Introduction to the Elementary School’s Curriculum At A Glance
At ACS Athens Elementary School, students build the necessary skillsets for the years ahead. The elementary curriculum is based on interdisciplinary methods and materials supported and guided by the U.S. State Board of Education. At the heart of the interdisciplinary method is literacy, which is woven throughout all subject areas, such as in Science, Technology, Engineering, Arts, including conceptual connections to Mathematics.
Language Arts - The Elementary School Language Arts curriculum is guided by the Common Core State Standards (CCSS) for English Language Arts, which establish rigorous, research-based expectations in reading, writing, speaking and listening, and language — strands that are closely connected and mutually reinforcing. Our program reflects this integrated vision alongside a commitment to structured literacy: foundational skills including phonological awareness, phonics, and fluency are taught explicitly and systematically, while comprehension, writing, and language work develop alongside them. Students engage with a wide range of literary and informational texts, apply reading strategies, write for varied purposes and audiences, participate in collaborative discussions, and build vocabulary and language conventions across grades. Instruction emphasizes critical thinking, evidence-based reasoning, and effective communication, supported by carefully selected programs and resources. Our classroom libraries, Elementary School Library, and digital literacy resources further expand students' access to diverse texts nurturing each student as a curious, confident reader, writer, and lifelong learner.
Mathematics - The Mathematics curriculum is guided by the Common Core State Standards (CCSS) and is taught through the Dimensions Math textbook series. This approach emphasizes deep conceptual understanding, problem solving, mathematical reasoning, and the development of strong computational fluency. The aim of the Elementary School Mathematics Program is for students to build a solid foundation in mathematical concepts and skills while developing confidence and perseverance as problem solvers. Students learn to make connections between concrete experiences, visual models, and abstract mathematical thinking through a progression known as the Concrete-Pictorial-Abstract (CPA) approach. Instruction focuses on the major domains of mathematics, including number and operations, algebraic thinking, measurement, geometry, and data analysis. Students are encouraged to explain their thinking, justify solutions, apply mathematics to real-world situations, and communicate mathematical ideas clearly.
Science - The Science curriculum is guided by the Next Generation Science Standards (NGSS) and supported by the TCI Bring Science Alive! program. Instruction is built around the three dimensions of the NGSS: disciplinary core ideas, science and engineering practices, and crosscutting concepts. Through inquiry-based learning, hands-on investigations, and engineering design challenges, students develop an understanding of how scientific knowledge is developed and applied. The aim of the Elementary School Science Program is to foster scientific literacy by helping students understand the fundamental concepts of life science, physical science, earth and space science, and engineering. Students are encouraged to ask questions, develop models, plan and conduct investigations, analyze data, construct explanations, and communicate evidence-based conclusions. Through active exploration of real-world phenomena, students develop critical thinking, problem-solving, collaboration, and scientific reasoning skills. The curriculum promotes curiosity about the natural world while helping students make connections between science, technology, engineering, and everyday life.
Social Studies - The Elementary Social Studies curriculum is guided by the AERO (American Education Reaches Out) Social Studies Standards, which promote inquiry, critical thinking, and global understanding. In the primary years (K-2), students develop an understanding of themselves, their communities, and the world around them. They explore concepts of past and present, learn how people cooperate and resolve conflicts, and begin using maps and geographic tools to understand places and environments. Students examine culture, identity, citizenship, leadership, and community responsibilities while learning basic economic concepts such as needs, wants, goods, and services. Through stories, inquiry, and real-world connections, they build foundational skills for understanding how people, places, and societies are connected. In the upper elementary years (3-5), students deepen their understanding of history, geography, culture, government, economics, and the impact of science and technology on society. They investigate how people, events, and ideas shape communities and nations over time; explore global connections, trade, migration, and cultural diversity; and examine rights, responsibilities, and systems of government. Through the use of primary and secondary sources, students develop critical thinking skills as they analyze cause-and-effect relationships, compare perspectives, and better understand their role as informed and responsible global citizens.
Second Grade Language Arts Curriculum at a Glance
Reading Writing
Reading Second graders develop foundational reading skills in phonics, word analysis, and fluency while engaging with both literary and informational texts. They ask and answer questions about key details, recount stories from diverse cultures, describe characters and story structure, and analyze how words, phrases, and illustrations contribute to meaning. Students use text features to locate information, compare and contrast texts, and read literature and informational texts proficiently within the grades 2–3 complexity band with scaffolding as needed.
Selected CCSS Anchor Standards
● RF.2.3 / RF.2.4 – Apply grade-level phonics and word analysis skills; read with accuracy and fluency to support comprehension.
● RL.2.1 / RI.2.1 – Ask and answer who, what, where, when, why, and how questions to demonstrate understanding of key details.
● RL.2.2 – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
● RL.2.3 – Describe how characters respond to major events and challenges.
● RI.2.2 – Identify the main topic of a multi-paragraph text and the focus of specific paragraphs.
● RI.2.6 – Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
● RI.2.8 – Describe how reasons support specific points the author makes.
Writing Students write opinion, informative/explanatory, and narrative pieces with clear topics, supporting details, and a sense of closure. With guidance from adults and peers, they revise and edit their writing, use digital tools to produce and publish, and participate in shared research projects. Students recall and gather information from experiences and provide sources to answer questions.
Selected CCSS Anchor Standards
● W.2.1 – Write opinion pieces introducing a topic, stating an opinion, supplying supporting reasons, and providing a concluding statement.
● W.2.2 – Write informative/explanatory texts introducing a topic, using facts and definitions, and providing a concluding statement.
● W.2.3 – Write narratives recounting a well-elaborated event or sequence of events with details and temporal words.
● W.2.5 – With guidance, focus on a topic and strengthen writing through revising and editing.
● W.2.6 – With guidance, use digital tools to produce and publish writing in collaboration with peers.
● W.2.7 – Participate in shared research and writing projects.
● W.2.8 – Recall or gather information from experiences or provided sources to answer a question.
Speaking & Listening Language
Speaking & Listening Students participate in collaborative conversations with diverse partners in small and large group settings. They recount key ideas from texts and media, ask and answer questions to deepen understanding, and tell stories or recount experiences with appropriate facts and descriptive details. Students create audio recordings and visual displays to enhance communication, and produce complete sentences appropriate to the task and situation.
Selected CCSS Anchor Standards
● SL.2.1 – Participate in collaborative conversations about grade 2 topics and texts with peers and adults.
● SL.2.2 – Recount or describe key ideas or details from a text read aloud or presented orally or through other media.
● SL.2.3 – Ask and answer questions about what a speaker says to clarify comprehension and deepen understanding.
● SL.2.4 – Tell a story or recount an experience with appropriate facts and descriptive details, speaking audibly in coherent sentences.
● SL.2.5 – Create audio recordings; add drawings or visual displays when appropriate to clarify ideas, thoughts, and feelings.
● SL.2.6 – Produce complete sentences when appropriate to provide requested detail or clarification.
Language Students demonstrate command of standard English grammar, usage, capitalization, punctuation, and spelling, applying knowledge of language conventions across all domains. They use a range of strategies to determine the meaning of unknown and multiple-meaning words, explore word relationships and nuances, and build vocabulary through conversations, reading, and responding to texts including using adjectives and adverbs to describe.
Selected CCSS Anchor Standards
● L.2.1 – Demonstrate command of standard English grammar and usage when writing or speaking.
● L.2.2 – Demonstrate command of standard English capitalization, punctuation, and spelling when writing.
● L.2.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
● L.2.4 – Determine or clarify the meaning of unknown and multiple-meaning words, choosing flexibly from an array of strategies.
● L.2.5 – Demonstrate understanding of word relationships and nuances in word meanings.
● L.2.6 – Use words and phrases acquired through conversations and reading, including adjectives and adverbs to describe.
● RL.2.10 / RI.2.10 – Read and comprehend literature and informational texts in the grades 2–3 complexity band proficiently.
Second Grade Math Curriculum at
a Glance
Process
Problem
Students will be able to:
● Identify questions to be answered when solving a problem
● Identify what is known and unknown in a problem and recognize when information is missing
● Choose from a variety of problem-solving strategies such as drawing pictures, manipulating objects, using numbers, or acting out the situation
Students will be able to:
● Draw logical conclusions about math problems
● Discuss the steps used to solve a math problem
● Justify and explain the solutions using physical models
Students will be able to:
● Use inquiry techniques to solve mathematica l problems
● Use physical materials, models, pictures, or writing to represent and communicate mathematical ideas
● Identify and translate key words and phrases that imply mathematica l operations
● Explain what they did to solve a problem
Students will be able to: Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science
● Identify mathematic
s used in everyday life
Students will be able to:
● Understand that the three digits in a three--digit number represent hundreds, tens, and ones
● Count within 1,000; skip--count by 5s, 10s, and 100s
● Read and write numbers to 1,000 with numerals, number names, and expanded form
● Compare two three-- digit numbers using >, = , and <
● Fluently add and subtract within 1000
● Add up to four two-- digit numbers
● Add and subtract within 1,000
● Mentally add or subtract 10 or 100 to a number 100--900
Content
Students will be able to:
● Measure the length of an object by selecting and using appropriate tools
● Measure the length of an object twice, using length units of different lengths
● Estimate lengths using inches, feet, centimeters, and meters
● Measure to compare two objects
● Use addition and subtraction to solve word problems with lengths
● Show whole numbers, sums, and differences on a number line
● Tell and write time to the nearest five minutes
● Solve word problems involving
Students will be able to:
● Add and subtract within 1000 to solve one-- and two--step word problems
● Fluently add and subtract within 100 using mental strategies. By the end of Grade 2, know all sums of two-- and one--digit numbers
● Determine odd or even numbers, and write an equation to express an even number
● Use addition to find the total number of objects in rows, column, and using long addition
STANDARDS: Represent and solve
Students will be able to:
● Recognize and draw shapes with specified attributes such as number of sides, angles, or faces
● Partition a rectangle into rows and columns, and count to find the total
● Partition circles and rectangles into two, three, or four equal shares
STANDARDS:
Reason with shapes and their attributes
● Explain why addition and subtraction strategies work STANDARDS:
Understand place value
● NY-2.NBT.1 –Understand hundreds, tens, and ones in three-digit numbers.
○ NY-2.NBT .1a – 100 = 10 tens
○ NY-2.NBT .1b –Understa nd multiples of 100
● NY-2.NBT.2 –Count within 1,000; skip-count by 5s, 10s, and 100s
● NY-2.NBT.3 –Read and write numbers to 1,000 using numerals, words, and expanded form.
● NY-2.NBT.4 –Compare three-digit numbers.
dollar bills, quarters, dimes, nickels, and pennies
● Gather measurement data and show it on a line plot
● Draw a picture graph and a bar graph to show data with up to four categories STANDARDS:
Measure and estimate lengths
● NY-2.MD.1 –Measure lengths using appropriate tools
● NY-2.MD.2 –Measure the same object using different units.
● NY-2.MD.3 –Estimate lengths.
● NY-2.MD.4 –Measure to determine how much longer one object is than another.
Relate addition and subtraction to length
● NY-2.MD.5 – Use addition/subtraction within 100 to solve length problems.
problems involving addition and subtraction
● NY-2.OA.1a –Solve one-step addition and subtraction word problems within 100.
● NY-2.OA.1b –Develop understandin g of solving two-step addition and subtraction word problems within 100.
Add and subtract within 20
● NY-2.OA.2a –Fluently add and subtract within 20 using mental strategies
○ NY-2
OA.2
a.i –Coun ting on
○ NY-2.
OA.2
● NY-2.G.1 –Classify two-dimens ional figures as polygons or non-polygo ns
● NY-2.G.2 –Partition rectangles into rows and columns of equal-size squares.
● NY-2.G.3 –Partition circles and rectangles into halves, thirds, and fourths.
MP.1–MP.8 (Make sense of problems, reason abstractly, construct arguments, model with mathematics, use tools strategically, attend to precision, look for structure, and express regularity in repeated reasoning)
Use
place
value understanding and properties of operations
● NY-2.NBT.5 –Fluently add and subtract within 100.
● NY-2.NBT.6 – Add up to four two-digit numbers
● NY-2.NBT.7a –Add and subtract within 1,000 using models and strategies.
● NY-2.NBT.7b –Explain why addition and subtraction strategies work.
● NY-2.NBT.8 –Mentally add or subtract 10 or 100 from a number.
MP.1–MP.8 (Make sense of problems, reason abstractly, construct arguments, model with mathematics, use tools strategically, attend to precision, look for structure, and express
● NY-2.MD.6 –Represent whole numbers and lengths on number lines.
Work
with time and money
● NY-2.MD.7 – Tell and write time to the nearest 5 minutes.
● NY-2.MD.8a – Count collections of coins up to $1.00.
● NY-2.MD.8b – Solve money problems within $1.00.
Represent and interpret data
● NY-2.MD.9 –Generate measurement data and represent it on line plots.
● NY-2.MD.10 – Draw picture graphs and bar graphs to represent data.
MP.1–MP.8 (Make sense of problems, reason abstractly, construct arguments, model with mathematics, use tools strategically, attend to precision, look for structure,
a.ii –Maki ng ten ○ NY-2. OA.2 a iii –Deco mpos ing a num ber to make ten ○ NY-2 OA 2 a.iv –Usin g the relati onshi p betw een addit ion and subtr actio n ○ NY-2. OA.2 a.v –Creat ing equiv alent but easie r sums
Second
Grade Science Curriculum at a Glance
regularity in repeated reasoning). and express regularity in repeated reasoning).
● NY-2.OA.2b –
Know all sums of two one-digit numbers from memory.
MP.1–MP.8 (Make sense of problems, reason abstractly, construct arguments, model with mathematics, use tools strategically, attend to precision, look for structure, and express regularity in repeated reasoning)
Students in second grade engage in interdisciplinary thematic units of study in both science and social studies. The focus of these units is on building understanding and vocabulary in the content area, and understanding the relationships and connections to everyday life and the world around us.
Materials and Their Uses (Physical Science)
Plant and Animal Survival (Life Science)
Earth’s Surface (Earth Science)
Students will be able to:
● Analyze the properties of different materials to determine which materials are best suited for a specific purpose.
● Use observations and evidence to explain how an object can be taken apart and reassembled into a new object.
● Investigate and describe changes caused by heating and cooling.
● Construct evidence-based arguments to determine whether changes caused by heating or cooling are reversible or irreversible.
● Choose the best material for a design challenge.
Students will be able to:
● Plan and conduct investigations to determine whether plants need sunlight and water to grow
● Develop and use models to explain how animals help plants by dispersing seeds or pollinating flowers.
● Compare and describe the characteristics of plants and animals that live in different habitats.
● Use observations and evidence to explain relationships between plants, animals, and their environments.
Students will be able to:
● Make observations and use evidence to explain that some changes to Earth's surface occur rapidly, while others occur slowly over time
● Compare and evaluate solutions designed to reduce the effects of wind and water erosion on land.
● Develop and use models to investigate how erosion changes the shape of the land.
● Analyze evidence from investigations to determine effective methods for preventing soil erosion and make connections to the Sustainable Development Goals (SDGs).
Second Grade Social Studies Curriculum at a Glance
Students in Grade 2 will explore communities, cultures, and global citizenship, developing an understanding of roles and responsibilities, cultural traditions, cooperation, and how individuals can take action to make a positive difference in their local and global communities.
Unit 1: Understanding People, Communities, and Culture
(Chapter 1: Families Today and in the Past Chapter: Holidays/Celebrations Around the World)
● 1.2.a Identify stories about past events, people, places or situations.
● 1.2.b Differentiate between people, places, and events in the past, present and future.
● 1.2.c Relate stories about past events, people, places, or situations to help our understanding of the past and present
● 3.2.c Use maps and graphs, tables, and diagrams to read and display geographic information.
● 3.2.e Describe the influence of landforms and geographic features on human populations and cultures.
Unit 2: How Communities Function
(Chapter 2: People, Places, and Nature Chapter 4: People Who Supply Our Goods and Services Chapter 3: Government)
● 2.2.a Give examples of conflict and cooperation among individuals and groups.
● 2.2.b Identify and describe factors that contribute to cooperation and factors that may cause conflict.
● 3.2.c Use maps and graphs, tables, and diagrams to read and display geographic information.
● 3.2.e Describe the influence of landforms and geographic features on human populations and cultures.
● 3.2.f Differentiate between ways in which people from different cultures think about and adapt to the physical environment.
Unit 3: Active Citizenship and Global Responsibility
(Chapter 5: Making a Difference Chapter: Global Citizens: Making a Difference Through the Sustainable Development Goals)
● 2.2.a Give examples of conflict and cooperation among individuals and groups.
● 2.2.b Identify and describe factors that contribute to cooperation and factors that may cause conflict.
● 4.2.b Describe how people in different types of institutions and organizations interact with each other.
● 4.2.c Describe how people from different cultures interact with the environment, such as the use of resources, shelter, and transportation.
● 5.2.d Recognize culturally and contextually appropriate and inappropriate social behavior
● 3.2.f Differentiate between ways in which people from different cultures think about and adapt to the physical environment
● 4.2.a Identify regional folk heroes, stories, or songs that have contributed to the development of a region's cultural history.
● 4.2.b Describe how people in different types of institutions and organizations interact with each other.
● 4.2.c Describe how people from different cultures interact with the environment, such as the use of resources, shelter, and transportation.
● 4.2.d Compare and contrast social environments in different cultures.
● 4.2.e Describe the expectations of how to act in one's own culture and compare this with behavioral expectations of other cultures
● 5.2.d Recognize culturally and contextually appropriate and inappropriate social behavior and the impact of making choices about behavior.
● 5.2.g Identify opportunities for choice in personal identity.
● 4.2.b Describe how people in different types of institutions and organizations interact with each other
● 6.2.a Explain rights and responsibilities of the individual in relation to his or her social group, including the characteristics of good citizens.
● 6.2.d Describe the impact of families and schools on their lives.
● 6.2.g Describe the impact of religious institutions, government agencies, and civic groups on their lives.
● 7.2.e Explain why people make choices about how to satisfy wants and needs.
● 7.2.f Identify institutions that are part of economic systems.
● 7.2.g Describe how goods and services can be exchanged. and the impact of making choices about behavior
● 5.2.g Identify opportunities for choice in personal identity.
● 6.2.a Explain rights and responsibilities of the individual in relation to his or her social group, including the characteristics of good citizens.
● 6.2.g Describe the impact of religious institutions, government agencies, and civic groups on their lives.
● 7.2.e Explain why people make choices about how to satisfy wants and needs.
● 7.2.g Describe how goods and services can be exchanged.
● 8.2.c Identify reasons and requirements for making tools and developing techniques.
Students in grades K-5 develop competencies in demonstrating knowledge and understanding of forms, styles, ideas, and functions of art and applying skills, techniques, media, and processes to create and present art. They also use the language of art to critique, assess, analyze, and communicate and make connections between art and other disciplines, personal experience, world history, and cultures.
Students will be able to:
● Identify and explore the elements of art, including line, shape and form, color, value, and texture, Balance, Pattern, Proportion
● Understand that art can convey ideas and serve different functions
● Use art materials and tools in a safe and responsible manner
● Use different media, techniques, and processes to communicate ideas, experiences, and stories
● Use a variety of materials and media and demonstrate an understanding of how to produce various visual effects
● Use their senses to make
Students will be able to:
● Identify low and high pitch, loud and soft dynamics, fast and slow tempo
● Follo w/m atch temp o
Sing from memory and variety of songs from different cultures
● Match dynamic levels
● Respond to cues from conductor
● Maintain a steady tempo
● Follow call and response
● Begin to control how sounds can be made louder, quieter, faster, and slower
● Identify different ways sounds can be made and changed
● Begin to develop an understanding and recognition of timbre
● Recognize and use changes in timbre, tempo, pitch, and dynamics
● Use tuned and untuned percussion instruments
Students will be able to:
● Throw a ball hard overhand demonstrating a side orientation
● Catch a ball tossed to different levels (i.e., high, low)
● Strike a ball with your hand or implement using a side orientation.
● Kick a rolled ball
● Dribble with hands and feet
● Move body parts and contact objects with different amounts of force
● Reach a goal without being tagged
● Move effectively to chase and/or evade others
● Move in response to changes in accompaniment
● Demonstrate different degrees of muscular tension
● Transfer weight from one body part or parts to others with control
● Move on, over and around apparatus with purpose and control (i.e., balance beam)
● Jump a self--turned rope forward and backward without stopping or hesitating
● Demonstrate an understanding of giving a “best effort”
● Recognize similar movement concepts in a variety of skills
● Identify critical elements which
At this level, students develop competencies in Mouse and Keyboard use, Graphics, Word processing, Content area reinforcement (reading and writing), and Simulations.
Students will be able to:
• Demonstrate beginning keyboarding skills
• Use a variety of graphic tools to create simple digital imagery and animations
• Develop word processing skills
• Use problem solving skills for more complex beginning coding such as using “repeat
Level I
Students will be able to:
● Comprehe nd common expression s and structures used in everyday situations as spoken by teachers and native speakers accustome d to dealing with language learners
● Participate in limited oral exchanges on familiar topics to develop proficiency in the target language
● Identify essential
Level II
Students will be able to:
● Use appropriate vocabulary, gestures, and oral expressions for greeting, introduction s, leave taking, and other common or familiar interactions
● Use the target language to express needs, feelings, and ideas related to everyday situations
● Understand the basic ideas of oral messages and short conversation s based on simple or familiar topics
observations about works of art
● Describe what they see in a work of art
● Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography and film
● Use basic art concepts and vocabulary when making observations about art.
● Identify the design elements in the work
● Work for entire class pieces on one project, and work on one project for multiple class periods
● Recognize that different artists have different voices and styles
● Begin to recognize and develop their own artistic style
● Begin learning about art movements, recognize works of art by artists and styles
● Students will understand how to compose a complete piece of art, and build stamina in finishing a complete piece
● Describe similarities and differences in works
● Use basic art concepts and vocabulary when communicating ideas and feelings about work
● Develop and understanding of rhythms and poly-rhythms
● Perform music with control of pulse and awareness of what others are playing
● Respond physically to music
● Use actions whilst singing,
● Show a sense of the shape of the melody
● Sing and play with use of dynamics, musical phrasing and perform with intent
● Choose and order sounds to achieve an effect /image
● Recognize how musical elements can be used to compose descriptive music
● Compose and perform simple effects/melodies/rhythms
.
● Perform/compose music applying some culture and style--specific characteristics
● Recognize rhythmic patterns
● Follow pitch direction from traditional notation
● Work on their own, in groups of different sizes, and as a class
● Talk about music
lead to successful performance
● Explain that warm--up prepares the body for physical activity
● Participate in a variety of activities (outside physical education class) that require loco--motor, non--loco--motor and manipulative skills
● Participate in moderate--to--vigorous physical activities outside of physical education class
● Choose to participate in a variety of physical activities to improve health
● Describe ways that physical activity is good for personal well being
● Identify activities they enjoy that increase breathing and heart rate
● Support their own body weight in a variety of ways.
● Recognize that health--related fitness consists of several different components
● Follow directions and handle equipment safely
● Identify appropriate behaviors for participating with others in physical activity
● Play and cooperate with others regardless of personal differences
● Cooperate and interact positively with a partner by sharing observations about skill performance
command”
• Introduced to digital citizenship /online etiquette
• Conduct beginning research skills for projects integrated into the subject area curricula
information in short written texts to recognize written structures of the target language
● Write expressions and short sentences to convey personal ideas, concepts, and information
● Learn general facts concerning the geography of the country and cultural heritage and lifestyles of the people in order to develop a cultural awareness appropriate at this developmen tal level
● Understand oral and written descriptions of people and objects in the environment
● Learn poetry, songs, proverbs, short anecdotes or narratives
● Write in a variety of formats to describe and provide information about oneself, friends and family, school activities
● Use technology to research and present on a variety of information of designated
● Present personal responses to subject matter, materials, techniques and use of design elements in artworks
● Using vocabulary learned in class, critique their own work
● Identify connections between the visual arts and other disciplines
● Recognize that all cultures produce art and can identify specific works of art as belonging to particular cultures, times, and places
● Create art based on personal observation and experience
(components of pitch, dynamics, tempo, rhythm, timbre, instrumentation, etc.) within an aural example and/or a class performance, using some music vocabulary
● Use brainstormed criteria and appropriate terminology to evaluate the quality of a composition or performance
● Perform music with awareness of the historical and cultural background of the piece/song under consideration
● Use culture specific language and attempt to reenact performance settings appropriate to the piece(s)/song(s) under consideration
● Develop an appreciation for physical activity in a variety of movement experiences
● Identify how cooperating and sharing contributes to completing a movement task
● Continue to participate when not initially successful
● Enjoy participation in physical activity alone and with others
● Value the ability to be creative and to express feelings through movement
● Use technology to present information about family, school events, and celebrations special projects, school events, and celebrations
