What children will study this year:

This course is taught by an Art Specialist. It is the goal of the elementary art program to develop an understanding of art that will lead to a lifetime of art appreciation. This year, students will learn that art is continuously changing. Students will continue to learn about and create visual artworks by:

• Exploring the elements of art: line, shape, color, texture, value, space and form.

•  Exploring the principles of art: pattern, balance, contrast, emphasis, rhythm, movement and unity.

• Examining how art is a form of visual communication.

• Creating different types of artwork.

• Using a variety of art materials, tools, and techniques.

• Learning about artists and how they create art

• Looking at a variety of artwork from around the world, including Ojibwe and Dakota art.

What you can do at home to help:

• Look through books and magazines to find pictures that interest you. Why do you like each piece? Challenge yourself to use the elements and principles of art in your answer.

• Visual artists use a variety of materials to express their ideas and feelings. Talk about different ways you can use materials such as paint, glue, pencils, clay, markers, crayons, and colored pencils, to express your ideas and feelings. Discuss how a viewer would know what you are expressing in your artwork.

• Talk about travel: What places would you like to see? Do you know someone who has been to another region of the world? Find out about the art from that area. Discuss how culture impacts art.

• Look at art from different time periods. Discuss how people lived and what was happening during the time when those artworks were created.

• A great way to learn about art styles is to take a walk through your neighborhood and discuss the architecture. Discuss placement of doors, windows, types of roofs and use of color. What are some of the forms such as cones, spheres, cubes and cylinders that are used in the design of buildings?

• Look at books and art created by Native Americans: Dakota and Ojibwe tribes.

• Take your child to a local art museum. The Twin Cities and surrounding area has a wide variety of art to view in person. Visit the Minneapolis Institute of Arts, Walker Art Center, Minneapolis Sculpture Garden, Frederick R. Weisman Art Museum, Minnesota Museum of American Art, Museum of Russian Art.

• Attend special art events at the North Surburban Center for the Arts, Minnesota Center for Book Arts, Caponi Art Park, Franconia Sculpture Park, Minnesota Landscape Arboretum, Silverwood Park.

GRADE 5 ART UNITS

Unit 1: Art Changes

What families can do at home to help:

• Visit an art Museum, such as the Minneapolis Institute of Arts, the Walker Art Center or Sculpture Garden. Talk about the different styles and works of art that you see. Why do different artists create art in certain ways? How is the artwork similar to or different from other artwork that you see? Why do you think that is?

• Go on an Elements (line, shape, color, texture, value, space and form) and Principles (pattern, balance, contrast, emphasis, rhythm, movement and unity.) of Art scavenger hunt. Make a checklist, or art bingo card. See who finds the most first.

• Take a camera along on a walk and take photos of the Elements and Principles of Art. Extend this activity and create a scrapbook of your findings.

What children will study this year:

Technology skills are learned within the context of math, social studies, language, and science curriculum objectives. Students learn to use computers to help prepare them to live in the technology-rich society of the the 21st century.

• Work with multiple tabs
• Read and follow onscreen computer prompts
• Save and retrieve files
• Review/use copy, cut, paste, select all and undo in a variety of environments
• Format test; re-size, change font, bold, text color, center align, tab key, copy and paste, cut and paste, delete, check spelling
• Click and drag text and graphics
• Insert, add, flip, rotate, and move graphics
• Zoom to view page layout
• Type text in text box
• Manipulate text boxes
• Input data into a spreadsheet
• Correct posture for keyboarding
• Use arrow keys to move around in text
• Use information from a variety of sources to create multimedia presentation for communicating ideas
• Acknowledge copyrights
• Practice keyboarding skills
• Coding on Scratch Website

What children will study this year:

What families can do at home to help:

SPEAKING, LISTENING, VIEWING

What children will study this year:

What families can do at home to help:

WRITING

What children will study this year:

What families can do at home to help:

SPELLING

What children will study this year:

What families can do at home to help:

What children will study this year:

• How to express emotions in a healthy way by:
• demonstrating an understanding of individual differences.
• knowing and using conflict resolution skills.
• The attributes of the District #11 Education for Character Plan.
• Age appropriate personal safety strategies such as:
• bus safety,
• playground safety,
• bike safety,
• fire safety,
• personal safety, and
• societal violence and prevention strategies.
• Age appropriate nutritional requirements:
• knowing how nutrients are needed for optimum health and disease prevention
• The consequences of using drugs, alcohol and tobacco by:
• knowing the refusal skills needed to effectively cope with various situations
• Strategies to prevent the spread of communicable diseases
• The differences between communicable and non-communicable diseases
• The changes that occur in the human body

Grade 5 Health Units

Unit: Character Education

What parents can do at home to help:

• Share appropriate strategies for conflict resolution with your child.
• Routinely talk with your child about his/her friendships.Share your family values with your child
• Have your child define the behaviors of a bully, what bullying looks like and what to do if he/she encounters a bully.

What parents can do at home to help:

• Discuss personal hygiene routines with your child.
  
  

Unit: Drugs and Alcohol

What parents can do at home to help:

• Discuss refusal skills and peer pressure with your child.
• Make a list of possible consequences of using drugs, alcohol, and tobacco with your child.
  
  

What parents can do at home to help:

• Insist that your child wear protective gear when participating in activities such as biking, rollerblading, and skateboarding.
• Make a policy with your child on Internet safety.
• Ensure that your child knows his/her home telephone number and address.
• Create a home or apartment fire escape plan for your home. Make sure you include an outdoor meeting spot.
  
  

Research shows that many factors contribute to successful keyboarding development for elementary students. Below are the guidelines for implementing a successful keyboarding experience for Anoka-Hennepin students.

Outcomes Anoka-Hennepin elementary keyboarding instruction focuses on:

• Proper Posture
• Correct Technique
• Accuracy
• Speed

Proper Posture:

• Feet on floor, one foot slightly ahead
• Fingers curved
• Hands not resting on keyboard or table
• Sitting up straight, leaning slightly forward
• Head up looking at the screen
• Elbows are naturally close to body
• Center body in front of letters on keyboard
• Back straight

Correct Technique:

• Fingers resting lightly on home row
• Correct fingering for all letters, shift, tab, space, return, and punctuation
• One space after all punctuation
• Eyes off keyboard as much as possible

Grade 5 Keyboard Unit

Unit: Keyboarding

What families can do at home to help:

• Practice Keyboarding

Bridges in Mathematics is a comprehensive math curriculum that addresses the Minnesota Standards for Mathematics in a manner that is rigorous, coherent, engaging, and accessible to all learners.

The curriculum focuses on developing children’s’ deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and new problems. Bridges taps into the intelligence and strengths of all students by presenting material that is as linguistically, visually, and kinesthetically rich as it is mathematically powerful.

In grade 5 math, your child will:

• use models and strategies to divide 2- and 3-digit numbers by 2-digit numbers, with and without remainders
• add and subtract fractions with unlike denominators
• measure surface area and volume
• read, write, round, compare, add & subtract, decimals
• recognize, order, and generate equivalent fractions and decimals
• add, subtract, multiply and divide multi-digit numbers and real-world problems
• calculates mean, median and range
• applies commutative, associative and distributive properties
• uses rules to generate patterns; translates between patterns and rules
• use a rule or table to represent ordered pairs of positive integers and graph these ordered pairs on a coordinate system
• represents situations with equations and inequalities containing variables
• classifies and describes attributes for three-dimensional figures
• recognize and draw a net for a three-dimensional figure
• develop and use formulas to determine the area of triangles, parallelograms and figures that can be decomposed into triangles
• create and analyze double-bar graphs and line graphs by applying understanding of whole numbers, fractions and decimals
   

Bridges in Mathematics Family Overview Letters:

Family Welcome Letter:  An introduction to Bridges including an overview of the year. Available in English or Spanish.

Unit 1:  Expressions, Equations, & Volume:  English or Spanish

Unit 2:  Adding & Subtracting Fractions:   English or Spanish

Unit 3:  Place Value & Decimals:   English or Spanish

Unit 4:  Multiplying & Dividing Whole Numbers & Decimals:   English or Spanish

MN Unit 5:  Expressions, Data & Geometry (Supplement to meet the MN standards)

Unit 6: Graphing, Geometry, & Volume:   English or Spanish

Unit 7: Division & Decimals:   English or Spanish

Unit 5:  Multiplying & Dividing Fractions:   English or Spanish

Unit 8: Solar Design:   English or Spanish

Your best source to answer questions and get assistance is your student's teacher. The resources here provide additional guidance and suggestions for how you can participate in your child's learning.

Click on this link to see the free apps that provide visual models featured in Bridges in Mathematics.

Games and Activities to do at Home

Bridges Math at Home  Look for additional fun daily math activities, collections of practice pages, family games and online games from the Math Learning Center.

Bedtime Math  The charitable mission of Bedtime Math is to help kids love numbers so they can handle the math in real life. Bedtime Math makes math part of the family routine. Every day, they serve up a quick bite of wacky math just for fun. Whether it’s flamingos, ninjas or pillow forts, children can see the math in their favorite topics. 

Games for Young Minds  Kent Haines, the developer of this website, has done a lot of legwork pulling together games and resources for families that are fun and mathematically power.

Which One Doesn’t Belong  This website is dedicated to providing thought-provoking puzzles for adults and students alike. There are no answers provided as there are many different and correct ways of choosing which one doesn't belong. Enjoy! 

Caregiver Resources

DREME Family Connections  DREME describes home-school connections to help young children see and understand that math is an important part of daily life. 

Four Boosting Messages Everyone can learn math at high levels, according to recent research.  This eight and a half minute video from Stanford University looks at evidence to support a growth mindset for all math learners.

Learning Progression Videos  The Making Sense Progression videos describe the phases of strategies children progress through as they develop number sense and construct understandings of critical mathematical ideas.

Math Learning Center Apps   Families can access these apps without a user name or password, and the apps can be used with iPads, Chrome or a computer's web browser. There’s a tutorial on the website for the apps, but most of the students will know what to do!

Supporting Your Child in Math   This website offers a variety of resources to support families in understanding why we teach math differently today.  These resources provide families with strategies for instilling positive beliefs about mathematics.

Talking Math With Kids  Talking Math with Your Kids is about supporting children’s early mathematical development.  Parents know that we need to read 20 minutes a day with our kids.But teaching math to your kids doesn’t have to be intimidating.  It can be fun. Just as children say goodnight to the moon, they can say hello to numbers, shapes and measurement.

What children will study this year:

• The location of books he or she is interested in.
• The on-line catalog is a vehicle for accessing information for personal or school use.
• Follow ethical standards while conducting research.
• Borrowing books requires responsible book care.
• Books are a shared resource and need to be returned when due.

Program and Grade Level Understandings articulate what students should understand and be able to do when they leave the K-12 program in Anoka-Hennepin. The grade level understandings demonstrate what students should understand and be able to do when they leave each grade level. The grade level understandings increase in complexity as students progress through the K-12 program.

What children will study this year:

• Pitch - Students read, write, sing, crate, improvise and play melodies using low sol, low la, do, re, mi, fa, sol, la, ti and high do. (low la and low sol are added in grade 5). Students expand their knowledge of letter names on the staff and use them to play melodies on classroom instruments.

• Music Notation - Students will read, write, sing, create, improvise, and play using:

  • Accurate placement of notation on the music staff for pitch letter names or solfege.

  • Correct note values in the treble clef

• Rhythm - Students continue to acquire skills in singing, reading, writing, improvising, creating, and playing complex rhythms in simple and compound time. 

• Harmony - Students sing  and play two-part music. 

• Elements of Music - Students continue to analyze how compositions are put together and demonstrate knowledge of expressive qualities in music.

• History and culture - Students learn to recognize and describe various sounds of instruments, music from many cultures including Minnesota American Indian and various styles of music, both vocal and instrumental.

What families can do at home to help:

• Have your child share and teach songs to family and friends.

• Review letter names of the lines and spaces on the music staff.

• Have your child compose his/her own songs, then sing and play them.

• Have a family member or a friend sing part songs with your child.

• Listen to music around you. Describe, evaluate, and compare and contrast music with your child. Your child should be able to identify and describe instrument sounds and musical styles, as well as respond to global music.

GRADE 5 MUSIC UNITS

Simple Meter - Eighth-Two Sixteenths, Two Sixteenths-Eighth

In this unit, students will continue to sing and play using known rhythms and add eighth-two sixteenths (du-de-ta) and two sixteenths-eighth (du-ta-de). Students will continue to experience music in simple and compound time.  Students will continue to develop an understanding that music is present in every culture, is a reflection of culture, and promotes an appreciation of other cultures, through the use of singing, playing, creating, moving, listening, improvising, and conversing. Students will develop their ability to respond to music in a variety of ways. Students will create and perform an original 16-beat composition, using known rhythms.

Pitch – Extended Pentatonic Scale (Low La, Low Sol)

This is a unit in which students will utilize Sol-Mi-Re-Do-La,-Sol,. Through singing, reading, notating, creating, improvising, playing, moving, and listening, students will become more proficient with the above pitches. This will be accomplished using the instructional format: prepare, present, practice, and assess. Students will continue to develop their ability to respond to music in a variety of ways, while identifying the musical elements covered in the previous units. 

Critical Response

The overarching goal of this unit is that students will analyze, evaluate, respond and connect to music from many different cultures. Students will realize that music is a form of communication, and there are meaningful connections between music and other aspects of life.

What children will study this year:

• Manipulative Skills: Underhand throwing and rolling, overhand throwing and catching, dribbling with both hands and feet, volleying and striking.

• Students will begin to learn about their heart, muscles and bones and the function they play in their body.

• Students will understand and demonstrate rules and procedures to help them play fair.

• Fitness Testing: One mile run/PACER, sit up test, pull up test and sit and reach test

• Analyze Fitness test results on an individual basis 

• Rules and strategies for the various units 

• Teamwork 

• Sportsmanship

In order to participate safely and successfully, students should have tennis shoes for physical education activities and recess.

Adaptations and modifications will be made for students on an as needed basis.

What families can do at home to help:

It is important that youth of today develop regular exercise habits and activities that will be continued throughout life. In order for our children to become truly fit, these fitness activities must extend beyond the school day. Family and friends can have a major impact on a child's level of physical activity in many different ways.

PHYSICAL EDUCATION UNITS

Unit: Cardiovascular Fitness, Locomotor, Soccer, Underhand Throw/Roll

Students will have an introduction to the target heart rate zone. They will learn about how exercising within their target heart rate zone relates to heart health and improving cardiovascular fitness. They will participate in a variety of cardiovascular fitness/endurance activities. Discussion in class will center around sportsmanship, safety and teamwork. Activities in this unit will focus on hand/eye and eye/foot coordination through various units which include: Football, Soccer, Bowling and Tag Games.

Unit: Muscular Fitness, Non-locomotor, Overhand Throwing/Catching, Dribbling, Volleying and Striking

Fifth graders look at their own personal fitness by tracking their own fitness scores. Students will understand that fitness is individual, measurable and impacts one's own personal health.   Each student will have a chance to complete the four fitness tests (One mile run/PACER, sit ups, pull ups and sit and reach). Activities in this unit will focus on hand/eye coordination and spatial awareness through various units which include: Basketball, Volleyball, Tumbling, Floor Hockey and Fitness Testing.

Unit: Nutrition, Jump Rope, Striking, Track and Field

Students will be introduced to the concept of “healthy choices” regarding nutrition. They will understand that different food choices have different nutritional value. Activities in this unit will focus on hand/eye and eye/foot coordination through various units which include: Jump Rope, Pickleball and Track and Field events.

Grade 5 Science Units:

Unit: Physical Science 

• Learners will conduct an investigation to determine whether the mixing of two or more substances results in new substances.
• Students will evaluate appropriate methods and tools to identify materials based on their properties.
• Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
• Students will develop a model to describe that matter is made of particles too small to be seen.

Unit: Life Science

• Students will support an argument that plants get the materials they need for growth chiefly from air and water.
• Students develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

• Students will develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
• Learners describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
• Students will obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
• Students will support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
• Learners will represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.

What children will study this year:

The fifth grade social studies program is hands-on and content-rich. During the school year, children in fifth grade learn about the major people and events that contributed to the development of the United States.

Children will:

• Study the past (i.e., What happened? When did it happen? Who took part in it? How and why did it happen? What is the impact on us today? What have we learned from it?)
• Use primary sources, secondary sources, oral histories, and literature to understand history.
• Consider perspectives: Who is telling the story? Who is telling the history?
• Read and use a variety of maps.
• Read and make time lines, graphs, diagrams and charts.
• Apply basic citizenship skills (e.g., work together to solve problems, rights and responsibilities of citizens, forms of government, national symbols).
• Place events in chronological order, identify cause and effect, identify point of view, make generalizations, form conclusions, and predict outcomes.

GRADE 5 SOCIAL STUDIES UNITS

What families can do at home to help:

Unit Information for Families - Academic Standards, what students should know and be able to do, and vocabulary.

Unit: Colonization: This is a unit that examines the events, ideas, cultures and people involved or affected by colonization. Standards in history and geography are integrated to explore daily life in North American Colonies. Students continually compare and contrast life within the English, French and Spanish colonies in North America as well as look at the development of the slave trade in North America. Each student will have the opportunity to imagine traveling back in time to live in a colony. Students will complete a Venn diagram comparing/contrasting the colonies. Each student will then use this information to write a proposal including at least three reasons as to which setting they are choosing to be transported back to and why

What families can do at home to help:

• Read stories set in different time and places.
• Together, explore the Colonial Williamsburg website for videos, activities, games, and more. (http://www.history.org/) 

Unit: American Revolution and Formation of Government: This is a unit that examines the American Revolution and the formation of the United States Government. Students will learn about the events and ideas that led to independence. They will examine key figures who influenced revolutionary ideas and participated in fighting the Revolutionary War. Students will examine the impact of the Articles of Confederation and how it led to the Constitution and the Bill of Rights. Students will learn through a rich variety of text, multimedia presentations, videos, historical simulations and primary sources. Writing, critical listening/viewing, critical thinking, and speaking are integrated throughout the lessons.

What families can do at home to help:

• Discuss the meaning of liberty and independence.
• Follow current events. Make connections between the past and the present.
• Discuss the taxes we pay today and how that money is used.
• Help your child understand that as a people living in a democracy, we have both rights and responsibilities.
• Discuss voting and the democratic process. Explore how voting rights have changed throughout history. Bring your child with you to vote.
• Visit our Minnesota State Capitol building. Free guided tours are offered Monday-Saturday 10 a.m.-2 p.m. and Sunday 1-3 p.m. Special themed tours offered for a fee; check calendar for details. http://events.mnhs.org/calenda/hours.cfm?VenueID=15

Unit Information for Families - Academic Standards, what students should know and be able to do, and vocabulary.

What families can do at home to help: