Elementary Curriculum

Mathematics: Our mathematics curriculum, Dimensions Math, is a Singapore Math curriculum. It is designed to ensure all students have an opportunity to become mathematically literate, as well as logical and conceptual thinkers. Students are provided with a full range of mathematical topics including algebra, probability, geometry, measurement, numeration, patterns, and operations. CHA’s math curriculum also provides learning opportunities for problem solving, reasoning, communicating, and applying mathematics to other curricular areas. 

Language Arts: C.H.A.’s language arts curriculum presents a balance of literature, writing, word study, speaking, and grammar. Students are encouraged to demonstrate critical thinking skills, expand their reading comprehension, to write with clarity and purpose, and to speak in a confident, fluent manner. Opportunities to read for enjoyment, cultivate their personal voice, and understand and appreciate various genres and multicultural literary themes are also provided.

Science: C.H.A.’s science curriculum develops scientific literacy in order to help students make informed and effective decisions in their life. Through activities in the physical, life and earth sciences the program provides hands-on experiences where children can learn by actively participating in the scientific method. Students are actively involved in developing scientific skill and concepts, working cooperatively and independently, and conducting research or experiments. 

Social Studies: C.H.A.’s social studies curriculum prepares students to be informed, responsible and contributing citizens to our society. Our students are instilled with respect for the rights and beliefs of others in this diverse world through the study of history, geography, economics, political science, cultures, government, and current events students examine cultural and historical events from a global perspective.

Social Emotional: Second Step and the Leader in Me are used as a comprehensive program in every grade level to support social emotional development.  Second Step is a nationally-recognized curriculum, both teacher-informed and classroom-tested, and schools that utilize Second Step see remarkable growth in students’ self-awareness, interactive skills and ability to proactively avoid and effectively resolve conflict. Students learn to better manage emotions as well.  Taken together, all of the above results in improved academic performance. Second Step’s age-appropriate games, activities, and media engage students and set children on a path to lifelong success. At CHA, Second Step is introduced in kindergarten, and its lessons are delivered through grade five, along with a few different grade level-specific teaching tools and resources (i.e. Whole Body Listening, Superflex, solution boards, etc.). 

Differentiation and Acceleration: By specializing instruction, differentiating our approach, and offering accelerated paths, we aim to individualize the educational experience of our learners. Beginning in first grade, students are placed in leveled, ability-based groups for Mathematics and Language Arts. The assigned teacher adapts instructional style and degree of curricular challenge to that group of students.  Groups are most frequently comprised of students working at grade level, as well as two to three other groups working at varying degrees of acceleration, and are adjusted as needed. From second grade onwards, teachers specialize their instruction in Math, Language Arts, Social Studies and Science. Daily rotations for these subjects effectively prepare students for their eventual transition to middle school, teaching skills associated with transitioning, time management, and organization. In addition to ability-based groupingteachers also practice classroom-based instructional differentiation with the support of an Instructional Assistant. Teachers modify their approach and meet individual learning styles by varying the schedule during the day with a balance between large-group, small group, and independent instruction, as well as by using appropriate tools and resources to adapt instruction for a group of diverse learners.  

Please explore the matrix and curriculum maps below for more detailed information on how each grade addresses these core elementary curriculum subjects.

Downloads

  Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
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Math                                                             Course                                                             Course                                                             Course                                                             Course                                                             Course                                                             Course
Social Studies                                                             Course                                                             Course                                                             Course                                                             Course                                                             Course                                                             Course
Science                                                             Course                                                             Course                                                             Course                                                             Course                                                             Course                                                             Course

Kindergarten Language Arts

What we do

Language Arts:

  • Comprehending setting and main characters in a story
  • Making predictions
  • Recalling beginning, middle, and end
  • Mastering all letters and sounds
  • Mastering consonant blends
  • Mastering vowel blends

 Writing:

  • Writing to label a picture
  • Writing with phonetic spelling
  • Explaining a picture with a word or sentence
  • Using beginning punctuation and capitalization
  • Spelling sight words accurately
  • Writing to tell a story, persuade, and inform

How we do it

Reading:

Our program incorporates whole language and strong phonics instruction to ensure that our students develop a firm reading foundation. We use Houghton Mifflin Into Reading curriculum for sight words and comprehension and Word Wires to build a solid phonics foundation. Word Wires teaches our students to know how their mouth forms sounds as they learn letter sounds as well as teaching tricky phonics rules in a fun way. We also use a structure called Daily Five to give students an opportunity to practice reading books at their level and working in small groups with a teacher. Daily 5 is literacy program in which students work independently in five areas: read to self, read to someone, word work, work on writing, and listen to reading.

Writing:

The Kindergarten students learn to write through the Lucy Calkins program in which students practice writing in three main units: Opinion, Information, and Narrative Writing. The students develop stories about their lives and write “all about books” about something that interests them. They also practice persuasive writing to make the world a better place. Through our Handwriting without Tears program, students also learn letter formation, spacing, punctuation and proper capitalization.

First Grade Language Arts

What we do

  • Recognize problem and solution relationships in text
  • Use inference skills to decipher information in context
  • Interpret information from fiction and nonfiction sources
  • Strengthen and build reading fluency
  • Plan, write, and revise personal narrative stories
  • Strengthen phonetic skills and spelling strategies
  • Practice handwriting skills

How we do it

  • Students gain experience of working independently and in peer groups to develop reading and writing skills.
  • Students select reading materials using the IPICK (Independence, Purpose, Interest, Comprehension, Know the Words) rules.
  • Students learn about various genres of reading literature.
  • They also build reading comprehension skills, vocabulary, and a deeper connection to text.
  • The Houghton Mifflin Into Reading curriculum helps with reading comprehension.
  • The Wired for Reading curriculum helps with phonemic awareness, phonics, and spelling.
  • The Handwriting Without Tears curriculum guides handwriting practice.
  • Students are supported in whole group and one-on-one instruction in order to clearly and effectively express their ideas in writing.
  • Students participate in small-group guided reading circles.

Second Grade Language Arts

What we do

  • Recognize problem and solution relationships in text
  • Use inference skills to decipher information in context
  • Interpret information from fiction and nonfiction sources
  • Strengthen and build fluency
  • Plan, write, and revise personal narratives, informational writing, and persuasive writing
  • Strengthen phonetic skills and spelling strategies 
  • Develop speaking and listening skills

How we do it

Reading:

Daily 5, CAFÉ strategies, Into Reading curiculum, and Accelerated Reader are used to structure the reading block so every student is independently engaged in meaningful literacy tasks.  With guidance, students self- select reading materials at their independent reading level.  Whole group, small group, and individualized instruction are used to support them in progressing to the next level.  Houghton Mifflin reading curriculum, Into Reading, is used to expose students to a variety of texts, genres, comprehension strategies, and decoding skills.

Writers’ Workshop:

Students focus on the three types of writing: 1) to inform 2) to persuade 3) to entertain.  Through the use of writing journals, the Lucy Calkins writing curriculum, and the use of the writing process, students will become stronger writers.  Students are guided to effectively communicate their ideas and express themselves through the various steps of writing including drafting, editing, revising, and publishing

Spelling, Vocabulary Development and Handwriting:

The linguistic-based Wired for Reading and Word Wires program helps structure our spelling and vocabulary curricula and provide differentiated instruction that allows students to practice, strengthen, internalize these skills. Handwriting Without Tears curriculum is used for handwriting mastery. 

Third Grade Language Arts

What we do

Read literary and informational texts closely and analytically to comprehend a range of increasingly complex literary and informational texts:

  • Key Details
  • Central Ideas
  • Word Meanings
  • Reasoning & Evidence
  • Analysis Within or Across Texts
  • Text Structures & Features
  • Language Use 

Produce effective writing for a range of purposes and audiences:

  • Write and revise brief/full narrative texts
  • Write and revise brief/full informational texts
  • Write and revise one or more paragraph opinion pieces
  • Accurately use language and vocabulary in writing
  • Edit appropriate grammar usage, capitalization, punctuation, and spelling
  • Learn proper cursive handwriting techniques and write in cursive fluently

Employ effective speaking and listening skills for a range of purposes and audiences:

  • Followed agreed-upon rules for discussion
  • Engage effectively in a range of collaborative discussions
  • Speak in complete sentences to provide detail or clarification
  • Ask and answer questions about information from a speaker 
  • Create engaging audio recordings of stories or poems
  • Report on a topic or text, tell a story or recount an experience

How we do it

Writers’ Workshop & Writable
Students self-select writing topics in addition to teacher-directed prompts. Students are taught the writing process using partner editors and teacher direction. They are supported by a balance of whole group, small group, and one-to-one instruction that allows individual students to become a more competent writer.

Readers’ Workshop & Into Reading
Daily 5 is used for leveled reading development. Accelerated Reader is used for monitoring the student’s reading level and goals. Into Reading and Thinking Maps are utilized for whole group reading and reading strategy lessons.

Handwriting
Cursive Handwriting is introduced through the ‘Handwriting Without Tears’ series.

Problem Based Learning

Students are posed with a problem where they will need to work collaboratively to combine Language Arts skills and concepts taught in class in combination with 21st-century skills to come up with a solution. 

Fourth Grade Language Arts

What we do

  • Reading comprehension and fluency
  • Vocabulary
  • Spelling
  • Grammar
  • Writing
  • Independent reading
  • Non-fiction and current events
  • Cursive handwriting
  • Classroom presentations of book and research projects

How we do it

Daily 5
Students follow a modified Daily 5 model to do the following:

  • Read to self – Supported by the online Accelerated Reader (AR) program
  • Read with others– AR and Into Reading
  • Word work – Into Reading, supplemented by Wired for Reading
  • Work on writing – Into Reading, supplemented by Units of Study
  • Work with teacher – Students work 1:1 or in small flexible groups with the teacher to work on targeted reading and writing skills using Into Reading

Accelerated Reader
Students are guided in selecting appropriately-leveled books for independent reading. After completing a book, students take a short comprehension quiz on the computer and earn points based on the number of correct answers.

Reader’s Workshop

Our new research- and standards-based curriculum, Into Reading, integrates reading, writing, spelling and grammar. Students work with the teacher in whole class, one-to-one and in small flexible groups to strengthen reading fluency as well as to work on understanding story elements and reading for enjoyment across various genres using authentic literature. The program allows for differentiated instruction to support and challenge diverse learners. Scholastic News magazines are used as a supplement to incorporate additional nonfiction articles and current events.

Writer’s Workshop
The writing program is paired with the Into Reading curriculum. Students write from assigned and self-selected topics. They engage in the writing process, including a rough draft, revising and editing, and publishing. Feedback is provided by other students and one-on-one instruction from the teacher. Specific skills are taught through direct instruction and applied to independent writing. Units of Studies concepts are used to supplement the program.

Handwriting
Students learn and practice cursive handwriting using the Handwriting Without Tears program.

Fifth Grade Language Arts

What we do

Read with sufficient accuracy and fluency to support comprehension.

  • Apply knowledge of phonics and word analysis skills in decoding words
  • Determine the meaning of words and phrases as they are used in text, including figurative language
  • Read grade-level texts with purpose and understanding
  • Use context to confirm or self-correct word recognition and understanding
  • Quote accurately from a text when explaining what the text says explicitly and when drawing inferences
  • Determine the theme of a story, drama, or poem
  • Compare and contrast two or more characters, settings, or events drawing on specific details in the text
  • Describe how a narrator’s point of view influences how events are described
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
  • Write opinion pieces on topics or texts, supporting a point of view with reasons and information
  • Write informative texts to examine a topic and convey ideas and information clearly
  • Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details and clear event sequences
Develop and strengthen writing as needed by planning, revising, editing, and rewriting.
Use technology and the internet to produce and publish writing.
 
Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
  • Follow agreed-upon rules for discussions and carry out assigned roles
  • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others
  • Summarize a written text read aloud or information presented in diverse media and formats including visually and orally
  • Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and descriptive details.
Include multimedia components and visual displays in presentations.

How we do it

  • The Into Reading curriculum provides students with a wide variety of reading experiences in different genres. Students develop reading skills through assignments and written reponses, during classroom discussions, and while working in cooperative learning groups.
  • Accelerated Reader enables students to test their comprehension using short quizzes based on books they have read independently. Teachers use AR information to assess students’ comprehension and guide them to choose appropriate level books.
  • Scholastic News provides students an opportunity to develop higher level thinking and analysis skills while learning about global current events.
  • Waggle, a digital component of the Into Reading curriculum, provides students with skills-based activities and games to make learning grammar skills more engaging.
  • Writable, a digital component of the Into Reading curriculum, connects reading and writing lessons using mentor texts, while giving students the ability to utilize the writing process online.
  • Can-do Cursive provides students with guided practice in cursive writing.
  • Book projects and presentations give students the chance to practice and develop their communication skills.

Kindergarten Math

What we do

  • Number sense
  • Geometry
  • Measurement
  • Addition
  • Subtraction
  • Patterns
  • Graphing
  • Money
  • Time and Calendar

How we do it

The Singapore Math curriculum enables students to learn math concepts through meaningful lessons and hands-on tasks. Students are taught concepts to gain a solid foundation in mathematics. We also incorporate the workshop model for differentiated instruction. 

First Grade Math

What we do

  • Numbers 0 to 10
  • Number Bonds
  • Addition
  • Subtraction
  • Position
  • Numbers to 20
  • Shapes
  • Length
  • Weight
  • Capacity
  • Comparing Numbers
  • Graphs
  • Numbers to 40
  • Multiplication
  • Division
  • Halves and Fourths
  • Time
  • Numbers to 100
  • Money

How we do it

  • We use Singapore Math for whole group and small group instruction.
  • Students explore with math games as a math enrichment tool.

Second Grade Math

What we do

  • Numbers to 1000
  • Addition and Subtraction
  • Length
  • Weight
  • Multiplication and Division
  • Money
  • Fractions
  • Time
  • Capacity
  • Tables and graphs
  • Geometry 

How we do it

  • Singapore Math is used for whole group and small group instruction. The structure of the approach begins from concrete, to pictorial, and lastly abstract; enabling students to deeply understand mathematical concepts.
  • Student frequently work with manipulatives or draw models in order to deepen their understanding of mathematical concepts and to help them solve complex problems. 
  • IXL Math and Sprints are used to reinforce and practice basic facts and mental math.
  • Math games and Early Finish Packets are used as enrichment tools.

Third Grade Math

What We Do

  • Numbers to 10,000, Addition and Subtraction, Multiplication, Division, Graphs and Tables
  • Multiplying and Dividing with 6,7,8,9, Fractions, Measurement, Geometry, Area and Perimeter, Time, Money

How We Do It

  • Dimensions Math is used for whole group and small group instruction. It blends problem solving and deeper level mathematical thinking to support growth and development of concepts.
  • IXL Math and math sprints are used to reinforce and practice basic facts.
  • Students are encouraged to solve challenging word problems and to develop their critical thinking and problem solving skills.
  • Manipulatives are used to problem solve and model thinking.
  • Group tasks are used to encourage collaborative problem solving and use of mathematical language.
  • Math games are used as an enrichment tool.

Fourth Grade Math

What we do

  • Numbers to One Million
  • Addition and Subtraction
  • Multiples and Factors
  • Multiplication
  • Division
  • Fractions
  • Adding and Subtracting Fractions
  • Multiplying a fraction and a whole number
  • Measurement
  • Area and Perimeter
  • Decimals
  • Addition and Subtraction of Decimals
  • Multiplication and Division of Decimals
  • Line Graphs and Line Plots
  • Angles
  • Lines and Shapes
  • Properties of Cuboids

How we do it

  • Lessons mostly start with a problem to think, setting a stage for discussion. Students use the strategies that they know or taught and manipulatives to solve the problem and model thinking.
  • Students are encouraged to solve challenging word problems and to develop their critical thinking skills.
  • Individual and group tasks are used.
  • Use of math language is encouraged.
  • IXL Math and math sprints are used to reinforce and practice basic facts.
  • Math games are also used for engaging the students in learning.

Fifth Grade Math

What we do

  • Unit 1: Whole Numbers
  • Unit 2: Writing and Evaluating Expressions
  • Unit 3: Multiplication and Division
  • Unit 4: Addition and Subtraction of Fractions
  • Unit 5: Multiplication of Fractions
  • Unit 6: Division of Fractions
  • Unit 7: Measurement
  • Unit 8: Volume of Solid Figures
  • Unit 9: Decimals
  • Unit 10: The Four Operations of Decimals
  • Unit 11: Geometry
  • Unit 12: Data Analysis and Graphs
  • Unit 13: Ratio
  • Unit 14: Rate
  • Unit 15: Percentage

How we do it 

  • Singapore Math is used for whole group and small group instruction. It blends problem solving and deeper level mathematical thinking to support growth and development of concepts.
  • IXL Math and math sprints are used to reinforce and practice basic facts.
  • Students are encouraged to solve challenging word problems and to develop their critical thinking and problem solving skills.
  • Math games are used as an enrichment tool.
  • Math projects are assigned to promote student engagement and application of concepts learned in class.

Kindergarten Social Studies

What we do

• Social Studies Alive! Me and My World - Who am I? What is a family?
• Social Studies Alive! - How do I get along with others? How do I make friends? 
• Since Time Immemorial - Tribal Lands and Tribes
• Social Studies Alive! - How do I solve problems with others? 
• Social Studies Alive! - How do people live around the world?
• Country/Region of Study TBD 
• Social Studies Alive! - How can I be a good helper at school? What is in my neighborhood? 
• Social Studies Alive! - Where am I in the world? What do people need and want? How can I help take care of the world? 

How we do it

The Kindergarten students participate in their first school Cultural Fair by studying about a specific country or region. The children learn about the world around them through the Teachers’ Curriculum Institute (TCI) Social Studies Alive! program and incorporate OSPI’s Since Time Immemorial curriculum, designed by 20 local tribes. We incorporate field trips to give students real world experiences with what we have learned in class.

First Grade Social Studies

What we do

  • The Rights and Responsibilities of Citizenship
  • Life Today and Long Ago 
  • Cultural Literacy: One Nation, Many People 

How we do it

  • Students gain hands-on experience through each TCI (Teachers’ Curriculum Institute) Social Studies Alive! My School and Family unit.  
  • They work cooperatively to solve problems and gain a real world perspective.

Second Grade Social Studies

What we do 

  • Mapping skills
  • Our Community
    • What makes a community?
    • How are communities alike and different?
  • Economics
    • How do people use our environment?
    • How are goods made and brought to us?
    • Who provides services in a community?
    • How can I be a smart consumer?
  • Families Today and in the Past
    • How do communities change?
    • Bellevue Then and Now
  • Government Institutions and Practices
    • How do leaders help their communities?
    • What does a good citizen do?
    • What do communities share?
    • Landmarks of Citizenship

How we do it

Social Studies Alive: My Community (Teachers’ Curriculum Institute)

  • Field trips allow opportunities to explore the history of the local area, including Pioneer Farm Museum and Cedar River Watershed Education Center.
  • Resources from the Eastside Heritage Center specific to Bellevue and the Eastside provide opportunities for researching our community’s history.

Third Grade Social Studies

What we do

  • Maps and Globes
  • Ideals and Principles of the United States
  • Economic Systems
  • North America
  • Human Interaction with the Environment
  • Country Study/Cultural Fair
  • Culture and History

How we do it

  • Liturature
  • TCI Social Studies Alive! Our Community and Beyond
  • Class discussions
  • Projects and Presentations
  • Field Trips
  • Question text during reading and listening
  • Use simple note-taking strategies
  • Interpret or explain main idea and support with evidence

Fourth Grade Social Studies

Chestnut Hill Academy’s social studies curriculum prepares students to be informed, responsible and contributing citizens to our society. Our students are instilled with respect for the rights and beliefs of others in this diverse world through the study of Washington State history, geography, economics, political science, cultures, government, and also current events students examine cultural and historical events from a global perspective.

What we learn

  • WA State History throughout the year
  • Early Pacific Northwest People
  • Dr. Martin Luther King Jr.
  • Lewis & Clark Simulation
  • Oregon Trail
  • Immigration & Settlement
  • Washington State Civics
  • Economics of Our Region (with Junior Achievement)
  • Holidays and traditional celebrations of our diverse community members

How we do it

  • Use the textbook Washington: Our Home to learn about state history, exploration and settlement, government, industry, and geography.
  • Incorporate OSPI’s Since Time Immemorial curriculum, designed by 20 local tribes, to support the teaching of tribal sovereignty, tribal history, and current tribal issues
  • Participate in a Lewis and Clark simulation activity to gain greater understanding of the challenges faced by the Corps of Discovery as well as consider the perspective of the Native People they met along the way.
  • Conduct an in-depth investigation into a culture. Students move past a surface-level understanding as they explore a self-selected research question touching on history, handicrafts, food, clothing, spiritual beliefs, language, transportation, social roles, and more. Examples from last year include a project on coastal tribes’ traditional whaling practices and an in-depth look the Lushootseed, a native language of the Puget Sound.

Fifth Grade Social Studies

What we do

Students study history, economics, geography, and civics from time immemorial to 17991: the development of indigenous societies in North America (time immemorial -1791; encounter, colonization, and devastation (1492-1763; Revolution and the Constitution (1763-1791).

  • Analyze how peple from various cultural groups have shaped the history of the United States
  • Analyze costs and benefits of decisions colonists made to meet their needs and wants
  • Construct and use maps to show and analyze information about the thirteen colonies
  • Understand the physical and cultural characteristics of the thirteen colonies
  • Analyze mulitple perspectives and interpretations of historical events in U.S. history
  • Understand cause/effect relationships in U.S. history
  • Understand the impact of the British government on the economy of the thirteen colonies
  • Understand the key ideas of liberty and patriotism as outlined in the Declaration of Independence, the U.S. Constitution, and other documents
  • Understand the function of the U.S. government
  • Evaluate how a public issue is related to constitutional rights and the common good
  • Understand that civic participation involves being informed about how public issues are related to rights and responsibilities
Students learn about their own cultural history and then present what they’ve learned during a Cultural Fair.
Students learn about our nation’s capital, Washington D.C. and may have an opportunity to go there in the spring.

How we do it

  • The Since Time Immemorial curriculum honors local Native American tribes and teaches students about their contributions both historically and currently.
  • The TCi Social Studies Alive!: America’s Past text enables students to read about and analyze historical events.
  • Students study subject-specific vocabulary.
  • Students create projects to demostrate their learning.
  • Students participate in Act-It-Out scenarios to learn about different people’s points-of-view related to events in history.
  • Students conduct research projects and write reports
  • Students work in collaborative groups to solve problems and present learning.
  • Students participate in large and small group discussions about historical and current events.
  • Students conduct family interviews and research their own culture.

Kindergarten Science

What we do

  • Animals, Plants and Their Environment
  • Weather and Climate
  • Engineering
  • Pushes and Pulls 

How we do it

We use science kits to engage students in exciting hands-on science activities such as making wind flags and building “rollercoasters.” We also use the Engineering is Elementary program from the Boston Museum of Science to practice the engineering design cycle, and build bridges and sailboats in the process. Students practice using tools to make measurements and record data. We incorporate field trips to give students real world experience with what we have learned in class.

First Grade Science

What we do

• Inheritance 
• Light and Sound
• Best of Bugs: Designing Hand Pollinators
• Astronomy

How we do it

• Students utilize observe seeds and create aquariums and terrariums to learn about living things.
• Students experiment with different materials that create light and sound waves.
• Students learn about the various components of the Earth, Solar System and other celestial objects.

Second Grade Science

What we do

  • Processes that Shape the Earth: Where Does Our Water Come From?
  • A Sticky Situation: Earth Materials Engineering Kit (EiE)
  • Structures and Properties of Matter: Ice Cream 
  • Interdependent Relationships in Ecosystems: Apples to Apples 
  • Thinking Inside the Box: Designing Plant Packages  (EiE)
  • Engineering Design Process 
  • Invention Convention 
  • Habitats 
How we do it
  • Scientific understanding is integrated with engineering using Engineering is Elementary Curriculum from Boston’s Museum of Science. Hands-on engineering kits are used to make observations, construct explanations, and design solutions. 
  • Hands-on science kits teach physical, life and earth sciences through inquiry. 
  • Content is enhanced through field trips and journals. 
  • Harcourt Science curriculum is used for vocabulary and reference.

Third Grade Science

What we do

  • Motion and Stability: Forces
  • Ecosystems: Interactions, Energy, and Dynamics
  • From Molecules to Organisms: Structure and Processes
  • Heredity: Inheritance and Variation of Traits
  • Biological Evolution: Unity and Diversity
  • Earth Systems: Climate and Weather
  • Earth and Human Activity
  • Engineering Design

How we do it

  • Highline kits
  • Mystery Science
  • Lab investigations
  • Science notebooks
  • Engineering is Elementary Kits
  • Technology integration

Fourth Grade Science

What we learn

  • Engineering Design Process
  • Energy and Natural Resources
  • Sound Waves
  • Changes to the Earth’s Surface
  • Structures and Functions of Plants and Animals
  • Information Processing

How we do it

  • Engineering is Elementary: hands-on investigations using the Engineering Design Process.
  • Learning through exploration: students perform a variety of hands-on investigations that allow them to experience phenomena
  • Mystery Science: Engaging content well-suited for remote learners
  • Content is enhanced with visits by subject-matter experts and multi-media projects.
  • NGSS-based instruction: Authentic activities aligned to content standards and application-based assessments

Fifth Grade Science

What we do

  • Science Methods and Measurement
  • Engineering and Problem Solving
  • The Solar System and the Universe
  • STEM project: Aerospace: Designing Parachutes
  • Energy and Ecosystems
  • Natural Resources
  • STEM project: Ecosystems: Cleaning an Oil Spill
  • Structure and Properties of Matter
  • Chemical Reactions
  • STEM project: Ocean: Designing Submarines 

 

How we do it

  • Students learn investigation and inquiry skills, science methods, and the engineering design process.
  • Students perform a variety of hands-on investigations that complement content.
  • Content is enhanced with field trips and projects.
  • Students use the Engineering is Elementary curriculum from Boston’s Museum of Science to design, test, and improve solutions to engineering problems.
  • Students use a Science Journal throughout the year to set up investigations, record data, and answer comprehension questions.