Barren County Schools
5
th
Grade Curriculum
2012 Update
Shari Alexander
District Curriculum Resource Teacher
6/21/2016 Barren County Schools 5th Grade Curriculum 2012 Update
Barren County Schools
Language Arts
Curriculum
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6/21/2016 Barren County Schools 5th Grade Curriculum 2012 Update
READING STANDARDS LITERATURE
Key Ideas and Details
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects
upon a topic; summarize the text.
3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
6. Describe how a narrator’s or speaker’s point of view influences how events are described.
Integration of Knowledge and Ideas
7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and
proficiently.
READING STANDARDS FOR INFORMATIONAL TEXT
Key Ideas and Details
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in
the text.
Craft and Structure
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Integration of Knowledge and Ideas
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
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8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text
complexity band independently and proficiently.
READING STANDARDS: FOUNDATIONAL SKILLS
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context.
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
WRITING STANDARDS
Text Types and Purposes
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
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d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events.
d. Use concrete words and phrases and sensory details to convey experiences and events precisely.
e. Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types
are defined in standards 1–3 above.)
5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for
conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.)
6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
Research to Build and Present Knowledge
7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and
provide a list of sources.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or adrama, drawing on specific details in the
text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons
and evidence support which point[s]”).
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
tasks, purposes, and audiences.
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SPEAKING AND LISTENING
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas
and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas
under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak
clearly at an understandable pace.
5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for
specific expectations.)
English/Language Arts
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
c. Use verb tense to convey various times, sequences, states, and conditions.
d. Recognize and correct inappropriate shifts in verb tense.*
e. Use correlative conjunctions (e.g., either/or, neither/nor).
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation to separate items in a series.*
b. Use a comma to separate an introductory element from the rest of the sentence.
c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct
address (e.g., Is that you, Steve?).
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d. Use underlining, quotation marks, or italics to indicate titles of works.
e. Spell grade-appropriate words correctly, consulting references as needed.
Knowledge of Language
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.
b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key
words and phrases.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical
relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).
*Penmanship and Handwriting
Forms cursive connections correctly and writes proficiently and consistently in cursive the majority of the time for class assignments with the exception of exempted students.
*Penmanship, although not KCAS, is to be taught and reinforced at each grade level throughout elementary school.
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Barren County Schools
Math Curriculum
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Operations and Algebraic Thinking
Write and interpret numerical expressions.
5.OA.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
5.OA.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add
8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or
product.
Analyze patterns and relationships.
5.OA.3: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding
terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add
6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other
sequence. Explain informally why this is so.
Number and Operations in Base Ten
Understand the place value system.
5.NBT.1:
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents
in the place to its left.
5.NBT.2:
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point
when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
5.NBT.3:
Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 ×
(1/100) + 2 × (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
5.NBT.4:
Use place value understanding to round decimals to any place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.5:
Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.6:
Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of
operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
5.NBT.7:
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Number and Operations - Fractions
Use equivalent fractions as a strategy to add and subtract fractions.
5.NF.1: Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators. For example, 2/3 + 5/4 = 8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
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5.NF.2: Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.
For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
5.NF.3: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the
form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4,
noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
5.NF.4: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a
visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.)
b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same
as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.
5.NF.5: Interpret multiplication as scaling (resizing), by:
a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole
numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number;
and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
5.NF.6: Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.
5.NF.7: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Note: Students able to multiply
fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction
by a fraction is not a requirement at this grade.)
a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual
fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3.
b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model
to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4.
c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction
models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3cup servings are in 2 cups of raisins?
Measurement and Data
Convert like measurement units within a given measurement system.
5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving
multi-step, real world problems.
Represent and interpret data.
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5.MD.2: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving
information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the
total amount in all the beakers were redistributed equally.
Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
5.MD.3: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
5.MD.4: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
5.MD.5: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found
by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to
represent the associative property of multiplication.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of
solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the nonoverlapping parts, applying this technique to solve real world problems.
Geometry
Graph points on the coordinate plane to solve real-world and mathematical problems.
5.G.1: Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each
line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from
the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two
axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context
of the situation.
Classify two-dimensional figures into categories based on their properties.
5.G.3: Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four
right angles and squares are rectangles, so all squares have four right angles.
5.G.4: Classify two-dimensional figures in a hierarchy based on properties.
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Barren County Schools
Science Curriculum
Please note: content is different from 5th Grade POS and CC Version 4.1. Strands
were combined to allow for depth of instruction over 5th and 6th grade. 5th Grade is Earth and portions
of Life. 6th Grade is Physical and portions of Life.
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Grade 5
The Earth and the Universe
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Water Cycle
Water as a Solvent (watersheds and interaction of water with earth materials)
Atmosphere
Air movement and global weather patterns
Compare weather and climate
Oceans effect on climate
Compare Components of the Solar System
Use Models/representations that illustrate system and resulting interactions
Relationship between oceans and climate (ET UC)
Technology tools
Components of the Solar System
Effect of Sun’s energy on Earth System (ET UC)
Relationship between Sun’s energy and Seasons (ET UC)
Water Cycle, winds, ocean currents and growth of plants affected by Sun’s energy (ET
UC)
Predictable movements of the sun, moon and Earth
Interaction of sun, moon, and Earth (e.g. moon phases, seasons, eclipses)
Rock Cycle
Atmosphere
Lithosphere
Constructive Forces (crustal deformation, faulting, volcanic eruption and deposition of
sediment)
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 Destructive Forces (weathering and erosion)
 Landforms resulting from constructive and destructive forces
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Unity and Diversity
Plant and animal structures and functions (internal and external)
Important levels of organization for structure and function (cells, tissues, organs and organ
systems and organisms)
Structure and function as the basis for classification schemes
All organisms composed of cells
Cells function is similar in all living organisms
Single cell organisms
Plant and animals are multicellular
Cells group together in cooperative systems (tissues, and/organs and organ systems and
ecosystems)
Review Classification systems from 4th
Scientific Tools: microscope
Energy Transformations
Sunlight is transformed by a chemical reaction in plant cells (photosynthesis) to form
nutrients for plants
The role of photosynthesis
Closed Systems (relationship between temperature and heat)
Earth processes influenced by energy from the sun (water cycle, nitrogen cycle,
photosynthesis)
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Interdependence
Populations and communities within ecosystems
Categorize by function (producers, consumers, decomposers
Food Webs
Adaptations and survival
Ecosystems
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Barren County Schools
Social Studies Curriculum
Use Program of Studies and the following additions/curriculum statements from Core Knowledge
until curriculum is finalized.
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Government
Program of Studies: Understandings
Program of Studies: Skills and Concepts
SS-5-GC-U-1
Students will understand that the government of the United States was developed from a
colonial base of representative democracy by people who envisioned an independent
country and new purposes for the government.
SS-5-GC-S-1
Students will demonstrate an understanding of government, using information from print
and non-print sources (e.g., documents, informational passages/texts, interviews, digital
and environmental):
a)
investigate the basic functions of the United States Government, as defined in
the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic
tranquility, provide for the common defense, promote the general welfare,
secure the blessings of liberty) and explain their significance today
b)
explain how democratic governments work to promote the “common good”
(e.g., making, enacting, enforcing laws that protect rights and property of all
citizens)
SS-5-GC-U-2
Students will understand that the United States Government was formed to establish
order, provide security and accomplish common goals.
SS-5-GC-S-1
Students will demonstrate an understanding of government, using information from
print and non-print sources (e.g., documents, informational passages/texts, interviews,
digital and environmental):
a)
investigate the basic functions of the United States Government, as defined in
the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic
tranquility, provide for the common defense, promote the general welfare,
secure the blessings of liberty) and explain their significance today
b)
explain how democratic governments work to promote the “common good”
(e.g., making, enacting, enforcing laws that protect rights and property of all
citizens)
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SS-5-GC-U-3
Students will understand that the fundamental
values and principles (e.g., liberty, justice,
individual human dignity) of American
democracy are expressed in historical
documents (e.g., the Declaration of
Independence, the Constitution of the
United States, including the Preamble and the
Bill of Rights).
SS-5-GC-S-3
Students will analyze information from print and non-print sources (e.g., documents,
informational passages/texts, interviews, digital and environmental) to describe
fundamental values and principles of American democracy (e.g., liberty, justice) found
in the Declaration of Independence and the U.S. Constitution; explain their significance
today
SS-5-GC-U-4
Students will understand that the Constitution of the United States establishes a
government of limited powers that are shared among different levels and branches.
SS-5-GC-S-2
Students will describe the basic duties of the three branches of government (executive,
legislative, judicial); explain why the framers of the U.S. Constitution felt it was important to
establish a government with limited powers that are shared among different branches and
different levels (e.g., local, state, federal)
SS-5-GC-U-5
Students will understand that as members of a democratic society, all citizens of the
United States have certain rights and responsibilities, including civic participation.
SS-5-GC-S-4
Students will investigate the rights and responsibilities of U.S. citizens:
a)
describe and give examples of specific rights guaranteed to all U.S. citizens in
the Bill of Rights (e.g., freedom of religion, freedom of speech, freedom of
press) and explain why they are important today
b)
describe some of the responsibilities U.S. citizens have in order for democratic
governments to function effectively (e.g. voting, community service, paying
taxes) and find examples of civic participation in current events/news (e.g.,
television, radio, articles, Internet)
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Culture and Society
Program of Studies: Understandings
Program of Studies: Skills and Concepts
SS-5-CS-U-1
Students will understand that culture is a system of beliefs, knowledge, institutions,
customs/traditions, languages and skills shared by a group of people. Through a
society’s culture, individuals learn the relationships, structures, patterns and processes
to be members of the society.
SS-5-CS-S-1
Students will demonstrate an understanding of culture and cultural elements (e.g.,
beliefs, traditions, languages, skills, literature, the arts) of diverse groups:
a) investigate cultural similarities and differences of diverse groups (e.g., English,
French, Spanish and Dutch Colonists, West Africans, Immigrants of the 1800’s)
during the early development of the United States
b) research the contributions of diverse groups to the culture (e.g., beliefs,
traditions, literature, the arts) of the United States today
c) investigate factors that promoted cultural diversity in the history of the United
States
SS-5-CS-U-2
Students will understand that cultures develop social institutions (e.g., government,
economy, education, religion, family) to structure society, influence behavior and
respond to human needs.
SS-5-CS-S-2
Students will examine social institutions (e.g., family, religion, education, government,
economy) in the United States and explain their functions
SS-5-CS-U-3
Students will understand that interactions
among individuals and groups assume various
forms (e.g., compromise, cooperation, conflict,
competition) and are influenced by culture.
SS-5-CS-S-3
Students will describe conflicts that occurred among and between diverse groups (e.g.,
Native Americans and the early Explorers, Native Americans and the Colonists, the
British Government and the English Colonists, Native Americans and the U.S.
Government) during the settlement of the United States; explain the causes of these
conflicts and the outcomes
SS-5-CS-U-4
Students will understand that a variety of factors promote cultural diversity in a society,
nation and world.
SS-5-CS-S-1
Students will demonstrate an understanding
of culture and cultural elements (e.g., beliefs,
traditions, languages, skills, literature, the arts)
of diverse groups:
c) investigate factors that promoted cultural diversity in the history of the United
States
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SS-5-CS-U-5
Students will understand that an understanding and appreciation of the diverse
complexity of cultures is essential to interact effectively and work cooperatively with the
many diverse ethnic and cultural groups of today.
SS-5-CS-S-4
Students will describe causes of conflicts between individuals and/or groups today and
give examples of how to resolve them peacefully
Economics
Program of Studies: Understandings
SS-5-E-U-1
Students will understand that the basic economic problem confronting individuals,
groups and businesses in the United States today is scarcity: as a
result of scarcity, economic choices and decisions must be made.
Program of Studies: Skills and Concepts
SS-5-E-S-1
Students will demonstrate an understanding
using information from print and non-print
sources (e.g., documents, informational
passages/texts, interviews, digital and
environmental) of the connection between
resources, limited productive resources and scarcity:
a)
investigate different kinds of resources (e.g., natural, human, capital)
b)
explain how individuals and groups in the United States make economic
decisions based upon limited productive resources (natural, human, capital)
and give examples of how these decisions create interdependence between
individuals, groups and businesses
SS-5-E-S-2
Students will demonstrate an understanding of
how people deal with scarcity; explain the
roles banks play in helping people deal with
scarcity (e.g., loan money, save money, lines
of credit, interest-bearing accounts)
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SS-5-E-U-2
Students will understand that a variety of fundamental economic concepts (e.g., supply
and demand, opportunity cost) impact individuals, groups and businesses in the United
States today.
SS-5-E-S-1
Students will demonstrate an understanding
using information from print and non-print
sources (e.g., documents, informational
passages/texts, interviews, digital and
environmental) of the connection between
resources, limited productive resources and
scarcity:
a)
investigate different kinds of resources (e.g., natural, human, capital)
b)
explain how individuals and groups in the United States make economic
decisions based upon limited productive resources (natural, human, capital)
and give examples of how these decisions create interdependence between
individuals, groups and businesses
SS-5-E-U-3
Students will understand that economic institutions are created to help individuals,
groups and businesses accomplish common goals.
SS-5-E-S-2
Students will demonstrate an understanding of how people deal with scarcity; explain
the roles banks play in helping people deal with scarcity (e.g., loan money, save
money, lines of credit, interest-bearing accounts)
SS-5-E-U-4
Students will understand that markets enable
buyers and sellers to exchange goods and
services.
SS-5-E-S-3
Students will demonstrate an understanding of
markets:
a)
explain how goods and services are/were exchanged
b)
investigate and give examples of markets; explain how markets have changed
over time during the history of the United States
SS-5-E-U-5
Students will understand that production, distribution and consumption of goods and
services have changed over time in the United States.
SS-5-E-S-4
Students will use a variety of sources:
a)
investigate and trace (e.g., write, draw, chart, timeline) change over time in the
production, distribution and consumption of goods and services in the United
States
b)
research specialization in the United States; explain how specialization
promotes trade between individuals, groups and businesses in the United
States and world; describe the impact of specialization on the production of
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goods in the United States
SS-5-E-U-6
Students will understand that individuals, groups and businesses in the United States
demonstrate interdependence as they make economic decisions about the use of
resources (e.g., natural, human, capital) in the production, distribution, and
consumption of goods and services.
SS-5-E-S-1
Students will demonstrate an understanding using information from print and non-print
sources (e.g., documents, informational passages/texts, interviews, digital and
environmental) of the connection between resources, limited productive resources and
scarcity:
b)
explain how individuals and groups in the United States make economic
decisions based upon limited productive resources (natural, human, capital)
and give examples of how these decisions create interdependence between
individuals, groups and businesses
Geography
Program of Studies: Understandings
Program of Studies: Skills and Concepts
SS-5-G-U-1
SS-5-G-S-1
Students will demonstrate an understanding of patterns on the Earth’s surface, using a
variety of geographic tools (e.g., maps, globes, charts, graphs):
a) locate, in absolute or relative terms, major landforms and bodies of water in
the United States
b) locate and explain patterns on Earth’s surface (e.g., how different factors such
as rivers, mountains and plains impact where human activities are located)
Students will understand that the use of geographic tools (e.g., maps, globes, charts,
graphs) and mental maps help interpret information, understand and analyze patterns,
spatial data and geographic issues.
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SS-5-G-U-2
Students will understand that patterns emerge as humans move, settle and interact on
Earth’s surface and can be identified by examining the location of physical and human
characteristics, how they are arranged and why they are in particular locations.
Economic, political, cultural and social processes interact to shape patterns of human
populations, interdependence, cooperation and conflict.
SS-5-G-U-3
Students will understand that regions help us
to see Earth as an integrated system of places
and features organized by such principles as
landform types, political units, economic
patterns and cultural groups.
SS-5-G-S-2
Students will investigate regions on the Earth’s surface and analyze information from
print and non-print sources (e.g., documents, informational passages/texts, interviews,
digital and environmental):
a)
explain how places and regions in the U.S. are defined by their human
characteristics (e.g., language, settlement patterns, religious beliefs) and
physical characteristics (e.g., climate, landforms, bodies of water)
b)
locate and describe patterns of human settlement and explain how these
patterns were influenced by the physical characteristics (e.g., climate,
landforms, bodies of water) of places and regions in the United States
SS-5-G-S-2
Students will investigate regions on the Earth’s surface and analyze information from
print and non-print sources (e.g., documents, informational passages/texts, interviews,
digital and environmental):
a) explain how places and regions in the U.S. are defined by their human
characteristics (e.g., language, settlement patterns, religious beliefs) and
physical characteristics (e.g., climate, landforms, bodies of water)
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SS-5-G-U-4
SS-5-G-S-2
Students will investigate regions on the Earth’s surface and analyze information from
print and non-print sources (e.g., documents, informational passages/texts, interviews,
digital and environmental):
c) investigate how advances in technology (e.g., dams, roads, air conditioning,
irrigation) over time have allowed people to settle in places previously
inaccessible in the United States
SS-5-G-S-3
Students will investigate how humans modify the physical environment:
a) describe how people modified the physical environment (e.g., dams, roads,
bridges) to meet their needs during the early settlement of the United States
b) analyze how the physical environment (e.g., mountains as barriers or
protection, rivers as barriers or transportation) promoted and restricted human
activities during the early settlement of the United States
c) explain how different perspectives of individuals and groups impact decisions
about the use of land (e.g., farming, industrial, residential, recreational) in the
United States
Students will understand that people depend on, adapt to, and/or modify the
environment to meet basic needs. Human actions modified the physical environment
and in turn, the physical environment limited and/or promoted human activities in the
settlement of the United States.
Historical Perspective
Program of Studies: Understandings
Program of Studies: Skills and Concepts
SS-5-HP-U-2
SS-5-HP-S-1
Students will demonstrate an understanding of the interpretative nature of history using
a variety of tools (e.g., primary and secondary sources):
a)
investigate and chronologically describe major events in United States history
(e.g., using timelines, charts, fictional and report writing, role playing)
b)
explain and draw inferences about the importance of major events in United
States history
c)
examine cause and effect relationships in the history of the United States;
identify examples of multiple causes of major historical events
Students will understand that the history of the United States can be analyzed by
examining significant eras (Colonization and Settlement, Revolution and a New
Nation, Expansion and Conflict, Industrialization and Immigration and the
Twentieth Century) to develop a chronological understanding and recognize cause
and effect relationships and multiple causation, tying past to present.
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SS-5-HP-S-2
Students will use information from print and non-print sources (e.g., documents,
informational passages/texts, interviews, digital and environmental):
a)
examine factual and fictional accounts of significant historical events and
people in United States history
b)
explore change over time (e.g., transportation, communication, education,
technology, lifestyles and conditions) in the United States
d)
investigate the events surrounding patriotic symbols, songs, landmarks (e.g.,
American flag, Statue of Liberty, the Star-Spangled Banner), and selected
readings (e.g., Dr. Martin Luther King’s speech: I Have a Dream), and explain
their historical significance
SS-5-HP-S-3
Students will investigate patterns across in U.S. history (e.g., major
events/conflicts/culture; compare with major events/conflicts/culture to the present)
All of the following Understandings are grouped together in this document to
reflect the conceptual nature of historical perspective. Each specific era will
include the following Understandings:
SS-5-HP-U-1
Students will understand that history is an account of human activities that is
interpretive in nature. A variety of tools (e.g., primary and secondary sources) are
needed to understand and analyze historical events.
SS-5-HP-U-3
Students will understand that the history of the
United States has been impacted by
Significant individuals, groups and advances
In technology.
SS-5-HP-S-1
Students will demonstrate an understanding of the interpretative nature of history using
a variety of tools (e.g., primary and secondary sources):
a)
investigate and chronologically describe major events in United States history
(e.g., using timelines, charts, fictional and report writing, role playing)
d)
explain reasons that individuals and groups explored and settled in the United
States
e)
research influences/contributions of diverse groups to the culture (e.g.,
beliefs, traditions, literature, the arts) of the United States today
SS-5-HP-S-2
Students will use information from print and
non-print sources (e.g., documents,
informational passages/texts, interviews,
digital and environmental):
a)
examine factual and fictional accounts of significant historical events and
people in United States history
c)
compare reasons (e.g., freedoms, opportunities, fleeing negative situations)
immigrants came/come to America
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SS-5-HP-U-4
Students will understand that geography, culture, and economics have a
significant impact on historical perspectives and events.
From Core Knowledge (Integrate where content fits in Program of Studies)
I.
Making a Constitutional Government
A. Main Ideas Behind the Declaration to the Constitution
1. The proposition that “All men are created equal”
2. The responsibility of government to protect the “unalienable rights” of the
people
3. Natural rights: “Life liberty, and the pursuit of happiness”
4. The “right of the people…to institute a new government
B. Making a New Government: From the Declaration to the
Constitution
2.
3.
4.
5.
6.
7.
1. Definition of “republican” government: republican=government by
elected
Representatives of the people
Articles of Confederation: weak central government
“Founding Fathers”: James Madison as “Father of Constitution”
Constitutional Convention
Arguments between small and large states
The divisive issue of slavery, “three-fifths” compromise
C. The Constitution of the United States
1.
2.
3.
4.
Preamble of the Constitution
The separation and sharing of powers in American government: three branches
of government
Checks and balances, limits on government power, veto
The Bill of Rights: first ten amendments to the Constitution, including:
 Freedom of religion, speech, and the press (First Amendment)
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



Protection against “unreasonable searches and seizures”
The right to “due process of law”
The right to a trial by jury
Protection against “cruel and unusual punishment”
D. Levels and Functions of Government (National, State, and
Local)
1.
Identify current government officials, including:
 President and vice-president of the U.S.
 State governor
2.
State governments: established by state constitutions (which are subordinate to
the U.S. Constitution, the highest law in the land), like the national government,
each state government has its legislative, executive, and officials
3.
Local governments: purposes, functions, and officials
4.
How government services are paid for (taxes on individuals and businesses, fees, tolls, etc.)
5. How people can participate in government
II.
Early Presidents and Politics
A.
B.
C.
D.
E.
F.
Define: cabinet and administration
George Washington as the first President, Vice-President John Adams
John Adams, second president, Abigal Adams
National capitol established at Washington, D.C.
Growth of political parties
Arguments between Thomas Jefferson and Alexander Hamilton: two opposed
Visions of America, as an agricultural or industrial society
G. Modern-day system: two main parties (Democrats and Republicans), and
independents
H. Thomas Jefferson, third president
I.
Correspondence between Jefferson and Benjamin Banneker
J. Jefferson as multifaceted leader (architect, inventor, musician, etc.)
K. The Louisiana Purchase (review from grade 1) doubles the nations size and gains
control of Mississippi River.
L. James Madison, fourth president
M. War of 1812 (briefly overview from grade 2)
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N. James Monroe, fifth president, the Monroe Doctrine
O. John Quincy Adams, sixth president
P. Andrew Jackson, seventh president
a. Popular military hero, Battle of New Orleans in War of 1812
b. Presidency of the “common man”
c. Indian removal policies
III. Reformers
A.
Introduce children to some prominent people and movements in the ferment of social
change in America prior to the Civil War:
1.
2.
3.
3.
Abolitionists
Dorothea Dix and the treatment of the insane
Horace Mann and public schools
Women’s Rights
a) Seneca Falls convention
b) Elizabeth Cady Stanton
c) Lucretia Mott
d) Amelia Bloomer
e) Sojourner Truth
IV. Symbols and Figures
A. Recognize and become familiar with the significance of:
a. Spirit of 76 (painting)
b. White House and Capitol Building
c. Great Seal of the United States
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Barren County Schools
Practical Living
Practical Living
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Sub Domain
Health/PE
Weight for 7th Grade
50%
Consumerism/Vocational
50%
HEALTH
Substance Abuse (review)











Identify existing influences (peer pressure, advertisements)
Discuss effective strategies for dealing with peer pressure (assertiveness, refusal skills)
Identify and describe the effects of side stream smoke
Identify nicotine as a stimulant
Provide accurate information about alcohol and its effects
Describe physiological effects and behavioral effects of marijuana
Discuss (legal, school, family, and personal) consequences of using drugs
Identify risk factors for young people using and abusing drugs
Identify reasons people start/don’t start using drugs
List strategies to reduce potential risk from drugs
Identify sources of help
Nutrition Education (review)
 Use a food pyramid to create a healthy menu for a day
 Define and give examples of nutrients, vitamins, and minerals
 Explain food gives your body the material if needs to stay healthy and that it supplies the energy your body needs
 Define and explain the main use of fats and carbohydrates in the body
 Give examples of good sources of fats and carbohydrates
 Define and explain the need for vitamins and minerals in the body and give examples of good sources
 Explain the importance of a balanced diet
 Identify nutritious snack choices for health and well-being
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Physical Health and Wellness (review)



Identify infectious diseases
Identify causes of diseases
Explain how disease agents enter the body
Physical Health and Wellness (review)
 Explain how the body defends against disease prevention
 Explain how good health habits prevent disease
 Explain strategies to promote good health and decrease childhood disease (e.g., diet, exercise, rest, immunization)
 Explain that there are body changes (e.g., elevated heart rate, respiration, perspiration) that can occur during physical
activity
 Explain there are numerous benefits of exercise to the body (e.g., muscular growth and development, good posture,
stress management)
 Know that health related fitness includes many components (e.g., muscular strength, muscular endurance, flexibility,
body composition, aerobic endurance)
 Know that physical fitness is based on an investment of time and effort
 Know the Circulatory System
 Pioneering work of William Harvey
 Heart: four chambers (auricles and ventricles), aorta
 Blood
 Red blood cells, white blood cells, platelets, hemoglobin, plasma, antibodies
 Blood vessels: arteries, veins, capillaries
 Blood pressure, pulse
 Coagulation
 Filtering function of liver and spleen
 Fatty deposits can clog blood vessels and cause a heart attack
 Blood types (four basic types: A, B, AB, O) and transfusions
 Know the Respiratory System
 Process of taking in oxygen and getting rid of carbon dioxide
 Nose, throat, voice box, trachea
 Lungs, bronchi, bronchial tubes, diaphragm, ribs, alveoli
 Smoking: damage to lungs, lung cancer
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** Introduce and discuss physical, social, and emotional changes that occur during
pre-adolescence and adolescence such as:
Girls: body grows taller, broader, development of breasts, sweat more, develop body odor, hair becomes oily, skin becomes
oily and pimples may develop, hair under your arms and on legs starts to grow
Boys: body grows taller, muscles develop and chest gets broader, sweat more, develop body odor, hair becomes oily, skin
becomes oily and pimples may develop, hair under your arms and on legs, on face and sometimes chest starts to grow, voice starts
to get deeper.
Personal Health and Safety (review)







Demonstrate appropriate school safety procedures during tornado, earthquake, and fire drills
Evaluate the importance of wearing appropriate safety equipment
Create strategies to maintain personal security in risk situations (kidnapping, etc.)
Create a personal directory which includes procedures for obtaining needed emergency assistance
Design a personal plan for stress and anger management
Review safe traffic/transportation practices (e.g., wearing protective gear when roller blading, skating, boarding,
bicycling, crossing street) to eliminate accidents
Review electrical safety
PHYSICAL EDUCATION

There are fundamental motor skills for enhancing physical development
o Identify and perform all 7 basic locomotor skills
o Distinguish between locomotor and non-locomotor skills
o Refine simple movement sequence containing locomotor and non-locomotor skills by adding directions, levels and
pathways
AH –E (CREATING A DANCE)

Students will create a dance using the elements of dance with a beginning, middle, and an end that communicates
ideas, thoughts, and feelings
PL

There are fundamental manipulative skills
o Continue to refine the skills of striking, throwing, catching, kicking,
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




dribbling, volleying, and shooting
o Identifies major teaching cues associated with manipulative skills
o Self-assessment of student’s abilities to perform each skill
o Assesses other classmates performances of manipulatives and provides feedback on how to improve
There are fundamental movement concepts
o Exploration of body awareness
o Exploration of space awareness including self and general space
o Exploration of time such as how slow or fast the body is moving
o Combines body awareness, space awareness, and time to movement through the activity area
o Analysis of others individual movement sequences with specific criteria
Physical and social benefits result from regular and appropriate participation in physical activities throughout one’s lifetime
o
Discuss the benefits of regular exercise
o Demonstrate ability to check heart rate on signal
o Discuss the concepts of frequency, intensity, time and type
o Review the circulatory system and how exercise effects it
o Identify specific bones and muscles and name their functions
Frequent practice contributes to improved performance
o Introduction to benefits of appropriate practice
o Demonstrates appropriate practices for specific skills
Basic rules for participating in simple games and activities are needed to make games fair
o Students demonstrate the ability to follow simple rules while participating in game play
o Students design rules for and play creative games
Rules of behavior and sportsmanship for spectators and participants during games and/or activities make them safe and
enjoyable
o Students demonstrate good sportsmanship during various physical activities
o Students provide examples of good and bad sportsmanship
AH-E (PERFORMING A DANCE)

With a partner or in a small group, students will perform folk, square and
ethnic dances using the elements of dance with locomotor and nonlocomotor movements
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AH-E(RESPONDING TO DANCE)

Students will discuss how the elements of dance and the expressive qualities of movement (ideas, emotions)
contribute to the idea of dance

Students will explain, using appropriate terminology, how dance
communicates ideas, thoughts, and feelings

Students will explain how dance has been part of cultures and time periods
throughout history

Students will describe, using appropriate terminology, differences and
commonalities in dances of different cultures (African, Native American,
Colonial American), purposes, and styles
AH-E
AH-E
AH-E
CONSUMERISM
Most of this will be in the social studies section under the sub domain of economics. Please refer to that as you teach this sub
domain.
VOCATIONAL STUDIES
Individual and Family Relationships (review)





Integrate the principles of rights, responsibilities, conflict resolution, cooperation, sources of authority, choices, decision
making, and values at home, school, and community
Begin to evaluate the appropriateness of individual freedoms and the freedoms of others
Create basic classroom/school rules
Evaluate the importance of cooperation, respect, and support within a family
Introduce, identify, and discuss strategies to prevent violence (conflict resolution, walking away, taking deep breaths,
counting to 10, talking about feelings etc.)
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
Identify coping strategies (goal setting, time management, decision-making processes) to promote mental and emotional
health.
Choosing and Preparing for a Career

Know that people need to work to meet basic needs

Know that male and female roles are changing in many occupations

Know that there are different job opportunities in the home, school and community

Know that a person may hold several jobs before deciding on a career

Know that knowledge of interests and abilities is helpful when selecting and preparing for a career

Know that as a person grows and changes, career choices may change
Skills and Work Habits that Lead to Success

Know that personal responsibility and good work habits (e.g., good attendance, honesty, dependability,
punctuality, courtesy, cooperation) are important at home, school and work

Know that completion of job responsibilities is important at home, school, and work
Specific Skills Needed for Success in the Future

Know that academic skills that relate to various jobs and careers are needed for future success
Specific Skills Needed for Success in the Future


Know that technology is used in many homes, schools, jobs, and careers
Know that many tasks can be completed more efficiently when team skills (e.g., cooperation,
communication) are used
Community Resources and Services (review)


Identify community agencies/resources and determine their services
Recognize that certain community agencies provide health and safety services
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Barren County Schools
Arts and Humanities
Curriculum
Coming soon Drama, Dance and Art use POS until
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6/21/2016 Barren County Schools 5th Grade Curriculum 2012 Update
Music
I.
Elements of Music – Through participation in creating and performing activities, become familiar with basic elements of music
(Much of the content at grade 5 will be review. New content will be denoted with *)
A.
B.
C.
D.
E.
F.
G.
H.
I.
II.
Rhythm – Review rhythmic ostinato
Tempo – Use the Italian terms largo, adagio, andante, moderato, allegro, and presto
Dynamics – Review pianissimo (pp), piano (p), mezzo piano (mp), mezzo forte (mf), forte (f), and fortissimo (ff)
Harmony - Review unison, unaccompanied, and accompanied
Harmony/Form – Review rounds
Harmony – Sing two part songs of increasing difficulty
Harmony – Sing partner songs*
Harmony – Introduce harmonic intervals*
Form – Review AB/2-Part form, ABA/3-Part form, Call and Response, and Rounds
Music Notation - Understand that music is written down in a special way and through participation, begin to read music using the
following:
A.
Rhythm – Notate music using eighth note, eighth rest, quarter note, quarter rest, dotted quarter note, half note, half rest, dotted
half note, whole note, whole rest
B.
Rhythm – Recognize and utilize meter signatures, bar lines, measure, double bar line, pick up, tie, and fermata
C.
Melody – Notate short simple melodies that demonstrate melodic direction
D.
Melody – Review staff, treble clef, bass clef, pitch names in treble clef, ledger lines, stem direction, step, skip, and repeated notes
E.
Melody – Introduce half step and whole step*
F.
Melody – Introduce the major scale*
G.
Harmony – Recognize harmonic intervals*
H.
Form – Review repeat signs, introduction, coda, and first and second endings
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III.
Listening and Understanding
A.
Timbre
1.
Review instruments and instrument families of the orchestra
2.
Discuss the difference between an orchestra and a band*
3.
Review instruments of the Baroque Era
4.
Review instruments used in Native American and West African music
5.
Review folk instruments
6.
Recognize the adult female voice as high (treble clef) and the adult male voice as low (bass clef)*
7.
Recognize the changing voice*
B.
Introduce the functions of music – recreational, ceremonial, and artistic expression*
C.
Composers
1.
Review Bach and Handel
2.
Explore the life and music of Antonio Vivaldi*
A.
Cultures and Styles
1.
Review music of the Baroque Era
2.
Review Native American, American folk, West African music
3.
Review lullabies, marches, game songs, folk songs, and spirituals
4.
Introduce and discuss blues, popular, rock, rap, country, and work songs*
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Remainder to come
Art, Dance, Drama
39