Lower Elementary Curriculum

Kindergarten

Humanities

In the "Community" unit,  students explore the concept of community, focusing on understanding what makes a community and the importance of collaboration, fairness, and communication within it. This unit enhances students' social studies skills, literacy skills, and personal and social development. The curriculum addresses key learning domains such as civics, history, reading, writing, and speaking & listening skills, with a special focus on how communities function and the roles individuals play within them. The essential questions guiding this exploration include:

• Who and what makes a community?

• What does it mean to be a member of a community?

• Why is collaboration and working together important?

• How do we develop fairness, inclusivity, and friendship in our community?

• When is it important to work in a group or independently?

• How do you most effectively communicate your thoughts, ideas, feelings, and traditions?

Over the course of several weeks, students engage with the concept of community through interactive read-alouds, discussions, and creative activities. They practice asking and answering questions about key details in texts, making personal connections, and describing the main ideas using illustrations and details. Assessments include projects such as creating a 'window' like Lola's in "Island Born" to show aspects of their communities and conducting video interviews to explain what community means to them.

In the "Antarctica" unit invites, students explore the unique features of Antarctica, its climate, wildlife, and the significance of human exploration in the region. This unit enhances students' nonfiction reading and writing skills, scientific understanding, and geographical knowledge. The curriculum addresses key learning domains such as literacy, science, social studies, and math, with a special focus on understanding the distinct characteristics of Antarctica. The essential questions guiding this exploration include:

• What makes Antarctica unique?

• What is life like in Antarctica?

• How and why do humans explore and study Antarctica?

Over the course of several weeks, students engage with the topic of Antarctica through interactive read-alouds, discussions, and hands-on activities. They practice asking and answering questions about nonfiction texts, identifying key details, and using illustrations and text features to gather information. Assessments include creating a class big book about Antarctica, individual mini-books, and a video of students reading the class book.

Math

Unit 1: Counting People, Sorting Buttons (16 sessions)
Classroom Routines and Materials

This unit introduces the processes, structures, and materials that form the basis of math instruction throughout the year and establishes the mathematical community. It also introduces the Classroom Routines that develop and reinforce concepts and ideas in the Number and Operations, Data, and Geometry strands of Investigations

• Investigation 1: Counting and Exploring Math Materials (5 Sessions)

• Investigation 2: Counting and Describing Attributes (5 Sessions)

• Investigation 3: Collecting Data, Counting, and Sorting (6 Sessions)

Unit 2: Counting Quantities, Comparing Lengths (22 Sessions)
Counting and Measurement 1

This unit focuses on connecting number names, numerals, and quantities; counting and developing visual images of quantities up to 10; comparing and ordering two or more amounts; and describing and measuring the length of objects by direct comparison. Students develop strategies for accurately counting quantities up to 10 as they create counting books and do activities and play games that involve counting and counting out sets of up to 10. Students compare sets to determine which has more and directly compare the length of objects to determine which is longer.

• Investigation 1: Counting and Representing Quantities (10 Sessions)

• Investigation 2: Comparing Lengths and Quantities (12 Sessions)

Unit 3: Make a Shape, Fill a Hexagon (12 Sessions)
2-D Geometry

The focus of this unit is on identifying, describing, and comparing attributes of 2-D shapes, naming shapes, considering the features of specific shapes (e.g., a triangle has three sides and three vertices), and composing and decomposing shapes from and into smaller shapes. Students look for 2-D shapes in their environment and use materials such as pattern blocks, Geoboards and clay to make shapes. They use paper shapes to make a mural, fill puzzle outlines using pattern blocks, and discuss different ways to compose a hexagon using pattern blocks shapes. Throughout the unit, students hear and use positional language to describe the location of the shapes they are working with.

• Investigation 1: Describing and Making 2-D Shapes (5 Sessions)

• Investigation 2: Making and Combining 2-D Shapes (7 Sessions)

Unit 4: Collect, Count, and Measure (23 Sessions)
Counting and Measurement 2

The focus of this unit is on counting and representing sets of up to 15 objects, applying counting skills by using multiple units to measure and compare lengths, decomposing numbers in many different ways, and beginning to make sense of the operations of addition and subtraction. Students count as they measure and compare the lengths of shoes, strips of tape, and other objects. They act out story problems and play games that involve counting, comparing, and finding the total when a small amount is added or taken away. Students investigate combinations of numbers as they arrange tiles and explore different ways a set of two-color counters can land. They consider how notation can represent these situations.

• Investigation 1: Measuring and Counting (10 Sessions)

• Investigation 2: Changing Quantities: How Many Now? (7 Sessions)

• Investigation 3: Numbers of Tiles (6 Sessions)

Unit 5: Build a Block, Build a Wall (10 Sessions)
3-D Geometry

The focus of this unit is on identifying, describing, and comparing attributes of 3-D shapes (e.g., a cube has 6 congruent faces), naming 3-D shapes, constructing 3-D shapes, and composing and decomposing 3-D shapes from and into smaller shapes. Students look for 3-D shapes in their environment and describe and compare the shapes they find. They make 3-D shapes using connecting cubes, clay, and Geoblocks and think about how shapes are the same and different.

• Investigation 1: Describing, Making, and Combining 3-D Shapes (10 Sessions)

Unit 6: How Many Now? (20 Sessions)
Addition, Subtraction, and the Number System 1

The focus of this unit is on counting sets of up to 20 objects; decomposing the numbers to 10 in a variety of ways (e.g., 7 can be seen as 5 and 2 or as 3 and 2 and 2); using notation to describe addition and subtraction situations; finding and exploring combinations of a number; and solving addition and subtraction story problems. A variety of contexts are used to help students develop accurate counting strategies including Inventory Bags, measuring, games, and the Counting Jar. Students revisit addition and subtraction situations, including story problems, which they model, solve and represent on paper.

• Investigation 1: Counting Larger Quantities (6 Sessions)

• Investigation 2: How Many in All? (8 Sessions)

• Investigation 3: How Many of Each? (6 Sessions)

Unit 7: How Many Noses? How Many Eyes? (15 Sessions)
Modeling with Data

The focus of this unit is on describing attributes of objects and data, and using this information to sort, classify, count, order, compare, and represent data, and to use this data to model real-world problems with mathematics. It also extends work with counting by 1s and introduces students to the counting sequences of 2s and 10s. Students sort people and objects according to specific attributes, and count and compare the number in each group. They conduct their own surveys, solve problems using attendance data, and count the number of people, noses, and eyes in a variety of ways.

• Investigation 1: How Are They the Same? How Are They Different? (4 Sessions)

• Investigation 2: Data Projects (3 Sessions)

• Investigation 3: How Many Noses? How Many Eyes? (8 Sessions)

Unit 8: Ten Frames and Teen Numbers (22 Sessions)
Addition, Subtraction, and the Number System 2

The focus of this unit is on extending the counting sequence to 100, including counting from numbers other than 1 and by 10s, adding and subtracting in a variety of contexts, and making sense of the teen numbers as a group of ten ones and some number of leftover ones. Students solve story problems, relate a problem to the equation it represents, and make up and solve stories for given expressions. Students develop fluency with addition and subtraction within 5, find the complement of 10 when given one addend, and work with the teen numbers in ways that highlights that those numbers are composed of ten ones and some number of ones. Students use their hands, and then a pan balance, to directly compare the weight of two objects.

• Investigation 1: Subtraction and Fluency Within 5 (7 Sessions)

• Investigation 2: Complements of 10 and the Teen Numbers (10 Sessions)

• Investigation 3: Measuring and Comparing Weight (5 Sessions)

Science

The "Trees and Weather" unit invites Kindergarten students to explore the natural world by observing and comparing trees, leaves, and weather conditions throughout the year. This unit enhances students' observational skills, understanding of seasonal changes, and ability to communicate scientific findings. The curriculum addresses key learning domains such as science, literacy, and art, with a special focus on using the senses and simple tools to explore and record observations. The essential questions guiding this exploration include:

• What are the parts of trees?

• What shapes are trees, and which trees have similar shapes?

• What can we find out about our adopted trees?

• What can we observe about leaves, and how are leaves different?

• What is the weather today, and how can we measure it?

Over the course of several weeks, students engage in various hands-on activities and observations to explore the structure and changes in trees and weather. Assessments include drawing and recording observations, creating a leaf book, and monitoring daily weather conditions.

The "Materials and Motion" unit invites Kindergarten students to investigate the properties of different materials and explore how objects move. This unit enhances students' understanding of physical science concepts and engineering practices. The curriculum addresses key learning domains such as science, literacy, and math, with a special focus on natural resources, material properties, and the principles of motion. The essential questions guiding this exploration include:

• What in our world is made of wood, paper, and fabric, and how are the properties of those materials useful to us?

• How can we change the motion of an object?

• What happens when we apply different forces to objects?

• How do different materials interact with water?

• How can we reuse and recycle materials?

Throughout the unit, students engage in activities such as observing and testing materials, experimenting with pushes and pulls, and designing simple structures. Assessments include practical investigations, creating models, and recording observations.

The "Animals Two by Two" unit invites Kindergarten students to explore the structures, behaviors, and needs of different animals. This unit enhances students' understanding of biology and ecology through direct observation and hands-on care of animals. The curriculum addresses key learning domains such as science, literacy, and social studies, with a special focus on the similarities and differences among animals and their habitats. The essential questions guiding this exploration include:

• How are animal structures similar and different?

• What do animals need to live and grow?

• How do different animals behave in their habitats?

• How can we observe and record information about animals?

• What can we learn about animals by comparing them to each other?

Students engage in activities such as observing fish, birds, snails, worms, and isopods, setting up and maintaining animal habitats, and recording their observations. Assessments include creating detailed observations, comparing animal behaviors, and drawing conclusions about animal needs and adaptations.

Jewish Studies

The "Kippah" unit invites Kindergarten students to explore the significance of head coverings in Jewish tradition and other cultures. This unit enhances students' understanding of cultural symbols, personal identity, and respect for traditions. The curriculum addresses key learning domains such as social studies, literacy, and art, with a special focus on the meaning and significance of kippot and other head coverings. The essential questions guiding this exploration include:

• What is the significance of our clothing?

• What is the significance of head coverings in Jewish tradition?

• Why do some people choose to wear kippot or tallit katanot?

• How do different cultures use head coverings?

• How do I feel about wearing a kippah and seeing others wear it?

Throughout the unit, students engage in activities such as examining different types of head coverings, discussing their significance, and creating their own kippot. Assessments include discussions, drawing and coloring activities, and presentations on what they have learned about the significance of head coverings in various cultures.

The "Passover" unit invites students to explore the traditions, stories, and rituals of Passover, focusing on understanding the parts of the Seder and making personal connections to the holiday. This unit enhances students' literacy, writing, speaking, listening, social studies, and math skills through a variety of engaging activities and projects. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on how Passover is celebrated and the significance of its rituals. The essential questions guiding this exploration include:

• What are the parts of the Seder and what happens in each of them?

• How does my family celebrate Passover?

• How do I feel connected to the Seder and the holiday of Passover?

Over the course of several weeks, students engage with the traditions of Passover through interactive read-alouds, discussions, and creative activities. They practice asking and answering questions about the main topics of texts, retelling key details, and comparing and contrasting different books on the same topic. Assessments include creating a personal Haggadah, which includes pages for different parts of the Seder, illustrated with students' drawings and writings.

Hebrew 

In Kindergarten, Hebrew class enhances young learners' Hebrew language skills, focusing on vocabulary acquisition, listening comprehension, and speaking abilities through engaging, theme-based units. Each unit integrates language learning with cultural and scientific exploration, allowing students to connect with the material in a meaningful and enjoyable way. The curriculum addresses key learning domains such as language acquisition, science, personal and social development, and cultural awareness. Through interactive activities, songs, stories, and discussions, students develop a foundational understanding of Hebrew while exploring various thematic topics.

מזג האוויר (Weather)

Example Questions:

1. מה מזג האוויר היום?

2. מה קורה לעצים בעונות השונות?

3. מה לובשים בכל מזג אויר?

תחבורה (Transportation)

Example Questions:

1. איזה סוגי תחבורה יש?

2. כמה גלגלים יש לאוטובוס?

3. איפה נמצא המטוס?

חיות (Animals)

Example Questions:

1. איזה קולות עושים בעלי חיים שונים?

2. כמה רגליים יש לכלב?

3. איפה גר האריה?

חלקי הגוף (Body Parts)

Example Questions:

1. כמה אוזניים יש לך?

2. איך קוראים לחלק הזה בגוף?

3. איזה צבע העיניים שלך?

הבגדים (Clothing)

Example Questions:

1. מה אתה לובש היום?

2. איזה צבע החולצה שלך?

3. איך קוראים לפריט הזה?

הבית (Home)

Example Questions:

1. מה יש בבית שלך?

2. כמה חלונות יש בבית?

3. איזה צבע השולחן במטבח?

הקיץ (Summer)

Example Questions:

1. מה עושים בקיץ?

2. איזה פירות אוכלים בקיץ?

3. איך שומרים על עצמנו מהשמש בקיץ?

These units collectively provide a comprehensive introduction to the Hebrew language and various cultural and scientific concepts, ensuring that students develop both their linguistic abilities and their understanding of the world around them.

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