Grade V

List of 11 items.

• + Central Subject: Modern & Ancient China

  The year begins with a study of geography. We look closely at important geographic features as well as thematic maps. Concurrently, students study modern China with an emphasis on food, education, and entertainment. As the year progresses, we read Chinese creation myths and examine early dynasties. During this time students develop an understanding of and appreciation for how cultural belief systems arise and evolve over time. Students consider the historical importance of ritual and tradition through a close look at the emergent philosophies of Confucianism and Daoism. Investigating the reign of the first emperor, Qin Shi Huangdi, enables students to consider the role and influence of charismatic leaders upon a society.
  
  

  Beginning midyear, students conduct group and personal research to explore the many aspects of daily life in modern and ancient China. To further enrich their understanding of the topics, students engage in a variety of hands-on projects such as mapping, calligraphy, and kite making. To allow students to directly experience the legacy of this culture, students take field trips to local museums, Chinatown, and visit with Chinese scholars and artists.
  
  

  Throughlines:

  • In what ways do geographic features and natural resources of an environment affect where people choose to live?
  • Why is the daily life of a community often influenced by the natural environment and belief system? 
  • How does a belief system emerge from people’s need to understand and explain their world?
  • How do charismatic leaders shape a society’s culture and have a powerful influence on a nation’s destiny?
  • Why was ancient China a successful society that thrived and survived for thousands of years, and in what ways does it continue to influence people today?

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• + Language Arts

  Central Subject literature texts may include: The Monkey King, In the Year of the Boar and Jackie Robinson, Dragon’s Child, Confucius: The Golden Rule, Kite Rider, The Year of the Tiger, Tales from a Chinese Grandmother, and excerpts from Confucius’ Analects and the Dao De Jing.
  
  

  Other books read in small groups or in a whole class setting may include: Maniac Magee, Anything But Typical, Liar and Spy, Rules, Out of My Mind, as well as selected biographies and poetry.
  
  

  In addition to a half hour of independent reading at home every night, there are several periods of silent reading per week. Students read books from a variety of genres including historical fiction, biography, realistic fiction, science fiction, fantasy, and adventure.
  
  

  Reading skills such as isolating salient information, building vocabulary, making comparisons, skimming, and drawing conclusions are taught through literature and research. The students participate in individual, small group, and whole class work. Discussions and assignments focus on setting, character development, point of view, and theme.
  
  

  There is an emphasis on the process of writing. The curriculum includes both expository and creative writing.  Research papers are written using developmentally appropriate research techniques.

• + Mathematics

  (45 minute period each day)
  
  

  The Middle School mathematics program guides students in constructing new mathematical knowledge built upon deep understanding and prior learning. Fifth grade math students begin the year with four weeks of Inspirational Math curriculum based on the lessons, videos, and philosophy of Stanford University researcher Jo Boaler.  Students become familiar with brain research that supports the beliefs that math is about thinking deeply, not about speed or judging performance, and that creativity and visual thinking are important. Further, we emphasize from the very beginning that having a growth mindset, or believing in your ability to succeed, is critical. After the first weeks of setting the tone, students further explore concepts and strategies for thinking about geometry, multiplication, algebraic problem solving, data analysis, pattern analysis, division, fractions, decimals, and percent, all of which are introduced during the Weeks of Inspirational Math.  
  
  

  Through identifying patterns and a variety of challenge problems, students learn to think flexibly before formalizing algorithms in multiplication and division. When studying algebra, they learn to use number lines to model “jump size” and “steps” when solving problems, and make posters at the conclusion of each day’s challenge to explain their problem-solving methods. The number line modeling in this unit segues into the formal study of division, which culminates in learning the “short” division algorithm.  We begin a study of fractions by taking a closer look at the Big Ideas about fractional representation and take on exploration of fraction estimation, equivalence, size ordering, redistribution, and addition through making paper quilts and a two-week poster project: Sub Sandwich unit. Additionally, students practice modeling fractions on number lines and pie graphs and learn strategies for adding, subtracting, multiplying and dividing fractions. Through the late spring, we introduce decimals by connecting them to what students already know and understand about place value.  Percentages are studied as they relate to decimals and in the context of real-world use. Late in the year, students revisit volume, area, perimeter, and the coordinate grid.  Throughout the year, students are provided the opportunity to strengthen their logical thinking through puzzles and challenges, and they are encouraged to explore the beauty of repeating patterns found in mathematics.

• + Science

  (three 45-minute classes every week)
  
  

  Fifth Grade Science focuses on energy, from how it moves through the ecosystem, to machines systems, and even body systems. The year begins and ends with an in-depth look at the wetlands on campus. Students begin by exploring our local wetlands, learning what it is and why it’s a critical habitat. They conduct a habitat assessment, collect qualitative data through observations, and conduct pollution simulations. Students pivot to simple machines in late Fall, learning how they work to move energy through a system. Their investigations culminate in a Rube Goldberg project that is geared towards solving a simple problem in an overly complex way. Students further their understanding of energy by investigating different energy sources. In early spring, students participate in a unit on puberty, adolescence, and human reproduction. Prior to the unit, families receive an overview letter with a list of topics and further resources. As we get to the end of the year, students investigate acids and bases and learn about the pH scale. They use these new skills to conduct experiments, gathering quantitative data, to determine the health of the wetlands. Throughout the year they have opportunities to work independently and collaboratively, to follow procedures and practice scientific writing, and to make meaning from data.

• + Library

  (one 45-minute period per week)
  
  

  Students meet with a librarian to explore books and discuss a wide-range of issues around literature to support their independent reading. Time in the library is used to hone general library skills, develop basic research strategies, study a myriad of issues around information literacy, and share a love of reading with the group. In addition to regularly scheduled classes, students also visit the library as needed to work on specific research projects throughout the year.

• + Music & Performing Arts

  (two 45-minute periods per week)
  
  

  Each Fifth Grade class meets two times a week for 45 minutes of General Music. In addition, students may elect to participate in the Middle School Chorus or Silver Jazz Band.
  
  

  In Grade V music, students develop musicianship skills through singing, movement and learning instrumental ensembles on classroom percussion instruments. Making music as an ensemble, through listening and cooperation, is emphasized via the exploration of “Ensembles Around the World.” Specific units include bucket drumming, ukulele ensemble, Balinese Gamelan, Chinese luogu (gong and drum) music, Jazz, Celtic music, and Latin American music. In conjunction with a mid-year Chinese New Year celebration, students learn four or five Chinese folk or popular songs. Central Subject may also be reinforced with an exploration of Chinese Classical instruments such as the dizi, pipa and guzheng, or with students composing using jianpu notation. Music literacy is developed through audiation, repetition of patterns, and use of rhythm and tonal syllables, as outlined in Feierabend's Conversational Solfege. Students sing on solfege with hand signs, using movable do and la-based minor, and use takadimi syllables for rhythms.

  
  Middle School Chorus meets during one recess period each week. Silver Jazz Band meets on Wednesdays for 1 hour after the regular school day. These ensembles perform several times during the school year at school assemblies.

• + Technology

  Today’s technology is well suited to support Shady Hill’s emphasis on creative, student-centered, project-based learning. Using the shared laptop cart, class sets of iPads and campus-wide wireless network, Fifth Grade students employ a range of software and internet-based programs that enable collaboration, research, data collection, digital storytelling, and mastery of skills. Examples of the types of software that students use over the course of the year include: Inspiration, iMovie, Garage Band, Comic Life, Keynote, Google Earth and Google SketchUp; as well as Internet-based programs such as Voicethread, Quizlet, Google Docs, and Sheppard Software. By integrating technology into the classroom and the existing curriculum, as opposed to teaching it as a stand-alone course, students are able to learn new ways to demonstrate their knowledge while gaining an understanding of the practical application of the tools themselves.

• + Art Studio

  (two 45-minute periods per week)
  
  

  Fifth Graders have studio instruction with Kirk Goetchius. While the classes complete different projects, students receive continued instruction in painting, drawing, ceramics, relief printmaking and sculpture, working from still-life, nature, and the imagination. Several projects incorporate the central subject of Ancient China, such as Chinese ink painting and clay models of bronze vessels. Through drawing and painting studies and experimentation with different media, students strengthen their observation and recording skills and gain familiarity and competence in many mediums.

• + Woodshop

  (two 45-minute periods per week)
  
  

  In Grade V, students move into the middle school shop. A design course prepares each student to create a piece of furniture, either a table or a bench. Students are required to consider both functional and decorative aspects of their designs as they bring their projects to life, and they are encouraged to collaborate and assist each other with their work. They are trained in the use of a wide variety of hand and power tools including jigsaws, drill presses, and the lathe. The furniture unit is followed by a bird carving project and free choice activities at the end of the year.

• + Physical Education

  (Three 45-minute periods per week)
  
  

  The Fifth Grade Physical Education curriculum places emphasis on strengthening students sport specific skills and knowledge, fostering teamwork and collaboration, and instilling lifelong movers. Students are met where they are in their development with fun activities, drills, and small-sided games to further develop the skills that translate across a variety of sports and physical activities – generally including, but not limited to those offered in the Grade VI-VIII PE elective and athletics programs. Throughout the year, students learn to value the attitudes, beliefs, and behaviors that are important for people to have as responsible community members, and more specifically as responsible team players. Students learn to work together in groups, respect each other's differences, and communicate effectively to achieve common goals.

• + School Community

  Assembly is a regular time designated for Middle School students, faculty and staff to build and maintain community. A variety of activities are scheduled during this time, from classroom sharing and performances by visiting artists and outside speakers, to gatherings of Affinity Groups and Social Justice Spotlight curriculum to PODs, a small group of students representing each Middle School Grade.

   

  Morning Meetings: Daily morning meetings take place in Gradehead classrooms every morning and provide opportunities for school and division related announcements and student sharing. This informal meeting allows Gradeheads to welcome students every morning, build community, and prepare students for the day.