Full Version DRAFT Prototype PD

This document has been provided as a place to start a discussion. At some point we will need to articulate to stakeholders our competencies, assessment methods and reporting out methods. In this document you will see two types of prototypes: -The fist looks at our curriculum through the lens of the classroom or course. Overview of the highlights for the grade/course Competencies that will be covered Assessments that will be used The second looks at our curriculum as a continuum and provides a grade span perspective. Overview of the curriculum area as it develops across the grade span Competencies for each grade in a span Assessments across the grades

Grade A One of the highlights of Grade A is the culminating project we call “Planting the Future.” Students plant and study several different types of plants. The culminating project has students applying their reading, writing, math and science knowledge to determine what environmental factors impact their plant. Every year we have a visiting author share their writing with us and also have a visiting artist in residence experience. Grade A par- ticipates in two off site field trips. One in the fall to the Hood Museum of Art and one in the spring to the sea- coast. Students have instruction in ELA, math and reading daily, science twice a week, social studies three times a week and one unit of PE and Art. Many of the instructional activities are interdisciplinary in nature. Grade A Curriculum Overview: The following chart identifies the key instructional “big rocks.” for Grade A Competency A Competency B Competency C Topic 4 Math Divide fractions by fractions by fractions using models and equa- Solve word problems involving division of frac- Understand the concept of a ratio and use the Understand the concept of a unit rate and Use ratio and rates to solve real tions to represent the problem. tions by fractions correct language to describe it use the correct language to describe it world problems Writing Students introduce a topic and develop the topic with relevant Students use appropriate transitions to clarify Students use precise language and subject- facts, definitions, concrete details, quotations or other infor- the relationships among ideas and concepts specific vocabulary mation. Science The dynamics of sustainable eco systems are explored and stu- Students learn to calculate speed and accelera- dents are able to identify factors that contribute to ecological dis- tion and differentiate between the two con- tress. cepts.

A ssessments: Students in Grade A will have many op- portunities to demonstrate growth and mastery. A NWEA SBAC Midterm / Final Writing Projects SBAC interim portfolio of data will be assembled to assess student growth. The Sept: Math, Reading April / May January/June Oct: 5 Paragraph essay: Plant Project— Engl./ Monthly Cat Hair Math/ Science integration following charts will help highlight major assessments your student will experience to help guide, inform and assess their learning. June: Math, Reading December: Research Famous NH History people Paper: Student Choice Night Performance Other bits here NWEA Administered in the fall and spring to assess growth Active links. Writing Portfolio is developed to track growth Local assessments: Performance tasks. Hands on assessments. Demonstrates what a student knows, under- stands and is able to do. Grade A 1992 1991 NWEA—spring 95% at grade level 90% at grade level Historical Data SBAC 80% at grade level 81% at grade level Grade A Local Projects 95% at grade level 92% at grade level

Kindergarten “Everything I needed to know I learned in Kindergarten.” A lot does happen in Kindergarten. Students move from DFASDFLK Faskld- fja;sldfjweo;iu;alksdf asf fjlfjsf Ffsdlfjasdlkjaoitdl;jasdlkfjaslfkje;rgitowufa sldkjdfkgghf’fl;ajfalk . Some of the high lights of kindergarten include. We offer an integrated arts program where students….sdflksjfsd’fs asdkfweoptu0n9vtuepf ;hfet84-52 I k Writing Math Reading Science I am able to communicate through writing by producing clear and coher- Students will identify, count, sequence and compare numbers to 100 Students will demonstrate an understanding of print concepts ent writing for a range of tasks and purposes across content areas and phonological awareness skills. Students will understand addition as putting together and adding to, and understand subtraction Students will demonstrate letter-sound correspondence, read as taking apart and taking from. high frequency words, and apply phonics knowledge to read Kin- dergarten grade level texts fluently across genres Students will work with number 11-19 to gain foundations for place value. With prompting and support students will demonstrate under- standing of texts. Students will describe, sort and compare measurable attributes of objects and coins Students can/will identify, describe, compare, create and compose 2-D shapes and 3-D solids Students will work with numbers 11-19 to gain foundations for place value. Students will describe, sort and compare measurable attributes of objects and coins.

A Writing Math Reading Benchmarks Key events / pro- jects ssessments: Students in Kinder- Local perfor- Local perfor- Local Perfor- garten will have many opportuni- ties to demonstrate growth and mastery. A mance tasks mance tasks mance tasks Dibbles ? ? portfolio of data will be assembled to assess student growth. The following charts will help highlight major assessments your student will experience to help guide, inform and assess their learning. How’s my student doing? What you can expect... Progress Report November Parent Conference Math Perfor- December, March, May mance Task Dibbles September, January June

Grade 6 During Grade 6 students will find themselves immersed the study of Ancient Rome. Across the curriculum areas students will explore the rise and fall of Rome and carry out a compare / contrast project with the modern world. Aasdlfjaw;eoiu2[09u 0df/c oiej/ A#aosdfusdfl;kslkjop ;at;kroljd’askjoekgkff;lkjplfjk;ldkr;oawite[kcal;ja;liase’d. As;ldkfjaoewrua sj valksnoiysdrpr f[wi Writing Visual Arts Science Social Studies I can learn to use the art materials and Given evidence from rock strata, students will construct Students will demonstrate knowledge of the impact made by contribu- processes to generate ideas, solve prob- a scientific explanation of how the geologic time scale is tions of ancient civilizations by effectively participating in range of dis- lems, and develop my art making skills. used to organize Earth’s 4.6-billion-year-old history. cussions, responding thoughtfully to diverse perspective and expressing idea clearly and persuasively. I can incorporate and relate knowledge Given maps and diagrams of global circulation patterns, Student will demonstrate the ability to conduct short and long (multi- and personal experiences to make art students will be able to draw conclusions about the paragraphs) research projects using a variety of resources including climate for any location on Earth. technology (to potentially interact and to collaborate with others). Stu- dents will draw on several sources and refocus the inquiry when appro- priate. I can learn to evaluate artistic work. I can Given any ecosystem, students will be able to model Students will demonstrate command of an academic argument to sup- understand how the arts convey the patterns of interactions between organisms and the port claims in an analysis of essential topics of texts, using valid reason- (communicate) meaning. flow of energy and matter through that ecosystem. ing and relevant and sufficient evidence. I can analyze, interpret and select artistic Given objects and/or data students will explain how Students will produce clear and coherent writing for a range of tasks work for presentation. biological evolution accounts for the unity and diversity and purpose of living organisms. Students will model atomic structures and determine Students will demonstrate knowledge on the influence of various fac- whether reactions between substances are physical or tors (e.g. geographic, political, monetary, and cultural) on the develop- chemical in nature. ment of civilizations. Given materials and data students will investigate and draw conclusions about the interactions between ob- jects and between fields. Given objects and data students will observe, explain and predict natural phenomena governed by Newton’s laws of motion.

A Writing Math Reading Benchmarks Key events / pro- jects ssessments: Students in sixth grade will participate in several local Local perfor- performance tasks as well as national testing. It is important that mance tasks mance tasks Local Perfor- Local perfor- mance tasks we look at the assessment results with a holistic overview, understanding that no one assessment can accurately reflect a students full understanding of the STAR STAR ? material. Rather, when lots of assessments, both local and national are viewed together a better and clearer understanding of student learning appears. PEG Writing ST MATH How’s my student doing? What you can expect... Progress Report November Parent Conference Math Perfor- December, March, May mance Task STAR Data September, January June ST MATH and Live and Dynamic, collecting PEG Writing and reporting data in an on- going basis.

Science Competencies By Grade Span

Science Grades 6-8 There are four major themes that get developed during science in grades 6 through 8. Starting with simple cause and effect observations students develop the skills necessary to model complex phenomena and analyze data to create evi- dence based arguments. Mater and energy are explored starting with the composition of matter and ending with an understanding of the major cycles that exist in the physical world. More………. There are four major culminating events that students will experience. Sargent camp is a major event that occurs in the year. Students spend time. During 6th grade students are actually propelled into space for a period of 8 days. More. Our science curriculum is a lab based curriculum. Both theory and practice are presented to students. A Grade 5 Grade 6 Grade 7 Grade 8 ssessments: In science students Performance Task: have many opportunities to -Impact of varying con- Local Performance tasks Local performance tasks demonstrate growth and mastery. A portfolio ditions on plant lab. of data will be assembled to assess student growth. The following charts will help high- Tier 1 ? ? SBAC light major assessments your student will ex- perience to help guide, inform and assess their learning.

Grades 6-8 Science Competencies Grade 5 Grade 6 Grade 7 Grade 8 Given available resources, students will develop a basic un- Given a visual representation of the atomic structure, Given a scenario, students will explain phenomena about how the Given a choice of materials students will accurately model the derstanding that matter is made up of particles far too small students will be able to identify characteristics that chemical composition of food is changed as it moves through the relationship between particle motion and thermal energy as well to be seen by the naked eye. differentiate between atoms, molecules, and extended body as well as its relationship to energy. Student will also explain as properly demonstrate conversions of matter. structures. the role of photosynthesis in the cycling of mater and energy Using common materials and simple instruments in a labora- Given a reaction between two or more substances stu- Given a choice of materials, student will design, construct and test Given materials, students will investigate and draw conclusions tory setting, students will observe, measure, and combine dents will develop a logical argument as to whether the a device that minimizes or maximizes thermal energy transfer. about the interactions of objects using Newton’s laws. different substances and make observations in written and reaction is chemical or physical Students will then analyze data from tests to critique, revise, and graphical form to describe material properties and any optimize the design using engineering practices. changes to those substance when mixed. Given that gravity is the force of attraction between any two Given Newton’s 3rd Law, students will design and defend Given more than one wave, students will develop a logical argu- Given a choice of materials students will accurately model the masses, students will present examples (including Physical a solution to a problem involving colliding objects. ment that explains the relationship between the amplitude and relationship between particle and motion and thermal energy as demonstrations) showing that Earth’s gravity is always di- energy of the waves as well as describe how waves are reflected well as properly demonstrate conversions of matter. Using their knowledge of plant growth, students will support Given experiments with mass and force, students will Given a choice of organisms, students will construct a logical argu- Given a scenario students will develop and defend an argument an argument that plants get the materials they need for plan an investigation and use the data collected to pro- ment regarding the cellular make-up of the organism and the func- that digital signals are more reliable than analog. growth chiefly from air and water. vide evidence about their affect on changes in motion. tion of individual cells. Given an ecosystem, students will be able to describe the Given a series of experiments students will construct Given a scenario, students will explain phenomena about how the Given a choice of materials, student will accurately model the role of photosynthesis and using simple food webs, show graphical displays of data to support their claim about chemical composition of food is changed as it moves through the brain and neurons and how they communicate to one another. how energy and matter are transferred through the ecosys- the relationship of kinetic energy to the mass and speed body as well as its relationship to energy. Student will also explain tem. of an object. the role of photosynthesis in the cycling of matter and energy. Given suitable resources students will (a) explain how the Given any ecosystem, students will be able to model the Given a population of organism, students will hypothesize the Given a choice of materials students will model the cycling of en- sun compares to other stars in terms of distance, size and patterns of interactions between organisms and the flow probability of successful reproduction based on behavior and anat- ergy through earth’s spheres and demonstrate how this process apparent brightness: (2) be able to locate stars and constel- of energy and matter through that ecosystem. omy. Student will also describe how environmental and genetic causes changes over time to our world. Students will also critique lations in the night sky at different times of the years and (3) factors affect the growth and success of the organism. how we use technology to mitigate the effects of catastrophic track changes in shadow length and daylight period through events. the seasons. Given appropriate resources students will (1) be able to de- Given evidence from rock strata, students will construct a Given a choice of materials, students will model the earth-sun- Given a population, students will investigate the probability of scribe (graphically and by other means) the distribution of scientific explanation for how the geologic time scale is moon system and use the model to defend an argument about reproduction and survival based on genetic variation and use Earth’s salt water and fresh water and (2) develop a model used to organize Earth’s 4.6-billion-year history. what causes lunar phases, eclipses and seasons mathematical models to cite evidence about how natural selec- using an example to describe interactions among the geo- tion affects phenotypes of that population. sphere, biosphere, hydrosphere and atmosphere. Given a scenarios, students will obtain and combine infor- Students will analyze and interpret given data for Given a scenario students will explain phenomenon about the cy- Given a population, students will investigate the probability of mation about ways individual communities use science ideas patterns in the fossil record that document the existence, cle of water as it travels through the Earth’s systems and explain reproduction and survival based on genetic variation and use to protect the Earth’s resources and environment. diversity, extinction, and change of life forms throughout the phenomena of how it occurs. mathematical models to cite evidence about how natural selec- the history of life on Earth under the assumption that tion affects phenotypes of that population. natural laws operate today as in the past. Using maps and diagrams of global circulation patterns, Given a choice of natural resources students will develop a logical Given choice of materials students will model the cycling of ener- students will be able to draw conclusions that cite obser- argument about how natural resources impact society, how hu- gy through earth’s spheres and demonstrate how this process vations about the climate for any location on Earth man use of those resources impact the environment and apply causes changes over time to our world. Student will also critique methods of minimizing human impact. how we use technology to mitigate the effects of catastrophic events. Given evidence, students will construct arguments to defend the idea that human interactions impact earth’s systems.

Grades 9-12 Science Competencies Integrated Science and Technology 9 Integrated Science and Technology 10 Chemistry Physics Given a ‘cause and effect’ question, students will design and safely Students will be able to explain how living organisms interact Given a periodic table and sample of elements, students will be able to pre- Given a schematic representing the interactions of objects in independent conduct a controlled experiment. with earth’s systems, by identifying and analyzing relationships dict the relative electronegativity, ionic radius, ionization energy , atomic direction; construct appropriate free body diagrams and apply Newton’s between abiotic and biotic factors, transfers of energy within a mass, number of base state electron, number of neutrons and protons and Laws of Motion to investigate the motion of the objects. food web, cycles of matter and distinguish tropic levels from pro- the electron configuration for the elements. Students will be able to use the ducer to tertiary consumers (including decomposers). theory of the origin of the elements to explain whether life on other planets is feasible. Given a device or process, students will explain the energy changes Students will be able to explain how changes in the climate have Given the name of a molecular compound, students will be able to create a Given tow objects of known mass, initial separation, and relative motion; and conversions that take place within it and relate these energy influenced human activity and how humans have influenced 3-d model with a modeling kit, write the formula, predict the relative boiling use Newton’s universal law of gravitation, Newton’s laws of motion, Kep- changes to the 1st and 2nd Laws of Thermodynamics. changes in the climate as well as provide solutions to these prob- point and polarity and explain the mechanisms by which the last two are ler’s Laws and General Relativity to illustrate the resulting motion in both lems. predicted. conceptual and mathematical terms. Given mechanical device or process, students will explain the conver- Students will make predictions and create models that demon- Given data about atomic interactions students can show how different his- Upon being presented with graphs of position, velocity, acceleration, and sions that take place between potential and kinetic energy. Students strate an understanding of cellular processes included cell divi- torical atomic models explain phenomena that is not observable on a direct force versus time as well as force versus distance from an object undergo- will also explain waves as a method of transferring energy without sion, inheritance and the expression of genes. level. Given information about concentration, students will be able to dis- ing constant acceleration in one dimension; demonstrate how the following transferring matter. cuss differences in Molarity. concepts can be applied to determine the final velocity of the object: read- ing the appropriate graph, kinematics, dynamics and the impulse- momentum theorem, the work-kinetic energy theorem, and the conserva- tion of mechanical energy. Given a device or process, student will describe and explain the be- Students will analyze and construct an explanation for the mech- Given data and /or lab equipment, students will investigate gas behavior and Given a particular energy resource for electrical pwer, map the transferals havior of electrons and will use their knowledge of this behavior to anisms responsible for change including random nutation, envi- be able to analyze the data to verify the gas laws. They will be able to use and transmission of energy from the original source to its use by the ulti- explain electrical and magnetic phenomena in terms of energy con- ronmental influences and other natural selective processes. the gal laws to predict how variable change under changing conditions and mate household consumer. cepts. they will be able to distinguish an ideal from a real gas. Given specific examples of chemical reactions, students will describe Students will be able to identify pathogens and compare the life Given the names of two chemicals that react chemicals, predict results, bal- Given a set of charges with known locations and velocities, permanent mag- the energy changes that take place and represent the energy changes cycles of pathogens and the human response to pathogens in ance the equations and identify the type of reactions. Students will be able nets, and/or current pathways; present the theoretical basis for the forces in the form of a qualitative energy change graph. order to maintain homeostasis. to identify the equation as endo or exo thermic and calculate and graph the on the charges and discuss their impending motion. flow of energy as well as perform stoichiometric calculations. Given available evidence, develop and model to illustrate the life According to Newton’s Laws of Motion, students predict, model, Given basic lab equipment, students will investigate how concertation, tem- Compare and contrast how seven physics concepts associated with waves span of the sun and the role of nuclear fusion in the Sun’s core to and describe events mathematically. Students will mathemati- perature and particle size effect the speed of a reaction and will be able to apply to provided examples of electromagnetic and sound waves. release energy in the form of radiation and communicate scientific cally determine the conversion of energy from a measureable explain why as well as predict what will happen in a given situation. ideas about the ways starts, over their life cycle, produce elements. observable event. Given a sample of some matter, students will determine the type and Given practical scientific inquiry, students will be able to properly Given a topic, students will work collaboratively and individually to generate Compare and contrast currently accepted and developing theories for a phase of matter as well as identify its composition by determining its and safely conduct an experiment. Students will construct and or define problems, plan and conduct investigations, analyze and interpret modern physics topic (quantum mechanics, relativity, nuclear physics, wave chemical and physical properties. Given a mixture of substances, interpret visual and mathematical representations that accurately data, reason with evidence to construct explanations in light of existing the- -particle duality of light, etc) with historical understanding based upon students will use the different physical properties of the components reflect given and/or collected data. ory and previous research, and effectively communicate the research pro- Newtonian Mechanics and Electro-Magnetism. to separate them from each other. cess and conclusions. Given a periodic table as a reference, students will be able to deter- Given a well-stocked chemistry laboratory, students will know when and be Given a prescribed topic, prescribed laboratory apparatus, or the oppor- mine specific characteristics an elements has based on its location on able to perform basic lab procedures including: titration, filtration, evapora- tunity to explore a topic of personal interest; apply physics principles to the periodic table. Students will also be able to identify patterns and tion, distillation, heat solids and liquids and collect gas. construct and /or defend a testable hypothesis, design and/or conduct a making inferences about the properties of other elements in the relevant experiments, and analyze the results as they pertain to the hypoth- same group based on their location on the periodic table. eses. Given a scientific instrument or equipment, for example a probe, a Upon being presented with tabular data for an experimental set-up; con- microscope or a balance, students will measure, collect or display struct conceptual, visual, graphical, and algebraic models and apply those proper use of equipment to gather accurate and precise scientific models to make predictions regarding the outcomes of related scenarios. information.

Music Competencies By Grade Span

Music grades 1-4 In the primary grades we develop an understanding of rhythm. We start with copying and repeating a rhythm and de- velop the ability to create rhythms are that harmonic and dissonant to create music. Asldfjasl;dfjklfjas ldfa;lsdjf ao- weiuaowu094urejasjf;asjdfaoij Music grades 5-8 Students continue to learn to read music with more fluency and to write original pieces. They explore different types of instruments. In fifth grade theyasdlfjasd;lf jasdl;fkjasd;lfkjasd fl;kjasdfl;jasflk. Music grades 9-12 Multiple music experiences are available in high school. All students are exposed to music through our music integra- tions. In grades 9 and 11 students………..which are aligned with their learning experiences in a;aslfdja;lskjd;alskjfas. In addition students can take chorus, guitar, band, asdasdflkjsafd;lkjasdflkajsdfa;lsdfkja;ldfkj. E xperiences in music: Our school’s reflect the value our community puts on the fine and performing arts as part of Grade 3 Grade 4 Grade 5 Grade…... Grade 9 Grade 11 Integration a well rounded educational experience. Our music program is designed to nurture a pas- sion for music. Starting in Recorder Percussion Wind J;lkjdfal;dsjflasdjk African Drums grade….asdlkfajsd;lfjasf;lkjasf;lkajfl;kajfasl;fj ? ?

Grades 1-12 Music Competencies Grades 1-4 Grade 5-8 Grades 9-12 Students will conceive and develop new artistic ideas and work Through Individual and group rehearsals and performances, students will use Students will evaluate and refine selected music ideas to create musical work that meet ap- the elements and principles of music to practice, revise and perform works of propriate criteria. Students will share creative musical work that conveys intent, demon- music. strates craftsmanship, and exhibits originality Students will realize artistic ideas and work through interpretation and presentation. Students will demonstrate understanding and application of expressive qualities Students will evaluate and refine personal and ensemble performances. Students will devel- in a varied repertoire of music through prepared and improvised performances. op personal interpretations and that consider creators’ intent. Students will perform expres- sively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and the context. Students will understand and evaluate how the arts convey meaning Students will demonstrate the ability to create and analyze a piece of music and Students will support interpretations of musical works that reflect creators/performers/ refine the work. expressive intent. Students will synthesize and relate knowledge to personal experiences to Students will relate artistic ideas and work with personal meaning and external con- text.