. Parents/guardians can view the plans from a calendar view that captures every child within the household who is enrolled in a Clark County School.

COMPUTER ACCESSIf you do not have a home computer, please remember computers may be available at your child’s school and public libraries.

RESPONSE TO INSTRUCTIONCCSD embraces Response to Instruction (RTI). The RTI Framework uses three levels or tiers of support for all students in pre-kindergarten through twelfth grade. Throughout the tiers of support, all students are provided access to grade-level curriculum and behavioral supports. • TierIsupportsallstudents.Emphasisisplaced

on the delivery of high-quality, standards-based instruction that is differentiated to meet the needs of students.

• TierIIsupportsstudentswhoarenotresponding adequately to Tier I instruction.

• TierIIIsupportsstudentswhodemonstrate ongoing lack of sufficient progress or growth.

For additional information on RTI, refer to ccsd.net/parents/response-instruction.

GUIDANCE and COUNSELING PROGRAM OVERVIEWAs part of the educational team, school counselors play an integral role in the academic, career, and social development of all students. School counselors implement strategies and activities to support and maximize each student’s ability to learn and help prepare students to make informed choices regarding post-secondary options to complete future career goals. In addition, the school counseling program provides the foundation for personal social growth as students progress through school and into adulthood. Below are several planning documents available from the Guidance and Counseling webpage at ccsd.net/departments/guidance-counseling.

DOCUMENT LIBRARYThe Moving On To Middle School Transitional Planning Guide provides fifth-grade students important information about their transition to middle school. Refer to ccsd.net/departments/guidance-counseling to access this document.

TIPS FOR PARENTSThe Elementary School Parents Make the Difference! monthly newsletter provides information on topics such as encouraging reading, test success, and building self-esteem.Support Your Child’s Education provides a suggested list of activities to support the academic development of your child.Refer to ccsd.net/departments/guidance-counseling to access these documents.

SAY NO TO BULLYINGThe Clark County School District responds promptly and takes a strong stance against bullying and cyber-bullying. CCSD is committed to providing a safe, secure, and respectful learning environment for all students and employees in all District facilities, school buildings, school buses, on school grounds, and at school-sponsored activities. For more information refer to ccsd.net/district/policiesregulations/pdf/5137_P.pdf. To report a bully, refer to ccsd.net/students/bully.

TALKING WITH YOUR CHILD’S TEACHERWhen you talk to your child’s teacher about the learning expectations, here are some questions you may want to ask:• Howcanwesupportathomewhatyou’redoingintheclassroom?• Whatwouldyouliketoknowaboutmychildthatwouldhelpyouas

his/herteacher?• Inadditiontothelearningexpectationsinthisdocument,whatelseismy

childlearning?• MayIseeexamplesofmychild’sworkandhowitdoesordoesnotmeet

theselearningexpectations?• Howismychild’sacademicandbehavioralprogressmeasuredthroughout

theyear?• Ismychildongradelevel?Ifnot,whatsupportwilltheschooloffermychild?• Ifmychildisatorabovegradelevel,whatenrichmentandsupportwillthe

schooloffer?

“ May I see examples of my child’s work and how it does or does not meet these learning expectations?”

TALKING WITH YOUR CHILDTalking together often about school and progress made toward learning expectations helps you know how to support your child’s learning.• Praiseyourchildforhardworkatschool.Taketimetoreadandtalkabout

papers and projects your child brings home from school. Ask what your child has done that makes him/her most proud.

• Askyourchildtoshowyouhis/herworkandtalkaboutwhathe/sheislearninginschool.Whatdoesyourchildthinkismostinteresting?Whatseemshard?Noteanycommentsonworkthataremadebytheteacher.

• Askquestionstolearnmoreaboutyourchild’sthinking:Howdoyouknow?Whatdoyounotice?Whydidyoudoitthisway?

• Checkprogressreportsandreportcardsforgrades,attendance,andbehaviorand ask your child about his or her thoughts on the report card.

EXTENDING LEARNING AT HOMELearningcontinuesathome.Herearesomewaysyoucansupportyourchild.• Usethisdocumenttofocusonafewofthelearningexpectations.Trysome

of the suggestions for learning at home.• Set-upandmaintainroutinesathomeforhomework,studying,andlearning.• Checktoseethatyourchildhasdonealltheworkassigned.Signthe

homework, if required by your child’s school. • Set-upaquietandcomfortableplaceforyouandyourchildtoreadandlearn.• Putbooks,puzzles,games,etc.,inaspecialplaceyourchildcanaccess

whenever he/she wants.• Discussactivitiesyourchildcandoathomethatrelatetowhathe/sheis

learning at school.

eNGliSH lANGuAGe ArTSBelow is a sample of content your child should know and be able to do by the end of kindergarten.

READING - Foundations, Literature, and Informational Text

• Recognizeandnameallupperandlowercaselettersofthealphabetandtheir matching sounds.

• Recognizeandsayrhymingwordsandsyllables.• Recognizeandsaysoundsatthebeginning,middle,andendofwords.• Identifycharacters,settings,andmajoreventsinastory.• Readcommonhigh-frequencywordsbysight(e.g.,the,or,to,you,she,my,

is, are, do).

WRITING• Printallupperandlowercaseletters.• Writeand/ordrawpicturesaboutaspecifictopicandprovidedetailsabout

the topic.• Spellsimplewordsusingknowledgeofsound-letterrelationships.

LANGUAGE• Askandanswerquestionsbyspeakingincompletesentences.• Usewordsandphraseslearnedthroughconversationsandreadingactivities.To learn more about the Nevada Academic Content Standards for English Language Arts, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/ELA.

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SUPPORTING YOUR CHILD’S LEARNING AT HOME

at home, you and your child can:

• Readanddiscussbookstogether.

• Talkaboutcharacters,settings,andeventswhenreadingstoriestogether.

• Discussstoriesyourchildisreading.Askquestionsaboutthestory;haveyourchildusepartsofthestorytoexplainhis/herthinkingusingcompletesentences.

• Readnurseryrhymesandsingsongs(e.g.,ABCsong;Twinkle,Twinkle,LittleStar)withyourchild.

• Set-upawritingstationathomewhereyourchildcanwriteanddraw.Providepaper,markers,crayons,andothermaterialstoencouragewritinganddrawing.

For additional online support, refer to www.starfall.com, pbskids.org/read, or cgcs.schoolwires.net.

FOr StUdent Writing SaMPLeS, reFer tO http://www.corestandards.org/assets/appendix_C.pdf.

Provide paper, markers, crayons,

and other materials to

encourage writing and drawing.

mATHemATiCS Below is a sample of content your child should know and be able to do by the end of kindergarten.

COUNTING AND CARDINALITY• Recognize,read,andwritenumbers0–20.• Countto100byonesandtensnotalwaysstartingatzero.• Counttoanswer“howmany?”questionsaboutasmanyas20objects.• Identifyagroupofobjectsas“greaterthan,”“lessthan,”or“equalto”another

group of objects by matching and/or counting the objects.

OPERATIONS AND ALGEBRAIC THINKING• Understandadditionasputtingtogetherandaddingto.• Understandsubtractionastakingapartandtakingfrom.• Representadditionandsubtractionwithobjects,fingers,drawings,claps,

actingoutsituations,explaining,and/orequations(e.g.,2+3=5).• Breakapartnumberslessthanorequalto10intotwoaddendsbyusing

objects or drawings, and record each with drawings or equations. (e.g.,5=3+2and5=4+1).• Addandsubtractwithin5.

NUMBER AND OPERATIONS IN BASE TEN• Understandthenumbersfrom11to19arecomposedoftenonesandsome

moreones(e.g.,18=10+8).

MEASUREMENT AND DATA• Identify,describe,compare,andclassifymeasurableattributesofobjectssuch

as size, length, weight, or volume.

GEOMETRY• Correctlynametwo-dimensionalshapes(e.g.,squares,circles,triangles,

rectangles, and hexagons) and three-dimensional shapes (e.g., cubes, cones, cylinders, and spheres).

• Formlargershapesfromsmallershapes(e.g.,jointwotrianglestomakearectangle).

To learn more about the Nevada Academic Content Standards for Mathematics, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/Mathematics.

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• Countupto20objectssuchaspaperclips,windows,wheels,etc.

• Countto100beginningatanynumber.Askyourchildtocountto100beginningwithnumberssuchas9,15,28,47,or61.

• Comparetwonumbersinreal-lifesituations.Ask,“Whohasmorepocketsontheirclothing,youorme?”(Yourchildmightusematchingorcountingtofindtheanswer.)

• Showhow5crayonscanbeputintotwogroups.Fivecanbeagroupof3andagroupof2,and5canbeagroupof1andagroupof4.Recordthisworkindrawingsandequations.

• Tellsubtractionstories,suchas4birdsaresittingonafence.Threebirdsflewaway.Howmanybirdsareonthefencenow?Haveyourchildmodeltoshowwhatishappening.

• Comparemeasurableattributessuchasheightbydeterminingwhoisthetallerortheshorteroftwopeople.

• Goonashapehunttofindcircles,squares,rectangles,triangles,hexagons,cubes,cones,spheres,orcylinders.

For additional online support, refer to www.pbskids.org, mathisfun.com, or cgcs.schoolwires.net.

SCieNCeBelow is a sample of content your child should know and be able to do by the end of kindergarten.

EARTH SCIENCE• Recognizethatthesunisasourceofheatandlight.• Observe,describe,andrecordseasonalchanges.

PHYSICAL SCIENCE• Describeobservablematerialsandpropertiesofobjects.• Compareobjectsmadeofdifferentmaterials.

LIFE SCIENCE• Sortanimalsbyobservablecharacteristics.• Usefivesensestoinvestigatethenaturalworld

The Nevada Academic Content Standards for Science identify eight practices of science and engineering and seven crosscutting concepts that are essential for every student to learn. Their purpose is to help students deepen their understanding of science content and develop a coherent scientifically based view of the world.

Science & Engineering Practices1. Asking questions (for science) and defining problems (for engineering)2. Developingandusingmodels3. Planning and carrying out investigations4. Analyzingandinterpretingdata5. Usingmathematicsandcomputationalthinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining,evaluating,andcommunicatinginformation

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Crosscutting Concepts1. Pattern2. CauseandEffect:MechanismandExplanation3. Scale, Proportion, & Quantity4. Systems&SystemModels5. Energy & Matter: Flows, Cycles, & Conservation6. Structure & Function7. Stability & Change

For information on the Nevada Academic Content Standards for Science, refer to http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/Science/



• Createareplicaofafavoriteanimalusingcraftmaterials.Refertohttp://www.sciencekids.co.nz/sciencefacts/animals.html

• Sortobjectsbasedonshapeandtexture(e.g.,fabric,leaves,food).Refertohttp://archive.fossweb.com/modulesK-2/Fabric/activities/weaveapattern.html

• Visitalocalparkandmakeobservationsusingthefivesenses.

• Discusswhatappropriateattireisfordifferentseasons.Refertowww.crickweb.co.uk/Early-Years.html#Dressing%20Lecky.

SOCiAl STuDieS Below is a sample of content your child should know and be able to do by the end of kindergarten.

HISTORY• Understandtheimportanceofworkingtogethertocompletetasks.• Recallstoriesofpeopleandfamiliesaroundtheworld.• Identifyproblemsthatoccurwhenpeopleliveandworktogether.

GEOGRAPHY• Recognizemapsorglobesasrepresentationsofplaces.• Identifyareasthathavedifferentpurposesinthehome(e.g.,thekitchenis

for cooking, the bedroom is for sleeping, etc.).• Recallphonenumbersfrommemory.

ECONOMICS• Identifyjobsinthecommunity.• IdentifyUnitedStatescurrency(e.g.,penny,nickel,dime,quarter,dollar).• Makedecisionsinvolvingclassroomresources.

CIVICS• Identifyanindividual’srightswithintheclassroom.• NameatraditionalUnitedStatespatrioticactivity,holiday,orsymbol(e.g.,

parade, Fourth of July, flag).• Namehis/herschool.To learn more about the Nevada Academic Content Standards for Social Studies, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/SocialStudies.

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• Describetheimportanceofworkingtogethertocompletetasks.

• Identifyoccupationsofpeopleinhis/herschoolandhome.

• Practiceusingthehomeaddressandphonenumber.

• Discussthechangesofseasonsandhowpeopleadapttothosechanges(e.g.,wearingacoatwhenitiscold,usinganumbrellawhenitrains,etc.).

• Examinehowmoneyisused.

• Practicetradingobjectsorresourcesinthehome(e.g.,tradingtwocookiesforonecupcake).

• Discussindividualchoices.

• DiscusstraditionalpatrioticactivitiesintheUnitedStates.

For additional online support, refer to http://www.scholastic.com/parents/plays, and http://kids.usa.gov/social-studies/, or kids.nationalgeographic.com.

Discuss traditional patriotic activities in the United States.

leArNiNG BeYOND THe COreOtherareasoflearningbeyondthecoreareasofreadingandwriting,mathematics, science, and social studies include:

HEALTH - Students learn about:• Personalhealthbydevelopinggood,

daily health habits.• Growthanddevelopmentby

identifying physical characteristics that make every person different.

• Nutritionandphysicalactivitybydiscussing why all living things need food and physical activity.

• Substanceuseandabusebyidentifyinghouseholditemsthataresafeornotsafe to taste, touch, or smell and practicing refusal skills.

• Injury/violencepreventionandsafetybysayingfirstandlastname,namesofparents/guardian,address,telephonenumber,andtheuseof“911”foremergencies.

• Prevention/controlofdiseasebyshowingproperhandwashingtechniquestoprevent the spread of germs and illness/disease.

• Environmental/consumerhealthbypracticingsunsafety.

LIBRARY - Students learn about:• Informationliteracybyrecognizingexamplesofcompleteandincomplete

information; identifying the main areas of the library and the sources found in each area; learning that information is available from print and digital sources; and recognizing facts.

• Independentlearningbylookingforinformationofpersonalinterestorwell-being; listening to quality literature from various cultures and genres including folktales, fiction, and non-fiction; and choosing fiction and other kinds of literature to read.

• Socialresponsibilitybydemonstratingappropriatebehaviorsforusingandchecking out library materials and listening to ideas of others and expressing their own ideas when working in groups.

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MUSIC - Students learn about:• Rhythmbymovingtoasteadybeatandexploringrhythmpatterns.• Melodybysingingandmovingtosimplesongsandplayingup/down

melodies on high/low instruments.• Harmonybymovingtomajor/minormusicandspeakingrhymesinparts.• FormbymovingtophrasesincontrastingAandBsectionsofmusic.• Expressivequalitiesbymovingcreativelythroughspaceshowingspeedand

loudness in music, identifying instruments by sound, listening to music from varied cultures, and playing instruments using proper technique.

PHYSICAL EDUCATION - Students learn about:• Motorskills,movementpatterns,andsafetybypracticingbasiclocomotor

and nonlocomotor movements, body control, manipulative skills. • Movementconceptsbyidentifyingpathways,shapes,levels,force,speedand

directions.• Participatinginphysicalactivitybypracticinglife-long,health-promoting

physical activity patterns.• Health-enhancingphysicalfitnessbyidentifyingthehealth-relatedfitness

components while participating in physical activity.

VISUAL ARTS - Students learn about:• Criticismbynamingsubjectmatter,lines,shapes,colorsandtexturesin

artwork as they interpret and share their personal preferences in works of art.• Aestheticsbyfindingfamiliarobjects,peopleandeventsinworksofart,and

telling what feelings an artist may be sharing.• Historybyobservingworksofartwithinthecontextofculture,time,andplace.• Productionbyexploringavarietyoflines,shapes,colors,andtexturesto

createpatternsthroughdrawing,painting,clay,printmaking,2-Dand3-D,and mixed media.

eNGliSH lANGuAGe ArTSBelow is a sample of content your child should know and be able to do by the end of first grade.


• Readone-syllablewords(e.g.,flat,ship,rope).• Decodebasictwo-syllablewords.• Retellstories,includingdetails,anddemonstrateunderstandingofthe

central message or lesson.• Beabletoreadtextsilentlyandorallywithaccuracy,appropriaterate,and

expression.

WRITING• Usewordssuchas“first,”“next,”or“then”tosignalorderofevents.• Spellwordsusingknowledgeoflearnedspellingpatterns.Forexample,

when your child learns the “ee” vowel combination, he/she can use it to spell “keep,” “sleep,” and “peel.”

• Writeinformative/explanatorytextsinwhichhe/shenamesatopic,supplies some facts about the topic, and provides some sense of closure.

LANGUAGE• Usenewlylearnedwordsthroughreading,beingreadto,andrespondingto

text in speaking and writing.• Identifyreal-lifeconnectionsbetweenwordsandtheiruse(e.g.,note

places at home that are cozy).To learn more about the Nevada Academic Content Standards for English Language Arts, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/ELA.

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• Soundoutwordswhenreadingtogether.

• Answerquestionsaboutstoriesyourchildisreading.

• Usepartsofthestorytoexplainthinking.

• Practicereadingbothorallyandsilently.

• Tellandwriteaboutasequenceofeventsinyourchild’slife.Encourageyourchildtowriteaboutwhathappenedfirst,next,andlast.

• Uselettersoundstofigureouthowtospellwords.

• Keepapersonaljournalordiarytotellyourchild’sownstories.

For additional online support, refer to www.readkiddoread.com, www.wonderopolis.org, www.pbs.org, or cgcs.schoolwires.net.


Keep a personal journal or diary to tell your child’s own stories.

mATHemATiCSBelow is a sample of content your child should know and be able to do by the end of first grade.

OPERATIONS AND ALGEBRAIC THINKING• Representandsolveadditionandsubtractionproblemsupto20byusing

objects, drawings, and equations with the unknown quantity in all positions (e.g.,?+14=20,12+?=18,7-?=4,?–5=9).

• Applypropertiesandrelationshipsofoperationstoaddandsubtract (e.g.,If8+3=11,then3+8=11;11–3=8,and11–8=3.).

• Understandthatsubtractionproblemscanbesolvedbyusingaddition.Forexample,10–8canbesolvedbyfindingthenumberthatmakestenwhenadded to 8.

THE NUMBER AND OPERATIONS IN BASE TEN• Countto120startingatanynumberlessthan120.• Understandplacevaluesoftwo-digitnumbers(tensandones).• Useplacevalueunderstandingtoaddandsubtract(e.g.,Inaddingtwo-digit

numbers, we add tens and tens, ones and ones; and sometimes it is necessary to compose a ten.).

MEASUREMENT AND DATA• Orderobjectsbylengthandexpressthelengthofanobjectinwholenumber

length units of another object (e.g., The pencil is six paperclips long.).• Tellandwritetimetothehourandhalf-hourusinganaloganddigitalclocks,

including using expressions such as “three-thirty is half-past 3.”• Organize,represent,andinterpretdatawithuptothreecategories(e.g.,dog,

cat,andbird);askandanswerquestionsaboutthedata(e.g.,Howmanytotaldatapoints?Howmanymoreorlessisthereofonecategorythananother?).

GEOMETRY• Reasonwithshapesbasedontheirattributes(e.g.,Trianglesareclosed

figures and have three sides.).• Partition(divide)circlesandrectanglesintotwoandfourequalshares.

Describe the shares using the words halves, fourths, and quarters. To learn more about the Nevada Academic Content Standards for Mathematics, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/Mathematics.

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• Solvereal-lifewordproblems.Forexample:thereare12applesinabasket.Someapplesaregreen,andsomeapplesarered.Howmanyofeachcolorapplecouldtherebe?Askyourchildhowtheysolvedthisproblemusingdrawingsorobjects.

• Measurethelengthofatablewithspoonslayingthespoonsendtoend.Then,measurethelengthofabookwithspoons.Comparethelengthsofthetableandthebookanddiscusswhythemeasurementsaredifferent.

• Solveadditionproblemsusingplacevalue.24+20=44becauseadding20and20equals40,andadding4onesand0onesequals4ones.Adding40and4equals44.

• Askfriendstostatewhichofthreeflavorsoficecreamistheirfavorite.Createagraphofthedata.Askeachotherquestionsaboutthedata.Forexample:Howmanypeopledidweask?Howmanypeopleareineachcategory?Howmanymoreorhowmanyfewerpeoplechosechocolatethanchosestrawberryicecream?

For additional online support, refer to www.funbrain.com, www.coolmath 4kids.com, or cgcs.schoolwires.net.

The pencil is six paperclips long.

SCieNCeBelow is a sample of content your child should know and be able to do by the end of first grade.

EARTH SCIENCE • RecognizethattheEarthiscomposedofdifferentkindsofmaterials.• Observeanddescribethebasicpropertiesofsoil.

PHYSICAL SCIENCE • Investigate,observe,anddescribehowobjectsmove.• Observeanddescribehowmagnetscanbeusedtomakeotherobjectsmove.• Observeanddescribehowthingsfalltothegroundunlesssomethingis

holding it up.

LIFE SCIENCE • Knowplantsandanimalsaresimilartotheirparents.• Understandthatplantshaveexternalpartstohelpthemgrowandsurvive.


Science & Engineering Practices1. Asking questions (for science) and defining problems (for engineering)2. Developingandusingmodels3. Planning and carrying out investigations4. Analyzingandinterpretingdata5. Usingmathematicsandcomputationalthinking6. Constructing explanations (for science) and designing solutions (for

engineering)7. Engaging in argument from evidence8. Obtaining,evaluating,andcommunicatinginformation

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Crosscutting Concepts1. Pattern2. CauseandEffect:

Mechanism and Explanation3. Scale, Proportion, & Quantity4. Systems&SystemModels5. Energy & Matter:

Flows, Cycles, & Conservation6. Structure & Function7. Stability & Change

For information on the Nevada Academic Content Standards for Science, refer to http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/Science/.



• Plantandcarefordifferentseeds;recordtheinformationastheygrow.Refertohttp://archive.fossweb.com/modulesK-2/NewPlants/activities/watchitgrow.htmlorwww.internet4classrooms.com/science_elem_plants.htm

• Goonanaturewalkandgatherleavesandflowers;sortthembasedonsimilarcharacteristics.Refertohttp://www.learn4yourlife.com/nature-walk.html

• Trytoidentifyobjectsbyusingthesenseoftouchorsoundalone.

• Experimentwiththepushingandpullingofdifferentobjectsofvariousweights.Refertowww.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml

SOCiAl STuDieS Below is a sample of content your child should know and be able to do by the end of first grade.

HISTORY• Recallstoriesthatreflectthebeliefs,customs,ceremonies,andtraditionsof

the varied cultures in the neighborhood.• Identifylandmarksaroundtheworld.• Resolveproblemsbysharingintheclassroomandschool.

GEOGRAPHY• RecognizetheshapeofNorthAmericaonaworldmap.• Usesimplemapstoillustratedirection(north,south,east,west).• Identifysimilaritiesanddifferencesbetweenpeopleinthecommunity.

ECONOMICS• Identifyaconsumerandaproducer.• Giveexamplesofwayspeopleearnmoney.• Explainwhatmoneyisandhowitisused.

CIVICS• Identifyanindividual’srightswithintheclassroom.• Participateinclassdecision-making,i.e.,individualresponsibilitiesinthe

classroom.• Namehis/herschool.To learn more about the Nevada Academic Content Standards for Social Studies, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/SocialStudies.

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Athome,youandyourchildcan:

• Discusseventsthatarehappeningattheschool.

• Identifyoccupationsinthecommunitythathelppeople.

• Practiceusingthehomeaddressandphonenumber.

• Usemapsofthecommunity.

• Examinehowmoneyisused.

• Practicetradingitems.

• NamethePresidentoftheUnitedStatesandtheGovernorofNevada.

• Practicedecision-makingathome.

For additional online support, refer to http://scholastic.com/parents/play, http://kids.usa.gov/social-studies, and kids.nationalgeographic.com.


HEALTH - Students learn about:• Personalhealthbydevelopingdailyhealthhabitsincludingpersonalhygiene,

going to bed on time, and being physically active.• Growthanddevelopmentbyidentifyingphysicalandemotionaldifferences

of self.• Nutritionandphysicalactivitybyidentifyinghealthyfoodandphysical

activity choices when given two options.• Substanceuseandabusebyidentifyinghouseholditemsthataresafeornot

safe to taste, touch, or smell, and practicing refusal skills.• Injury/violencepreventionandsafetybydescribingandpracticingsafety

rules for home, school, playground, and bus, including helmet use, pedestrian safety, seat belt use, gun safety, and fire safety.

• Prevention/controlofdiseasebydiscussinggermsandtheirroleincausingillness/disease and demonstrating proper hand washing techniques as a prevention method.

• Environmental/consumerhealthbyidentifyingenvironmentalhealthmessages found in the community.

LIBRARY - Students learn about:• Informationliteracybyrecognizingexamplesofaccurateandinaccurate

information and of complete and incomplete information; exploring a variety of sources of information and the kind of information found in each source; identifying the library catalog as a source for finding materials in the library; and recognizing fact and opinion.

• Independentlearningbyseekinginformationofpersonalinterestorwell-being; reading/listening to a variety of quality literature (fiction and non-fiction) from various cultures and genres including folktales, fiction, and non-fiction; and describing simple ways to organize information.

• Socialresponsibilitybydemonstratingappropriatebehaviorsforusingand circulating library materials; sharing access to limited resources; and describing others’ ideas accurately and completely.

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MUSIC - Students learn about:• Rhythmbyreadingandwritingthesteadybeatandrhythmicpatterns.• MelodybyusingapropersingingvoicewithSol-La-Mipatterns,handsigns,

and syllables in a variety of simple songs.• Harmonybymovingtomajor/minormusicandaccompanyingasongor

poem with a repeated pattern played on instruments.• Formbymovingtosame/different

phrases to show differing A and B sections.

• Expressivequalitiesbymovingcreatively through space showing speed and loudness in music, identifying instruments by material, listening to music from varied cultures, playing instruments using proper technique, and reading musical symbols.

PHYSICAL EDUCATION - Students learn about: • Motorskills,movementpatterns,andsafetybydemonstratingbasic

locomotor and nonlocomotor movements, body control, manipulative skills.• Movementconceptsandstrategiesbypracticingshapes,levels,force,speed

and directions while stationary or traveling.• Participatinginphysicalactivitybypracticinglife-long,health-promoting

physical activity patterns.• Health-enhancingphysicalfitnessbyidentifyingthehealth-relatedfitness

components while participating in physical activity.

VISUAL ARTS - Students learn about:• Criticismbyidentifyingthesubjectmatter,media,andelementsofartas

they observe and interpret their own artwork and artwork of others.• Aestheticsbyidentifyingrealisticimages,mood,andfunctioninworksofart

and telling what message an artist may be sharing.• Historybyobservingworksofartwithinthecontextofculture,time,and

place and describing the impact made by media and techniques.• Productionbyexperimentingwithavarietyoflines,shapes,colors,and

textures to create pattern and balance through drawing, painting, clay, printmaking,2-Dand3-D,weaving,andmixedmedia.

eNGliSH lANGuAGe ArTSBelow is a sample of content your child should know and be able to do by the end of second grade.


• Identifythemaintopicandpurposeofatext,includingwhattheauthorwants to describe or explain.

• Usetextfeatures(e.g.,captions,boldprint,glossaries,indexes)tolocatekey information in a text.

• Decodewordsusinglongandshortvowels,vowelteams(e.g.,ai,ea,ou),and prefixes and suffixes (e.g., re-, un-, dis-, -ed, -es, -ly).

WRITING• Writeopinionpiecesthatintroducetopicsorbooks,stateanopinion,

supply reasons that support the opinion, and provide a closing statement.• Writenarrativesthatretellevents;includeimportantdetailsthatdescribe

actions, thoughts, and feelings; and write a closing statement.• Recallorgatherinformationfromsourcestoansweraquestion.

LANGUAGE• Produce,expand,andrearrangecompletesimpleandcompoundsentences.• Distinguishshadesofmeaningamongverbsandadjectives(e.g.,toss,

throw, hurl; thin, slender, scrawny).• Usearootwordasacluetothemeaningofanunknownwordwiththe

same root (e.g., addition, additional).To learn more about the Nevada Academic Content Standards for English Language Arts, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/ELA.

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• Readalltypesoftext,includingmagazines,newsarticles,andbooks.

• Askandanswerquestions(e.g.,who,what,where,when,why,how)tounderstanddetailsinthetext(e.g.,Whoisthemaincharacter?Wheredoesthestorytakeplace?).

• Readdifferenttypesofbookstogether(e.g.,folktalesfables).Discussthecentralmessage,lesson,ormoralofthestory.

• Discussstoriesyourchildisreading.Askquestionsaboutstories;haveyourchildusepartsofthestorytoexplainhis/herthinking.

• Discusscharactersandtheiractionsasyoureadstoriestogether.Askyourchildtoretelldetailsfromthestory.

• Writeeverydaybykeepingajournalordiarywithyourchild’sownstoriesorconceptshe/sheknowsorlearns.

• Adddetailsandreasonstowhatyourchildiswritingtosupporthis/heropinion.

For additional online support, refer to www.readingrockets.org/audience/parents, or cgcs.schoolwires.net.


Read different types of books together (e.g., folktales and fables). Discuss the central

message, lesson or moral of the story.

mATHemATiCSBelow is a sample of content your child should know and be able to do by the end of second grade.

OPERATIONS AND ALGEBRAIC THINKING• Solvewordproblemsinvolvingadditionandsubtractionwithin100.• Addandsubtractwithin20usingstrategiessuchascreatingeasierorknown

sums(e.g.,6+7=6+6+1=12+1=13)andbreakinganumberapartleadingtoa10(e.g.,13-4=13-3-1=10-1=9)todevelopfluency(being fast and accurate).

• Userepeatedaddition(e.g.,5+5+5+5=20)tofindtotalnumberofobjects arranged in rows and columns to set the foundation for later work with multiplication.

THE NUMBER AND OPERATIONS IN BASE TEN• Understandplacevaluetothe100s(thedigitsofathree-digitnumber

represent hundreds, tens, and ones). • Count,read,write,andcomparenumberswithin1,000.• Useplacevalueunderstandingandpropertiesofoperations(e.g.,commutative

property;12+8=20,8+12=20)toaddandsubtractwithin100.

MEASUREMENT AND DATA• Estimateandmeasurelengthsinstandardunits(e.g.,inches,feet,

centimeters, meters) using rulers, yardsticks, and meter sticks.• Tellandwritetimetothenearestfiveminutesusinganaloganddigitalclocks.• Representandinterpretmeasurementdatausingbargraphs,picturegraphs,

and line plots.

GEOMETRY• Recognizeanddrawshapesbasedonagivennumberofanglesandfaces(e.g.,

pentagons have five angles; cubes have six equivalent surfaces called “faces”).• Partition(divide)rectanglesintorowsandcolumnsofequalsizesquaresand

count to find the total number.• Partitioncirclesandrectanglesintotwo,three,orfourequalshares,

describing the shares as halves, half of, thirds, a third of, fourths, quarters, etc. To learn more about the Nevada Academic Content Standards for Mathematics, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/Mathematics.

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• Solvereal-lifewordproblems.Lookfortwo-digitadditionandsubtractionsituationsathome.Encourageyourchildtousedrawingsandexplanationswhensolvingproblems.Havethemcreateawordproblemontheirownforyou.Askquestionstopromotethinkingsuchas:What’sagoodplacetostart?Doesthisproblemremindyouofanotherproblem?Canyoutellmewhatishappeninginthestory?Whatareyoutryingtofigureout?Canyouproveyourthinking?

• Addandsubtractmentallywithnumbersupto100.Haveyourchildsharehowtheysolvedtheproblem.Didtheyusethestrategyofusingadditiontosolveasubtractionproblem?

• Lookforshapesaroundthehouse.Haveyourchildidentifyanglesandfaces.Askyourchildtomakeshapesoutofmaterialsaroundthehouse.

• Havethemsharebrowniesorcrackers(rectangularshapes)andpizzaandcookies(circularshapes),makingtwo,three,orfourequalshares.

• Workwithmoney,time,andmeasurementinreal-worldsituations.Forexample,createaschedule,countyourchange,ormeasureobjectsaroundthehouse.

For additional online support, refer to www.coolmath4kids.com, illuminations.nctm.org/ActivitySearch.aspx, www.dreambox.com/second-grade-math-lessons, or cgcs.schoolwires.net.

SCieNCeBelow is a sample of content your child should know and be able to do by the end of second grade.

EARTH SCIENCE • Investigateanddescribehowthesunwarmstheland,air,andwater.• Observe,record,anddescribepatternsassociatedwiththesunandmoon.• Describeandrecordhowweatherchangesfromdaytodayandseasonally.

PHYSICAL SCIENCE • Describesolidsandliquidsaccordingtosimilaritiesanddifferences.• Investigateandexplorethestatesofmatterwithwater.• Sortmaterialsintermsofobservablecharacteristics.

LIFE SCIENCE • Understandwhatplantsneedtogrowandhowanimalsassistinseed

dispersal and pollination.• Investigateandcomparethediversityoflifeindifferenthabitats.




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• Observeinsectsinnature.

• Identifythepartsofaninsectusingresourcesfromthelibraryoronline.Refertohttp://archive.fossweb.com/modulesK-2/InsectsandPlants/activities/insecthunt.html

• Becomeaweatherwatcher!Keepadailylogoftemperature,wind,rain,orotherweatherrelateddetails.Refertohttp://www.internet4classrooms.com/science_elem_weather.htmorwww.sciencekids.co.nz/projects/windspeed.html

• Drawthephasesofthemoonovera2–4weektimeperiod.

• Explorethechangesofyourshadowbasedonthetimeofday.Refertowww.sciencekids.co.nz/gamesactivities/lightshadows.html

• Sortitemsbylivingandnonlivingcharacteristics.

• Experimentwithsolidsandliquidssuchasmakehomemadeplaydough.Refertowww.sciencekids.co.nz/gamesactivities/statematerials.htmlorwww.bbc.co.uk/schools/ks2bitesize/science/materials/changing_states/play.shtml

SOCiAl STuDieS Below is a sample of content your child should know and be able to do by the end of second grade.

HISTORY• Describewhyimportanteventsandcustomsaremarkedbyholidays(e.g.,

eating turkey at Thanksgiving, fireworks for the Fourth of July, etc.).• Examineartifactsfromaroundtheworldforimportantcluesastohow

people lived their daily lives.• Identifywaysinwhichpeoplecooperatetoachieveacommongoal.

GEOGRAPHY• Constructasimplemapofthecommunity.• Describeneighborhoodsandcommunitiesasplaceswherepeoplelive,work,

and play.• Identifytraditionsandcustomsthatfamiliespractice.

ECONOMICS• Giveexamplesofwhatisgivenupwhenpeoplemakechoices.• Discusswhypeoplework.• Describewaystoshareclassroomresources.

CIVICS• Identifyanindividual’srightswithintheclassroomandinschool.• Participateinclassdecision-making,i.e.,individualresponsibilitiesinthe

classroom.• ReciteandrecognizethePledgeofAllegiance.

To learn more about the Nevada Academic Content Standards for Social Studies, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/SocialStudies.

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• Exploretheimportanceoflocallandmarksandexplainhowtheycreateasenseofcommunity.

• Listentoanddiscussnewseventsinthecommunity.

• Discussthedifferencebetweenruralandurbancommunities.

• Identifynaturalresourcesandwheretheycanbefoundintheneighborhood.

• Examinereasonsforsavingmoney.

• Identifywaystosharehouseholdresources.

• Describetraditionalpatrioticactivities,holidays,orsymbolsfromaroundtheworld.

• Userulestoguidebehaviorandresolveconflicts.

For additional online support, refer to http://www.scholastic.com/parents/play, http://kids.usa.gov/social-studies, and kids.nationalgeographic.com.


HEALTH - Students learn about:• Personalhealthbydevelopingshort-termandlong-termhealthgoals.• Growthanddevelopmentbyidentifyingmajororgansofthebody.• Nutritionandphysicalactivitybydiscussingtheconnectionbetweenmaking

healthy food choices and physical activity.• Substanceuseandabusebypracticingrefusalskillsandexplainingwhy

assistance is needed from a trusted adult before tasting, touching, or smelling any unknown substance.

• Injury/violencepreventionandsafetybyidentifyinga“bully”andpracticingsafety rules for the home, school, playground, and bus.

• Prevention/controlofdiseasebydiscussinghowgermsarespreadandwaysto prevent the spread of disease.

• Environmental/consumerhealthbydiscussingtheimportanceofthe“reduce,reuse, recycle” message.

LIBRARY - Students learn about:• Informationliteracybyaskingbroadquestionsthatwillhelpinlocating

needed information; identifying and locating materials using the library catalog; searching by title, author, or subject; and recognizing fact, opinion and point-of-view.

• Independentlearningbyseekinginformationofpersonalinterestor well-being; recognizing and reading a variety of literature (fiction and non-fiction) from various cultures and genres including folktales, poetry, fiction, and non-fiction; and selecting information that is useful to a specific problem or question.

• Socialresponsibilitybyrecognizingthatbooksarewrittenandillustratedby authors and illustrators from many cultures; sharing access to limited resources and explaining why it’s important for all classmates to have access to information; and expressing their own ideas appropriately and effectively, in person and with teacher’s assistance, while working in groups to identify and solve information problems.

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MUSIC - Students learn about:• Rhythmbyplayingthesteadybeatoninstrumentsandreadingandwriting

rhythmic patterns.• MelodybymatchingpitchwiththeirsingingvoicewithSol-La-Mi-Do-Re

patterns, handsigns, and syllables in a variety of songs, and read melodic contour.

• Harmonybymovingtomajor/minormusic;move,sing,play,andreadtwo-part music in rounds; and play simple accompaniments on barred instruments.

• Formbymovingtoandcreatingsame/differentphrasestoshowAB,ABA,and rondo (ABACA) forms.

• Expressivequalitiesbymovingcreativelythroughspaceshowingspeedand loudness in music, categorizing instruments by material, listening to music from varied cultures, playing instruments using proper technique, and reading and writing musical symbols.

PHYSICAL EDUCATION - Students learn about: • Motorskills,movementpatterns,andsafetybyapplyinglocomotorand

nonlocomotor movements, body control, manipulative skills within physical activity.

• Movementconceptsandstrategiesbydemonstratingpathways,shapes,levels,force, speed and directions in simple sequences.

• Participatinginphysicalactivitybypracticinglife-long,health-promotingphysical activity patterns.

• Health-enhancingphysicalfitnessbyidentifyingthehealth-relatedfitnesscomponents while participating in physical activity.

VISUAL ARTS - Students learn about:• Criticismbyidentifyingvariation,emphasis,andcontrastinartelements

as they share, interpret, and evaluate their own artwork and the artwork of others.

• Aestheticsbydifferentiatingrealisticimages,moods,andfunctionsinworksof art and describing what message an artist may be sharing.

• Historybyidentifyingandinterpretingtheinfluenceofhistoryandcultureon specific works of art.

• Productionbyusingavarietyoflines,shapes,colors,andtexturestocreatepattern, balance, and value through drawing, painting, clay, printmaking, 2-Dand3-D,weaving,anddigitalandmixedmedia.

eNGliSH lANGuAGe ArTSBelow is a sample of content that your child should know and be able to do by the end of third grade.

READING – Foundations, Literature, and Informational Text

• Describethetraits,motivations,orfeelingsofcharactersinastoryandhow their actions impact the story’s events.

• Usetextfeaturesandinformationgainedfromillustrations(likekeywords,maps, and photographs) to understand and locate information relevant to a given topic.

• Decodeandfigureoutthemeaningofmultisyllablewordsusingprefixesand suffixes (including the Latin suffixes -able, -ment, and -tion).

WRITING• Writeinformativetextstoexamineatopicandpresentideasand

information clearly.• Writeopinionpiecesontopicsortexts.Supportapointofviewand

include reasons or information for that point of view.• Writepiecesthatincludeanintroduction,reasonsforhis/heropinion,and

a closing statement or section.

LANGUAGE• Usenouns,pronouns,verbs,adjectives,andadverbscorrectlywhenwriting

and speaking.• Spellwordscorrectly(e.g.,sitting,smiled,happiness).• Usearootwordasacluetothemeaningofanunknownwordwiththe

same root (e.g., company, companion).To learn more about the Nevada Academic Content Standards for English Language Arts, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/ELA.

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• Readnewsormagazinearticles.Pointoutthemapsandgraphs.

• Readdifferenttypesofbookstogether(e.g.,folktales,fables,myths).Discussthecentralmessage,lesson,ormoralofthestory.

• Comparethemes,settings,andplotsfromdifferentstorieswrittenbythesameauthor.

• UseinformationalbooksandtheInternettolocateinformation;usetheinformationtowriteinformativetext.

• Writeeverydaybykeepingajournalordiarywithyourchild’sownstoriesorconceptshe/sheknowsorlearns.

• Adddetailsandreasonstosupportyourchild’sopinionswhenwriting.

For additional online support, refer to www.pbs.org/parents.


mATHemATiCSBelow is a sample of content your child should know and be able to do by the end of third grade.

OPERATIONS AND ALGEBRAIC THINKING• Understandpropertiesofmultiplication(e.g.,If6x4=24,then4x6=24.

Also,3x5x2canbesolvedby3x5=15,and15x2=30).• Fluently(quicklyandaccurately)multiplyanddividewithin100usingthe

relationshipbetweenmultiplicationanddivision(e.g.,32÷8canbesolvedbyfinding?x8=32).

• Solveproblemsinvolvingaddition,subtraction,multiplication,anddivision.

NUMBER AND OPERATIONS IN BASE TEN• Addandsubtractwithin1,000usingstrategiesbasedonplacevalueand/or

therelationshipbetweenadditionandsubtraction(e.g.,evaluate480–195byfinding195+?=480).

• Multiplyone-digitnumbersbymultiplesof10usingplacevalue (e.g.,8x90=8x9x10=72x10=720).

NUMBER AND OPERATIONS – FRACTIONS• Representafractiononanumberline(e.g.,from0to1isthewhole,andthe

wholecanbepartitionedtoshowfractionssuchas1/4,1/2,and3/4).• Explainequivalentfractionsasfractionsofthesamesize(e.g.,1/2=2/4,and

4/6=2/3)usingvisualmodelsoranumberline.• Comparefractionswiththesamenumeratororthesamedenominator.

MEASUREMENT AND DATA• Solveproblemsinvolvingmeasurementandestimationoftimeinminutes,

liquid volumes, and masses of objects using grams (g), kilograms (kg), and liters (l).

• Measureareasbycountingunitsquares(squarecm,squarem,squareft)andrelate area to multiplication and addition.

• Drawscaledpicturesandbargraphsandsolve“howmanymore”and“howmany less” problems using information in the bar graphs.

• Solveproblemsinvolvingperimeter,includingfindingtheperimeter given the side lengths, finding an unknown side length, and determining rectangles with the same perimeter and different area or the same area and different perimeter.

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GEOMETRY• Understandshapesindifferentcategories(e.g.,rectangles,rhombuses,etc.)

may share attributes (e.g., having four sides), and the shared attributes can define a larger category (e.g., quadrilaterals).

• Partitionshapesintopartswithequalareas.Expressthoseareasasafractionofthewhole(e.g.,partitionashapeinto4equalparts.Theareaofonepartis1/4oftheareaoftheshape.).




• Solvereal-lifewordproblemsusingalloperations(e.g.,Howmanytoesareunderthetablewhileweeatdinner?),encouragingyourchildtothinkaboutsituationsthatinvolveequalgroups.

• Lookforlargenumbersonpackages,onsigns,andinyourhome.Talkaboutthenumbers(e.g.,Howmuchis200more?Whatifwebuy10ofthem?).

• Usemodelswhensolvingproblems.Askquestionstopromotethinkingsuchas:What’sagoodplacetostart?Doesthisproblemremindyouofanotherproblem?Canyoutellmewhatishappeninginthestory?Whatareyoutryingtofigureout?Canyouproveyourthinking?

• Lookforopportunitiestousefractions.Haveafractionscavengerhuntathomeorthegrocerystore.Shareandcomparestrategiesforreal-lifesituations(e.g.,Youwanttoshareonebrownieamongyourselfandthreeothers.Howcanyoushareequally?Whathappenstoyourshareifyousharewithyourselfandtwoothers?).

For additional online support, refer to www.aplusmath.com or illuminations.nctm.org/ActivitySearch.aspx.

SCieNCeBelow is a sample of content your child should know and be able to do by the end of third grade.

EARTH SCIENCE • Explainthatrocksarecomposedofdifferentmaterials.• Determineandexplainthatsoilvariesfromplacetoplaceandhasbiological

and mineral components.

PHYSICAL SCIENCE • Determineandexplainthatvibrationsproducesound.• Investigatethestagesofmatter.• Identifyformsofenergy,suchassoundandlight.

LIFE SCIENCE• Investigateanddescribesimilaritiesanddifferencesoforganisms’lifecycles.• Understandsometraitsareinheritinanorganismandsomeareinfluenced

by their environment. • Describehowchangestoanenvironmentcanbebeneficialorharmfulto

plants and animals.



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• Explorethesoundscreatedwhendroppingdifferentobjects(wood,metal,plastic).Refertowww.internet4classrooms.com/science_elem_sound.htmorwww.sciencekids.co.nz/gamesactivities/changingsounds.html

• Collectrocksfromyourhome,nearbypark,ornaturewalk.UsebooksortheInternettoidentifytherocksfound.

• Researchthedifferenttypesofvolcanoes.Makeamodelusingclay.Refertowww.sciencekids.co.nz/sciencefacts/earth.html

• Evaluateachangeyoucouldmakethatwouldhaveapositiveimpactontheenvironment.

• Createaposterofthefivefoodgroupsusingpicturesfrommagazines.Refertowww.choosemyplate.gov

• Readabookaboutafavoriteanimal.Createadioramaofthatanimalinitsnaturalhabitat.Refertohttp://archive.fossweb.com/modules3-6/StructuresofLife/activities/lifecycles.html

SOCiAl STuDieS Below is a sample of content your child should know and be able to do by the end of third grade.

HISTORY• Examineprimaryandsecondarysources,suchasDr.King’s“IHavea

Dream”Speech,August28,1963.• Investigatehowindividualsandfamiliescontributedtothedevelopmentof

the local community.• Understandhowconflictscanberesolvedthroughcompromise.

GEOGRAPHY• Usedirectionsonacompassrosetolocateplacesonamap.• Understandhowtousemapsandglobes.• Identifywayspeopleexpressculture.

ECONOMICS• Identifyneedsashighprioritywantsandwantsasgoods,services,orleisure

activities.• Demonstrateanunderstandingofmakingmoneyasincomeandgiveexamples.• Explainwhatbusinessownersdo.

CIVICS• Discussexamplesofrules,laws,andauthoritiesthatkeeppeoplesafeand

property secure.• Recognizeindividualresponsibilitiesintheclassroomandtheschool.• Namecurrentelectedofficialsinthecountryandstate.To learn more about the Nevada Academic Content Standards for Social Studies, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/SocialStudies.

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• DiscusswhatitmeanstobeanAmericancitizen.

• Explainhowmemorialshelpustohonorandrememberpeople.

• Practiceusinglatitudeandlongitudewhenreadingmaps.

• Studywayspeoplemodifythephysicalenvironment.

• Examinepricesofgoodswhileshopping.

• Discusswhatitmeanstouseabankaccount.

• PracticethePledgeofAllegianceanddiscussitspurpose.

• Describewhatitmeanstobeagoodleader.

For additional online support, refer to www.kids.gov/educators/ed_social.shtml, http://kids.usa.gov/social-studies, and kids.nationalgeographic.com.


HEALTH - Students learn about:• Personalhealthbyidentifyingthestepsofthedecision-makingprocessas

related to a health issue.• Growthanddevelopmentbydescribingphysicalandemotional

characteristics of self and others.• Nutritionandphysicalactivitybyplanningahealthymealusing“MyPlate”

and by identifying components of an active lifestyle.• Substanceuseandabusebypracticingrefusalskillswhenconfrontedwith

an unhealthy or dangerous situation involving alcohol, tobacco, unknown substances, and prescription and over-the-counter drugs.

• Injury/violencepreventionandsafetybydiscussingtheneedtoseekhelpfrom a trusted adult when in a dangerous situation.

• Prevention/controlofdiseasebydescribingpositivepersonalhealthbehaviorsthat prevent the spread of germs and illness/disease.

• Environmental/consumerhealthbyexplaininghowthemediainfluencesconsumer health choices both positively and negatively.

LIBRARY - Students learn about:• Informationliteracybyaskingbothbroadandspecificquestionsthat

will help in locating needed information; identifying and locating library materials using the library catalog and the library classification system; and identifying, interpreting, and analyzing the qualities of well-written fiction and non-fiction.

• Independentlearningbygoingbeyondtheirownknowledgetofindinformation on aspects of personal interest or well-being and comparing and contrasting different genres of literature including folktales, poetry, fiction and non-fiction.

• Socialresponsibilitybyexplainingtheimportanceofinformationfound from diverse sources, contexts, disciplines, and cultures; using information, information sources, and information technology efficiently so that they are available for others to use; and using information sources to select information and ideas that will contribute directly to the success of group projects.

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MUSIC - Students learn about:• Rhythmbymovingtobeatgroupings(meter),creatingrhythmicphrases,and

performing simple folk dances. • Melodybymatchingpitchwiththeirsingingvoice,readingandplaying

melodic patterns, contour, and notation in the treble clef on soprano recorder.• Harmonybysinging,playingandreadingtwoandthree-partmusic,and

playing two-chord accompaniments on barred instruments.• Formbyidentifyingandperformingintroductions,codas,andinterludesin

AB, ABA, and rondo (ABACA) forms.• Expressivequalitiesbyidentifyinginstrumentsymbols,categorizinginstruments

by family sound source, listening to music from varied cultures, playing instruments using proper technique, and reading and writing musical symbols.

PHYSICAL EDUCATION - Students learn about: • Motorskills,movementpatterns,

and safety by combining locomotor and nonlocomotor movements, body control, manipulative skills.

• Movementconceptsandstrategies by applying pathways, shapes, levels, force, speed and directions during physical activity.

• Participatinginphysicalactivitybypracticing life-long, health-promoting physical activity patterns.


VISUAL ARTS - Students learn about:• Criticismbyidentifying,classifying,andcomparingcharacteristicsofthe

art elements as they share, interpret, and evaluate their own artwork and the artwork of others.

• Aestheticsbydescribingandrankingimages,moods,andfunctionsinworksof art for realism, expressionism, and functionalism.

• Historybyidentifyinganddiscussingthematerials,processes,purposes,andfunctions of specific styles of artworks.

• Productionbycreatingworksofartwithavarietyoflines,shapes,colors,textures, forms, and space to create pattern, balance, value, movement, andcontrastthroughdrawing,painting,clay,printmaking,2-Dand3-D,weaving, and digital and mixed media.

eNGliSH lANGuAGe ArTS Below is a sample of content your child should know and be able to do by the end of fourth grade.


• Usedetailsandexamplesinatextwhenexplainingwhatthetextsays.• Determinethemainideaofatext;explainhowitissupportedbydetails.

Summarize the text.• Figureoutthemeaningofunfamiliarwordsusingletter-soundrelationships,

knowledge of syllables, and Greek and Latin root words (e.g., spect, dict, auto, bio, tele), prefixes, and suffixes (e.g., mid-, mis-, pre-, -less, -ment, -y).

WRITING• Writeinformativetextstoexamineatopic;presentideasandinformation

clearly.• Writeopinionpiecesontopicsortexts.Supportapointofviewand

include reasons or information for that point-of-view.• Useresourcestobuildknowledge;investigatedifferentaspectsofatopic

for a research project.

LANGUAGE• Usecorrectcapitalization,punctuation,andspellingwhenwriting.• Choosewordsandphrasestocommunicateprecisemeaning.• Recognizeandexplainthemeaningofsimplesimilesandmetaphors.To learn more about the Nevada Academic Content Standards for English Language Arts, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/ELA.

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• Readnewsandmagazinearticles;discussthemainideaandimportantdetails.

• Readaloudchapterbooks.Discusstheplotandcharacters.Askquestionssuchas,“Whatistheprobleminthestory?”“Howisthemaincharacterchangingandwhy?”Makeconnectionstootherbooksyouhavereadtogether.

• Read/writepoetryorwatchplaystogether.

• Writeaboutreal-lifeexperiences.Forexample,writealettertoafamilymembertosharerecentevents.

• Practicetypingonthecomputer.TherearemanyfreetypingactivitiesandgamesforkidsontheInternet.

• Readstoriesanddramastogether;discussthecharactersandthemotivationsoftheiractions.

• Compareeventsorthemesfromtwodifferentstories.

For additional online support, refer to readkiddoread.com or www.readingrockets.org/audience/parents.


mATHemATiCS Below is a sample of content your child should know and be able to do by the end of fourth grade.

OPERATIONS AND ALGEBRAIC THINKING• Usethefouroperations(+,-,×,÷)tosolveproblems.• Gainfamiliaritywithfactors(e.g.,1,2,3,and6areallfactorsof6)and

multiples(e.g.,themultipleof4are4,8,12,16…)intherange1–100.• Generatepatternsthatfollowarule(e.g.,startat1andrepeatedlyadd3),and

analyze the generated pattern (e.g., the resulting numbers appear to alternate between odd and even numbers).

NUMBER AND OPERATIONS IN BASE TEN • Generalizeplacevalueunderstandingformulti-digitwholenumbers(e.g.,a

digit in one place is ten times the place value to its right, meaning the seven in700istentimesthevalueofthesevenin70).

• Addandsubtractmulti-digitwholenumbersusingthestandardalgorithm.• Solvedivisionproblemsusingstrategiesbasedonplace-value,properties

of operation, and the relationship between multiplication and division (e.g.,63÷7=9because9x7=63).

• Multiplyawholenumberofuptofourdigitsbyaone-digitwholenumber,and multiply two, two-digit numbers based on place value and properties of operations.

NUMBER AND OPERATIONS – FRACTIONS• Usevisualmodelstoexplainwhytwofractionsareequivalent.• Comparetwofractionswithdifferentnumeratorsanddifferentdenominators

(e.g., 1/3 and 3/5) by creating common denominators or by comparing to a benchmarkfractionsuchas1/2.

• Useandunderstanddecimalnotationforfractions(e.g.,0.62as62/100)andcompare decimal fractions.

• Addandsubtractmixed-numberswithlikedenominators.

MEASUREMENT AND DATA• Solveproblemsinvolvingmeasurementandconversionofmeasurements

from a larger unit to a smaller unit (e.g., kg to g; ft to in; lb to oz; hr to min).• Recognizeanglesasgeometricshapesformedwhentworayssharea

common endpoint.• Measureanglesinwhole-numberdegreesusingaprotractor.• Representandinterpretdata(e.g.,interpretthedifferenceinlengthbetween

the longest and shortest specimens in an insect collection in a line plot).

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GEOMETRY• Drawandidentifylines(e.g.,parallelandperpendicular)andangles

(e.g., right, acute, obtuse), and classify shapes by properties of their lines and angles.




• Solvereal-lifewordproblems(e.g.,Ifeachpersonatapartywilleat3/8ofapoundofroastbeef,andtherewillbe5peopleattheparty,howmanypoundsofroastbeefwillbeneeded?).

• Usedrawingsormodelswhensolvingproblems.Askquestionsthatpromotethinking:Whatisagoodplacetostart?Doesthisproblemremindyouofanotherproblem?Canyoutellmewhatishappeninginthestoryproblem?Whatareyoutryingtofigureout?Canyouproveit?Canyousolveitanotherway?

• Lookforgraphsinthenewspaper,magazines,advertisements,andaskquestionsaboutthedata.

• Lookforangles,lines,andshapesallaround.Determineandclassifyshapesbytheirproperties(e.g.,parallellines,perpendicularlines,angles,linesofsymmetry).

For additional online support, refer to lluminations.nctm.org/ActivitySearch.aspx.

Look for graphs in the newspaper, magazines, advertisements, and ask questions about the data.

SCieNCeBelow is a sample of content your child should know and be able to do by the end of fourth grade.

EARTH SCIENCE• DescribehowthecomponentsoftheSolarSystemaswellasconstellations

appear to move through the sky. • Identifythesunasastar.• Understandtheatmosphericprocessesandthewatercycle.

PHYSICAL SCIENCE • Constructanexplanationbetweenspeedofanobjectandtheobjectsenergy.• Recognizehowenergyistransferred,suchasthroughsound,light,heat,and

electric currents.

LIFE SCIENCE • Describesystemsinthehumanbody.• Discussthephysicalcharacteristicsandlearnedbehaviorsinanimals




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Crosscutting Concepts1. Pattern2. CauseandEffect:MechanismandExplanation3. Scale, Proportion, & Quantity4. Systems&SystemModels5. Energy & Matter: Flows, Cycles, & Conservation6. Structure & Function7. Stability & Change




• Createamodelofthesolarsystem.Refertowww.internet4classrooms.com/science_elem_space.htm

• Investigatetherateofwaterevaporationusingdifferentvariables.Refertowww.epa.gov/safewater/kids/flash/flash_watercycle.htmlorhttp://archive.fossweb.com/modules3-6/WaterPlanet/activities/evaporation.html

• Explorethewaymagnetsattractandrepeleachotherandhowtheyreacttodifferentobjects.Refertowww.internet4classrooms.com/science_elem_magnets.htm

• Discussthesystemsinthehumanbodyandhowtheyworktogether.Refertowww.sciencekids.co.nz/gamesactivities/movinggrowing.html

• Planahealthy,dailymenuusingthefivefoodgroups.Refertowww.choosemyplate.gov.

Plan a healthy daily menu using the five food groups. Refer to www.choosemyplate.gov.

SOCiAl STuDieS Below is a sample of content your child should know and be able to do by the end of fourth grade.

HISTORY• IdentifythelifestyleandcontributionsofNevada’sNativeAmericans,

pioneers, and immigrants.• DescribethesettlementofNevada,includingcompromisesandconflictsover

life, society, and water (e.g., the Colorado River Compact).• ExplainhowNevadabecameastate.

GEOGRAPHY• Identifytechnology,customs,andtraditionsinNevada.• DiscussthegeographicregionsandconditionsofNevada.• ExplaintheruralandurbansettlementpatternsofNevada.

ECONOMICS• DescribethenaturalresourcesfoundinNevada.• Recognizetheroleconsumersplayineconomics.• Comparerural,suburban,andurbanareasofNevada.

CIVICS• Describewhylocalgovernmentsarecreated.• Definethethreebranchesofstategovernmentandtheroleeachbranchplays

in state government.• ExplainwhywecelebrateNevadaDay.To learn more about the Nevada Academic Content Standards for Social Studies, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/SocialStudies.

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• Discussmajornewsevents,bothlocalandstatelevels.

• Defineandpracticesocialresponsibility.

• Usemapsofyourcommunityfordirections.

• StudyanddiscussmajoreconomicissuesinNevada.

• Practicetradingitemstounderstandhowconsumersbehaveinsociety.

• Describetherolemoneyandresourcesplayinsociety.

• Identifytheroleoflocalgovernmentofficials.

• Explainwhatitmeanstobeagoodcitizen.

For additional online support, refer to www.kids.gov/educators/ed_social.shtml, http://nevadaculture.org, kids.nationalgeographic.com, and www.timeforkids.com


HEALTH - Students learn about:• Personalhealthbyapplyingthestepsofthedecision-makingprocesstoan

identified health-related situation to avoid or reduce health risks.• Growthanddevelopmentbydiscussingtheimportanceofcommunicatingto

a trusted adult about their growing body.• Nutritionandphysicalactivitybyinterpretingbasicnutritionalinformation

found on food labels and by describing ways that physical activity can be incorporated into daily routines.

• Substanceuseandabusebydiscussinghowdecisionsregardingsubstanceuseand abuse have consequences for self and others.

• Injury/violencepreventionandsafetybypracticingbasicfirstaidforminorinjuries and explaining when professional emergency help needs to be called.

• Prevention/controlofdiseasebydefiningcommunicable(contagious)andnon-communicable (non-contagious) disease.

• Environmental/consumerhealthbydescribinghowcommunityresourcesassist with making personal health decisions, such as recycling, littering, and water conservation.

LIBRARY - Students learn about:• Informationliteracybydeterminingwhetheradditionalinformation(beyond

their own knowledge) is needed to solve a complex problem or question; using the library catalog and digital sources to find resources by conducting author, title, subject, and keyword searches; identifying, interpreting, and analyzing the qualities of well-written literature including fiction and non-fiction; and comparing and contrasting sources related to a topic to determine which sources are more accurate and relevant.

• Independentlearningbyexploringarangeofsourcestofindinformationon aspects of personal interest or well-being; assessing each step of the information-seeking process at each stage as it occurs; and recognizing and reading a variety of literature from various cultures.

• SocialresponsibilitybyrecognizingmulticulturalbooksthatreflecttheheritageandtraditionsofgroupswithintheUnitedStates;recordingresources used to prepare a bibliography and citing sources properly; and helping to organize and integrate the contributions of all the members of the group into information products.

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MUSIC - Students learn about:• Rhythmbymovingtobeatgroupings(meter)intwoandthree,byreading

and creating rhythmic patterns, and by performing organized folk dances. • Melodybymatchingpitchwiththeirsingingvoice;readingandplaying

melodic patterns, contour, and notation in the diatonic C scale on recorder and instruments.

• Harmonybysinging,playing,andreadingtwo-andthree-partmusicandplaying two- and three part chord accompaniments on barred instruments.

• Formbycreatingandperformingintroductions,codas,andinterludesandanalyzing in AB, ABA, and rondo (ABACA) forms.

• Expressivequalitiesbycategorizingorchestralinstrumentsbyfamily-sound source, listening to and analyzing music from varied cultures, playing instruments using proper technique, and reading and writing musical symbols.


nonlocomotor movements, body control, and manipulative skills with mature patterns within physical activity.

• Movementconceptsbyapplyingstrategieswithinpathways,shapes,levels,force, speed and directions during physical activity.



VISUAL ARTS - Students learn about:• Criticismbyevaluatingthecharacteristicsoftheelementsofartand

principles of design and supporting their judgments with observation, analysis, historical/cultural context, and/or personal response.

• Aestheticsbyengaginginaestheticinquirytoexplainandartisticchoices and functions in works of art for aesthetic issues.

• Historybyexaminingthroughresearch,theimpactofmaterials,processes,purposes, and functions of specific artworks in their cultural/historical context.

• Productionbyusingavarietyoflines,shapes,colors,textures,forms,andspace to create pattern, balance, value, movement, and contrast through drawing,painting,clay,printmaking,2-Dand3-D,weaving,anddigital and mixed media.

eNGliSH lANGuAGe ArTS Below is a sample of content your child should know and be able to do by the end of fifth grade.


• Quoteaccuratelyfromatextwhenexplainingwhatthetextsays.• Determinetwoormoremainideasofatext;explainhowtheyare

supported by details. Summarize the text.• Figureoutthemeaningofunfamiliarwordsusingletter-sound

relationships, knowledge of syllables, and Greek and Latin root words (e.g., port, ped, centi, ist, graph, sphere), prefixes, and suffixes (e.g., in-, ir-, non-, -able, -ion, -tion).

WRITING• Writeopinionpiecesontopicsortexts.Supportapoint-of-viewand

include reasons or information for that point-of-view.• Writeinformativetextstoexamineatopic;presentideasandinformation

clearly.• Useseveralresources(e.g.,booksonatopic,thesaurus)tobuild

knowledge; investigate a topic for a research project.

LANGUAGE• Usedifferentverbtenses(i.e.,eat,ate)toconveyvarioustimesand

sequences.• Expandandcombinesentencesformeaning,interest,andstyle.• Userelationshipsbetweenparticularwords(likesynonymsor

homographs) to better understand each of the words.To learn more about the Nevada Academic Content Standards for English Language Arts, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/ELA.

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• Readnewsormagazinearticlesanddiscussthemainpointsandimportantdetails.

• Read/writepoetryorwatchplaystogether.

• Gotothelibraryorlookonlineforbooksandarticlesonatopicthatisofinteresttoyourchild.

• Writeaboutreal-lifeexperiences.Forexample,writealettertoafamilymembertosharerecentevents.

• Practicetypingonthecomputer.TherearemanyfreetypingactivitiesandgamesforkidsontheInternet.Refertowww.learninggamesforkids.com/keyboarding_games.htmlorwww.softschools.com/grades/5thgrade.jsp.

• Readstoriesanddramastogether;discussthecharactersandtheirresponsetochallenges.

• Comparecharactersoreventsinastory.

For additional online support, refer to www.readkiddoread.com or www.readingrockets.org/audience/parents.


Go to the library or look online for books and articles on a topic that is of interest to your child.

mATHemATiCSBelow is a sample of content your child should know and be able to do by the end of fifth grade.

OPERATIONS AND ALGEBRAIC THINKING• Write,interpret,andevaluatenumericalexpressionsusingparentheses,

brackets, or braces.• Generatetwonumericalpatternsusingtwogivenrules(e.g.startingat0,add

3;startingat0,add6).Identifyrelationshipsbetweencorrespondingterms(e.g., the terms in one sequence are twice the terms in the other sequence).

NUMBER AND OPERATIONS IN BASE TEN• Understandtheplacevaluesystem(e.g.,adigitinoneplacerepresents10

timesasmuchasitrepresentsintheplacetoitsrightand1/10ofwhatit represents in the place to its left, recognize patterns in the number zeroswhenmultiplyinganumberbypowerof10,explainpatternsintheplacement of the decimal point when a decimal number is multiplied or dividedbyapowerof10).

• Add,subtract,multiply,anddividedecimalstohundredths.

NUMBER AND OPERATIONS – FRACTIONS• Addandsubtractfractionswithunlikedenominators(includingmixed

numbers) using models, drawings, numbers, and equivalent fractions (e.g., 2/3+5/4=8/12+15/12=23/12).

• Solvewordproblemsinvolvingaddition,subtraction,andmultiplicationoffractions, including unlike denominators and mixed numbers by using visual models, equations, benchmark fractions, mental estimation, and number sense(e.g.,recognizeanincorrectresult2/5+1/2=3/7,byobservingthat3/7<1/2).

• Divideunitfractionsbywholenumbers(1/3÷4)andwholenumbersbyunitfractions(4÷1/5).

• Multiplyfractionsbywholenumbersorbyfractions.

MEASUREMENT AND DATA • Convertlikemeasurementunitswithinagivenmeasurementsystem(e.g.,

convert5cmto0.05m).• Representandinterpretdatainlineplots.• Understandconceptsofvolumeandrelatevolumetomultiplicationandto

addition, and solve problems involving volume.

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GEOMETRY• Solvereal-worldandmathematicalproblemsinvolvinggraphingpointsona

coordinate plane and interpreting coordinates in the context of the problem.• Classifytwo-dimensionalfiguresintocategoriesbasedontheirproperties.




• Encourageyourchildtousedrawingsormodelswhensolvingproblems.Askquestionsthatpromotethinking:Whatisagoodplacetostart?Doesthisproblemremindyouofanotherproblem?Canyoutellmewhatishappeninginthestoryproblem?Whatareyoutryingtofigureout?Canyouproveyourthinking?Canyousolveitanotherway?

• Askyourchildtowriteafraction(e.g.,4/5)anddetermineanequivalentfraction(e.g.,12/15).Haveyourchilddrawamodelandexplainwhytheseareequivalentfractions.

• Encourageyourchildtousedrawingsandequationswhensolvingproblems.

• Drawandcutout2Dshapes,sorttheshapesintocategoriesbasedonpropertiessuchasangles,numberofsides,paralleland/orperpendicularlines.

For additional online support, refer to nlvm.usu.edu/ or illuminations.nctm.org/ActivitySearch.aspx.

SCieNCeBelow is a sample of content your child should know and be able to do by the end of fifth grade.

EARTH SCIENCE • Compareandcontrastvariouslandforms.• Describehowerosionanddepositionratescanbeaffectedbytheslopeof

the land and human activity. • Differentiatebetweenrenewableandnonrenewableresources.• Explainthatthesunisthemainsourceofthevariouskindsofenergyused

on Earth.

PHYSICAL SCIENCE • Investigateanddescribethatthetotalmassofamaterialremainsconstant

regardless of its current state. • Determinethatthemixingoftwoormoresubstancesresultsinanewsubstance.

LIFE SCIENCE • Explainhowthesun’senergyistheprimarysourceofenergyformost

ecosystems and through food webs. • Investigateanddescribetheinteractionoforganismswitheachotherand

with non-living parts of the ecosystem and how humans can impact change in the environment.

• Investigatehowsomeenvironmentalconditionsaremorefavorablethanothersand how differences among species give them an advantage in surviving.



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For information on the Nevada Academic Content Standards for Science, refer to http://www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_ Standards/Science/



• Createaplanforrecyclingpaper,plastic,glass,andmetalinyourhome.Refertowww.sciencekids.co.nz/sciencefacts/recycling.html.

• Createaterrariumandrecordobservations.Refertowww.makeandtakes.com/make-a-kid-friendly-terrarium

• ResearchthedifferentclimateregionsinNorthAmerica.Createaposterofyourfavoriteregionandsharetheinformationwithotherfamilymembers.Refertowww.sciencekids.co.nz/sciencefacts/earth.html

• Researchendangeredanimalsandtheirreactiontochangesintheirenvironment.Refertowww.penguinscience.com

• Createasolaroven.Refertohttp://pbskids.org/zoom/activities/sci/solarcookers.html

SOCiAl STuDieS Below is a sample of content your child should know and be able to do by the end of fifth grade.

HISTORY• IdentifythecontributionsofNativeAmericannationsinNorthAmerica.• Describethesocial,political,andreligiouslivesofpeopleintheNew

England, middle, and southern colonies.• ExplainthecausesandkeyeventsoftheAmericanRevolution.

GEOGRAPHY• Constructmaps,graphs,andchartstodisplayinformationabouthumanand

physicalfeaturesintheUnitedStates.• Derivegeographicinformationfromphotographs,maps,graphs,books,and

technological resources.• LabelamapoftheUnitedStateswiththestatecapitals.

ECONOMICS• Describehowalimitedsupplyofgoodswillincreasecost(s).• Identifytheresourcesneededinhouseholdsandschools(e.g.,food,

textbooks, teachers).• Demonstrateanunderstandingofsupplyanddemandinamarket.

CIVICS• DescribethecriteriaforUnitedStatescitizenship.• ExplainthesymbolicimportanceoftheFourthofJulyandPledgeof

Allegiance.• Provideexamplesofnational,state,andlocallaws.• Identifythethreebranchesofgovernmentanddescribetheirbasicpower.

To learn more about the Nevada Academic Content Standards for Social Studies, refer to www.doe.nv.gov/Standards_Instructional_Support/Nevada_Academic_Standards/SocialStudies.

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• Visitlocalmuseums.

• Discussmajornewseventsonlocal,state,national,andworldlevels.

• Studystatesandcapitalsonamap.

• Examinetheculturalidentityofourcommunity.

• Discusshowsupplyanddemandimpactprice.

• Examinehowoneperson’sspendingbecomesanotherperson’sincome.

• Explainwhatitmeanstobealeader.

• Discussthesourcesofinformationyouusetoformanopinion.

For additional online support, refer to www.kids.gov/educators/ed_social.shtml,kids.nationalgeographic.com, www.socialstudiesforkids.com, and www.timeforkids.com.


HEALTH - Students learn about:• Personalhealthbyexaminingalternativesandconsequenceswhenmakinga

personal health decision.• Growthanddevelopmentbyidentifyingthestructuresandfunctionsofthe

body systems including the reproductive systems and by defining puberty. Note: Signed parent/guardian permission slip for the Fifth Grade Growth andDevelopmentUnitofInstructionisrequired.

• Nutritionandphysicalactivitybyapplyingthehealth-relatedcomponentsofan active lifestyle and the basic nutritional information found in “MyPlate” to a daily routine.

• Substanceuseandabusebyexplainingtheshortandlong-termeffectsoflegal and illegal drugs and other substances on various body systems.

• Injury/violencepreventionandsafetybydemonstratinghowconflictscanberesolved without bullying, cyber bullying, or harassment through the use of conflict-resolution strategies.

• Prevention/controlofdiseasebyreviewingcommunicablediseases(HIV)and the types of pathogens, such as bacteria, viruses, and fungi and by describing how the immune system fights and protects against pathogens.

• Environmental/consumerhealthbydiscussingtheeffectsofconsumerandenvironmental health messages on the community.

LIBRARY - Students learn about:• Informationliteracybyusingthelibrarycataloganddigitalsourcestofind

resources by conducting author, title, subject, keyword, and Boolean searches; assembling facts, opinions, and point of view; and organizing an information product that presents different types of information.

• Independentlearningbyexploringarangeofsourcestofindinformationof personal interest or well-being and applying the information to real-life purposes; comparing and contrasting the various genres of literature including mythology, short stories, drama, poetry, fiction and non-fiction; and evaluating the information-seeking process at each stage as it occurs and making adjustments.

• SocialresponsibilitybyrecognizingmulticulturalbooksthatreflecttheheritageandcultureofgroupswithintheUnitedStates;recordingresourcesused to prepare a bibliography and citing sources; following copyright guidelines; and helping to organize and integrate the contributions of the group into information products.

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MUSIC - Students learn about:• Rhythmbymovingtobeatgroupings(duple,triple,mixedmeter)reading

and creating notated rhythms, and performing organized folk dances. • Melodybymatchingpitchwiththeirsingingvoice,reading,playingand

creating melodic patterns, contour, and notation in the diatonic C, F, G scales on recorder and instruments.

• Harmonybysinging,playingandreadingtwo-andthree-partharmonyandplaying two- and three-part chord accompaniments from scores on barred instruments.

• Formbycreating,performing,andanalyzingintroductions,codas,interludes,AB, ABA, rondo (ABACA), and theme and variations forms.

• Expressivequalitiesbycategorizingorchestralinstruments,listeningtoandanalyzing music from varied cultures, playing instruments using proper technique, and reading and writing musical symbols.


nonlocomotor movements, body control, and manipulative skills with mature patterns within a variety of small-sided practice tasks/game environments.

• Movementconceptsbyapplyingstrategieswithinpathways,shapes,levels,force, speed and directions during a variety of small-sided practice tasks/game environments.



VISUAL ARTS - Students learn about:• Criticismbydescribing,analyzing,andjudgingthecharacteristicsofthe

elements of art and principles of design and supporting their judgments with observation, analysis, historical/cultural context, and/or personal response.

• Aestheticsbydebatinganddefendingtheirownartisticchoicesandotherson a variety of aesthetic issues.

• Historybyengaginginartisticresearch,toanalyzeandjustifytheimpactofmaterials, processes, purposes, and functions of artworks in their cultural/historical context.

• Productionbyusingavarietyoflines,shapes,colors,textures,forms,andspace to create pattern, balance, value, movement, and contrast through drawing,painting,clay,printmaking,2-Dand3-D,weaving,anddigitalandmixed media.

ONliNe DATABASeS

ThefollowingonlinedatabasesarefundedbytheStateofNevadaandtheInstructionalDesignandProfessionalLearningDivisionoftheClarkCountySchoolDistrict.note: See your school librarian for guidance and access codes.

aBC-CLiOisapublisherofeducationalandreferenceproducts.Thesedatabasesfocusonhistoryandsocialstudiesresourcesforthescholar,student,teacher,andlibrarianinuniversitiesandsecondaryschools.Refertodatabases.abc-clio.com.

Culturegramsfostersunderstandingandappreciationoftheworld’scountriesandpeoplebycreatingandpublishingexcellentcontent.CultureGramsisawidelyusedculturalreferenceandcurriculumproduct.Refertoonline.culturegrams.com.

eBSCOprovidesawealthofaccesstonewspaper,magazines,andprofessionalperiodicals,aswellas,awealthofotheronlineresources.Therearealsoprofessionalresourcesforeducators.Refertosearch.ebscohost.com.

Learningexpress Libraryprovidesacomprehensivecollectionofacademicandcareer-relatedresourcesincludingmath,reading,andwritingtutorials,testpreparationmaterials,andinformationonin-demandcareers.Refertowww.learningexpresslibrary3.com.

teachingBooks.netisacollectionofresourcesdesignedtogenerateenthusiasmforbooksandreadingbybringingauthors,illustrators,andengagingresourcesaboutbooksforchildrenandteenstoeveryschool,library,andhome.Refertowww.teachingbooks.net/home.

World Book Online includesEarly World of Learning, World Book Kids, World Book Student, World Book Advanced, and Enciclopedia Estudiantil Hallazagos.Thesedatabasesprovideawealthofinformationandtoolsforallgradelevelsandcurriculums.Refertoworldbookonline.com.

curriculum overview 2015–2016ccsd.net/parents/resources/pdf/curriculum-overview/15-16... · the...

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