Pre-School and Pre-Kindergarten

Literacy

Objectives BSS Difference

● Introduction to the Wilson Fundations program, as ● Develop listening and speaking skills appropriate ● Develop comprehension and thinking skills ● Utilize instructional tools (iPads) to connect with ● Use appropriate ways of interacting with others with current curriculum topics/themes words ● Integrate STREAM units (informational texts, read ● Participate in class discussion-ask and answer alouds, vocabulary, etc) questions ● Listen to read alouds by various readers (secret ● Talk about personal experiences or interests readers, etc) ● Listen to and use formal and informal language ● Letter of the week poems ● Listen to various forms of literature ● Student created alphabet books ● Develop familiarity with letter forms and print ● Small group instruction ● Identify sounds ● Book buddies with older grade to support fluency, ● Link letters with sounds in play activities comprehension, and love of reading ● Engage in read aloud activities ● Listen to and recite familiar literature ● Relate themes to personal experiences ● Recognize and reproduce rhymes ● Use emergent writing skills to make letters ● Generate questions-use question words

Numeracy

Objectives BSS Difference

● Listen to and say the names of number ● Utilize manipulatives to demonstrate concepts and ● To connect quantities of concrete objects to numbers complete assignments ● Use ordinal numbers ● Make reference to math in context of everyday life ● Use concrete objects to solve simple addition and ● Teach and recite number formation poems subtraction problems ● Daily Calendar to reinforce rote counting and ● Understand and use comparative language with patterns quantities ● Introduce numbers, addition, and subtraction skills ● Understand concepts of whole and half through math games ● Identify U.S. coins ● Introduce numbers, addition, and subtraction using ● Describe objects iPad apps - PreK ● Sort or categorize objects ● Provide small group instruction ● identify and create patterns ● Integrate STREAM units (observation, counting, ● Identify shapes measurement, shapes, graphs) ● Use comparative words to describe an object's relationship to another ● Use estimation in meaningful ways ● Use non standard units of measurement

Number Sense Patterns and Relations

● Know number names and count the sequence ● Use concrete objects to practice one-to-one ● Identifying and creating patterns correspondence ● Use words that describe characteristics of ● Rote counting to 20-30 objects ● Ordering numbers on a number line ● Classify an object's different attributes ● Compare groups to find more, fewer, and same as ● Find patterns in everyday environment ● Count the number of objects in each category and sort the ● Repeat clapping patterns categories by count ● Arrange objects in order (small to large, short to long) etc. ● Use ordinal numbers and position words correctly ● Understand the concepts of whole and half-identify examples of each ● Introduce US coins have value

Measurement and Data Shapes and Spatial Sense

● Describe length as a measurable attribute of objects ● Identify and describe shapes (squares, circles, ● Describe objects by more than one attribute triangles, rectangles) ● Compare objects by length ● Describes shapes and space ● Compare objects by height ● Position and location of shapes (inside/outside, ● Compare by weight above, below, and on, in front of and behind, left ● Same and different and right) ● Sorting the same set in different ways ● Same size, same shape ● Sorting by more than one attribute ● Making shapes from other shapes ● Create class graphs related to various themes ● Building with solid figures ● Measure with various containers and compare amounts ● Use a scale to compare weight of different materials

Religion

Note: In the fall of 2016, the Archdiocese of Boston released detailed Faith ​ Formation Standards for use in all Archdiocesan schools. BSS is currently using these standards to evaluate the content and objectives of our current Religion curriculum to ensure alignment with these standards for Pre-School and Pre-Kindergarten.

See the curriculum page of our website for the Faith Formation Standards.

Kindergarten

Reading and Language

Objectives BSS Difference

● Sound mastery ● Author Studies ● Learn how to blend words with multi-sensory methods ● Phonics and vocabulary games ● Apply phonics skills to decode words, phrases, and ● Utilize instructional tools (iPads) to connect with sentences. current curriculum topics/themes ● Develop vocabulary from hearing stories read aloud ● Integrate STREAM units (informational texts, read and classroom discussions alouds, vocabulary, etc) ● Record thoughts and ideas during journal writing ● Listen to read alouds by various readers (book ● Automatic recognition of 27 high frequency “trick” buddies, secret readers, etc) words ● “Double Dose” small group lessons for students who ● Develop quick and automatic word recognition need extra support in phonemic awareness, word ● Begin to read with prosody and expression study, handwriting, and spelling ● Understand that they key purpose of informational text ● Book buddies with older grade to support fluency, is to teach or provide information about a specific topic comprehension, and love of reading ● Develop listening and speaking skills ● Develop comprehension and thinking skills

Foundational Skills Language and Writing

● Identify both upper and lower case letters ● Identify and write first and last names ● Identify the sound of each letter ● Use writing grid appropriately ● Listen to the sound and identify the corresponding ● Use proper pencil grip letter(s) ● Proper letter formation for upper and lower case letters ● Identify direction of print (left to right, top to bottom) ● Respond to journal prompts ● Differentiate between letters, words, and sentences ● Learn how to expand sentences to better reflect the ● Identify rhyming words meaning of the selected words ● Tap and blend sounds into words ● Participate in shared writing experiences (collaborating ● Read CVC words and creating class books) ● Participate in class discussions ● Orally retell a story ● Express feelings and ideas ● Act out stories and poems

Literature and Informational Vocabulary Use and Functions

● Identify how to handle a book properly ● Use pictures to determine unknown words ● Choral reading of stories to help develop fluency ● Identify opposites ● Retell the sequence of events ● Identify synonyms ● Create mental images with listening comprehension ● Identify antonyms ● Understand the difference between narrative fiction and ● Identify position words (behind, after, next to, etc) informational, nonfiction text ● Describe and give definitions of words ● Describe setting and characters in a story ● Describe major events and character feeling in a story ● Describe features of information text ● Identify and use terms author and illustrator with ease ● Make predictions ● Ask and answer questions related to a text ● Understand main idea of a text ● Construct visual images

Math

Objectives BSS Difference

● Develop an understanding that numbers can be used ● Utilize manipulatives to demonstrate concepts and for different purposes solve problems ● Develop an understanding that numbers can be ● Make reference to math posters and visuals classified and represented in different ways ● Teach and recite number formation poems ● Proper numeral formation (numbers to 20) ● Act out number stories and problems ● Solve quantitative problems by counting, comparing, ● Reinforce numbers, addition, and subtraction skills and joining and separating sets through math stories and games ● Apply strategies to answer quantitative questions ● Reinforce numbers, addition, and subtraction using ● Recognize the cardinality of small sets of objects iPad apps ● Describe objects using geometric ideas ● Provide small group instruction ● Identify, name, describe, and compare two-and three- ● Integrate STREAM units (observation, counting, dimensional shapes measurement, shapes, graphs)

Operations and Algebraic Thinking Numbers and Operations ​ ​ ● Know number names and count the sequence ● Representing, relating, and operating on whole ● Counting groups of ten numbers, initially with set of objects ● Ordinal numbers through fifth ● Work with numbers 11-19 to gain foundations for place ● Ordering numbers on a number line value ● Looking for patterns on a hundred chart ● Look for patterns in numbers ● Represent addition with objects, fingers, drawings, etc. ● Compose and decompose numbers 11 to 19 ● Understand addition as putting together and adding to ● Creating sets to 19 ● Use the plus sign (+) to represent joining groups ● Identify and use the equal sign (=) ● Understand subtraction as taking apart and taking from ● Use the minus sign (-) to represent “take away” situations ● Compare two groups to find more, fewer, and same as ● Writing number sentences with sums to 10 ● Classify objects into given categories ● Count the number of objects in each category and sort the categories by count

Measurement and Data Geometry

● Describe length as a measurable attribute of objects ● Identify and describe shapes (squares, circles, ● Describe objects by more than one attribute triangles, rectangles, hexagons, cubes, cones, ● Compare objects by length cylinders, and spheres) ● Compare objects by height ● Analyze, compare, compare, create, and compose ● Compare capacities shapes ● Compare by weight ● Describes shapes and space ● Compare and contrast using language of same and ● Position and location of shapes (inside/outside, above, different below, and on, in front of and behind, left and right) ● Sorting the same set in different ways ● Same size, same shape ● Sorting by more than one attribute ● Making shapes from other shapes ● Classify objects into graphs ● Building with solid figures ● Counting the number of objects in a graph ● Real graphs/picture graphs

Science

Skills & Learning Objectives Content BSS Difference

● Demonstrate some of the different ways ● Scientific Process: learn how scientists ● STREAM units are utilized to help scientists make observations. ask questions, conduct investigations, students make connections in the ● Demonstrate some of the different ways gather data, formulate explanations various subject areas. scientists try to solve problems. ● STREAM projects ● Contribute to group projects and reports ● Students use pictures, graphs, writing, etc ● Hands on exploration and creation about the topic being learned to track and report on their knowledge. in four STREAM units. ● Contribute to the development of class ● Students will participate in group ○ 3 Pigs STREAM unit (Build graphs and charts. discussions houses) ● Use scientific vocabulary appropriately. ● Scientific vocabulary through ○ Weather STREAM unit ● Recognize that plants are living things that informational text (read-alouds) and (thermometer exploration, grow, reproduce, and need food, air, and science videos build windsock, build snow water. ● Life cycle of plants through a hands-on measuring tool) ● Observe and describe the changes in experiments ○ Playground STREAM unit appearance that plants go through as the ● Students will observe and record the (design and build their own seasons change. changes that take place in plants playground) ● Identify tools and simple machines used ● Plants and their importance in our lives ○ Plants STREAM unit (build for a specific purpose. (e.g. ramp pulley, ● Experiments to explore simple machines garden/plant out of recycled lever, wheel). ● Explore the properties of building materials) ● Make observations on how simple materials. Students will use a variety of machines make our life easier. materials to build a structure. Students will ● Opportunities to showcase their ● The materials used (and their test the stability of their structure, make learning with the community characteristics) and the way materials are observations, and improve their design put together affect the stability of a ● Appropriate integration of structure. technology into STREAM units (videos, digital stories, iPad apps, recordings of mock weather reports)

Social Studies

Skills & Learning Objectives Content BSS Difference

● Students will investigate the symbols, ● Student will develop understanding for ● Participate in daily Morning traditions, and histories of national and various holidays and traditions. Assembly and classroom calendar religious holidays. ○ Identify and describe the events and time to actively participate in ● Identify the current President of the United people during US holidays and why we prayer and learning. States. celebrate. ● Students will practice civics by means of ○ Identify the following American symbols: ● Identify self as a creation of God. classroom community building (rule The American flag, (its colors and ● Students will collect items to gift to making, problem-solving, sharing, and shapes); The picture and name of the the local Fire and Police voting). current president and vice president; The Department. words of the pledge of allegiance. ● Students will create cards to show ● Identify sequences of days, weeks, appreciation to various members months, years, and seasons. ● Students will help determine classroom rules. of the school and local community. ● Students will identify themselves as ● Students will learn the days, weeks, months, ● Participate in school casual days members of a broader social year, and season during daily calendar and charity initiatives. structure/community. activities. Students will sing songs and recite ● Describe characteristics of self. poems to help learn content. ● Participate in enrichment activities ● Identify self as a member of a family ● Students will recognize that families share to learn about various community structure Develop appreciation for similarities and differences through class jobs. individual differences. discussions and read alouds. ○ Walpole Fire Department ● Identify community helpers (i.e., firemen, ● Students will see the important roles/jobs that (Fire Safety policemen, teachers, priest, doctors, etc.) people in the community members have to Presentation/Q&A with ● Students will also be introduced to take care of others. Firemen) narratives about historical events and ● Students will learn about the First ○ Dental Program (Learn people so as to develop an awareness of Thanksgiving. Students will participate in about proper dental the differences and similarities between acting out the First Thanksgiving using song hygiene/role of a dentist) now and long ago. and prayer. ● Form relationship with the Police Officer that serves as BSS mentor.

Religion

Note: In the fall of 2016, the Archdiocese of Boston released detailed Faith ​ Formation Standards for use in all Archdiocesan schools. BSS is currently using these standards to evaluate the content and objectives of our current Religion curriculum to ensure alignment with these standards for Kindergarten.

See the curriculum page of our website for the Faith Formation Standards.

Grade 1

Reading and Language

Objectives BSS Difference

● Consonant and short and long vowel sound mastery ● iPad phonics reinforcement games and activities ● Blending and segmenting words up to five sounds ● Secret Reader opportunities to foster love of reading ● Application and recognition of digraphs and glued ● STREAM literacy connections sounds for decoding and encoding ● Literacy lessons focusing on making predictions, ● Application and recognition of punctuation (?, !, and .) inferences, character traits, and more ● Proofreading strategies ● Reading week with themed reading activities ● Bonus letter spelling rule ● Narrative story form including character, setting and ● Current events and non-fiction literacy with Scholastic main events News ● Base word and suffix rules for decoding and encoding ● Creative written expression through Religion lessons ● Reading with accuracy, prosody and expression ● Monthly writing portfolios to demonstrate mastery and ● Recognition of r-controlled vowels and vowel teams for growth decoding and encoding ● Special occasion friendship letters and outreach ● Recognition of syllable types ● Concept of multisyllabic and compound words and ● Weekly written reflections in science journals knowledge of division principles ● Pull-out phonics support group ● Automatic recognition and application of 79 grade level ● Book Buddies to support fluency, comprehension, love trick words of reading

Foundational Skills Language and Writing

● Identify letter-keyword-sound/s (including consonants, ● Correct letter formation for upper and lowercase letters long and short vowels, digraphs, and glued sounds) ● Correct pencil grip ● Automatic recognition and application of 79 grade level ● Active classroom participation trick words ● Orally retell events from literature ● Application and recognition of punctuation (?, !, and .) ● Consistently apply punctuation and capital letters ● Identification of commas, quotation marks and ● Weekly journaling using familiar writing prompts apostrophes in written text ● Self-edit written work for capitalization, punctuation, ● Accurately and independently read and comprehend word order and semantics controlled grade level text ● Identification and application of taught contractions ● Consistently recognize r-controlled vowels and vowel ● Independently generate a cohesive paragraph with a teams for decoding beginning, middle and end

Literature and Informational Vocabulary Use and Functions

● Document and identify characters, setting and main ● Define taught vocabulary and apply vocabulary in oral events from literature and written expression ● Make predictions and inferences with evidence to ● Discern between taught homophones support ideas ● Cross-curricular vocabulary introduction and ● Use comprehension skills and strategies to retell both application (science, math, religion) orally and in written form the details of a story ● Understand new vocabulary before reading for ● Oral reading with accuracy, prosody and expression application to text

Math

Objectives BSS Difference

● Develop understanding of addition, subtraction, and ● Reinforce addition and subtraction skills through iPads strategies for solving addition and subtraction and themed games problems to 20 ● Provide small group instruction for diverse learners ● Develop understanding of whole number relationships ● Hands on math strategies with age appropriate math and place value, including tens and ones tools ● Develop understanding of measurement and ● Home-school connections measuring lengths ● Integrate STREAM butterfly unit through measurement ● Develop understanding of time and telling time to the hour and half hour ● Develop understanding of charts and organized lists, including using data to answer questions ● Develop understanding of reasoning about attributes of and constructing and deconstructing geometric shapes ● Develop mathematical vocabulary applicable to operations, place value, measurement, data, and geometry

Operations and Algebraic Thinking Numbers and Operations ​ ​ ● Spatial patterns for numbers to 20 ● Make and using numbers to 20 ● Connect addition and subtraction ● Count on a hundreds chart ● Connect models and symbols ● Make numbers on a hundreds chart ● Recognize and represent numbers on a ten-frame ● Count and solve on a number line ● Find missing parts of numbers to 20 ● Use skip counting (2, 5, 10) ● Draw pictures to solve problems to 20 ● Identify patterns ● Act out to solve problems to 20 ● Identify numbers made with tens ● Solve problems with three numbers ● Express numbers in expanded form ● Identify and using doubles and near doubles to solve problems

Measurement and Data Geometry

● Collect and compare data ● Identify plane and solid shapes ● Make an organized list ● Identify properties of plane and solid shapes ● Use data from real, picture, bar and tally graphs ● Identify flat surfaces and vertices ● Make picture and real graphs ● Sort plane and solid shapes by attributes ● Understand the hour and minute hands ● Build with shapes and solid figures ● Tell and write time to the hour and half hour ● Make and describe equal parts ● Compare and order by length ● Make halves and fourths with plane shapes ● Indirect measurement ● Use units to estimate and measure length

Science

Skills & Learning Objectives Content BSS Difference

● Students recognize that landforms ● Properties of pebbles, sand, and ● Hands-on pebbles, sand and change over time through study of silt silt sorting activities using different natural materials and ● Properties of solids and liquids magnifying glasses, sifters resources using comparing, ● Properties of materials both familiar and other science tools communicating and observing and unfamiliar and identify the ● Using various solids, students ● Students recognize that solids, liquids, ways in which their properties are act as engineers to create and gasses makeup the natural world alike and different both orally and bridges using their knowledge around them as well as identify in written form and imagination materials that take on different states ● The life cycle of a butterfly through ● Each student raises a using comparing, communicating and a hands-on multi-week lab caterpillar and use a daily observing experiment journal to record ● Students recognize the cycle of life of ● Hands-on activities to explore each observations a butterfly and how God’s creations in of their five senses and the ● Students participate in a our own environment change and importance role each sense plays science expedition to release grow over time. in exploration of our environment butterflies into their natural ● Students can identify and explain the ● The ways in which animals and habitat. life cycle from caterpillar to butterfly insects in their environment are ● Celebrate the release with using pertinent science terminology helped or hindered by their use of song and prayer ● Students can identify and explain each the five senses ● Five senses museum where of the five senses and their important they touch, smell, taste, feel roles using correct science and observe different terminology materials ● Students explore their local ● Students travel to a wildlife environment and learn about the ways sanctuary to focus on animals in which the five senses support and their five senses animals and insects in this environment

Social Studies

Skills & Learning Objectives Content BSS Difference

● Identify sequences of days, weeks, months, ● Identify days, dates and time ● Daily morning meeting with years, and seasons. Use language and during daily calendar and focus on current events and phrases related to time. discuss change of seasons dates ● Describe a map as a representation of a ● Create basic maps of our ● Walking field trip to learn space. school and town communities directionality and familiarity ● Identify directions (north, east, south, west) ● Introduce and discuss basic with town community and apply them to familiar maps map vocabulary and how to ● Create school and community ● Give examples to show understanding of follow a map with maps and explain using the character traits of St. Francis celebrated directionality taught vocabulary at BSS ● Using first grade literature ● Through casual days and ● Give examples of services that people do explore and discuss qualities school wide charity initiatives, for each other. of being a citizenship students learn about those in ● Give examples of the choices people have ● Lead and participate in need and how we can to make about the goods and services they service projects to support support those people buy and why the choices are made the school and community ● Participate in daily Morning ● Identify the current President of the United ● Locate and understand state Assembly with focus on States and describe basic voting and capital position on a map citizenship, prayer and ● Say Pledge of Allegiance and sing America and the capital of the US current events the Beautiful and explain their meaning ● Incorporate current events ● Guests from Plimoth ● Give reasons for celebrating the events or (ex: presidential election) Plantation and other historical people commemorated in various holidays. ● Identify the American Flag figures to illustrate important ● sons for noting the days that mark the and its importance and Americans and historical changes in seasons. history of our nation. events ● Using American literature, students ● Explore literature related to ● Service project opportunities describe character’s qualities various holidays and customs through Parish ● Explain that Americans have a variety of and connect them to those ● Enrichment activities based faiths and customs and explain them. we celebrate on current events/topics

Religion

Note: In the fall of 2016, the Archdiocese of Boston released detailed Faith ​ Formation Standards for use in all Archdiocesan schools. BSS is currently using these standards to evaluate the content and objectives of our current Religion curriculum to ensure alignment with these standards for Grade 1.

See the curriculum page of our website for the Faith Formation Standards.

Grade 2

Reading and Language

Objectives BSS Difference

● Identify main topic or idea in grade-level text ● Show understanding of key details in a text ● iPad phonics reinforcement games and activities ● Find evidence in the text to support the author’s ● Book Buddies to support fluency growth message ● Secret Reader opportunities to foster love of reading ● Retail stories with detail ● Describe main message, lesson or moral from stories ● STREAM literacy connections ● Describe actions and responses of characters in a story ● Reading week with themed reading activities ● Determine meanings of words or phrases relevant to the ● Current events and non-fiction literacy with Scholastic topic News ● Find connections between a series of events, ideas, ● Creative written expression through thematic projects concepts or steps in a text ● Monthly writing portfolios to demonstrate mastery and ● Identify differences in points of view of characters ● Use texts to find information and answer questions growth following a step-by-step inquiry process ● Special occasion projects ● Read and understand grade-level literary and ● Weekly written reflections in journals informational text independently ● Phonics support group, as needed ● Write a paragraph

Foundational Skills Language and Writing

● Apply grade level phonics and word analysis skills in ● Write stories that include details, put events in order, reading words and provide a conclusion ● Decode irregularly spelled grade-level words ● Express ideas and feelings clearly ● Read grade-level texts with purpose and understanding ● Describe people, places, things and events with ● Orally read grade-level texts with accuracy, expression, relevant details from text and fluency ● Give and follow simple two-step directions ● Confirm and self-correct words during oral reading ● Participate in conversations with partners and groups ● Listen to and respond to others with focus and care ● Edit work with support ● Take part in research and writing projects ● Gather information from various sources to answer questions ● Create written and visual works to summarize and share information

Literature and Informational Vocabulary Use and Functions

● Read and react to literary text ● Use legible printing skills with accurate letter formation ● Read and react to informational text ● Correctly use nouns, pronouns, verbs and adverbs ● Ask and answer questions about key details in a text or ● Produce complete simple sentences in an oral presentation ● Capitalize names, holidays, and geographic names ● Tell an experience with appropriate facts and relevant (states, countries, continents, cities details ● Use end punctuation ● Make predictions based on support from text ● Use of beginning dictionaries and other reference ● Make inferences with evidence to support ideas materials ● Make text-to-self connections ● Use simple, common spelling rules ● Make text-to-text connections ● Make text-to-world connections

Math

Grade 2 - Math Objectives BSS Difference

● Develop understanding of addition, ● Reinforce addition and subtraction skills through subtraction strategies for solving addition iPads and themed games and subtraction problems to 1,000 ● Provide small group instruction for diverse ● Develop understanding of whole number learners relationships and place value, including ● Hands on math strategies with age appropriate tens, ones, hundreds, thousands math tools ● Develop strategies for mentally addition ● Home-school connections and subtraction ● Develop understanding of measurement and measuring lengths ● Develop understanding of time and telling time to the hour and half hour ● Develop understanding of charts and organized lists, including using data in graphs to answer questions ● Develop understanding of time to quarter hour ● Develop understanding of reasoning about attributes of and constructing and deconstructing geometric shapes ● Develop mathematical vocabulary applicable to operations, place value, measurement, data, money, and geometry

Operations and Algebraic Thinking Numbers and Operations ​ ​ ● Solve 1 or 2 step addition and subtraction problems ● Read, write, compare numbers to 1,000 within 1,000 ● Identify numbers as odd or even ● Mentally add and subtract within 20 with speed and ● Understand place value through one thousands accuracy ● Understand 100 as one hundred, zero tens, zero ones ● Work with equal groups to build foundations for ● Skip count by twos, fives, tens, and hundreds to 1,000 multiplication and division ● Understand the concept of zero ● Write numbers up to three digits in expanded form (123 = 100 + 20 + 3) ● Mentally add or subtract 10 from a number 100 thru 1,000 ● Estimate sums and differences with multiples of 10

Measurement and Data Geometry

● Choose appropriate tools to measure units and length ● Recognize and draw shapes with specified attributes ● Measure and estimate using inches, feet, centimeters ● Identify triangles, quadrangles, pentagons, hexagons and meters ● Identify cubes, rectangular prisms, spheres, pyramids ● Measure to compare lengths of objects and cones ● Solve addition and subtraction problems using same-unit ● Describe a whole as two halves, three thirds, four lengths quarters ● Represent sums and differences within 100 on a number line ● Tell and write time (am and pm) to the nearest 5 minutes ● Explain relationships between seconds, minutes, hours and days ● Solve word problems using dollar bills and coins ● Generate measurement data ● Represent data on a bar graph or circle graph ● Analyze and solve problems with data on line plots, picture graphs or bar graphs

Science

Skills & Learning Objectives Content BSS Difference ● Explore concepts of balance, FOSS Kit: ● Students keep an counterweight, and stability Balance and Motion “Interactive” notebook-define ● Understand systems that are unstable and ● Properties of balance, words-record concepts and modify them to reach equilibrium counterweight, stability ask questions. ● Recognize different ways to produce ● Use science vocabulary ● Hands-on rotational motion appropriately orally and in experiments-balance various ● Construct and observe toys that spin. writing objects, construct tops, ● Describe some of the variables that ● Hands-on activities to explore mobiles, “twirler birds”. influence the spinning of objects balance and motion ● Peer collaboration: student ● Observe and compare rolling systems with helping student different-sized wheels ● Explore and describe the motion of rolling Life Science-McGraw Hill Unit A: ● Field trip-Mass Audubon’s spheres Plants and Animals Broadmoor Wildlife ● Understand the vocabulary associated with ● Observe, draw, diagram and Sanctuary, Natick, MA balance and motion chart the growth of plants and ● Identify and understand importance of animals ● In addition to observing eggs nonfiction text features (Headings, Table of ● Collaborate with peers in in classroom, watch eggs Contents, Glossary ) documenting growth “live” on Nest Cam from ● Explore and classify living and nonliving home. things. ● Students help take care of ● Identify the needs of living things. STREAM: “Protect the Eggs!” eggs/chicks’ needs: air, food, ● Identify the parts of plants as leaves, stem, ● Integration of subject areas in water. roots, flowers, fruits, seeds. celebration of life, growth, ● Estimate the number of eggs ● Understand the life cycle of a plant development of animals that will hatch; discuss ● Identify animal groups as mammals, birds, “dozens/fractions” reptiles, amphibians, fish and insects. ● Easter Celebration: decorate ● Identify and understand that animals need eggs-symbolic of the air, water, food and shelter. Resurrection of Jesus Christ. ● Order the life cycle of various animals. ● Students design device to ● Identify the stages in the life cycle of a prevent egg from breaking chick. after being dropped from school roof, taking the forces of gravity, drag and impact into consideration.

Social Studies

Skills & Learning Objectives Content BSS Difference

● Compare maps/globes, use symbols, ● Postcard Project: students compass rose to identify cardinal directions. collect postcards from all over ● Identify characteristics of the world and display on wall community/neighborhood. according to continent of ● Find places on a neighborhood map origin. ● Compare characteristics of cities/suburbs STREAM:Postcard Project: Different ● Field Trips: Mapparium/ Town ● Read a calendar forms of Communication around the Center of Walpole. ● Characteristics of rural, urban, suburban World ● Continent Song. communities ● Children send get well cards ● Locate visual representations of global to members of the address:community, state, country, community. continent, world. ● Send postcards to Antarctica ● Locate on globe the poles, hemispheres, re:Penguins in hopes of and equator. receiving postmarked items ● Identify landforms, bodies of water. Houghton Mifflin, from uninhabited continent. ● Tell difference between weather/climate. Social Studies:Neighborhoods ● Scholastic News ● Compare places that have different ● Daily calendar work. climates. ● Social Studies “Sparkle” ● Describe, identify landform/ regions. ● Timeline incorporated into ● Identify main idea and supporting details of Biography Project. a passage. ● American Symbols ● Use Timeline to determine sequence. Scavenger Hunt ● Explain importance of American ● Using Sound as symbols/landmarks, communication-make musical ● Explain difference among national, state instruments and decorate. and religious holidays. ● Discuss the Gospel and how the Word of God has been communicated throughout the world.

Religion

Note: In the fall of 2016, the Archdiocese of Boston released detailed Faith ​ Formation Standards for use in all Archdiocesan schools. BSS is currently using these standards to evaluate the content and objectives of our current Religion curriculum to ensure alignment with these standards for Grade 2.

See the curriculum page of our website for the Faith Formation Standards.

Grade 3

Reading and Language

Objectives BSS Difference

● Retell story describing, setting, characters, plot, ● Guided reading groups, book clubs solution ● Daily 5 Reading Centers: Listening to reading, Read ● Make connections - text to text, text to self, and text to to Self, Word Work, Read to Buddy, Work on world Writing,Teacher Time ● Make predictions using support from text ● Book Buddies with younger grade to increase fluency, ● Make inferences using pictures and support from text comprehension, love of reading ● Determine main idea of informational texts and use ● Book trailers on iPads/Cereal Box Book Report information to answer comprehension questions in ● Secret Readers writing ● STREAM literacy connections ● Write in various genres ● Reading week with themed reading activities ● Current events and non-fiction literacy with Scholastic News ● Language-based math curriculum that includes writing to explain answers ● Monthly writing portfolio entries to demonstrate growth ● Paragraph of the Week ● Grammar workbooks and daily language morning work ● Theme based writing activities and books

Literature Informational Text

● Demonstrate explicit comprehension of text by ● Demonstrate explicit comprehension of informational answering related questions texts by answering related questions ● Determine the moral and message of different types of ● Begin to develop skills in determining the main idea fables, folktales, and myths and supporting details ● Describe character and traits by reading thoughts and ● Determine cause and effect of scientific and historic actions and then predict the character’s response to events using time lines, sequencing maps, and graphic situations based on traits organizers ● Determine meaning of words based on context clues ● Identifies meaning of vocabulary and keywords ● Determine author’s point of view and compare it to own ● Begins to develop skills in using text features and ● Use illustrations to enhance comprehension of text online search tools to locate information ● Begin to develop understanding of different types of ● Gain additional information from visual text features poetry including maps, charts, illustrations, and diagrams ● Uses appropriate transition words to relay knowledge in a to sequence

Vocabulary Acquisition and Use Language: Understand, Edit for Grammar, Usage

● Use glossaries or dictionaries to determine or clarify the ● Identify nouns, pronouns, verbs, adjectives and meaning of words adverbs in sentences and understands their function ● Use context clues to determine meaning of words ● Properly use appropriate verb tense (past, present, ● Begin to determine meaning of words using Latin roots future) when forming sentences and affixes ● Identify and use simple, compound, and complex sentences ● Identify complete sentences and fragments ● Identify the subject an predicate in a simple sentence ● Write contractions for pairs of words ● Identify the correct articles to use with nouns

Language: Understand, Edit Mechanics Writing

● Identify and properly punctuate the four types of ● Brainstorm personal narrative topics sentences ● Focus stories on specific, small moments rather than ● Capitalize proper nouns, book titles, and the beginning of on an entire event or day. a sentence ● Organize narrative writing into sequence of events ● Use commas to separate words in a series ● Use dialogue and descriptions to demonstrate actions, ● Indicate a speaker’s words with the proper use of feelings quotation marks ● Introduce an opinion on a topic and provide reasons ● Distinguish between proper use and spelling of that support the opinion grade-level homophones ● Provide an introduction, body, and conclusion to form ● Use proper spelling of high-frequency words and when a full opinion writing piece adding suffixes to base words ● Identify and research an informative topic ● Develop topic with facts, definitions, and detail

Math

Objectives BSS Difference

● Expand understanding of whole number relationships ● Provide small group instruction to differentiated groups and properties to solve 3-digit arithmetic ● Provide engaging math centers that support spiraling ● Develop understanding of place value, up to 4-digits curriculum ● Develop understanding of estimation, to nearest 10 and ● Challenge students’ knowledge in a PBL multiplication 100 and division project ● Develop understanding of the properties of ● Integrate math concepts into Mayflower and Oil Spill multiplication and is able to represent and solve basic STREAM projects facts ● Allow for partner and small group work ● Develop an understanding of the relationship between the multiplication and division ● Represent and solve problems involving the four operations ● Identify equal parts of a whole as fractions ● Identify and distinguish between shapes based on their attributes ● Develop an understanding of time telling to the nearest half hour, quarter hour, and minute ● Develop problem solving-skills by representing data using charts, diagrams, organized lists, and pictures ● Define and utilize mathematical vocabulary terms when describing the steps taken to solve problems

Operations and Algebraic Thinking Numbers and Operations ​ ​ ● Represent basic multiplication facts as repeated addition ● Use knowledge of place value to solve multi-digit ● Represent basic multiplication facts using arrays addition and subtraction problems ● Break complex arrays into simpler known facts to solve ● Name and represent 4-digit numbers with drawings more complicated multiplication problems and base-ten blocks ● Write and solve single-digit multiplication word problems ● Identify and write 4-digit numbers in word form, using key words expanded form, and standard form ● Identify and use properties of multiplication to solve ● Identify and write 6-digit numbers in standard form problems ● Identify and use properties of addition to solve ● Identify multiplication keywords when problem solving. equations ● Solve multi-step multiplication word problems ● Use understanding of place value to round whole ● Understand the relationship between multiplication and numbers to the nearest 10 or 100 division through fact families ● Use knowledge of place value to round and estimate ● Represent division facts as repeated division. sums and differences of multi-digit numbers ● Rewrite division number sentences as multiplication ● Recognize wholes that have been divided into equal equations with a missing factor parts ● Solve word problems involving the four operations while ● Uses fractions to name the parts of a whole using keywords to identify the appropriate operation to ● Represent fractions on a number line use ● Use fractions to estimate parts of a whole ● Compare fractions with the same denominator ● Compare fractions with the same numerator ● Identify equivalent fractions

Measurement and Data Geometry

● Tell time to the nearest half hour and quarter hour ● Understand basic geometric terms ● Tell time to the nearest minute ● Distinguish among different polygons based on ● Change between units of time number of sides ● Measure elapsed time ● Uses knowledge to distinguishes among different ● Identify the perimeter around a polygon quadrilaterals based on characteristics ● Measure the area of a shape ● Recognize and name triangles based on length of ● Use a formula to find area sides and types of angles ● Form new shapes by combining known shapes

Science

Skills & Learning Objectives Content BSS Difference

● Identify the difference between ecosystems, Life Science-McGraw Hill Unit B: ● Stony Brook Field Trip: habitats, communities, populations and how Where Plants and Animals Live Habitat and Food Chain they relate. Programs ● Make connections between food chains and ● Nonfiction text features are ● I Have, Who Has Activities food webs with an understanding that all introduced and students are parts of an ecosystem are connected. taught skills to aid in text ● Explore various animal adaptations and navigation. understand their purpose for survival. ● Students circulate through ● STREAM unit ● Identify the relationship between predators adaptation centers to explore and prey and explain how it keeps an various animal adaptations ecosystem in balance. and their purpose. ● Integration of technology as ● Identify how changes in an ecosystem ● Interactive Jeopardy Review appropriate to enhance affect the plants and animals that live there. Game learning opportunities

Engineering is Elementary: ● GREEN Week ● Understand the role of environmental Cleaning an Oil Spill engineers that help solve problems related to the environment. ● Engineer design process ● Understand that environmental problems ● Test pH levels of soil samples are almost never isolated because all parts from a fictional town affected of an ecosystem are connected. by pollution ● Understands that the Engineering Design ● Create an interconnected Process is a tool that can be used to help web to demonstrated the solve problems and can name the steps. relationship between different ● Make a model river to test which materials parts of an ecosystem work better to absorb and contain an oil ● Use iPads to create a spill. YouTube tutorial on how to ● Gain experience following the steps of the clean an oil spill Environmental Engineer Process to design ● Fulfill God’s call for Christians a process for cleaning an oil spill. to act as environmental ● Learn how to successfully solve an stewards environmental problem while staying within ● Apply knowledge of poetry budget. and write diamante poems comparing healthy ● Observe the interaction of permanent ecosystems to polluted ones magnets with a variety of common ● Graph their use of the budget materials. using a pie chart and ● Understand that magnets are attracted to fractions materials containing iron. ● Discover that magnets display forces of attraction and repulsion. FOSS Kit: Magnetism and ● Identify materials that are conductors and Electricity insulators. ● Create open, closed, parallel, and series ● Various hands-on activities circuits. and experiments exploring ● Identify and define vocabulary terms the properties of magnets. associated with magnetism and electricity. ● Collaboration of students on ● Use science thinking processes to conduct the constructing of electric investigations. circuits

Social Studies

Skills & Learning Objectives Content BSS Difference

● Understand how and why people establish Essential Questions: ● Participate in daily Morning communities to meet basic needs. Assembly with focus on ● Identify the unifying characteristics of ● What makes a good citizenship, prayer and different communities community? current events ● Use maps and globes to locate places, ● How do we interact with our physical features such as landforms and planet? ● Plimoth Plantation visitor and bodies of water, and features made by ● How does our past affect our other historical figures to humans present? illustrate important Americans ● Understand the environment varies from ● Why do we have and historical events one place to another and influences how government? and where people, plants, and animals live ● How can I participate? ● Mayflower STREAM Project ● Recognize that communities change over ● How does life change time throughout history? ● Scholastic News - integration ● Understand that conflicts sometimes arise of current events over resources ● Recognize and explain that our nation has Text: My World Social Studies, We ● Field trip to Plimoth Plantation ​ been shaped by events and actions of the are Connected past ● Understand that the actions of individuals ● Our Communities Use of instructional strategies that can affect history ● Our Environment integrate reading and language arts ● Explain that the U.S. government was ● Communities Build a Nation skills: founded on democratic principles and ● U.S. Government beliefs ● Citizenship ● Generalize ● Understand and distinguish among the ● A Growing Nation ● Cause and effect three branches of government and each ● Sequence branch’s power to protect the rights of ● Summarize citizens ● Fact and opinion ● Distinguish among local, state, and national ● Draw conclusions governments’ abilities to enforce laws and ● Main idea and detail provide different kinds of services to meet the needs of citizens ● Understand that good citizens participate in their communities and work for the common good ● Identify American heroes and explain how they have taken risks and overcome obstacles to help others ● Explain the importance of civic organizations that work to benefit the common good ● Describe how and why communities change over time ● Explain how technological developments affect how people live ● Understand how individuals can affect communities ● Explain that some things may change over time in a community and some things remain the same

Religion

Note: In the fall of 2016, the Archdiocese of Boston released detailed Faith ​ Formation Standards for use in all Archdiocesan schools. BSS is currently using these standards to evaluate the content and objectives of our current Religion curriculum to ensure alignment with these standards for Grade 3.

See the curriculum page of our website for the Faith Formation Standards.

Grade 4

Reading and Language

Objectives BSS Difference

● Use details to summarize, infer, determine setting, Reader’s Theater - Greek Mythology describe characters and events ● Compare and contrast characters, similar topics, myths, Reader’s Theater - Tall Tales stories from different cultures ● Make connections independently to literary and Interactive vocabulary and grammar games informational texts ● Write routinely over extended time frames Design, plan, and present projects ● Build speaking and listening skills across disciplines ● Demonstrate conventions of standard English - Book buddies with younger grades to increase love of punctuation, capitalization, and spelling when writing and learning speaking ● Demonstrate meaning and understanding of figurative language, word relationships, and nuances in word meanings

Literature Informational Text

● Read with fluency and comprehension ● Read for understanding ● Make predictions, inferences ● Paraphrase portions of text ● Visualize ● Understand main idea ● Understand author’s purpose ● Understand cause and effect ● Use story mapping, attribute web, graphic organizers to ● Use pictures, graphs, and charts to understand text understand text ● Explain how author finds reasons and evidence to Examples: support outcomes ● Compare and contrast characters, topics, myths, stories “Starting a Business” by Arlene Erlbach from different cultures “California Gold Rush” by Elizabeth Van Steenwyk ● Explain major elements and differences in poetry and “Henry Wells and William G. Fargo” by Edward F. Dolan, Jr. dramatic prose “The Story of Susan La Flesche Picotte” by Marion Marsh ● Discuss text in variety of settings Brown

Examples:

“Toto” by Marietta Moskin Daedalus and Icarus retold by Geraldine McCaughrean Greek Myth Reader’s Theater - Midas and the Golden Touch, Athena and Arachne, Demeter and Persephone, Pandora’s Box Sarah, Plain and Tall by Patricia MacLachlan ​ Poppy by Avi ​ Salt by Harve Zemach Snow Treasure by Marie McSwigan ​ The Year of the Boar and Jackie Robinson by Bette Bao Lord ​ McBroom and the Big Wind by Sid Fleischman Tall Tale Reader’s Theater - The Legend of Slappy Hooper, Lightning Larry, Wiley and the Hairy Man Frindle by Andrew Clement ​

Vocabulary Acquisition and Use Language: Understand, Edit for Grammar, Usage

● Determine the meaning of words and phrases in context ● Identify nouns, pronouns, verbs, adjectives, adverbs, ● Use glossaries or dictionaries to determine or clarify the prepositions in sentences and understands their meaning of words function ● Clarify meaning of unfamiliar and multiple meaning ● Properly use appropriate verb tense (past, present, words and phrases future) when forming sentences ● Build knowledge of synonyms, antonyms, homophones ● Identify and use simple, compound, and complex ● Begin to determine meaning of words using Latin roots sentences and affixes ● Identify complete sentences and fragments independently Resources: ● Identify the subject an predicate in a simple sentence ● Write contractions for pairs of words Open Court Reading 2002 ● Identify the correct articles to use with nouns Sadlier Vocabulary Workshop - Level Orange Resources:

John Collins Writing Program Sadlier Grammar Workshop - Level Orange

Language: Understand, Edit Mechanics Writing

● Identify and properly punctuate the four types of ● Write routinely over extended time frames sentences independently ● Express own ideas with clarity ● Capitalize proper nouns, proper adjectives, book titles, ● Expand on own ideas and those of others and the beginning of a sentence ● Plan for writing ● Use commas to separate words in a series, independent ● Plan for presentations and dependent clauses ● Take notes and categorize information and provide a ● Indicate a speaker’s words with the proper use of list of sources quotation marks ● Revise with support and independently ● Distinguish between proper use and spelling of ● Proofread for grammar and spelling errors grade-level homophones ● Use technology to publish and present writing ● Use proper spelling of high-frequency words and when ● Reflect on writing process adding suffixes to base words Resources: Resources: John Collins Writing Program John Collins Writing Program Sadlier Grammar Workshop - Level Orange

Math

Objectives BSS Difference

● Develop an understanding of place value beyond 4-digit ● Math celebrations: Multiplication Boot Camp and numbers Division Day ● Develop understanding and fluency with multi-digit ● Encourage mastery through math games on each multiplication specific topic ● Develop understanding of dividing to find quotients ● Apply math to real life problems integrated across the involving multi-digit dividends curriculum ● Develop an understanding of fraction equivalence ● STREAM units ● Develop an understanding of addition and subtraction of fractions with like denominators ● Develop an understanding of multiplication of fractions by whole numbers ● Develop an understand that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry ● Develop an understanding of measurement and conversion of measurements from a larger unit to a smaller unit

Operations and Algebraic Thinking Numbers and Operations ​ ​ ● Generate and analyze patterns ● Use knowledge of place value to solve multi-digit ● Multiplication and Division: addition and subtraction problems ○ Write and solve multiplication and division word ● Name and represent numbers beyond 4-digits problems using key words ● Identify and write numbers beyond 4-digit numbers in ○ Use properties of multiplication and division word form, expanded form, and standard form ○ Solve word problems involving the four ● Use properties of addition to solve equations operations while using keywords to identify the ● Increase number sense: Multiplying by 1 and 2-digit appropriate operation to use numbers and dividing by 1-digit divisors ● Developing fluency: Multiplying by 1 and 2-digit numbers and dividing by 1-digit divisors ● Understand, compare, order fractions ● Add, subtract, multiply fractions and mixed numbers with like denominators

Measurement and Data Geometry

● Tell time to the nearest half hour, quarter hour, minute ● Understand basic geometric terms including shapes, with fluency lines, angles ● Understand and measure elapsed time ● Distinguish among different polygons based on ● Change between units of time number of sides ● Identify the perimeter around a polygon ● Use knowledge to distinguish among different shapes ● Measure the area of a shape based on characteristics ● Use a formula to find area ● Form new shapes by combining known shapes

Science

Skills & Learning Objectives Content BSS Difference

● Understand the characteristics of animals. ● McGraw-Hill Science, Life ● Live animals into the study of ● Compare and contrast characteristics of Science Unit B animals, including comparing animals including the presence or absence ○ animal characteristics goldfish and snails, of a backbone and body plan. ● National Energy Education regenerating planaria, ● Classify animals based on symmetry Development Project: Energy observing and interacting with ● Compare and contrast the characteristics of ○ Energy is present earthworms, and comparing invertebrates: sponges, cnidarians, whenever there are multiple live vertebrates. flatworms, roundworms,segmented worms, moving objects, ● Field trip to the Harvard mollusks, echinoderms, and arthropods. sound, light, or heat. Natural History Museum ● Compare and contrast the characteristics of When objects collide, where we participate in the vertebrates: three classes of fish, energy can be “Jaws and Claws” amphibians, reptiles, birds, and mammals. transferred from one presentation on adaptations. ● Describe ways animals can help people. object to another, ● STREAM unit ● Compare and contrast the structures of thereby changing their ● Science Fair, where students organ systems in animals. motion. are required to create visual ● Describe the functions of organ systems in ○ renewable and displays as well as present animal. nonrenewable them and answer questions. ● Explore that animals must reproduce for resources for energy ● Hands-on experiments and their species to survive. production. completion of lab reports ● Describe the ways animals change as they ● FOSS kit: grow. ○ Physics of Sound ● Compare and contrast different ways ● Develop students’ animals reproduce. understanding of the physics ● Describe cloning as another example of of sound. asexual reproduction. ● Develop students’ abilities in ● Infer the importance of camouflage to technological design. survival. ● Develop students’ ● Recognize adaptations and explain how understandings about science each benefits different animals. and technology. ● Compare and contrast inherited and learned ● Engineering Is Elementary Kit behaviors. ○ Lighten Up: Designing ● Describe ways animals can be trained to a Lighting System help people. ● McGraw-Hill Science, Unit F ● Obtain and combine information to describe Light that energy and fuels are derived from ● McGraw-Hill Science, Unit D natural resources and their uses affect the Water environment ● Apply scientific ideas to test a device that converts energy from one form to another ● Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. ● Develop students’ abilities to do and understand scientific inquiry. -Ask and answer questions -Plan and conduct simple investigations. -Employ tools to gather data. -Use data to construct reasonable explanations. -Communicate investigations and explanations. -Understand that scientists use different kinds of investigations and tools to develop explanations using evidence and knowledge.

● Define a simple design problem reflecting a need or want that includes specified criteria for success and constraints on materials, time, or cost ● Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. ● Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. ● Understand colors of light. ● Describe visible light as a part of the electromagnetic spectrum. ● Compare the reflection and refraction of light. ● Explain why we see colors. ● Classify materials as transparent, translucent, or opaque. ● Explore where water is found as a solid,liquid, and gas. ● Describe the physical features of oceans and other saltwater communities. ● Define groundwater and explain how it forms. ● Explore what happens to standing water. ● Describe condensation, precipitation, evaporation, freezing, and melting. ● Describe the steps of the water cycle. ● Compare and contrast snow, sleet, and hail. ● Explore how temperature changes produce ocean currents. ● Explore how much water people use. ● Identify major sources of fresh water and describe how it is used. ● Identify ways water can be wasted or conserved.

Social Studies

Skills & Learning Objectives Content BSS Difference

Five Themes of Geography Essential questions: Use of instructional strategies that ● Understand the themes of geography and integrate reading and language arts impact on how they impact way of life ● What is the study of skills: ● Location geography? ● Place ● How does the environment ● Make generalizations ● Regions shape how we live? ● Fact and opinion ● Movement ● Why do people explore? ● Categorize ● Human/environment Interaction ● Why do people leave their ● Cause and effect ● Understand how different landforms affect homelands? ● Compare and Contrast how people live and adapt to the ● How does where we live ● Draw conclusions environment affect where we are? ● Understand that Native Americans both Volcano project: independent shaped and adapted to their environment, research and creation creating thriving civilizations throughout the Text: My World Social Studies, ​ Americas Building Our Nation Landform project: cooperative ● Recognize that Native Americans thrived by groups to design and create a clay creating diverse ways of life, adapting to the ● The First Americans landform relief map climate, resources, and other environmental ● Age of Exploration factors ● Settlements Take Root ● Understand Native Americans developed ● Regions: The Northeast Time for Kids - integration of current rich cultural traditions, societies with ● Regions: The Southeast events complex economies, governments, ● Regions: The Midwest languages, arts, and technologies ● Regions: The Southwest Celebrate the USA - States project ● Understand that trade spurred European ● Regions: The Northwest and presentations explorers in the 15th and 16th centuries to seek new opportunities Appropriate use of technology for ● Recognize that Columbus’s voyages led to research a period of interaction and exchange among Europe, Africa, the Americas ● Understand the results and effects of Columbus’s voyages ● Understand that immigrants leave their homelands due to political and economic problems and to seek economic opportunities and religious freedom ● Analyze the intended and unintended consequences of colonization of the Americas ● Understand that when people from different cultures first meet, there is cooperation, compromise, and conflict ● Recognize why Europeans and Native Americans often had different points of view

● Understand that the United States is divided into geographical regions The Northeast: ● Understand that the Northeast has unique landforms, bodies of water, resources and weather ● Recall that the Northeast was the location of the founding of the United States ● Understand that immigrants were instrumental in the growth of the country and helped shape the culture and economy ● Recognize the Northeast has more urban areas with higher population density than other regions

The Southeast: ● Understand that the Southeast has unique landforms, bodies of water, resources and wildlife ● Recognize the people of the Southeast adapt to the region’s unique climate, including extreme weather ● Understand that the Southeast played an important role in the founding and growth of the U.S. ● Identify the many social and economic changes undergone in the Southeast since the Civil War

The Midwest: ● Understand that the Midwest has unique climate, landforms, bodies of water, resources ● Recognize how the Midwest became a transportation center of the country ● Understand how the Midwest’s farmland and other resources attracted settlers which led to the growth of cities and factories

The Southwest: ● Understand that the Southwest has unique landforms, bodies of water, resources and wildlife ● Recognize the people of the Southwest adapt to the region’s arid and semi-arid warm climate ● Understand the Southwest has a diversity of cultures that contributed to its history, including Mexican, Native American, and Spanish cultures ● Understand the Southwest was home to many Native American groups before explorers, missionaries, and settlers came to the region

The West: ● Understand the West has a variety of landforms, climates, and unique resources that have shaped the way of life of people who live there ● Understand the West was home to many Native American groups before Spanish settlers arrived ● Recognize the West has many ports and trades with countries that border the Pacific Ocean

Religion

Note: In the fall of 2016, the Archdiocese of Boston released detailed Faith ​ Formation Standards for use in all Archdiocesan schools. BSS is currently using these standards to evaluate the content and objectives of our current Religion curriculum to ensure alignment with these standards for Grade 4.

See the curriculum page of our website for the Faith Formation Standards. Grade 5 Reading and Language

Objectives BSS Difference

● Use correct conventions of standard English when Cross-curricular: All Saints Day Project writing and speaking ● Use writing process: plan, draft, edit and revise written Pen Pal Letters to Africa work ● Use context for determining the meaning of unfamiliar Mini Projects for Social Studies/short research projects words or multiple meaning words ● Read with accuracy and fluency to support Cross-curricular units: Social Studies with Language Arts comprehension in literature and nonfiction texts Technology integration for teaching and learning

Literature Informational Text

● Find the main idea of a paragraph ● Find the main idea of a paragraph ● Find the main idea of a story/ longer selection ● Find the main idea of a longer selection ● Draw conclusions ● Determine important details ● Make inferences ● Draw conclusions ● Accurately quote from a source to support idea ● Distinguish between fact and opinion ● Determine causes and effects ● Accurately quote from a source to support idea ● Analyze character and plot development ● Determine cause and effect ● Explain author’s style and purpose ● Determine appropriate sources for research ● Understand and analyze theme/ tone /mood...focus on ● Provide list of resources poetry ● Identify/explain: symbolism, foreshadowing, satire, dramatic irony, similes, metaphors, personification, Resources: hyperbole, alliteration, allusion My World, Growth of Our Country, Pearson Examples of grade level selections:

“The Marble Champ” by Gary Soto “S.O.R. Losers” by Avi The Abacus Contest” Pricilla Wu “Stray” by Cynthia Rylant “Class President” by Johanna Hurwitz “Dragon, Dragon” by John Gardener A variety of myths, folk tales and poems

Novels:

The Penderwicks Holes Roll of Thunder Crash Bloomability Al Capone Does My Shirts The Boy Who Saved Baseball The Egypt Game Walk Two Moons The Applewhites

Vocabulary Acquisition and Use Language: Understand, Edit for Grammar, Usage

● Determine the meaning of words and phrases in context ● Identify the parts of speech ● Use glossaries or dictionaries to determine or clarify the ● Understand the functions of words in sentences: meaning of words subject, predicate, adjectives, adverbs, prepositions, ● Clarify meaning of unfamiliar and multiple meaning direct object, indirect objects words and phrases ● Diagram sentences ● Build knowledge of synonyms, antonyms, homophones ● Using verb tenses correctly ● Begin to determine meaning of words using Latin roots and affixes Resources:

Resources: John Collins Writing Program 4-Square Writing Program Sadlier Vocabulary Workshop...Blue Level

Language: Understand, Edit Mechanics Writing

● Use correct capitalization, punctuation, and spelling ● Expand, combine, or reduce sentences to improve ● Use commas, apostrophes, quotation marks meaning ● Identify run-on sentences and fragments ● Eliminate run-ons and fragments in own work ● Use graphic organizers: venn diagrams, attribute Resources: webs, 4-Square organizer, story maps, T charts ● Summarize and paraphrase information John Collins Writing Program ● Outline information 4-Square Writing Program ● Compose opinion pieces with clear point-of-view supported with reasons/evidence ● Compose informative/explanatory pieces to examine a topic and convey ideas and information clearly ● Develop topics with facts and details/ evidence/examples related to the topic ● Compose the 5 paragraph 3 point essay ● Write narratives of real or imaginary events ● Writing with dialogue ● Write a friendly letter ● Compose a How-To paragraph ● Compose a compare/contrast essay ● Use technology for short research projects

Resources:

John Collins Writing Program 4-Square Writing Program

Math

Objectives BSS Difference

● Demonstrate fluency with multi-digit addition, ● Small group and pair work to encourage collaboration subtraction, multiplication, and division and peer teaching ● Apply an understanding of fractions and fraction ● Real life and cross curricular STREAM activities to models to represent the addition and subtraction of extend and reinforce learning fractions with unlike denominators as equivalent ● Use of DynaMath Scholastic Magazine to promote calculations with like denominators everyday use of math concepts ● Develop fluency in calculating sums and differences of ● Math games to encourage enjoyment in math fractions, and make reasonable estimates of them ● Use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense ● Develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations. ● Apply understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths ● Use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers, to understand and explain why the procedures for multiplying and dividing finite decimals make sense ● Compute products and quotients of decimals to hundredths efficiently and accurately ● Recognize volume as an attribute of three-dimensional space ● Understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps ● Understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume ● Students will decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes ● Accurately measure necessary attributes of shapes in order to determine volumes to solve real-world and mathematical problems

Science

Skills & Learning Objectives Content BSS Difference

Grade 5: Earth Science ● McGraw-Hill SCIENCE - Earth Science ● Understand Earth’s relationship to the Sun, Moon, and other stars that explain ○ (a) why people on Earth experience day and night ○ (b) patterns in daily changes in length and direction of shadows over STREAM unit - designing parachutes a day for use in different atmospheres ○ (c) changes in the apparent position of the Sun, Moon, and stars at different times during a day, over a month, and over a year.

● Support an argument with evidence that the gravitational force exerted by Earth on ● FOSS kit: Soil, Rocks, and objects is directed toward Earth’s center. Landforms

● Obtain and combine information about ways communities reduce human impact on the Earth’s resources and environment by changing an agricultural, industrial, or community practice or process.

● Test a simple system designed to filter particulates out of water and propose one change to the design to improve it.

Grade 5: Life Science Virtual and actual sheep eye ● McGraw-Hill SCIENCE - Life dissection ● Explore the process by which plants use air, Science water, and energy from sunlight to produce sugars and plant materials needed for growth and reproduction. ○ Describe the movement of matter among producers, consumers, decomposers, and the air, water, and soil in the environment to (a) show that plants produce sugars and plant materials ○ (b) show that animals can eat plants and/or other animals for food, and ○ (c) show that some organisms, including fungi and bacteria, break down dead organisms and recycle some materials back to the air and soil.

● Explore the parts and function of the eye.

Grade 5: Physical Science

● Explain common phenomena involving gases, and phase changes between gas and liquid and between liquid and solid. ● Pearson: Project STEM, ○ Examples of common phenomena Building a Super Sneaker the model include adding air to expand a balloon, compressing air in a syringe, and evaporating water from a salt water solution.

● Measure and graph the weights (masses) of substances before and after a reaction or phase change to provide evidence that regardless of the type of change that occurs when heating, cooling, or combining substances, the total weight (mass) of matter is conserved. ● Observe and measure substances to describe characteristic properties of each, including color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility. ● Describe how each substance has a unique set of properties. ● Conduct an experiment to determine whether the mixing of two or more The Engineering Design Process substances results in new substances with program from the Science Museum new properties (a chemical reaction) or not of Boston, MA (a mixture). ● Use a model to describe that the food animals digest (a) contains energy that was once energy from the Sun, and (b) provides energy and nutrients for life processes, including body repair, growth, motion, body warmth, and reproduction.

Technological Systems Using MacBooks and iPads to graph obtained data. ● Use informational text to provide examples

of improvements to existing technologies

(innovations) and the development of new

technologies (inventions).

● Recognize that technology is any

modification of the natural or designed

world done to fulfill human needs or wants. ● Use sketches or drawings to show how each part of a product or device relates to other parts in the product or device.*

Social Studies

Skills & Learning Objectives Content BSS Difference

● Understand social, political and economic Essential questions: Use of instructional strategies that differences can lead to conflict and some integrate reading and language arts expected and unexpected results ● What is worth fighting for? skills: ● Analyze how when change is forced, it is ● How did different groups more difficult experience the growth of the ● Sequencing ● Explain why people will fight for beliefs and U.S.? ● Compare and contrast way of life ● What are the costs and ● Draw conclusions ● Understand that in wars, people and the benefits of growth? ● Summarize environment are affected ● When does change become ● Cause and effect ● Explain the resources of the West and necessary? ● Main idea and details expansion of nation ● How do people respond to ● Fact and opinion ● Analyze that while U.S. grew through good times and bad? ● Generalize Western expansion, Native Americans ● What is worth fighting for? struggled to survive Scholastic News - integration of ● Describe how growth of nation led to U.S. current events as a world power Text: My World Social Studies, The ​ ● Understand how inventions and technology Growth of Our Country Short research projects changed the way people worked and lived ● Describe how immigrants to the U.S. in the ● Civil War and Reconstruction Appropriate use of technology for late 19th and early 20th centuries ● Expanding West and research contributed Overseas ● Understand social and economic reform ● Industry and Immigration movements in response to growth of cities ● Struggle for Reform and industry ● Good times and ● Explain how poverty and prejudice in the Hardships/World War I South led to migration of many African ● World War II Americans ● The Cold War ● Analyze women’s fight for social and ● America Changes political equality through today ● Americans Today ● Recognize issues of isolation vs. involvement in WWI ● Understand collapsed economy and environmental crisis of Great Depression ● Explain how New Deal created a larger role for government ● Understand factors leading to U.S. involvement in WWII ● Analyze anti-Semitism and Holocaust during WWII and world-wide ramifications

Religion

Note: In the fall of 2016, the Archdiocese of Boston released detailed Faith ​ Formation Standards for use in all Archdiocesan schools. BSS is currently using these standards to evaluate the content and objectives of our current Religion curriculum to ensure alignment with these standards for Grade 5.

See the curriculum page of our website for the Faith Formation Standards.

Middle School Math

Grade 6

Objectives BSS Difference

● Extend the operations with whole numbers, decimals, ● 1:1 iPad with etext and fractions to estimating, comparing and ordering. ● Use of various apps to connect math concepts ● Extend fraction concepts and uses of basic number ● Use of a Promethean Board to provide enhancement theory for various lessons ● Extend the study of Algebra to solving one-step ● Learn various strategies to assist with standardized equations and evaluating expressions. testing ● Introduce ratios and percents ● Integrate various math concepts into the STREAM ● Introduce Integers and Rational Numbers program ● Extend the understanding of polygons to finding their ● Scholastic Math magazine as a supplement to connect area. math to current issues. ● Develop an appreciation of math as it applies to real ● Various games to reinforce certain math concepts world situations ● Opportunity to be placed in an accelerated class

Operations and Algebraic Thinking The Real and Complex Number Systems ​ ​ ● Estimate, order and compare decimals and fractions ● Use Integers, Rational Numbers, Opposites and ● Add, subtract, multiply and divide decimals and fractions Absolute Value to represent real world situations ● Use order of operations to simplify numerical ● Use a number line to compare and order integers and expressions rational numbers ● Use algebraic expressions to describe relationships ● Introduce basic computations with integers ● Add, subtract, multiply and divide one-step equations ● Introduce square roots and perfect squares. involving whole numbers, decimals and fractions. ● Write and solve equations to solve problems ● Use divisibility rules, prime numbers, multiples and factors to solve problems ● Equivalent fractions and decimals and expressing decimals as terminating or repeating ● Write and simplify expressions using exponents ● Use properties of arithmetic to simplify expressions ● Solve problems involving ratios and rates ● Finding equivalent ratios, and rates to solve proportions ● Determining sensible units of customary and metric units of measure. ● Use ratios to convert customary and metric units of measure. ● Understanding the relationship between fractions, decimals and percents ● Use percents to understand everyday situations

Statistics and Probability Geometry

● Use ratios to determine the probability of an event ● Determine the mean, median, mode and range in a set ● Identify points and parts of line and pairs of lines of data. ● Measure and classify angles ● Collect, organize, display and interpret data using ● Identify and classify polygons different types of graphs. ● Identify parts of a circle ● Use proportions to determine congruency and similarity ● Identifying lines of symmetry ● Finding perimeter and area of triangles and parallelograms ● Identify three-dimensional figures ● Finding the volume of prisms

Grade 7

Objectives BSS Difference

● Extend the operations of numbers to include integers and ● 1:1 iPad with etext rational numbers ● Use of various apps to connect math concepts ● Extend solving equations to include integers, decimals ● Use of a Promethean Board to provide enhancement and fractions for various lessons ● Extend the concepts of ratios, rates and proportions as ● Integrate various math concepts into the STREAM they apply to various situations program ● Extend the solving of percent problems ● Learn various strategies to assist with standardized ● Review the basic figures of geometry testing ● Review statistical concepts and extend them to making ● Scholastic Math magazine as a supplement to inferences connect math to current issues ● Extend the concepts of ratios and percents to probability ● Various games to reinforce certain math concepts ● Develop an appreciation of math as it applies to real ● Opportunity to be placed in an accelerated class world situations

Operations and Algebraic Thinking The Real and Complex Number Systems ​ ​ ● Compare and order integers and rational numbers ● Reinforce square roots and cube roots ● Using arithmetic properties to add, subtract, multiply and divide integers and rational numbers Accelerated Math ​ ● Using the distributive property to simplify algebraic ● Difference between rational and irrational numbers expressions ● Estimating square roots of non-perfect squares ● Evaluate algebraic expressions ● Solving word problems leading to one-step and two-step equations and inequalities ● Writing inequalities and graphing their solutions ● Reinforcement of ratios, rates and unit rates ● Write and solve proportions ● Use rates and proportions to solve problems involving similar figures, maps and scale models ● Determining proportional relationships ● Expand the comparing, ordering and converting of fractions, decimals and percents ● Solve percent problems using proportions and equations ● Use percents to solve real world problems ● Writing numbers in standard and scientific notation

Accelerated Math ● Identify the number of solutions to an equation ● Identify and describe linear and nonlinear functions ● Finding the slope of a line ● Using a table and equation to graph a linear function ● Write a function rule from words, tables and a graph ● Compare the properties of two functions ● Using properties of exponents to multiply and divide numbers in scientific notation

Statistics and Probability Geometry

● Gathering data about a population ● Review classifying angles and polygons and finding ● Making predictions and estimations about a population unknown angle measures. using data samples ● Analysis of the angles and sides of a triangle ● Classifying data and analyze surveys ● Find the area of parallelograms, triangles, trapezoids ● Comparing two populations and irregular shapes ● Finding the theoretical probability of an event ● Find the circumference and area of a circle ● Finding the experimental probability of an event using ● Identifying three-dimensional solids simulations ● Finding the surface area and volume of prisms and ● Using a sample space and the Counting Principle cylinders. ● Finding the probability of compound events ● Finding the odds in favor and against an event Accelerated Math ​ ● Use Pythagorean Theorem to find the length of the Accelerated Math hypotenuse in a right triangle ​ ● Finding the probability of mutually exclusive and ● Converse of the Pythagorean Theorem overlapping events ● Demonstrate that two triangles are congruent ● Graph translations, reflections and rotations ● Determine rotational and line symmetry

Grade 8

Objectives BSS Difference

● Review and extend computing with integers, rational ● 1:1 iPad with etext and irrational numbers ● Use of various apps to connect math concepts ● Review and extend solving equations involving ● Use of a Promethean Board to provide enhancement multi-step for various lessons ● Introduction to linear and nonlinear functions ● Learn various strategies to assist with standardized ● Extend the solving of percent problems and probability testing ● Introduce algebraic expressions with exponents ● Integrate various math concepts into the STREAM ● Review graphing in the coordinate plane program ● Review and extend the application of ratios, ● Scholastic Math magazine as a supplement to connect rates,proportions and indirect measurement math to current issues ● Review and extend the properties of two-dimensional ● Various games to reinforce certain math concepts figures ● Math Clinic to prepare students for High School ● Develop an appreciation of math as it applies to real Entrance Exams world situations

Operations and Algebraic Thinking The Real and Complex Number Systems ​ ​ ● Use appropriate operations to solve problems involving ● Write and use numbers with exponents including integers and rational numbers scientific notation ● Review writing and solving equations including multi-step ● Multiply and Divide Exponential expressions and variable on both sides ● Review finding the square root of perfect squares and ● Write, solve and graph inequalities cube roots of perfect cubes ● Review the Distributive Property to simplify expressions ● Approximate the value of an irrational number ● Review solving problems involving ratios, rates and ● Review graphing points in a coordinate plane proportions ● Review real-world applications of proportions to scale Accelerated Math models and indirect measure ● Classifying Polynomials ● Review comparing and ordering integers, percents, fractions and decimals ● Identify proportional relationships ● Identify linear and nonlinear functions ● Finding the slope of a line ● Graphing a linear function ● Write a function rule from a table. graph and words

Accelerated Math ​ ● Writing and Solving Compound Inequalities ● Graphing and describing the shape of a quadratic, absolute value and exponential function ● Determining the axis of symmetry and the maximum and minimum point of a quadratic function ● Writing a function rule in the form of f(x) ​ ● Finding the domain and range for a function ● Identifying a sequential arithmetic pattern and writing it in function notation ● Writing and graphing a direct variation ● Writing and graphing a linear function in slope-intercept form, point-slope form and standard form ● Writing equations of parallel and perpendicular lines ● Solving and graphing systems of equations and inequalities ● Add and Subtract Polynomials ● Factoring Polynomials ● Multiply two binomials using the distributive property and FOIL ● Finding the square of a binomial ● Factoring Trinomials

Statistics and Probability Geometry

● Review theoretical and experimental probability ● Use Pythagorean Theorem to find the length of the ● Finding the probability of compound mutually exclusive hypotenuse in a right triangle and overlapping events ● Translate, reflect, rotate and dilate figures in a ● Make and interpret frequencies and histograms coordinate plane ● Determining rotational symmetry ● Review finding area of geometric shapes ● Construct congruent angles and parallel lines using a compass and straightedge ● Review classifying three-dimensional figures ● Finding surface area and volume of three-dimensional figures

Middle School Science

Grade 6

Skills & Learning Objectives Content BSS Difference

● 6-8.PS.2. Differentiate between volume ● Matter ● Students partake in and mass. Define density. ● study of Chemistry frequent hands-on labs and ● 6-8.PS.3. Recognize that the ● Substance experiments relating to the measurement of volume and mass ● Physical vs. Chemical content requires understanding of the sensitivity Property of measurement tools (e.g., rulers, ● element, atom, molecule graduated cylinders, balances) and and compound knowledge and appropriate use of ● chemical formula significant digits. ● Chemical bonds ● 6-8.PS.5. Recognize that there are ● Mixtures more than 100 elements that combine in ● SI units (Mass, volume, a multitude of ways to produce density) compounds that make up all of the living ● Mass vs. Weight and nonliving things that we encounter. ● Physical vs. Chemical ● 6-8.PS.6. Differentiate between an atom Changes (the smallest unit of an element that ● Law of Conservation of maintains the characteristics of that Mass element) and a molecule (the smallest ● 3 states of matter unit of a compound that maintains the characteristics of that compound). ● 6-8.PS.7. Give basic examples of elements and compounds. ● 6-8.PS.8. Differentiate between mixtures and pure substances. ● 6-8.PS.10. Differentiate between physical changes and chemical changes.

6-8.LS.13. Give examples of ways in which ● Organisms, species, ● STREAM Project – organisms interact and have different functions population, community, Eco-cleaner within an ecosystem that enable the ecosystem ecosystem to survive. ● Abiotic/biotic factors 6-8.LS.14. Explain the roles and relationships ● Natural selection - ● Students partake in among producers, consumers, and adaptations frequent hands-on labs and decomposers in the process of energy transfer ● Interactions among experiments relating to the in a food web. organisms - competition content 6-8.LS.15. Explain how dead plants and and predation animals are broken down by other living ● Types of symbiosis organisms and how this process contributes to ● Food chain vs. food web the system as a whole. ● Producers, consumers, decomposer ● Energy pyramid ● Dynamic equilibrium and stable ecosystems ● The water cycle, oxygen and carbon cycle, and nitrogen cycle ● 6 different biomes ● Natural resources - renewable and nonrenewable, ● Environmental science ● Forms of pollution ● Sustainable use, conservation and ecological footprint ● Benefits of biodegradable substances and recycling on the Earth ● Impacts of landfills

● 6-8.ESS.1. Recognize, interpret, and be ● Features of topography ● STREAM - Building for able to create models of the earth’s (landforms, relief, erosion control common physical features in various elevation) mapping representations, including ● Reading and creating ● Students partake in contour maps. topographic maps frequent hands-on labs and ● Identify three main landforms ● Longitude and latitude experiments relating to the (Mountains, plateaus, plains) ● Reading a map using a content ● Understand how weathering and key, symbols and scale erosion change the shape of Earth’s ● Agents of mechanical and land. chemical weathering ● Identify and recognize difference ● Water, wave, wind and between agents of Mechanical and glacial erosion. Chemical Weathering. ● Land features created as ● Identify forms of erosion (wind, water, result of 4 forms of erosion. wave, glacial) and landforms created as a result of each.

Grade 7

Skills & Learning Objectives Content BSS Difference

● What forms mechanical waves. ● Waves (energy, medium) ● Students partake in ● Types of mechanical waves. ● 3 types of mechanical frequent hands-on labs and ● Understand the amplitude, wavelength, waves (transverse, experiments relating to the frequency and speed of a wave. longitudinal, surface) content ● Explain how frequency, wavelength and ● Aspects of 3 waves (crest, speed of wave are related. trough, compression, ● Identify three things that change the rarefaction) direction of a wave. ● Properties of waves ● Identify two types of wave interference. (amplitude, wavelength, ● Explain how standing waves form. frequency, speed) ● Explain what sound is and factors that ● Reflection, refraction and affect the speed of sound. diffraction ● Identify factors that affect loudness. ● 2 types of wave ● Explain the Doppler Effect. interference ● Identify factors that affect pitch. (constructive/destructive) ● Standing wave (nodes/antinodes) ● Resonance ● Factors that affect speed of sound (temperature, density, stiffness of medium) ● Pitch ● Factors affecting loudness (energy, intensity) ● Measuring loudness (decibel) ● Doppler Effect

● 6-8.LS.3. Compare and contrast plant ● Animal vs. Plant Cell ● STREAM Project - and animal cells, including major (Structure and function) Designing a species. organelles (cell membrane, cell wall, ● Parts of microscope and ● Students partake in nucleus, cytoplasm, chloroplasts, appropriate use frequent hands-on labs and mitochondria, vacuoles). ● Cell theory experiments relating to the ● 6-8.LS.4. Recognize that within cells, ● Cell Membrane (passive content many of the basic functions of vs. active transport, organisms (e.g., extracting energy from endo/exocytosis) food and getting rid of waste) are ● Heredity carried out. The way in which cells ● Traits function is similar in all living organisms. ● Genetics ● 6-8.LS.5. Describe the hierarchical ● Dominant/recessive allele organization of multicellular organisms ● Purebred vs. hybrid from cells to tissues to organs to ● Homogenous vs. systems to organisms. heterogeneous ● 6-8.LS.7. Recognize that every ● Fertilization organism requires a set of instructions ● How to determine that specifies its traits. These probability of specific traits instructions are stored in the organism’s being passed to offspring chromosomes. Heredity is the passage ● How to make and read a of these instructions from one Punnett Square generation to another. ● Phenotype vs. genotype ● Multiple alleles ● Codominance ● Incomplete dominance.

● 6-8.ESS.2. Describe the layers of the ● Earth’s system (biosphere, ● STREAM - Building for earth, including the lithosphere, the hot hydrosphere, atmosphere, Earthquakes convecting mantle, and the dense geosphere) ● Students partake in metallic core. ● Difference between frequent hands-on labs and ● 6-8.ESS.3. Differentiate among constructive and experiments relating to the radiation, conduction, and convection, destructive forces content the three mechanisms by which heat is ● Examples of transferred through the earth’s system. destructive/constructive ● 6-8.ESS.5. Describe how the movement forces. of the earth’s crustal plates causes both ● Earth’s interior layers slow changes in the earth’s surface ● Heat Transfer (radiation, (e.g., formation of mountains and ocean conduction, convection) basins) and rapid ones (e.g., volcanic ● Movement of convection eruptions and earthquakes). currents within the mantle ● 6-8.ESS.6. Describe and give examples ● The rock cycle of ways in which the earth’s surface is ● Process of seafloor built up and torn down by natural spreading and subduction processes, including deposition of ● Movement of plate sediments, rock formation, erosion, and tectonics weathering. ● Three types of boundaries, faults, and stress in Earth’s crust ● Three types of seismic waves ● Instruments used to measure earthquake intensity

Grade 8

Skills & Learning Objectives Content BSS Difference

● 6-8.PS.1. Differentiate between weight ● Motion ● STREAM Project - Building and mass, recognizing that weight is the ● Using reference point to Bridges amount of gravitational pull on an determine if something is in ● Students partake in object. motion frequent hands-on labs and ● 6-8.PS.11. Explain and give examples ● SI units of measurement experiments relating to the of how the motion of an object can be ● Speed (average and content described by its position, direction of instantaneous) motion, and speed. ● Velocity ● 6-8.PS.12. Graph and interpret distance ● Graphing and being able to vs. time graphs for constant speed. read speed and velocity graphs ● Calculating slope for speed ● Acceleration (being able to graph and read a graph of acceleration) ● Force ● Calculating net force of an object ● Newton (unit of measure) ● Newton’s laws of motion ● Gravity ● Various types of friction and being able to identify examples ● Mass vs. weight ● Inertia

● 6-8.LS.5. Describe the hierarchical ● Cell structure (membrane, ● Students partake in organization of multicellular organisms nucleus, cytoplasm) frequent hands-on labs and from cells to tissues to organs to ● Body organization (cell, experiments relating to the systems to organisms. tissue, organ, organ content ● 6-8.LS.6. Identify the general functions system) of the major systems of the human body ● Types of tissue (muscle, (digestion, respiration, reproduction, nervous, connective, circulation, excretion, protection from epithelial) disease, and movement, control, and ● Transporting materials in coordination) and describe ways that body (getting food, these systems interact with each other. breathing, moving waste) ● Nutrient (absorption) ● Glands and hormones ● Stimulus and response ● Maintaining homeostasis ● Parts of skeletal system (vertebrae, skeletal muscle, joints, ligament, compact bone, spongy bone, marrow, cartilage) ● Osteoporosis ● Parts of Muscular System (involuntary/voluntary muscle, tendon, smooth/cardiac/striated muscle) ● Features of skin (epidermis, melanin, dermis, pore, follicle) ● Skin Cancer ● Features of nervous system (neuron, nerve impulse, dendrite, axon, nerve, sensory/inter/motor neuron, synapse) ● Functions of central and peripheral Nervous system ● Somatic and autonomic nervous system ● Features of brain (spinal cord, cerebrum, cerebellum, brain stem)

● 6-8.ESS.8. Recognize that gravity is a ● Earth’s movement in space ● STREAM - Building a force that pulls all things on and near (axis, rotation, revolution, space vehicle the earth toward the center of the earth. orbit) ● Students partake in Gravity plays a major role in the ● Summer/winter solstice, frequent hands-on labs and formation of the planets, stars, and solar Autumnal/vernal equinox experiments relating to the system and in determining their ● Explanation for seasons content motions. ● Newton’s first law of motion ● 6-8.ESS.9. Describe lunar and solar ● Effects of inertia and eclipses, the observed moon phases, gravity on moon and and tides. Relate them to the relative Earth’s orbit positions of the earth, moon, and sun. ● Features and topography ● 6-8.ESS.10. Compare and contrast of the moon properties and conditions of objects in ● Moon phases the solar system (i.e., sun, planets, and ● Solar and lunar eclipses moons) to those on Earth (i.e., ● Space Race gravitational force, distance from the ● History of space sun, speed, movement, temperature, exploration and atmospheric conditions). ● Space shuttles ● 6-8.ESS.11. Explain how the tilt of the ● ISS earth and its revolution around the sun ● Space probes result in an uneven heating of the earth, (orbiters/landers) which in turn causes the seasons. ● Exploration of objects in solar system ● Features of the 4 inner and 4 outer planets ● Features of Pluto

Middle School - English Language Arts

Grade 6

Objectives BSS Difference

To develop critical thinkers who can take a position and Emphasizing skill development so that students become develop arguments that support the position independent learners and gain confidence in their ability to learn, read, and write well To improve reading comprehension Providing explicit instruction on how to study and how to To develop critical-reading skills the comprehension of fiction organize assignments and materials and nonfiction texts Teaching students study techniques and helping them to To expand knowledge of literary style and devices for the recognize which techniques are effective and efficient for them purpose of interpreting literature Providing rich feedback on written assignments through To develop writers who can express their ideas clearly and who conferencing and comments in order to maximize the revision approach writing confidently step of the writing process.

To build vocabulary and language mechanics expertise through Scaffolded teaching of the research process from plan to explicit instruction finished paper

To develop study skills so every student understands how he/she learns effectively and efficiently

To use electronic resources to enhance learning

Literature Informational Text

Short Stories Reading Comprehension in Varied Subject Matter by Jane ● “The King of Mazy May” by Jack London Ervin - Book 4 - short nonfiction selections to build and assess ​ ● “The Sound of Summer Running” by Ray Bradbury comprehension skills ● Other stories from Prentice Hall Literature - Copper Level Nonfiction selections from Prentice Hall Literature - Copper Novels Level - Unit 7 ● The Graveyard Book ● “The Shutout” by ● Where the Red Fern Grows/Bud,Not Buddy ● “Restoring the Circle” by ● A Retelling of The Odyssey ● “How the Internet Works” by ​ ● “Turkeys” by Poetry Unit 9 on Poetry from Prentice Hall Literature - Copper Level Scholastic Scope - various articles from the monthly periodical ​ ● Lyric, narrative, Haiku, Limerick, Concrete poems ● Poetic devices and figurative language Articles on ancient Greece as part of the grade 6 research project Drama Romeo and Juliet by Shakespeare ​ The Phantom Tollbooth Background information (articles) on the novels, short stories, and plays and their author.

Vocabulary Acquisition and Use Language: Understand, Edit for Grammar, Usage

Sadlier Vocabulary - Level B Loyola Exercises in English Membean.com - vocabulary ● Sentences - purpose, structure, and analysis (including Vocabulary from literature diagramming) ● Nouns ● Verbs ● Pronouns ● Modifiers: adjectives and adverbs ● Phrases and clauses ● Punctuation Rules

Daily Language Workouts - brief edit sessions for ​ proofreading practice and review of rules.

Collins method of highlighting language mechanics errors in ​ student writing so the student can make the corrections.

Other Writing

Oral Presentations ● Fiction and nonfiction summaries ● Recitation of a speech from Romeo and Juliet ● Fiction and nonfiction narratives ​ ● Friendly letter ● Essay about a literary character’s traits that includes quotations from the text(s) that supports the student’s opinion. ● Theme essay ● Grade 6 research project paper ● Poems: haiku and couplets in iambic pentameter, simile and metaphor use, free verse to explore use of literary technique

Grade 7

Objectives BSS Difference

To develop critical thinkers who can take a position and develop Emphasizing skill development so that students become arguments that support the position independent learners and gain confidence in their ability to learn, read, and write To improve reading comprehension Providing explicit instruction on how to study and how to To develop critical-reading skills the comprehension of fiction organize assignments and materials and nonfiction texts Teaching students study techniques and helping them to To expand knowledge of literary style and devices for the recognize which techniques are effective and efficient for purpose of interpreting literature them

To develop writers who can express their ideas clearly and who Providing rich feedback on written assignments through approach writing confidently conferencing and comments in order to guide the maximize the revision step of the writing process. To build vocabulary and language mechanics expertise through explicit instruction Teaching explicitly the entire research process from plan to finished paper To develop study skills so every student understands how he/she learns effectively and efficiently

To use electronic resources to enhance learning

Literature Informational Text

Short Stories from Prentice Hall Literature - Bronze Level Reading Comprehension in Varied Subject Matter by Jane ● “Phaethon, Son of Apollo” retold by Olivia E. Coolidge Ervin - Book 5 - short nonfiction selections to build and assess ​ ● “Demeter and Persephone” retold by Anne Terry White comprehension skills ● “Icarus and Daedalus” retold by Josephine Preston Peabody Select Works from Prentice Hall Literature - Bronze Level ● “Two Kinds” by Amy Tan ● “After Twenty Years” by O. Henry ● “Rattle Hunt” by Marjorie Rawls ● “All Summer in a Day” by Ray Bradbury ● “From Barrio Boy” by ● Others depending on time ● “I Am a Native of North America” by ● “All Together Now” by Barbara Novels ● The Outsiders OR ● To Kill a Mockingbird ● “No Gumption” by Russell Baker Poetry ● “From An American Childhood” by Annie Dillard ● “The Night the Bed Fell” by James Thurber Unit 9 - Prentice Hall Literature - Bronze Level ● “The Cremation of Sam McGee” Scholastic Scope - various articles from the monthly periodical ​ ● “Washed in Silver” ● “Winter” Texts ● “Seal” ● “The Pasture” ● Lincoln: A Photobiography ● Three Haiku ● Selected readings on the Civil War that support the ● “Annabel Lee” grade 7 research project. ● “Martin Luther King” ● “Shakespeare and His World” - Prentice Hall Literature “Full Fathom Five” - Bronze Level ● “Onomatopoeia” ● “Maestro” ● “The Village Blacksmith” ● “Life” ● “Loo-Wit”

● Other selected poems ● “If --” and “Thumbprint” ● “The Charge of the Light Brigade” and “Enemy”

Drama ● Twelfth Night by Shakespeare ​ ● The Monsters Are Due on Maple Street by Rod Serling ​ Vocabulary Acquisition and Use Language: Understand, Edit for Grammar, Usage

Sadlier Vocabulary Program - Level C Loyola Exercises in English* Membean.com - vocabulary ● Sentences - purpose, structure, and analysis (including Vocabulary from fiction and nonfiction reading diagramming) ● Nouns ● Verbs ● Pronouns ● Modifiers: adjectives and adverbs ● Phrases and clauses and conjunctions ● Punctuation Rules

Daily Language Workouts - brief edit sessions for ​ proofreading practice and review of rules.

Collins method of highlighting language mechanics errors in ​ student writing so the student can make the corrections.

*Topics are the same as Grade 6 curriculum but are covered in more depth. ​ Other Writing

Oral Presentations Theme essay (The Outsiders and To Kill a Mockingbird) ​ ​ ​ ​ ● The Gettysburg Address Opinion essay about a literary character and using the text to ● Presentation of the research process and what was support it learned Compare and contrast essay ● Recitation of a speech from Twelfth Night Grade 7 research project on the Civil War ​ ● Formal outlining ● Argumentation writing Writing poetry - couplets in iambic pentameter Short responses to literary questions Fiction and nonfiction summaries

Grade 8

Objectives BSS Difference

To develop critical thinkers who can take a position and Emphasizing skill development so that students become develop arguments that support the position independent learners and gain confidence in their ability to learn, read, and write To improve reading comprehension Providing explicit instruction on how to study and how to To develop critical-reading skills within the comprehension of organize assignments and materials fiction and nonfiction texts Teaching students study techniques and helping them to To expand knowledge of literary style and devices for the recognize which techniques are effective and efficient for them purpose of interpreting literature Providing rich feedback from teacher and peers on written To develop writers who can express their ideas clearly and assignments through conferencing and comments in order to who approach writing confidently guide the revision step of the writing process

To build vocabulary and language mechanics expertise Teaching explicitly the entire research process from plan to through explicit instruction finished paper

To develop study skills so every student understands how he/she learns effectively and efficiently

To use electronic resources to enhance learning

Literature Informational Text

Short Stories ● “Thank You, M’am” ● Nonfiction selections from Prentice Hall Literature ● “Flowers for Algernon” -Silver Level ● “Charles” ● Articles from Commonlit.org and Newsela.com ● “The Drummer Boy of Shiloh” ● Background information (articles) on the novels, short ● “The Necklace” stories, and plays and their author. ● “The Gift of the Magi” ● Other stories from Prentice Hall Literature - Copper Level

Novels ● The Outsiders ● The Five People You Meet In Heaven ● Leveled war novels ● Leveled dystopia novels

Poetry Collections from: ● Robert Frost ● Walt Whitman ● Edgar Allen Poe ● Emily Dickenson ● Harlem Renaissance period poets ● Various contemporary and classical poets Drama ● The Diary of Anne Frank (drama adaptation in Prentice ​ Hall Anthology) ● A Midsummer Night’s Dream

Vocabulary Acquisition and Use Language: Understand, Edit for Grammar, Usage

Membean.com - vocabulary Loyola Exercises in English Vocabulary taken from literature ● Sentences - purpose, structure, and analysis (including diagramming) ● Nouns ● Verbs ● Pronouns ● Modifiers: adjectives and adverbs ● Phrases and clauses ● Punctuation Rules Noredink.com - individualized practice sessions and ​ assessments in grammar, editing, and usage

Daily Language Workouts - brief edit sessions for ​ proofreading practice and review of rules.

Other Writing

● Presentation skills ● Emphasis on the process of composition including ● Generating discussion questions editing and revising ● Participating in discussion ● Use of various graphic organizers to guide pre-writing ● Understanding/reading media (commercials, social ● Letter writing: personal and business media, webpages, etc.) ● Literary response and analysis incorporating text evidence from multiple sources ● Argument essay including counterclaim and counterpoints ● Persuasive essays ● Grade 8 research project paper ● Fiction and nonfiction narrative ● Exploration of poetry and prose by literary techniques

Middle School Social Studies

Grade 6

Skills & Learning Objectives Content BSS Difference

On a historical map locate: ● The Fertile Crescent ● Emphasizing skill ● Tigris and Euphrates Rivers ● Ancient Egypt development so that students ● Sumer, Babylon, and Assyria as successive ● Ancient Greece become independent learners civilizations and empires in this region ● Ancient Rome and gain confidence in their ● Explain why the region is sometimes called ● Research Paper ability to learn, read, and “the Fertile Crescent.” write

On a modern map of western Asia: ● Study skills ● Identify the modern countries in the region (Iraq, Iran, and Turkey). ● Research process from plan The growth of Mesopotamian civilizations: to finished paper ● Describe importance of irrigation, metalsmithing, slavery, the domestication of animals, and inventions such as the wheel, ​ the sail, and the plow

On a historical map of the Mediterranean region locate: ● the Mediterranean and Red Seas ● the Nile River and Delta ● the areas of ancient Nubia and Egypt ● the locations of ancient Upper and Lower Egypt

On a modern map: ● Identify the modern countries of Egypt and Sudan

Describe the role of: ● pharaoh as god/king ● Dynasties ● the importance of at least one Egyptian ruler ● the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt

Summarize important achievements of Egyptian civilization

On a historical map of the Mediterranean area, locate: ● Greece and trace the extent of its influence to 300 BC/BCE

On a modern map of the Mediterranean area, locate: ● Europe ● the Middle East ● the Indian subcontinent ● Locate England, France, Greece, Italy, Spain, and other countries in the Balkan peninsula, Crete, Egypt, India, the Middle East, Pakistan, and Turkey.

Explain how the geographical location of ancient Athens and other city-states contributed to their role in maritime trade, their colonies in the Mediterranean, and the expansion of their cultural influence

Explain why the government of ancient Athens is considered the beginning of democracy and explain the democratic political concepts developed in Ancient Greece.

Compare and contrast life in Athens and Sparta

Describe the status of women and the functions of slaves in ancient Athens

Analyze the Persian Wars: ● Causes ● Course ● Consequences ● including the origins of marathons

Analyze the Peloponnesian Wars between Athens and Sparta ● Causes ● Course ● Consequences

Describe the rise of Alexander the Great and the spread of Greek culture.

On a historical map, identify: ● ancient Rome and trace the extent of the Roman Empire to 500 AD/CE

Explain how the geographical location of Ancient Rome contributed to the shaping of Roman society and the expansion of its political power in the Mediterranean region and beyond.

Explain the rise of the Roman Republic and the role of mythical and historical figures in Roman history.

Describe: ● the government of the Roman Republic ● its contribution to the development of democratic principles ○ separation of powers ○ rule of law ○ representative government ○ notion of civic duty

Describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire

Explain the reasons for the growth and long life of the Roman Empire.

Describe the characteristics of slavery under the Romans.

Determine the central ideas or information of: ● primary or secondary source ● provide an accurate summary of the source distinct from prior knowledge or opinions. ● distinguish among fact, opinion, and reasoned judgment in a text

● Skill development so that Grade 7 ● The tools of geography students become ● American consumption independent learners and patterns gain confidence in their ability Use map and globe skills learned in ● Immigration and migration to to learn, read, and write prekindergarten to grade five to interpret: the United States ● Study skills ● different kinds of projections ● Urban Sprawl in the United ● Research process from plan ● topographic, landform, political, population, States to finished paper and climate maps ● Supranational Cooperation in the European Union ● Oil in Southwest Asia Interpret geographic information from a graph or ● Research paper -Civil War chart ● construct a graph or chart that conveys geographic information (e.g., about rainfall, temperature, or population size data)

Explain impact of: ● urban sprawl on people and the planet ● American consumption patterns ● migration on the lives of people and the character of places ● use of the resources of the rainforest ● valuable resources on a region

Explain what forces work for and against cooperation in the European Union.

Determine the central ideas or information of: ● primary or secondary source ● provide an accurate summary of the source distinct from prior knowledge or opinions. ● distinguish among fact, opinion, and reasoned judgment in a text

● Reconstruction ● Skill development so that Grade 8 ● Native Americans and the students become West independent learners and Students analyze primary source images to ● The Immigrant experience in gain confidence in their ability evaluate: the U.S. to learn, read, and write ● how close African Americans came to full ● The Progressive Era ● Study skills citizenship during Reconstruction ● U.S. Imperialism ● Research process from plan ● U.S. and WWI to finished paper In a Problem Solving Groupwork activity, students ● Roaring 20s create: ● Great Depression ● a music video to illustrate how western ● New Deal settlement impacted the Nez Percé ● WWII ● examine how settlers changed the West ● Research paper and impacted other American Indian groups.

In a Writing for Understanding activity, students create: ● scrapbooks illustrating what life was like for immigrants in the early 1900s

Progressive era leaders: ● evaluate whether progressives improved life in the United States ● Panel discussion

In a Social Studies Skill Builder: ● analyze political cartoons about U.S. actions in world affairs around the turn of the 20th century ● evaluate the differing viewpoints of those actions.

In a Visual Discovery activity: ● analyze and bring to life images depicting key events of the Roaring Twenties, the Great Depression, and New Deal

In a Problem Solving Groupwork activity: ● present radio broadcasts on the impact of World War II on eight social and ethnic groups in the United States

Middle School Theology

Note: In the fall of 2016, the Archdiocese of Boston released detailed Faith Formation Standards for use in all ​ Archdiocesan schools. BSS is currently using these standards to evaluate the content and objectives of our current Theology curriculum, to ensure alignment with these standards at all grade levels.

Skills & Learning Objectives Content BSS Difference

Grade 6 THEME: THE COVENANT AS A TESTAMENT Continuous focus: BETWEEN GOD AND ISRAEL IN THE JEWISH ● Prayer SCRIPTURES AND BETWEEN GOD AND THE ● The Liturgical Year WHOLE HUMAN COMMUNITY IN THE ● Application to our lives CHRISTIAN SCRIPTURES ESTABLISHED BY THE BLOOD OF JESUS CHRIST. Textbook:

● Understand the Bible as a revelation of Bible: Old Testament study STREAM research and project God’s saving love. on Social Justice principle 1 We Believe. Vol. 6. New York: ​ ​ ● Understand how God’s saving love was Sadlier, 2011. Print. We Are manifested toward the people of God in the God's People. Jewish Scriptures/Old Testament. ● Chapter 1 - God’s Revelation = Scripture Matthew 25 Service Program ● Understand how God used special people and Tradition (Kings, prophets, etc.) to form the Israelites ● Chapter 2 - Creation into a community. ● Chapter 3 - People Turn from God ● Understand that God chose leaders to help ● Chapter 4 - God bring about the promised covenant. Promises to Help People ● Understand that the Church is a community ● Chapter 5: The of those who have been called to Patriarchs - God acknowledge that Lordship of Jesus and to Chooses a People be a sign of communion with God to others (Lumen Gentium). ● Chapter 8 - An Enslaved People ● Chapter 9 - A Free THEME: WE ARE CALLED TO CARE FOR ALL People OF GOD’S CREATION.

● Understand that we are to respect all life. ○ Racism, sexism, and discrimination are barriers to respect for life Social Justice Principle 1

● Understand that respect for life includes caring for the earth and our environment. Diocesan program: “God’s Plan for Life and Love” Book and video clips ● Identity

Grade 7 THEME: Continuous focus: THE PERSON, MESSAGE, AND MISSION OF ● Prayer JESUS ● The Liturgical Year 70 Words Every Catholic Textbook: Should Know ● Understand the historical Jesus through an (inclusive of Grade 6 words) informed reading of the Gospels ****************

● Understand the message of Jesus.

● Examine the mission of Jesus the Christ Scripture and the Gospels “The Nativity Story” ● Understand the meaning of the mystery of ● Alternative Movie and essay Christ for contemporary Christian life. Assessment: Gospel Step Book Chapters 1, 2, 5 “Altaration” by Ascension THEME: WE ARE CALLED BY GOD TO Press RESPECT THE HUMAN DIGNITY AND HUMAN Jesus the Messiah - the RIGHTS OF ALL PEOPLE Promised Fulfillment of Salvation History Movie and essay: God is Not ● Understand that the human person ● Chapter 7 Dead fashioned in God’s image has inherent rights that are to be protected and promoted. Jesus - the Incarnation - both God and Man STREAM research and project ● Understand that peace flows from justice. Mary, Mother of God on Social Justice principle 1, 4, ● Chapter 8 and 7. ● Understand that we are called to be peacebuilders. Complete portion of Social Justice portfolio. Jesus the Teacher and Healer THEME: WE ARE CALLED TO MAKE The Parables DECISIONS IN THE WAY GOD INTENDED The Beatitudes Matthew 25 Service Program ● Chapters 9 and 10 ● How does Jesus want us to live?

● Call to vocation Jesus, the Savior ● Chapters 11 and 12 ● Chapter 16

The Eucharist/The Mass ● Essay

● Chronicles of Narnia

Grade 8 THEME: THE HISTORY AND MISSION OF THE Continuous focus: ROMAN CATHOLIC CHURCH ● Prayer ● Understand the origins and purpose of the ● The Liturgical Year Church. STREAM research and project on Social Justice principle 1-7 ● Understand the history of the Church from the Post-Apostolic Era Complete portion of Social Textbook: Justice portfolio. ● Examine the mission of the Church. We Live Our Faith. as Active learning activities that ● Understand the meaning of the mystery of Members of the Church. New simulate justice/ injustice. ​ the Church in the modern world. York, NY: Sadlier, 2007. Print. Matthew 25 Service Program

THEME: ALL LIFE IS GOOD, AND HUMAN LIFE The Early Church IS PRECIOUS! ● Chapter 7 ● Apostles Research

● Understand living by the principle of a Channing Bete - “consistent life ethic”. ● The History of the Catholic Church ● Timeline project

● What is the Church? ● What does it mean to be Catholic? ● Chapter 21 - Images of the Church, Marks of the Church ● Church Map project ● Chapter 22 - Sacrament, prayer and liturgy ● Chapter 23 - Pope, Bishops, Vocations, Parish work

● Social Justice Unit and portfolio

● Chapter 19 - Caring for the Whole Human Family

Diocesan program: “God’s Plan for Life and Love” Book and video clips ● God’s Call and My Response ● Freedom/Happiness

● Chapter 1 - The Goodness of God ● Chapter 2 - Making Moral Choices ● Chapter 3 - Introduction to the Ten Commandments, The Great Commandment, The Beatitudes ● Chapters 4-6 - The Ten Commandments in world today.

Spanish

BSS Difference: Students are able to experience the Spanish language ​ and culture grades K-8

Exposure to a modern language with peers

Multiple opportunities to understand the language and culture of Spanish speaking countries

Introduction of Spanish expressions and stories

Use Spanish for communication and self-expression (both practical and humorous)

Short narratives, skits, plays

Exposure to picturesque views and know and not well known aspects of Hispanic culture

Use of audio and video materials

Skills & Learning Objectives

Kindergarten ● Recite the days of the week and the months of the year in Spanish ● Identify what day it is, what month it is, and what day of the week it is in Spanish (1 x week) ● Tell name in Spanish ● Count 1-20 in Spanish ● Identify the colors of the rainbow in Spanish ● Identify basic fruits in Spanish ● Compare and contrast Hispanic holidays to American celebrations ○ Day of the Dead ○ La Navidad ○ Semana Santa/La Pascua ○ Cinco de Mayo

Grades 1-4 ● Hold a basic conversation in Spanish (hola, como estás, bien/mal, etc.) ● Recite the days of the week and months of the year in Spanish (1 x week) ● Talk about the date in Spanish relative to other aspects of the calendar ● Count 0-50 in Spanish ● Students master the colors in Spanish ● Talk about the weather in Spanish ● Compare and contrast holidays in Spanish-speaking countries to American celebrations ○ Day of the Dead ○ La Navidad ○ Semana Santa/La Pascua ○ Cinco de Mayo ● Recite the alphabet in Spanish ● Name classroom objects in Spanish ● Name basic fruits in Spanish ● Name basic foods in Spanish ● Name farm animals in Spanish ● Name the members of the family in Spanish

Grade 5 ● Write the date in Spanish ● Write numbers in Spanish (2 x week) ● Count from 0-100 in Spanish ● Use previous vocabulary learned in conversation ● Understand masculine and feminine nouns and begin to distinguish the two ● Understand and use “Me gusta/No me gusta” ● Understand basic infinitive verbs ● Compare Day of the Dead and Halloween ● Discuss Christmas in Spanish-speaking countries and compare and contrast these traditions with own family traditions ● Use interrogatives in Spanish

Grade 6 ● Identify the body parts in Spanish ● Use descriptive adjectives in Spanish (2 x week) ● Describe the personality of themselves and others using Spanish vocabulary

Grade 7 ● Recall greetings, colors, numbers 0-100, body parts and other previously covered vocabulary/grammar units (3 x week) ● Tell time in Spanish ● Talk about favorite school subjects and class schedule ● Talk about classroom objects and items in backpack or desk ● Use verbs: gustar and encantar ● Understand verb infinitives ● Talk about what they and others like to do and do not like to do ● Use the present tense of -ar, -er, -ir verbs in conversation and in writing

Grade 8 ● Use the present tense in Spanish for -ar, -er, and -ir verbs with accuracy ● Describe the physical appearance of people and things (3 x week) ● Use the verb “tener” ● Use possessive adjectives ● Understand the basic differences between ‘ser’ and ‘estar’ and use appropriately in oral and written sentences

Physical Education

Skills & Learning Objectives Content BSS Difference

Early Childhood: Movement Concepts, Body Management, Cooperative Games: In all grade levels at BSS we Locomotion Movement: ● Messy Backyard stress the importance of PS-K ● Gladiator Pins respect, empathy, humility, Students will be able to demonstrate motor only perseverance, teamwork, & Grade 1 skills and movement patterns needed to ● Freeze Dance leadership, cooperation, perform a variety of physical activities. ● 4 Corners sharing, and self-discipline. ● 7 Up ● Travel within a large group, travel in ● Fishy Fishy variety of directions forward, back ● Duck Duck We highlight the value of sideways, curved, zigzag. Goose physical activity for health, ● Demonstrate speed changes, create ● Cut the Cake enjoyment, self expression, shapes, high, medium, low levels. social interaction, and overall ● Practice balancing on a # of body parts, Gross Motor Skill physical and emotional knowing personal space and general Building: wellness. space. ● Small Group ● Practice jogging, running, hopping, Relay Races Create an atmosphere that is sliding, galloping at different rates of ● Students will safe, fun, and challenging. speed. learn various ways to move Foster the love of God, family, ● Manipulation Skills: striking, tossing, across the gym and all people regardless of underhand, overhand catching, kicking, physical differences or dribbling, bouncing continuously with a Sports: abilities. variety of balls. ● Soccer ● Beat the Ball ● Learn about muscular strength ● Bok Ball endurance, flexibility. ● Steal the Bacon ● Identify heart, muscles, and bones.

● Demonstrate self responsibility, teamwork, leadership, cooperation, and sharing.

Grades 2 - 5 Movement Concepts, Body Management, and Cooperation Games: Locomotion: ● Gladiator ● Newcomb Ball Students will improve motor skills and ● Treasure Hunt movement patterns needed to perform a variety ● Dunk and Run of physical activities accompanied by ● Swamp Ball manipulation skills. ● Keeper of the Castle ● Improve locomotion skills while moving ● Bok Ball to open spaces while traveling at ● Steal the Bacon increasing speed in large and small groups. Ice Breaking Games: ● Jumping for distance, height, proper ● Ships and Sailors take-off and landing skills. ● Untie the Knot ● Learn kicking a rolling ball, hand ● Keep it Up dribbling with control, foot dribbling with ● Monkey in the control, punting, jumping rope, Middle underhand and overhand throwing with ● Castle Ball proper technique, accuracy, and distance Sports: ● Soccer Increase muscular strength, endurance, and ● Basketball flexibility. ● Kickball ● Identify specific muscle groups ● Matball responsible for physical activities. Life skills: Demonstrate growth and maturity in the areas ● Proper of self responsibility, teamwork, leadership, Warm-Ups cooperation ● Stretching ● Express encouragement to others ● Cool Downs ● Accept roles of group members and ● Basic Weight abide by officials Training ● Value physical activity for health, ● Functional enjoyment, self expression, and social Training interaction. ● Core Training ● Bootcamp ● Yoga ● Pilates

● Flexibility Testing ● Beep Test, President’s Challenge

● Sprint/Jump Circuit ● Obstacle Course

Grades 6 - 8 In Middle School physical activities emphasize: All of the above - Cooperative Games, Ice ● working cooperatively to achieve a Breaking Games, Sports common goal, ● Increase of rules, ● meeting challenges, leadership, and ● decision making, decision making. ● teamwork, ● problem solving. Detailed instruction of: ● Warm ups Movement Concepts, Body Management, and ● Stretching Locomotion: ● Cool Downs ● All types of ● Improve locomotion skills while aerobic, strength, manipulating an object within a physical core, flexibility, activity. agility training, ● Learn volleying an object repeatedly, Yoga, Pilates striking a ball, dribbling to teammates with and without guarding with improved Detailed explanation of: accuracy. ● functions of ● Incorporate advanced overhand, major muscle side-arm, underhand catching, kicking, groups punting, striking, trapping, dribbling with hands and feet. ● Flexibility Testing ● Offense and defense techniques. ● Beep Test ● Increase understanding of muscular ● President’s strength, endurance and flexibility Challenge ● Increase understanding of muscle groups responsible for physical activities.

Demonstrate proper warm-up and cool down activities.

Learn weight bearing exercises, core exercises, resistance weight training exercises and agility training.

Participate productively in a group physical activity.

● Agree on a common goal while participating in cooperative physical activities. ● Solve problems ● Demonstrate leadership while participating in the physical activity. ● Accept differences in physical development and personal preferences as they affect participation in physical activities. ● Abide by officials, accept roles of group members, learn leadership responsibilities.

Value physical activity for health, enjoyment, self expression, social interaction, and overall physical and emotional wellness for a lifetime.

Music

Skills & Learning Objectives Content BSS Difference

Early Childhood: National Standards: Songs: Sacred songs PS - K ● Sing Hello, ​ Singing, alone and with others. a varied ● This Is Music Day, All children are taught within a ​ repertoire of music. ● Washing Hands. Christian context. ​ Performing on instruments, alone and with others a varied repertoire of music. Various Fall Songs and Halloween songs ● Rules of the classroom ● Matching Pitch rhythm instruments ● Movement ● Steady Beat ● Tempo .

National Standards: Christmas concert songs Christmas music emphasizing the birth of Jesus Singing alone and with others a varied repertoire of music. Understanding music in relation to history and culture.

● Blending of Voices ● Good stage behavior

National Standards: Seasonal selections - Within the context of the music, we learn Christian Singing alone and with others a varied ● Snowy Flakes, Playing Values and discuss them as repertoire of music. in the Snow, they arise. Performing on instruments, alone and ● Snow, Snow Snow with others, a varied repertoire of music. ● Snowy Flakes Spirituals Improvising melodies, variations and ● What Did You Do? accompaniments. ● Keep Moving Songs reinforcing Christian ​ ● Stand Up Sit Down stories ● Tempo ● Bingo ● Beat ● The Ants Go Marching ● Good vocal techniques ● BSS School Song in ​ ● Movement with music preparation for the ● Quarter notes, half notes and Catholic Schools week rests. ● Valentine’s Day songs ● St Patrick’s Day songs ● Movement songs ● Rhythm instruments

National Standards: ● My First Classical Book Music history is discussed in ● Grandparents’ Day the context of God’s gifts and Understanding music in relation to history Music talents. and culture ● End of the Year Singing, alone and with others, a varied programs repertoire of music Performing on instruments, alone and with others, a varied repertoire of music. ● Classical Music ● Instrument Families ● Continuing earlier concepts ● Continuing movement and rhythm instrument use

Grades 1- 2 National Standards: Various Fall and Halloween Halloween songs discussed Songs: within Christian context Singing alone and with others, a varied ● Grey Squirrel, repertoire of music. ● Falling Leaves, Performing on instruments, alone and ● The Ants Go Marching, with others, a varied repertoire of music ● I’ve Got An Autumnish Feeling, ● The Ghost of John, ● Rules of the Classroom ● 3 Black Cats, ● Tempo ● Pumpkin Stew ● Steady Beat ● The Old Gray Cat ● Singing Together and Singing Alone ● Movement in Music

National Standards: Repertoire for Christmas Concert pieces include at least concert one Christian Carol Singing alone and with others, a varied repertoire of music Understanding music in relation to history and culture.

● Blending of Voices ● Dynamics ● Vocal Breathing ● Diction ● Good Stage Behavior

National Standards: Winter songs: BSS Song

Performing on instruments alone and with ● Falling Snowflakes, others, a varied repertoire of music. ● Playing in the Snow, Reading and notating music ● What Did you Do?

● Tempo Rhythm instruments ● Beat ● Musical Notation BSS School Song in ● Dynamics preparation for Catholic ● Rhythm Schools Week

National Standards: ● My First Classical Book Musical gifts are presented as ● Valentine’s Day songs gifts from God. Understanding relationships between ● St. Patrick’s Day songs music, the other arts and disciplines.

● Music Time Periods ● Instrument Families ● Dynamics ● Rhythm

National Standards: Easter/Spring songs : Celebrating Easter

Understanding relationships between ● Here Comes Peter music, the other arts and disciplines. Cottontail, Reading and Notating music. ● Six Little Ducks. Singing, alone and with others, a varied ● In God’s Circle of Love repertoire of music. ● (for the end of the year mass. ) ● Continued music notation ● In second grade, introduction to Musical concept story books: treble clef note names ● Singing alone and in groups ● The Philharmonic Gets ● Instrument Families Dressed ● Jazz Fly. ● Peter and the Wolf (second grade) ● Grandparent’s Day music

Grades 3 - 4 National Standards: ● Flea Discussing rules within a ● Sing Hello Christian context Singing, alone and together, a varied ● This is music day repertoire of music ● Fall Songs Gifts as given by God Reading and notating music ● Halloween songs understanding music in relation to history “Lives of the Musicians” book ​ ​ and culture Fourth Only: ● Rules of the classroom ● This Land is Your Land ● Expectations ● by Woody Guthrie ● Singing together ● Dem Bones ● Matching Pitch ● Will the Circle be ● Steady Beat Unbroken? ● Call and response singing ● Rounds

National Standards: Christmas repertoire for the Christmas concert preparation Christmas Concert. is done with the Christian Singing, alone and with other, a varied meaning of Christmas. repertoire of music Evaluating music and music performances Improvising melodies, variations and accompaniments

Performing on instruments, alone and with others a varied repertoire of music. Understanding relationships between music the other arts and disciplines.

● Blending of voices ● Steady Beat ● Stage behavior

National Standards: ● Recorders Values of hard work, patience ● Recorder Karate and understanding in context Reading and notating music sheets of the Christian faith. Understanding music in relation to history ● Belts and culture. Improvising melodies, variations, and accompaniments. Performing on instruments, alone and with others a varied repertoire of music

● Tempo ● Note Reading ● Dynamics ● Note and Rest Names ● Recorder Technique ● Steady Beat

Grades 5 - 6 National Standards: Songs: Discussing music and ● Flea expectations in general is Singing, alone and with others, a varied ● Now Let Us Sing within the context of the repertoire of music. ● This Land is Your Land Christian community. Listening to, analyzing, and describing ● Dem Bones music. Evaluating music and music Stereo System performances. Projector Understanding music in relation to history and culture.

● Rules and Expectations ● Listening ● Learning to Critique Music ● Melody ● Pitch ● Rhythm ● Song Share ● rounds ● call/response

National Standards: Preparation of class songs for Christmas is presented in the Christmas concert. relation to Christianity. Singing, alone and with others, a varied repertoire of music. Listening to, analyzing, and describing music. Evaluating music and music performances. Understanding music in relation to history and culture.

● Blending of voices ● Stage presence

National Standards: Opera recordings- Oratorio is discussed in its’ ● Magic Flute relation to the history of the Listening to, Analysing, and describing ● Ballad of Baby Doe church. Gifts of God as shown music. ● Julius Ceasar in different genres of music. Evaluating music and music ● Oratorio recordings- performances. ● Messiah Reading and notating music. Understanding relationships between Oratorio Recordings- music, the other arts and disciplines. ● Gloria Understanding music in relation to history ● Mass in C and culture. ● Musical Theatre recordings- Fifth grade- ● Sound of Music Opera vs. Oratorio vs. Musical Theatre ● Godspell ● Annie Sixth Grade- THE LANGUAGE OF ● West Side Story MUSIC ● Video projector note names ● note values ● rest names Notation ● rest values ● staff ● clefs ● time signature ● dynamics

National Standards: Rhythm tournament Understanding music as a gift Reading and notating music. from God. Understanding music in relation to history iPads for music research and and culture. Garage Band. Composing and arranging music within specific guidelines. Recordings for square dancing Listening to, analyzing, and describing music.

Fifth Grade: Rhythm Tournament- ● note names ● note values ● rest names ● rest values ● dynamics ● tempo markings

Sixth Grade: ● Independent research projects on favorite popular music artist. presentations ● introduction to Garage Band ​

Square Dancing

Grades 7 - 8 National Standards: iPads Christian language is required in all compositions and in Improvising melodies, variations and songs that are brought in for accompaniments. sharing. Listening to and analyzing, and describing music. Understanding music in relation to history and culture. Composing and arranging music within specific guidelines.

Rules and Expectations “Song Share” Rhythm name games- ● tempo ● beat Introduction to GARAGE BAND ​

National Standards: iPads Concert music is from sacred repertoire. Understanding music in relation to history STREAM materials as needed STREAM projects as related to and culture. Christian faith. Listening to, analyzing, and describing Music for the Christmas music. concert Evaluating music and music performances. Christmas Carol Trivia Game

● Blending of voices ● STREAM connections ● Continued sharing of compositions “Song Share” ● Christmas carol research project

National Standards: Catholic music history is IPADS offered. Listening to, analyzing, and describing Jazz, as part of creation is music. presented in relationship to Evaluating music and music God’s gifts. performances. Understanding music in relation to history and culture.

Jazz Unit - Grade 7 Catholic Music History - Grade 8

● scat ● improvisation ● swing ● blues ● dixieland ● big band ● smooth

● chant ● monophonic vs, polyphonic ● Pope Gregory I ● Plainsong

National Standards: How Christianity plays a huge Understanding music in relation to history part in music history. and culture. Listening to, analyzing, and describing music. Evaluating music and music performances.

Music of the Civil Rights Era (7th) History of Rock and Roll (8th) Square Dancing

● protest songs ● spirituals and their influence ● Bill Haley and the Comets ● Elvis Presley ● Rolling Stones ● ● Beatles ● Guns and Roses

Art

Skills & Learning Objectives Content BSS Difference Pre-Kindergarten ● Progression of self portrait with ● Self portrait (October Various Catholic Holiday proper placement of body and May) projects features (eyes, nose, mouth, ● Cutting pre-traced arms, legs, etc.) shapes ● Fine Motor Skills ● Hand tracing projects ● Beginner tracing skills (Baby chicks hatching, ● Using glue properly reindeer) ● Dinosaur skeleton with q-tips as bones

Kindergarten ● Continuation of understanding ● Self Portrait (October ● Various Catholic self-portrait with more specific and May) Holiday projects. features (eyebrows, teeth, hair, ● Introduction of Claude ● School wide Christmas etc.) Monet/Sponge Painting card contest to select ● Have a basic understanding of Project BSS yearly Christmas the technique and work of ● Color Wheel Flowers card. Vincent Van Gogh and other ● Starry Night ● Catholic School various artists (Claude Monet). Christmas card contest ● Identify the 6 colors of the color to be selected by the wheel Archdiocese of Boston. ● Blending colors ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community.

Grade 1 ● Continuation of understanding of ● Pointillism color wheel ● Various Catholic the technique and work of project (Georges Holiday projects. Vincent Van Gogh and other Seurat) ● School wide Christmas various artists (Pablo Picasso, ● Hand drawing with card contest to select Georges Seurat). flowers (Pablo Picasso) BSS yearly Christmas ● Understand the 6 colors of the ● Butterfly symmetry card. color wheel (primary, secondary) project ● Catholic School ● Symmetry Christmas card contest ● Collage to be selected by the Archdiocese of Boston. ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community. ● Advent Wreath ● Butterfly STREAM project to correlate with first grade classroom curriculum.

Grade 2 ● Continuation of understanding of ● Oil pastel circle project ● Various Catholic the technique and work of (Wassily Kandinsky) Holiday projects. Vincent Van Gogh and other ● Complimentary colors ● School wide Christmas various artists (Wassily snail painting. card contest to select Kandinsky). BSS yearly Christmas ● Enhance understanding of the card. color wheel (complementary ● Catholic School colors). Christmas card contest to be selected by the Archdiocese of Boston. ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community.

Grade 3 ● Continuation of understanding of ● Cubism painting of ● Various Catholic the technique and work of faces from various Holiday projects. Vincent Van Gogh and other angles (Pablo Picasso) ● School wide Christmas various artists (Pablo Picasso, ● Composition with card contest to select Piet Mondrian). primary colors (Piet BSS yearly Christmas ● Elements of art: straight lines. Mondrian) card. ● Demonstrate their knowledge of ● Still life (sunflowers, ● Catholic School observation and expression in a Van Gogh) Christmas card contest variety of media, materials and to be selected by the techniques. Archdiocese of Boston. ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community.

Grade 4 ● Continuation of understanding of ● Starry Night with oil ● Various Catholic the technique and work of pastels Holiday projects. Vincent Van Gogh and other ● Pencil tree drawings ● School wide Christmas various artists card contest to select ● Use of various drawing pencils BSS yearly Christmas ● Demonstrate their knowledge of card. observation and expression in a ● Catholic School variety of media, materials and Christmas card contest techniques. to be selected by the Archdiocese of Boston. ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community.

Grade 5 ● Continuation of understanding of ● Self portrait (Van ● Various Catholic the technique and work of Gogh), learning how to Holiday projects. Vincent Van Gogh and other draw a proportional ● School wide Christmas various artists (Michelangelo, Da face card contest to select Vinci). ● Caricatures BSS yearly Christmas ● Demonstrate their knowledge of ● Modern Day Mona Lisa card. observation and expression in a (Da Vinci) ● Catholic School variety of media, materials and ● Paper taped under the Christmas card contest techniques. desk, lay on back and to be selected by the paint (Michelangelo) Archdiocese of Boston. ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community. ● Egyptian Hieroglyphics STREAM project to correlate with fifth grade classroom curriculum.

Grade 6 ● Continuation of understanding of ● Henna Handprints ● Various Catholic the technique and work of ● Representing climate Holiday projects. Vincent Van Gogh and other through the use of ● School wide Christmas various artists warm and cool colors card contest to select ● Learning about various art in BSS yearly Christmas other cultures card. ● Demonstrate their knowledge of ● Catholic School observation and expression in a Christmas card contest variety of media, materials and to be selected by the techniques. Archdiocese of Boston. ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community. ● Cards for the sick dropped off at local hospitals. ● BSS Battle of the Books t-shirt logo design contest. ● Create recycling posters for BSS cafeteria. ● STREAM project to correlate with sixth grade classroom curriculum

Grade 7 ● Continuation of understanding of ● Almond Blossom ● Various Catholic the technique and work of branches, mixed media Holiday projects. Vincent Van Gogh and other (Van Gogh, inspired by ● School wide Christmas various artists (Hokusai) Japanese art) card contest to select ● Influence of art in other cultures ● Printmaking BSS yearly Christmas (Japan) ● Optical Illusion Art card. ● Modern artists (Greg Visitier) ● Drawing half face, ● Catholic School ● Demonstrate their knowledge of magazine composition Christmas card contest observation and expression in a ● Viz Art Ink inspired to be selected by the variety of media, materials and drawing with pen Archdiocese of Boston. techniques. ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community. ● Cards for the sick dropped off at local hospitals. ● BSS Battle of the Books t-shirt logo design contest. ● Hokusai lesson correlates with science curriculum STREAM

Grade 8 ● Continuation of understanding of ● Landscape on canvas ● Various Catholic the technique and work of with acrylic (Impasto, Holiday projects. Vincent Van Gogh and other Van Gogh) ● School wide Christmas various artists (Andy Warhol) ● Pop Art acrylic Painting card contest to select ● Demonstrate their knowledge of BSS yearly Christmas observation and expression in a card. variety of media, materials and ● Catholic School techniques. Christmas card contest to be selected by the Archdiocese of Boston. ● Decorate bags for Mass of Anointing for the Spiritual Life Committee in our community. ● Cards for the sick dropped off at local hospitals. ● BSS Battle of the Books t-shirt logo design contest. ● BSS Art Show program cover design contest.

Technology

Skills & Learning Objectives Content BSS Difference

Pre-Kindergarten ● Expose the student to tablet Sampling of Apps iPad Cart brought to PreK technology ● PBS Gracie & Friends classroom where tables & (1x per week ● Paint Splat chairs are age appropriate 30 minutes) ● Enhance classroom instruction via ● Toonia Colorbook online resources with applications ● Toonia TwinMatch iPad Cart available for that focus on matching, colors, letter ● PreK Learning Games by classroom teachers to use in and number recognition Kevin Bradford addition to weekly scheduled visit

Kindergarten - ● Expose student to tablet and laptop Sampling of Apps & Projects Students visit the technology Grade 2 technology ● minimouse.us lab to use laptops. ● Kindergarten Learning (1x per week ● Enhance classroom instruction via Games by Kevin Bradford iPad Cart available for 45 minutes) online resources with applications ● Endless Numbers classroom teachers to use in that focus on letters, numbers, ● Endless Letters addition to weekly scheduled reading, math, and strategy ● ABCYA.com visit ● What I Learned in ● Use a left-hand / right-hand Kindergarten Project keyboarding position

● Proficient with a mouse and touchpad as input devices

● Open and close an application

● Navigate to a teacher-directed website

Grade 3 - 5 ● Enhance classroom instruction via Sampling of Apps & Projects Students visit the technology online resources with applications ● Learning Games by Kevin lab to use laptops. (1x per week that focus on reading, math, and Bradford 45 minutes) strategy ● ABCYA.com iPad Cart available for ● Hoodamath.com classroom teachers to use in ● Learn “home row” keyboarding ● Sense-lang.org addition to weekly scheduled finger positioning ● All About Me (Grade 3 visit project) ● Learn online “safe searching” ● Animal Research & techniques and citing resources Presentation (Grade 4) ● States Project (Grade 4) ● Introduce digital safety in protecting ● Saints Project (Grade 5) your identity ● Morning Prayers (Grade 5) ● Learn about fonts and basic page formatting

● Use applications to type papers and make presentations learning how to edit / save / close a file on a laptop (Grade 3 & 4)

● Use Google Apps to type papers, make a spreadsheet and do a presentation (Grade 5)

Grade 6 - 8 ● Continued development of Sampling of Apps & Projects Students use an iPad in all keyboarding skill: ● Typing.com classes via the one-to-one, (1x per week Grade 6 Goal - 25wpm ● iAM poem with Images school manage iPad program, 45 minutes) Grade 7 Goal - 35wpm (Grade 6) the technology lab laptops, Grade 8 Goal - 45wpm ● Digital Citizenship Collage and 3D printer (Grade 7) ● Learn and practice Nine Elements of ● Digital Citizenship Pledge Digital Citizenship (Grade 8) ● STREAM projects (each ● Read and discuss about current grade, 2x a year) technology and learn computer ● Banzai (Grade 8) terminology via such articles

● Continued enhancement of research and data interpretation skills

● Learn advanced design layout features

● Create and collaborate via Google Apps suite (Docs, Sheets, Slides & Classroom)

● Manage and organize digital files

● Exposed to being a digital consumer and personal finances