Curricula
Overview of Westfield Public Schools’ Commitment to Excellence in Education
BASIC CURRICULUM
Language Arts
Mathematics
Science
Social Studies
Spanish Grades 3, 4 and 5
Art
Health (health, drugs/alcohol & family living)
General Music
Handwriting
Physical Education and Safety
Library/Information Skills
Computer applications within the curriculum
SPECIALISTS AVAILABLE
Library/Media
School Nurses/Health Educators
I &RS Teams (Intervention & Referral Services)
Social Workers
English-as-a-Second Language
Learning Disability Consultants
School Psychologists
Speech/Language Therapists
Specialists for the Auditorially Impaired
Occupational Therapist
Adaptive Physical Education
School Counselors
Physical Therapist
PROGRAMS INCLUDE
Special Education Support
Resource Center Support
ACHIEVE/Basic Skills Intervention
English-as-a-Second Language
Instrumental Music Lessons,
Grade 4 Band & String Ensemble, Grades 4 & 5 Chorus
Gifted Program
Westfield’s implementation of its vision of education has proved successful by any measure. Westfield students demonstrate outstanding achievement in all areas, whether assessed by tests, individual portfolios of work, individual or group projects, or creative productions. Our charge for the future is to continue rigorously researching and upgrading our curriculum and methods and tools of instruction to ensure that we continue to prepare each student for career, citizenship and individual goal attainment.
The Westfield Public School District’s Elementary curriculums are aligned with the most current State Standards. State Standards define what students should know and be able to do in a specific discipline. They place emphasis on the knowledge students should acquire and the understandings they should develop in the course of their K – 12 experiences. The indicators describe age-appropriate results which students are expected to achieve by the end of certain grade clusters.
In each of the nine areas, Westfield’s curriculum and expectations exceed those suggested by the New Jersey Department of Education. The Elementary Gifted Program is based at Edison Intermediate School.
Language Arts
K-5 Language Arts seeks to empower students as life-long learners with an appreciation of and respect for the rich diversity of human voices and experiences. The curriculum stresses writing process skills and the structural conventions of the English language. In addition, students read from a wide range of texts to build an understanding of themselves, of the cultures of this country and/or the world in order to respond to the needs and demands of society.
The content of the language arts curriculum is constructed in a sequential, thematic format where students:
Read a wide range of literature from many periods of history in a variety of genres to build an understanding of the layered dimensions of the human experience;
Apply a broad assortment of learning strategies to comprehend, interpret, evaluate, and appreciate texts, using the tools of prior experience, knowledge of word meaning and word identification strategies, and understanding of textual features (sound-letter correspondence, sentence structure);
Adjust their use of spoken and written language to communicate effectively with a variety of audiences and for different purposes;
Employ various strategies as they write, using writing process elements appropriately;
Apply knowledge of language structure and conventions, and figurative language to create, critique, and discuss texts and their accompanying ideas;
Conduct research, using print and electronic resources, on issues and interests by generating ideas and questions, and then gathering, evaluating, and synthesizing data;
Develop an understanding and respect for the diversity of race, class, gender, ethnicity, ability, and religion through fictional and informational texts and accompanying discussion;
Participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Language Arts Content Elements
The language arts program is a spiraling curriculum, one that purposefully scaffolds instruction to develop the students’ proficiency levels in the content areas identified below. No single instructional method is equally effective for all students. Teachers utilize numerous differentiated instruction methodologies to meet the pupils’ varying learning needs. Since they have the opportunity to select materials such as novels, trade books, magazines, newspapers, web sites, and film, educators create a comprehensive learning experience for each child that best reflects his/her interests, learning profiles and readiness. Throughout your child’s elementary years, he/she receive instruction in the following areas:
Vocabulary
Includes studying and applying knowledge of word structure (bases and affixes) to define unfamiliar words and understand technical or informational content.
Word Analysis
Includes examining word structure and phonetics in isolation.
Reading Strategies
Includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and evaluation levels of understanding. Students identify, discuss, and compare both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, and tone).
Genres
Includes identifying and comparing key characteristics of literary genres.
Language Expressions
Includes comprehending and applying the rules that govern language expressions and usage. Students develop an intuitive sense of language structure, and the ability to make judgments regarding how language expressions relate to the cohesiveness of sentences and passages.
Language Mechanics
Includes comprehending and applying the rules that govern punctuation and capitalization. Students incorporate knowledge of language mechanics into original writing, and successfully edit passages for language mechanics errors.
Writing
Includes utilizing each stage of the writing process to create original pieces. Students explore a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings; clarifying thoughts; and solving problems).
Handwriting
Includes using handwriting as a communicating tool that functions with high efficiency.
Spelling
Includes studying language and word structure to discern the correct spelling of grade-level words. Students edit passages to correct spelling by making connections between spelling, meaning, and structure.
Speaking
Includes practicing techniques and strategies (such as voice modulation, body language, organization and visual aids) to convey meaning and to present information and opinions to groups. Students learn to choose appropriate topics and presentation methods for specific audiences.
Listening
Includes identifying and distinguishing between sounds and patterns in sounds, and constructing meaning from information delivered verbally.
Viewing/Representing
Includes learners responding thoughtfully and critically to the visual images of both print and non-print, and recognizing that what they speak, hear, write, and read contributes to the content and quality of their viewing. Effective viewing is essential to comprehend and respond to personal interactions, live performances, visual arts involving oral and/or written language, and both print media (graphs, charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and newspapers) and electronic media (television, computers, film).
Study and Research Skills
Includes developing the organization and research skills needed to find appropriate resources, judge resources as relevant or not relevant to a given topic, categorize and synthesize information, take notes in class, and study for tests.
Media
Includes developing an understanding of the power and limitations of the media and cultivating awareness of the opportunities the media present by critical comparison, analysis and evaluation.
Technology
Includes using technological tools to enhance learning and to facilitate the production of presentations by students.
Mathematics
The elementary mathematics program recognizes and builds upon children’s capabilities by expanding the range of their mathematical experiences and ideas. It is designed to help children make the transition from intuition to concrete operations to abstractions and skills with symbols, thereby building a foundation for the study of advanced mathematics at the intermediate and high school levels.
Course objectives are aligned to the NJ Student Learning Standards for Mathematics.
The elementary mathematics program:
Builds solid conceptual foundations
Ensures strong computational skills
Fosters the development of critical thinking and problem-solving skills
Enables students to value and become confident in their ability to do mathematics
Promotes high expectations and provides appropriate rigor and support for all students
Inspires a love of mathematics and appreciation for its value in all aspects of life
Interests, engages and challenges students.
Grade One
Operations and algebraic thinking
Adding/subtracting fluently within 20
Solving addition/subtraction word problems within 20
Solving word problems with three addends within 20
Applying properties of operations to add and subtract
Understanding the meaning of the =, + and – sign
Determining the unknown in an addition/subtraction equation
Understanding the relationship between addition and subtraction in fact families
Estimating reasonableness of answers to basic fact problems
Number and operations – base 10
Counting forward by 1s, 2s, 5s and 10s past 100 from a given number
Counting back by 1s from a number less than 120
Reading and writing numerals to 120
Representing two-digit numbers as tens and ones
Comparing numbers using >, < and = symbols
Adding within 100 using concrete, pictorial, mental or written methods
Determining mentally 10 more or 10 less than a given number
Subtracting two-digit multiples of 10 from two-digit multiples of 10
Finding equivalent names for numbers up to 100
Measurement and data
Ordering and comparing objects by length
Using non-standard tools to measure length
Exposure to the value of pennies, nickels, dimes, quarters, dollar bills, and making coin exchanges
Telling and writing time in hours and half-hours using digital and analog clocks
Identifying days, weeks, months, and dates on a calendar
Reading temperature to nearest 10⁰
Organizing, representing and interpreting data
Using data displays to answer questions and draw conclusions
Geometry
Identifying both defining and non-defining attributes of geometric shapes
Creating composite two- and three-dimensional shapes from existing shapes
Partitioning circles and rectangles into equal shares, using terminology such as halves, fourths, quarters
Grade Two
Operations and algebraic thinking
Adding/subtracting fluently within 20 using mental strategies
Knowing from memory all addition facts through 10+10
Solving one- and two-step addition/subtraction word problems within 100
Identifying odd and even numbers
Finding the total number of objects in a rectangular array
Making and explaining reasonable estimates for addition/subtraction problems
Number and operations – base 10
Counting by 1s, 2s, 5s, 10s, 25s, and 100s past 1,000
Counting back from any number less than 1,000 by 1s, 10s, and 100s
Reading and writing numbers to 1000
Representing three-digit numbers as hundreds, tens and ones
Comparing three-digit numbers using >, < and = symbols
Adding/subtracting fluently within 100 using strategies based on place value, properties of operations, or the relationship between addition and subtraction
Adding within 1,000 using concrete models, drawing, or written strategies based on place value, properties of operations, and/or the relationship between addition and subtraction
Adding up to four two-digit numbers
Determining mentally 10 or 100 more/less than a given number
Explaining why addition/subtraction strategies work, using place value and properties of operations
Finding equivalent names for whole numbers
Measurement and data
Measuring and comparing lengths using appropriate tools, such as rulers, yardsticks or measuring tapes
Estimating length using inches, feet, centimeters, meters
Solving word problems involving length
Representing whole numbers, sums and differences as length on a number line
Telling and writing time to the nearest 5 minutes using digital and analog clocks
Solving word problems involving coins and dollar bills, using $ and ¢ symbols
Generating measurement data to be displayed in a line plot
Displaying and interpreting data in picture graphs and bar graphs
Solving problems using information from graphs
Geometry
Recognizing and drawing shapes with specific attributes
Identifying triangles, quadrilaterals, pentagons, hexagons, and cubes
Partitioning rectangles into rows and columns and counting to find the total number of squares
Partitioning circles and rectangles into equal shares and describing the shares with terminology such as half of, thirds, quarters
Grade Three
Operations and algebraic thinking
Knowing from memory all multiplication facts through 10 x 10
Multiplying/dividing fluently within 100 using strategies based on place value, properties of operations, and the relationship between multiplication and division
Representing and solving multiplication/division word problems within 100
Applying properties of operations as strategies to multiply and divide
Solving two-step word problems involving the four operations and assessing the reasonableness of results
Identifying and explaining arithmetic patterns
Number and operations – base 10
Rounding whole numbers to the nearest 10 or 100
Adding/subtracting fluently within 1,000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction
Finding equivalent names for whole numbers using numerical expressions involving one or more operations
Multiplying one-digit whole numbers by multiples of 10 in the range 10-90 using strategies based on place value and properties of operations
Number and operations – fractions
Working with unit fractions
Representing fractions on the number line and with concrete models
Identifying and generating simple equivalent fractions
Comparing fractions with the same denominator or numerator
Expressing whole numbers and numbers greater than the whole as fractions
Measurement and data
Measuring and estimating liquid volumes and masses using standard units and solving related word problems
Telling and writing time to the nearest minute and solving word problems involving time intervals
Creating and interpreting scaled picture graphs and bar graphs to display data
Measuring length using rulers marked with half and quarter of an inch and displaying the data in a line plot
Solving problems using information from graphs
Solving real-world and mathematical problems involving perimeter
Measuring area by counting or tiling with square units
Relating area of rectangles to multiplication and addition
Creating rectangles with the same area/different perimeter or different area /same perimeter
Geometry
Describing, analyzing and comparing properties of two-dimensional shapes
Understanding that shapes in different categories may share attributes
Partitioning shapes into equal areas and expressing the area of each part as a unit fraction of the whole
Grade Four
Operations and algebraic thinking
Using the four operations with whole numbers to solve multi-step word problems and using estimation to assess the reasonableness of results
Interpreting remainders in division problems
Finding all factor pairs for whole numbers up to 100
Finding multiples of whole numbers
Identifying prime, composite and square numbers
Identifying and generating patterns that follow a given rule
Number and operations – base 10
Reading, writing and comparing whole numbers within 1,000,000
Writing whole numbers in expanded form
Rounding multi-digit whole numbers to any place value
Adding/subtracting fluently multi-digit whole numbers using the standard algorithm
Multiplying multi-digit whole numbers using strategies based on place value and the properties of operations and explaining the process used
Dividing multi-digit whole numbers by one-digit divisors using strategies based on place value and the properties of operations and explaining the process used
Number and operations – fractions
Building fractions from unit fractions
Comparing and ordering fractions with different denominators
Adding/subtracting fractions and mixed numbers and solving related word problems
Solving word problems involving multiplying of a fraction by a whole number
Using decimal notation for fractions with denominators of 10, 25, 50 or 100
Comparing decimals to hundredths
Measurement and data
Knowing relative sizes of measurement units within a system (e.g., metric, standard, time)
Converting measurements from larger to smaller units within a system
Solving word problems involving measurement
Using formulas to solve real-world and mathematical problems involving perimeter and area of rectangles
Making and using line plots showing measurements in fractions of a unit
Identifying statistical landmarks, such as mean, median, range
Using a protractor to measure angles and sketch angles of specified measure
Geometry
Identifying and drawing basic geometric shapes (points, lines, line segments, rays, various types of angles, perpendicular and parallel lines)
Recognizing properties of plane figures and classifying them by sides and angles
Identifying and drawing lines of symmetry
Grade Five
Operations and algebraic thinking
Evaluating numerical expressions containing multiple operations and/or grouping symbols
Writing and interpreting numerical expressions
Creating and solving number sentences
Generating and analyzing numerical patterns using one or more given rules
Generating ordered pairs that follow a rule and graphing on a coordinate plane
Number and operations – base 10
Reading, writing and comparing decimals to thousandths
Rounding decimals to any place value
Explaining patterns that result when multiplying or dividing by powers of 10
Multiplying fluently multi-digit whole numbers using the standard algorithm
Dividing multi-digit whole numbers by two-digit divisors using strategies based on place value, properties of operations and/or the relationship between multiplication and division
Adding, subtracting, multiplying and dividing decimals to thousandths, using models and strategies based on place value, properties of operations, and/or inverse relationships and explaining the reasoning used
Number and operations – fractions
Adding/subtracting fractions and mixed numbers with unlike denominators, solving related word problems, and assessing the reasonableness of results
Multiplying fractions by fractions, whole numbers, and mixed numbers and solving related word problems
Finding areas of rectangles with fractional side lengths
Interpreting multiplication as scaling
Dividing unit fractions by whole numbers and whole numbers by unit fractions, interpreting these division situations, and solving related word problems
Measurement and data
Solving multi-step problems involving converting measurements within a system
Making a line plot to display measurement data in fractions of a unit and using the data to solve related problems
Choosing the appropriate graph to display a set of data
Measuring volume by counting unit cubes
Relating volume to multiplication and addition
Solving real-world and mathematical problems involving volume
Geometry
Identifying the components of a coordinate plane
Graphing points in the first quadrant to solve real-world and mathematical problems
Recognizing properties of two-dimensional figures in a given category
Classifying two-dimensional figures according to their properties
Social Studies
The purpose of the social studies curriculum in the Westfield Public Schools, in accord with the goals of the Board of Education, is to assist in the maximum development of each student according to individual needs. The Westfield Social Studies curriculum, as aligned with the New Jersey Student Learning Standards for Social Studies, provides that at all levels (K-5), building on and reinforcing prior concepts and activities, each student will:
Explore how individuals recognize, develop and maintain their personal identity in society in order to understand relationships and interactions among individuals, groups and institutions;
Explain how and why people governing institutions in order to positively participate in those institutions as citizens;
Develop historical thinking skills and analyze how and why things change over time in order to make informed decisions;
Evaluate how individuals and societies balance wants and needs in order to make responsible decisions about how to use the world’s limited resources;
Demonstrate an appreciation and respect for diverse cultures in order to function in a global society;
Utilize tools such as maps, charts and graphs to analyze how people, places and the environment interact;
Analyze multiple perspectives using primary and secondary resources in order to understand the complexity of the human experience;
Utilize inquiry and research skills to gather information
Students will achieve these goals through the exploration of thematic units at each grade level.
Grade One
How should people act as respectful citizens in our home and school communities?
How are families around the world similar and different?
How do individuals and groups make positive change in their communities?
What are the resources that we have available in our community?
Grade Two
What is a community?
What is my culture and what influences my culture?
How were communities different long ago?
How can I make my community a better place?
How will my actions influence the future?
Grade Three
How does geography affect the way we and other people live?
How did Native Americans of New Jersey and the Northeast region interact with the environment?
What does it mean that the United States is a nation of immigrants?
What lessons can be learned from others' experiences?
How can communities make decisions that respect the rights and dignity of all its members?
How does Westfield's town government work?
Grade Four
In the fourth grade, students study the history of North America, including exploration, the settlement of the thirteen colonies, the American Revolution and the creation of the U.S. Constitution. Students also study the democratic principles of the U.S. government and the role that citizens play in a democratic society. During the year, students explore thematic units through the following essential questions:
Why do people from diverse cultures sometimes experience conflict?
Why did colonists begin to develop an ‘American’ identity?
Why was New Jersey’s location significant in the American Revolutionary War?
How did the decisions of individuals and groups influence the creation of New Jersey and the United States in the past, present and future?
What is the role of citizens in the American system of republican democracy?
Grade Five
The fifth grade curriculum invites students to recognize the growing importance of their role in the global community. As tomorrow’s leaders, students will work across geographic borders with people from different backgrounds, beliefs, and experiences. In the fifth grades, students practice global thinking as they investigate regional case studies to understand the changing relationships between people, places and resources. Student inquiry, collaboration, and problem solving activities guide student learning as they evaluate globally significant issues such as overpopulation, food shortage, and globalization.
This exploration is grounded by a course essential question and unit essential questions. The unifying theme, spatial thinking, is emphasized during the year to develop globally aware students who are active responsible citizens.
Regional Case Studies Include:
North America – Canada & the United States
Latin America – Mexico, Guatemala, Brazil
Africa – Egypt, Sub-Sahara, South Africa
Asia – India, China, Japan
The Course Essential Question – How do physical geography and human geography interact to influence and determine the development of cultures and societies throughout the world?
Unit Essential Questions –
What can geography teach us about the United States and the World?
What are the costs and benefits of people adapting the environment to meet their needs?
How do the environment and natural resources contribute to the preservation and development of culture?
How do belief systems affect the daily lives of individuals and shape their social interactions?
What is globalization and how does it affect people and places?
Science
Science involves students with the interactive processes of reading, thinking critically and creatively, and “doing” science. The science program includes core activities with a hands-on approach, which enables students to learn the skills of the science process and apply these skills to new situations. The program encourages students to understand how science, technology, and society influence one another.
The Elementary Science Program
Develops inquiry and process skills required for problem solving in all areas of life;
Develops analytical thinking skills through the presentation of concepts and processes appropriate to the students' developmental and cognitive levels;
Stimulates and enhances each child's curiosity about the world around us;
Develops an understanding of how science relates to everyday life;
Builds awareness of and adherence to safe laboratory practices;
Integrates with all areas of the elementary curriculum;
Provides up-to-date knowledge of science and its application to the current state of our technology.
Grade One
The Physical Science unit provides experiences that help students develop an understanding of how to observe and manipulate the phenomena of sound and light. They explore these dimensions of the natural world using simple tools and musical instruments. The driving question for the unit is “How do sound and light interact with objects?”
The Earth Science unit explores the anchor phenomena of air that surrounds us and the natural objects that we see in the sky. Students explore the phenomenon that objects in the sky change position in predictable ways. They explore the natural world by using simple instruments and calendars to observe and monitor change. They use new tools and methods to build on their understanding of the weather and to find out about properties of air by exploring how objects interact with air. The driving question for the unit is “What is all around us and what do we observe in the sky above us?”
The Life Science unit provides students with close and personal interaction with some common land and water animals. The animals and their survival needs are the engaging anchor phenomena. Students study the phenomena by observing and describing the structures of fish, birds, snails, earthworms, and isopods. The guiding questions for the module are “How are animal structures similar and different?” and “What do animals need to live and grow?”
Grade One Goals
Physical Science –Investigating Sound and Light
Creating sound by vibrations
Identifying objects by their sound properties
Exploring volume and pitch
Creating shadows with natural and artificial light sources
Reflecting light using mirrors
Investigating relationship between light intensity and the ability to see
Using sound and light to communicate over long distance
Earth Science – Investigating Air and Weather
Identifying different weather conditions
Making observations about temperature, daylight, and cloud properties
Making observations about changes in weather over time
Making predictions using weather patterns
Observing the moon and identifying patterns in appearance
Investigating wind and its ability to apply force to objects
Life Science – Investigating Plants and Animals
Growing new plants from seeds
Investigating what plants need for growth
Growing new plants from components of adult plants
Designing a terrarium
Identifying plant and animal structures that promote survival
Investigating the relationship between habitat and plant/animal survival
Grade Two
The Physical Science unit is designed to provide students with physical sciences core ideas dealing with matter and its interactions and engineering design. The anchor phenomenon for this module is matter in two of its phases— solid and liquid. The guiding questions for the module are “How are solid and liquid materials similar and different?” and “How do the properties of solid and liquid materials relate to how they can be used and how they can change?”
The Earth Science unit is designed to engage students with the anchor phenomenon of earth materials that cover the planet’s surface. They observe the properties of rocks of various sizes and study the components of soil, study the results of weathering and erosion, locate natural sources of water, and determine how to represent the shapes and kinds of land and bodies of water on Earth. The guiding questions are “What are the properties of earth materials?” and “How do they interact and change?”
The Life Science unit provides young students with in-depth opportunities to experience the biodiversity on Earth; they will become naturalists and study insects and plants in and out of their classroom. The anchor phenomenon for this module is the natural history of common insects and their interactions with plants. The guiding question
for this module is “What is the natural history of some plants and animals in different habitats?”
Grade Two Goals
Physical Science – Investigating Solids and Liquids
Describing and comparing states of matter
Comparing and contrasting solid materials
Creating objects from components and recycling to make new objects
Classifying materials by observable properties
Investigating solid/liquid mixtures
Investigating material phase changes (solid/liquid)
Earth Science – Investigating Pebbles, Sand, and Silt
Comparing rocks by observable properties
Simulating weathering of rocks by abrasion
Separating earth materials by size
Investigating soil composition
Engineering using earth materials
Investigating how weathering changes the Earth over time
Investigating where different types of water are found on Earth
Life Science – Investigating Insects and Plants
Observing structures and behaviors of insects
Observing, comparing, and contrasting the life cycle stages of an insect
Recording changes over time of fast-growing plants
Modeling seed dispersal and/or pollination of plants
Creating a habitat to meet the life cycle needs of an insect
Observing how insects interact with their habitat throughout the life cycle
Grade Three
The Physical Science unit provides students with experiences around physical sciences core ideas dealing with forces and interactions, matter and its interactions, and with engineering design. The anchor phenomenon for the first three investigations is motion. Magnetism and gravity are the phenomena investigated as students look for patterns of motion to predict future motion. The guiding question is “What causes objects to move?” Students work with magnets and paper clips, wheel-and-axle systems, paper air twirlers, and rotating tops. Students use their knowledge of science to enter the engineering design process and through the process refine their science understanding.
The Earth Science unit engages students with the anchor phenomenon of weather in diverse climates. The guiding questions for the module are “How is water involved in weather?”, and “Are weather conditions the same around the world and throughout the year?” Students explore the properties of water, the water cycle, and interactions between water and other earth materials. Students learn how humans use water as a natural resource. Students engage in science and engineering practices while investigating water, weather, and climate.
The Life Science unit consists of investigations dealing with big ideas in life science—plants and animals are organisms and exhibit a variety of strategies for life, organisms are complex and have a variety of observable structures and behaviors, organisms have varied but predictable life cycles and reproduce their own kind, and individual organisms have variations in their traits that may provide an advantage in surviving in the environment.
Grade Three Goals
Physical Science – Investigating Motion and Matter
Investigating non-contact forces
Conducting experiments with balanced and unbalanced forces
Predicting motion of modified systems
Engineering design challenges with motion carts
Earth Science – Investigating Water and Climate
Observing properties of water
Evaluating temperature changes and measurement
Investigating temperature relationships of material properties
Investigating chemical reactions of water-based mixtures
Investigating evaporation and condensation mechanisms
Identifying regional and seasonal weather impacts
Describing different climates
Designing solutions to weather related hazards
Life Science – Investigating Structures of Life
Quantifying resources needed for life and growth
Comparing and contrasting structures that promote seed survival
Identifying function of skeletal system components
Reconstructing organism structure through patterns
Identifying changes over time through fossil examination
Creating models to demonstrate common and different structure properties
Grade Four
The Physical Science unit provides students firsthand experiences in physical science dealing with the anchor phenomenon of energy. The five investigations focus on the concepts that energy is present whenever there is motion, electric current, sound, light, or heat, and that energy can transfer from one place to other. The guiding question for the module is “How does energy transfer between systems?”
The Earth Science unit provides students with firsthand experiences with soils and rocks and modeling experiences using tools such as topographic maps and stream tables to engage with the anchor phenomenon of the surface of Earth’s landscape—the shape and the composition of landforms. The driving questions for the module are “What are Earth’s land surface made of?” and “Why are landforms not the same everywhere?”
The Life Science unit has students design investigations that focus on the anchor phenomenon that animals and plants interact with their environment and with each other. The driving question for the module deals with structure and function—"How do the structures of an organism allow it to survive in its environment?”
Grade Four Goals
Physical Science –Investigating Energy
Investigating energy flow in an electric circuit
Designing electric circuits to perform tasks
Investigating the relationship between electricity and magnetism
Transferring energy through sound, heat, and light
Predicting energy outcomes resulting from collisions
Identifying the relationship between motion, speed, and energy
Modeling energy transfer with waves
Investigating how waves are used in communication
Earth Science – Investigating Soils, Rocks, and Landforms
Exploring mechanisms that cause landscapes to change over time
Investigating differences between physical and chemical weathering
Relating environmental variables to rates of erosion and deposition
Identifying patterns to make claims about how Earth changes over time
Constructing solutions to alter the rate of Earth changes
Life Science – Investigating Environments
Observing and identifying adapted structures for survival
Observing living organism behaviors and response to stimuli
Creating relationships between organisms in a food chain
Modeling population changes resulting from environmental factors
Investigating range of tolerance in different organisms
Identifying how environmental factors influence organism growth
Grade Five
The Physical Science unit engages students with the phenomena of matter and its interactions in our everyday life— mixtures, solutions, solubility, concentration, and chemical reactions. The driving question is “What is matter and what happens when samples of matter interact?” Students come to know that matter is made of particles too small to be seen and develop the understanding that matter is conserved when it changes state—from solid to liquid to gas—when it dissolves in another substance, and when it is part of a chemical reaction.
The Earth Science unit investigates the Earth-Moon-Sun system and has students investigate the patterns observed in the sky over a day, a month, a year, and more, and their effect on Earth. Students explore the Earth’s changing system by examining properties of the atmosphere, energy transfer from the Sun to Earth, and the dynamics of weather and water cycling in Earth’s atmosphere. The driving question for the module is “How do Earth’s geosphere, hydrosphere, atmosphere, and biosphere interact to create a sustainable environment for life?”
The Life Science unit prompts students to examine the Earth as the interaction of four Earth systems or subsystems—the geosphere, the atmosphere, the hydrosphere, and the biosphere. The focus of the unit then turns to the biosphere as students explore the phenomenon of ecosystems and organisms in terms of their interacting parts. The driving question for the module is “How can we describe Earth’s biosphere as a system of interacting parts?”
Grade Five Goals
Physical Science –Investigating Mixtures and Solutions
Engineering techniques to separate materials in mixtures and solutions
Creating models to explain unseen events and phenomenon
Comparing concentrations of different solutions through indirect measurement
Quantifying the conservation of mass with solutions
Identifying materials based on their properties
Exploring physical vs. chemical changes as a result of mixing substances
Earth Science – Investigating Earth and Sun
Creating models to demonstrate motions of objects in the sky
Constructing graphs of patterns in observations due to the Sun’s apparent motion
Evaluating the relative size and distance of astronomical objects
Investigating the properties and composition of Earth’s atmosphere
Evaluating energy transfer through conduction, convection, and radiation
Quantifying relative amounts of water type and distribution across the planet
Life Science – Investigating Living Systems
Evaluating the Earth as a system consisting of subsystems
Differentiating the subsystems of geosphere, atmosphere, hydrosphere, and biosphere
Investigating food webs in the hydrosphere subsystem
Modeling matter and energy flow in a system of producers, consumers, and decomposers
Investigating energy transfer systems in living organisms
Comparing and contrasting respiratory and circulatory systems in humans.
World Languages: Spanish
In third and fourth grades, elementary students receive thirty minutes per week of instruction in Spanish. The fifth grade elementary students receive one hour per week of instruction in Spanish. The program emphasizes active student participation in order to develop listening and speaking skills in Spanish. The primary goal is to expose students to the Spanish language and culture. Students learn and develop practical communicative skills as well as a sense of cultural awareness and appreciation for the many cultures the Spanish language represents.
With increasing degrees of complexity year by year, students will:
Respond to and initiate simple statements and commands;
Express attitudes, reactions, and courtesy using short phrases and simple sentences;
Express likes, dislikes, and preferences;
Describe people, places, and objects using short phrases and simple sentences;
Provide and obtain information on familiar topics; and
Demonstrate an awareness of Hispanic culture.
Technological Literacy
Technologically literate students understand and utilize technology to communicate, collaborate, connect, and create. Ensuring that our students acquire technological literacy skills necessitates a critical focus on word processing, keyboarding, databases and spreadsheets, multimedia presentations, telecommunications, visual diagramming, graphics/desktop publishing, Internet literacy, and network utilization. The acquisition and application of these skills is essential to learning in all content-based subject areas.
To assure technological literacy for our students, the district’s Curriculum for Technological Literacy focuses on rigorous, in-depth learning and skill acquisition in the following areas:
Computer Operations
Productivity, Communication and Digital Tools
Information Access and Research
Problem-solving and Decision-making with Technology
Social and Ethical Aspects of Technology
The projects and activities through which this curriculum is delivered are rooted in the curriculum content areas. As students move from grade to grade through this curriculum, they apply the conceptual learning and skills acquired in the previous grade(s) and continue to gain proficiency with more sophisticated sets of tech literacy skills.
The curriculum objectives are broad-based and enable students in grades 3 - 5 to:
Demonstrate a sound understanding of the nature and operation of a computer, its components, the network system to which it is connected, technical terminology and proper keyboarding techniques;
Utilize productivity and digital technology tools to design, create, publish and present a variety of documents, projects, and multimedia presentations; collect, analyze and synthesize data; demonstrate creativity; and construct technology-enhanced products;
Employ a variety of electronic and digital media and formats to communicate information and ideas effectively from within and beyond the classroom walls;
Locate, evaluate, select, and utilize information from a variety of technology-based resources, including, but not limited to the Internet, library databases, and software programs;
Use technology-based resources to identify and solve problems and make informed decisions in both their personal and academic lives;
Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use of computers and digital tools;
Work independently and/or collaborate with peers when using technology-based tools and resources to accomplish a variety of tasks, activities, and projects;
Understand the societal and ethical issues related to the use of technology;
Practice responsible use of technology systems, hardware, software, and digital tools in conjunction with the district’s Acceptable Use Policy and Regulations;
Develop positive attitudes toward technology to support lifelong learning, collaboration in a global society, and the pursuit of academic goals;
Apply organizational, time management, research, reading, writing, listening, and other study skills technology-based activities and projects.
Art
All learning takes place through the senses. Our memories are stored and accessed in the mind through our perceptions of sounds, smells, images, tastes, and kinesthetic. Thought processes in creative arts are continuously practiced: observation, divergent thinking, analysis, synthesis and reflection. Art making requires keen awareness, total immersion and the thoughtful habit of framing problems and finding solutions, using appropriate media and technology.
The art staff are attuned to the individual differences in students and assessments; therefore, assessments are diversified and must meet the needs of students’ developmental characteristics, learning styles and knowledge/skill levels.
The ultimate aim of the Westfield Public Schools is to develop each child to the maximum of his/her ability. An understanding and appreciation of art is an essential ingredient in the development of a well -rounded individual.
The overall goal of the art curriculum is to provide students with the basic knowledge and skills of art. They will learn to make informal and aesthetic judgments, create art, and understand the historical and cultural influences of art.
The Art Education Program of the Westfield Public Schools:
Provides each child with maximum opportunities for creativity and communication through two- and three-dimensional expression and, to this end, provides each student with the opportunity to acquire the basic skills of art;
Allows each child to develop further skills of reasoning, critical thinking, problem solving and decision making;
Fosters in each child an understanding that art is an integral part of his/her total environment and life experience, as well as to develop an awareness, respect and appreciation for the art of other cultures and eras.
Music
The making of music is a thoughtful practice involving formal and informal knowledge. It requires the development and practice of sensory skills, the manipulation and translation of complex symbol systems, and the understanding of the component parts and the “whole” within the composition. The continuum and practice of thoughtful synthesis, expressiveness, dynamics, movement, flow and timing are essential to success in music and virtually all aspects of a person’s life.
The music staff is attuned to the individual differences of students and assessments; therefore, assessments are diversified and meet the needs of students’ developmental characteristics, learning styles and knowledge/skill levels.
Within the K-5 general music courses, the emphasis on cultural diversity changes as the students develop through the grades. Thinking skills go from imagination to creating and differentiating.
Fifth Grade Chorus is an additional experience in music instruction. The purpose of the ensemble is to help children further develop their fullest singing potential. Chorus assists in the refinement of vocal skills, which are introduced; in general music classes, and allows for additional practice of the rudiments of using the singing voice.
The experience of using one’s voice in a choral ensemble is a valuable one. Participants in chorus learn discipline, how to work with others, and elements of good singing while studying quality choral literature. A positive learning experience in a choral ensemble helps to build proper singing habits as well as self- confidence and esteem.
Fourth and Fifth Grade Instrumental Music is designed to give every child an opportunity to learn to play a traditional orchestra or band instrument through the venue of pull-out lessons. Since individual pullout lessons are not offered for students to “begin” an instrument in the intermediate schools, it is suggested that anyone wishing to play an instrument, begin at the 4th or 5th grade level. Objectives for the lessons include public performances to be scheduled during intervals of the school year. Students are expected to have reached a proficiency level on their instruments conducive to playing Level I music, i.e. have a limited knowledge of the technical skills applicable to their respective instrument. Therefore, lessons are divided between learning basic technical and musical skills. The teacher encourages the students to develop aural perception of their own performance and that of their peers. Students are introduced to historically different genres and musical forms through lesson and performance repertoire. Students are encouraged to appreciate the beauty in their musical pursuit.
Through this Performing Art form, the students’ musical progress is consistently monitored during the lesson and, at the performances.
Physical Education, Health and Safety
Physical education creates opportunities to develop neuro-muscular skills and body vitality. It also stimulates socialization, self-reliance, cooperation, and the development of good sportsmanship. The program on each grade level is organized to provide total participation of every student to the best of his/her potential. Through the study of health, drugs, and family living units, students learn to take proper care of their bodies. Safety units include a study of first aid and an awareness of potentially dangerous situations.
Grade One
Physical education in the first grade will focus on movement exploration experiences. Movement challenges are success-oriented and encourage students to think, reason, perform, discover, and create. The program includes body management, manipulative skills, dance, fitness, gymnastics, and games of low organization.
The health and safety topics first grade students learn about are dental care; posture; a balance of work and play; nutritional qualities of milk and milk products; harmful plants, berries and vegetables; proper care of the eyes, ears, nose and mouth; how to report an accident; courteous manners; and how to treat strangers. These topics are usually discussed as a group; projects and special programs also enhance the program.
Grade Two
Physical education in second grade will focus on movement exploration experiences. Emphasis is placed on mature execution of basic movement patterns and more complex movement challenges. The program includes body management, manipulative skills, dance, fitness, gymnastics, and games of low organization.
Some health and safety topics discussed in second grade are caution as a pedestrian, the need for annual medical exams, the need for relaxation, foods for heat and energy, immunizations, X-rays, and individual differences (physical, emotional, and ability).
Grade Three
Physical education in third grade will focus on movement exploration experiences. Advanced patterns and small group cooperative learning will be emphasized. The program includes body management, manipulative skills, dance, fitness, gymnastics, sport skills, and games.
In the health and safety units, students investigate how the body functions as a machine; the four food groups; skin and hair care; the need for positive attitudes; internet safety; how and why milk is pasteurized; how to store poisons; general safety as a pedestrian, a passenger, a swimmer, or a bicyclist; and the physical, intellectual, emotional, and social ways human beings grow.
Grade Four
Physical education in fourth grade will focus on manipulative skills, concentrating on fundamental sport skills incorporated through structured activities and fitness. The program includes body management, manipulative skills, dance, fitness, gymnastics, sport skills, games, and individual activities.
In grade four, health and safety topics are tooth, cell, and spinal structures. Students also develop an understanding of the nutritional value of various beverages, investigate ways bacteria are spread, learn to accept responsibility for consequences of their conduct, become aware of the dangers of electrical equipment, internet safety, and study first aid for minor problems.
Grade Five
Physical education in fifth grade will focus on manipulative skills, concentrating on fundamental sport skills incorporated through structured activities and fitness. The program includes body management, manipulative skills, dance, fitness, gymnastics, sport skills, games, and individual activities.
Fifth grade health and safety study includes bones and muscles, the need for careful food handling, the importance of second teeth, how disease spreads, safety in sports and at home, internet safety, public health laws, drug abuse, and human reproduction. How to express emotions and accept compromise are also discussed.
Family Living, Health and Safety, & Drug Education
The Family Living, Health and Safety, and Drug Education curriculum is a program intended to be a joint initiative between the parents and the schools. Parents and teachers must work together and complement each other to provide a successful program. Classroom teachers teach the approved curriculum in grades K- 2 and school nurses/health educators teach the approved Family Living and Drug Education curriculum in grades 3-12.
Curriculum revision, textbook and supplemental material approvals follow regular Board of Education procedures. Curriculum outlines and courses of study may be reviewed in the Office of Instruction, 302 Elm Street.
Parents who, for reasons of conscience, object to certain portions of the program may have their children excused from those program portions, upon written request to the school principal.
A summary of the principle curriculum topics:
Kindergarten and Grade One
Wellness focus: signs and symptoms of common illness, basic needs of all human beings, self-care, healthy food choices; safety: injury prevention, how to get help in emergencies, stranger danger, bullying decision making, refusal skills, medicines.
Grade Two
Wellness focus: Hygiene, food groups, disease prevention, safety, first aid, Standard Precautions, healthy expression of emotions, respect for diversity, healthy relationships and decision-making.
Grade Three
Wellness focus: Cells, tissues, organs, systems; Nutrition: planning and food labels; Diseases: causes, signs and symptoms; Emergency situations; feelings, group dynamics, personal health goals, safe use of medicines, effects of tobacco, alcohol and drugs, family units and changes affecting families, internet safety..
Grade Four
Wellness focus: Body systems; Nutrition: food labels, safe handling; Standard Precautions; basic first aid; diseases; understanding myths and facts about mental illness, bullying, conflict, decision making models, internet safety, communication skills, medicines, effects of substances, drug abuse resources, families, friendships, healthy relationships.
Grade Five
Wellness focus: Pre-adolescent hygiene, hormonal effects and changes of puberty, human growth stages, heredity, nutrition, Standard Precautions, Hepatitis B, Basic First Aid, stress, effects of prejudice and strategies for prevention, decision making, and health goals.