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Scope and Sequence 2018-2019

The primary purpose of assessment and evaluation is to provide feedback in order to

improve student learning.

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Korea Foreign School Mission Statement

Korea Foreign School enables students to achieve academic excellence while being encouraged to be global leaders who promote global peace through equity, innovation, diversity, integrity, community, care for the environment and self-respect.

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Rationale

The purpose of this document is provide an overview of the scope and sequences we use to guide our teaching and learning at KFS.

Scope and Sequence Structure

The KFS Scope and Sequence is organized with the following structure: The KFS Scope and sequence documents mirror a similar organizational structure to that of the IBPYP Scope and Sequence documents.

Strand names, descriptions, conceptual understandings, and related concepts are chosen from the applicable PYP scope and sequence documents for that subject, with the exception of the ELL Speaking and Listening descriptions, which are take from the ACFTL documents.

Objectives and criteria from the Common Core, AERO, NGSS, PYP, and ACTFL were measured against PYP Scope and Sequence documents and placed into appropriate strands to create a clear framework for building conceptual understanding within the curriculum.

Objectives and Performance Criteria Overview

Korea Foreign School utilizes standards and benchmarks from the following educational organizations as a guide to planning, teaching, and assessing in order to provide a vertically aligned curriculum that provides our students with a rich conceptually based curriculum.

Literacy & Math: The Common Core State Standards

“The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live.

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The Common Core is informed by the highest, most effective standards from states across the United States and countries around the world. The standards define the knowledge and skills students should gain throughout their K-12 education in order to graduate high school prepared to succeed in entry-level careers, introductory academic college courses, and workforce training programs” (About).

Science: The Next Generation Science Standards

“The Next Generation Science Standards (NGSS) are K–12 science content standards [which] set the expectations for what students should know and be able to do. A high-quality science education means that students will develop an in-depth understanding of content and develop key skills—communication, collaboration, inquiry, problem solving, and flexibility—that will serve them throughout their educational and professional lives. The NGSS were developed by states to improve science education for all students. These standards give local educators the flexibility to design classroom learning experiences that stimulate students’ interests in science and prepares them for college, careers, and citizenship” (Next Generation).

Social Studies: American Education Reaches Out (AERO) Common Core Plus

“AERO is a project supported by the U.S. State Department’s Office of Overseas Schools (A/OPR/OS) and the Overseas Schools Advisory Council to assist schools in developing and implementing standards-based curricula. AERO provides a framework for curriculum consistency across grades K-12 and for stability of curriculum in overseas schools. This effort is in alignment with research-based trends in the development of curriculum worldwide” (About AERO). “The following guidance on unit development is intended to assist teachers in developing rich units that help students understand both the concepts in the AERO Social Studies standards and benchmarks and the specific cultural/anthropological, economic, geographic, historical, political, and sociological content from different historical periods and global regions” (AERO).

International Baccalaureate Scope and Sequence

Arts

“Arts engage students in creative processes through which they explore and experiment in a continual cycle of action and reflection. Such creative processes are seen by the PYP as the driving force in learning through inquiry. From an early age, students have the opportunity to develop genuine interests, to give careful consideration to their work and to become self-critical and reflective. Reflecting on and evaluating their own work and the work of others is vital, and empowers students to take intellectual risks. Exposure to and experience with arts opens doors to questions about life and learning. The process of making and appreciating arts is gratifying and will encourage students to continue creating throughout their lives. Two common strands have been identified that apply across the different art forms and define the critical artistic processes. These intrinsically connected strands are concept-driven and have been designed to interact with each other, working together to support the overall development of the students” (Arts).

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PSPE

“Physical education in a PYP school should be more than just student participation in sports and games. Its purpose should be to develop a combination of transferable skills promoting physical, intellectual, emotional and social development; to encourage present and future choices that contribute to long-term healthy living; and to understand the cultural significance of physical activities for individuals and communities. Therefore, in the PYP, there should be specific opportunities for learning about movement and through movement in a range of contexts.

In this document, the development of overall well-being is defined through three common strands that have relevance to all teachers: identity, active living and interactions. These strands are concept driven and have been designed to interact with each other, working together to support the overall development of students” (Personal). Language Acquisition “The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB’s mission.[...] To assist in achieving these broader goals, this guide provides both teachers and students with clear aims and objectives for language acquisition” (Language).

English Language Learning: American Council on the Teaching of Foreign Languages

“The 2017 NCSSFL-ACTFL Can-Do Statements, the result of collaboration between the National Council of State Supervisors for Languages (NCSSFL) and the American Council on the Teaching of Foreign Languages (ACTFL) guide:

● Language learners to identify and set learning goals and chart their progress towards language and intercultural proficiency;

● Educators to write communication learning targets for curriculum, unit and lesson plans; ● Stakeholders to clarify how well learners at different stages can communicate”

(NCSSFL-ACTFL).

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Grade 1 Scope and Sequence

2018-2019

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Grade One Literacy Scope and Sequence

Oral Language Viewing and Presenting Written Language: Writing

Oral language encompasses all aspects of

listening and speaking—skills that are essential

for ongoing language development, for learning

and for relating to others. Listening requires

active and conscious attention in order to make

sense of what is heard. Purposeful talk enables

learners to articulate thoughts as they construct

and reconstruct meaning to understand the

world around them. Oral language involves

recognizing and using certain types of language

according to the audience and purposes

The receptive processes (viewing) and expressive

processes (presenting) are connected and allow

for reciprocal growth in understanding; neither

process has meaning except in relation to the

other. These processes involve interpreting,

using and constructing visuals and multimedia in

a variety of situations and for a range of

purposes and audiences. Visual texts may be

paper, electronic or live, observable forms of

communication that are consciously constructed

to convey meaning and immediately engage

viewers, allowing them instant access to data.

Learning to interpret this data, and to

understand and use different media, are

invaluable life skills.

Writing allows us to organize and communicate

thoughts, ideas and information in a visible and

tangible way. Writing is primarily concerned with

communicating meaning and intention. Over

time, writing involves developing a variety of

structures, strategies and literary techniques

(spelling, grammar, plot, character, punctuation,

voice) and applying them with increasing skill and

effectiveness.

Conceptual Understandings

People listen and speak to share thoughts and

feelings.

People ask questions to learn from others.

Everyone has the right to speak and be listened

to.


The pictures, images, and symbols in our

environment have meaning.

We can enjoy and learn from visual language.


Writing conveys meaning.

People write to tell about their experiences,

ideas, and feelings.

Everyone can express themselves in writing.

Related Concepts

Communication, language, influence, ideas,

interpretation, purpose, summary, collaboration,

voice, listening, speaking

Related Concepts

Interpretation, messages, influence, images,

illustrations, pictures, media, visual text,

research, symbols, text features, tone, meaning,

audience

Related Concepts

Written text, opinion, narrative, informational,

persuasion, grammar, structure, organization,

sequence, research, themes, process, creativity,

purpose, style

SL.1.1 Participate in collaborative conversations

with diverse partners about grade 1 topics and texts with peers and adults in small and larger

groups.

SL.1.2 Ask and answer questions about key

details in information presented through other

media.

SL.1.5 Add drawings or other visual displays to

W.1.1 Write opinion pieces in which they

introduce the topic or name the book they are

writing about, state an opinion, supply a reason

for the opinion, and provide some sense of

SL.1.2 Ask and answer questions about key

details in a text read aloud or information

presented orally..

SL.1.3 Ask and answer questions about what a

speaker says in order to gather additional

information or clarify something that is not

understood.

SL.1.4 Describe people, places, things, and

events with relevant details, expressing ideas

and feelings clearly.

SL.1.6 Produce complete sentences when

appropriate to task and situation. (See grade 1

Language standards 1 and 3 here for specific

expectations.)

L.1.1 Demonstrate command of the

conventions of standard English grammar and

usage when speaking.

L.1.5 [In speaking and listening] With guidance

and support from adults, demonstrate

understanding of word relationships and

nuances in word meanings.

RF.1.4 Read with sufficient accuracy and fluency

to support comprehension.

descriptions when appropriate to clarify ideas,

thoughts, and feelings.

RL.1.7 Use illustrations and details in a story to

describe its characters, setting, or events.

RI.1.5 Know and use various text features (e.g.,

headings, tables of contents, glossaries,

electronic menus, icons) to locate key facts or

information in a text.

RI.1.6 Distinguish between information

provided by pictures or other illustrations and

information provided by the words in a text.

RI.1.7 Use the illustrations and details in a text

to describe its key ideas.

closure.

W.1.2 Write informative/ explanatory texts in

which they name a topic, supply some facts

about the topic, and provide some sense of

closure.

W.1.3 Write narratives in which they recount

two or more appropriately sequenced events,

include some details regarding what happened,

use temporal words to signal event order, and

provide some sense of closure.



usage when writing.


conventions of standard English capitalization,

punctuation, and spelling when writing.

http://www.corestandards.org/ELA-Literacy/L/1/

Written Language: Reading

Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for

reading, the reader’s prior knowledge and experience, and the text itself.

As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text.


Illustrations convey meaning.

Print conveys meaning.

Stories can tell about imagined worlds.

Printed information can tell about the real world.

Related Concepts

Written text, purpose, meaning, inference, genre, summarize, point of view, research, themes, stories, strategies, expression, fluency, organization, print

RF.1.1 Demonstrate understanding of the

organization and basic features of print.

RF.1.3 Know and apply grade-level phonics and

word analysis skills in decoding words.



RL.1.1 Ask and answer questions about key

details in a text.

RL.1.2 Retell stories, including key details, and

demonstrate understanding of their central

message or lesson.

RL.1.3 Describe characters, settings, and major

events in a story, using key details.

RL.1.4 Identify words and phrases in stories or

poems that suggest feelings or appeal to the

senses.

RL.1.5 Explain major differences between books

that tell stories and books that give information,

drawing on a wide reading of a range of text

types.

RL.1.6 Identify who is telling the story at various

points in a text.

RL.1.9 Compare and contrast the adventures

and experiences of characters in stories.

RL.1.10 With prompting and support, read

prose and poetry of appropriate complexity for

grade 1.

RI.1.1 Ask and answer questions about key

details in a text.

RI.1.2 Identify the main topic and retell key

details of a text.

RI.1.3 Describe the connection between two

individuals, events, ideas, or pieces of

information in a text.

RI.1.8 Identify the reasons an author gives to

support points in a text.

RI.1.9 Identify basic similarities in and

differences between two texts on the same

topic (e.g., in illustrations, descriptions, or

procedures).

L.1.4 Determine or clarify the meaning of

unknown and multiple-meaning words and

phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

L.1.5 [In reading] ith guidance and support from

adults, demonstrate understanding of word

relationships and nuances in word meanings.

Grade One Math Scope and Sequence Data Handling Measurement Shape and Space Pattern and Function Number

Data handling allows us to

make a summary of what we

know about the world and to

make inferences about what

we do not know.

● Data can be collected,

organized, represented and

summarized in a variety of

ways to highlight similarities,

differences and trends; the

chosen format should

illustrate the information

without bias or distortion.

● Probability can be

expressed qualitatively by

using terms such as

“unlikely”, “certain” or

“impossible”. It can be

expressed quantitatively on

a numerical scale.

To measure is to attach a

number to a quantity using a

chosen unit. Since the

attributes being measured

are continuous, ways must

be found to deal with

quantities that fall between

numbers. It is important to

know how accurate a

measurement needs to be

or can ever be.

The regions, paths and

boundaries of natural space

can be described by shape.

An understanding of the

interrelationships of shape

allows us to interpret,

understand and appreciate

our two-dimensional (2D)

and three-dimensional (3D)

world.

To identify pattern is to

begin to understand how

mathematics applies to the

world in which we live. The

repetitive features of

patterns can be identified

and described as

generalized rules called

“functions”. This builds a

foundation for the later

study of algebra.

Our number system is a

language for describing

quantities and the

relationships between

quantities. For example, the

value attributed to a digit

depends on its place within

a base system.

Numbers are used to

interpret information, make

decisions and solve

problems. For example, the

operations of addition,

subtraction, multiplication

and division are related to

one another and are used to

process information in order

to solve problems. The

degree of precision needed

in calculating depends on

how the result will be used.


Information can be

expressed as organized and

structured data.

Objects and events can be

organized in different ways.


Standard units allow us to

have a common language to

identify, compare, order,

and sequence objects and

events

We use tools to measure the

attributes of objects and

events


Shapes can be described

and organized according to

their properties

Some shapes are made up

of parts that repeat in some

way

Specific vocabulary can be

used to describe an object’s

position in space


Whole numbers exhibit

patterns and relationships

that can be observed and

described.

Patterns can be represented

using numbers and other

symbols.


The base 10 place value

system is used to represent

numbers and number

relationships

The operations of addition,



each other and are used to

process information to solve

problems

Estimation allows us to

measure with different

levels of accuracy.

Events can be ordered and

sequenced

Number operations can be

modelled in a variety of

ways.

There are many mental

methods that can be applied

for exact and approximate

computations.

Related Concepts Data, organization, interpret,

represent, categorize, sort,

information.

Related Concepts Unit, measure, time,

compare, order, length,

mass, capacity, estimate,

tool, sequence

Related Concepts Geometry, shape, space,

direction, position, 2D, 3D,

parts to whole, properties,

symmetry

Related Concepts Odd, even, skip count,

pattern, symbol,

relationship, functions,

represent

Related Concepts Fractions, base-ten, value,

addition, subtraction,

multiplication, division,

estimate, strategy, number

facts, mental math,

operations

1.MD.4: Organize,

represent, and interpret

data with up to three

categories; ask and answer

questions about the total

number of data points, how

many in each category, and

how many more or less are

in one category than in

another.

1.MD.1: Order three objects

by length; compare the

lengths of two objects

indirectly by using a third

object.

1.MD.2: Express the length

of an object as a whole

number of length units, by

laying multiple copies of a

shorter object (the length

unit) end to end;

understand that the length

measurement of an object

is the number of same-size

length units that span it

with no gaps or overlaps.

1.MD.3: Tell and write time

in hours and half-hours

using analog and digital

clocks.

1.G.1: Distinguish between

defining attributes versus

non-defining attributes;

build and draw shapes to

possess defining attributes.

1.G.2: Compose

two-dimensional shapes or

three-dimensional shapes

to create a composite

shape, and compose new

shapes from the composite

shape.

1.G.3: Partition circles and

rectangles into two and

four equal shares, describe

the shares using the words

halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two

of, or four of the shares.

Understand for these

1.OA.4: Understand

subtraction as an

unknown-addend problem

1.OA.5: Relate counting to

addition and subtraction

1.OA.7: Understand the

meaning of the equal sign,

and determine if equations

involving addition and

subtraction are true or

false.

1.NBT.2: Understand that

the two digits of a two-digit

number represent amounts

of tens and ones.

1.NBT.5: Given a two-digit

number, mentally find 10

more or 10 less than the

number, without having to

1.OA.1: Use addition and

subtraction within 20 to

solve word problems

1.OA.2: Solve word

problems that call for

addition of three whole

numbers whose sum is less

than or equal to 20

1.OA.3: Apply properties of

operations as strategies to

add and subtract.

1.OA.6: Add and subtract

within 20, demonstrating

fluency for addition and

subtraction within 10.

1.OA.8: Determine the

unknown whole number in

an addition or subtraction

equation relating three

whole numbers.

http://www.corestandards.org/Math/Content/1/MD/C/4/

http://www.corestandards.org/Math/Content/1/MD/A/1/


http://www.corestandards.org/Math/Content/1/MD/B/3/

http://www.corestandards.org/Math/Content/1/G/A/1/



http://www.corestandards.org/Math/Content/1/OA/B/4/

http://www.corestandards.org/Math/Content/1/OA/C/5/

http://www.corestandards.org/Math/Content/1/OA/D/7/

http://www.corestandards.org/Math/Content/1/NBT/B/2/

http://www.corestandards.org/Math/Content/1/NBT/C/5/

http://www.corestandards.org/Math/Content/1/OA/A/1/




http://www.corestandards.org/Math/Content/1/OA/D/8/

M.P2.1 Understand that

calendars can be used to

determine the date, and to

identify and sequence days

of the week and months of

the year

M.P2.2 Understand that

events in daily routines can

be described and

sequenced

examples that

decomposing into more

equal shares creates

smaller shares.

SS.P2.1 Represent ideas

about the real world using

geometric vocabulary and

symbols, for example,

through oral description,

drawing, modeling, or

labeling.

SS.P2.2 Interpret and

create simple directions,

describing paths, regions,

positions, and boundaries

of their immediate

environment

count; explain the

reasoning used.

1.NBT.6: Subtract multiples

of 10 in the range 10-90

from multiples of 10 in the

range 10-90

1.NBT.1: Count to 120,

starting at any number less

than 120. In this range,

read and write numerals

and represent a number of

objects with a written

numeral.

1.NBT.3: Compare two

two-digit numbers based

on meanings of the tens

and ones digits, recording

the results of comparisons

with the symbols >, =, and

<.

1.NBT.4: Add within 100,

including adding a two-digit

number and a one-digit

number, and adding a

two-digit number and a

multiple of 10


http://www.corestandards.org/Math/Content/1/NBT/A/1/



Grade One Social Studies Scope and Sequence Human Systems and Economic Activities

Social Organization and Culture

Continuity and Change Through Time

Human and Natural Environments

Resources and the Environment

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

The study of people, communities, cultures and societies; the ways in which individuals, groups and societies interact with each other.

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Related concepts communications, conflict, cooperation, education, employment, freedom, governments, justice, legislation, production, transportation, truth

Related concepts artifacts, authority, citizenship, communication, conflict, diversity, family, identity, networks, prejudice, religion, rights, roles, traditions

Related concepts chronology, civilizations, conflict, discovery, exploration, history, innovation, migration, progress, revolution

Related concepts amenities, borders (natural, social and political), dependence, geography, impact, landscape, locality, ownership, population, regions, settlements

Related concepts conservation, consumption, distribution, ecology, energy, interdependence, pollution, poverty, sustainability, wealth

2.2.b Identify and describe factors that contribute to cooperation and factors that may cause conflict. 6.2.c Describe rights and responsibilities of the individual in relation to his or her social group, including the characteristics of good citizens 6.2.d Identify qualities that leaders need in order to meet their responsibilities.

4.2.b Describe how people in different types of institutions and organizations (e.g. families, schools, local religious communities, clubs, etc.) interact with each other. 5.2.d Recognize culturally and contextually appropriate and inappropriate social behavior and the impact of making choices about behavior.

1.2.b Differentiate between people, places, and events in the past, present and future.

3.2.a Describe ways in which people depend on the physical environment. 4.2.c Describe how people from different cultures interact with the environment, such as the use of resources, shelter and transportation.

7.2.b Describe roles resources play in our daily lives. 8.2.b Describe examples in which tools and techniques have changed the lives of people.

7.2.c Describe how we depend upon people with specialized jobs. 7.2.d Distinguish between goods and services. 6.2.e Describe the impact of families and schools on their lives.

5.2.e Explain why people live in social groups (e.g. families, communities, and nation).

Grade One Science Scope and Sequence

Living Things Earth and Space Materials and Matter Forces and Energy The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.

The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.

The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines.

Related Concepts

adaptation, animals, biodiversity, biology, classification, conservation, ecosystems, evolution, genetics, growth, habitat, homeostasis, organism, plants, systems (digestive, nervous, reproductive, respiratory).

Related Concepts

atmosphere, climate, erosion, evidence, geography, geology, gravity, renewable and non-renewable energy sources, resources, seasons, space, sustainability, systems (solar, water cycle, weather), tectonic plate movement, theory of origin.

Related Concepts

changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, properties and uses of materials, solids, structures, sustainability.

Related Concepts

conservation of energy, efficiency, equilibrium, forms of energy (electricity, heat, kinetic, light, potential, sound), magnetism, mechanics, physics, pollution, power, technological advances, transformation of energy.

1-LS1-1. Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.[Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

1-ESS1-1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night)

1-ESS1-2. Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and

This strand not assessed in Grade 1.

1-PS4-1. Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]

1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification

1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive. [Clarification Statement: Examples of patterns of behaviors could include the signals that offspring make (such as crying, cheeping, and other vocalizations) and the responses of the parents (such as feeding, comforting, and protecting the offspring).]

1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents[Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]

not during the day.] limited to relative amounts of daylight, not quantifying the hours or time of daylight.]

Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]

1-PS4-4. Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.[Clarification Statement: Examples of devices could include a light source to send signals, paper cup and string“telephones,” and a pattern of drum beats.] [Assessment Boundary: Assessment does not include technological details for how communication devices work.]

K-2.Engineering Design

K-2-ETS1-3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.

K-2-ETS1-1. Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. [Students in Grade 1 will focus on how to solve a problem within the classroom using a new or improved object or tool]

K-2-ETS1-2. Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

Grade One Language Acquisition Scope and Sequence (Korean)

Oral Language Viewing and Presenting Written Language: Reading Written Language: Writing

Oral language encompasses all

aspects of listening and

speaking—skills that are essential

for ongoing language development,

for learning and for relating to

others. Listening requires active and

conscious attention in order to

make sense of what is heard.

Purposeful talk enables learners to

articulate thoughts as they

construct and reconstruct meaning

to understand the world around

them. Oral language involves

recognizing and using certain types

of language according to the

audience and purposes

The receptive processes (viewing)

and expressive processes

(presenting) are connected and

allow for reciprocal growth in

understanding; neither process has

meaning except in relation to the

other. These processes involve

interpreting, using and constructing

visuals and multimedia in a variety

of situations and for a range of

purposes and audiences. Visual

texts may be paper, electronic or

live, observable forms of

communication that are consciously

constructed to convey meaning and

immediately engage viewers,

allowing them instant access to

data. Learning to interpret this data,

and to understand and use different

media, are invaluable life skills.

Reading is a developmental process

that involves constructing meaning

from text. The process is interactive

and involves the reader’s purpose

for reading, the reader’s prior

knowledge and experience, and the

text itself.

As inquirers, learners need to be

able to identify, synthesize and

apply useful and relevant

information from text.

Writing allows us to organize and

communicate thoughts, ideas and

information in a visible and tangible

way. Writing is primarily concerned

with communicating meaning and

intention. Over time, writing

involves developing a variety of

structures, strategies and literary

techniques (spelling, grammar, plot,

character, punctuation, voice) and

applying them with increasing skill

and effectiveness.


People listen and speak to share

thoughts and feelings.


Visual language is all around us.


People read for pleasure.


Talking about out stories and

pictures helps other people to

understand and enjoy them.

Related Concepts

Communication, language,

influence, ideas, interpretation,

purpose, summary, collaboration,


Related Concepts

Interpretation, messages, influence,

images, illustrations, pictures,

media, visual text, research,

symbols, text features, tone,

meaning, audience

Related Concepts

Written text, purpose, meaning,

inference, genre, summarize, point

of view, research, themes, stories,

strategies, expression, fluency,

organization, print

Related Concepts

Written text, opinion, narrative,

informational, persuasion,

grammar, structure, organization,

sequence, research, themes,

process, creativity, purpose, style

O.1.a Understand and respond to

simple, short spoken texts

O.1.b communicate information in

a limited range of everyday

situations.

O.1.c Request and provide

information in a limited range of

everyday situations

O.1.f Use basic vocabulary

accurately

O.1.g Interact in simple and

rehearsed exchanges using

comprehensible pronunciation and

intonation/correct tone.

V.1.a Identify basic messages

presented in simple visual texts

V.1.c identify specific information,

ideas, opinions and attitudes,


with spoken and/or written text

V.1.d recognize basic visual

conventions used in texts

V.1.e understand and respond to

simple visual texts.

R.1.a identify basic facts in simple

written texts

R.1.c recognize basic aspects of

format and style

W.1.a communicate information in

a limited range of everyday

situations

W.1.d understand and use basic

language conventions accurately

Grade One Arts Scope and Sequence

Creating Responding

The process of creating provides students with opportunities to communicate

distinctive forms of meaning, develop their technical skills, take creative risks,

solve problems and visualize consequences. Students are encouraged to

draw on their imagination, experiences and knowledge of materials and

processes as starting points for creative exploration. They can make

connections between their work and that of other artists to inform their

thinking and to provide inspiration. Both independently and collaboratively,

students participate in creative processes through which they can

communicate ideas and express feelings. The creating strand provides

opportunities for students to explore their personal interests, beliefs and

values and to engage in a personal artistic journey.

The process of responding provides students with opportunities to respond to

their own and other artists’ works and processes, and in so doing develop the

skills of critical analysis, interpretation, evaluation, reflection and

communication. Students will demonstrate knowledge and understanding of

the concepts, methods and elements of dance, drama, music and visual arts,

including using specialized language. Students consider their own and other

artists’ works in context and from different perspectives in order to construct

meaning and inform their own future works and processes.

Conceptual Understandings:

We can enjoy and learn from creating art.

The creative process involves joining in, exploring and taking risks.

In creating art, people make choices to construct meaning about the

world around them.

We can express ourselves through arts.

Our experiences and imagination can inspire us to create.


We enjoy and experience different forms of arts.

The art is a means of communication and expression.

We express our responses to artwork in a variety of ways.

People make meaning through the use of symbols.

People share art with others.

We reflect on our artwork and the work of others.

Related Concepts:

expression, innovate, audience, process, meaning, symbols, belief,

value, creativity, choice, shape, space, movement, relationship,

communication, perspective, pattern, identity, experiment

Related Concepts:

response, audience, perspective, meaning, interpretation, society,

reflection, purpose, culture, place, appreciation, communication

Visual Arts

P1.1 Take responsibility for the care of tools and materials

P1.2 Take responsibility for their own and others’ safety in the

working environment

P1.4 Engage with, and enjoy a variety of visual arts experiences

P1.5 Select tools, materials and processes for specific purposes

P1.6 Combine different formal elements to create a specific effect

P1.1 Enjoy experiencing artworks

P1.2 Show curiosity and ask questions about artworks

P1.3 Describe what they notice about an artwork

P1.6 Communicate their initial responses to an artwork in visual, oral

or physical modes

P1.8 Express opinions about an artwork

P1.7 Realize that their artwork has meaning

P1.8 Use their imagination and experiences to inform their art

making

P1.9 Create artwork in response to a range of stimuli

Performing

Arts

Music

P2.1 Explore vocal sounds, rhythms, instruments, timbres, to

communicate ideas and feelings

Drama

P2.1 Share drama with different audiences by participating, listening,

and watching

Music

P2.5 Explore Individually or collectively a musical response to a

narrated story

Grade One PSPE Scope and Sequence

Identity Active Living Interactions

An understanding of our own beliefs, values,

attitudes, experiences and feelings and how they

shape us; the impact of cultural influences; the

recognition of strengths, limitations and

challenges as well as the ability to cope

successfully with situations of change and

adversity; how the learner’s concept of self and

feelings of self-worth affect his or her approach

to learning and how he or she interacts with

others.

An understanding of the factors that contribute

to developing and maintaining a balanced,

healthy lifestyle; the importance of regular

physical activity; the body’s response to exercise;

the importance of developing basic motor skills;

understanding and developing the body’s

potential for movement and expression; the

importance of nutrition; understanding the

causes and possible prevention of ill health; the

promotion of safety; rights and the

responsibilities we have to ourselves and others

to promote well-being; making informed choices

and evaluating consequences, and taking action

for healthy living now and in the future.

An understanding of how an individual interacts

with other people, other living things and the

wider world; behaviours, rights and

responsibilities of individuals in their

relationships with others, communities, society

and the world around them; the awareness and

understanding of similarities and differences; an

appreciation of the environment and an

understanding of, and commitment to,

humankind’s responsibility as custodians of the

Earth for future generations.


Each person is an individual.

As people grow and change they develop new

skills, understandings and abilities.

Knowing how we are similar to and different

from others helps shape our understanding of

self.

Emotions, attitudes and beliefs influence the

way we act.

Positive thoughts help us to develop a positive

attitude.

Developing independence builds self-worth and

personal responsibility.

Reflecting on our experiences helps us to

understand ourselves better.


Our daily practices can have an impact on our

well-being.

We can observe changes in our bodies when we

exercise.

Our bodies change as we grow.

We can explore our body’s capacity for

movement.

Our bodies can move creatively in response to

different stimuli.

Safe participation requires sharing space and

following rules.


Group experiences depend on cooperation of

group members.

Ideas and feelings can be communicated with

others in a variety of modes.

Our relationships with others contribute to our

well-being (for example, parent:child;

teacher:student; friend:friend).

Our behaviour affects others.

Caring for local environments fosters

appreciation.

Interacting with others can be fun.

Related Concepts Related Concepts Related Concepts

Identity, growth, change, feelings, emotions,

reflection, attitude , self worth, self-concept, self-

knowledge, awareness, independence

Exercise, health, physical activity, body strength,

body movement, growth, change, movement,

practice, safety, ability

Cooperation, group, teamwork, play, behavior

norms, participation, roles and responsibilities,

actions, fair play, interactions, environment

P1.1 Identify themselves in relation to others

(for example, family, peers, school class,

ethnicity, gender) (1,2)

P1. 2 Describe how they have grown and

changed

P1.3. Describe some physical and personal

characteristics and personal preferences

P1.4 Talk about similarities and differences

between themselves and others

P1.5 Identify their feelings and emotions and

explain possible causes

P1.6 Recognize that others have emotions,

feelings and

perspectives that may be different from their

own

P1.7 Identify and explore strategies that help

them to cope with change

P1.8 Identify positive thoughts and attitudes in

themselves and others

P1.9 Willingly approach and persevere with new

situations

P1.10 Reflect on their experiences in order to

build a deeper understanding of self

P1.1 Engage in a variety of different physical

activities

P1.2 Demonstrate an awareness of how being

active contributes to good health

P1.3 Demonstrate an awareness

of basic hygiene in their daily

Routines

P1.4 Identify some of the effects of physical

activity on the body

P1.5 Explore and reflect on the

changing capabilities of the human body

P1.6 Develop a range of fine and gross motor

skills

P1.7 Explore creative movements in response

to different stimuli

P1.8 Recognize that acting upon instructions

and being aware of others helps to ensure

safety.

P2.2 Identify healthy food choices

P1.2 Take turns

P1.3 Listen respectfully to others

P1.4 Share their own relevant ideas and

feelings in an appropriate manner

P1.6 Celebrate the accomplishments of others

P1.7 Reach out for help when it is needed for

themselves or others

P1.8 Identify when their actions have impacted

on others

P1.9 Talk about their interactions with the

environment.

P2.1 Value interacting, playing and learning with

others

P2.4 Ask questions and express wonderings


2018-2019

2

Grade Two Literacy Scope and Sequence Oral Language Viewing and Presenting Written Language: Writing











according to the audience and purposes.
























effectiveness.


People ask questions to learn from others.

People listen to and speak to share thoughts and

feelings.

People interpret message according to their

unique experiences and ways of understanding.


The pictures, images, and symbols in our

environment have meaning.

People use static and moving images to

communicate ideas and information.

Visual texts can immediately gain our attention.


The sounds of spoken language can be

represented visually (letters, symbols,

characters).

People write to communicate.

People write to tell about their experiences,

ideas, and feelings.

Related Concepts




Related Concepts




audience

Related Concepts




purpose, style

SL.2.1 Participate in collaborative conversations

with diverse partners about grade 2 topics and texts with peers and adults in small and larger

groups.

SL.2.2 Recount or describe key ideas or details

from a text read aloud or information presented

orally.

SL.2.3 Ask and answer questions about what a

speaker says in order to clarify comprehension,

gather additional information, or deepen

understanding of a topic or issue.

SL.2.4 Tell a story or recount an experience with

appropriate facts and relevant, descriptive

details, speaking audibly in coherent sentences.

SL.2.5 Create audio recordings of stories or

poems.

SL.2.6 Produce complete sentences when

appropriate to task and situation in order to

provide requested detail or clarification.




L.2.3 Use knowledge of language and its

conventions when speaking or listening.

L.2.5 [In speaking and listening] Demonstrate

understanding of word relationships and




SL.2.2 Recount or describe key ideas or details

from information presented through other

media.

SL.2.5 Add drawings or other visual displays to

stories or recounts of experiences when

appropriate to clarify ideas, thoughts, and

feelings.

RL.2.7 Use information gained from the

illustrations and words in a print or digital text

to demonstrate understanding of its characters,

setting, or plot.

RI.2.5 Know and use various text features (e.g.,

captions, bold print, subheadings, glossaries,

indexes, electronic menus, icons) to locate key

facts or information in a text efficiently.

RI.2.7 Explain how specific images (e.g., a

diagram showing how a machine works)

contribute to and clarify a text.

W.2.1 Write opinion pieces in which they

introduce the topic or book they are writing

about, state an opinion, supply reasons that

support the opinion, use linking words (e.g.,

because, and, also) to connect opinion and

reasons, and provide a concluding statement or

section.

W.2.2 Write informative/ explanatory texts in

which they introduce a topic, use facts and

definitions to develop points, and provide a

concluding statement or section.

W.2.3 Write narratives in which they recount a

well-elaborated event or short sequence of

events, include details to describe actions,

thoughts, and feelings, use temporal words to

signal event order, and provide a sense of

closure.

W.2.8 Recall information from experiences or

gather information from provided sources to

answer a question.



usage when writing





conventions when writing.






People read to learn.

Printed information can tell about the real world.

The words we see and hear enable us to create pictures in our minds.

Related Concepts




RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text.

RL.2.2 Recount stories, including fables and

folktales from diverse cultures, and determine

their central message, lesson, or moral.

RL.2.3 Describe how characters in a story

respond to major events and challenges.

RL.2.4 Describe how words and phrases (e.g.,

regular beats, alliteration, rhymes, repeated

lines) supply rhythm and meaning in a story,

poem, or song.

RL.2.5 Describe the overall structure of a story,

including describing how the beginning

introduces the story and the ending concludes

the action.

RL.2.6 Acknowledge differences in the points of

view of characters, including by speaking in a

different voice for each character when reading

dialogue aloud.

RL.2.9 Compare and contrast two or more

versions of the same story (e.g., Cinderella

stories) by different authors or from different

cultures.

RL.2.10 By the end of the year, read and

comprehend literature, including stories and

poetry, in the grades 2-3 text complexity band

proficiently, with scaffolding as needed at the

high end of the range.

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text.

RI.2.2 Identify the main topic of a

multiparagraph text as well as the focus of

specific paragraphs within the text.

RI.2.3 Describe the connection between a series

of historical events, scientific ideas or concepts,

or steps in technical procedures in a text.

RI.2.6 Identify the main purpose of a text,

including what the author wants to answer,

explain, or describe.

RI.2.8 Describe how reasons support specific

points the author makes in a text.

RI.2.9 Compare and contrast the most

important points presented by two texts on the

same topic.


conventions reading.



phrases based on grade 2 reading and content,

choosing flexibly from an array of strategies.

L.2.5 [In reading] Demonstrate understanding

of word relationships and nuances in word

meanings.

Grade Two Math Scope and Sequence Data Handling Measurement Shape and Space Pattern and Function Number

Data handling allows us to

make a summary of what we

know about the world and to

make inferences about what

we do not know.



summarized in a variety of

ways to highlight similarities,

differences and trends; the

chosen format should

illustrate the information


● Probability can be

expressed qualitatively by

using terms such as

“unlikely”, “certain” or

“impossible”. It can be

expressed quantitatively on

a numerical scale.

To measure is to attach a

number to a quantity using a

chosen unit. Since the

attributes being measured

are continuous, ways must

be found to deal with


numbers. It is important to

know how accurate a

measurement needs to be

or can ever be.

The regions, paths and

boundaries of natural space

can be described by shape.

An understanding of the

interrelationships of shape

allows us to interpret,

understand and appreciate

our two-dimensional (2D)

and three-dimensional (3D)

world.

To identify pattern is to

begin to understand how

mathematics applies to the

world in which we live. The

repetitive features of

patterns can be identified

and described as

generalized rules called

“functions”. This builds a

foundation for the later

study of algebra.

Our number system is a

language for describing

quantities and the


quantities. For example, the

value attributed to a digit

depends on its place within

a base system.

Numbers are used to

interpret information, make

decisions and solve

problems. For example, the

operations of addition,



one another and are used to

process information in order

to solve problems. The

degree of precision needed

in calculating depends on

how the result will be used.


Information can be

expressed as organized and

structured data.

Objects and events can be

organized in different ways.


Standard units allow us to

have a common language to

identify, compare, order,

and sequence objects and

events.

We use tools to measure the

attributes of objects and

events.


Shapes are classified and

named according to their

properties.

Some shapes are made up

of parts that repeat in some

way.

Geometric shapes and

vocabulary are useful for

representing and describing


Whole numbers exhibit

patterns and relationships

that can be observed and

described.

Patterns can be represented

using numbers and other

symbols.


The base 10 place value

system is used to represent

numbers and number

relationships.

Fractions are ways of

representing whole-part

relationships.

The operations of addition,



Estimation allows us to

measure with different

levels of accuracy.

objects and events in

real-world situations.

each other and are used to

process information to solve

problems.

Number operations can be

modelled in a variety of

ways.

There are many mental

methods that can be applied

for exact and approximate

computations.



information.

Related Concepts Unit, measure, time,

compare, order, length,

mass, capacity, estimate,

tool, sequence

Related Concepts Geometry, shape, space,

direction, position, 2D, 3D,

parts to whole, properties,

symmetry

Related Concepts Odd, even, skip count,

pattern, symbol,

relationship, functions,

represent

Related Concepts Fractions, base-ten, value,

addition, subtraction,

multiplication, division,

estimate, strategy, number

facts, mental math,

operations

2.MD.9: Generate

measurement data by

measuring lengths of

several objects to the

nearest whole unit, or by

making repeated

measurements of the same

object. Show the

measurements by making a

line plot, where the

horizontal scale is marked

off in whole-number units.

2.MD.10: Draw a picture

graph and a bar graph (with

single-unit scale) to

represent a data set with

up to four categories. Solve

simple put-together,

2.MD.1: Measure the length

of an object by selecting

and using appropriate tools

such as rulers, yardsticks,

meter sticks, and

measuring tapes.

2.MD.2: Measure the length

of an object twice, using

length units of different

lengths for the two

measurements; describe

how the two

measurements relate to the

size of the unit chosen.

2.MD.3: Estimate lengths

using units of inches, feet,

centimeters, and meters.

2.G.1: Recognize and draw

shapes having specified

attributes, such as a given

number of angles or a given

number of equal faces.

Identify triangles,

quadrilaterals, pentagons,

hexagons, and cubes.

2.G.2: Partition a rectangle

into rows and columns of

same-size squares and

count to find the total

number of them.

2.G.3: Partition circles and

rectangles into two, three,

or four equal shares,

describe the shares using

the words halves, thirds,

2.OA.3: Determine whether

a group of objects (up to

20) has an odd or even

number of members.

2.NBT.2: Count within

1000; skip-count by 5s, 10s,

and 100s.

2.NBT.9: Explain why

addition and subtraction

strategies work, using place

value and the properties of

operations.

2.OA.1: Use addition and


solve one- and two-step

word problems involving

situations of adding to,

taking from, putting

together, taking apart, and

comparing, with unknowns

in all positions.

2.OA.2.a: Fluently add and

subtract within 20 using

mental strategies.

2.OA.2.b: Know from

memory all sums of two

one-digit numbers.

2.OA.4: Use addition to find

the total number of objects

take-apart, and compare

problems using information

presented in a bar graph.

2.MD.4: Measure to

determine how much

longer one object is than

another, expressing the

length difference in terms

of a standard length unit.

2.MD.5: Use addition and


solve word problems

involving lengths that are

given in the same units.

2.MD.6: Represent whole

numbers as lengths from 0

on a number line diagram

with equally spaced points

corresponding to the

numbers 0, 1, 2, ..., and

represent whole-number

sums and differences

within 100 on a number

line diagram.

2.MD.7: Tell and write time

from analog and digital

clocks to the nearest five

minutes, using a.m. and

p.m.

half of, a third of, etc., and

describe the whole as two

halves, three thirds, four

fourths. Recognize that

equal shares of identical

wholes need not have the

same shape.

SS.2.b Understand that 2D

shapes and 3D shapes can

be created by putting

together and/or taking

apart other shapes.

SS.2.f Sort, and label 2D

and 3D shapes

arranged in rectangular

arrays with up to 5 rows

and up to 5 columns; write

an equation to express the

total as a sum of equal

addends.

2.NBT.1: Understand that

the three digits of a

three-digit number

represent amounts of

hundreds, tens, and ones.

2.NBT.3: Read and write

numbers to 1000 using

base-ten numerals, number

names, and expanded

form.

2.NBT.4: Compare two

three-digit numbers based

on meanings of the

hundreds, tens, and ones

digits, using >, =, and <

symbols to record the

results of comparisons.

2.NBT.5: Fluently add and

subtract within 100 using

strategies based on place

value, properties of

operations, and/or the

relationship between

addition and subtraction.

2.NBT.6: Add up to four

two-digit numbers using

strategies based on place

value and properties of

operations.

2.NBT.7: Add and subtract

within 1000, using concrete

models or drawings and

strategies

2.NBT.8: Mentally add 10 or

100 to a given number

100-900, and mentally

subtract 10 or 100 from a

given number 100-900.

Grade Two Social Studies Scope and Sequence Human Systems and Economic Activities















2.2.c Identify that some ways of dealing with disagreements work better than others.

6.2.f Explain rights and responsibilities of the individual in relation to his or her social group, including the characteristics of good citizens.

6.2.g Explain reasons for the importance of leadership and service.

4.2.e Describe the expectations of how to act in one’s own culture and compare this with behavioral expectations of other cultures.

4.2.d Compare and contrast social environments in different cultures.

5.2.f Identify roles and behaviors that people demonstrate when in group situations.

1.2.c Relate stories about past events, people, places, or situations to help our understanding of the past and present.

3.2.b Explain the concept of location.

3.2.c Use maps and graphs, tables, and diagrams to read and display geographic information.

3.2.d Locate and distinguish between landforms.

3.2.e Describe the influence of landforms and geographic features on human population and cultures.

8.2.c Identify reasons and requirements for making tools and developing techniques.

1

6.2.h Identify various principles used for decision-making and problem solving (fairness, cooperation, individual responsibility, etc.).

7.2.e Explain why people make choices about how to satisfy wants and needs.

7.2.f Identify institutions that are part of economic systems.

7.2.g Describe how goods and services can be exchanged.

5.2.g Identify opportunities for choice in personal identity.

3.2.f Differentiate between ways in which people from different cultures think about and adapt to the physical environment.

2

Grade Two Science Scope and Sequence Living Things Earth and Space Materials and Matter Forces and Energy

The study of the characteristics,

systems and behaviours of humans

and other animals, and of plants;

the interactions and relationships

between and among them, and with

their environment.

The study of planet Earth and its

position in the universe, particularly

its relationship with the sun; the

natural phenomena and systems

that shape the planet and the

distinctive features that identify it;

the infinite and finite resources of

the planet.

The study of the properties,

behaviours and uses of materials,

both natural and human-made; the

origins of human-made materials

and how they are manipulated to

suit a purpose.

The study of energy, its origins,

storage and transfer, and the work

it can do; the study of forces; the

application of scientific

understanding through inventions

and machines.

Related Concepts adaptation, animals, biodiversity,

biology, classification, conservation,

ecosystems, evolution, genetics,

growth, habitat, homeostasis,

organism, plants, systems

(digestive, nervous, reproductive,

respiratory)

Related Concepts atmosphere, climate, erosion,

evidence, geography, geology,

gravity, renewable and

non-renewable energy sources,

resources, seasons, space,

sustainability, systems (solar, water

cycle, weather), tectonic plate

movement, theory of origin

Related Concepts changes of state, chemical and

physical changes, conduction and

convection, density, gases, liquids,

properties and uses of materials,

solids, structures, sustainability

Related Concepts conservation of energy, efficiency,

equilibrium, forms of energy

(electricity, heat, kinetic, light,

potential, sound), magnetism,

mechanics, physics, pollution,

power, technological advances,

transformation of energy

2-LS2-1. Plan and conduct an

investigation to determine if plants

need sunlight and water to grow.

[Assessment Boundary: Assessment is

limited to testing one variable at a time.]

2-LS2-2. Develop a simple model

that mimics the function of an

animal in dispersing seeds or

pollinating plants.

2-LS4-1. Make observations of

plants and animals to compare the

diversity of life in different

habitats. [Clarification Statement:

Emphasis is on the diversity of living

things in each of a variety of different

habitats.] [Assessment Boundary:

2-ESS1-1. Use information from

several sources to provide

evidence that Earth events can

occur quickly or slowly. [Clarification

Statement: Examples of events and

timescales could include volcanic

explosions and earthquakes, which

happen quickly and erosion of rocks,

which occurs slowly.] [Assessment

Boundary: Assessment does not include

quantitative measurements of

timescales.]

2-ESS2-1. Compare multiple

solutions designed to slow or

prevent wind or water from

changing the shape of the land.

[Clarification Statement: Examples of

solutions could include different designs

2-PS1-1. Plan and conduct an

investigation to describe and

classify different kinds of materials

by their observable properties.

[Clarification Statement: Observations

could include color, texture, hardness,

and flexibility. Patterns could include the

similar properties that different materials

share.]

2-PS1-2. Analyze data obtained

from testing different materials to

determine which materials have

the properties that are best suited

for an intended purpose.


properties could include, strength,

flexibility, hardness, texture, and

absorbency.] [Assessment Boundary:

This strand not assessed in Grade 2.

Assessment does not include specific

animal and plant names in specific

habitats.]

of dikes and windbreaks to hold back

wind and water, and different designs for

using shrubs, grass, and trees to hold

back the land.]

2-ESS2-2. Develop a model to

represent the shapes and kinds of

land and bodies of water in an

area. [Assessment Boundary:

Assessment does not include quantitative

scaling in models.]

2-ESS2-3. Obtain information to

identify where water is found on

Earth and that it can be solid or

liquid.

Assessment of quantitative

measurements is limited to length.]

2-PS1-3. Make observations to

construct an evidence-based

account of how an object made of

a small set of pieces can be

disassembled and made into a

new object. [Clarification Statement:

Examples of pieces could include blocks,

building bricks, or other assorted small

objects.]

2-PS1-4. Construct an argument

with evidence that some changes

caused by heating or cooling can

be reversed and some cannot.


reversible changes could include

materials such as water and butter at

different temperatures. Examples of

irreversible changes could include

cooking an egg, freezing a plant leaf, and

heating paper.]

K-2.Engineering Design

K-2-ETS1-1. Ask questions, make

observations, and gather

information about a situation

people want to change to define a

simple problem that can be solved

through the development of a new

or improved object or tool.

K-2-ETS1-2. Develop a simple

sketch, drawing, or physical model

to illustrate how the shape of an

object helps it function as needed

to solve a given problem.

K-2-ETS1-3. Analyze data from

tests of two objects designed to

solve the same problem to

compare the strengths and

weaknesses of how each performs.

Grade Two Language Acquisition Scope and Sequence (Korean)





for ongoing language

development, for learning and for

relating to others. Listening

requires active and conscious

attention in order to make sense

of what is heard. Purposeful talk

enables learners to articulate

thoughts as they construct and

reconstruct meaning to

understand the world around


recognizing and using certain

types of language according to the






understanding; neither process

has meaning except in relation to

the other. These processes involve

interpreting, using and

constructing visuals and

multimedia in a variety of

situations and for a range of




communication that are

consciously constructed to convey

meaning and immediately engage

viewers, allowing them instant

access to data. Learning to

interpret this data, and to

understand and use different


Reading is a developmental

process that involves constructing

meaning from text. The process is

interactive and involves the

reader’s purpose for reading, the

reader’s prior knowledge and

experience, and the text itself.







information in a visible and

tangible way. Writing is primarily

concerned with communicating

meaning and intention. Over time,

writing involves developing a

variety of structures, strategies

and literary techniques (spelling,

grammar, plot, character,

punctuation, voice) and applying

them with increasing skill and

effectiveness.


People ask questions to learn from

others.


We can enjoy and learn from

visual language.


Consistent ways of recording

words or ideas enable members of

a language community to

communicate.


People write to communicate.

Related Concepts





Related Concepts

Interpretation, messages,

influence, images, illustrations,

pictures, media, visual text,

research, symbols, text features,

tone, meaning, audience

Related Concepts





organization, print

Related Concepts






Phase

1-2

O.1.b Communicate information

in a limited range of everyday

situations.



everyday situations.


accurately.


simple spoken texts.


presented in simple visual texts.

V.1.d Recognize basic visual

conventions used in texts.

V.1.e Understand and respond to


R.1.a Identify basic facts in simple

written texts.

R.1.c Recognize basic aspects of

format and style.

R.1.d Understand and respond to

simple written texts.

W.1.a Communicate information


situations.

W.1.b Request and provide



W.1.c Use language appropriate

to a very limited range of

interpersonal and cultural

contexts.

Phase

3-4


containing relevant ideas and

some detail in familiar and some

unfamiliar situations.


information in familiar and some


O.3.f Use language accurately.

V.3.a Understand information

presented in visual texts.


a limited range of visual texts.

V.4.d Interpret visual conventions

used in texts.

R.3.a Understand specific

information, ideas, opinions and

attitudes, presented in written

texts.

R.3.c Understand aspects of

format and style in texts.


a limited range of written texts.




W.3.d Understand and use

language conventions accurately.


information in a range of written

contexts.

Grade Two Arts Scope and Sequence Creating Responding

The process of creating provides students with opportunities to communicate distinctive forms of meaning, develop their technical skills, take creative risks, solve problems and visualize consequences. Students are encouraged to draw on their imagination, experiences and knowledge of materials and processes as starting points for creative exploration. They can make connections between their work and that of other artists to inform their thinking and to provide inspiration. Both independently and collaboratively, students participate in creative processes through which they can communicate ideas and express feelings. The creating strand provides opportunities for students to explore their personal interests, beliefs and values and to engage in a personal artistic journey.

The process of responding provides students with opportunities to respond to their own and other artists’ works and processes, and in so doing develop the skills of critical analysis, interpretation, evaluation, reflection and communication. Students will demonstrate knowledge and understanding of the concepts, methods and elements of dance, drama, music and visual arts, including using specialized language. Students consider their own and other artists’ works in context and from different perspectives in order to construct meaning and inform their own future works and processes.


We can communicate our ideas, feelings and experiences through our artwork.

We solve problems during the creative process by thinking critically and imaginatively.

Applying a range of strategies helps us to express ourselves.

We are receptive to the value of working individually and collaboratively to create art.


We enjoy and experience different forms of arts.

The art is a means of communication and expression.

We are receptive to art practices and artworks from different cultures, places and times (including our own).

We can reflect on and learn from the different stages of creating.

There is a relationship between the artist and the audience.

Related Concepts expression, innovate, audience, process, meaning, symbols, belief, value, creativity, choice, shape, space, movement, relationship, communication, perspective, pattern, identity, experiment, collaboration, imagination

Related Concepts response, audience, perspective, meaning, interpretation, society, reflection, purpose, culture, place, appreciation, communication

C.1.a Take responsibility for the care of tools and materials.

C.1.b Take responsibility for their own and others’ safety in the working environment.

R.1.a Enjoy experiencing artworks.

R.1.b Show curiosity and ask questions about artworks.

Visual Arts

C.1.c Participate in individual and collaborative creative experiences.

C.1.h Use their imagination and experiences to inform their art making.

C.2.a Make predictions, experiment, and anticipate possible outcomes.

C.2.b Demonstrate control of tools, materials and processes.

C.2.c Identify, plan and make specific choices of materials, tools and processes.

C.2.d Combine a variety of formal elements to communicate ideas, feelings and/or experiences.

C.2.e Sharpen their powers of observation.

C.2.f Consider their audience when creating artwork.

C.2.g Identify the stages of their own and others’ creative processes.

R.1.d Identify the materials and processes used in the creation of an artwork.

R.1.f Communicate their initial responses to an artwork in visual, oral or physical modes.

R.1.g Make personal connections to artworks.

R.2.b Sharpen their powers of observation.

R.2.c Describe similarities and differences between artworks.

R.2.d Use appropriate terminology to discuss artwork.

R.2.f Investigate the purposes of artwork from different times, places and a range of cultures including their own.

Performing Arts

Drama

C.2.c Use performance as a problem solving tool.

Music

C.2.d collaboratively create a musical sequence using known musical elements.

Drama

R.2.c Discuss and explain the way ideas, feelings, and experiences can be communicated through stories and performance.

Music

R.2.b Recognize music from a basic range of cultures and styles

Grade Two PSPE Scope and Sequence Identity Active Living Interactions










others.



























There are many factors that contribute to a

person’s individual identity.

A positive attitude helps us to overcome

challenges and approach problems.

A person’s self-concept can change and grow

with experience.

Identifying and understanding our emotions

helps us to regulate our behaviour.

Different challenges and situations require

different strategies.


Regular exercise is part of a healthy lifestyle.

Food choices can affect our health.

Maintaining good hygiene can help to prevent

illness.

Growth can be measured through changes in

capability as well as through physical changes.

We can apply a range of fundamental movement

skills to a variety of activities.

Movements can be used to convey feelings,

attitudes, ideas or emotions.

The use of responsible practices in physical

environments can contribute to our personal

safety and the safety of others.


Participation in a group can require group

members to take on different roles and

responsibilities.

There are norms of behaviour that guide the

interactions within different groups, and people

adapt to these norms.

Our actions towards others influence their

actions towards us.

Responsible citizenship involves conservation

and preservation of the local environment.


identity, growth, change, feelings, emotions,



exercise, health, physical activity, body strength,



cooperation, group, teamwork, play, behavior



I.1.a Identify themselves in relation to others


ethnicity, gender).

I.1.g Identify and explore strategies that help

them to cope with change.

I.1.h Identify positive thoughts and attitudes in

themselves and others.

I.1.i Willingly approach and persevere with new

situations.

I.1.j Reflect on their experiences in order to

build a deeper understanding of self.

I.2.a Describe similarities and differences

between themselves and others through the

exploration of cultures, appearance, gender,

ethnicity, and personal preferences.

I.2.b Describe how personal growth has

resulted in new skills and abilities.

I.2.c Explain how different experiences can

result in different emotions.

I.2.d Identify feelings and begin to understand

how these are related to behaviour.

I.2.e Express hopes, goals and aspirations.

I.2.f Solve problems and overcome difficulties

with a sense of optimism.

I.2.g Examine possible strategies to deal with

change, including thinking flexibly and reaching

out to seek help

AL.1.e Explore and reflect on the

changing capabilities of the human body.

AL.2.a Recognize the importance of regular

exercise in the development of well-being.

AL.2.b Identify healthy food choices.

AL.2.c Communicate their understanding of the

need for good hygiene practices.

AL.2.f Use and adapt basic movement skills

(gross and fine motor) in a variety of activities.

AL.2.g Explore different movements that can be

linked to create sequences.

AL.2.h Display creative movements in response

to stimuli and express different feelings,

emotions and ideas.

AL.2.j Understand the need to act responsibly

to help ensure the safety of themselves and

others.

IN.2.a Value interacting, playing and learning

with others.

IN.2.b Discuss and set goals for group

interactions.

IN.2.c Cooperate with others.

IN.2.d Ask questions and express wonderings.

IN.2.e Recognize the different group roles and

responsibilities.

IN.2.f Assume responsibility for a role in a

group.

IN.2.g Celebrate the accomplishment of the

group.

IN.2.h Share ideas clearly and confidently.

IN.2.i Seek adult support in situations of

conflict

IN.2.k Understand the impact of their actions

on each other and the environment.


2018-2019

3

Grade Three Literacy Scope and Sequence

Oral Language Viewing and Presenting Written Language: Writing
















other. These processes involve interpreting, using

and constructing visuals and multimedia in a

variety of situations and for a range of purposes

and audiences. Visual texts may be paper,

electronic or live, observable forms of















effectiveness.


Spoken language varies according to the purpose

and audience.

People interpret messages according to their

unique experiences and ways of understanding.


Visual texts expand our database of sources of

information.

Visual texts provide alternative means to develop

new levels of understanding.

Selecting the most suitable forms of visual

presentation enhances our ability to express

ideas and images.


We write in different ways for different purposes.

The structure of different types of texts includes

identifiable features.

Thinking about storybook characters and people

in real life helps us to develop characters in our

own stories.

Related Concepts




Related Concepts




audience

Related Concepts




purpose, style

SL.3.1 Engage effectively in a range of

collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners

SL.3.2 Determine the main ideas and supporting

details of information presented in diverse

W.3.1 Write opinion pieces on topics or texts,

supporting a point of view with reasons.

on grade 3 topics and texts, building on others'

ideas and expressing their own clearly.

SL.3.2. Determine the main ideas and

supporting details of a text read aloud or

information presented orally.

SL.3.3 Ask and answer questions about

information from a speaker, offering

appropriate elaboration and detail.

SL.3.4 Report on a topic or text, tell a story, or

recount an experience with appropriate facts

and relevant, descriptive details, speaking

clearly at an understandable pace.

SL.3.5 Create engaging audio recordings of

stories or poems that demonstrate fluid reading

at an understandable pace.

SL.3.6 Speak in complete sentences when

appropriate to task and situation in order to

provide requested detail or clarification.

L.3.1 Demonstrate command of the conventions

of standard English grammar and usage when

speaking.




understanding of figurative language, word

relationships and nuances in word meanings.

L.3.6 [In speaking] Acquire and use accurately

grade-appropriate conversational, general

academic, and domain-specific words and

phrases, including those that signal spatial and

temporal relationships.



media and formats, including visually [and]

quantitatively.

SL.3.5 Create engaging visual displays when

appropriate to emphasize or enhance certain

facts or details.

RL.3.7 Explain how specific aspects of a text's

illustrations contribute to what is conveyed by

the words in a story (e.g., create mood,

emphasize aspects of a character or setting)

RI.3.5 Use text features and search tools (e.g.,

key words, sidebars, hyperlinks) to locate

information relevant to a given topic efficiently.

RI.3.7 Use information gained from illustrations

(e.g., maps, photographs) and the words in a

text to demonstrate understanding of the text

(e.g., where, when, why, and how key events

occur).

W.3.2 Write informative/ explanatory texts to

examine a topic and convey ideas and

information clearly.

W.3.3 Write narratives to develop real or

imagined experiences or events using effective

technique, descriptive details, and clear event

sequences.

W.3.7 Conduct short research projects that build

knowledge about a topic.

W.3.8 Recall information from experiences or

gather information from print and digital

sources; take brief notes on sources and sort

evidence into provided categories.


of standard English grammar and usage when

writing.


of standard English capitalization, punctuation,

and spelling when writing.


conventions when writing.

L.3.6 [In writing] acquire and use accurately

grade-appropriate conversational, general

academic, and domain-specific words and

phrases, including those that signal spatial and

temporal relationships (e.g., After dinner that

night we went looking for them).

Written Language: Reading Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for





Reading and thinking work together to enable us to make meaning.

Wondering about texts and asking questions helps us to understand the meaning.

What we already know enables us to understand what we read.

Related Concepts




RL.3.1 Ask and answer questions to

demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.

RL.3.2 Recount stories, including fables,

folktales, and myths from diverse cultures;

determine the central message, lesson, or moral

and explain how it is conveyed through key

details in the text.

RL.3.3 Describe characters in a story (e.g., their

traits, motivations, or feelings) and explain how

their actions contribute to the sequence of

events

RL.3.4 Determine the meaning of words and

phrases as they are used in a text, distinguishing

literal from nonliteral language.

RL.3.5 Refer to parts of stories, dramas, and

poems when writing or speaking about a text,

using terms such as chapter, scene, and stanza;

describe how each successive part builds on

earlier sections.

RL.3.6 Distinguish their own point of view from

that of the narrator.

RL.3.9 Compare and contrast the themes,

settings, and plots of stories written by the same

author about the same or similar characters

(e.g., in books from a series)


comprehend literature, including stories,

dramas, and poetry, at the high end of the

grades 2-3 text complexity band independently

and proficiently.

RI.3.1 Ask and answer questions to demonstrate

understanding of a text, referring explicitly to

the text as the basis for the answers.

RI.3.2 Determine the main idea of a text;

recount the key details and explain how they

support the main idea.

RI.3.3 Describe the relationship between a

series of historical events, scientific ideas or

concepts, or steps in technical procedures in a

text, using language that pertains to time,

sequence, and cause/effect.

RI.3.6 Distinguish their own point of view from

that of the author of a text.

RI.3.8 Describe the logical connection between

particular sentences and paragraphs in a text

(e.g., comparison, cause/effect,

first/second/third in a sequence).

RI.3.9 Compare and contrast the most

important points and key details presented in

two texts on the same topic.




unknown and multiple-meaning word and


choosing flexibly from a range of strategies.

L.3.5 [In reading] Demonstrate understanding of

figurative language, word relationships and


Grade 3 Math Scope and Sequence Data Handling Measurement Shape and Space Pattern and Function

Data handling allows us to make a

summary of what we know about

the world and to make inferences

about what we do not know.

● Data can be collected, organized,

represented and summarized in

a variety of ways to highlight

similarities, differences and

trends; the chosen format

should illustrate the information


● Probability can be expressed

qualitatively by using terms such

as “unlikely”, “certain” or

“impossible”. It can be expressed

quantitatively on a numerical

scale.

To measure is to attach a number

to a quantity using a chosen unit.

Since the attributes being

measured are continuous, ways

must be found to deal with


numbers. It is important to know

how accurate a measurement

needs to be or can ever be.

The regions, paths and boundaries

of natural space can be described

by shape. An understanding of the

interrelationships of shape allows

us to interpret, understand and

appreciate our two-dimensional

(2D) and three-dimensional (3D)

world.

To identify pattern is to begin to

understand how mathematics

applies to the world in which we

live. The repetitive features of

patterns can be identified and

described as generalized rules

called “functions”. This builds a

foundation for the later study of

algebra.


Data can be collected, organized,

displayed, and analyzed in different

ways.

Different graph forms highlight

different aspects of data more

efficiently.


Objects and events have attributes

that can be measured using

appropriate tools.

Relationships exist between

standard units that measure the

same attributes.


Geometric shapes and vocabulary

are useful for representing and

describing objects and events in

real world situations.

Shapes can be transformed in

different ways.


Functions are relationships or rules

that uniquely associate members of

one set with members of another

set.

By analyzing patterns and

identifying rules for patterns it is

possible to make predictions.



information.

Related Concepts Unit, measure, time, compare,

order, length, mass, capacity,

estimate, tool, sequence

Related Concepts Geometry, shape, space, direction,

position, 2D, 3D, parts to whole,

properties, symmetry

Related Concepts Odd, even, skip count, pattern,

symbol, relationship, functions,

represent

3.MD.3: Draw a scaled picture

graph and a scaled bar graph to

represent a data set with several

categories. Solve one- and

two-step "how many more" and

"how many less" problems using

information presented in scaled

bar graphs.

3.MD.4: Generate measurement

data by measuring lengths using

rulers marked with halves and

fourths of an inch. Show the data

by making a line plot, where the

horizontal scale is marked off in

appropriate units— whole

numbers, halves, or quarters.

3.MD.1: Tell and write time to the

nearest minute and measure time

intervals in minutes. Solve word

problems involving addition and

subtraction of time intervals in

minutes.

3.MD.2: Measure and estimate

liquid volumes and masses of

objects using standard units of

grams (g), kilograms (kg), and liters

(l).1 Add, subtract, multiply, or

divide to solve one-step word

problems involving masses or

volumes that are given in the same

units.

3.MD.5: Recognize area as an

attribute of plane figures and

understand concepts of area

measurement.

3.MD.6: Measure areas by

counting unit squares.

3.MD.7: Relate area to the

operations of multiplication and

addition (MD.7a,b,c,d).

3.MD.8: Solve real world and

mathematical problems involving

perimeters of polygons, including

finding the perimeter given the

side lengths, finding an unknown

side length, and exhibiting

rectangles with the same

perimeter and different areas or

with the same area and different

perimeters.

3.G.1: Understand that shapes in

different categories may share

attributes and that the shared

attributes can define a larger

category.

3.G.2: Partition shapes into parts

with equal areas. Express the area

of each part as a unit fraction of

the whole. For example, partition a

shape into 4 parts with equal area,

and describe the area of each part

as 1/4 of the area of the shape.

SS.3.m Analyse and describe 2D

and 3D shapes, including regular

and irregular polygons, using

geometric vocabulary

3.OA.5: Apply properties of

operations as strategies to

multiply and divide.

3.OA.6: Understand division as an

unknown-factor problem.

3.OA.7.a: Fluently multiply and

divide within 100, using strategies

such as the relationship between

multiplication and division or

properties of operations.

3.OA.9: Identify arithmetic

patterns and explain them using

properties of operations.

PF.3.f Represent rules for patterns

by using words, symbols, and

tables

Number Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit

depends on its place within a base system.

Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication

and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating

depends on how the result will be used.


The base 10 value system can be extended to represent magnitude.

Fractions are ways of representing whole-part relationships

The operations of addition, subtraction, multiplication and division are related to each other and are used to process information to solve problems.

Related Concepts Fractions, base-ten, value, addition, subtraction, multiplication, division, estimate, strategy, number facts, mental math, operations

3.OA.1: Interpret products of

whole numbers.

3.OA.2: Interpret whole-number

quotients of whole numbers.

3.OA.3: Use multiplication and

division within 100 to solve word

problems in situations involving

equal groups, arrays, and

measurement quantities.

3.OA.4: Determine the unknown

whole number in a multiplication

or division equation relating three

whole numbers.

3.OA.7.b: Know from memory all

products of two one-digit

numbers.

N.3.p Read, write, compare and

order whole numbers up to

thousands or beyond

3.OA.8.a: Solve two-step word

problems using addition and

subtraction. Assess the

reasonableness of answers using

mental computation and

estimation strategies including

rounding.

3.OA.8.b: Solve two-step word

problems using multiplication and

division. Represent these

problems using equations with a

letter standing for the unknown

quantity.

3.NBT.1: Use place value

understanding to round whole

numbers to the nearest 10 or 100.

3.NBT.2: Fluently add and subtract

within 1000 using strategies and

algorithms based on place value,

properties of operations, and/or

the relationship between addition

and subtraction.

3.NBT.3: Multiply one-digit whole

numbers by multiples of 10 in the

range 10-90 using strategies based

on place value and properties of

operations.

3.NBT.4: Read and write numbers

to 10,000 using base-ten numerals,

number names, and expanded

form. Compare two multi-digit

numbers based on meanings of

the digits in each place, using >

and < symbols to record the

results of comparisons.

3.NF.1: Understand a fraction 1/b

as the quantity formed by 1 part

when a whole is partitioned into b

equal parts; understand a fraction

a/b as the quantity formed by a

parts of size 1/b.

N.3.c Use the language of

fractions, for example, numerator,

denominator

3.NF.2: Understand a fraction as a

number on the number line;

represent fractions on a number

line diagram.

3.NF.3.a: Understand two

fractions as equivalent (equal) if

they are the same size, or the

same point on a number line.

3.NF.3.b: Recognize and generate

simple equivalent fractions.

Explain why the fractions are

equivalent.

3.NF.3.c: Express whole numbers

as fractions, and recognize

fractions that are equivalent to

whole numbers.

3.NF.3.d: Compare two fractions

with the same numerator or the

same denominator by reasoning

about their size.

Grade Three Social Studies Scope and Sequence Human Systems and Economic Activities















2.5.a Describe how wants and needs have implications beyond the self.

7.5.b Distinguish among human, natural, and capital resources.

7.5.e Describe how trade affects the way people earn their living in regions of the world.

7.5.g Describe primary causes of world trade.

4.5.a Compare and contrast cultural characteristics of different regions and people (e.g. use of environment and resources, technology, food, shelter, beliefs and customs, schooling, what-is- public versus what-is-private, etc.).

4.5.c Explain the main ideas in folktales, legends, songs, myths and stories of heroism that describe the

1.5.a Explain why people in different times and places view the world political, social, cultural). differently.

3.5.a Explain and use the elements of maps and globes.

3.5.b Apply appropriate resources and geographic tools to generate and interpret information about the earth.

7.5.a Describe characteristics, locations, uses, and management of renewable and non-renewable resources.

8.5.a Explain the difference between science and technology.

8.5.b Examine ways in which tools and techniques make certain tasks easier.

8.5.c Describe ways that tools and techniques can

1

history and traditions of various cultures.

5.5.b Identify how sociological circumstances (race, ethnicity, gender, class, etc.) influence an individual's perceptions of and reactions to the world.

5.5.c Compare and contrast how groups and cultures are similar and different in meeting needs and concerns of their members.

5.5.d Describe the various forms of institutions (e.g., school, church, clubs, etc.) and how they influence the individual.

have both positive and negative effects.

7.5.c Describe how changes in transportation and communication have affected trade and economic activities.

7.5.d Explain and compare ways in which people satisfy their basic needs and wants through the production of goods and services.

2

Grade Three Science Scope and Sequence Living Things Earth and Space Materials and Matter Forces and Energy


systems and behaviours of

humans and other animals, and of

plants; the interactions and

relationships between and among

them, and with their environment.


position in the universe,

particularly its relationship with

the sun; the natural phenomena

and systems that shape the planet

and the distinctive features that

identify it; the infinite and finite

resources of the planet.



both natural and human-made;

the origins of human-made

materials and how they are

manipulated to suit a purpose.


storage and transfer, and the work

it can do; the study of forces; the

application of scientific

understanding through inventions

and machines.


biology, classification,

conservation, ecosystems,

evolution, genetics, growth,

habitat, homeostasis, organism,

plants, systems (digestive,

nervous, reproductive,

respiratory).






sustainability, systems (solar,

water cycle, weather), tectonic

plate movement, theory of origin.





solids, structures, sustainability.





mechanics, physics, pollution,

power, technological advances,

transformation of energy.

3-LS1-1. Develop models to

describe that organisms have

unique and diverse life cycles but

all have in common birth, growth,

reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]

3-LS2-1. Construct an argument

that some animals form groups

that help members survive.

3-ESS2-1. Represent data in

tables and graphical displays to

describe typical weather

conditions expected during a

particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]

3-ESS2-2. Obtain and combine

information to describe climates

in different regions of the world.

This strand not assessed in Grade 3. 3-PS2-1 Plan and conduct an

investigation to provide evidence

of the effects of balanced and

unbalanced forces on the motion

of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]

1

3-LS3-1.Analyze and interpret

data to provide evidence that

plants and animals have traits

inherited from parents and that

variation of these traits exists in a

group of similar organisms.

[Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]

3-LS3-2.Use evidence to support

the explanation that traits can be

influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]

3-LS4-1. Analyze and interpret

data from fossils to provide

evidence of the organisms and

the environments in which they

lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]

3-ESS3-1. Make a claim about the

merit of a design solution that

reduces the impacts of a

weather-related hazard.

[Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]

3-PS2-2 Make observations

and/or measurements of an

object’s motion to provide

evidence that a pattern can be

used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]

3-PS2-3 Ask questions to

determine cause and effect

relationships of electric or

magnetic interactions between

two objects not in contact with

each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]

3-PS2-4 Define a simple design

problem that can be solved by

applying scientific ideas about

magnets. [Clarification Statement:

2

3-LS4-2. Use evidence to

construct an explanation for how

the variations in characteristics

among individuals of the same

species may provide advantages

in surviving, finding mates, and

reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]


with evidence that in a particular

habitat some organisms can

survive well, some survive less

well, and some cannot survive at

all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

3-LS4-4. Make a claim about the

merit of a solution to a problem

caused when the environment

changes and the types of plants

and animals that live there may

change. [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]

Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]

3

3-5.Engineering Design

3-5-ETS1-1. Define a simple design

problem reflecting a need or a want

that includes specified criteria for

success and constraints on

materials, time, or cost.

3-5-ETS1-3. Plan and carry out fair

tests in which variables are

controlled and failure points are

considered to identify constraints

on materials, time, or cost. criteria

and constraints of the problem.

aspects of a model or prototype

that can be improved.

3-5-ETS1-2. 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.

4

Grade Three Language Acquisition Scope and Sequence (Korean)
































































effectiveness.


People communicate using

different languages.


People use static and moving

images to communicate ideas and

information.


The words we see and hear enable

us to create picture in our mind.


Consistent ways of recording

words or ideas enable members of

a language community to

understand each other’s writing.

Related Concepts





Related Concepts






Related Concepts





organization, print

Related Concepts






Phase

1-2


simple, short spoken texts.



situations.

O.1.d Use language appropriate

to a very limited range of


contexts.








written texts.


format and style.


simple written texts.



situations.






some details in a limited range of

familiar situations.

Phase

3-4



some detail in familiar and some


O.3.e Use appropriate register in

formal and informal oral

communication.

O.3.g Interact in rehearsed and

unrehearsed exchanges using

comprehensible pronunciation

and intonation/correct tone.



V.3.d Understand visual







texts.

R.3.b Understand main ideas and

supporting details, and draw

conclusions from written texts.





some details in familiar and some





W.4.a Communicate information,

ideas and opinions in familiar and


Grade Three Arts Scope and Sequence Creating Responding




We can communicate our ideas, feelings and experiences through our artwork.

We solve problems during the creative process by thinking critically and imaginatively.

Applying a range of strategies helps us to express ourselves.

We make connections between our artwork and that of others to extend our thinking.

We can explore our personal interests, beliefs and values through arts.

Arts have the power to influence thinking and behaviour.


We are receptive to art practices and artworks from different cultures, places and times (including our own).

There is a relationship between the artist and the audience.

We use what we know to interpret arts and deepen our understanding of ourselves and the world around us.



Visual Arts




C.2.b Demonstrate control of tools, materials and processes.

C.2.c Identify, plan and make specific choices of materials, tools and processes.

C.2.d Combine a variety of formal elements to communicate ideas, feelings and/or experiences.

C.2.e Sharpen their powers of observation.


C.2.g Identify the stages of their own and others’ creative processes.

C.3.a Show awareness of the affective power of visual arts.

C.3.b Use a personal interest, belief or value as the starting point to create a piece of artwork.

C.3.c Make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures.

C.3.e Use a range of strategies to solve problems during the creative process.

R.2.a Become an engaged and responsive audience for a variety of art forms.

R.2.b Sharpen their powers of observation.


R.2.e Identify the formal elements of an artwork.

R.2.f Investigate the purposes of artwork from different times, places and a range of cultures including their own.

R.3.e Provide constructive criticism when responding to artwork.

R.3.g Reflect on their own and others’ creative processes to inform their thinking.

Performing Arts

Drama

C.3.a Create a devised or scripted performance for a particular audience or purpose.

C.3.b Make artistic choices about role, situation and context.

Drama

R.3.a Discuss aspects of drama that illustrate relationships between culture, history, and location.

Grade Three PSPE Scope and Sequence Identity Active Living Interactions










others.



























Understanding and respecting other people's

perspectives helps us to develop empathy.

Identifying and understanding our emotions

helps us to regulate our behavior.

Using self knowledge allows us to embrace new

situations with confidence.

Embracing and developing optimism helps us to

have confidence in ourselves and our future.



A person's identity evolves as a result of many

cultural influences.

Increasing our self-reliance and persisting with

tasks independently supports our efforts to be

more autonomous.


Regular exercise, hydration, nutrition, and rest

are all important in a healthy lifestyle.

People go through different life stages,

developing at different rates from one another.

Attention to technique and regular practice can

improve the effectiveness of our movements.

Movements can be used to convey feelings,

attitudes and emotions.

The use of responsible practices in physical

environments can contribute to our personal

safety and the safety of others.

We can develop and maintain physical activity by

applying basic training principles.


Participation in a group can require group

members to take on different roles and

responsibilities.

Relationships require nurturing.

Responsible citizenship involves conservation

and preservation of the local environment.

A plan of action is a necessary strategy for a

group to achieve its goal.

An effective group capitalizes on the strengths of

its individual members.

Healthy relationships are supported by the

development and demonstration of constructive

attitudes such as respect, empathy and

compassion.


identity, growth, change, feelings, emotions,



exercise, health, physical activity, body strength,



cooperation, group, teamwork, play, behavior



I.1.a Identify themselves in relation to others


ethnicity, gender).

I.1.g Identify and explore strategies that help

them to cope with change.

I.1.h Identify positive thoughts and attitudes in

themselves and others.

I.1.i Willingly approach and persevere with new

situations.

I.1.j Reflect on their experiences in order to

build a deeper understanding of self.

I.2.a Describe similarities and differences

between themselves and others through the

exploration of cultures, appearance, gender,

ethnicity, and personal preferences.

I.2.b Describe how personal growth has

resulted in new skills and abilities.

I.2.c Explain how different experiences can

result in different emotions.

I.2.d Identify feelings and begin to understand

how these are related to behaviour.

I.2.e Express hopes, goals and aspirations.





out to seek help.

AL.1.e Explore and reflect on the changing

capabilities of the human body.

AL.2.a Recognize the importance of regular

exercise in the development of well-being.

AL.2.b Identify healthy food choices.

AL.2.c Communicate their understanding of the

need for good hygiene practices.

AL.2.f Use and adapt basic movement skills

(gross and fine motor) in a variety of activities.

AL.2.g Explore different movements that can be

linked to create sequences.

AL.2.h Display creative movements in response

to stimuli and express different feelings,

emotions and ideas.

AL.2.j Understand the need to act responsibly

to help ensure the safety of themselves and

others.

IN.2.q Value interacting, playing and learning

with others.

IN.2.b Discuss and set goals for group

interactions.

IN.2.c Cooperate with others.

IN.2.d Ask questions and express wonderings.

IN.2.e Recognize the different group roles and

responsibilities.

IN.2.f Assume responsibility for a role in a

group.

IN.2.g Celebrate the accomplishment of the

group.

IN.2.h Share ideas clearly and confidently.

IN.2.i Seek adult support in situations of

conflict.

IN.2.k Understand the impact of their actions

on each other and the environment.


2018-2019

4

Grade Four Literacy Scope and Sequence Oral Language Viewing and Presenting Written Language: Writing

Oral language encompasses all aspects of listening and speaking—skills that are essential for ongoing language development, for learning and for relating to others. Listening requires active and conscious attention in order to make sense of what is heard. Purposeful talk enables learners to articulate thoughts as they construct and reconstruct meaning to understand the world around them. Oral language involves recognizing and using certain types of language according to the audience and purposes

The receptive processes (viewing) and expressive processes (presenting) are connected and allow for reciprocal growth in understanding; neither process has meaning except in relation to the other. These processes involve interpreting, using and constructing visuals and multimedia in a variety of situations and for a range of purposes and audiences. Visual texts may be paper, electronic or live, observable forms of communication that are consciously constructed to convey meaning and immediately engage viewers, allowing them instant access to data. Learning to interpret this data, and to understand and use different media, are invaluable life skills.

Writing allows us to organize and communicate thoughts, ideas and information in a visible and tangible way. Writing is primarily concerned with communicating meaning and intention. Over time, writing involves developing a variety of structures, strategies and literary techniques (spelling, grammar, plot, character, punctuation, voice) and applying them with increasing skill and effectiveness.


The grammatical structures of a language enable members of a language community to communicate with each other.

Taking time to reflect on what we hear and say helps us to communicate more effectively and appropriately.

Listeners identify key ideas in spoken language and synthesize them to create with own understandings.


Different visual techniques produce different effects and are used to present different types of information.

Visual texts have the power to influence thinking and behaviour.


Rereading and editing our own writing enables us to express what we want to say more clearly.

We write in different ways for different purposes.

The way we structure and organize our writing helps others to understand and appreciate it.

Related Concepts Communication, language, influence, ideas, interpretation, purpose, summary, collaboration, voice, listening, speaking

Related Concepts Interpretation, messages, influence, images, illustrations, pictures, media, visual text, research, symbols, text features, tone, meaning, audience

Related Concepts Written text, opinion, narrative, informational, persuasion, grammar, structure, organization, sequence, research, themes, process, creativity, purpose, style

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.

SL.4.2 Paraphrase portions of a text read aloud or information presented orally.

SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.

SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

L.4.1 Demonstrate command of the conventions of standard English grammar and usage speaking.

L.4.3 Use knowledge of language and its conventions when speaking or listening.

L.4.5 [In speaking and listening] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.4.6 [In speaking] Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

RF.4.4 Read with sufficient accuracy and fluency to support comprehension.

SL.4.2 Paraphrase portions information presented in diverse media and formats, including visually [and] quantitatively.

SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W.4.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.

W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing.

L.4.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.4.6 [In writing] Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.


Reading is a developmental process that involves constructing meaning from text. The process is interactive and involves the reader’s purpose for reading, the reader’s prior knowledge and experience, and the text itself. As inquirers, learners need to be able to identify, synthesize and apply useful and relevant information from text.


Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts.

Identifying the main ideas in the text helps us to understand what is important.

Reading and thinking work together to enable us to make meaning.

Related Concepts Written text, purpose, meaning, inference, genre, summarize, point of view, research, themes, stories, strategies, expression, fluency, organization RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

L.4.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

L.4.5 [In reading] Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Grade Four Math Scope and Sequence Data Handling Measurement Shape and Space Pattern and Function







summarized in a variety of ways to

highlight similarities, differences

and trends; the chosen format




qualitatively by using terms such as

“unlikely”, “certain” or “impossible”.

It can be expressed quantitatively

on a numerical scale.

To measure is to attach a number to

a quantity using a chosen unit. Since

the attributes being measured are

continuous, ways must be found to

deal with quantities that fall

between numbers. It is important to

know how accurate a measurement

needs to be or can ever be.








world.









algebra.


Probability can be expressed in

numerical notations.

Data can be collected, organized,

displayed, and analyzed in different

ways.


Relationships exist between

standard units that measure the

same attributes.

Conversion of units and

measurement allows us to make

sense of the world we live in.

A range of procedures exist to

measure different attributes of

objects and events.

Accuracy of measurements

depends on the situation and the

precision of the tool.


Geometric tools and methods can

be used to solve problems relating

to shape and space.

Consolidating what we know of

geometric concepts allows us to

make sense of and interact with our

world.


Patterns can often be generalized

using algebraic expressions,

equations, or functions.

Functions are relationships or rules

that uniquely associate members of

one set with members of another

set.

Related Concepts Related Concepts Related Concepts Related Concepts

Data, organization, interpret,


information

Unit, measure, time, compare,



Geometry, shape, space, direction,



Odd, even, skip count, pattern,


represent

4.MD.4: Make a line plot to display

a data set of measurements in

fractions of a unit. Solve problems

involving addition and subtraction

of fractions by using information

presented in line plots.

DH.3.c Understand that mode can

be used to summarize a set of data

DH.3.d Understand that one of the

purposes of a database is to

answer questions and solve

problems

DH.3.e Understand that probability

is based on experimental events

DH.3.g Identify, read, and interpret

range and scale on graphs

DH.3.n Express probability using

simple fractions

DH.4.i Design a survey and

systematically collect, organize,

and display in bar graphs, circle

graphs, line graphs

DH.4.f Identify, describe, and

explain range, mode, median, and

mean in a set of data

4.MD.1: Know relative sizes of

measurement units within one

system of units including km, m,

cm; kg, g; lb, oz.; l, ml; hr, min, sec.

Within a single system of

measurement, express

measurements in a larger unit in

terms of a smaller unit. Record

measurement equivalents in a

two-column table.

4.MD.2: Use the four operations to

solve word problems involving

distances, intervals of time, liquid

volumes, masses of objects, and

money. Represent measurement

quantities using diagrams such as

number line diagrams that feature

a measurement scale.

4.MD.3: Apply the area and

perimeter formulas for rectangles

in real world and mathematical

problems.

4.MD.6:Measure angles in

whole-number degrees using a

protractor. Sketch angles of

specified measure.

4.MD.7: Recognize angle measure

as additive. Solve addition and

subtraction problems to find

unknown angles on a diagram in

real world and mathematical

problems.

4.MD.5: Recognize angles as

geometric shapes that are formed

wherever two rays share a

common endpoint, and

understand concepts of angle

measurement.

4.G.1: Draw points, lines, line

segments, rays, angles (right,

acute, obtuse), and perpendicular

and parallel lines. Identify these in

two-dimensional figures.

4.G.2: Classify two-dimensional

figures based on the presence or

absence of parallel or

perpendicular lines, or the

presence or absence of angles of a

specified size. Recognize right

triangles as a category, and identify

right triangles.

4.G.3: Recognize a line of

symmetry for a two-dimensional

figure as a line across the figure

such that the figure can be folded

along the line into matching parts.

Identify line-symmetric figures and

draw lines of symmetry.

4.OA.5: Generate a number or

shape pattern that follows a given

rule. Identify apparent features of

the pattern that were not explicit in

the rule itself.

4.NF.1: Explain why a fraction a/b

is equivalent to a fraction (n × a)/(n

× b) by using visual fraction

models, with attention to how the

number and size of the parts differ

even though the two fractions

themselves are the same size. Use

this principle to recognize and

generate equivalent fractions.

http://www.corestandards.org/Math/Content/4/MD/B/4/










http://www.corestandards.org/Math/Content/4/NF/A/1/







The base 10 place value system can be extended to represent magnitude.

Fractions and decimals are ways of representing whole-part relationship.

For fractional and decimal computation, the ideas developed for whole-number computation can apply.

The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information to solve problems.


4.OA.1: Interpret a multiplication

equation as a comparison.

Represent verbal statements of

multiplicative comparisons as

multiplication equations.

4.OA.2: Multiply or divide to solve

word problems involving

multiplicative comparison.

4.OA.3: Solve multistep word

problems posed with whole

numbers and having

whole-number answers using the

four operations, including

problems in which remainders

must be interpreted. Represent

these problems using equations

with a letter standing for the

unknown quantity. Assess the

reasonableness of answers using

mental computation and

4.NBT.1: Recognize that in a

multi-digit whole number, a digit in

one place represents ten times

what it represents in the place to

its right.

4.NBT.2: Read and write multi-digit

whole numbers using base-ten

numerals, number names, and

expanded form. Compare two

multi-digit numbers based on

meanings of the digits in each

place, using >, =, and < symbols to

record the results of comparisons.


understanding to round multi-digit

whole numbers to any place.

4.NBT.4: Fluently add and subtract

multi-digit whole numbers using

the standard algorithm.

4.NBT.6: Find whole-number

quotients and remainders with up

to four-digit dividends and

one-digit divisors, using strategies

based on place value, the

properties of operations, and/or

the relationship between

multiplication and division.

Illustrate and explain the

calculation by using equations,

rectangular arrays, and/or area

models.

4.NF.2: Compare two fractions

with different numerators and

different denominators. Recognize

that comparisons are valid only

when the two fractions refer to the

same whole. Record the results of

comparisons with symbols >, =, or

<, and justify the conclusions.

4.NF.5: Express a fraction with

denominator 10 as an equivalent

fraction with denominator 100, and

use this technique to add two

fractions with respective

denominators 10 and 100.

4.NF.6: Use decimal notation for

fractions with denominators 10 or

100.

4.NF.7: Compare two decimals to

hundredths by reasoning about

their size. Recognize that

comparisons are valid only when

the two decimals refer to the same

whole. Record the results of

comparisons with the symbols >, =,

or <, and justify the conclusions.









http://www.corestandards.org/Math/Content/4/NF/A/2/

http://www.corestandards.org/Math/Content/4/NF/C/5/



estimation strategies including

rounding.

4.OA.4: Find all factor pairs for a

whole number in the range 1-100.

Recognize that a whole number is

a multiple of each of its factors.

Determine whether a given whole

number in the range 1-100 is a

multiple of a given one-digit

number. Determine whether a

given whole number in the range

1-100 is prime or composite.

4.NBT.5: Multiply a whole number

of up to four digits by a one-digit

whole number, and multiply two

two-digit numbers, using strategies

based on place value and the

properties of operations. Illustrate

and explain the calculation by

using equations, rectangular

arrays, and/or area models.

4.NF.3: Understand a fraction a/b

with a > 1 as a sum of fractions 1/b. (4.NF.3a,b,c,d)

4.NF.4: Apply and extend previous

understandings of multiplication to

multiply a fraction by a whole

number. (4.NF.4a,b,c)



http://www.corestandards.org/Math/Content/4/NF/B/3/


Grade Four Social Studies Scope and Sequence Human Systems and Economic Activities















2.5.b Explain varied causes and effects of conflict and cooperation among individuals, groups, societies and nations in the following categories: politics, economics, geography, ethnicity/race/gender, and culture.

6.5.a Identify issues involving rights, roles and responsibilities of

4.5.d Describe how cultural contributions from various groups have formed a national identity.

5.5.e Identify and describe ways that ethnicity and cultures influence people's daily lives.

5.5.a Describe how families influence the individual.

6.5.j Explain different strategies to resolve conflict.

1.5.b Describe changes in society (e.g., times and places view the world political, social, cultural).

1.5.c Identify cause and effect relationships in history.

3.5.c Apply concepts such as location, distance, direction, scale, movement and region.

3.5.d Describe ways that the earth’s physical and human-made features have changed over time.

8.5.d Describe changes in scientific knowledge and technology that have affected your host country.

1

individuals in relation to broader society.

6.5.b Describe how political institutions meet needs and wants of individuals and society.

6.5.c Identify community leaders, local and national government officials, and world leaders.

6.5.e Describe the organization and major responsibilities of the various levels of governments.

6.5.f Explain what citizenship is.

6.5.g Identify and describe means by which citizens can monitor, evaluate and influence actions of their government.

6.5.h Describe the roles of laws, courts of law, and judges.

2

Grade Four Science Scope and Sequence Living Things Earth and Space Materials and Matter Forces and Energy


systems and behaviours of humans

and other animals, and of plants;

the interactions and relationships

between and among them, and with

their environment.




natural phenomena and systems

that shape the planet and the

distinctive features that identify it;

the infinite and finite resources of

the planet.


behaviours and uses of

materials, both natural and

human-made; the origins of

human-made materials and how

they are manipulated to suit a

purpose.

The study of energy, its origins, storage

and transfer, and the work it can do;

the study of forces; the application of

scientific understanding through

inventions and machines.


biology, classification, conservation,




(digestive, nervous, reproductive,

respiratory)








movement, theory of origin


physical changes, conduction

and convection, density, gases,

liquids, properties and uses of

materials, solids, structures,

sustainability





mechanics, physics, pollution, power,

technological advances,

transformation of energy


that plants and animals have

internal and external structures

that function to support survival,

growth, behavior, and

reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

4-LS1-2. Use a model to describe

that animals receive different types

of information through their

senses, process the information in

4-ESS1-1. Identify evidence from

patterns in rock formations and

fossils in rock layers to support an

explanation for changes in a

landscape over time. [Clarification Statement: Examples of evidence from patterns could include rock layers with marine shell fossils above rock layers with plant fossils and no shells, indicating a change from land to water over time; and, a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.] [Assessment Boundary: Assessment does not include specific knowledge of the mechanism of rock formation or memorization of specific rock formations and layers. Assessment is limited to relative time.]

This strand not assessed in Grade 4

4-PS3-1. Use evidence to construct an

explanation relating the speed of an

object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]

4-PS3-2. Make observations to

provide evidence that energy can be

transferred from place to place by

sound, light, heat, and electric

currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-3. Ask questions and predict

outcomes about the changes in

1

their brain, and respond to the

information in different ways. [Clarification Statement: Emphasis is on systems of information transfer. ] [Assessment Boundary: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.]

4-ESS2-1. Make observations

and/or measurements to provide

evidence of the effects of

weathering or the rate of erosion

by water, ice, wind, or vegetation. [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.] [Assessment Boundary: Assessment is limited to a single form of weathering or erosion.]

4-ESS2-2. Analyze and interpret

data from maps to describe

patterns of Earth’s features. [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]


information to describe that

energy and fuels are derived from

natural resources and their uses

affect the environment.

[Clarification Statement: Examples of renewable energy resources could include wind energy, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat due to surface mining, and air pollution from burning of fossil fuels.]

4-ESS3-2. Generate and compare

multiple solutions to reduce the

impacts of natural Earth processes

on humans. [Clarification Statement:

energy that occur when objects

collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [Assessment Boundary: Assessment does not include quantitative measurements of energy.]

4-PS3-4. Apply scientific ideas to

design, test, and refine a device that

converts energy from one form to

another. [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]

4-PS4-1. Develop a model of waves to

describe patterns in terms of

amplitude and wavelength and that

waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]

4-PS4-2. Develop a model to describe

that light reflecting from objects and

entering the eye allows objects to be

seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]

2

Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity. Assessment boundary is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]

4-PS4-3. Generate and compare

multiple solutions that use patterns to

transfer information. [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]


3-5-ETS1-1. Define a simple design

problem reflecting a need or a

want that includes specified criteria

for success and constraints on

materials, time, or cost.




considered to identify constraints

on materials, time, or cost. criteria

and constraints of the problem.

aspects of a model or prototype

that can be improved.

3-5-ETS1-2. 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.

3

Grade Four Language Acquisition Scope and Sequence (Korean)
































































effectiveness.


Spoken words connect us with

others.


The pictures, images and symbols

in our environment have meaning.


The sounds of spoken language

can be represented visually.


People write to tell about their

experiences, ideas and feelings.

Related Concepts





Related Concepts






Related Concepts





organization, print

Related Concepts






O.1.b Communicate information V.2.a Understand messages R.2.a Understand basic facts in W.2.b Request and provide

Phase

1-2


situations.



some details in a limited range of






to a limited range of


contexts.

O.2.e Use some aspects of

register in formal and informal

oral communication.

O.2.f Use basic language

accurately.

O.2.g Interact in basic rehearsed

and some unrehearsed

exchanges using comprehensible

pronunciation and



V.2.b Understand main ideas and

supporting details in visual texts

presented with spoken and/or

written text.

V.2.c Understand specific


attitudes, presented in visual

texts with spoken and/or written

text.

written texts.



some conclusions from written

texts.


format and style.



W.2.d Understand and use basic

language conventions accurately

W.2.e Use some aspects of


written communication.

Phase

3-4

O.4.a Understand, interpret and

respond to a range of spoken

texts.

O.4.b Communicate information,

ideas and opinions in familiar and



information in a range of spoken

contexts.


V.3.b Understand main ideas and


conclusions from visual texts

presented with spoken and/or

written text.

V.3.d Understand visual




V.4.a Construct meaning from




texts.

R.3.c Understand aspects of

format and style in texts.





some details in familiar and some








to a range of spoken


contexts, and for a range of

purposes and audiences.



communication.

O.4.f Use language accurately.

O.4.g Engage actively in oral

production using comprehensible

pronunciation and


information presented in visual

texts.

contexts, and for a limited range

of purposes and audiences.

Grade Four Arts Scope and Sequence Creating Responding




Arts have the power to influence thinking and behaviour.

We can explore our personal interests, beliefs and values through arts.


We act on the responses to our artwork to inform and challenge our artistic development.


We can reflect on and learn from the different stages of creating.

There are different kinds of audiences responding to different arts.

When experiencing arts, we make connections between different cultures, places and times.




Visual Arts

P1.a Take responsibility for the care of tools and materials.

P1.b Take responsibility for their own and others’ safety in the working environment.

R.1.5 Analyse the relationships within an artwork and construct meanings



C.3.a Show awareness of the affective power of visual arts.

C.3.b Use a personal interest, belief or value as the starting point to create a piece of artwork.


C.3.d Create artwork for a specific audience.

C.3.e Use a range of strategies to solve problems during the creative process.

C.4.c Develop an awareness of their personal preferences.

C.4.e Adjust and refine their creative process in response to constructive criticism.

C.4.f Identify factors to be considered when displaying an artwork.

R.2.a Become an engaged and responsive audience for a variety of art forms.


R.2.e Identify the formal elements of an artwork.

R.3.a Recognize that different audiences respond in different ways to artworks.

R.3.b Use relevant and insightful questions to extend their understanding.

R.3.c Identify and consider the contexts in which artworks were made.


R.3.f Compare, contrast and categorize artworks from a range of cultures, places and times.

R.3.g Reflect on their own and others’ creative processes to inform their thinking.

Performing Arts

Drama

C.3.e Find appropriate ways to communicate specific meaning using dramatic action.

Drama

R.3.e Recognize and discuss how the consequences and actions of a performance teach audience members life lessons.

Grade Four PSPE Scope and Sequence Identity Active Living Interactions










others.



























A positive attitude helps us overcome challenges

and approach problems.



Understanding and respecting other peoples'

perspectives helps us to develop empathy.

A person's identity evolves as a result of many

cultural influences.

A person's self concept is influenced by how

others regard and treat him/her.

Reflecting on the strategies we use to manage

change and face challenges helps us to develop

new strategies to cope with adversity.

Understanding ourselves helps us to understand

and empathize with others.


Regular exercise, hydration, nutrition, and rest

are all important in a healthy lifestyle.

People go through different life stages,

developing at different rates from one another.

Attention to technique and regular practice can

improve the effectiveness of our movements.

A dynamic cycle of plan, perform, and reflect can

influence creative movement composition.

There are positive and negative outcomes for

taking personal and group risks that can be

evaluated in order to maximize enjoyment and

promote safety.


An effective group capitalizes on the strengths of

its individual members.

A plan of action is a necessary strategy for a

group to achieve its goal.

Healthy relationships are supported by the

development and demonstration of constructive

attitudes such as respect, empathy, and

compassion.

Behavior can be modified by applying deliberate

strategies.

Increasing our self-reliance and persisting with

tasks independently supports our efforts to be

more autonomous.

Related Concepts identity, growth, change, feelings, emotions,



Related Concepts exercise, health, physical activity, body strength,



Related Concepts cooperation, group, teamwork, play, behavior







out to seek help.

I.2.h Recognize others’ perspectives and

accommodate these to shape a broader view of

the world.

I.3.a Explain how a person’s identity is made up

of many different things, including membership

in different cultures, and that this can change

over time.

I.3.b Examine different factors (heritable and

non-heritable) that shape an identity (for

example, gender, sexuality, nationality,

language group).

I.3.c Identify how their attitudes, opinions and

beliefs affect the way they act and how those of

others also impact on their actions.

I.3.e Analyse how they are connected to the

wider community.

I.3.f Reflect on how they cope with change in

order to approach and manage situations of

adversity.

AL.2.i Reflect upon the aesthetic value of

movement and movement sequences.

AL.3.b Understand how daily practices

influence short- and long-term health.

AL.3.c Understand that there are substances

that can cause harm to health.

AL.3.e Identify different stages of life and how

these can affect physical performance.

AL.3.f Develop plans to improve performance

through technique refinement and practice.

AL.3.g Demonstrate greater body control when

performing movements.

AL.3.h Self-assess performance and respond to

feedback on performance from others.

AL.3.j Identify potential personal and group

outcomes for risk-taking behaviours.

AL.4.a Reflect and act upon their preferences

for physical activities in leisure time.

IN.3.b Identify individual strengths that can

contribute to shared goals.

IN.3.c Develop a shared plan of action for

group work that incorporates each individual’s

experiences and strengths.

IN.3.d Adopt a variety of roles for the needs of

the group, for example, leader, presenter.

IN.3.e Discuss ideas and ask questions to clarify

meaning.

IN.3.f Reflect on the perspectives and ideas of

others.

IN.3.g Apply different strategies when

attempting to resolve conflict.

IN.3.h Reflect on shared and collaborative

performance.

I.3.g Reflect on their own cultural influences,

experiences, traditions and perspectives, and

are open to those of others.

I.3.h Use understanding of their own emotions

to interact positively with others.

I.3.j Explain how self-talk can influence their

behaviour and their approach to learning.

I.3.l Work and learn with increasing

independence.


2018-2019

5

Grade Five Literacy Scope and Sequence Oral Language Viewing and Presenting Written Language: Writing



































effectiveness.


The grammatical structures of a language enable

members of a language community to

communicate with each other.

Spoken language can be used to persuade and

influence people.

Metaphorical language creates strong visual

images in our imagination.

People draw on what they already know in order

to infer new meaning from what they hear.


Synthesizing information from visual texts is

dependent upon personal interpretation and

leads to new understanding.

Visual texts have the power to influence thinking

and behavior.


When writing, the words we choose and how we

choose to use them enable us to share our

imaginings and ideas.

Effective stories have a purpose and structure

that help to make the author’s intention clear.

Knowing what we aim to achieve helps us to plan

and develop different forms of writing.

Synthesizing ideas enables us to build on what

we know, reflect on different perspectives, and

express new ideas.

Related Concepts Communication, language, influence, ideas,



Related Concepts Interpretation, messages, influence, images,



audience

Related Concepts Written text, opinion, narrative, informational,



purpose, style

SL.5.1 Engage effectively in a range of

collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners

on grade 5 topics and texts, building on others'

ideas and expressing their own clearly.

SL.5.2 Summarize a written text read aloud or

information presented orally.

SL.5.3 Summarize the points a speaker makes

and explain how each claim is supported by

reasons and evidence.

SL.5.4 Report on a topic or text or present an

opinion, sequencing ideas logically and using

appropriate facts and relevant, descriptive

details to support main ideas or themes; speak

clearly at an understandable pace.







understanding of figurative language, word

relationships, and nuances in word meanings.

L.5.6 [In speaking] Acquire and use accurately

grade-appropriate general academic and

domain-specific words and phrases, including

those that signal contrast, addition, and other

logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).



SL.5.2 Summarize information presented in

diverse media and formats, including visually

[and] quantitatively.

SL.5.5 Include multimedia components (e.g.,

graphics, sound) and visual displays in

presentations when appropriate to enhance the

development of main ideas or themes.

RL.5.7 Analyze how visual and multimedia

elements contribute to the meaning, tone, or

beauty of a text (e.g., graphic novel, multimedia

presentation of fiction, folktale, myth, poem).

RI.5.7 Draw on information from multiple print

or digital sources, demonstrating the ability to

locate an answer to a question quickly or to

solve a problem efficiently.

W.5.1 Write opinion pieces on topics or texts,

supporting a point of view with reasons and

information.

W.5.2 Write informative/ explanatory texts to

examine a topic and convey ideas and

information clearly.

W.5.3 Write narratives to develop real or

imagined experiences or events using effective

technique, descriptive details, and clear event

sequences.

W.5.4 Produce clear and coherent writing in

which the development and organization are

appropriate to task, purpose, and audience.

W.5.7 Conduct short research projects that use

several sources to build knowledge through

investigation of different aspects of a topic.

W.5.8 Recall relevant information from

experiences or gather relevant information from

print and digital sources; summarize or

paraphrase information in notes and finished

work, and provide a list of sources.



usage when writing.





conventions when writing

L.5.6 [In writing] Acquire and use accurately

grade-appropriate general academic and

domain-specific words and phrases, including

those that signal contrast, addition, and other

logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).






The structure and organization of written language influences and conveys meaning.

Authors structure stories around significant themes.

Synthesizing ideas and information from texts leads to new ideas and understanding.

Knowing what we aim to achieve helps us to select useful reference material to conduct research.

Related Concepts Written text, purpose, meaning, inference, genre, summarize, point of view, research, themes, stories, strategies, expression, fluency, organization, print

RL.5.1 Quote accurately from a text when

explaining what the text says explicitly and

when drawing inferences from the text.

RL.5.2 Determine a theme of a story, drama, or

poem from details in the text, including how

characters in a story or drama respond to

challenges or how the speaker in a poem

reflects upon a topic; summarize the text.

RL.5.3 Compare and contrast two or more

characters, settings, or events in a story or

drama, drawing on specific details in the text

(e.g., how characters interact).

RL.5.4 Determine the meaning of words and

phrases as they are used in a text, including

figurative language such as metaphors and

similes.

RL.5.5 Explain how a series of chapters, scenes,

or stanzas fits together to provide the overall

structure of a particular story, drama, or poem.

RL.5.6 Describe how a narrator's or speaker's

point of view influences how events are

described.

RL.5.9 Compare and contrast stories in the

same genre (e.g., mysteries and adventure

stories) on their approaches to similar themes

and topics.


comprehend literature, including stories,

dramas, and poetry, at the high end of the

grades 4-5 text complexity band independently

and proficiently.

RI.5.1 Quote accurately from a text when

explaining what the text says explicitly and

when drawing inferences from the text.

RI.5.2 Determine two or more main ideas of a

text and explain how they are supported by key

details; summarize the text.

RI.5.6 Analyze multiple accounts of the same

event or topic, noting important similarities and

differences in the point of view they represent.

RI.5.8 Explain how an author uses reasons and

evidence to support particular points in a text,

identifying which reasons and evidence support

which point(s).

RI.5.9 Integrate information from several texts

on the same topic in order to write or speak

about the subject knowledgeably.






choosing flexibly from a range of strategies.

L.5.5 [In reading] Demonstrate understanding

of figurative language, word relationships, and


Grade Five Math Scope and Sequence Data Handling Measurement Shape and Space Pattern and Function





● Data can be collected, organized,

represented and summarized in

a variety of ways to highlight

similarities, differences and

trends; the chosen format




qualitatively by using terms such

as “unlikely”, “certain” or

“impossible”. It can be expressed

quantitatively on a numerical

scale.

To measure is to attach a number

to a quantity using a chosen unit.

Since the attributes being measured

are continuous, ways must be

found to deal with quantities that

fall between numbers. It is

important to know how accurate a

measurement needs to be or can

ever be.








world.









algebra.


Data can be presented effectively

for valid interpretation and

communication.


Conversion of units and

measurements allows us to make

sense of the world we live in.

Accuracy of measurements

depends on the situation and the

precision of the tool.


Geometric tools and methods can

be used to solve problems relating

to shape and space.

Consolidating what we know of

geometric concepts allows us to

make sense of an interact with our

world.


Exponential notation is a powerful

way to express repeated products

of the same number.

Patterns can often be generalized

using algebraic expressions,

equations, or functions.



information.

Related Concepts Unit, measure, time, compare,



Related Concepts Geometry, shape, space, direction,



Related Concepts Odd, even, skip count, pattern,


represent

5.MD.2: Make a line plot to display

a data set of measurements in

fractions of a unit (1/2, 1/4, 1/8).

5.MD.1: Convert among

different-sized standard

measurement units within a given

5.G.1: Use a pair of perpendicular

number lines, to define a

coordinate system, with the

5.OA.3: Generate two numerical

patterns using two given

rules.Identify apparent

Use operations on fractions for

this grade to solve problems

involving information presented in

line plots.

DH.4.c Understand that probability

can be expressed in scale (0-1) or

percent (0%100%)

DH.4.c Understand the difference

between experimental and

theoretical probability.

DH.4.j Identify, describe, and

explain the range, mode, median

and mean in a set of data.

measurement system, and use

these conversions in solving

multi-step, real world problems.

5.MD.3: Recognize volume as an

attribute of solid figures and

understand concepts of volume

measurement.

5.MD.4: Measure volumes by

counting unit cubes, using cubic

cm, cubic in, cubic ft, and

improvised units.

5.MD.5: Relate volume to the

operations of multiplication and

addition and solve real world and

mathematical problems involving

volume (5.MD.5a,b,c)

M.4.e Use decimal and fractions

notation in measurement, for

example, 3.2 cm, 1.47kg, 1 ½ miles.

intersection of the lines arranged

to coincide with the 0 on each line

and a given point in the plane

located by using an ordered pair of

numbers.

5.G.2: Represent real world and

mathematical problems by

graphing points in the first

quadrant of the coordinate plane,

and interpret coordinate values of

points in the context of the

situation.

5.G.3: Understand that attributes

belonging to a category of

two-dimensional figures also

belong to all subcategories of that

category.

5.G.4: Classify two-dimensional

figures in a hierarchy based on

properties.

SS.4.d Understand how scale

(ratios) is used to enlarge and

reduce shapes.


corresponding terms. Form

ordered pairs consisting of

corresponding terms from the two

patterns, and graph the ordered

pairs on a coordinate plane.

5.NBT.2: Explain patterns in the

number of zeros of the product

when multiplying a number by

powers of 10, and explain patterns

in the placement of the decimal

point when a decimal is multiplied

or divided by a power of 10. Use

whole-number exponents to

denote powers of 10.

PF.3.j Use the properties and

relationships of the four

operations to solve problems.

PF.4.c Understand the inverse

relationship between

multiplication and division.







The base 10 value system extends infinitely in two directions.

Fractions, decimal fractions, and percentages are ways of representing whole-part relationships.

For fractional and decimal computation, the ideas developed for whole-number computation can apply.


5.OA.1: Use parentheses, brackets,

or braces in numerical

expressions, and evaluate

expressions with these symbols.

5.OA.2: Write simple expressions

that record calculations with

numbers, and interpret numerical

expressions without evaluating

them.

5.NBT.1: Understand and explain

the value of digits in a larger

number, including decimals.

5.NBT.3: Read, write, and compare

decimals to thousandths

(5.NBT.3a,b)


understanding to round decimals

to any place.

5.NBT.5: Fluently multiply

multi-digit whole numbers using

the standard algorithm.

5.NBT.6: Find whole-number

quotients of whole numbers with

up to four-digit dividends and

two-digit divisors. Illustrate and

explain the calculation by using

equations, rectangular arrays,

and/or area models.

5.NBT.7: Add, subtract, multiply,

and divide decimals to hundredths,

using concrete models or drawings

and strategies based on place

value, properties of operations,

and/or the relationship between

addition and subtraction; relate

the strategy to a written method

and explain the reasoning used.

5.NF.1: Add and subtract fractions

with unlike denominators by

replacing given fractions with

equivalent fractions in such a way

as to produce an equivalent sum

or difference of fractions with like

denominators.

5. NF.2: Solve word problems

involving addition and subtraction

of fractions referring to the same

whole, including cases of unlike

denominators. Use benchmark

fractions and number sense of

fractions to estimate mentally and

assess the reasonableness of

answers.

5.NF.3: Interpret a fraction as

division of the numerator by the

denominator (a/b = a ÷ b). Solve

word problems involving division

of whole numbers leading to

answers in the form of fractions or

mixed numbers.

5.NF.4: Apply and extend previous

understandings of multiplication to

multiply a fraction or whole

number by a fraction (5.NF.4a,b)

5.NF.5: Interpret multiplication as

scaling (resizing) (5.NF.5a,b)

5.NF.6: Solve real world problems

involving multiplication of fractions

and mixed numbers

5.NF.6: Solve real world problems

involving multiplication of fractions

and mixed numbers (5.NF.7a,b,c)

N.4.j Convert improper fractions to

mixed numbers and vice versa in

real-life situations.

N.4.o Use strategies to evaluate

the reasonableness of answers.






Grade Five Social Studies Scope and Sequence Human Systems and Economic Activities















2.5.c Explain the major ways groups, societies, and nations interact with one another (e.g., trade, cultural exchanges, and international organizations).

6.5.d Identify the elements of major political systems (e.g., monarchy, democracy, constitutional monarchy, dictatorship).

4.5.b Compare and contrast the ways that different cultures meet human needs and concerns.

4.5.e Explain the elements of culture (language, norms, values, beliefs, etc.).

4.5.f Define the elements of a belief system (creed, code of behavior, rituals, community).

1.5.d Identify and use primary and secondary sources to examine the past and present.

3.5.e Describe factors that influence locations of human populations and human migration.

3.5.g Identify why particular locations are used for certain activities.

3.5.h Define regions by their human and physical characteristics.

8.5.e Describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific knowledge and from technological knowledge.

3.5.f Describe and explain various types and patterns of settlement and land use.

6.5.i Compare and contrast major political systems.

7.5.f Describe changes in the division of labor from hunting and gathering societies to farming communities to urban societies.

4.5.g Examine the principle tenets of one major world religion.

4.5.i Examine cultural diffusion.

4.5.h Describe advantages and disadvantages associated with cultural diversity.

5.5.f Identify how social systems (e.g., schools, media, religions, families) prescribe racial, ethnic, and gendered identities.

5.5.g Describe socialization and opportunities for choice in personal identity.

5.5.h Examine the difference between “acceptance” and “tolerance”.

Grade Five Science Scope and Sequence Living Things Earth and Space Materials and Matter Forces and Energy


systems and behaviours of

humans and other animals, and

of plants; the interactions and

relationships between and

among them, and with their

environment.




natural phenomena and systems that

shape the planet and the distinctive

features that identify it; the infinite

and finite resources of the planet.



both natural and human-made; the

origins of human-made materials

and how they are manipulated to

suit a purpose.


storage and transfer, and the

work it can do; the study of

forces; the application of

scientific understanding through

inventions and machines.

Related Concepts adaptation, animals,

biodiversity, biology,

classification, conservation,




(digestive, nervous,

reproductive, respiratory).


evidence, geography, geology, gravity,

renewable and non-renewable energy

sources, resources, seasons, space,



movement, theory of origin.





solids, structures, sustainability.

Related Concepts conservation of energy,

efficiency, equilibrium, forms of

energy (electricity, heat, kinetic,

light, potential, sound),

magnetism, mechanics, physics,

pollution, power, technological

advances, transformation of

energy.

5-LS1-1. Support an argument

that plants get the materials

they need for growth chiefly

from air and water. [Clarification Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]

5-LS2-1. Develop a model to

describe the movement of

matter among plants, animals,

decomposers, and the

environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and

5-ESS2-1. Develop a model using an

example to describe ways the

geosphere, biosphere, hydrosphere,

and/or atmosphere atmosphere on

landforms and ecosystems through

weather and climate; and the

influence of mountain ranges on

winds and clouds in the atmosphere.

The geosphere, hydrosphere,

atmosphere, and biosphere are each

a system. [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]

5-ESS2-2. Describe and graph the

amounts and percentages of water

and fresh water in various reservoirs

to provide water, and polar ice caps,

5-PS1-1. Develop a model to

describe that matter is made of

particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.]

5-PS1-2. Measure and graph

quantities to provide evidence that

regardless of the type of change

that occurs when heating, cooling,

or mixing substances, the total

weight of matter is conserved.

5-PS3-1. Use models to describe

that energy in animals’ food

(used for body repair, growth,

motion, and to maintain body

warmth) was once energy from

the sun. [Clarification Statement: Examples of models could include diagrams, and flow charts.]

1

the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]

and does not include the

atmosphere.


information about ways individual

communities use science ideas to

protect the Earth’s resources and

environment. [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the evidence about the distribution of water on Earth. [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground resources and environment.

5-PS2-1. Support an argument that

the gravitational force exerted by

Earth on objects is directed down. [Clarification Statement:“Down” is a local description of the direction that points toward the center of the spherical Earth.] [Assessment Boundary: Assessment does not include mathematical representation of gravitational force.]

5-ESS1-1. Support an argument that

differences in the apparent

brightness of the sun compared to

other stars is due to their relative

distances from Earth. [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]

5-ESS1-2. Represent data in graphical

displays to reveal patterns of daily

changes in length and direction of

shadows, day and night, and the

seasonal appearance of some stars

in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth

[Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]

5-PS1-3. Make observations and

measurements to identify

materials based on their

properties. [Clarification Statement: Examples of materials to be identified could include baking soda and other powders, metals, minerals, and liquids. Examples of properties could include color, hardness, reflectivity, electrical conductivity, thermal conductivity, response to magnetic forces, and solubility; density is not intended as an identifiable property.] [Assessment Boundary: Assessment does not include density or distinguishing mass and weight.]

5-PS1-4. Conduct an investigation

to determine whether the mixing

of two or more substances results

in new substances.

2

with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]


3-5-ETS1-1. Define a simple

design problem reflecting a need

or a want that includes specified

criteria for success and

constraints on materials, time, or

cost.

3-5-ETS1-2. 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.




considered to identify aspects of a

model or prototype that can be

improved.

3

Grade Five Language Acquisition Scope and Sequence (Korean)
































































effectiveness.


The grammatical structures of a

language enable members of a

language community to

communicate with each other.


Visual texts can expand our

database of sources of

information.


Reading and thinking work

together to enable us to make

meaning.


Writing and thinking work together

to enable us to express ideas and

convey meaning.

Related Concepts





Related Concepts




Related Concepts




Related Concepts







organization, print



Phase

1-2


simple, short spoken texts.



situations.




O.1.e Use some aspects of


oral communication.


accurately.

O.1.g Interact in simple and

rehearsed exchanges using





V.1.b Identify main ideas and

supporting details in simple visual

texts presented with spoken

and/or written text.

V.1.c Identify specific information,

ideas, opinions and attitudes,


with spoken and/or written text.




written texts.

R.1.b Identify main ideas and

supporting details in written

texts.


format and style.

R.1.d Understand and respond

to simple written texts.



situations.




W.1.d Understand and use basic


W.1.e Use some aspects of


written communication.

Phase

3-4


a limited range of spoken texts.






communication.

O.3.g Interact in rehearsed and

unrehearsed exchanges using





V.3.c Understand specific


attitudes, presented in visual

texts with spoken and/or written

text.

V.4.b Construct meaning from

main ideas and supporting

details, and draw conclusions

from visual texts presented with

spoken and/or written text.



conclusions from written texts.

R.4.c Interpret aspects of format

and style in written texts.

R.4.d Understand, interpret and

respond to a range of written

texts.




contexts, and for a limited range

of purposes and audiences.

W.3.d Understand and use


W.3.e Use appropriate register in

formal and informal written

communication.

Grade Five Arts Scope and Sequence Creating Responding





We act on the responses to our artwork to inform and challenge our artistic development.

We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.

Arts provide opportunities to explore our creative potential and engage in a personal artistic journey.


There are different kinds of audiences responding to different arts.


Through exploring arts across cultures, places and times we can appreciate that people innovate.

We reflect and act on the responses to our creative work.

The arts provide us with multiple perspectives.

People communicate across cultures, places and times through arts.

Related Concepts expression, innovate, audience, process, meaning, symbols, belief, value, creativity, choice, shape, space, movement, relationship, communication, perspective, pattern, identity, experiment


Visual Arts





C.3.d Create artwork for a specific audience.

C.4.a Utilize a broad range of ways to make meaning.

C.4.b Select, research and develop an idea or theme for an artwork.

C.4.c Develop an awareness of their personal preferences.

C.4.d Become increasingly independent in the realization of the creative process.

C.4.e Adjust and refine their creative process in response to constructive criticism.

C.4.f Identify factors to be considered when displaying an artwork.

R.1.e Analyse the relationships within an artwork and construct meanings.

R.3.a Recognize that different audiences respond in different ways to artworks.

R.3.b Use relevant and insightful questions to extend their understanding.

R.3.d Use their knowledge and experiences to make informed interpretations of artworks.


R.4.a Understand the role and relevance of visual arts in society.

R.4.b Reflect on the factors that influence personal reactions to artwork.

R.4.c Critique and make informed judgments about artworks.

R.4.d Explain the cultural and historical perspectives of an artwork.

R.4.e Reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities.

Performing Arts

Music

C.1.c Play untuned instruments in time with a beat.

Music

R.1.g Listen to music and create their own work in response.

R.1.i explore body and untuned percussion instrument sounds.

Grade Five PSPE Scope and Sequence Identity Active Living Interactions

An understanding of our own beliefs, values, attitudes, experiences and feelings and how they shape us; the impact of cultural influences; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise; the importance of developing basic motor skills; understanding and developing the body’s potential for movement and expression; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.

An understanding of how an individual interacts with other people, other living things and the wider world; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the world around them; the awareness and understanding of similarities and differences; an appreciation of the environment and an understanding of, and commitment to, humankind’s responsibility as custodians of the Earth for future generations.


Many different and conflicting cultures influence identity formation.

A person's self-worth is reinforced and reflected in engagement with and / or service to others.

The physical changes people experience at different stages in their lives affect their evolving identities.

Stereotyping or prejudging can lead to misconceptions and conflict.

Coping with situations of change challenge and adversity develops our resilience.

Being emotionally,aware helps us to manage relationships and support each other.

A strong sense of self-efficacy enhances human accomplishments and personal well-being.


A dynamic cycle of plan, perform and reflect can influence a creative movement composition.

There are positive and negative outcomes for taking personal and group risks that can be evaluated in order to maximize enjoyment and promote safety.

Identifying and participating in activities we enjoy can motivate us to maintain a healthy lifestyle.

There is a connection between exercise, nutrition and physical well-being.

Setting personal goals and developing plans to achieve these goals can enhance performance.

Appropriate application of skills is vital to effective performance.


An individual can experience both intrinsic satisfaction and personal growth from interactions.

People are interdependent with, and have a custodial responsibility towards, the environment in which they live.

People have a responsibility to repair and restore relationships and environments where harm has taken place.

An effective group capitalizes on the strengths of its individual members.

Behaviour can be modified by applying deliberate strategies.

Complexity and style adds aesthetic value to a performance.

Understanding our limits and using moderation are strategies for maintaining a safe and healthy lifestyle.

Related Concepts identity, growth, change, feelings, emotions, reflection, attitude , self worth, self-concept, self- knowledge, awareness, independence

Related Concepts exercise, health, physical activity, body strength, body movement, growth, change, movement, practice, safety, ability

Related Concepts cooperation, group, teamwork, play, behavior norms, participation, roles and responsibilities, actions, fair play, interactions, environment

I.4.a Examine the complexity of their own evolving identities.

I.4.c Recognize how a person’s identity affects how they are perceived by others and influences interactions.

I.4.d Analyse how society can influence our concept of self-worth (for example, through the media and advertising).

I.4.e Identify how aspects of a person’s identity can be expressed through symbols, spirituality, dress, adornment, personal attitudes, lifestyle, interests and activities pursued.

I.4.f Analyse how assumptions can lead to misconceptions.

I.4.g Recognize, analyse and apply different strategies to cope with adversity.

I.4.h Accept and appreciate the diversity of cultures, experiences and perspectives of others.

I.4.j Use emotional awareness and personal skills to relate to and help others.

AL.3.f Develop plans to improve performance through technique refinement and practice.

AL.3.j Identify potential personal and group outcomes for risk-taking behaviours.

AL.4.a Reflect and act upon their preferences for physical activities in leisure time.

AL.4.b Understand the interdependence of factors that can affect health and well-being.

AL.4.c Identify realistic goals and strategies to improve personal fitness.

AL.4.e Exhibit effective decision-making processes in the application of skills during physical activity.

AL.4.f Introduce greater complexity and refine movements to improve the quality of a movement sequence.

AL.4.g Recognize the importance of moderation in relation to safe personal behaviour.

IN.3.d Adopt a variety of roles for the needs of the group, for example, leader, presenter.

IN.3.e Discuss ideas and ask questions to clarify meaning.

IN.3.f Reflect on the perspectives and ideas of others.

IN.4.a Reflect critically on the effectiveness of the group during and at the end of the process.

IN.4.b Build on previous experiences to improve group performance.

IN.4.c Independently use different strategies to resolve conflict.

IN.4.d Work towards a consensus, understanding the need to negotiate and compromise.

IN.4.e Take action to support reparation in relationships and in the environment when harm has been done.

I.4.k Identify how their self-knowledge can continue to support the growth and development of identity.

I.4.l Understand the role of and strategies for optimism in the development of their own well- being.

I.4.m Analyse self-talk and use it constructively.

I.4.n Embrace a strong sense of self- efficacy that enhances their accomplishments, attitudes and personal well-being.

English Language Learning Scope and Sequence

2018-2019

6

English Language Acquisition Scope and Sequence

Listening and Speaking

Comprehension Conversation Speaking & Presenting Cultural Understanding

Learners understand, interpret,

and analyze what is heard, read, or

viewed on a variety of topics.

Learners interact and negotiate

meaning in spoken, signed, or

written conversations to share

information, reactions, feelings,

and opinions.

Learners present information,

concepts, and ideas to inform,

explain, persuade, and narrate on

a variety of topics using

appropriate media and adapting to

various audiences of listeners,

readers, or viewers.

Learners use the language to

investigate, explain and reflect on

the relationship between Practices

and Perspectives of the cultures

studied.



The sound of spoken language can

be represented visually.

What we already know enables us

to understand what we read.


Spoken words connect us with

others.

Everyone has a right to speak and

be listened to.


Spoken language varies according

to purpose and audience.

Spoken communication is different

from written communication-- It

has its own set of rules.

The pictures, images, and symbols

in our environment have meaning.


People interpret messages

according to their unique

experience and ways of

understanding

Related Concepts



purpose, collaboration, voice,

listening, speaking

Related Concepts

Interaction, communication,

language, speakers, listeners,

response, question, body language,

reaction, opinion, information,

dialogue

Related Concepts






Related Concepts

Customs, culture, relationship,

perspective, worldview, codes of

behavior, practices, cultural

awareness, behavior

N

O

V

I

C

E

InC.NH.a I can identify the topic

and some isolated facts from

simple sentences in informational

texts.

In.NH.b I can identify the topic

and some isolated elements from

simple sentences in short fictional

texts.

IC.NH.a I can request and provide

information my asking and

answering practiced and some

original questions on familiar and

everyday topics, using simple

sentences most of the time.

IC.NH.b I can interact with others

to meet my needs related to

routine and everyday activities,

PC.NH.a I can present personal

information about my life and

activities, using simple sentences

most of the time.

PC.NH.b I can express my

preferences of familiar and

everyday topics of interest, using

simple sentences most of the

time.

ICC.N.a In my own and other

cultures I can identify some typical

products related to familiar

everyday life.

ICC.N.b In my own and other

cultures I can identify some typical

practices related to familiar


InC.NH.c I can understand

familiar questions and statements

from simple sentences in

conversations.

using simple sentences and

questions most of the time.

IC.NH.c I can express, ask about

and react to preferences, feelings,

or opinions on familiar topics,

using simple sentences most of

the time and asking questions to

keep the conversation on topic.

PC.NH.c I can present on familiar

and everyday topics, using simple

sentences most of the time.

ICC.N.c I can communicate with

others from the target culture in

familiar everyday situations, using

memorized language and showing

basic cultural awareness.

ICC.N.d I can use appropriate

rehearsed behaviors and

recognize some obviously

inappropriate behaviors in

familiar everyday situations.

I

N

T

E

R

M

E

D

I

A

T

E

L

O

W

InC.IL.a I can identify the topic

and related information from

simple sentences in short

informational texts. 4

InC.IL.b I can identify the topic

and related information from

simple sentences in short fictional

texts.

InC.IL.c I can identify the main

idea in short conversations.

IC.IL.a I can request and provide

information in conversations on

familiar topics by creating simple

sentences and asking appropriate

follow-up questions.

IC.IL.b I can interact with others

to meet my basic needs in familiar

situations by creating simple

sentences and asking appropriate

follow up questions

IC.IL.c I can express, ask about,

and react with some details to

preferences, feelings, or opinions

on familiar topics, by creating

simple sentences and asking

appropriate follow up questions.

PC.IL.a I can present personal

information about my life,

activities and events, using simple

sentences

PC.IL.b I can express my

preferences on familiar and

everyday topics of interest and

explain why I feel that way, using

simple sentences.

PC.IL.c I can present on familiar

and everyday topics, using simple

sentences.

ICC.I.a In my own and other

cultures I can compare products

related to everyday life and

personal interests or studies.

ICC.I.b In my own and other

cultures I can compare practices

related to everyday life and

personal interests or studies.

ICC.I.c I can converse with peers

from the target culture in familiar

situations at school, work, or play

and show interest in basic cultural

similarities and differences.

ICC.I.d I can recognize that

significant differences in

behaviors exist among cultures,

and use appropriate learned

behaviors and avoid major social

blunders.

I

N

T

E

R

M

E

D

I

A

T

E

M

I

D

InC.IM.a I can understand the

main idea and key information in

short straightforward

informational texts.

InC.IM.b I can understand the

main idea and key information in

short straightforward fictional

texts.

IC.IM.a I can exchange

information in conversations on

familiar topics and some

researched topics, creating

sentences and series of sentences

and asking a variety of follow up

questions.

IC.IM.b I can interact with others

to meet my needs in a variety of

familiar situations, creating


PC.IM.a I can tell a story about my

life, activities, events, and other

social experiences, using

sentences and series of

connected sentences.

PC.IM.b I can state my viewpoint

about familiar topics and give

some reasons to support it, using



InC.IM.c I can identify the main

idea and key information in short

straightforward conversations.

and asking a variety of follow up

questions.

IC.IM.c I can exchange

preferences, feelings or opinions

and provide basic advice on a

variety of familiar topics, creating


and asking a variety of follow-up

questions.

PC.IM.c I can give straightforward

presentations on a variety of

familiar topics and some concrete

topics I have researched, using



References

“Language Acquisition Guide.” International Baccalaureate Organization,

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_2_langb_guu_1409_1_e&part=2&chapt

er=5. Accessed Sept. 3, 2018

Arts Scope and Sequence. International Baccalaureate Organization, 2009,

https://resources.ibo.org/pyp/resource/11162-occ-file-p_0_artsx_sco_0911_1_e/data/p_0_artsx_sco_0

911_1_e.pdf

Personal, social, and physical education scope and sequence. International Baccalaureate Organization,

2009, https://resources.ibo.org/pyp/resource/11162-32408/data/p_0_psexx_sco_0911_1_e.pdf

“Next Generation Science Standards.” Next Generation Science Standards, 9 Aug. 2017,

www.nextgenscience.org/. Accessed 14 Sept. 2017.

“About the Standards.” Common Core State Standards Initiative About the Standards Comments,

Common Core State Standards Initiative, 2017, www.corestandards.org/about-the-standards.

Accessed 14 Sept. 2017.

AERO Social Studies Curriculum Framework: K-5 Standards and Performance Indicators. AERO COmmon

Core Plus, 2012, http://www.projectaero.org/aero_standards/socialstudies/socialstudies.pdf

“About AERO.” Office of Overseas Schools, US Department of State, 2018, http://www.projectaero.org/,

Accessed Sept 3, 2018

NCSSFL-ACTFL Can-Do Descriptors. American Council on the Teaching of Foreign Languages, 2017,

https://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements_2015.pdf

Review Cycle

Initiator: PYP Coordinator Individuals Involved: Pedagogical

Leadership Team

Date Ratified: September 2017 To be reviewed: August 2018

Review History

Date reviewed: November 2017

Requests for review: KFS adopted the

AERO Common Core Plus state standards

to better align with the PYP Strands and

provide a more balanced Social Studies

Reviewers: PYP Coordinator

5

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_2_langb_guu_1409_1_e&part=2&chapter=5

https://ibpublishing.ibo.org/server2/rest/app/tsm.xql?doc=m_2_langb_guu_1409_1_e&part=2&chapter=5

https://resources.ibo.org/pyp/resource/11162-occ-file-p_0_artsx_sco_0911_1_e/data/p_0_artsx_sco_0911_1_e.pdf

https://resources.ibo.org/pyp/resource/11162-occ-file-p_0_artsx_sco_0911_1_e/data/p_0_artsx_sco_0911_1_e.pdf

https://resources.ibo.org/pyp/resource/11162-32408/data/p_0_psexx_sco_0911_1_e.pdf

http://www.nextgenscience.org/

http://www.corestandards.org/about-the-standards

http://www.projectaero.org/aero_standards/socialstudies/socialstudies.pdf

http://www.projectaero.org/

https://www.actfl.org/sites/default/files/pdfs/Can-Do_Statements_2015.pdf

curriculum.

Date reviewed: September 2018 Requests for review: KFS aligned the Common Core, Next Generation Science, and AERO standards within the PYP Strands. KFS also adopted the MYP phases for Korean language acquisition to provide a more seamless transition from PYP to MYP Language B courses. KFS reviewed and added Performing arts standards to the Arts Scope and Sequence.

Reviewers: PYP Coordinator, PYP Homeroom teachers, PYP Korean Teacher, PYP Art Teacher, MYP Korean Teacher

Date reviewed: October 2018 Requests for review: KFS developed and English Language Learning Scope and Sequence. ** To be completed by November 2018

Reviewers: PYP Coordinator, ELL Coordinator, ELL Teachers

**As teaching and learning are continually evolving based on best practice, KFS reserves the right to alter or change assessment

and standards based on the needs of their students at any time.

6

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