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 curriculum structure is provided by the AERO Standards. Students learn the importance of both conceptual understanding and procedural methods through a variety of materials and programs. AERO explains that “most problems that students will encounter in the real world are multi-step or process problems. For example, ACS Athens’ unique Dogs in Learning Program, provides students with ample real-life problem-solving opportunities to apply recently learned mathematical strategies.
Science - Our fifth-grade science program, based on the TeachTCI curriculum and aligned with the Next Generation Science Standards (NGSS), engages students in exploring complex scientific concepts through hands-on investigations, collaborative discussions, and real-world problem-solving. Each NGSS standard incorporates three dimensions of learning: Disciplinary Core Ideas (scientific content), Science and Engineering Practices (the skills scientists and engineers use to investigate and design solutions), and Crosscutting Concepts (themes that connect different areas of science).
Throughout the year, students develop a deeper understanding of earth, life, and physical sciences by asking questions, planning and carrying out investigations, analyzing data, constructing explanations, and using evidence to support their claims. Students also apply the engineering design process to solve problems and evaluate solutions. The goal of the elementary science program is to cultivate scientifically literate students who are curious, critical thinkers and prepared to apply scientific knowledge and reasoning to the world around them. By the end of fifth grade, students understand how energy and matter move through ecosystems, how Earth's systems interact and change over time, how matter can be identified and transformed, and how energy is transferred and used. Students apply scientific practices such as investigating, modeling, analyzing data, and engineering design to explain phenomena
and solve real-world problems.
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.
Fifth Grade Language Arts Curriculum at a Glance
Reading Writing
Reading Fifth graders read closely across literary and informational texts, quoting accurately to support explicit understanding and inference They determine themes and main ideas, analyze character, structure, and point of view, and compare texts within and across genres and formats. Students integrate information from multiple sources, evaluate how authors use evidence and craft, and read literature and informational texts independently at the high end of the grades 4–5 complexity band. Foundational skills in phonics, word analysis, and fluency continue to support comprehension.
Selected CCSS Anchor Standards
● RF.5.3 / RF.5.4 – Apply grade-level phonics and word analysis skills; read with accuracy and fluency to support comprehension.
● RL.5.1 / RI.5.1 – Quote accurately from a text when explaining what it says explicitly and when drawing inferences.
● RL.5.2 / RI.5.2 – Determine theme or main ideas and summarize the text.
● RL.5.3 – Compare and contrast two or more characters, settings, or events using specific details.
● RL.5.6 – Describe how a narrator’s or speaker’s point of view influences how events are described.
● RI.5.6 – Analyze multiple accounts of the same event or topic, noting similarities and differences in point of view
● RI.5.8 – Explain how an author uses reasons and evidence to support particular points, identifying which evidence supports which point(s).
Writing Students write opinion, informative/explanatory, and narrative pieces with clear organization, supporting details, and appropriate conventions They develop writing through planning, revising, and editing with peer and adult guidance; use technology to produce, publish, and collaborate; and conduct short research projects drawing on multiple sources. Writing occurs routinely across extended and shorter time frames for a range of discipline-specific purposes.
Selected CCSS Anchor Standards
● W.5.1 – Write opinion pieces supporting a point of view with reasons and information.
● W.5.2 – Write informative/explanatory texts to examine a topic and convey ideas clearly.
● W.5.3 – Write narratives using effective technique, descriptive details, and clear event sequences.
● W.5.4 – Produce clear and coherent writing appropriate to task, purpose, and audience.
● W.5.5 – Develop and strengthen writing through planning, revising, editing, and rewriting.
● W.5.6 – Use technology to produce and publish writing and interact and collaborate with others.
● W.5.7 – Conduct short research projects using several sources to build knowledge.
● W.5.9 – Draw evidence from literary or informational texts to support analysis and research.
● W.5.10 – Write routinely over extended and shorter time frames for a range of tasks, purposes, and audiences.
& Listening
Speaking & Listening Students engage in collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly They summarize texts and presentations from diverse media, evaluate a speaker’s claims and evidence, and present ideas and findings in organized, well-supported ways. Students incorporate multimedia components and adapt speech to context and task, using formal English when appropriate.
Selected CCSS Anchor Standards
● SL.5.1 – Engage effectively in collaborative discussions, building on others’ ideas and expressing their own clearly.
● SL.5.2 – Summarize a written text read aloud or information presented in diverse media and formats.
● SL.5.3 – Summarize a speaker’s points and explain how each claim is supported by reasons and evidence.
● SL.5.4 – Report on a topic or text, sequencing ideas logically with appropriate facts and descriptive details.
● SL.5.5 – Include multimedia components and visual displays in presentations to enhance main ideas.
● SL.5.6 – Adapt speech to a variety of contexts and tasks, using formal English when appropriate.
Language Students demonstrate command of standard English grammar, usage, capitalization, punctuation, and spelling, applying knowledge of language conventions across reading, writing, speaking, and listening. They use a range of strategies to determine word meaning, interpret figurative language and nuances, and acquire and accurately use grade-appropriate academic and domain-specific vocabulary including words that signal contrast, addition, and other logical relationships.
Selected CCSS Anchor Standards
● L.5.1 – Demonstrate command of standard English grammar and usage when writing or speaking.
● L.5.2 – Demonstrate command of standard English capitalization, punctuation, and spelling when writing.
● L.5.3 – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
● L.5.4 – Determine or clarify the meaning of unknown and multiple-meaning words, choosing flexibly from a range of strategies.
● L.5.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
● L.5.6 – Acquire and use accurately grade-appropriate academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships.
● RL.5.10 / RI.5.10 – Read and comprehend literature and informational texts at the high end of the grades 4–5 complexity band.
Fifth Grade Math Curriculum at a Glance
Process Content
PROBLEM SOLVING REASONING AND PROOF
Students will be able to:
● Analyze a problem to determine the question(s) to be answered and identify necessary and extraneous information
● Determine an efficient strategy, verify, interpret, and evaluate the results with respect to the original problem
● Try more than one strategy when the first strategy proves to be unproductive
● Select and use strategies and procedures to find solutions to problems
● Interpret and solve a variety of mathematical problems by paraphrasing
● Check the reasonableness of a solution
Students will be able to:
● Draw logical conclusions about mathematical problems
● Follo w a logical argument and judge its validity
● Review and
● Refine the assumptions and steps used to derive conclusions in mathematica l arguments
● Justif y and explain the solutions to problems using manipulatives and physical models
COMMUNICATI ON AND REPRESENTATI ON
Students will be able to:
● Use inquiry techniques to solve mathematic al problems
● Use a variety of methods to represent and communicate mathematical ideas through oral, verbal, and written formats
● Identify and translate key words and phrases that imply mathematical operations
● Use informal and mathematica l language to explain why certain strategies or procedures were used to find a solution
CONNECTIONS
Students will be able to:
● Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics
● Use physical models to explain the relationship between concepts and procedure
● Apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as rhythm in music and motion in science
● Identify, explain, and use mathematics in everyday life
NUMBERS OPERATIONS IN BASE TEN
Students will be able to:
● Understand and explain place value through the thousandths place.
● Read, write, compare, and round whole numbers and decimals.
● Multiply and divide by powers of 10.
● Add, subtract, multiply, and divide decimals.
● Fluently multiply multi-digit whole numbers.
● Divide multi-digit whole numbers using efficient strategies.
● Use models, place value, and equations to explain their thinking.
● Solve real-world, multi-step
MEASUREMENT AND DATA OPERATIONS AND ALGEBRAIC THINKING
Students will be able to:
● Convert measurements within the same system (e.g., cm to m, oz to lb).
● Understand and calculate volume of rectangular prisms.
● Use formulas and models to find volume.
● Add, subtract, multiply, and divide to solve measurement and volume problems.
● Represent and interpret data.
● Estimate and check whether answers are reasonable.
● Explain mathematical thinking using models, diagrams, and equations.
Students will be able to:
● Write and interpret numerical expressions.
● Evaluate expressions using the order of operations.
● Use parentheses , brackets, and braces correctly.
● Analyze patterns and relationship s between numbers.
● Generate and describe numerical patterns.
● Represent problems using equations, models, and diagrams.
● Solve multi-step real-world problems.
● Explain
NUMBER AND OPERATIONSFRACTIONS GEOMETRY
Students will be able to:
● Add and subtract fractions and mixed numbers.
● Multiply fractions and mixed numbers.
● Divide unit fractions and whole numbers.
● Solve real-world problems involving fractions.
● Use visual models to represent and explain fraction operations
.
● Find equivalent fractions and compare fractions.
● Interpret fractions as parts of
Students will be able to:
● Graph points on a coordinat e plane.
● Use coordinat es to solve real-worl d and mathema tical problems.
● Understan d and describe the relationsh ip between points and ordered pairs.
● Classify two-dime nsional figures based on their propertie s.
● Identify and compare
● Use technology, including calculators, to develop mathematical concepts problems involving whole numbers and decimals.
● Estimate and check whether answers are reasonable.
● Communicate mathematical reasoning clearly.
mathematic al reasoning and justify solutions.
● Look for patterns to make predictions and solve problems efficiently. a whole and as division.
● Estimate and check whether fraction answers are reasonabl e.
● Use geometric vocabular y to describe shapes.
● Solve problems involving geometric figures.
● Explain mathemat ical thinking using models, diagrams, and equations attributes of polygons.
● Explain mathema tical thinking using models, diagrams, and precise language.
Fifth Grade Science Curriculum at a Glance
Structures and Properties of Matter
(Physical Science)
Students will be able to:
● Develop a model to describe that matter is made of particles too small to be seen.
● Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
● Make observations and measurements to identify materials based on their properties.
● Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
Matters and Energy in Organisms and Ecosystems (Life Science)
Students will be able to:
● Use models to describe that energy in animals’ food (used for body repair, growth, and motion and to maintain body warmth) was once energy from the sun.
● Support an argument that plants get the materials they need for growth chiefly from air and water.
● Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Stars and the Solar System (Earth Science)
Students will be able to:
● Support an argument that the gravitational force exerted by Earth on objects is directed down.
● Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from Earth.
● Represent data in graphical displays to reveal patterns of daily changes in the length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Fifth Grade Social Studies Curriculum at a Glance
Students in Grade 5 explore how civilizations, governments, cultures, and economies have shaped societies throughout history, developing an understanding of citizenship, leadership, geography, trade, conflict, and the enduring impact of human decisions on the modern world.
Colonial America and the American Revolution Boldly We Go/
Students will be able to:
● 1.5.b Describe changes in society (political, social, cultural).
● 1.5.c Identify cause-and-effect relationships in history.
● 1.5.d Identify and use primary and secondary sources to examine the past and present.
● 2.5.b Explain varied causes and effects of conflict and cooperation among individuals, groups, societies, and nations.
● 2.5.c Explain the major ways groups, societies, and nations interact with one another.
● 4.5.d Describe how cultural contributions from various groups have formed a national identity.
● 5.5.c Compare and contrast how groups and cultures are similar and different in meeting needs and concerns of their members.
● 6.5.a Identify issues involving rights, roles, and responsibilities of individuals
Explorers
Students will be able to:
● 1.5.b Describe changes in society (political, social, cultural).
● 1.5.c Identify cause-and-effect relationships in history.
● 1.5.d Identify and use primary and secondary sources to examine the past and present.
● 2.5.b Explain varied causes and effects of conflict and cooperation among individuals, groups, societies, and nations.
● 2.5.c Explain the major ways groups, societies, and nations interact with one another
● 3.5.f Describe and explain various types and patterns of settlement and land use.
● 3.5.g Identify why particular locations are used for certain activities.
● 3.5.h Define regions by their human and physical characteristics.
● 4.5.d Describe how cultural contributions from various groups have formed a national identity.
● 5.5.c Compare and contrast how groups and cultures are similar and different in meeting needs and concerns of their members.
● 7.5.b Distinguish among human, natural, and capital resources.
● 7.5.c Describe how changes in transportation and communication have affected trade and economic activities.
● 7.5.e Describe how trade affects the way people earn their living in regions of the world.
● 7.5.g Describe primary causes of world trade.
Students will be able to:
● 1.5.b Describe changes in society (political, social, cultural).
● 1.5.c Identify cause-and-effect relationships in history.
● 1.5.d Identify and use primary and secondary sources to examine the past and present
● 2.5.b Explain varied causes and effects of conflict and cooperation among individuals, groups, societies, and nations.
● 3.5.f Describe and explain various types and patterns of settlement and land use.
● 3.5.g Identify why particular locations are used for certain activities.
● 3.5.h Define regions by their human and physical characteristics.
● 4.5.d Describe how cultural contributions from various groups have formed a national identity.
● 5.5.c Compare and contrast how groups and cultures are similar and different in meeting needs and concerns of their
Oh! Those Glorious Greeks
in relation to broader society.
● 6.5.c Identify community leaders, local and national government officials, and world leaders.
● 6.5.d Identify the elements of major political systems
● 6.5.e Describe the organization and major responsibilities of various levels of government.
● 6.5.f Explain what citizenship is.
● 6.5.g Identify and describe means by which citizens can monitor, evaluate, and influence actions of their government.
● 6.5.h Describe the roles of laws, courts of law, and judges.
● 6.5.i Compare and contrast major political systems.
● 6.5.j Explain different strategies to resolve conflict.
● 7.5.c Describe how changes in transportation and communication have affected trade and economic activities
● 7.5.e Describe how trade affects the way people earn their living in regions of the world.
● 7.5.g Describe primary causes of world trade.
● 8.5.e Describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific knowledge and technological knowledge. members.
● 5.5.d Describe the various forms of institutions and how they influence the individual.
● 6.5.a Identify issues involving rights, roles, and responsibilities of individuals in relation to broader society
● 6.5.c Identify community leaders, local and national government officials, and world leaders.
● 6.5.d Identify the elements of major political systems.
● 6.5.f Explain what citizenship is.
● 6.5.i Compare and contrast major political systems.
● 8.5.e Describe instances in which changes in values, beliefs, and attitudes have resulted from new scientific knowledge and technological knowledge.
Fifth Grade Specialist Classes Curriculum at a Glance
Art Music
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 different forms of art
● Understand that art can convey ideas and serve different functions
● Manipulate the elements of art and the principles of design including: line, shape and form,
Students will be able to:
● Use accurate pitch
● Remember longer phrases
● Use some breathe control and posture
● Use correct articulation
● Demonstrate increasing aural memory
● Demonstrate increasing physical control and sound projection
● Develop a clear understanding of low and high pitch in relation to instruments
● Use wind instruments as well as tuned and un--tuned percussion,
● Begin to develop some breathe control in relation to playing instruments
● Work on their own, in groups of different sizes, and as a class
● Play two part harmony
● Hold their part in a two part harmony
● Develop a clear understanding of harmony (bass, chords, melody)
● Perform music using gradual changes of tempo and dynamics
● Use musical
Education
Students will be able to:
● Throw a ball overhand with accuracy to a target using a mature form
● Catch an object demonstrating proper form
● Serve an object inbounds using an underhand and overhand serve
● Perform a volleyball bump and set demonstrating proper form
● Demonstrate an underhand, overhand and sidearm swing when hitting a ball or birdie
● Hit a pitched ball into fair territory
● Punt a ball demonstrating proper form
● Dribble a ball with feet, and kick to pass or score
● Hand and foot dribble while preventing an opponent from stealing the ball
● Dribble a basketball smoothly, changing from one hand to the other, while moving to different areas on the court
● Create space by moving to open areas to pass or receive a pass
● Position self to create or improve offensive opportunities
● Deny space by keeping between the opponent and intended goal
● Develop and refine a creative dance sequence showing smooth transitions
● Streamline and flutter kick in a prone position for 5 yards
● Swim front crawl for 10 yards
● Kick on back for 10 yards while holding a kickboard
● Jump into deep water from the deck, surface, and swim to the side of the pool
● Demonstrate breath control and rhythmic breathing
● Demonstrate a variety of basic rope jumping skills
At this level, students develop competencies in Mouse and Keyboard use, Graphics, Word processing, Content area reinforcement (reading and writing), Simulations, Multimedia presentations, Data handling, and Introduction to Programming
Students will be able to:
● Demonstrate increased competency in touch typing
● Demonstrate digital citizenship/onlin e etiquette
● Usage of email including: Email etiquette, composing an email and salutations
● Access homeroom assignments remotely using the online learning platform
Level I Students will be able to:
● Comprehend common expressions and structures used in everyday situations as spoken by teachers and native speakers accustomed to dealing with language learners
● Participate in limited oral exchanges on familiar topics to develop proficiency in the target language
● Identify essential 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
Level II Students will be able to:
● Use appropriate vocabulary, gestures, and oral expressions for greeting, introductions, 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 conversations based on simple or familiar topics appropriate at this developmental level
● Understand oral and written descriptions of people and objects in the environment
● Learn poetry, songs, proverbs, short anecdotes or narratives
color, value, and texture, Balance, Contrast, Movement, Emphasis, Pattern, Proportion, and Unity
● Distinguish between different forms and styles of art and make informed decisions about the ideas or functions used in the creation of the art
● Demonstrate an understanding on how to use certain artistic forms or styles to convey specific ideas or functions
● Use the vocabulary of art to compare and contrast works of art
● Use art concepts and vocabulary to evaluate their own and others artwork
● Self--assess choices when planning and creating art
● Use artwork to communicate and enhance understanding of concepts in other subject areas
● Sing or play with use of dynamics, musical phrasing appropriate to the composition’s musical ideas
● Perform with intent
● Integrate elements of music with melodies, rhythms, and musical devices, to perform and/or compose music
● Integrate composed lyrics and melody with other fundamental elements of music, to compose their own songs
● Perform/compose music that is true to cultural ad stylistic trends
● Read music from traditional notation
● Read rests and note values
● Recognize the treble and bass clefs, bars, bar lines, time signatures, and music ties
● Identify elements of music within the context of performance of an ensemble, using appropriate terminology
● Identify some musical periods and genres using their knowledge of period and genre specific elements
● Use provided criteria (i e technical accuracy,
● Recognize that art objects, motifs, and styles define emphases/accents and musical phrasing
● Demonstrate a single bounce in a single rope
● Enter, exit and jump one or more long ropes turned by others
● Identify practice and conditioning principles that enhance performance
● Demonstrate warm up and cool down procedures and explain their purpose
● Understand safety concerns in and around the pool area, and follow the rules procedures
● Understand the concept of long, smooth strokes (stroke volume) when swimming a specific stroke
● Describe ways a person can save an active drowning victim without entering the water
● Use feedback from a variety of sources to make appropriate changes in performance
● Understand basic positions/roles in sport activities and game play
● Conduct self and peer assessments of a skill performance
● Understand resting heart rate and target heart rate
● Complete a fitness calendar/log showing that they have participated in physical activity in and out of school
● Participate in lunch recess or afterschool activity programs
● Identify at least three different opportunities in school and the community for regular participation in physical activity that one would personally enjoy
● Participate in moderate--to--vigorous physical activities on a daily basis
● Choose to exercise at home for personal enjoyment and health benefits
● Recognize healthy habits (proper diet, getting enough sleep, hygiene, saying no to drugs/smoking, being active, brushing teeth, dealing with stress) and express how these habits can improve the quality of life
● Meet the age/gender specific health-- related fitness standards defined by the fitness gram
● Describe ways that aerobic exercise strengthens and improves the efficiency of the heart and lungs
● Demonstrate the ability to perform an aerobic activity and maintain an appropriate pace
● Match different types of physical activity with each of
“Moodle”
● Use of Google Apps for collaborative writing and presenting, including: Google Docs, Google Slides
● Develop skills in Computer Assisted Design (CAD) and Coding
● Develop research skills by evaluating websites with criteria, including: bias, relevance, authorship, etc. and cultural heritage and lifestyles of the people in order to develop a cultural awareness
● Use technology to present information about family, school events, and celebrations
● 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 special projects, school events, and celebrations
