Academics
Intermediate Division
Transitioning from the Primary Division to the Intermediate Division in Grade 3, children are building on the solid foundation of the content and processes they experienced in Kindergarten through Grade 2. In the Intermediate Division, the shift of responsibility changes from the hands of parents/guardians and teachers to the students. Teachers scaffold their students toward becoming independent by encouraging children to take ownership of their learning. Our structure in the Intermediate Division reflects this delicate balance we must strike as the bridge from the lower grades to the upper grades. In Grade 3, students have a lead teacher and an associate teacher in the classroom; however, Grade 4 is the first year students have one teacher in the classroom, moving them toward independence. All of the grades are located on the fourth floor, which encourages a community among Intermediate Division students and teachers. The School works on a ten-day schedule, which, in addition to three hours devoted to literacy and math every day, provides time for visual arts, dance, class meetings, music, science, Spanish, spelling and social studies.
The social studies content of our curriculum often brings context to the concepts children are studying. The Intermediate Division is the first time children experience history as a unit of study. Beginning in Grade 3, students learn about the Great Migration, the Harlem Renaissance and immigration. In Grade 4 they transition to study of American Colonialism and Native Americans. In Grade 5, students look at the ancient civilizations of China and Greece.
Our academically diverse population requires all teachers to meet the needs of a wide range of students. Our need to remediate as well as challenge our students is imperative to our goal in the intermediate grades of creating independent, self-regulated learners. Differentiating instruction takes many forms within the classroom. Student needs are determined through ongoing assessments. Teachers group students based on their changing needs. It is the responsibility of the classroom teachers, with support from learning specialists, to adapt to all types of learners.
Third, fourth and fifth graders are given an opportunity to direct their own learning through academic goal setting. M.A.P. goals, also known as My Achievement Plan goals, are developed through a partnership among parents/guardians, teachers and child in the classroom and during conferences. Students direct their own conferences in the spring and present evidence of their best work.
In the intermediate grades we have a literacy liaison, math liaison and learning specialists devoted to Grades 3, 4 and 5. Classroom teachers schedule weekly meetings with the liaisons to discuss students and grade-level objectives, plan units of study, add resources, and learn new approaches to math, reading and writing. Children experience standardized tests (ERBs) for the first time in the Intermediate Division beginning in Grade 3. While ERBs are only another window through which to see our students' progress, they do provide insight into the programmatic health of The School’s curriculum.
Teachers of all disciplines collaborate to implement a concept- and skills-based integrated curriculum, in order to give children a balanced academic experience. Teachers meet once a week for an hour to plan and discuss curriculum. During this time, teachers share their discipline’s goals, objectives and essential questions, and look to make cross-disciplinary connections.
Intermediate teachers subscribe to the constructivist learning theory, where students acquire new knowledge by connecting prior experiences. This occurs through peer interaction, discovery and teacher facilitation. Teachers involve students in the curriculum by modifying units to accommodate interests and questions, as well as offering students choice in how they represent their new understandings. Integration happens throughout the day and also once during the ten-day schedule in the form of an Integrated Block. During this time, also known as I-Block, all members of the grade-level team and all students spend two hours engaged in focused experience.
Rachel Klem
Intermediate Division Director
Rachel Klem
Intermediate Division Director
Academics: Intermediate Division
Grade 3
List of 11 items.
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Library
During Library class time, Grade 3 students enjoy reading and discussing non-fiction books supporting the non-fiction reading and writing they work on in the classroom. Students are exposed to various elements of non-fiction texts such as table of contents, index and sidebars, and they discuss strategies for finding the information they need within these works. Third grade students are also introduced to the Dewey Decimal system basics and become increasingly independent library users and knowledge seekers. -
Literacy
Students grow as thoughtful, fluent and independent readers in third grade Literacy. Comprehension skills such as retelling, making connections, visualizing, predicting and synthesizing helps students understand texts on both literal and inferential levels. Time is dedicated to selecting appropriate books in school, and students read both fiction chapter books and nonfiction texts. Students learn to read with increased accuracy and fluency. Through Read Alouds and partnership work, students learn to develop their ideas in conversation using accountable talk phrases, such as “What makes you say that?” and “I agree and…” As writers, third graders learn to move more independently through the stages of the writing process. They are introduced to Writers' Notebooks and learn to plan, draft, revise and edit before publishing. They also compose pieces about their personal lives, applying craft and elaboration techniques from mentor texts to develop their personal narratives. Students read nonfiction books on various topics, learn to take notes about the main ideas and details and write short nonfiction pieces. They participate in direct and explicit word study instruction, in which they learn about the sounds, letters and meanings of words. Word study instruction is reinforced in reading and writing workshops, where students learn to read and write unfamiliar and multisyllabic words. Third graders learn to identify fragments and write in complete sentences, so that they can clearly express their ideas to an audience.Third-graders develop big ideas, and their conversations are energized by the structures of same-book partnerships and Book Clubs. A majority of students’ reading diet is made up of text reads that are discussed in whole-class Read Alouds and in Series Book Clubs, analyzing characters and themes. Students read a wider variety of nonfiction texts to learn more about the world around them and continue to learn how to take effective notes on what they read. In the Writer’s Workshop, students write many different pieces such as nonfiction paragraphs, poems and realistic fiction stories, applying sophisticated craft techniques learned from mentor texts. They exercise their narrative writing muscles in the Realistic Fiction study and Short-Story Fiction writing unit to incorporate details that make a story come to life. Students also write several nonfiction pieces that relate to their study of New York City, past and present. They learn to organize information to teach their peers, solidifying their growing knowledge and developing speaking skills. Many lessons focus on writing in complete sentences and using different types of sentences, with appropriate punctuation.In the spring, students continue to grow their reading stamina and abilities. They continue to read nonfiction, learning the differences between expository nonfiction and narrative nonfiction texts. They also practice their reading comprehension skills by accessing prior background knowledge, determining importance by finding main ideas and supporting details and deepening their vocabulary while reading nonfiction books. Students independently study a wide range of topics and then form smaller research groups. They zoom in on a topic, reading across a variety of texts to synthesize and talk about their findings with their group. The nonfiction reading work overlaps with new nonfiction writing, as students compose and revise their own expert books, moving through cycles with more layers of research. The Social Studies topics of Immigration, Enslavement, The Underground Railroad, The Great Migration, The Harlem Renaissance and Modern Immigration and Migration is featured prominently, helping students gain more control over researching and working with new information in order to determine importance, and also sequence and synthesize information. Students explore a variety of nonfiction genres such as biographical essays and expert books. Many lessons focus on writing in complete sentences and writing in different types of sentences, with appropriate punctuation. -
Mathematics
During the first half of the semester, third grade students build on their computational fluency in addition and subtraction particularly in the context of larger numbers, focusing on flexibility, accuracy and efficiency by using a variety of addition, subtraction, multiplication and division strategies. In the context of a real-world investigation, students deepen their existing understanding of place value through reasoning and application. Students engage with data collection, interpretation and representation. Third graders are taught to use estimation in all areas of mathematics as a way to guide solution strategy and assess the reasonableness of answers. Students also continue developing concepts of time and money. Throughout the year, students engage with individual and collaborative work that is designed to extend their mathematical understanding.The third grade class undertakes an in-depth study of multiplication, investigating the operation through several real-life contexts. Students use various models that illustrate the iteration of equal-size groups and the regrouping of smaller groups into larger groups. Furthermore, students have opportunities to reason with multiplication as a relative comparison between numbers, and they eventually encounter the Commutative, Distributive and Associative Properties. Building on their understanding of multiplication, students reason with division as an inverse operation, where multiplication constructs numbers according to equal-size groups and division breaks apart numbers according to equal-size groups. Across mathematical concepts, students strengthen their communication skills by explaining their strategies in verbal and written form. They create clear written representations of their problem-solving processes, and they engage with both routine and non-routine problems, whereas the latter problem type does not, in its presentation, indicate any clear path to solution.During the final term of the year third graders are challenged to be accurate, flexible and efficient in their thinking. They review and practice the newly acquired addition and subtraction strategies they learned earlier in the year while solidifying their multiplication and division strategies and understandings. In particular, instruction in this domain emphasizes the Commutative, Distributive and Associative Properties along with the inverse relationship between multiplication and division. Students also explore division as an operation that can answer for the number of groups or the size of each group. Next in the sequence of study, students encounter fractions as the result of a fair share, reasoning with dividends smaller than divisors (e.g., 2 brownies shared fairly among 3 kids). They proceed to investigate many other meanings of fractions: fractions as numbers, fractions as parts of a set and fractions as operators that shrink or expand another number or quantity. -
Performing Arts: Dance
Students in third grade begin the year building community through dance. They quickly embark on a choreography project inspired by Piet Mondrian’s Broadway Boogie Woogie where students focus primarily on pathways and can re-familiarize themselves with the elements of the craft including space, time, energy and body. They revise and share their work several times, practicing and reinforcing good audience member and performance skills. We then transition to an immersive Broadway performance study. Students learn about the history of Broadway and are exposed to music from a variety of different musicals. They also learn, rehearse and perform a full-length production, “Broadway on Broadway”, a highlight for the third grade community. Simultaneously, dance technique skills are introduced and developed through warm-up, stretch and traveling sequences part of the everyday class routine.Dance class is tightly interconnected with the overarching third grade Immigration study. They learn several European folk dances and can identify the various distinguishing characteristics of each. We then move into small groups and solo dances inspired by Ellis Island. As the Social Studies focus shifts into the Harlem Renaissance, students are introduced to various social dances from this time period including the Shorite George, Boogie Back and the Bees Knees. Grade 3 dancers finish the year learning age-appropriate tap dance techniques, as well as the history of how the genre evolved. -
Performing Arts: Music
Grade 3 students begin the year singing a song titled "Driving Around in New York City" diving into the grade-wide City theme. Students discover many musical fundamentals hidden inside the song through movement, listening and analyzing. The "Hudson River Project" is a collaboration among the Art, Dance and Music programs. Through experimentation with various types of pitched and unpitched instruments, we create and perform many nontraditional "sound paintings", music for third grade dancers and visual artists during iBlock. In collaboration with the Music and Dance department, performance songs from New York City Broadway musicals spanning 1952-2003 are selected for the “Broadway on Broadway”. In preparation for the Broadway unit, students begin with healthy vocal production, warm-ups singing with vowels, projecting with clear enunciation, sitting and standing with good posture and good breath support. Through this repertoire, students learn the history and geography of New York City.During the second half of the school year, third grade musicians continue to explore and develop their musical skills through music composition for their “Unstrument”, a cross-curricula project with Art, Music and Technology classes. Development of musicianship continues to flourish through singing, body percussion, music fundamentals, musical analysis and skill-building in ensemble playing. Students participate in a Four-Beat rhythmic pattern activity providing students with autonomy by playing multiple roles including composer, performer, audience, critic and teacher. Gymnastic balls and hoops are introduced in music class as a fun tool that simultaneously engages students to develop a good steady beat as they bounce the ball, step into hoops, sing a scale and learn intervals. Students learn to keep the rhythm by tapping on the living music staff (5 lines and 4 spaces) while singing “Twinkle Twinkle Little Star,” keeping a steady beat and following the changes of tempo with the music in real-time. In preparation for Carnegie Hall's Link Up Program Concert, students learn to play a soprano recorder, create choreography and sing songs. Third grade musicians also learn how to Swing Dance using “Shorty George” and “Charleston” steps with Duke Ellington’s “It Don’t Mean A Thing”, and to sing “St. Louis Blues” with Bessie Smith and Louis Armstrong’s soundtrack. Students participate in activities and projects that closely align with the grade-wide integrated study of the Harlem Renaissance. Jazz Fundamentals, which include playing the Blues, analyzing, improvising, creating Blues lyrics and swing dance, concludes the third grade music study. -
Science
In the winter semester, third graders explore the world of rocks and minerals. Students begin by examining various rocks and minerals and sorting them based on identified attributes. As students study as geologists, they learn to gather information about minerals using various tests that help them determine how well minerals transmit light, the identifiable color of minerals and the hardness of minerals. A final test called the calcite test invites students to test various rocks, determining if they contain the mineral calcite. Throughout their investigations, students develop scientific skills and attitudes, as well as learn to communicate their ideas, observations and scientific thinking through class conversations and writing. Third grade students participate in various experiments and experiences that help them develop an awareness and appreciation for the role rocks and minerals play in our world and everyday lives. A highlight of the unit is learning about the geology of New York City and visiting Inwood Hill Park to examine a glacial pothole from the last ice age.During our unit on Robotics, students work collaboratively in partnerships to construct a Lego robot. They then explore concepts of Time, Distance and Speed, while programming their newly built robot to follow different pathways and complete various set challenges. Students learn to troubleshoot when they encounter challenges both in construction and during the programming phase. In addition, students engage in a dialogue with their peers as they analyze current robotic technologies present in the world. -
Social Emotional Learning
Students focus on building a community, both in their classes and as a grade. Students learn to work in concert with their peers and develop the ability to appreciate different perspectives, compromise and collaborate. In Community Club, students learn skills to help them regulate their emotions and develop persistence, flexibility and resilience. With these skills, children become increasingly able to work through frustration and solve academic and social problems. In the classroom, children become increasingly aware of personal responsibilities and resulting consequences, while they develop self-awareness through regular reflective writing.In the second half of third grade, students learn to appreciate diversity across different aspects of their lives, from the idea that families immigrate from many countries in many ways, to an understanding that a story may be different depending on who is telling it. In Community Club, students also learn and experiment with growth mindset strategies, including flexible thinking and persistence. Toward the end of the year, they work on perspective-taking and practice using “I-statements” to resolve conflicts. -
Spanish Language/Literacy
Students explore the concept of Experience and the grade-wide City theme in Spanish class. We use digital tools including Rockalingua to support and help develop language skills. Third graders explore language both visually and verbally through dance, movement, conversation, reading, singing, role-playing and games. Students participate in scripted conversations to practice pronunciation and vocabulary while learning about their classmates by describing their families and sharing activities that they enjoy taking part in in the City. We read ‘De aquí como el coquí’ by Nomar Pérez, a picture book in which a boy moves from Puerto Rico to New York City with his family and relates his experiences as an immigrant. Students answer comprehension questions and illustrate parts of the story. Building on their learned Spanish skills, students participate in a pen-pal activity, where they write letters introducing themselves and their families, and express their likes and dislikes to a group of third graders living in Barcelona, Spain. Students continue the semester discussing their experiences living in New York and writing poems where they describe New York City and use newly learned vocabulary, the verb ‘ser’ (to be) and descriptive adjectives.The spring semester students continue to build upon and explore the concept of Experience and City theme. In connection with the Library’s Leo’s Choice Award, we hold our own Leo Lee awards in Spanish class, where students explore movement through Read Alouds of Hispanic literature. They practice listening comprehension skills in Spanish as well as literacy strategies including summarizing, predicting events and analyzing texts. Building on the spring concepts of Movement and Experience, students are introduced to the study of Immigration as we read “Dear Primo”. Readings also expose students to the traditions and customs of Hispanic culture reflected in “Paletero Man” and learn about the life and work of musician “Tito Puente.” Students then explore South American countries and capital cities, as well as flags as symbols that represent a nation and its people. The class continues with learning about pastimes and expressing activities that they like and dislike. Students review vocabulary that pertains to various foods all while learning about typical dishes from Spanish-speaking countries. During the last quarter, young learners have the opportunity to review age-appropriate vocabulary and expressions to engage in conversations about clothing and different parts of the body, as well as the days of the week and the months of the year. -
Technology
Grade 3 students are introduced to strategies for using their new laptop computers safely, responsively and creatively. They begin the year by building touch-typing and trackpad skills, which continue to be practiced throughout the year via weekly “morning work” typing technique activities. Next, they establish their electronic portfolio websites for the upcoming school year. Students create pages for each of their subjects, which they will later populate with documents, photos and video samples of their work for future reflection and preservation. Sites are private and not publicly accessible on the Web.The term concludes with an in-depth study of the built environment focusing on the bridges of New York City. Connecting to both their Math and Social Studies curricula, students learn how and why engineers use geometry to design the large-scale structures that connect the five boroughs. Students construct models of beam, arch, truss and suspension bridges while exploring concepts of tension, compression, force, load and the 2D polygon geometry that is employed in various bridge designs. -
Visual Arts
In the Art Studio, third grade students continue to develop skills while working with various materials and exploring their expressive qualities. To kick off the year, students hone in on color mixing skills in the creation of their own Exploring Colors in Manhattan project. They apply this knowledge to create Design Paintings, focusing on the repetition of shapes. Students have outdoor art-making sessions integrated with iBlock time, using markers and watercolors to craft paintings of the Hudson River in connection with the City theme. Next, the focus shifts to Observational Drawing in the upcoming lesson sequence. Students create contour drawings from observations of gourds, emphasizing line, shape and form using mineral pigments such as calcium carbonate, iron and graphite, incorporated with the Science class Mineral unit. Finally, they work on the "Broadway on Broadway" integrated project, in collaboration with the Dance and Music class. Students create large-scale backdrops and posters, gaining an understanding of playbills and enlarged paintings. During Art Talk sessions, students draw inspiration from various artists, including Jasper Johns, Wassily Kandinsky, Hilma af Klint, Jakkee Kongkaew, Joseph Stella, Georgia O'Keeffe and more.In the second term, Grade 3 students continue their artistic development through a curriculum emphasizing student-centered, process-oriented learning. Students participate in the musical “Unstruments” project, a collaborative effort between Music, Technology and Visual Arts. After their MET field trip, they dive into orchestra instruments, compose music and construct sculptures representing musical instruments using cardboard, conductive materials and the MIT block-based visual program, Scratch. Transitioning to the Cultural Restaurant Fair project, students explore the qualities of clay to create cultural dishes in Art class. They also employ sewing and collage techniques to design placemats for their dishes. This project integrates Technology, Math, Social Studies and English departments as students work to develop business proposals using various mediums to gain insights into the business and finance world. For their final project, third grade students respond visually to a topic from their study of the Harlem Renaissance. Drawing inspiration from artists such as Romare Bearden, Deborah Roberts and Jacob Lawrence, they create collagraph prints reflecting the rich cultural heritage of this period. This comprehensive curriculum aims to nurture creativity, critical thinking and interdisciplinary learning among Grade 3 students, providing them with diverse opportunities for artistic expression and exploration. -
Wellness
Grade 3 students begin the semester working on cooperative games and continue working on positive, effective communication strategies for groups and teams with emphasis on the third grade concept of Experience. Students focus on movement education as they isolate dribbling or cradling, passing and shooting skills in soccer, basketball and lacrosse games, while also drawing connections on how movements are related. Students participate in multiple drills, exercises and differentiated learning scenarios to help develop the proper techniques and skills necessary to succeed in each sport and skill.In the Wellness spring semester, students work on cooperative and teamwork skills through a series of games and problem-solving activities. They focus their energy on accomplishing a team goal rather than simply achieving individual success. Students spend time learning about the built-in rock wall, proper safety and equipment used for climbing before taking on the challenge of traversing and top rope climbing on the wall. Third graders also learn the components of health-related fitness and are introduced to a variety of activities that sustain and build upon their fitness. Students study an array of New York City Street Games including the history of the game and its various variations that have developed over time. During this unit, students are encouraged to think creatively and work cooperatively to modify games in small groups.
Grade 4
List of 11 items.
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Library
Grade 4 students use their Library class time to refresh and deepen their understanding of the library’s organizational system, particularly focusing on the subject categories of the Dewey Decimal System, and practicing independently locating library materials. As the year draws to a close, students reflect on their experience over the course of the year as readers and researchers, thinking about how their reading and research habits and abilities have evolved and grown. -
Literacy
Students expand on all reading and writing skills through their work with Country as the grade-wide theme and the concepts of Exploration and Justice. Students develop their nonfiction research skills, learn to gather and synthesize new information, and navigate more sophisticated text features and structures.Throughout the first term, students write narrative and nonfiction. They immerse themselves in literacy learning connected to the Social Studies content in exploration, country, regions and states. Through an integrated study looking closely at Native Americans, pre-encounter and modern day, and then early settlers in Jamestown, Plymouth and the colonies, students develop their research skills in both reading and writing. As nonfiction readers, they gather and synthesize new information, navigate more sophisticated text features and structures and learn to take succinct notes. As writers they practice putting information into their own words and crafting their writing using a variety of techniques from their study of mentor texts. They learn to use graphic organizers such as a Single Paragraph Outline and to transfer the information into well-organized paragraphs. Students expand their ability to think and talk about texts with others, through Read Alouds and book clubs. As nonfiction readers, they learn how to discern main ideas and details from a variety of texts. Historical Fiction book shares offer students the chance to prepare for conversations, and to cite text evidence when developing and supporting a theory. Students also compare their ideas with others in order to consider differing opinions and perspectives. Students continue to build their spelling, vocabulary, and reading skills through direct and explicit word study instruction, in which they learn about the sounds, letters, and meanings of words. This helps them read and write unfamiliar and multisyllabic words. Students learn to identify fragments and different types of sentences and to write in complete sentences and paragraphs, so that they can clearly express their ideas to an audience.Students consolidate a variety of reading comprehension skills throughout the year, both during Read Aloud and independent reading. Teachers read aloud many picture books and chapter books to further develop their understanding of subjects related to our curriculum. Students respond to books through talking and writing in order to grow deeper inferential thinking supported by text evidence. When writing historical fiction, students weave together facts from the time period with fictional anecdotes and setting details in multiple scenes. Using mentor texts including the class Read Alouds, students apply specific craft techniques to make their writing come alive while remaining authentic to the time period.Their work as fourth graders comes to a close with an examination of the concept of Justice through the lens of reading and discussing social issues books. In the essay unit, students strengthen their understanding of the writing process and develop their independence. They learn to craft a multi-paragraph essay, including introductions and conclusions, while studying current events and historical time periods. Students research meaningful issues with both digital and print materials. Students learn to write a strong thesis statement and support it with reasons, evidence and examples. Students use revision techniques to weave a variety of details through their notebook entries and drafts. During the editing stages, students apply their growing knowledge of spelling patterns and grammatical rules. In addition, students continue to build their spelling and reading skills through direct and explicit word study instruction, in which they learn about the sounds, letters and meanings of words. -
Mathematics
Fourth graders continue to solidify computational fluency in whole-number operations to become more flexible, accurate, and efficient thinkers. Along with developing their number sense through oral discussions, students also have the opportunity to problem-solve, compute and represent their thinking in a variety of authentic contexts. For example, students apply their knowledge of estimation and addition and subtraction algorithms to explore magnitude with numbers through the millions in contexts such as state and national populations, and the area of North American landmasses and political divisions. Elsewhere in the curriculum, students study and work on aspects of problem-solving, interpretation, modeling, justification of reasoning and developing specific problem-solving habits and attitudes. Students also engage in both individual and collaborative work focused on deepening their mathematical understandings.The final term of Grade 4 mathematics in the spring features a variety of authentic investigations designed to help students solidify whole-number operations. Early in the term, students extend their existing multiplication understandings by using the open array to calculate partial products, first in isolation and later in context. Next, students reason with division, using the partial quotients strategy for large number division. Students transition to a study of fractions by reasoning with the remainder as a quantity that needs to be shared fairly amongst multiple recipients. Students proceed to investigate additional fair-share contexts (e.g., 5 brownies shared fairly among 6 children). Fourth grade students reason with landmark fractions—for example, fractions as numbers, fractions as parts of a set and fractions on a number line. Through word problems, students connect all four operations to real-life situations. In geometry, students focus on attributes of two-dimensional figures and the measurement of area and perimeter. Across contexts and concepts, fourth graders are encouraged to think critically, solve problems efficiently and communicate their ideas effectively. -
Performing Arts: Dance
Fifth graders continue to develop an awareness of physicality, technical skill and creativity as dancers. They begin the year studying Modern Dance choreographer Paul Taylor. In class, they learn basic elements of his style and background as a choreographer and in sections of one of his master works that students vote on as a class. Part of this in depth unit includes a four week residency with teaching artists from the Taylor II company, and concludes with a creative project in which students assimilate all of their knowledge into an original group composition. Improvisation, as a way to explore concepts and ideas, is an integral part of our work and students will often engage in collaborative projects both as soloists and within small groups.After the winter break, we begin our study of Contemporary Dance with a focus on current working artists in the field. Students learn the basic elements of contemporary technique and floor work and use their knowledge to create original compositions. Gesture and Manipulation is then introduced as choreographic tools and students use a piece of visual art as the basis for their solo choreography.In the spring, fifth graders end the year with a Greek Mythology unit that coincides with what they are learning in Social Studies. Based on the Greek God or Goddess selected, students develop a group dance that details their relationship and impact during this time period, and utilizes elements of dance such as dynamic and action to embody their specific character.Fifth graders continueto develop an awareness of physicality, technical skill, and creativity as dancers. After winter break, we looked at the choreographic tool Gesture and Manipulation which students then used to create an original solo based on a piece of visual art. The process involved peer feedback and editing, allowing students to experience working in a professional dance environment and make choices about their work. Fifth grade then embarked on a study of the fundamentals of Contemporary Floorwork, learning ways to go down and rise from the floor safely and with ease and basic floorwork movements that they built into their own contemporary phrase work. We ended the year with a unit on Tableaux and Greek Mythology that was integrated into their Social Studies curriculum. Students chose affinity groups based on the gods and goddesses they were given in class, created stories based on their characters, and used the technique of tableaux, as well as their knowledge of modern dance, to create original pieces. -
Performing Arts: Music
The fourth grade class starts Music class with a variety of activities that build community and review rhythmic reading. This includes playing rhythmic games, movement activities and performing name chants. The repertoire used is from the United States as it relates to the fourth grade concept of Country. Students enjoy mastering a Canon in C by composer Carl Orff as they learn how to develop their music skills by playing various barred instruments (xylophones, metallophones and glockenspiels) and practicing their hand-eye coordination as they alternate hands to play. Students continue mastering a variety of winter repertoire preparing to perform in a school-wide assembly.They become familiar with playing repeated patterns called ostinati, musical form and texture. In relation to their study of Water and Marine Life, students also improvise and compose free-form pieces of music using instruments of their choosing. Music improvisation exposes students to experience the joy of playing in an ensemble and collaborating with peers. As their time in fourth grade comes to a close, students learn about brass, woodwind and percussion instruments. Students view each instrument and listen to both teacher and student performances to gain exposure and build upon their excitement to join the fifth grade Band.In preparation for joining Band in fifth grade, students learn about the brass, woodwind and percussion instruments which they will have a chance to play the following year. Students view each instrument and listen to both teacher and student performances to gain exposure further building on their excitement to join fifth grade Band. -
Science
As part of their grade-wide concept of Exploration, fourth grade scientists learn about continents, oceans, landforms and water features found on the Earth’s surface. The Geography unit culminates with the creation of a landform map and an accompanying story. Students then work through a series of programming and building challenges aimed at programming robots to use sensors and move autonomously. Fourth graders engage in the engineering process by identifying programming and building challenges, developing multiple solutions and testing and refining their work. Throughout the unit students ask questions, make predictions, gather evidence, analyze data and communicate their ideas both orally and in writing form.As part of their study of Justice, fourth grade scientists explore the incredible diversity of marine life through a variety of experiments and readings. The hands-on study of salinity and temperature currents, fish anatomy and seashell classification, as well as marine food webs aids students' understanding on how organisms adapt to best thrive in their environment. Students continue to ask questions, gather evidence, and communicate ideas. -
Social Emotional Learning
In Grade 4, social and emotional learning skills and objectives are embedded in the students’ Country theme and throughout Exploration and Justice units. By examining the impact that exploration has had on different groups of people, students begin to grapple with questions about responsibility and equity. Students extend these discussions by reflecting on problems found in their own social lives by practicing different constructive strategies for handling upsetting situations, continuing to show cooperative behaviors in group settings and advocating for themselves and their peers in various social interactions. Fourth graders learn responsibility as they show increased independence in managing their time and belongings and solving problems on their own. In Community Club, students learn to problem-solve social situations by learning and practicing prosocial communication, kindness, digital character, social skills and emotion regulation/self-management skills.In the spring semester, social and emotional learning skills and objectives continue to be embedded around curricular themes, from forming new societies to how we treat those who are different from us, and students learn to use language to express ideas they feel passionate about. Students are encouraged to think about the many different aspects of their own identity and the ways in which diversity makes communities stronger. Teachers continue to support students’ development of these learned skills through regular class meetings, book clubs and thoughtful learning partnerships. -
Spanish Language/Literacy
Students explore the concept of Culture and gradewide Ancient Civilizations theme in Spanish class. Fifth graders learn visually, verbally and kinesthetically through reading, writing, singing, inquiry, discussion, games, drama and technology integration. Connected with the ‘Day of the Dead’ festivities, they begin an investigation of origins, completing research on a relevant figure of the Spanish speaking world. Students identify and use physical characteristics and personality attributes to describe and compare people. In their descriptions, they practice subject-adjective agreement, the use of the verbs “ser” and “tener” and adverbs of quantity. Building on roots and origins, they explore the foundations of the Spanish language and its Latin roots. They work with dictionaries as language resources to find and make use of new vocabulary. Finally, the class practices and uses “-ar” regular verbs conjugation in the present tense and works in groups to create lyrics for their original song making use of pronouns, adverbs of frequency, conjugated verbs and new vocabulary. Students practice and reinforce their pronunciation by presenting their original work to their peers.In the last semester, fifth grade students continue integrating the Ancient Civilizations theme while focusing on the development of skills in reading, writing, listening and speaking in Spanish. They focus on the Ancient Inca Civilization and make predictions that allow them to decipher its mysteries. Students learn large numbers in Spanish (1 through 1,000,000) and apply them through the study of the “Quipu” (an Inca artifact used to record numeric data). Inferring on their own roots, they investigate different aspects of the Inca society and lifestyle by learning the different Inca traditions, beliefs and customs.
April brings Poetry Month where students work on writing poems about a chosen god or goddess of the Inca civilization. In their poems they practice the vocabulary and grammar studied throughout the year. Finally, fifth graders study the differences between the verbs “ser” and “estar” and learn vocabulary related to mapping and geography that they use to describe the areas studied. In connection with their study of landscapes in art, students write descriptions of the Inca cities and landscapes using prepositional phrases. -
Technology
Fourth grade students begin the year by preparing their electronic portfolio websites for the upcoming school year. They establish pages for each of their subjects and later populate those pages with documents, photos and video samples of their work for future reflection and preservation. Students then study the components and necessity of having secure digital passwords for their school accounts. They learn the risks associated with having a breach in one’s digital privacy, culminating in an activity where they each create their own unique password with 12+ characters including numbers, symbols and both upper and lowercase letters.The central unit of the term is an exploration of simple machines and mechanisms, focusing on designing for motion. Students work through a series of model-building activities and experiments with LEGO components to better understand work, effort and load. They build with levers, gears, worm drives, pulleys, belts, cams, rack and pinion and the pawl and ratchet. Design strategies and concepts including gearing up, gearing down and mechanical advantage are also studied. Students’ understanding of simple machines and mechanisms is supported by a concurrent, complementary Science unit that focuses on robotics engineering and programming with sensors. -
Visual Arts
In Grade 4 Visual Arts class, students refine their artistic techniques and explore the expressive qualities of various materials, nurturing their creative problem-solving skills. The academic year commences with an engaging exploration of collage, where students construct a color wheel using images from National Geographic. Progressing from this, students delve into painting, with a focus on color mixing using primary colors, black and white to replicate their unique skin tones for self-portrait collages. Utilizing mirrors as references, students cut out shapes that represent their physical features, contemplating how artists convey identity through background elements, clothing, objects or symbols.
As the fall season unfolds, students transition to observational drawings of deer skulls following an inspiring trip to the Black Rock Forest. Mastery of this technique paves the way for the exploration of Natural Pigment Painting, aligning with their concurrent study of Native Indian culture in Social Studies. Students chronicle their color journey in a Natural Pigment Color Recipe Book, experimenting with cochineal bugs, indigo, buckthorn berries and walnut hull. The unit culminates in applying these natural pigments to paint captivating scenes on deer skull sketches, drawing inspiration from their excursion to the Black Rock Forest. This holistic approach seamlessly integrates observational drawing with hands-on exploration of natural pigments, fostering unique artistic expressions and complementing their Social Studies curriculum.In the second term, Grade 4 students utilize a variety of materials in conjunction with their integrated studies on Haudenosaunee history and culture, the history of coil pottery in the Southwest, and marine life in Science class. Drawing inspiration from contemporary artist Carrie Hill of the Haudenosaunee, fourth graders embark on circle weaving projects, employing an AB pattern and constructing their own looms from scratch. Subsequently, they transition into creating an Ocean Environment Concern Tapestry Project after completing a water project in Music class. Next, students delve into pottery traditions of the Southwest, crafting coil vessels with clay and drawing upon coil pottery technology. This allows them to virtually travel to the region around Tucson, Arizona, where the earliest pottery in the United States has been discovered. To conclude the year, Grade 4 students embark on creating paper-mâché models of local marine life animals, chosen based on their research in Science class. They learn how to create armatures for three-dimensional sculptures and creatively address the challenges of building with found materials such as newspaper, tubes and bottles. -
Wellness
Students begin the year with fitness pre-assessments to find their baseline fitness levels from which they can build upon throughout the year. They work on their cooperative and teamwork skills through a series of games and problem-solving activities. Students work on various volleyball skills such as underhand serve, bump and set, and work on volleying over a net in various game-like scenarios.They focus their energy on accomplishing a team goal rather than achieving individual success. During the Basketball unit, fourth graders review the fundamental skills of dribbling, passing, and shooting, and practice in game-like scenarios. They spend time learning about the rock wall and the equipment that is used for climbing before challenging themselves in traversing as well as top rope climbing on the wall. During the Fitness Unit, fourth graders learn the components of health-related fitness and are introduced to a variety of activities that sustain and build upon their fitness. Students are also exposed to the FitnessGram assessments. Fourth graders are introduced to the sport of lacrosse and volleyball, learning the history of the sport along with the basic skills and concepts involved in playing the sport.
Grade 5
List of 12 items.
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Library
Information and research skills are the emphases of the Grade 5 Library program. Fifth grade students develop an understanding of information literacy skills by reviewing and learning new concepts that allow them to become independent users of both The School and the New York Public Library (NYPL) systems. Students expand their learning by applying these new concepts to: works cited, note taking, developing effective search strategies and evaluating information sources when using the internet and the library's collection of databases. Throughout the year, students are expected to conduct short research projects that use multiple print and online sources to build knowledge through the investigation of different aspects of a topic.Read More -
Literacy
Students develop strong habits as readers and writers, pushing themselves to be as independent as possible while engaging in whole class conversations. They build dynamic reading lives, choosing appropriate books, reading with greater stamina and exploring a variety of genres. Fifth grade students track their reading in order to set goals. Their understanding of the genre of realistic fiction is deepened through Read Aloud and Book Clubs, as they study character development and themes across texts. They respond to texts, both through conversations and in writing. Sophisticated texts connected to the themes of the year are read aloud, and students develop ideas and theories as they also expand their worldviews through the investigation of ancient civilizations and cultures. In writing, students hone the skills necessary to independently work through the writing process, including planning, drafting, revising, editing and publishing. They write narrative texts on a variety of personal topics, as well as nonfiction pieces related to social studies. Students learn to identify and write in different types of complete sentences, so that they can clearly express their ideas to an audience. Word Study may include a study of Greek and Latin root words, as well as direct and explicit word study instruction, in which students learn about the sounds, letters, and meanings of words. This helps fifth graders read and write unfamiliar and multisyllabic words.Students also read and prepare their ideas for Mystery Book Clubs, studying how authors develop suspicious characters, plant clues and lead the reader to a resolution where the mystery is solved. This work allows students to develop their prediction and synthesis skills. As students track a character’s development, they grow theories about their motivations and the larger themes embedded in their mystery books. During Writing Workshop, students hone the skills needed to independently carry out the stages of the writing process including planning, collecting entries, drafting, revising, editing and publishing. They learn to lean on mentor texts to lift the level of their own writing, naming an author’s craft techniques and then applying the variety of techniques to their own pieces. The students’ content area writing is connected to the continued study of Ancient China, with an emphasis on research-based writing across a variety of genres, including informational writing and poetry. Word Study may include a study of Greek and Latin root words, as well as direct and explicit word study instruction, in which students learn about the sounds, letters, and meanings of words. This helps them read and write unfamiliar and multisyllabic words.Fifth graders spend the year thinking like detectives in order to uncover old and new ideas, while using research skills. Students pay close attention to selecting books wisely using peer and teacher recommendations to discover new genres, titles and series including realistic fiction, nonfiction and mystery. They learn to identify and analyze all of the essential elements of the genre including detectives, suspects, story arcs, subtle clues, red herrings and resolutions. Students also deepen their “reading to learn” muscles by researching a variety of topics connected to ancient civilizations. Students study inventions while learning about Ancient China and The Odyssey while learning about Ancient Greece. The year concludes with a genre study of biography through Read Alouds and book clubs. Students analyze, interpret and synthesize ideas across digital texts, print resources and videos as well as consider how the past influences the present. They use text evidence in conversations and writing about reading to strengthen their arguments. Students also study and compare famous people in history in a variety of time periods as they read complex expository nonfiction texts and biographies.Students explore a variety of writing genres in the second half of the year. Moving through the writing process more independently, they collect entries, then draft and revise their final publications. They use mentor texts to improve their writing and emulate specific writing techniques. Writing also stems from the Ancient Civilizations integrated studies and students publish a variety of pieces, learning how to analyze the notes taken during the research phase and then synthesize information into original claims. Students write research-based informational pieces, such as book reviews and essays. The fifth grade class also continues to grow their knowledge of spelling patterns and rules and to use more sophisticated vocabulary in their writing. -
Mathematics
During the first months of school, students explore authentic contexts in which they develop strategies for problem solving, reasoning and organizing their thinking. Students engage in a collaborative process to build a fifth grade math community as they learn routines of mathematical organization, discussions and a growth mindset. This work sets the stage for productive mathematical discourse throughout the year. In the first unit of study, students engage in an investigation of perimeter and area, during which time they solidify and apply their knowledge of large-number multiplication strategies. Following this unit, students examine properties of the number system by identifying factors, multiples, prime numbers and square numbers within a variety of applications. Throughout all of their math work this year, students develop and refine strategies for whole number operations. They continue to work individually and collaboratively to generate and test conjectures about big mathematical ideas such as divisibility and multiplicity. Students work through a number of open-ended, multi-day investigations that allow them to apply their conceptual knowledge to realistic situations.Students continue examining properties of the number system by reasoning with factors, multiples, prime numbers and square numbers through a variety of applications. The number theory unit wraps with a study of least common multiple and greatest common factor, which lays a conceptual foundation for the fractions, decimals and percents unit. During the geometry study, students classify triangles and quadrilaterals by analyzing characteristics of their angles and sides. They also investigate the coordinate grid, and reason spatially with ratio and scale as a bridge between geometry and fraction work. Throughout all of their math work this year, fifth graders continue to develop strategies for operating with whole numbers. They also continue to work individually and collaboratively to generate thoughtful questions about big mathematical ideas.As in fall and winter, the spring math term emphasizes making connections and developing strong representation tools. Throughout the term, students continue to develop efficiency, flexibility and accuracy when manipulating whole numbers. Students complete an in-depth study of fractions, decimals, and percents. They reason with multiple meanings of fractions—for example, fractions as numbers, fractions as parts of a set, and fractions as operators that shrink or expand a number or quantity. By working with models such as the hundred grid, the bar model, the single and double number line, the clock model, the pie chart and the ratio table, students have opportunities to develop deep understandings of fractions, decimals and percents and how the three representations connect. Real-world contexts frame much of this work. Following this unit, students investigate the concept of probability while using fractions and percents to identify the likelihood of specific outcomes. Students record results from various investigations by using line plot graphs and working with the concepts of mean, median, mode, gaps, ranges and outliers. Across mathematical topics, students continue to develop as problem-solvers as they engage with concepts in open-ended formats. Finally, students study and apply the traditional division algorithm, exploring the types of numerical situations that require the algorithm and interpreting remainder within problem context. Throughout the term, students have multiple opportunities to work with data in authentic ways. -
Performing Arts: Band
Grade 5 Band students focus on becoming familiar with their chosen instruments and develop their musicianship. This includes mastering repertoire from the Traditions of Excellence method book as well as learning warm-ups and other melodic pieces. Lessons are designed to develop musical concepts and skills such as accurate note-reading, pleasing tone production, rhythmic steadiness and precise intonation. Students continue to develop critical listening skills through modeled performance sounds, communicating their perceptions of recordings made by successful musicians and demonstrating skills on their individual instruments. Students are encouraged to play their instrument individually as well as in a classroom setting. The band teachers inspire a positive and creative environment where students are able to confidently take risks and explore their chosen instrument with a joyful spirit. -
Performing Arts: Dance
Fifth graders continue to develop an awareness of physicality, technical skill and creativity as dancers. They begin the year studying Modern Dance choreographer Paul Taylor. In class, they learn basic elements of his style and background as a choreographer and in sections of one of his master works that students vote on as a class. Part of this in depth unit includes a four week residency with teaching artists from the Taylor II company, and concludes with a creative project in which students assimilate all of their knowledge into an original group composition. Improvisation, as a way to explore concepts and ideas, is an integral part of our work and students will often engage in collaborative projects both as soloists and within small groups.After the winter break, we begin our study of Contemporary Dance with a focus on current working artists in the field. Students learn the basic elements of contemporary technique and floor work and use their knowledge to create original compositions. Gesture and Manipulation is then introduced as choreographic tools and students use a piece of visual art as the basis for their solo choreography.In the spring, fifth graders end the year with a Greek Mythology unit that coincides with what they are learning in Social Studies. Based on the Greek God or Goddess selected, students develop a group dance that details their relationship and impact during this time period, and utilizes elements of dance such as dynamic and action to embody their specific character.Fifth graders continueto develop an awareness of physicality, technical skill, and creativity as dancers. After winter break, we looked at the choreographic tool Gesture and Manipulation which students then used to create an original solo based on a piece of visual art. The process involved peer feedback and editing, allowing students to experience working in a professional dance environment and make choices about their work. Fifth grade then embarked on a study of the fundamentals of Contemporary Floorwork, learning ways to go down and rise from the floor safely and with ease and basic floorwork movements that they built into their own contemporary phrase work. We ended the year with a unit on Tableaux and Greek Mythology that was integrated into their Social Studies curriculum. Students chose affinity groups based on the gods and goddesses they were given in class, created stories based on their characters, and used the technique of tableaux, as well as their knowledge of modern dance, to create original pieces. -
Performing Arts: Music
Students review musical notation, stylistic concepts and theory terms while continuing to build their vocabulary by adding new words and definitions. The class sings seasonal songs and learns spoken word compositions. Fifth graders play rhythm games and learn new choreography to enhance their kinesthetic skills and understanding of steady beat. The class engages in notated melodies on barred instruments and students take turns improvising using the pentatonic scale as a foundation. Emphasis is placed on proper mallet technique, creative dance movements and beautiful vocal production. Information is integrated with the grade-wide Ancient Civilization theme and students learn about the music of Ancient China by studying traditional instruments, styles and songIn the spring, the Grade 5 Music class continues to develop their musicianship through games, songs and composition. To connect with the Social Studies curriculum, students study the music and instruments of Ancient Greece. Students learn about Pythagoras’ ideas of note relationships, experiment with glasses filled with different levels of water and study ancient instruments. By experimenting with rubber bands and bowls to create a model kithara, fifth graders learn about pitch and resonance. Each class creates a chant based on a Greek city state and performs it at the Ancient Greek Olympics event held in May at The Armory. Students also learn new choreography, songs, games and vocal canons, with multiple layers and themes. A few favorite songs and games include “Family Tree,” “Turn The World Around” by Harry Belafonte and “Bump Up Tomato”. -
Science
In the fall, fifth graders study the world of flowering plants. The central experiment of the unit is a study of Wisconsin Fast Plants, Brassica rapa. Students grow their own Brassica rapa plants in a controlled experiment, changing one variable for their experimental plants. They care for the plants throughout the study, from planting the seeds and thinning seedlings, to harvesting the final seed pods. By recording detailed observations of the plants through drawings, notes and photographs, students determine how plant growth is affected by variations in light, fertilizer, pollination and spacing. Students also visit the Conservatory at the New York Botanical Garden, where they view thousands of plants from different regions of the world and learn about plant adaptations.In the spring semester, Grade 5 students study basic concepts in electricity, learning about conductors and insulators, the parts of an incandescent light bulb and how current flows in closed circuits. They create, compare and make diagrams of series and parallel circuits using circuit symbols. Students investigate the connection between magnetism and electricity, and construct their own experiments to test the strength of electromagnets, changing one variable at a time. Students also design and sew circuits on material to create electric symbols of their Greek gods. Throughout the unit students formulate strategies to analyze and solve circuit problems, and to reflect on their work through discussion and journal writing. -
Social Emotional Learning
In Grade 5, social and emotional learning skills and objectives are developed through the student’s History and Ancient Civilizations grade-wide theme. Through lessons that address essential questions about culture, progress and communication, students acquire a deeper understanding of themselves. Each day is structured to allow for individual, partner, small group and whole class interactions. Following the setting of behavioral guidelines and limits, students are expected to attentively listen to others and respond with relevant comments and questions. Cooperative activities are balanced with independent work to allow for the development of effective social communications as well as autonomy. Weekly homework packets are designed to foster independence and responsibility, cultivate time management skills and consolidate the understanding of concepts and topics. The assignments intentionally reflect classroom lessons, topics and skills, and students are expected to complete the work independently.The classroom community is based on the shared values and expectations developed by the group. Each day is structured to allow for individual, partner, small-group and whole-class interactions. The development of effective social communications and behaviors is valued alongside the development of autonomy and the ability to independently initiate and carry out a plan of action. In Community Club, students learn and practice skills and topics related to personal identity, values, digital character/citizenship and emotion regulation/self management skills.Students continue to practice social emotional learning skills such as active listening, perspective-taking and self-management through their collaborative work with partners, small groups and whole class interactions. Teachers continue to support students’ development of these skills through regular class meetings, book clubs and learning partnerships. Students learn to critique each other’s work using constructive language that promotes a sense of community. In addition, students had the opportunity to develop their executive functioning skills by managing their time, planning and completing longer-term assignments and advocating for themselves when they need clarification or assistance. -
Spanish Language/Literacy
This semester students explore the concept of culture and ancient civilizations in Spanish. Students learn visually, verbally, and kinesthetically through reading, writing, singing, inquiry, discussion, games, drama, and technology integration. Connected with the Day of the Dead festivities, they begin an investigation of origins,completing research on a relevant figure of the Spanish-speaking world. They use physical characteristics and personality attributes to describe and compare people. In their descriptions, they practice subject-adjective agreement, use of the verbs “ser” and “tener,” and adverbs of quantity.
Building on roots and origins, they explore foundations of Spanish and its Latin roots. They work with dictionaries as language resources to find and make use of new vocabulary. Finally, they practice and use -AR regular verbs, conjugating in the present tense and working in groups to create song lyrics with pronouns, adverbs of frequency, conjugated verbs, and new vocabulary. Students practice and reinforce their pronunciation by presenting their songs in front of the class.
This semester, Grade 5 students continued to integrate their study of ancient civilizations while developing skills in reading, writing, listening, and speaking in Spanish. They studied the differences between the verbs “ser” and “estar,” and learned vocabulary related to mapping and geography. In connection with their study of landscapes in Visual Arts, they wrote descriptions of Inca cities and landscapes using prepositional phrases. They investigated aspects of Inca society and lifestyle by learning the traditions, beliefs, and customs. In April, National Poetry Month, students wrote poems about Pre-Columbian civilizations of the Americas. They studied clothing vocabulary and compared what people wore in different ancient civilizations. Finally, students summarized their study of ancient civilizations with a poster where they represented some of the main aspects of Inca civilization. -
Technology
Grade 5 students begin the term by preparing their electronic portfolio websites for the upcoming school year, to be curated with documents, photos and video samples of their work. The first unit of the year is an in-depth study of current cybersecurity and digital privacy issues. The main vehicle for this study is an immersive, interactive video game from PBS NOVA where students roleplay, taking on the role of chief technology officer (CTO) of a fictional social media startup company. As players, students create secure password algorithms, defend against computer viruses and identify email phishing and social engineering scams. Students then compile their own slideshow presentation sharing their “Top 5 Cybersecurity Tips” based on what they learned.The second unit of the year is a computer science and physical computing course utilizing Arduino-based microcontrollers and Ardublock - a graphic, block-based programming language built off the text-based language, C. Students program a variety of inputs (touch, light, temperature and moisture sensors) and outputs (LEDs), and reinforce skills with computer programming concepts such as sequences, loops, events, conditional statements, data and logical/mathematical operators. Connecting to their Grade 5 Science plant study, our Technology unit culminates in an engineering design challenge where students are tasked to build and program a sensor-based instrument for monitoring indoor plant health, i.e. a light up soil moisture meter or a plant pot that alerts you when it needs watering. -
Visual Arts
In Grade 5 Visual Arts, students embark on a captivating exploration of the roles of culture and progress in visual art, forging meaningful connections between historical contexts and personal expressions. The artistic journey commences with a dynamic one-point perspective color wheel project that seamlessly integrates a 3D name design drawing. Progressing from this foundational experience, students dive into the creation of monochromatic landscapes, still-life paintings and collage projects using vibrant tempera paint, drawing inspiration from the influential works of artists such as David Hockney and Paul Cézanne. The comprehensive curriculum includes an in-depth study of observational drawing, empowering students to explore contour drawing, line, texture, shape, form and unity. Subsequently, students engage in a profound exploration of the value scale, employing a variety of drawing techniques like hatching and cross-hatching. This artistic exploration is enhanced through the use of diverse materials, including ebony pencils, stub blenders and kneaded erasers, providing students with a rich and hands-on experience in understanding light and shade.Students continue to deepen their understanding of the year-long concepts of Culture and Progress through art projects designed to connect their study of ancient cultures with personal experience, while exploring the expressive qualities of art materials. They expand their exploration of Chinese brush painting, experimenting with different techniques for capturing space in ink painting and reinforcing their understanding of values from the drawing unit. Fifth graders are amazed by the intricate artwork achievable using just black Sumi ink. Drawing inspiration from Chinese name seals, students also create personalized name art using relief printmaking techniques. Transitioning to the study of Ancient Greek civilization, students dive into sculptural work with clay. The class begins by creating oil lamps and then moves on to crafting Greek column-inspired table lamps incorporating elements of technology and science. In art class, students learn the hand-building clay unit and master the slab technique, practicing the creation of even, flat clay pieces using a rolling pin to form slab sculptures. The slab works are then glazed and fired in the kiln. Additionally, in Technology and Science classes, students utilize actual bulbs and circuit systems to create functioning table lamps. Through their exploration of various art materials, mediums and concepts, students expand their art-making abilities and develop creative problem-solving skills. Students engage in projects that allow them to deepen their understanding of the year-long concepts of Culture and Progress while expressing themselves artistically and connecting their personal experiences with their studies. -
Wellness
Grade 5 Wellness promotes the advancement and development of physical skills, strategies, and positive attitudes toward physical activity. Fifth grade Wellness kicks off with a focus on cooperative games and teamwork starting with volleyball. During the Volleyball unit, students are assigned teams where they work on fundamentals skills such as passing and serving. The objective during this unit is to focus on skills and help students understand the various rules of the game and work together. The Volleyball unit is followed by the Tai Chi unit, which connects to the grade-wide Ancient China study where students focus on balance, coordination and overall health. This unit also highlights the importance of self-discipline and respect, both important principles applied in martial arts. The term concludes with the Basketball unit which aligns with the start of the winter athletics season.Wellness in the second semester focuses on important developmental physical skills while connecting to their study of ancient Greece. We worked on climbing skills and strategy through use of the rock climbing wall in the second term. This included challenging physical tasks on both the traverse wall and top rope wall. Units on floor hockey and pickleball, which is a popular modified form of tennis, were also a part of the second half of the year. To conclude the semester in Wellness, we completed a study of the ancient Greek Olympic games. Throughout this unit we trained in various track and field events in preparation for our 5th Grade Olympic games, which took place in May.
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