third grade consensus map by GCCS Curriculum Grove City Christian

Grove City Christian School

Subject Consensus Map: Third Grade Draft 2011/2012

Grove City Christian School Mission Statement “It The mission of Grove City Christian School to cultivate quality Christian leaders in a distinctively Christian atmosphere while providing a solid spiritual and academic foundation.”

Grove City Christian School K-‐12 Subject Consensus Map Third Grade

Vision Statement:

Biblical Studies

It is the mission of the Grove City Christian School Department of Biblical Studies to cultivate proactive followers of Jesus by teaching sound biblical principles, modeling an authentic faith walk and inspiring our students to advance God’s Kingdom in the world.

Philosophy and Guiding Biblical Principles: The Grove City Christian Department of Biblical Studies exists to inspire our students to a mature faith walk by engaging their minds, awakening their hearts and shaping their lives with the message of the Gospel. Students will be challenged through a curriculum that focuses on intensive biblical study, open discourse, and times of personal reflection and meditation, giving them the opportunity to both appreciate and experience God’s grace and holiness. Utilizing a variety of teaching methods, integrating relevant technology, giving students opportunities to use their unique gifts, and relying on the Holy Spirit’s guidance, we seek to cultivate proactive followers of Jesus who will take personal responsibility for their continued spiritual development as they carry out the mission of advancing God’s Kingdom in the world.

K-‐4th Grade under development English Language Arts Vision Statement The English Language Arts (ELA) Program at Grove City Christian School seeks to create a community of learners immersed in the process of reading, writing, speaking, and listening. We believe that these processes are essential tools for communication, self-discovery, and knowledge acquisition. Applying similar language skills and concepts, students enhance and refine their knowledge, gaining insight, confidence, and independence as they grow. Experiencing literature, they develop an awareness of the human condition, gain empathy, and discover a sense of personal empowerment that helps build Christian leaders, capable of successfully communicating in the 21st century.

Philosophy and Guiding Biblical Principles The ELA curriculum at Grove City Christian School weaves together concepts and skills to challenge and support student learning in all areas. A diverse learning approach is used in order to deepen understanding, communicate meaning, and apply learning to other contexts. We provide our students a rigorous, high quality curriculum in a safe yet motivating environment. Students examine and investigate works of literacy from a Biblical worldview, write and work with vocabulary, grammar and spelling, recognizing language as a gift from God, who is the Supreme Communicator. Our ultimate goal is to prepare Christian leaders who view, interpret, and share information both orally and written through the light of God’s Word. 1Peter 3:15: “But in your hearts revere Christ as Lord. Always be prepared to give an answer to everyone who asks you to give the reason for the hope that you have. But do this with gentleness and respect.” Roman 12:2a: “Do not conform to the pattern of this world, but be transformed by the renewing of your mind.”

Standards: What a GCCS Student will know and be able to do in English Language Arts Reading Literature

RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.3.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

RL.3.5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. RL.3.6. Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7. Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.3.8. (Not applicable to literature) RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). RL.3.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Reading Informational

RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.4. Determine the meaning of general academic and domain-‐specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.6. Distinguish their own point of view from that of the author of a text. RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Foundational Skills

RF.3.3. Know and apply grade-‐level phonics and word analysis skills in decoding words. Identify and know the meaning of the most common prefixes and derivational suffixes. Decode words with common Latin suffixes. Decode multisyllable words. Read grade-‐appropriate irregularly spelled words. RF.3.4. Read with sufficient accuracy and fluency to support comprehension. Read grade-‐level text with purpose and understanding. Read grade-‐level prose and poetry orally with accuracy, appropriate rate, and expression. Use context to confirm or self-‐correct word recognition and understanding, rereading as necessary.

Writing

W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. Provide reasons that support the opinion. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. Provide a concluding statement or section. W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Develop the topic with facts, definitions, and details. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. Provide a concluding statement or section. W.3.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. Use temporal words and phrases to signal event order. Provide a sense of closure. W.3.4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-‐specific expectations for writing types are defined in standards 1–3 above.) W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.3.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. W.3.7. Conduct short research projects that build knowledge about a topic. W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.3.9. (Begins in grade 4) W.3.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences.

Speaking and Listening SL.3.1. Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Follow agreed-‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Explain their own ideas and understanding in light of the discussion. SL.3.2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. Presentation of Knowledge and Ideas SL.3.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.3.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.

Language Conventions of Standard English L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. Form and use regular and irregular plural nouns. Use abstract nouns (e.g., childhood). Form and use regular and irregular verbs. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. Ensure subject-‐verb and pronoun-‐antecedent agreement.* Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. Use coordinating and subordinating conjunctions. Produce simple, compound, and complex sentences. L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize appropriate words in titles. Use commas in addresses. Use commas and quotation marks in dialogue. Form and use possessives. Use conventional spelling for high-‐frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Use spelling patterns and generalizations (e.g., word families, position-‐based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Knowledge of Language

L.3.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. Choose words and phrases for effect.* Recognize and observe differences between the conventions of spoken and written standard English. Vocabulary Acquisition and Use L.3.4. Determine or clarify the meaning of unknown and multiple-‐meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. Use sentence-‐level context as a clue to the meaning of a word or phrase. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). Identify real-‐life connections between words and their use (e.g., describe people who are friendly or helpful). Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.3.6. Acquire and use accurately grade-‐appropriate conversational, general academic, and domain-‐specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Topic Statements for English Language Arts By close of Third Grade: Third Grade Common Experiences: This portion of map currently under developmen

Forms of Writing

Narrative Sentences Paragraph Prompts Essay Autobiography Expository Sentences Paragraph Prompts Essay Cause and effect essay Comparison contrast essay Persuasive Sentences Paragraph Prompts Letter Essay Editorial Problem solution essay

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Personal commentary

Position essay Response to Literature

Sentences Paragraph Response to prompts

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Book Review Journal Response

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Response to literature

Letter to author Theme analysis Descriptive writing Sentences Paragraphs Descriptive essay Descriptive prompts Creative Writing Poetry Story Play Research Writing Research report Multimedia presentation Summary paragraph Tools of Learning Improving viewing skills Interviewing skills Giving speeches Journal writing Learning logs Note taking

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Third Grade Common Assessments:

Formative: Observations, practice, journals, check lists, reenacting, individual conferencing, reenacting, running records, question/answer Summative: Check lists and charting, oral reading, oral and written tests, journals, rubrics, individual conferencing, DRA

Third Grade Biblical Integration: This portion of map currently under development Third Grade Technology Integration ideas: This portion of map currently under development

Science

Vision: Grove City Christian School science program seeks to foster our students innate curiosity about God's Creation to cultivate an ongoing desire to actively learn science. As students mature, critical thinking will be developed and reinforced to naturally lend itself to problem solving. GCCS students will learn to formulate questions to further their understanding, and then logically and creatively solve problems using the scientific method. Students will use technology and effective communication skills to demonstrate their understanding and application of science. We view science as a process, which will be developed in a continuum from kindergarten through twelfth grade. Learning science content and skills through active, inquiry based experiments and classroom activities are central to the GCCS science program.

Philosophy and Guiding Biblical Principles:

Beginning with our most curious of students, kindergarteners, our program seeks to develop independent learners, and support students in their application and understanding of science to fully develop graduates who use their curiosity to critically think and apply new ideas, knowledge and data in light of what they already know, both scientifically and Biblically. Throughout their years at GCCS students will explore the different areas of science, gaining scientific knowledge as their teachers guide them to discuss, analyze and evaluate their experiences in doing science. Students will have a keen awareness of the relevance of the science they are learning and how it applies to their lives, environment and ultimately to their service to God’s amazing creation and it’s inhabitants. We believe the following global biblical themes are essential for study in the GCCS science curriculum: 1. Time, space, and matter came into existence in an instant from nothing (ex nihilo). (Genesis 1:1; Colossians 1:16,17) 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 6. The universe as we know it has fallen into decay and, according to the Second Law of Thermodynamics, matter and life are devolving rather than improving and becoming more orderly. But, in due season, all will be made whole again. (Romans 8:22; 2 Peter 3:4-‐9) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Third Grade Standards: What a GCCS Student will know and be able to do in Science. Science Skills

• Observe and ask questions about the natural environment; • Plan and conduct simple investigations; • Employ simple equipment and tools to gather data and extend the senses; • Use appropriate mathematics with data to construct reasonable explanations; • Communicate about observations, investigations and explanations; and • Review and ask questions about the observations and explanations of others.

Content Standards **See ODE 3rd grade Model Curriculum for depth and explanation of standards GCCS has taken careful steps to analyze and modify ODE standards where necessary to fit the mission of GCCS Earth & Space Science (ESS) • Earth’s nonliving resources have specific properties. • Earth’s resources can be used for energy. • Some of Earth’s resources are limited.

Physical Science (PS)

• All objects and substances in the natural world are composed of matter. • Matter exists in different states, each of which has different properties. • Heat, electrical energy, light, sound and magnetic energy are forms of energy.

Life Science (LS)

• Offspring resemble their parents and each other. • Individuals of the same kind differ in their traits and sometimes the differences give individuals an advantage in surviving and reproducing. • Plants and animals have life cycles that are part of their adaptations for survival in their natural environments.

Topic Statements for Science By close of Third Grade: Year long connection of topics: Matter is what makes up all substances on Earth. Matter has specific properties and exists in different states. Earth’s resources are made of matter. Matter can be used by living things and can be used for the energy they contain. There are many different forms of energy. Each living component of an ecosystem is composed of matter and uses energy.

Earth and Space Science Topic: Earth’s Resources, This topic focuses on Earth’s resources. While

resources can be living and nonliving, within this strand, the emphasis is on Earth’s nonliving resources, such as water, air, rock, soil and the energy resources they represent. Physical Science Topic: Matter and Forms of Energy, This topic focuses on the relationship between matter and energy. Matter has specific properties and is found in all substances on Earth. Heat is a familiar form of energy that can change the states of matter.

Life Science Topic: Behavior, Growth and Changes, This topic explores life cycles of organisms and the relationship between the natural environment and an organism’s (physical and behavioral) traits, which affect its ability to survive and reproduce.

Third Grade Common Experiences : Science Day, Science Notebook/Journals; Daily class time for

observations/documentation and analysis of patterns of nature (i.e. weather changes, animal habitat changes and the relationship between them); Class or small group research projects based on students questions with presentation to other groups or other 3rd grade classes.

Informational Texts: (correlated to Elementary Literature List) under development Lab Experiences: under development Field Trips

Third Grade Common Assessments : Balanced, authentic assessment

Third Grade Biblical Integration: It is the intention of the science program to have students understand science with God as their foundation. Integrated into our 3rd grade curriculum the following broad biblical principles will be of focus (see science philosophy and guiding biblical principles above): 2. Of all life created, both plant and animal, man is God’s ultimate Creation, having been created in His image. (Genesis 2:7) 3. Mankind was designed to be responsible for nature and to function in stewardship over all living things. (Genesis 1:26,27) 4. The world that we live in (earth) is orderly and abides by laws that are designed for the good of mankind and all living things. (Romans 1:20; James 1:17) 5. Life only comes from life in God’s design and there is a genetic continuity to life. (Genesis 1:11-‐12, 1:20-‐22) 7. Therefore, the earth and its resources are finite. (2 Peter 3:10-‐11a) 8. Mankind should be engaged in understanding and cooperating with the complexities of design that exist to achieve a balanced standard of living which does not sacrifice long-‐term environmental health. (Genesis 1:26)

Third Grade Technology Integration Ideas: Use of Smart Boards and iPads. Social Studies Vision Statement Students will apply Biblical principles to examine the past and present, community, state, national, and global events, and the relationships between these events. Students will develop an appreciation for a personal heritage and for cultural differences as they evaluate their role and responsibility in God’s creation.

Philosophy and Guiding Biblical Principles We believe that students learn best through a balanced program of diverse assessments and experiences such as: small groups, research, class or group discussion, hands-‐on experiences, lecture and travel. By using collaborative and interactive teaching styles we plan to instill an appreciation for the world around them. With the use of technology in the classroom from kindergarten through high school, we will assist the students in connecting the past, present and future. We believe in presenting all material so that every student sees how God has moved through history, and we plan to inspire them to change history around them by leading through Christ’s example.

Overarching Essential Questions for GCCS Social Studies/History K-‐12 How did decisions of leaders and/or events that occurred affect the history of the United States of America? How are countries interdependent on one another through commerce, ideas of government, religion and ethnic groups? How do we see America's role throughout her existence in the world? What Biblical truths, events, and/or people can I relate to this historical time period, event, or person?

Third Grade Standards: What a GCCS Student will know and be able to do in Social Studies HISTORY: Historical Thinking and Skills -‐Place events accurately on a timeline organized by years, decades, and centuries -‐Use artifacts, maps, and photographs to evaluate change in the local community Heritage -‐Research, analyze, organize, and present historical information about a characteristic of the local community that has changed over time GEOGRAPHY -‐Spatial Thinking and Skills -‐Describe characteristics of physical and political maps and identify the purpose for each -‐Use the map title, key, alphanumeric grid, and cardinal directions to locate places in the local community Places and Regions

-‐Evaluate the influence of agriculture, industry and natural resources on daily life Human Systems -‐Describe examples of human modification to the environment in the local community -‐Describe systems of transportation used to move people and products from place to place -‐Describe systems of communication used to move ideas from place to place -‐Compare cultural products and practices of different groups who live in the local community GOVERNMENT Civic Participation and Skills -‐Explain the social and political responsibilities of local community members -‐Explain how individuals make the community a better place by solving problems in a way that promotes the common good Rules and Laws -‐Explain how laws affect the behavior of individuals and groups in a community -‐ Explain the benefits of having laws in a local community Roles and Systems of Government -‐Explain why governments have authority to make and enforce laws -‐Explain the structure of the local government ECONOMICS Economic Decision Making and Skills -‐Construct line graphs showing change over time using data related to a specific topic -‐Give examples of positive and negative incentives that affect people’s choices and behaviors Scarcity -‐ Describe the opportunity cost of an individual economic decision Production and Consumption -‐Identify consumers and producers in the local community Markets -‐Describe markets that exist in the local community Financial Literacy -‐Evaluate the costs and benefits of an individual economic decision -‐Explain how a budget helps individuals make responsible economic decisions

Topic Statements for Social Studies By close of Third Civil responsibilities –Individuals responsibilities in the community and how laws benefit the community. Maps. Locating and naming States and capitals. How transportation and communication has led to diversity within our community . Geography, heritage, customs, religion, traditions and holidays of Australia. Time period Post revolutionary war through civil war. Famous individuals or groups or events of this time period, example Thomas Jefferson, Harriet Tubman, Sojourner Truth, Fredrick Douglass, Ulysses S. Grant, Robert E. Lee, John Washington Carver and other generals of Civil War, emancipation proclamation How the values of America changed over this 100 years.

Third Grade Common Experiences: Map Research and oral report of Post Revolutionary War-‐ Civil War Presidents Mock Market-‐ Boo Boo Bunnies Mock government/laws/law breakers/punishment/ government officials Mock Budget Skits Field Trip: Grove City Walking Tour, Kelton House, Camp Chase Cemetery Informational Texts: Correlated to ELA Literature Lists – under development

Third Grade Common Assessments This portion of map currently under development Third Grade Biblical Integration: This portion of map currently under development Third Grade Technology Integration ideas: This portion of map currently under development

Mathematics Vision Statement The Grove City Christian School Mathematics Department seeks to teach students to view mathematics through a Christ-‐ centered lens, understanding that God in His very nature possesses order and created the earth with order. Our goal is that all students Kindergarten through twelfth grade will be able to make sense of problems and persevere in solving them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, model with mathematics, use appropriate tools strategically, attend to precision, look for and make use of structure, and look for and express regularity in repeated reasoning. Our goal is that students will exit each math course completely prepared for their next mathematical experience.

Philosophy and Guiding Biblical Principles Our teachers will guide students in uncovering traditionally valued mathematical subject matter including basic math skills, algebra, geometry, trigonometry, statistics, pre-‐calculus, and calculus, while encouraging students’ ability in critical and logical thinking in problem solving. In doing so, we believe this type of thinking is truly part of God’s nature, and He desires it for us also. Our ultimate goal in teaching math is that students would leave GCCS with an understanding of how mathematics is truly a part of God’s design in our world. And we pray this in order that you may live a life worthy of the Lord and may please Him in every way: bearing fruit in every good work, growing in the knowledge of God, Colossians 1:10

K-‐12 Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

Third Grade Critical Areas:

1) Developing understanding of multiplication and division and strategies for multiplication and division within 100 2) Developing understanding of fractions, especially unit fractions (fractions with numerator 1) 3) Developing understanding of the structure of rectangular arrays and of area 4) Describing and analyzing two-‐dimensional shapes.

Standards and Topic Statements: What a GCCS Student will know and be able to do in Mathematics by close of grade three: Operations and Algebraic Thinking

• Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. • Interpret whole-‐number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares • Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, 8 × ? = 48 • Understand properties of multiplication and the relationship between multiplication and division. • Apply properties of operations as strategies to multiply and divide. (Commutative, Associative, Distributive property) • Understand division as an unknown-‐factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. • Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division • Solve problems involving the four operations, and identify and explain patterns in arithmetic.

• Solve two-‐step word problems using the four operations. o Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. • Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

Number Operations in Base Ten

• Use place value understanding to round whole numbers to the nearest 10 or 100. • Add and subtract fluently within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. • Multiply one-‐digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.

Number Operations –Fractions (limited to fractions with denominators of 2,3,4,6,8)

• Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. • Understand a fraction as a number on the number line; represent fractions on a number line diagram. • Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. • Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. • Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. o Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. o Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3). Explain why the fractions are equivalent, e.g., by using a visual fraction model. o Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. o Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Measurement and Data

• Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram • Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (Add, subtract, multiply, or divide to solve one-‐step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. • Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-‐ and two-‐step “how many more” and “how many less” problems using information presented in scaled bar graphs. • Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. • Recognize area as an attribute of plane figures and understand concepts of area measurement. o A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area. o A plane figure which can be covered without gaps or overlaps by n unit squares is said to have an area of n square units. • Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units). • Relate area to the operations of multiplication and addition. o Find the area of a rectangle with whole-‐number side lengths by tiling it, and show that the area is the same as would be found by multiplying the side lengths. o Multiply side lengths to find areas of rectangles with whole-‐ number side lengths in the context of solving real world and mathematical problems, and represent whole-‐number products as rectangular areas in mathematical reasoning. o Use tiling to show in a concrete case that the area of a rectangle with whole-‐number side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the distributive property in mathematical reasoning. o Recognize area as additive. Find areas of rectilinear figures by decomposing them into non-‐overlapping rectangles and adding the areas of the non-‐overlapping parts, applying this technique to solve real world problems. • Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters

Geometry

• Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. • Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

This section of map is currently under development

Third Grade Mathematics Common Experiences: Third Grade Mathematics Common Assessments: Third Grade Mathematics Biblical Integration:

Our ultimate goal in teaching math is that students would leave GCCS with an understanding of how mathematics is truly a part of God’s design in our world

Third Grade Mathematics Technology Integration:

Vision:

Library

The GCCS K-‐6 Library exists to support and enrich curriculum as well as provide activities and resources that will assist students in becoming effective and discriminating users of information, developing a pattern of lifelong learning and in fostering a love a reading.

Philosophy and Guiding Biblical Principles: The GCCS K-‐6 Library seeks to promote a culture of literacy by creating a community of readers through encouraging and challenging literary activities and programs. We will teach students to be good users of information by equipping students with the skills needed to locate, analyze and apply information to a given task. While we have library materials that support a Christian worldview, there are some literary resources that might contradict Biblical truth. We encourage parents and teachers to support an open dialog with students, building up their knowledge of God’s Truth, as we develop Christian leaders who can minister to the world around them. Psalm 46:10a Be still, and know that I am God… John 17:15-‐17 My prayer is not that you take them out of the world but that you protect them from the evil one. They are not of the world, even as I am not of it. Sanctify them by the truth; your word is truth.

Third Grade: Third Grade Information Literacy: A. Access the library, staff and resources whenever an academic or personal information need arises, and demonstrate appropriate use of library materials. 1. Visit the library for academic or personal information needs. 2. Ask the librarian or library staff member for assistance, as needed. 3. Explore all areas of the library (e.g., biography section, reference section, nonfiction). 4. Describe various formats of library materials (e.g., print, nonprint, audio, video). 5. Use correct procedures to check library books and materials out and in. 6. Return books and materials on time. 7. Demonstrate proper care of books and library materials. 8. Understand that when students visit the public library, the public librarian will assist them with information needs. B. Understand that school library books and materials are organized in a system, and use the system to locate items. 1. Understand that picture books and fiction books are organized on a shelf alphabetically by the author's last name.

2. Understand that information books are arranged on the shelf according to their subject using the Dewey Decimal System. 3. Know the difference between picture books, chapter books, fiction books and nonfiction books. 4. Locate resources using a title, subject and/or author search in the library catalog. C. Explore and use various forms of literature for schoolwork and personal enjoyment. 1. Listen to stories read by library staff. 2. Discuss characters, plot, setting and themes in reading material. 3. Participate in choral speaking, creative dramatics and other literary enrichment activities. 4. Understand that books may be written in a series. 5. Read for pleasure and information. 6. Read award-‐winning books and understand that the award is given for the writing of the book (e.g., Newbery, King, Wilder). D. Describe types of information including facts, opinions, primary/ secondary sources; and formats of information including number, text, sound, visual, multi-‐media; and use information for a purpose. 1. Distinguish between the concepts of information (organized data and facts) and data (raw facts and figures) and identify examples of each. 2. Recognize that information gathering is based on a need (e.g., gather information to learn more about a topic or gather information to answer questions). 3. Identify primary source information -‐ first-‐hand information about a person, place or event, and secondary source information -‐ second-‐hand information interpreted by another person about a person, place, thing or event (e.g., primary sources such as diaries, letters, objects and photographs; and secondary sources such as textbooks, biographies). E. Apply a research process to decide what information is needed, find sources, use information and check sources. 1. Brainstorm available resources and/or possible keywords to use as search terms. 2. Develop a plan for gathering information. 3. Locate materials in library. 4. Summarize and draw conclusions about information gathered. 5. Take simple notes and organize information into a logical sequence. 6. Make a list of resources used. 7. Communicate findings orally, visually or in writing and draw conclusions about findings. 8. Evaluate the research project.

Common Experiences for Third Grade students:

-‐Reader’s Hall of Fame Book -‐100th Day of School Reading Celebration -‐Dr. Seuss Birthday Celebration -‐Right to Read Week Activities/Celebration -‐Author Visit -‐Family Reading Festival -‐Summer Reading Program Assembly

Common Assessment: This section of map currently under development Third Grade Technology Literacy:

Use the online public access catalog (OPAC) to locate school library materials for classroom assignments and personal interests. 1. Use the author, title and subject search features of the OPAC to locate school library materials. 2. Understand that each item in the OPAC has a bibliographic record, which contains information about that item (e.g., age, summary, location, availability). 3. Understand that call numbers and call letters identified on the bibliographic record in the OPAC indicate the physical location of the material.

Biblical Integration:

A. Understand that some books are based on Biblical principles and/or Bible verses. B. Apply a Biblical Worldview to literature. 1. Discuss character choices/actions based on what Jesus would want us to do.

2. Compare and contrast character traits in regards to the fruit of the spirit – love, joy, peace, patience, kindness, goodness, faithfulness, gentleness & self-‐control C. Participate in Missionary Literature Study 1. Listen to missionary hero stories read by librarian. 2. Understand missionaries follow God’s lead in their lives, no matter where it may take them. 3. Complete missionary research project.

Technology Integration: See Technology Literacy

Music

Vision:

The Grove City Christian Fine Arts Department seeks to teach, model, and encourage our students in the Fine Arts to study, use and explore their God given talents and abilities. Students are encouraged to develop a lifelong love of music and art through participation in both study and performance.

Philosophy and Guiding Biblical Principles: We believe students should be exposed to a variety of artistic forms, evaluated through the Word of God. We believe that our role is to prepare our students to develop and use those talents to the best of their ability so they may reach out into their church, community and school sharing their gifts and the message of God’s love to all. “Each one should use whatever gift he has received, to serve others faithfully administering God’s grace in its various forms.” I Peter 4:10

Kindergarten-‐ 4th Grade Music Education Standards The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways. Content Standard Singing, alone and with others, a varied repertoire of music Achievement Standard • • • • •

Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo Students sing expressively, with appropriate dynamics, phrasing, and interpretation Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures Students sing ostinatos, partner songs, and rounds Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

Content Standard Performing on instruments, alone and with others, a varied repertoire of music Achievement Standard • • • • • •

Students perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo Students perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments Students perform expressively a varied repertoire of music representing diverse genres and styles Students echo short rhythms and melodic patterns Students perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor Students perform independent instrumental parts (e.g., simple rhythmic or melodic ostinatos, contrasting rhythmic lines, harmonic progressions, and chords) while other students sing or play contrasting parts

Content Standard Improvising melodies, variations, and accompaniments Achievement Standard

• • • •

Students improvise "answers" in the same style to given rhythmic and melodic phrases Students improvise simple rhythmic and melodic ostinato accompaniments Students improvise simple rhythmic variations and simple melodic embellishments on familiar melodies Students improvise short songs and instrumental pieces, using a variety of sound sources, including traditional sounds (e.g., voices, instruments), nontraditional sounds available in the classroom (e.g., paper tearing, pencil tapping), body sounds (e.g., hands clapping, fingers snapping), and sounds produced by electronic means (e.g., personal computers and basic MIDI devices, including keyboards, sequencers, synthesizers, and drum machines)

Content Standard Composing and arranging music within specified guidelines Achievement Standard • • •

Students create and arrange music to accompany readings or dramatizations Students create and arrange short songs and instrumental pieces within specified guidelines (e.g., a particular style, form, instrumentation, compositional technique) Students use a variety of sound sources when composing

Content Standard Reading and notating music Achievement Standard • • • •

Students read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures Students use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the treble clef in major keys Students identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing Students use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher

Content Standard Listening to, analyzing, and describing music Achievement Standard • • • • •

Students identify simple music forms when presented aurally Students demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures Students use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances Students identify the sounds of a variety of instruments, including many orchestra and band instruments, and instruments from various cultures, as well as children's voices and male and female adult voice Students respond through purposeful movement (e.g., swaying, skipping, dramatic play) to selected prominent music characteristics or to specific music events (e.g., meter changes, dynamic changes, same/different sections) while listening to music

Content Standard Evaluating music and music performances Achievement Standard • •

Students devise criteria for evaluating performances and compositions Students explain, using appropriate music terminology, their personal preferences for specific musical works and styles

Content Standard Understanding relationships between music, the other arts, and disciplines outside the arts Achievement Standard

• •

Students identify similarities and differences in the meanings of common terms (e.g., form, line, contrast) used in the various arts Students identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music (e.g., foreign languages: singing songs in various languages; language arts: using the expressive elements of music in interpretive readings; mathematics: mathematical basis of values of notes, rests, and time signatures; science: vibration of strings, drum heads, or air columns generating sounds used in music; geography: songs associated with various countries or regions)

Content Standard Understanding music in relation to history and culture Achievement Standard • • • • •

Students identify by genre or style aural examples of music from various historical periods and cultures Students describe in simple terms how elements of music are used in music examples from various cultures of the world Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures Students demonstrate audience behavior appropriate for the context and style of music performed

K-‐4 Music Topic Statements:

Identify types of notation, Distinguish between types of notation , Recite, recall music terminology, Apply concepts of basic music terminology, Develop and use performance skills, Identify, categorize and connect ideas about cultural music, various genres, composers and musical instruments

K-‐4 Music Common Experiences: Chapel worship times, Playing recorders (3rd and 4th) , opportunity to play violins (4th), *programs such as: Grandparents' Day Program, Night of the Fine Arts program, Christmas Program.

K-‐4 Music Common Assessments:

Kindergarten Common Assessments -‐ Students are judges on effort, following directions, knowledge of material and information taught, participation in performances and music classes First and Second Grade Common Assessments -‐ Students are graded on participation in class and performances, knowledge of material and information taught -‐ done both orally and through written worksheets, following directions Third and Fourth Grade Common Assessments -‐ Students are graded on participation in class and performances, knowledge of material and information taught -‐ done both orally and through written worksheets, following directions, ability to play notes and songs on their recorders

K-‐4 Music Biblical Integration: Biblical concepts and principles are integrated through the songs chosen and performed. Biblical values are taught in encouraging the students to use their God-‐given talents and to strive to do their best in all we do in class. In our performances, the students are urged to do all for the glory of our God.

K-‐4 Music Technology Integration: Use of cds, dvds, powerpoints, overhead projectors, internet programs and songs

*Performance programs are subject to change

Art Vision:

Kindergarten-‐ 5th Grade Visual Art: The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways.

Standards: What a GCCS Student will know and be able to do in K-‐5th Grade Visual Arts: 1. Content Standard: Understanding and applying media, techniques, and processes Achievement Standard: • • • •

Know the differences between materials, techniques, and processes Describe how different materials, techniques, and processes cause different responses Use different media, techniques, and processes to communicate ideas, experiences, and stories Use art materials and tools in a safe and responsible manner

2. Content Standard: Using knowledge of structures and functions Achievement Standard: • • •

Know the differences among visual characteristics and purposes of art in order to convey ideas Describe how different expressive features and organizational principles cause different responses Use visual structures and functions of art to communicate ideas

3. Content Standard: Choosing and evaluating a range of subject matter, symbols, and ideas Achievement Standard: • •

Explore and understand prospective content for works of art Select and use subject matter, symbols, and ideas to communicate meaning

4. Content Standard: Understanding the visual arts in relation to history and cultures Achievement Standard: • • •

Know that the visual arts have both a history and specific relationships to various cultures Identify specific works of art as belonging to particular cultures, times, and places Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

5. Content Standard: Reflecting upon and assessing the characteristics and merits of their work and the work of others Achievement Standard: •

Understand there are various purposes for creating works of visual art

• •

Describe how people’s experiences influence the development of specific artworks Understand there are different responses to specific artworks

6. Content Standard: Making connections between visual arts and other disciplines Achievement Standard: • •

Understand and use similarities and differences between characteristics of the visual arts and other arts disciplines Identify connections between the visual arts and other disciplines in the curriculum

Third Grade

Topic Statements for Visual Arts By close of Third: Topics -‐ The roles of artists, Color, Color wheel, tertiary colors, color hike, elements and principles of art, cylinders, still lifes, weaving, textiles/fabric, sewing, camouflage, patterns and designs, judging and displaying artwork, illustrations, Norman Rockwell, poetry and art, pop art, clay pizza, positive and negative space, finish the visual story, painting, drawing, gluing, cutting, art show. Media -‐ Paint, Oil Pastels, pencils, erasers, drawing paper, glue sticks, clay, markers, burlap, yarn, beads, color wheels, construction paper, Multi –Media. Cultural and Historical Context -‐ elements and principles of design video, still life art/artists, illustrators with and emphasis on Norman Rockwell, textiles of the world, pop art/artists.

Third Grade Common Experiences:

The roles of artists, Color wheel with an emphasis on the tertiary colors, tertiary color hike, cylinder study, fruit bowl still life, weaving and unweaving, camouflage, pattern and design project, preparing for art show, video on Norman Rockwell’s life, illustrating a Spring poem, power point on pop art, creating a pop art clay pizza, creating a positive and negative space artwork, completing the other half of a photograph, art show, ACSI Art Festival.

K-‐5 Biblical Integration: GCCS Art department gives special attention to integrating Biblical truths throughout all creative experiences. God shares His love for beauty and detail through His creation. Mankind possesses God-‐given creativity. Mankind, abounding with expression, leaves behind a legacy with each passing generation. Prayer-‐1Cor. 7:5 Do your best for God-‐ Col. 3:17 Use your time wisely-‐Eph. 5:16 God looks on the heart and not the appearance -‐1 Sam. 16:7 Godly conversation-‐Col. 4:6 God’s creation-‐ Ps. 19:1 We are wondrously made –Ps. 139:14 The Art we create about and do should be pleasing to God – Phil. 4:8 Consider others better than yourself –Phil. 2:3-‐4

K-‐5 Technology Integration: Power Point, Internet, Movies

Third Grade Common Assessments: Rubric Participation grade

Physical Education Vision Statement

The Grove City Christian School Physical Education and Health Department’s desire is to teach students the skills necessary to develop a lifetime of physical activity, wellness and fitness. We seek to use the teaching of sports, wellness, and movement concepts to complete the total education process. It is our goal that Physical Education and Health will be viewed equally as important as all other subject matter. As Christians in the physical education department, we desire to make Christ the reason and focus behind our goals and objectives.

Philosophy and Guiding Biblical Principles We believe, a “physically-‐educated” person is one who has learned the skills necessary to develop a lifetime of physical activity, wellness and fitness. Physical education and wellness education enables us to keep our bodies in good condition so that we can glorify God in all we do (I Corinthians 10:31). Each student should also develop Christ-‐like attitudes and actions by having the opportunities to interact with other students while feeling the emotions of “success” (winning) and “failure” (losing). Finally, each student should develop an awareness and appreciation for the human body, which was created by God, in the image of God and for God.

Standards: What a GCCS Student will know and be able to do in K-‐12th Grade Physical Education: Standard 1: Demonstrates competency in motor skill and movement patterns needed to perform a variety of physical activities. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Standard 3: Participates regularly in physical activity.EDUCATION STANDARDS Standard 4: Achieves and maintains a health-‐enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.EDUCATION STANDARDS Standard 6: Values physical activity for health, enjoyment, challenge, self-‐expression, and/or social interaction.

Kindergarten-‐4th Grade PE Topic Statements: Development of the physical skills needed to enjoy participation in physical activities, mastering movement fundamentals, establish a foundation to facilitate continued motor skill acquisition, develop maturity and versatility in the use of fundamental motor skills (e.g., running, skipping, throwing, striking) that are further refined, combined, and varied during the middle school years.

Kindergarten-‐4th Grade PE Common Experiences: Spatial awareness; general space; personal space; playing by specific rules; teamwork; collaboration; benefits of peer teaching; individual responsibility; participation; fitness; teamwork; hand-‐eye coordination and motor skills; classroom safety

Kindergarten-‐4th Grade PE Common Assessments Visual, oral, written (quizzes/tests for 3rd and 4th….Fitness Gram)

Kindergarten-‐12th Grade PE Biblical Integration: Standard 1: Demonstrates competency in motor skill and movement patterns needed to perform a variety of physical activities. and

Standard 3: Participates regularly in physical activity. Philippians 3:12-‐14 Not that I have already obtained all this, or have already arrived at my goal, but I press on to take hold of that for which Christ Jesus took hold of me. Brothers and sisters, I do not consider myself yet to have taken hold of it. But one thing I do: Forgetting what is behind and straining toward what is ahead, I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus. Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. I Corinthians 9:24-‐27 Do you not know that in a race all the runners run, but only one gets the prize? Run in such a way as to get the prize. Everyone who competes in the games goes into strict training. They do it to get a crown that will not last, but we do it to get a crown that will last forever. Therefore I do not run like someone running aimlessly; I do not fight like a boxer beating the air. No, I strike a blow to my body and make it my slave so that after I have preached to others, I myself will not be disqualified for the prize. Standard 4: Achieves and maintains a health-‐enhancing level of physical fitness. Isaiah 40:28-‐31 Do you not know? Have you not heard? The Lord is the everlasting God, the Creator of the ends of the earth. He will not grow tired or weary, and his understanding no one can fathom. He gives strength to the weary and increases the power of the weak. Even youths grow tired and weary, and young men stumble and fall; but those who hope in the Lord will renew their strength. They will soar on wings like eagles; they will run and not grow weary, they will walk and not be faint. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Matthew 18 “If your brother or sister sins, go and point out their fault, just between the two of you. If they listen to you, you have won them over. But if they will not listen, take one or two others along, so that ‘every matter may be established by the testimony of two or three witnesses.’ If they still refuse to listen, tell it to the church; and if they refuse to listen even to the church, treat them as you would a pagan or a tax collector. Standard 6: Values physical activity for health, enjoyment, challenge, self expression, and/or social interaction. I Corinthians 6:20 You were bought at a price. Therefore honor God with your bodies.

Kindergarten-‐4th Grade PE Technology Integration: Stop watches, calculators, heart rate monitors, pedometers, iPad (Pacer Test)

Technology Vision:

The Grove City Christian School Technology Department seeks to facilitate the development of students who will become committed and professionally competent Christian leaders and workers that will impact their chosen organizations, professions, and the society in which they live with their biblical example of work and purpose. Students will use technology to help them achieve success in their work, whatever that may be.

Philosophy and Guiding Biblical Principles: Teachers, as active Biblical role models, who exhibit and teach the character traits of responsibility, honesty, integrity, diligence, and loyalty, (Proverbs 15:2 “the tongue of the wise commends knowledge.”) integrate these Biblical principles in each area of technology. (I Timothy 4:7 “train yourself to be Godly.”) We provide opportunities for student involvement with leading edge technology and instruction in information technology. Students receive instruction in developing excellent oral and written communication skills, using technology to enhance especially the area of written communication practice. (Colossians 4:6 “Let your speech always be with grace, seasoned with salt, that you may know how you ought to answer each one.”). Guidance in the ethical use of computer technology and information allows students to develop the understanding of the importance of discerning right from wrong in school life, at home, and when faced with challenges in the workplace. (Psalm 37:27 “Depart from evil, and do good; And dwell forevermore.”)

K-‐12 Technology Standards The students are expected to follow the previous achievement standards, demonstrating higher levels of skills, dealing with more complex examples, and responding to works of art in increasingly more sophisticated ways. 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. • • • •

Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities

2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. • • • •

Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media Communicate information and ideas effectively to multiple audiences using a variety of media and formats Develop cultural understanding and global awareness by engaging with learners of other cultures Contribute to project teams to produce original works or solve problems

3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. • • • •

Plan strategies to guide inquiry Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media Evaluate and select information sources and digital tools based on the appropriateness to specific tasks Process data and report results

4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. • • • •

Identify and define authentic problems and significant questions for investigation Plan and manage activities to develop a solution or complete a project Collect and analyze data to identify solutions and/or make informed decisions Use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. • • • •

Advocate and practice safe, legal, and responsible use of information and technology Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity Demonstrate personal responsibility for lifelong learning Exhibit leadership for digital citizenship

6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. • •

Understand and use technology systems Select and use applications effectively and productively

• •

Troubleshoot systems and applications Transfer current knowledge to learning of new technologies

K-‐8 Mapping in process Updated 6/8/12