LondonChristianAcademy

Grade 5-Course Outlines – 2016/2017

Teachers: Mr. Steve Gaunt (Homeroom), Mme Bernice Embree (French), Mr. Ken Bignell (Technology), Mrs. Julianne Foster (Music), Mrs.Suzanne Dups(Art), Mr. Ron Hesman (Phys. Ed/Health)

BIBLE

Philosophy

In studying various aspects of the Bible and its teaching, students will be exposed to the unifying theme of both the Old Testament and the New Testament – Jesus Christ. He is the Word that we study. Jesus calls us to know Him and so we must know His Word. Knowing His Word will involve an understanding of historical aspects of the Bible so that students can be accurate in the representation of key elements of their faith. Emphasis will be placed on applying their knowledge of Christ and His Word to their lives. Memory work will be assigned weekly to encourage them to hide His Word in their hearts (Psalm 119:11).

Curriculum Objectives

The course of study will follow the Christian Schools International Grade 5 curriculum called, Witnesses to the Gospel. After a brief look at the OT, it focuses on the life and ministry of the Lord Jesus Christ from the Gospels and then looks ahead to the story and writings of the early church.

Overview

  1. Pentateuch and Books of History
  2. Books of Poetry
  3. Gospel Writings: Jesus’ Birth and Early Ministry
  4. Gospel Writings: Jesus’ Ministry
  5. Gospel Writings: Jesus’ Death Resurrection and Ascension
  6. Luke Writes About the Early Church
  7. New Testament Letters and Revelation

Curriculum Resources and Materials

Witnesses to the Gospel – Christian Schools International (CSI)

NIV Bible

SCIENCE

Philosophy

“In the beginning, God created the heavens and the earth.” (Genesis 1:1). This is the basis for all our studies in Science – God created. God is the creator of all things, from the simple to the complex. He has put laws into place to manage the complex interrelationships of created things. By studying science, students will come to a better understanding of our Creator, the world He created, and the natural laws by which He governs the universe.

Curriculum Objectives and Overview

We will study the following units this year:

  1. Understanding Life Systems – Human Organ Systems
  • analyze the impact of human activities and technological innovations on human health;
  • investigate the structure and function of the major organs of various human body systems;
  • demonstrate an understanding of the structure and function of human body systems and

interactions within and between systems.

  1. Understanding Structures & Mechanisms – Forces Acting on Structures and Mechanisms
  • analyze social and environmental impacts of forces acting on structures and mechanisms;
  • investigate forces that act on structures and mechanisms;
  • identify forces that act on and within structures and mechanisms, and describe the effects

of these forces on structures and mechanisms.

  1. Understanding Matter & Energy –Properties of and Changes in Matter
  • evaluate the social and environmental impacts of processes used to make everyday products;
  • conduct investigations that explore the properties of matter and changes in matter;
  • demonstrate an understanding of the properties of matter, changes of state, and physical and

chemical change.

  1. Understanding Earth & Space Systems – Conservation of Energy and Resources
  • analyze the immediate and long-term effects of energy and resource use on society and the

environment, and evaluate options for conserving energy and resources;

  • investigate energy transformation and conservation;
  • demonstrate an understanding of the various forms and sources of energy and the ways in

which energy can be transformed and conserved.

Project-Based Learning will be incorporated into one unit of science this year (usually Unit 1 – Human Organ Systems), meaning that students will engage in a research project and make a presentation. Details will go home separately.

Curriculum Resources and Materials

Fearfully and Wonderfully Made – Ontario Alliance of Christian Schools

Hand-On Science– Pearson

Science5 – Christian Schools International

Structures and Forces - Ontario Alliance of Christian Schools

Conservation of Energy -Ontario Alliance of Christian Schools

MATH

Philosophy

It’s clear from Scripture that God cares about numbers and order (Gen. 6:15). Through our study of mathematical concepts this year, students will start to appreciate the intricate mathematical patterns God has woven throughout creation.

Curriculum Objectives

The Ontario Ministry of Education designates five strands of math to be covered: Number Sense and Numeration (N), Measurement (M), Geometry and Spatial Sense (G), Patterning and Algebra (P/A), Data Management and Probability (DM/P).

  1. Number Sense and Numeration. By the end of Grade 5, students will:

• read, represent, compare, and order whole numbers to 100 000, decimal numbers to hundredths, proper and improper fractions, and mixed numbers;

• demonstrate an understanding of magnitude by counting forward and backwards by 0.01;

• solve problems involving the multiplication and division of multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to hundredths, using a variety of strategies;

• demonstrate an understanding of proportional reasoning by investigating whole-number rates.

  1. Measurement. By the end of Grade 5, students will:
  • estimate, measure, and record perimeter, area, temperature change, and elapsed time, using a

variety of strategies;

  • determine the relationships among units and measurable attributes, including the area of a rectangle and the volume of a rectangular prism.
  1. Geometry and Spatial Sense. By the end of Grade 5, students will:

• identify and classify two-dimensional shapes by side and angle properties, and compare and

sort three-dimensional figures;

• identify and construct nets of prisms and pyramids;

• identify and describe the location of an object, using the cardinal directions, and translate

two-dimensional shapes

  1. Patterning and Algebra. By the end of Grade 5, students will:

• determine, through investigation using a table of values, relationships in growing and

shrinking patterns, and investigate repeating patterns involving translations;

• demonstrate, through investigation, an understanding of the use of variables in equations.

  1. Data Management and Probability. By the end of Grade 5, students will:

• collect and organize discrete or continuous primary data and secondary data and display the

data using charts and graphs, including broken-line graphs;

• read, describe, and interpret primary data and secondary data presented in charts and graphs,

including broken-line graphs;

• represent as a fraction the probability that a specific outcome will occur in a simple probability

experiment, using systematic lists and area models.

Overview (math – continued)

The following units will be studied this year:

  1. Number Patterns(P/A)
  2. Whole Numbers(N)
  3. Geometry(G)
  4. Decimals (N)
  5. Data Management (DM/P)
  6. Measurement (M)
  7. Transformational Geometry (G)
  8. Fractions and Decimals (N)
  9. Length, Perimeter and Area (M)
  10. Patterns in Number and Geometry (P/A)
  11. Probability (DM/P)

Curriculum Resources and Materials

Math Makes Sense 5 - Pearson. Various math manipulatives.

MathQuest 5 – Addison-Wesley

LANGUAGE ARTS

Philosophy

The Bible is full of exhortations regarding proper communication. With our tongue or with our pen we can bring great good or great evil (Proverbs 18:21). God calls us to excellence in our communication with others. He also calls us to be able to read well so we can understand and appreciate God and our fellow man. Here is our course of study:

Curriculum Objectives

  1. Oral Communication
  • listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
  • use speaking skills and strategies appropriately to communicate with different audiences

for a variety of purposes;

  • reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
  1. Reading
  • read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
  • recognize a variety of text forms, text features, and stylistic elements and demonstrate

understanding of how they help communicate meaning;

  • use knowledge of words and cueing systems to read fluently;
  • reflect on and identify their strengths as readers, areas for improvement, and the strategies

they found most helpful before, during, and after reading.

  1. Writing
  • generate, gather, and organize ideas and information to write for an intended purpose

and audience;

  • draft and revise their writing, using a variety of informational, literary, and graphic forms

and stylistic elements appropriate for the purpose and audience;

  • use editing, proofreading, and publishing skills and strategies, and knowledge of language

conventions, to correct errors, refine expression, and present their work effectively;

  • reflect on and identify their strengths as writers, areas for improvement, and the strategies

they found most helpful at different stages in the writing process.

  1. Media Literacy
  • demonstrate an understanding of a variety of media texts;
  • identify some media forms and explain how the conventions and techniques associated

with them are used to create meaning;

  • create a variety of media texts for different purposes and audiences, using appropriate

forms, conventions, and techniques;

  • reflect on and identify their strengths as media interpreters and creators, areas for

improvement, and the strategies they found most helpful in understanding and creating

media texts.

Overview

Literature

  1. Novel Studies – Tuck Everlasting, by Natalie Babbitt; Amish Adventure, by Barbara Smucker

In studying a novel, students continue to explore the various components of a story such as plot, setting, and theme. The use of figurative language is also looked at.

  1. Reading anthologies and short stories.
  2. Independent Reading – students will complete book reports on a regular basis (3-5 per year). Every week, time is set aside for students to read a book of their choice in class.
  3. Students will complete at least one research report this year.
  4. Grammar and Composition

Other Components

  1. Spelling and Vocabulary Buildingis a regular part of the Grade 5 curriculum. It is integrated in a number of subject areas where commonly misspelled words are noted. A list of words is sent home detailing the words to be covered each week. Students are responsible to prepare beforehand for the weekly spelling and/or vocabularytest (usually Friday).
  1. Oral language skills are formally evaluated at least once per year. Class participation makes up some of this mark (listening and actively participating). Students are taught to give complete answers using specific terminology appropriate to the discussion/question. Presentation skills are also taught. Students will present at least one speech over the course of the year (February).

September – Writing traits – conventions, ideas (detail); Reading – comprehension strategies, World of

Literature anthology – Theme 1

October – Writing trait – organization; Reading – summarizing

November – Writing trait – organization (cont’d); Reading - inferencing

December – Writing trait – sentence fluency; Reading – identifying main topic, details; Oral – biography book

report, speech practice.

January – Writing trait – sentence fluency (cont’d), speeches; Reading –inferencing, synthesizing

February – Writing trait – word choice; Oral – speeches; Reading - predicting

March – Writing trait – word choice (cont’d); Reading – asking questions

April – Writing trait – Voice; Reading - comprehension

May – Writing trait – Voice (cont’d); Reading – making judgments and drawing conclusions

June – Writing trait – Review of all traits; Reading – retelling a story

Curriculum Resources and Materials

A World of Literature. Christian Schools International (CSI).Language B(A Beka)

Read and Think Skill Sheets (A Beka) Nelson Literacy

Trait Crates 5. ScholasticTuck Everlasting - novel

SOCIAL STUDIES

Philosophy

God is sovereign over all of history but gives sinful man the freedom to act. God uses nations and leaders to accomplish his purposes. He is all knowing and knows the beginning and the end of all struggles and conflicts. The Bible records God’s redemptive dealings with mankind throughout most of history. In Grade five, we look at several important early civilizations such as Mesopotamian, Egyptian, and Roman cultures. We will seek to understand how the natural environment influenced these cultures and in turn how these early cultures have influenced Canadians of the 21st century. We plan on taking a field trip to the RoyalOntarioMuseum where we will be able to see artifacts from some of these ancient civilizations up close.

God expects us to be responsible citizens of Canada. This year, we will focus on how we are governed, seeking to understand the three levels of government and their responsibilities. Students will be reminded that, “Everyone must submit himself to the governing authorities, for there is no authority except that which God has established…” Romans 13:1

Curriculum Objectives

  1. Citizenship and Government in Canada
  • summarize the structures, functions, and interactions of Canada’s federal,provincial/territorial, and municipal governments, and identify and describe significantCanadian symbols, ceremonies, buildings, and political figures;
  • use a variety of resources and tools to gather and analyze information about governmentprocesses, the rights of groups and individuals, and the responsibilities of citizenship inCanada, including participation in the electoral process;
  • identify concrete examples of how government plays a role in contemporary society and of how the rights of groups and individuals and the responsibilities of citizenship apply totheir own lives.

Students will engage in Project-based learning during our Government unit. Students will research and present information on an issue of their choice.

  1. Early Civilizations
  • identify and compare the ways in which people in various early civilizations met theirphysical and social needs, including how they interacted with and used the naturalenvironment;
  • use a variety of resources and tools to investigate characteristics of a number of earlycivilizations, including their significant innovations and technological advances;
  • show how innovations made by various early civilizations have influenced the modern world.

Overview

September-November – Government Part I – levels of government; functions; officials; electoral processes

December-March – Ancient Civilizations

April – June – Government Part II – law-making; citizenship; rights and responsibilities

Curriculum Resources and Materials

Early Civilizations – Oxford University Press

Canada’s Government – Oxford University Press

Health and Physical Education

Philosophy

Our bodies are the temple in which our Lord dwells, and so we are entrusted to take care of it as best we can. Throughout the course we will discuss and implement ways to do this as effectively as we can while here on this earth.

Curriculum Objectives

  1. Healthy living
  2. Healthy eating
  3. Physical, emotional and interpersonal changes
  4. Safety
  5. Influences and impact of addiction
  6. Movement Skills
  7. Locomotion, manipulation and stability in physical activities
  8. Development and refinement of movement skills
  9. Active Participation
  10. Maintaining and improving physical fitness
  11. Identifying and describing aspects of physical fitness
  12. Applying skills to physical activities
  13. Safety procedures related to physical activities

Overview

Our time in physical educationclass will be spent focusing on specific sports skills, including running, soccer, volleyball, badminton, basketball, floor hockey, softball and track and field. We will incorporate fitness components into weekly classes. Through the sports and other cooperative games we will work on developing positive attitudes towards fair play and good sportsmanship.

In health we will discuss how to keep our bodies physically strong, safe and free from addiction, and also how to enhance our relationships with God and those around us.

Curriculum Resources and Materials

Physical Education 3-5: Christian Schools International

Healthy Living;Christian School International

ART

Philosophy

God has blessed his people with the gift of artistic ability, imagination and a sense of appreciation for that which is beautiful, inspiring and thoughtful. It is the goal of the art program for students to see art as a gift from God and to be able to develop and use their gifts and abilities as a spiritual act of worship.

Curriculum Objectives

1.Creating and Presenting: apply the creative process to produce a variety of two- andthree-dimensional art works, using elements, principles, and techniques of visual arts to communicatefeelings, ideas, and understandings.

2.Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of art works and art experiences;

3.Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms,styles, and techniques from the past and present, and their socio-cultural and historical contexts.

Overview

Students use their knowledge of the elements and principles of design to solve artisticproblems and analyse works of art. They generate and develop visual ideas in responseto a variety of motivations, using imagination, observation, and a study of artists’ works,and incorporate into their art ideas gained from sources such as independent reading.

Students use their growing analytical and evaluative skills to investigate the purpose(s) and significance ofobjects, images, and art works in past and present cultures and to examine the contextsin which they were or are made, viewed, and valued.

(The Ontario Curriculum Grades 1-8 – The Arts, 2009)

Curriculum Resources and Materials

Art & Artists Through the Centuries, Michelle M. McAuliffe & Marsha W. Black, Teacher Created Materials, Inc., 2004

Discovering Great Artists, MaryAnn F. Kohl & Kim Solga, Bright Ring Publishing, Inc., 1996

MUSIC 5

Philosophy

Psalm 147:7 says, “Sing unto the LORD with thanksgiving; make music to our God…” The Bible gives countless examples of people using instruments and their voices to praise God.As we practice various forms and styles of music and gain musical skills, each student will have new opportunities to use their gifts and offer their praises to our Lord.

Curriculum Objectives

1.) Creating and Performing: apply the creative process to create and perform music for a variety of purposes, using the elements and techniques of music