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Primary Years Program
Learning Outcomes for Grade Five
TABLE of CONTENTS
Language Outcomes Pages 1-3
Social Sciences Outcomes
Visual Art Outcomes
Physical Education Outcomes
For an overview of subjects and approaches to learning. jargon and technical language Knows the defining characteristics of a variety of genres WRITING Ideas/Content • • Generates ideas independently using a variety of strategies Presents original ideas Page 1 . use. monitor.GRADE FIVE: Learning Outcomes for Language This document contains subject-specific outcomes for Grade Five. and application of information Can select key information and ignore irrelevant material Can identify and integrate layers of facts and concepts within a text Can compare and contrast different point of view Makes and substantiates predictions based on complex text Recognizes specific language forms such as figurative language. please see the Primary Years Program Overview. rereads and reads on automatically On text level • • • • Is able to select. and can analyze the cultural beliefs underpinning texts Can apply understanding of text structure to the acquisition. articulating problems and formulating relevant questions Can draw on literary and cultural repertoires to construct meanings n order to compare the perceived world view of an author with own Can recognize texts as cultural constructs. and reflect on appropriate strategies for different reading purposes Develops an awareness of literary techniques and structures Recognizes the author and illustrator and uses book structure to select appropriate material Can formulate and apply research strategies Fluency • Reads orally with fluency and expression. organization. demonstrating awareness of punctuation Comprehension Literal • • • • • • • Critical • • • Is able to interrogate texts. READING Strategies/Skills On word level • Reads and interprets a variety of new complex words by using appropriate word identification strategies On sentence level • Self corrects.
GRADE FIVE: Learning Outcomes for Language • • • Has a focused topic Uses interesting and important details to support topic Conducts research effectively Organization/Purpose • • • • Uses the Writing Process independently Communicates fluently and effectively using a range of text forms across all content areas Writes a number of short structures paragraphs with topic sentences and supporting details Makes simple notes which identify main ideas. imaginative and appropriate reflecting content and audience Language is used precisely and effectively. including layout. attempts to paraphrase and summarize Vocabulary • • • • Style • • • Writes to elicit a variety of emotions in the audience Writes from another perspective Writing flows easily Vocabulary choices are varied. spelling. capitalization and punctuation with increased independence Grammar • • • Applies grammar rules independently Uses different types of sentences appropriately Identifies the main parts of speech and their function (subject/predicate) Capitalization • Uses appropriate conventions . competently Punctuation • Uses appropriate punctuation competently Page 2 . etc) Uses appropriate resources to check spelling Edits for grammar. conveying intended meaning Uses reference books to access new vocabulary to be applied in multiple contexts independently Develops words relationships Writing Mechanics • Spelling • • • • Shows increased spelling accuracy of content words Applies advanced spelling rules Uses common patterns and word relationships (root words.
g. acknowledge different opinions) Discusses ways in which oral language can include or exclude the values and beliefs of particular audiences Selects techniques designed to impact or influence a particular audience (e.g. invites others to have a speaking turn) Responds to spoken language using common school and social conventions (e. eye contact. confirms information) Page 3 .g.g. proximity) Plans and selects appropriate strategies when speaking (e. uses anecdotes and data to influence an audience) Plans and selects appropriate strategies when listening (e.g.GRADE FIVE: Learning Outcomes for Language Handwriting • • Presents writing legibly and fluently Is able to use appropriate font and font size in word processing ORAL LANGUAGE Use of Oral Information • • • • • Processes ideas and information from a rage of classroom texts dealing with challenging ideas and issues Interacts with peers in structured situations to discuss familiar or accessible subjects Listens to a range of sustained oral language sources on challenging ideas. records important ideas) Uses strategies to improve listening in challenging contexts (e. takes turns in conversations) Strategies for Oral Language • • • • • Selects and applies appropriate strategies for monitoring and adjusting communication Monitors and reflects on spoken language drawing on knowledge of differences in nonverbal behaviors (e. humor) Mechanics of Oral language • • • • • Recognizes and controls most language structures and features appropriate to the purpose in informal and some formal situations (e. facial expression. can express and justify own opinion succinctly. builds on the ideas of others to achieve group goals. irony.g.g.g. noting key ideas and information Uses language features for effect in unplanned oral language situations Shows critical awareness of audience and purpose when using English/target language in different contexts Contextual understanding • • • • Makes adjustments in speaking and listening to suit specific purposes and audiences Includes relevant and appropriate information to orient their listeners (e.g. clarification. can rephrase others’ contributions to group discussions) Experiments with some language structures and features that enable speakers to influence audiences Selects vocabulary to impact on target audience Adjusts speaking and listening behaviors appropriate to the purpose and situation when interacting (e.
write and model improper fractions and mixed numbers Find equivalent fractions with related denominators Round whole numbers to the nearest 100 thousand Round decimals to the nearest whole and tenth Students will understand the meanings of operations and how they relate to one another as well as compute fluently and make reasonable estimates.00 Page 4 . write and model addition and subtraction of decimals to thousandths Solve a problem with fractions or decimals Estimate sums and differences and determine reasonableness with fractions and decimals MEASUREMENT Students will understand measurable attributes of objects and the units. numerals and expanded notation Read.GRADE FIVE: Learning Outcomes for Math This document contains subject-specific outcomes for Grade Five. • • • • • • • • • • Solve a variety of problems using measurement skills Estimate. commutative and associative properties of addition and multiplication Multiply three-digit numbers by two-digit numbers Divide four-digit dividends by two-digit divisors Express remainders as fractions and decimals to hundredths Find equivalent fractions in order to add and subtract unlike fractions and mixed numbers with and without regrouping Reduce fraction sums and differences to lowest terms Multiply fractions with like and unlike denominators Read. and capacity using the appropriate tool/unit to the nearest . NUMBER AND OPERATIONS Students will explore the different number systems and study the relationships among them. systems and processes of measurement. measure and record in standard units of length. compare. please see the Primary Years Program Overview. • • • • • • • • • • Use the distributive. • • • • • • • • • • • Compare the base-ten system with non-zero systems Read and represent numbers. using place value and the base 10 system. weight. but related denominators Read.00 Calculate change from $100. weight.5 unit Convert units of length. and capacity within a system of measurement Compare benchmark temperatures in Fahrenheit and Celsius Use the formula “side + side + side+…” to find the perimeter of a polygon Use the formula of “length x weight” to find the area of a rectangle Find the area of a triangle using the relationship between rectangles and triangles Determine elapsed time in quarter hour intervals. write and represent fractions of a region and a set with denominators up to 12 Compare and order fractions with unlike. Determine times worldwide Make and record change from $20. to one billion and to thousandths Count. For an overview of subjects and approaches to learning. and order numbers to one billion and to thousandths Construct and deconstruct numbers to one billion and to thousandths Write numbers to one billion in words.
record and interpret data Students will select and use appropriate statistical methods to analyze data. mean. bars. • • Represent probability with: decimals. products. ratios Determine the theoretical probability of an event and explain why it might differ from experimental probability ALGEBRA Students will investigate and analyze patterns. and explain: range. • • • Describe and make generalizations and predictions about complex repeating and growing numeric patterns Translate patterns from tables to graphs and draw conclusions about the patterns Identify the function for a given complex numerical pattern Students will analyze mathematical situations and structures using algebraic symbols. describe. median. median. mode Students will understand and apply basic concepts of probability. dividends. • • Identify trends and patterns and make predictions based on given data Propose and justify conclusions based on: range. • • • Describe and compare data from: tables. organize. mean. subtraction. mode Select an appropriate type of graph for a given data set Students will develop and evaluate inferences and prediction that are based on data. quotients Complete number sentences to demonstrate equality between operations: _x(_-_)=(_-_)+_ Use the relationships among addition. percents. • • Organize and display data using: tables. • • • • Use the commutative property. line graphs Design a survey and systematically collect. multiplication and division to solve problems Page 5 . tools and formulas to determine measurements. • • Choose an appropriate tool and unit to measure a specific attribute Choose an appropriate formula to calculate the perimeter and area of polygons DATA ANALYSIS AND PROBABILITY Students will formulate questions that can be addressed with data and collect. organize and display relevant data to answer them.GRADE FIVE: Learning Outcomes for Math Students will apply appropriate techniques. line graphs. relations and functions. graphs. circle graphs Find. divisors. distributive and associative properties to find unknowns Find unknown quantities in: factors.
model. right Students will specify locations and describe spatial relationships using coordinate geometry and other representational systems. • Describe locations and distances in the first quadrant using ordered pairs Students will apply transformations and use symmetry to analyze mathematical situations. model. sort. and classify polygons by parallel and perpendicular sides Classify. rotational. and describe all triangles by interior angles as isosceles. and equilateral Identify and measure types of angles as: obtuse. • • Identify and demonstrate forms of symmetry: reflection. and classify polygons by total degrees of interior angles Describe. • • • • Describe. glide symmetry Model volume of cubes and rectangular prisms using cubes as units Page 6 . acute.GRADE FIVE: Learning Outcomes for Math GEOMETRY Students will analyze characteristics and properties of two and three dimensional geometric shapes and develop mathematical arguments about geometric relationships. scalene.
and its perspectives in shaping an event Identify the main idea of a more complex text Identify the sequence of events and their relation to one another List the causes that lead to an event Methods of Inquiry Historical Methods: Students will interpret and use data from multimedia resources • • • • • • • Identify the main idea and supporting details in a text Provide personal reflection to information in a text Use photographs/paintings/artifacts to hypothesize about lifestyles and beliefs Formulate questions to conduct research Locate/select appropriate resource to find information to research questions Compose responses to research/inquiry questions using more than one source List works cited GEOGRAPHY Five Themes of Geography Page 7 . Identify the setting. For an overview of subjects and approaches to learning. HISTORY Perspectives and Interpretation Students will be able to identify different perspectives and interpretations in fiction and non-fiction texts. • • • • • Distinguish between fact and opinion Identify how character traits influence actions and decisions Describe how setting (time and place) influence decisions and actions Tell stories from the point of view of more than one character Suggest alternative scenarios created by different courses of action taken by characters Chronological Thinking Students will be able to place events in appropriate time frames.GRADE FIVE: Learning Outcomes for Social Sciences This document contains subject-specific outcomes for Grade Five. Students will be able to sequence events in order to develop a sense of chronology • • Define a year/decade/century Order events in sequence over years/decade/century Interconnectedness Students will understand factors that shape events • • • • • Identify the main characters and the role they play in shaping an event. please see the Primary Years Program Overview. its values.
plateau. delta Compare and contrast the climate/vegetation of the following regions: desert. regional. place. PLACE Students will apply understanding of place to local. • • • Give examples of changes in the environment brought about naturally or by man Explain the need to recycle materials List actions that can be taken to revitalize the environment Methods of Inquiry Students will use appropriate primary and secondary resources to acquire. • • • • Locate places on a map using a grid Give examples of countries belong to specific continents Identify political divisions within countries Identify equator and describes places as been north and south of the equator. and global issues. regional. regional. parts of a river: mouth. rainforest. source. peninsula. bay/gulf. and global issues • Give simple reasons why goods move HUMAN/ENVIRONMENTAL INTERACTION Students will apply understanding of human/environmental interactions to local. and global issues. • • • Distinguish between political and physical map Use legend to interpret physical map Construct physical and political maps to display selected information using : legend legend compass rose title Page 8 . regional. polar regions MOVEMENT Students will apply understanding of movement to local. grasslands.GRADE FIVE: Learning Outcomes for Social Sciences LOCATION Students will apply understanding of location to local. and human/environmental interactions to identify actions for sustainable development in local. movement. and global areas. DISPLAY AND INTERPRET information. • • Define and give examples of the following: valley. and global issues • • Explain how humans have altered their environment Define the following terms related to ecosystems: natural resources finite and infinite resources constructed and human made features simple and complex technology SUSTAINABLE DEVELOPMENT Students will apply understanding of location. regional.
perspective. and responsibility based on geographic phenomenon Include specific vocabulary to formulate questions Students will understand theoretical frameworks • Give simple explanations for geographic phenomenon Students will interpret and apply data • • • Construct simple template to collect data Construct simple bar/line/pie graphs Use graphs to make simple interpretations Geographical Patterns & Processes Students will understand various geographical processes physical and human geography Students will recognize various patterns in physical and human geography • Explain how vegetation affects human settlement Page 9 .GRADE FIVE: Learning Outcomes for Social Sciences • • • Construct maps to mark: countries physical features of a region Interpret aerial/space photographs to identify physical and human features Construct and explains simple graphs Students will ask geographical questions • • Ask questions about connections.
• • Formulate questions about objects. seed dispersal and germination Use simple food chains to show feeding relationships in a habitat Recognize that almost all food chains start with a green plant Page 10 . nutrition reproduction and death Explain that humans and some other animals have skeletons and muscles to support and protect their bodies and also to help them to move. Students will describe and appreciate how the natural and constructed world is made up of systems and how interactions take place within and among these systems.GRADE FIVE: Learning Outcomes for Science This document contains subject-specific outcomes for Grade Five. and that water and minerals are taken in through the root and transported through the stem to other parts of the plant State the parts of the flower and explain their role in the life cycle of flowering plants including pollination. Identify the role of the leaf in producing new material for growth Explain how the root anchors the plant. please see the Primary Years Program Overview. seed formation. Students will recognize levels of organization and order. functions and patterns within the natural and constructed world. Students will recognize their misconceptions in science and the origin of these misconceptions. • Outline the solar system and identify the sun as a star SCIENCE AS INQUIRY Students will carry out age-appropriate scientific inquiry. For an overview of subjects and approaches to learning. Unifying Science Concepts and Processes Students will describe and appreciate the similarity and diversity of forms. Life Processes and Living Things Students will recognize and understand characteristics and processes of living things and their interactions with the environment. • • • • • Incorporate the concept of a "fair test" into the design of their experiments Communicate the results of their observations in different formats including oral presentations and writing Weigh the relative strength or reliability of data used to construct explanations Begin using the concept of scientific evidence Make sensible predictions based on scientific knowledge about the possible outcomes of investigations Students will continue using the cognitive and affective skills necessary to become an effective scientist. Recognize that the human body is composed of different systems that interact to help the body work effectively. organisms and events in their environment that can be answered by their own observations and investigations combined with scientific information from reliable sources Start developing the skills to critique and analyze their and others' investigative work and results. • • • • • • • • Show that life processes common to plants include growth.
Demonstrate community responsibility through a group project related to the environment. texture and permeability State that some materials are better electrical conductors than others Physical Processes Students will develop an understanding of physical phenomena. Show a switch can be used to break a circuit Recognize that electrical circuits require a complete loop through which an electrical current can pass. and the forces of attraction between magnets and magnetic materials Recognize that objects are pulled downwards due to gravitational attraction between them and the Earth Explore how to change the pitch and volume of sounds produced by some vibrating objects Demonstrate that vibrations from sound sources require a medium through which to travel to the ear Describe how the position of the sun appears to change during the day and how shadows change as this happens Describe how day and night are related to the spin of the Earth on its own axis Science and Society Students will appreciate the history of science and recognize that science is a human endeavor. including appearance. Investigate the forces of attraction and repulsion between magnets . • Describe how early man used tools and simple machines for survival. • • • • • • • • • • Recall the wide range of everyday appliances that use electricity Construct simple circuits involving batteries or a power supply. bulbs.GRADE FIVE: Learning Outcomes for Science Materials and Their Properties Students will develop an understanding of the properties of matter and the changes in these properties. on the environment. • • Describe and classify rocks and soils on the basis of their characteristics. positive and negative. Page 11 . wires. switches and other components to make electrical devices work. • • Identify the extent of human impact. Students will recognize the need to interact responsibly with the world around us. the relationships between physical quantities and their transformations.
application. • • • • • • Know the natures and functions of a variety of tools. processes and materials (comprehension) Demonstrate knowledge and uses of tools. and predict outcomes and consequences (comprehension) Use acquired knowledge to solve problems (application) Analyze their solutions to see what necessary adaptations and change are needed to make work successful (analysis) Modify original plan to move it to the next level (synthesis) Reflect on whether their plans have worked (evaluation) Students will be able to manipulate materials and employ a variety of processes in making art. • • • • • Identify elements and principles of design. when problem solving. • Students will: Identify art works as being from different times or cultures (knowledge) Page 12 .GRADE FIVE: Learning Outcomes for Visual Art This document contains subject-specific outcomes for Grade Five. summarize issues. processes and materials (knowledge) Appreciate and distinguish among the functions and characteristics of tools. knowledge and concepts to new work (synthesis) Critique own and others' work. applications and materials based on their reflection of what they have learned (synthesis) Compare and contrast elements from works of differing quality (evaluation) Students will be aware of art history and of the role of art in culture. For an overview of subjects and approaches to learning. and develop an awareness of standards of appraisal (comprehension) Explain how. to use familiar tools. processes and materials (evaluation) Aesthetic Awareness Students will show critical judgment of their own and others’ work. processes and materials (application) Select and use appropriate tools. and materials within their own and others' works (knowledge) Make sense of and interpret how those principles work in different pieces. shape. Produce work based on accumulated knowledge and understanding of principles of design. processes and materials (analysis) Demonstrate ability. etc. if they were to do a piece again. • • • • • • Identify problems to be solved (knowledge) Consider solutions. they would do it (application). (evaluation) Students will be able to solve problems associated with their work. (knowledge) Apply their knowledge by making art work using principles of design (application) Analyze and convey principles of design in their own and others' work (analysis) Apply previously mastered skills. processes and materials in new ways (synthesis) Discriminate among appropriate tools. Making Art Students will appreciate and recognize principles of design. • • • • • Identify elements of design such as line. please see the Primary Years Program Overview.
(comprehension) Show willingness to expand options beyond initial ideas (application) Analyze how attitudes. experience. • • • • • As a practitioner. risk taking. • • • • • Identify knowledge that comes from other disciplines in their work (knowledge) Recognize the legitimacy of using information from other disciplines to develop or inform their work (comprehension) Apply knowledge from other areas in their work (application) Infer the presence of and recognize connections and influences from other disciplines on their work (analysis) Incorporate information or skills from other disciplines in planning for their work (synthesis) Page 13 .GRADE FIVE: Learning Outcomes for Visual Art Art Approaches Students will appreciate the importance and impact of their own and others’ attitudes to art. interests and cultural context have an impact on how they see things and carry out their work (analysis) Incorporate and extend awareness of their attitudes in subsequent works (synthesis) Art & the Other Disciplines Students will be able to make connections across disciplines. etc. know who they are and what attitudes they bring to their work (knowledge) Recognize which attitudes are required of a student of art: qualities such as openness. selfawareness.
and responding to the conductor's cues. low la. notes included in the C. ti. slow/fast/moderate. • • • Identify by genre or style aural examples of music from various historical periods and cultures. Sing from memory songs of diverse cultures. high mi. sol. including echo songs. la.GRADE FIVE: Learning Outcomes for Music This document contains subject-specific outcomes for Grade Five. dynamics and respond to the conductor's cues. • • • • • • Read new rhythms: syncopation with sixteenth & eighth notes. on movable-do staff (F. diminuendo. rondo. G. Students will listen to and analyze music. chorus/verse. F) and ostinati. Play or sing in groups. Sing songs in major and minor keys in tune with accurate rhythms. please see the Primary Years Program Overview. dynamics and phrasing. Play melodic. Performing/Literacy Students will perform a varied repertoire of music. • • • • • • • • Sing alone. rhythmic and chordal patterns (in C. measures. breathing. alone and with others. blending timbres. rondo. Page 14 . 2/4. partner songs and rounds and sing in two parts. re. soft/loud/medium. Respond through movement to music of various tempos. Discuss simple forms: AB. Read high do. a varied repertoire of music with appropriate timbre. with expression of tempo. call and response songs. G. Students will understand the elements of music. short/long. For an overview of subjects and approaches to learning. C). and repeat sign). on pitched percussion instruments. ternary. Perform independent instrumental parts while other students sing or play contrasting parts. high re. Play rhythmic patterns and ostinati on non-pitched percussion instruments. rhythm and pitch. Use standard symbols to notate meter – 4/4. Read rhythmic and melodic patterns in the treble clef. Describe distinguishing characteristics of some music genres and styles from a variety of cultures. sixteenth rest. Play. • • Use vocabulary to describe instruments and music of various genres and styles. • • Describe elements of music: high/low/medium. diction and posture. and articulation and interpret them correctly when performing. Read simple rhythmic and melodic patterns in the bass clef. do. 3/4. Students will read and notate music. mi. (de)crescendo. Identify and define notation symbols for dynamics. tempo. fa. F and G Major scales on recorder with appropriate posture. dynamics. Describe forms: binary. appropriate to their level. historical and social perspectives. 6/8 (bar lines. low sol. genres and styles to express what they hear. Aesthetic Awareness Students will understand music from cultural. embouchure. and with others.
f. mf. Compose short pieces within specific guidelines. Creative Expression & Production Organizing sounds through composition and arrangement. using specified guidelines. slow/fast/moderate. ff. • • Improvise rhythmic and melodic accompaniments on pitched and unpitched instruments. staccato. such as: high/low/medium. p. Improvise "answers" in same styles to given rhythmic and melodic phrases. pp. Page 15 . Identify the sounds of a variety of orchestral instruments and voices.GRADE FIVE: Learning Outcomes for Music • • • Discuss different musical styles using appropriate terms. legato. Describe the elements of music while listening to music from varied sources. mp.
Students will understand their role and responsibilities as a participant. which enrich expression and interpretation during dramatic activities. as an audience member or as a performer. tales. plays. Appreciation of Drama Students will approach drama with a disciplined focus. for example as an audience member or respecting the personal space of others. Talk about how they feel when they create and share their work. plays. etc. Discuss the differences and similitude in a variety of performance “modes” (plays. pictures.). dance.GRADE FIVE: Learning Outcomes for Drama This document contains subject-specific outcomes for Grade Five.). for example. film. • • Understand and maintain appropriate behaviors in drama. Listen with interest and an appreciation of differences in style to tales and legends presented in a variety of story telling modes (with a book. Make connection on story lines and themes in various stories. Recognize connections between the performances of a number of cultures. Students will understand the position of drama and theatre in a global world. orally. Compare and discuss the effectiveness of tales and legends presented in a variety of story telling modes (with a book. Recognize varying cultural perspectives and how they are expressed through drama. ballets. Be exposed to stories and plays from other time and places. play or short film. • • • • • Begin to understand appropriate behaviors in drama. working as part of a team. film. respecting the needs of others. Listen with increasing concentration and focus. and legends (comparative literature). • • • • • • • Experience live performances. Explain and appreciate some of the varied careers within the performing arts. positive criticism. puppetry. people. Discuss performing art experiences. etc. character. etc. Understanding & Interpreting Drama Students will be able to recognize the varied components of drama and dramatic literature. Encourage their peers through applause. video. setting).). puppetry. video. For an overview of subjects and approaches to learning. • • • Increasingly develop heightened sensory responses to stimuli (music. Page 16 . please see the Primary Years Program Overview. Display an awareness of stories and theatrical conventions from others' cultures. Students will be able to deconstruct text/story in order to create personal interpretation. concerts). environment. sequences. • • Recall significant aspects of a story (plot. Tell the teacher or group about their favorite and least favorite part of a story. orally. praise and encouragement. dance. Students will compare and contrast drama with connecting art forms.
• • • • • • • • Retell stories using their own words. original dialogue among other dramatic service. raps. Tell created story. Offer alternative endings to stories or legends. Re-tell stories using pantomime. Performing Students will apply knowledge of drama through performance. scripts. Re-tell stories as an event including personal details. Offer alternative endings to stories or legends. Risk guessing part not yet told and/or predict outcomes. plays. Create original stories. Use face and body to create movements of imagined characters. explanations and journal as part of their dramatic work. Use face and body to interpret characters created by others. etc. Start and stop a motion or facial expression clearly. smile. original dialogue. Use body and voice to express an imagined sensory experience. Respond to specific directions to: stand. tone and expression. Page 17 . Respond as character to events of the situation. Write poetry. Dramatize original or others' stories and dramatic pieces. • • • • • • • • Storytelling & Play Creating Students will re-tell or create stories. style. songs.GRADE FIVE: Learning Outcomes for Drama • Use face and body to express interpretations of: Poems Songs Stories Dramatic pieces Use faces / body / voice / words to interpret characters created by others. narration. Use voice to interpret characters created by others. Repeat motion sequences. Risk guessing part not yet told and/or predicts outcomes. Offer alternative ending to stories or legends. Create original stories. sit. • • • • • • • • Use voices to create imagined characters. frown. Keep still when required. style. freeze. stories. Respond as character towards other characters. tone and expression. Use body and voice to express an imagined sensory experience. Change face and body to correspond to a variety of recognizable emotions. Re-tell stories as an event including personal details. among other dramatic devices. jump. • • • • • • • • Use body to communicate expressly: Imitate physical motions and facial expressions. Students will create plays or adapt existing texts/stories. Risk guessing part not yet told and/or predict outcomes. Risk guessing part not yet told and/or predict outcomes. narration. Respond as character to the setting. Dramatize stories using pantomime.
-Respond as characters to events of the situation. Page 18 . Use voice to express interpretations of: Poems. Respond to directions to modulate vocal expression of sound (loud. • • PERFORMANCE By the end of this age range. leaders) exercise directions). students aged 5-7 will: • • • Portray a character in a given situation. sentences (call response technique). Heighten sensory responses to actual situations. Use to acquire detailed information. dramatic pieces.Recite .Respond as character to the setting .GRADE FIVE: Learning Outcomes for Drama • • • • • • • • • • • • • • Use voice to communicate expressible: Imitate vocal sounds.Portray original characters . Use sensory memory to portray imagined situation or character. growling roar. for example. Share ideas in one format. Memorize and recite songs.Respond as character to the situation Improvise within dramatic situation set by others (teacher. without preparation time. stories.Respond as character towards other characters . mime act. -Respond as character towards other characters. • • • Students will create characters to present in classroom and/or public settings. Use face/body/voice/words to: . Improvise within dramatic situations set by others (teachers. Use imagination to communicate expressible: Identify the sense used to experience an actual sensory event. Create their own endings to a performance. Portray a variety of emotional situations: anger.) exercise directions. Use face/body/voice/words to: -Portray original characters -Interpret characters created by others Dramatize original and others' stories and dramatic pieces: -Respond as character to the setting. high. . low). Pronounce sounds and words with precision (diction). Improvise within dramatic situation created by them. for example a high-pitched bird call or a low. By the end of this age range. Use sensory memory to portray imagined sensory experience. Improvise within dramatic situation they have created. leaders. • • • • • Use face and body to create movements of imagined characters. text. poems and sentences. fear.Pantomime . songs. stories. children aged 3-5 will: • • Mimic a variety of sounds.Narrate and storytell . joy. poems. Use a performance as a problem-solving tool. surprise.Interpret characters created by others Dramatize original or others' stories and dramatic pieces. dialogues. Repeat songs. Increase strength and clarity of voice at a distance (projection). Keep quiet and/or silent when required. soft. Use face and body to interpret characters created by others.
or storytelling. Predict possible outcomes of performance. Share ideas in more than one format. students aged 9-11 will: Maintain an appropriate stage presence. distinguishing between formal and informal performance types. Conceptualizing Productions Students will visualize and articulate concepts of design and direction. Students will produce stories. Use memory to portray imagined situation or character. Become increasingly willing to take physical. Identify the sense used to experience an actual sensory event. • • • • Use performance as a problem-resolving tool. Experiment and develop vocal control in the use of character voices. By the end of this age range. Become increasingly willing and able to dramatize. scenes and plays. legends. Create a scene in small groups using improvisation. students aged 7-9 will: • • • • • • • Portray and sustain a character role in a given situation. Use a performance as a problem-solving tool. and situations created by others. Convey a message using drama techniques. Become increasingly willing and able to imagine scenes and situations during play and exercises. Become increasingly willing and able to create original characters. puppetry. Respond as character towards others characters.GRADE FIVE: Learning Outcomes for Drama • • • • • Develop an awareness of the relationships between voice and body. Respond as character to the setting. Share ideas in multiple formats. mime. vocal and verbal risks within imagined situation. interpret and give emotional depth to character. stories. Use senses to acquire detailed information. By the end of this age range. • • • • • Dramatize original or others' stories and dramatic pieces. Heighten sensory responses to actual situations. Use expressive techniques in body language and facial expression. Page 19 . for example. Transform objects for other imagined uses. • • • • • • • • • • Use imagination to communicate expressively. Choose and use numerous formats and performance types appropriately. Be able to improvise through dramatic action with a partner. Respond as character to events of the situation. Create a performance for a particular audience or purpose. impersonations. for example polished musical versus improvised mime. and accents. Use performance within the PYP exhibition. Become increasingly willing and able to use objects symbolically. stories. for example mime and puppetry. Follow simple stage directions. and legends individually and within a group.
and legends (comparative literature). Listen with interest and appreciation of differences in style. tales. Be able to recognize elements unique to playwriting (stage direction. etc. Be able to listen to or see a play and re-tell its story (recognize the plot). Participate increasingly in group dramatic play and exercises. cues. Work cooperatively toward a common goal. • • • • • • • • • • Recall significant aspects of a story (plot. puppetry. Become increasingly able and willing to express and share ideas and feeling within group. and acts) and know how to use them. play or short film. stories. and verbalizations towards and with others during improvisational situations and groups exercises. Offer alternative endings to stories or legends. Make connections and comparisons among story lines and themes in various stories. • • • • Tell the teacher or group about their favorite and least favorite part of a story.). interpret and give emotional depth to character. dance. sequences. Recall an important and /or colorful details of a story (names. Be able to distinguish between characters and their goals and objectives.). Be increasingly willing and able to take risks (physical. and acts) and know how to use them. Be increasingly able to critique the value and style of dramatic and theatrical works experienced and considered by the group. setting). Share ideas with a partner or small group. Students will be able to form and express personal responses to dramatic stories. Page 20 . video. story or performance. taking an active part in a creative experience. character. orally. unusual expressions. film recording. • • • • • • • • • • • • Develop personal kinesthetic and vocal awareness and control. Recognize elements unique to playwriting (stage direction. Be increasingly willing and able to consider social and ethical issues during discussions and drama activities. legend and situations created by the students themselves. Risk guessing parts not yet told and/or predicts outcomes.GRADE FIVE: Learning Outcomes for Drama • Become increasingly willing and able to dramatize. vocalizations. character. Be increasingly willing and able to accept and respond to different ideas. Develop negotiation skills to work in group. Discuss their work. Be able to interpret and articulate meaning and point of view as portrayed through plot and character. character. etc. Initiate and respond with motions. to tales and legends presented in a variety of storytelling modes (with a book. Ensemble Dynamic Students will work as a group to accomplish tasks. Identify emotions attached to a situation viewed in a performance. Analysis and Criticism Students will be able to break down a dramatic text. cues. plays. humorous moments. Be increasingly willing and able to problem solve within the group. opinions and emotions of others. vocal and verbal) within the group.
• • • • • Work to enhance the creative ideas and performances of others. Accept criticism and build on it Appreciate and use the ideas of others in drama Discuss performances and presentation experiences to identify what has been effective and what needs to be developed Pay attention to what worked well and why Page 21 .GRADE FIVE: Learning Outcomes for Drama • Be an increasingly responsible participant and contributor to a group dramatic effort and/or presentation. Students will become one of a GROUP as opposed to many individuals.
team sports. Students will use various components that contribute to health-related fitness: • • • • Model good nutrition and hydration habits Model good hygiene habits Understand the benefits of Injury prevention and rest and recovery Demonstrate knowledge of body composition Movement Composition Students will compose and communicate meaning and ideas through movement • Create drills to practice skills previously taught in the unit and explain to their peers and instructor Performance and Application Students will demonstrate the acquisition of age appropriate motor skills Students will demonstrate the acquisition of age appropriate locomotion skills • • • run through obstacle course run and jump run changing speed on marks Students will develop kinesthetic and spatial awareness (hand eye coordination. Understand offensive and defensive positions and concepts Students will understand that physical activity is an important part of a healthy lifestyle • Explain the health benefits of regular exercise.GRADE FIVE: Learning Outcomes for Physical Education This document contains subject-specific outcomes for Grade Five. foot eye coordination. and individual sports. please see the Primary Years Program Overview. balance and form) • • • • Hand eye coordination o throw and catch with partner o throw and catch different objects Foot eye coordination o pass ball to partner when in motion o track ball Balance o hop on one foot while moving o balance in simple postures Form o practice proper form during performance Page 22 . Knowledge and Understanding Students will demonstrate an understanding of the principles and concepts related to a variety of physical activity • • Acquire basic principles of movement. For an overview of subjects and approaches to learning.
throwing and striking) • Dribbling o with dominant and non-dominant hand o with inside and outside step in pairs switching hands through obstacles o with dominant and non-dominant foot with both feet Catching and throwing o consolidate previous skills Striking o with dominant and non-dominant hand while moving • • Students will use cognitive information to enhance performance • Demonstrate activity-specific skills and concepts in structured settings. Personal Engagement & Social Skills Students will demonstrate personal engagement and exhibit behaviors that promote group success • • • • • Participate fully in every class Develop an understanding of the rules of games. Develop the concept of teamwork. Develop sense of responsibility for their own learning Take care of the physical education equipment and facilities Students will reflect on their performance and set goals for future improvement. catching.GRADE FIVE: Learning Outcomes for Physical Education o proper form in simple poses Students will demonstrate the acquisition of age appropriate ball skills dribbling. • Explain how they could improve themselves in the future above and beyond just class activities Page 23 .
Navigate the toolbar of various applications. cameras. Identify appropriate application for analyzing and presenting information depending on the nature of the task. use e mail to communicate with peers. Recognize similarities and differences in using various applications. Independently save and locate information within personal folder. and transfer and manipulate files from these devices. Use the network within the school in accessing accounts from different locations. camcorders. Information Technology The student will understand the nature and operation of technology systems • • • • • Identify and use peripheral connections to attach multi media devices. etc. For an overview of subjects and approaches to learning. Page 24 .GRADE FIVE: Learning Outcomes for Information Technology This document contains subject-specific outcomes for Grade Five. The student will use current productivity tools to enhance the learning process and promote creativity. please see the Primary Years Program Overview. organize and present information in appropriate format. teachers. use networks to publish individual materials for viewing by others in the school community. schools and other resources. • • With teacher support. use different applications to analyze. • • • Use word processing. With teacher support. With teacher support. page layout and electronic presentation applications to effectively present academic work. The student will use telecommunications efficiently and effectively to access information and communicate with others in support of direct and independent learning.
Reading Promotion The student will value literature and other creative expressions of information. and presentation Convey clear and accurate information in a presentation.g. in order to gain deeper understanding. Use appropriate information and communication technology tools for data collection. media. art. Quote information to avoid plagiarism. in an age appropriate approach. Draft a clear. compare and contrast. Demonstrate knowledge of the on line library catalog by choosing the most appropriate source to use when locating information. Page 25 . and sequencing. • • • • • • Identify online terms and their uses ( home page. • • • • • Demonstrate knowledge of nonfiction text structures e. Use a recognized model of inquiry to access information which is age appropriate. for class assignments and personal use. For an overview of subjects and approaches to learning. in more than one language. Locate relevant sources. responsibility statement. including an introduction. dateline. demonstrating both factual and conceptual understanding. Follow school requirements regarding responsible use of information and communication technologies. search engine). Cite sources in MLA format to give credit to authors and creators of information. independently. author. Use the Dewey Decimal System to locate resources independently. Information Literacy The student will access information efficiently and effectively. that exhibits awareness of purpose and audience. • • Select and read for enjoyment and information a range of written texts. Social Responsibility The student will practice ethical behavior in regard to information and information technology. Recognize point of view and evidence of bias in print and digital information sources. problem solving. and software. URL. Use indexes and table of contents to retrieve relevant information from non-fiction books. The student will evaluate information critically and competently. Recognize the importance of copyright. supporting information. • • • • • Recognize the purpose of an intellectual commons and fair use. and why plagiarism. main idea and supporting details. web page. Choose sources which are most appropriate for the information task. and publishing date as indicators of information currency and accuracy. The student will organize and present information effectively and creatively. violating copyright and other illegal or unethical uses of information and technology are unacceptable. cause and effect. ideas. and conclusion. coherent. Evaluate their own research process and product. • • • • Compose and revise drafts. and focused research product.GRADE FIVE: Learning Outcomes for Information Literacy This document contains subject-specific outcomes for Grade Five. information analysis. Recognize the purpose of children's and young adult book awards. please see the Primary Years Program Overview. Build a source list using an appropriate format. group collaboration.
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