PreK-5 Curriculum
- Pre-School
- Kindergarten
- Grade 1
- Grade 2
- Grade 3
- Grade 4
- Grade 5
- Art, Music, Health and Physical Education
Pre-School
The Stamford Public School vision is that all young children will have high-quality learning experiences, across all types of settings, and that children’s growth and development will be supported across every year of their lives. The CT ELDS serve as a foundation for achieving this vision as they provide the basis for planning learning environments, supporting individual children and communicating around common goals.
The Preschool curriculum follows the Early Learning and Development Standards from CT Early Learning Development Standards: What Children Birth to 5 Should Know and Be Able To Do. The learning progressions within the Connecticut Early Learning and Development Standards promote:
- Equity for all children with high and appropriate expectations;
- High-quality early learning experiences, by providing clear goals for student learning;
- Provision of individual support, based on each child’s growth and development;
- Families’ understanding of what their children are learning and how they can support them;
- Teachers’ understanding of age-appropriate content and approaches to children’s learning; and,
- Ongoing communication between school and family for these common goals for pre-school children.
Pre-school students work toward developmental progression of the Early Learning and Development Standards. These areas include Cognition, Emotional Development, Physical Development and Health, Language, Literacy, Creative Arts, Mathematics, Science, and Social Studies.
Kindergarten
This year, SPS adopted CKLA (Core Knowledge Language Arts) as our primary literacy resource. The goal for our SPS Kindergarten curriculum is to create consistency across all elementary schools in terms of time dedicated for all four contents, guiding curriculum documents, assessments and resources available while still allowing flexibility and choice to schools and teachers.
Teachers offer universal supports for students needing SPED modifications, EL accommodations, and enrichment opportunities; additional deliberate opportunities for student discourse; and writing components aligned to standards with rubrics for flexibility using resources currently being used.
All Kindergarten classroom schedules include blocks for Core Knowledge, Foundational Skills, Math, and Science/Social Studies. Kindergarten students will work toward mastery for CT Core State Standards in the areas of English Language Arts/Literacy (Reading Standards for Literature, Informational Text, Language and Foundational Skills, Writing, Speaking and Listening, and Language) Mathematics, and the Next Generation Science Standards.
SPS Kindergarten Curriculum Overview 2023-24 guides teachers throughout the school year by content and topic. During the first weeks of school, teachers are encouraged to get to know their students, establish rituals and routines, and communicate classroom expectations. As teachers plan, teachers can refer to this overview and curriculum documents.
Stamford Public Schools K - 5 Primary Resources
- Literacy: Core Knowledge Language Arts (CKLA)
- Math: Everyday Math
- Math Resources For Parents - Everyday Mathematics
- Science: Carolina Science
- Social Studies: Aligning to the CT Social Studies Framework
Literacy Units
- Nursery Rhymes and Fables
- 5 Senses
- Stories
- Plants
- Farms
- Native Americans
- Kings and Queens
- Weather and Sky Integrated Literacy and Science
- Columbus and Pilgrims
- Colonial towns and townspeople
- Taking care of the Earth
- Presidents and American Symbols
Social Studies Units
- The First Four Weeks: Setting Up the Kindergarten Classroom
- Me, Myself and I: What is Citizenship?
- Me, Myself and I: Me on a Map
- Me, Myself and I: Who Am I?
Math Units
- Counting, Developing Number Sense, Graphing
- Counting and Comparing Sets, Number Stories, Shapes
- Numerals, Graphing
- Counting by Tens and Counting On, Exploring Weight and Capacity, Composing and Decomposing Numbers, Combining Shapes
- Teen Numbers,100th Day of School, Introduction to Symbols, Shapes
- Length and Measurement, 2 and 3 Dimensional Shapes, Addition and Subtraction Situations and Symbols, Sorting
- Addition and Subtraction Strategies, Collecting and Representing Data, Estimation
- Making Ten, Molding 3D Objects, Adding and Subtracting, Measuring Time
- Spatial Relationships, Measurement, Class Math Celebrations
Science Units
- NGSS Push, Pull and Go
- Earth Science: Weather and Sky
- Life Cycles: Butterflies and Ladybugs
Teachers use assessments to determine and instructional foci for small group instruction for foundational literacy and math skills, comprehension, and response to text. Students of all cultural, racial, ethnic, and economic backgrounds exchange ideas about their reading and thinking. Students develop as strong, proficient writers who use writing to develop and extend their thinking, and to communicate ideas with others.
Grade 1
Our Grade 1 Curriculum will be adjusted in 2024-25 to reflect an adoption of CKLA as our primary Literacy resource in Grade 1. We will offer a consistency across all elementary schools in terms of time dedicated for all four contents, guiding curriculum documents, assessments and resources available while still allowing flexibility and choice to schools and teachers.
Teachers will continue to offer universal supports for students needing SPED modifications, EL accommodations, and enrichment opportunities; additional deliberate opportunities for student discourse; and writing components aligned to standards with rubrics for flexibility using resources currently being used.
All Grade 1 classroom schedules will include blocks for Core Knowledge, Foundational Skills, Math, and Science/Social Studies. Grade 1 students will work toward mastery for CT Core State Standards in the areas of English Language Arts/Literacy (Reading Standards for Literature, Informational Text, Language and Foundational Skills, Writing, Speaking and Listening, and Language) Mathematics, and the Next Generation Science Standards.
SPS Grade 1 Curriculum and Overview 2023-24 guides teachers throughout the school year by content and topic. During the first week of school, teachers are encouraged to get to know their students, establish rituals and routines, and communicate classroom expectations. As teachers plan, teachers can refer to this overview and curriculum documents.
Stamford Public Schools K - 5 Primary Resources
- Literacy: Core Knowledge Language Arts (CKLA)
- Math: Everyday Math
- Math Resources For Parents - Everyday Mathematics
- Science: Carolina Science
- Social Studies: Aligning to the CT Social Studies Framework
Literacy Units
- Getting Started
- How Families Grow and Change Integrated Literacy and Social Studies
- Mem Fox Author Studies
- Air and Weather Integrated Literacy and Science
- Fables
- Families Meet Their Needs and Wants Integrated Literacy and Social Studies
Social Studies
- How Families Grow and Change Integrated Literacy and Social Studies
- We are Family: How is School Like a Family?
- Geography: We are Family, Our Family on a Map
- Families Meet Their Needs and Wants Integrated Literacy and Social Studies
Math Units
- Counting
- Introducing Addition
- Number Stories
- Length and Addition Facts
- Place Value and Comparisons
- Addition Fact Strategies
- Subtraction Fact Strategies and Attributes of Shapes
- Geometry
- Two Digit Addition and Subtraction Review
Science Units
- NGSS Waves: Light and Sound
- Air and Weather Integrated Literacy and Science
- Structure, Function and Information Processing, Plants & Animals
Teachers use assessments to determine and instructional foci for small group instruction for foundational literacy and math skills, comprehension, and response to text. Students of all cultural, racial, ethnic, and economic backgrounds exchange ideas about their reading and thinking. Students develop as strong, proficient writers who use writing to develop and extend their thinking, and to communicate ideas with others.
Grade 2
Our Grade 2 Curriculum will be adjusted in 2024-25 to reflect an adoption of CKLA as our primary Literacy resource in Grade 2. We will offer a consistency across all elementary schools in terms of time dedicated for all four contents, guiding curriculum documents, assessments and resources available while still allowing flexibility and choice to schools and teachers.
Teachers will continue to offer universal supports for students needing SPED modifications, EL accommodations, and enrichment opportunities; additional deliberate opportunities for student discourse; and writing components aligned to standards with rubrics for flexibility using resources currently being used.
All Grade 2 classroom schedules will include blocks for Core Knowledge, Math, and Science and Social Studies. Grade 2 students will work toward mastery for CT Core State Standards in the areas of English Language Arts/Literacy (Reading Standards for Literature, Informational Text, Language and Foundational Skills, Writing, Speaking and Listening, and Language) Mathematics, and the Next Generation Science Standards.
SPS Grade 2 Curriculum and Overview 2023-24 guides teachers throughout the school year by content and topic. During the first week of school, teachers are encouraged to get to know their students, establish rituals and routines, and communicate classroom expectations. As teachers plan, teachers can refer to this overview and curriculum documents.
Stamford Public Schools K - 5 Primary Resources
- Literacy: Core Knowledge Language Arts (CKLA)
- Math: Everyday Math
- Math Resources For Parents - Everyday Mathematics
- Science: Carolina Science
- Social Studies: Aligning to the CT Social Studies Framework
Literacy Units:
- Getting Started
- Vera B. Williams Author Study
- My Community - Stamford Over Time Integrated Literacy and Social Studies
- Tall Tales
- Community Economics Integrated Literacy and Social Studies
- Plant Growth and Development Integrated Literacy and Science Integrated Literacy and Social Studies
Social Studies:
- My Community: Urban, Rural, Suburban
- My Community: Stamford Over Time Integrated Literacy and Social Studies
- Civics: What is Citizenship in Our Community?
- Community Economics Integrated Literacy and Social Studies
Math Units:
- 2 Fact Strategies
- More Fact Strategies
- Place Value and Measurement
- Addition and Subtraction
- Whole Number Operations and Strategies
- Whole Number Operations and Measurement and Data
- Geometry and Arrays
- Equal Shares and Whole Number Operations
Science Units:
- Physical Science: NGSS Changes
- Earth Matter and Processes that Change the Earth
- Plant Growth and Development Integrated Literacy and Science
Teachers use assessments to determine and instructional foci for small group instruction for foundational literacy and math skills, comprehension, and response to text. Students of all cultural, racial, ethnic, and economic backgrounds exchange ideas about their reading and thinking. Students develop as strong, proficient writers who use writing to develop and extend their thinking, and to communicate ideas with others.
Grade 3
Our Grade 3 Curriculum will be adjusted in 2025-26 to reflect an adoption of CKLA as our primary Literacy resource in Grade 3. We will offer a consistency across all elementary schools in terms of time dedicated for all four contents, guiding curriculum documents, assessments and resources available while still allowing flexibility and choice to schools and teachers.
Teachers will continue to offer universal supports for students needing SPED modifications, EL accommodations, and enrichment opportunities; additional deliberate opportunities for student discourse; and writing components aligned to standards with rubrics for flexibility using resources currently being used.
All Grade 3 classroom schedules will include blocks for Core Knowledge, Math, and Science/Social Studies. Grade 3 students will work toward mastery for CT Core State Standards in the areas of English Language Arts/Literacy (Reading Standards for Literature, Informational Text, Language and Foundational Skills, Writing, Speaking and Listening, and Language) Mathematics, and the Next Generation Science Standards.
SPS Grade 3 Curriculum and Overview 2023-24 guides teachers throughout the school year by content and topic. During the first week of school, teachers are encouraged to get to know their students, establish rituals and routines, and communicate classroom expectations. As teachers plan, teachers can refer to this overview and curriculum documents.
Stamford Public Schools K - 5 Primary Resources
- Literacy: Core Knowledge Language Arts (CKLA)
- Math: Everyday Math
- Math Resources For Parents - Everyday Mathematics
- Science: Carolina Science
- Social Studies: Aligning to the CT Social Studies Framework
Literacy Units
- Getting Started
- Animal Studies Integrated Literacy and Science
- Heroes and Heroines Integrated Literacy and Social Studies
- Folktales
- Allen Say Author Study
- United States Immigration Integrated Literacy and Social Studies
Social Studies
- Geography Me in the World: What is an Atlas and How do I use It?
- GRAPES and Social Studies EGYPT
- GRAPES and Social Studies JAPAN
Math Units
- Math Tools, Time, and Multiplication
- Number Stories and Arrays
- Operations
- Measurement and Geometry
- Fractions and Multiplication Strategies
- More Operations
- Fractions
- Multiplication and Division
- Multi-digit Operations
Science Units
- Animal Studies Integrated Literacy and Science
- Forces and Interaction
- Weather & Climate
Teachers use assessments to determine and instructional foci for small group instruction for foundational literacy and math skills, comprehension, and response to text. Students of all cultural, racial, ethnic, and economic backgrounds exchange ideas about their reading and thinking. Students develop as strong, proficient writers who use writing to develop and extend their thinking, and to communicate ideas with others.
Grade 4
Our Grade 4 Curriculum will be adjusted in 2025-26 to reflect an adoption of CKLA as our primary Literacy resource in Grade 4. We will offer a consistency across all elementary schools in terms of time dedicated for all four contents, guiding curriculum documents, assessments and resources available while still allowing flexibility and choice to schools and teachers.
Teachers will continue to offer universal supports for students needing SPED modifications, EL accommodations, and enrichment opportunities; additional deliberate opportunities for student discourse; and writing components aligned to standards with rubrics for flexibility using resources currently being used.
All Grade 4 classroom schedules will include blocks for Core Knowledge, Math, and Science/Social Studies. Grade 4 students will work toward mastery for CT Core State Standards in the areas of English Language Arts/Literacy (Reading Standards for Literature, Informational Text, Language and Foundational Skills, Writing, Speaking and Listening, and Language) Mathematics, and the Next Generation Science Standards.
SPS Grade 4 Curriculum and Overview 2023-24 guides teachers throughout the school year by content and topic. During the first week of school, teachers are encouraged to get to know their students, establish rituals and routines, and communicate classroom expectations. As teachers plan, teachers can refer to this overview and curriculum documents.
Stamford Public Schools K - 5 Primary Resources
- Literacy: Core Knowledge Language Arts (CKLA)
- Math: Everyday Math
- Math Resources For Parents - Everyday Mathematics
- Science: Carolina Science
- Social Studies: Aligning to the CT Social Studies Framework
Literacy Units
- Getting Started
- Greek Mythology
- Family Matters Integrated Literacy and Social Studies
- Chris Van Allsburg Author Study
- Regions of the United States Integrated Literacy and Social Studies
Social Studies Units
- History of Connecticut
- Family Matters Integrated Literacy and Social Studies
- Economy of Connecticut
- Geography of Connecticut
- Regions of the United States Integrated Literacy and Social Studies
Math Units
- Place Value: Multi Digit Addition and Subtraction
- Multiplication and Geometry
- Fraction and Decimals
- Multi-digit Multiplication
- Fraction and Mixed Number Computation, Measurement
- Division, Angles
- Multiplication of a Fraction by a Whole Number, Measurement
- Fraction Operations, Applications
Science Units
- Energy Works
- Plant and Animal Structures
- Changing Earth
Teachers use assessments to determine and instructional foci for small group instruction for foundational literacy and math skills, comprehension, and response to text. Students of all cultural, racial, ethnic, and economic backgrounds exchange ideas about their reading and thinking. Students develop as strong, proficient writers who use writing to develop and extend their thinking, and to communicate ideas with others.
Grade 5
Our Grade 5 Curriculum will be adjusted in 2025-26 to reflect an adoption of CKLA as our primary Literacy resource in Grade 5. We will offer a consistency across all elementary schools in terms of time dedicated for all four contents, guiding curriculum documents, assessments and resources available while still allowing flexibility and choice to schools and teachers.
Teachers will continue to offer universal supports for students needing SPED modifications, EL accommodations, and enrichment opportunities; additional deliberate opportunities for student discourse; and writing components aligned to standards with rubrics for flexibility using resources currently being used.
All Grade 5 classroom schedules will include blocks for Core Knowledge, Math, and Science/Social Studies. Grade 5 students will work toward mastery for CT Core State Standards in the areas of English Language Arts/Literacy (Reading Standards for Literature, Informational Text, Language and Foundational Skills, Writing, Speaking and Listening, and Language) Mathematics, and the Next Generation Science Standards.
SPS Grade 5 Curriculum and Overview 2023-24 guides teachers throughout the school year by content and topic. During the first week of school, teachers are encouraged to get to know their students, establish rituals and routines, and communicate classroom expectations. As teachers plan, teachers can refer to this overview and curriculum documents.
Stamford Public Schools K - 5 Primary Resources
- Literacy: Core Knowledge Language Arts (CKLA)
- Math: Everyday Math
- Math Resources For Parents - Everyday Mathematics
- Science: Carolina Science
- Social Studies: Aligning to the CT Social Studies Framework
Literacy Units
- Getting Started
- Realistic Fiction
- School Policies Integrated Literacy and Social Studies
- Roald Dahl Author Study
- The Revolutionary War Integrated Literacy and Social Studies
Social Studies Units
- School Policies Integrated Literacy and Social Studies
- First Settlers
- Age of Exploration
- The Revolutionary War Integrated Literacy and Social Studies
- Colonization
Math Units
- Area and Volume
- Whole Number Place Value and Operations
- Fraction Concepts, Addition, and Subtraction
- Decimal Concepts, Coordinate Grids
- Operations with Fractions
- Investigations in Measurement, Decimal Multiplication and Division
- Multiplication of Mixed Numbers, Geometry, Graphs
- Applications of Measurement, Computation, and Graphing
Science Units:
- Matter and Energy in Ecosystems
- Structures and Properties of Matter
- Stars and the Solar System/Earth and Space Systems
Teachers use assessments to determine and instructional foci for small group instruction for foundational literacy and math skills, comprehension, and response to text. Students of all cultural, racial, ethnic, and economic backgrounds exchange ideas about their reading and thinking. Students develop as strong, proficient writers who use writing to develop and extend their thinking, and to communicate ideas with others.
Art, Music, Health and Physical Education
Courses
Art
Grades K & 1
Observe: Explore and begin practice of looking critically at a work
Sketch and Explore: Play to create and learn how to turn mistakes into new ideas
Engage and Persist: Begin to identify and accept artistic problems and learn strategies for addressing them
Envision: Be introduced to and practice ways artists think about and plan an artwork
Develop Craft: Be exposed to and begin use of tools, materials and art practice
Express: Begin to create works that communicate an idea or feeling
Understand Art Worlds: Learn about other artists and explore themselves as artists
Reflect: Learn to talk and begin to write about art using sentence stems and supported structures
Grades 2 & 3
Observe: Look at pieces of artwork and learn how to make deeper insights
Sketch and Explore: Make artwork beyond previous experiences, experiment, and learn how to turn mistakes into new ideas
Engage and Persist: Learn skills and strategies to face artistic challenges
Envision: Develop and practice skills to picture and plan an artwork
Develop Craft: Learn the use of and practice with art tools, materials and art forms
Express: Develop skills in creating work to express an idea, feeling or personal meaning
Understand Art Worlds: Learn about artists, art careers, and art in society and explore self as an artist
Reflect: Build vocabulary and practice of questioning, explaining, and evaluating artworks from self and others
Grades 4 & 5
Observe: Look at pieces of artwork deeply and see things that might not otherwise be noticed
Sketch And Explore: Make artwork beyond previous experiences, experiment, and transform mistakes into new ideas
Engage and Persist: Develop a variety of skills and strategies in facing artistic challenges
Envision: Develop creativity and using strategies to imagine and plan an artwork
Develop Craft: Use and practice with art tools, materials, art forms, and care for the studio space
Express: Create works that express an idea, feeling or personal meaning
Understand Art Worlds: Learn about artists, art careers, and art in society and identify self as an artist
Reflect: Question, explain, and evaluate artworks from self and others
Music
Grades K-2
Create:
- Improvise on unpitched classroom instruments to various selections of music or sounds with substantial guidance
- Create representations of A and B sections of music with limited guidance, kinesthetically and artistically
- Improvise on pitched classroom instruments to various selections of music or sounds with limited guidance
Perform:
- Echo and/or read simple iconic notation rhythms in syllables (including but not limited to beamed eighth notes and quarter rhythm values)
- Echo alone and with others on classroom instruments with substantial guidance
- Perform forte and piano
- Perform two-part rounds and ostinati with substantial guidance
Respond:
- Identify whether music does or does not have a steady beat
- Explore how a steady beat is related to simple rhythms with substantial guidance
- Identify the differences between solo and ensemble performances with substantial guidance using varied repertoire
- Identify loud and quiet sounds aurally and with iconic notation
- Visually identify the difference between orchestral instrument families, at a basic level with substantial guidance using varied repertoire
- Identify the differences between solo and ensemble performances with limited guidance using varied repertoire
- Identify and describe the sounds of individual instruments in each orchestral family
Connect:
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Find real world examples of high and low sounds with substantial guidance. Connect rhythms to examples of music representing various cultures and musical styles (including, but not limited to beamed eighth notes and quarter value rhythms)
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Connect different types of sounds to moods/feelings
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Connect piano, mezzo piano, mezzo forte, forte, decrescendo, and crescendo to diverse musical genres and personal interests, experiences, ideas, and knowledge
Grades 3-5
Create
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Improvise and create compositions by layering instruments of different timbres
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Create representations of partner songs with limited guidance, kinesthetically and artistically
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Create a basic composition using a limited selection of pitches in standard notation of up to 8 measures
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Create kinesthetic and artistic representations of form with basic 3 to 4 chords (suggestions include blues form, reggae, pop, and rock music)
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Improvise rhythm with a 3 to 4 chord backing track or ensemble accompaniment (with an extension of up to 3 pitches)
Perform
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Perform piano, mezzo piano, mezzo forte, forte, decrescendo, and crescendo on recorder (or other melodic instruments)
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Perform basic Partner Songs with substantial guidance
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Perform Partner Songs
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Perform basic chords with substantial guidance
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Perform melodic content of a form with basic 3 to 4 chords
Respond
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Describe what makes a good improvised solo
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Identify and describe characteristics of a bridge in music
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Describe methods for keeping your place in a Partner Song
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Describe how dynamic levels can help to express feelings, intent, and explain connection to purpose and context
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Describe and self-assess personal technical accuracy and expression through dynamic
Connect
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Be aware of flat, sharp, and natural signs and their corresponding symbols
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Connect pitch to examples of music representing various cultures and musical styles
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Connect examples of music representing various cultures and musical styles (including, but not limited to, one eighth connected to two sixteenths and dotted half and quarter note
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Connect the texture/timbre/instruments to examples of music representing various cultures and musical style
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Connect best practices for using dynamics by listening to professional musical ensemble
Health
Grades K-2
Unit 1: Healthy Eating and Physical Activity
In order to live a healthier lifestyle, nutrition and physical activity play a huge role. This unit will focus on how students can identify healthier food options and find more enjoyment in understanding the importance of nutrition for the long term.
Unit 2: Mental and Emotional Health
Mental and emotional health are important parts of our overall well-being. Mental health includes our emotional, psychological, and social well-being. It affects how we think, feel, and act. Emotional health is the ability to cope with and manage emotions. It's also the ability to have positive relationships. This unit will allow students to use interpersonal communication to help describe how they are feeling and discover ways to help manage their feelings/emotions whether they be positive or negative.
Unit 3: Optimal Wellness and Disease Prevention
Beginning at the younger grade levels, it is important to teach students the importance of optimal wellness and disease prevention. Optimal wellness is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity. Disease prevention focuses on aiming to minimize the burden of diseases and associated risk factors. This unit will help students raise awareness about healthy behaviors and how to prevent the start or spread of diseases among themselves and others.
Grades 3-5
Unit 1: Violence Prevention
Violence is an urgent public health problem. It affects people in all stages of life and can lead to a lifetime of physical, emotional, and economic problems. This unit will help students understand how to prevent violence before it begins and its consequences so that all people, families, and communities are safe and healthy.
Unit 2: Safety and Injury Prevention
Safety is the condition of being protected from or unlikely to cause danger, risk, or injury. Students should be able to understand proper safety precautions and steps to take during different areas of life including: when playing sports, riding a bike, while inside of a car, handling household chore items, and using social media. Taking the proper steps helps prevent injuries or accidents before they occur. This unit can help keep students and others safe while also giving them the knowledge of what they should do when accidents happen.
Unit 3: Sexual Health
Sexual health education is an essential component of students' physical, social and emotional development. At the elementary grade levels, students experience different changes in their bodies. This unit will help students understand the basic reproductive parts and their functions along with how to process the stages of puberty.
Unit 4: Alcohol, Nicotine & Other Drugs
The misuse of alcohol, tobacco, and other drugs has severe impacts on the mental, emotional, and physical health of individuals. By introducing this unit to fourth and fifth grade students, they will have an understanding on the short-term and long-term effects as well as dangers of experimenting with alcohol, nicotine, and other drugs. Students will also be able to determine how to safely use medicines and household products.
Physical Education
Grades K-2
Team Sports: This unit introduces students to the foot skills and movement concepts most often associated with the sport of soccer. Foot dribbling, kicking, passing, and receiving (trapping) are the primary skills emphasized.
Individual Sports: This unit will also introduce students to the basics of volleying and striking through developmental play. Striking with the hand is followed by striking with a short-handled paddle, preparing students to progress toward paddle and racquet activities at the intermediate level.
Lifetime Activities: This unit will also introduce students to the basics of volleying and striking through developmental play. Striking with the hand is followed by striking with a short-handled paddle, preparing students to progress toward paddle and racquet activities at the intermediate level. Additionally, students will learn the tools for dance skills through developmental play.
Cooperative Games/Fitness: This unit will also introduce students to the basics of volleying and striking through developmental play. Striking with the hand is followed by striking with a short-handled paddle, preparing students to progress toward paddle and racquet activities at the intermediate level. Additionally, students will learn the tools for dance skills through developmental play.
Grades 3-5
Team Sports: Students should enter this unit with basic understanding of skills from the previous school years. Students who are new to the school district may struggle with these skills if they have not been previously taught. Students who are not familiar with their dominant side may also struggle.
Individual Sports: Competition and self enjoyment. Students will be able to find enjoyment when working by themselves in a sports setting.
Lifetime sports: Students will be able to realize the activities that can be enjoyed outside of a normal physical education class or not being on a “team”. Pictures and video of elderly people enjoying these activities could be important to relate these activities to a healthy lifestyle. Students can also relate the square dancing to concepts of “westward expansion” that they are learning in history class.
Cooperative Games/Fitness: Students have worked with others in large groups for many other units throughout the year. This unit will solidify the previous experiences into a more social and game-like atmosphere. Students will also be applying skills that they have developed in other units.