Elementary School

Overview: Elementary art at the elementary level is both exploratory and a continuation of skills-building from school year to the school year. Frequently, skills introduced one year are revisited again for mastery and further embellished as students grow more capable through the years. Kindergarten serves as a foundational year where basic skills, routines, and fine motor skills are developed in order to foster student success in the art room space. 

Elementary art in the Mequon-Thiensville School District has formulated its standards from the Wisconsin State Visual Art Standards. These standards focus on four main areas of art understanding which include Creating, Responding, Connecting, and Presenting. The Wisconsin Department of Public Instruction has provided this website to access the standards with an introductory video embedded within it.

Primary Resource: Teacher Created

Topics/Units: 

Drawing: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize drawing throughout multiple units but will engage in specific units where the development of drawing skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include markers, crayons, colored pencils, oil pastels, graphite, chalk pastels, watercolor pencils, paint pens, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize drawing to be successful in multiple units while also focusing on how mark-making qualities. In kindergarten, students should know and be able to do:

• Understand the qualities of various drawing materials
• Understand how a mark changes depending on what part of a drawing material is used

Painting: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize painting techniques throughout multiple units but will engage in specific units where the development of painting skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include liquid tempera paint, tempera cakes, watercolor paint, acrylic paint, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize painting techniques to be successful in multiple units while also focusing on exploring the use of brushstrokes. In kindergarten, students should know and be able to do:

• Use a paintbrush and paint to create a mark
• Understand that different sized brushes make different shaped/sized marks
• Understand how paintings and drawings are different
• Develop an awareness of basic brush care

Ceramics: (4 weeks) In their elementary art experience, students in grades K-5 will explore ceramic mediums annually. This exploration includes a variety of tools and materials which may or may not include fireable clay, air-dry clay, model magic, oil clay, and/or other three-dimensional modeling materials. Through the use and exploration of these materials, kindergarten students will focus on learning how to create textures and should know and be able to do:

• Understand how textures look and feel in an artwork
• Create a variety of textures on a malleable surface

Sculpture: (4 weeks) In their elementary art experience, students in grades K-5 will explore sculptural mediums annually. This exploration includes a variety of tools and materials which may or may not include paper, cardboard, styrofoam, wire, plastic, natural materials, recycled materials, fiber-based materials, wood, and/or others. Through the use and exploration of these materials, kindergarten students will focus on learning how to use folding and bending to create sculptural forms and should know and be able to do:

• Understand the difference between 2D and 3D artworks
• Apply techniques to transform a 2D material in to a 3D form

Printmaking: (4 weeks) In their elementary art experience, students in grades K-5 will explore printmaking mediums annually. This exploration includes a variety of tools and materials which may or may not include stamps, recycled objects, styrofoam plates, stencils, brayers, ink, paint, and/or others.  Through the use and exploration of these materials, kindergarten students will focus on learning how to use stamping to create repetitive prints/patterns and should know and be able to do:

• Understand how stamping can copy or repeat a mark or image
• Create an impression on a 2D or 3D surface

Fibers: (4 weeks) In their elementary art experience, students in grades K-5 will explore fiber mediums annually. This exploration includes a variety of tools and materials which may or may not include yarn, string, raffia, cord, natural materials, fabric, needles, looms, and/or more. Through the use and exploration of these materials, kindergarten students will focus on learning how to use paper weaving and should know and be able to do:

• Identify objects that are made using weaving
• Understand how materials can be interconnected using patterns

Elements and Principles of Design: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will explore the Elements and Principles of design throughout all units so that they are able to develop design skills that make their artwork stronger. The Elements and Principles of Design that will be focused on will vary between units but in kindergarten, an emphasis is placed on the elements of design which include:

• Line
• Shape
• Form
• Color
• Texture
• Space
• Value

Cultural Awareness & Art Historical Connections: (ongoing throughout the year) Throughout their elementary art experience, students will learn about and explore a variety of cultures and artists so that they are able to understand that art is created by a variety of people, from a variety of places and times and for a variety of reasons. Artists and cultures of focus vary from unit to unit but include representation of a variety of cultures from around the globe as well as both master and contemporary artists.

21st Century Skills: (ongoing throughout the year) In art class, students naturally develop many of the creativity and innovation and life and career skills research has shown are crucial for success in the 21st century. Skills are drawn from AASA, the website for The Partnership for 21st Century Skills.

Art - 1st Grade
Overview: Elementary art at the elementary level is both exploratory and a continuation of skills-building from school year to school year. Frequently, skills introduced one year are revisited again for mastery and further embellished as students grow more capable through the years.

Elementary art in the Mequon-Thiensville School District has formulated its standards from the Wisconsin State Visual Art Standards. These standards focus on four main areas of art understanding which include Creating, Responding, Connecting, and Presenting. The Wisconsin Department of Public Instruction has provided this website to access the standards with an introductory video embedded within it.

Primary Resource: Teacher Created

Topics/Units:

Drawing: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize drawing throughout multiple units but will engage in specific units where the development of drawing skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include markers, crayons, colored pencils, oil pastels, graphite, chalk pastels, watercolor pencils, paint pens, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize drawing to be successful in multiple units while also focusing on the exploration of lines and patterns. In 1st grade, students should know and be able to do:

• Explore the use of different styles of lines in their artwork
• Develop an understanding of repetition and pattern
• Understand how the pattern improves our art-making

Painting: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize painting techniques throughout multiple units but will engage in specific units where the development of painting skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include liquid tempera paint, tempera cakes, watercolor paint, acrylic paint, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize painting techniques to be successful in multiple units while also focusing on exploring the use of brushstroke and color mixing. In 1st grade, students should know and be able to do:

• Understand rainbow order, primary, secondary, warm and cool color families
• Develop an understanding of how colors interact when mixed together
• Develop the ability to produce quality brushstrokes through experimentation and practice

Ceramics: (4 weeks) In their elementary art experience, students in grades K-5 will explore ceramic mediums annually. This exploration includes a variety of tools and materials which may or may not include fireable clay, air-dry clay, model magic, oil clay, and/or other three-dimensional modeling materials. Through the use and exploration of these materials, 1st-grade students will focus on learning how to use pinching and rolling and should know and be able to do:

• Understand where clay comes from and how it changes during a firing/drying process
• Understand how to attach clay pieces together (such as score, slip, and smooth)
• Gain the ability to form a shape in clay using pinching and rolling motion
• Create a variety of textures on a malleable surface

Sculpture: (4 weeks) In their elementary art experience, students in grades K-5 will explore sculptural mediums annually. This exploration includes a variety of tools and materials which may or may not include paper, cardboard, styrofoam, wire, plastic, natural materials, recycled materials, fiber-based materials, wood, and/or others. Through the use and exploration of these materials, 1st-grade students will focus on learning how to use additive sculpture techniques to create sculptural forms and should know and be able to do:

• Understand the difference between 2D and 3D artworks 
• Explore various materials to create a 3D work
• Acquire skills to successfully build 3D works
• Understand that 3D work should be interesting from all sides and angles

Printmaking: (4 weeks) In their elementary art experience, students in grades K-5 will explore printmaking mediums annually. This exploration includes a variety of tools and materials which may or may not include stamps, recycled objects, styrofoam plates, stencils, brayers, ink, paint, and/or others.  Through the use and exploration of these materials, 1st-grade students will focus on learning how to use monotype and stamping to create repetitive prints/patterns and should know and be able to do:

• Understand that a monotype print is one of a kind
• Understand how stamping can be used to make repetitive, similar prints/marks
• Create an impression on a 2D or 3D surface

Fibers: (4 weeks) In their elementary art experience, students in grades K-5 will explore fiber mediums annually. This exploration includes a variety of tools and materials which may or may not include yarn, string, raffia, cord, natural materials, fabric, needles, looms, and/or more. Through the use and exploration of these materials, 1st-grade students will focus on learning how to use yarn weaving and should know and be able to do:

• Explore how fibers are used in a variety of different cultures
• Identify artworks and everyday objects that are made from fibers
• Understand how to lock fibers together using an over-under pattern to create a work of art

Elements and Principles of Design: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will explore the Elements and Principles of design throughout all units so that they are able to develop design skills that make their artwork stronger. The Elements and Principles of Design that will be focused on will vary between units but in 1st grade, an emphasis is placed on the elements of design which include:

• Line
• Shape
• Form
• Color
• Texture
• Space
• Value

Cultural Awareness & Art Historical Connections: (ongoing throughout the year) Throughout their elementary art experience, students will learn about and explore a variety of cultures and artists so that they are able to understand that art is created by a variety of people, from a variety of places and times and for a variety of reasons. Artists and cultures of focus vary from unit to unit but include representation of a variety of cultures from around the globe as well as both master and contemporary artists.

21st Century Skills: (ongoing throughout the year) In art class, students naturally develop many of the creativity and innovation and life and career skills research has shown are crucial for success in the 21st century. Skills are drawn from AASA, the website for The Partnership for 21st Century Skills.

Art - 2nd Grade
Overview: Elementary art at the elementary level is both exploratory and a continuation of skills-building from school year to school year. Frequently, skills introduced one year are revisited again for mastery and further embellished as students grow more capable through the years. 

Elementary art in the Mequon-Thiensville School District has formulated its standards from the Wisconsin State Visual Art Standards. These standards focus on four main areas of art understanding which include Creating, Responding, Connecting, and Presenting. The Wisconsin Department of Public Instruction has provided this website to access the standards with an introductory video embedded within it.

Topics/Units:

Drawing: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize drawing throughout multiple units but will engage in specific units where the development of drawing skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include markers, crayons, colored pencils, oil pastels, graphite, chalk pastels, watercolor pencils, paint pens, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize drawing to be successful in multiple units while also focusing on the use of contour lines and shapes. In 2nd grade, students should know and be able to do:

• Create a drawing using a variety of different drawing materials
• Understand that a contour line has the ability to record what you are seeing and is the foundation of drawing
• Understand that shapes are made from contour lines

Painting: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize painting techniques throughout multiple units but will engage in specific units where the development of painting skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include liquid tempera paint, tempera cakes, watercolor paint, acrylic paint, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize painting techniques to be successful in multiple units while also continuing to focus on exploring the use of brushstroke and color mixing. In 2nd  grade, students should know and be able to do:

• Understand how to use the color wheel to make strong color choices
• Understand how complementary and analogous colors are used when mixing new colors
• Develop an understanding of how colors interact when mixed together
• Produce quality brushstrokes through experimentation and practice

Ceramics: (4 weeks) In their elementary art experience, students in grades K-5 will explore ceramic mediums annually. This exploration includes a variety of tools and materials which may or may not include fireable clay, air-dry clay, model magic, oil clay, and/or other three-dimensional modeling materials. Through the use and exploration of these materials, 2nd-grade students will focus on learning how to use pressing and draping and should know and be able to do:

• Understand where clay comes from and how it changes during a firing/drying process
• Understand how to attach clay pieces together (such as score, slip, and smooth)
• Gain the ability to form a shape in clay using pressing and/or draping

Sculpture: (4 weeks) In their elementary art experience, students in grades K-5 will explore sculptural mediums annually. This exploration includes a variety of tools and materials which may or may not include paper, cardboard, styrofoam, wire, plastic, natural materials, recycled materials, fiber-based materials, wood, and/or others. Through the use and exploration of these materials, 2nd-grade students will focus on learning how to use relief techniques to create sculptural forms and should know and be able to do:

• Understand the difference between 2D and 3D artworks
• Understand that 3D work should be interesting from all sides and angles
• Identify artworks that are a relief compared to other types of sculptures
• Understand additive and subtractive processes used to create 3D surfaces

Printmaking: (4 weeks) In their elementary art experience, students in grades K-5 will explore printmaking mediums annually. This exploration includes a variety of tools and materials which may or may not include stamps, recycled objects, styrofoam plates, stencils, brayers, ink, paint, and/or others.  Through the use and exploration of these materials, 2nd-grade students will focus on learning how to use intaglio to create repetitive prints/patterns and should know and be able to do:

• Understand how to create a printing plate by pressing lines into a material
• Understand how printmaking can be used to create series or editions
• Learn characteristics of a quality print

Fibers: (4 weeks) In their elementary art experience, students in grades K-5 will explore fiber mediums annually. This exploration includes a variety of tools and materials which may or may not include yarn, string, raffia, cord, natural materials, fabric, needles, looms, and/or more. Through the use and exploration of these materials, 2nd-grade students will focus on learning how to use textile design and should know and be able to do:

• Explore how fibers are used in a variety of different cultures
• Identify artworks and everyday objects that are made from fibers
• Understand what a textile is and various techniques for surface design

Elements and Principles of Design: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will explore the Elements and Principles of design throughout all units so that they are able to develop design skills that make their artwork stronger. The Elements and Principles of Design that will be focused on will vary between units but in 2nd grade, an emphasis is placed on the elements of design which include:

• Line
• Shape
• Form
• Color
• Texture
• Space
• Value

Cultural Awareness & Art Historical Connections: (ongoing throughout the year) Throughout their elementary art experience, students will learn about and explore a variety of cultures and artists so that they are able to understand that art is created by a variety of people, from a variety of places and times and for a variety of reasons. Artists and cultures of focus vary from unit to unit but include representation of a variety of cultures from around the globe as well as both master and contemporary artists. 

21st Century Skills: (ongoing throughout the year) In art class, students naturally develop many of the creativity and innovation and life and career skills research has shown are crucial for success in the 21st century. Skills are drawn from AASA, the website for The Partnership for 21st Century Skills.

Art - 3rd Grade
Overview: Elementary art at the elementary level is both exploratory and a continuation of skills-building from school year to school year. Frequently, skills introduced one year are revisited again for mastery and further embellished as students grow more capable through the years.

Elementary art in the Mequon-Thiensville School District has formulated its standards from the Wisconsin State Visual Art Standards. These standards focus on four main areas of art understanding which include Creating, Responding, Connecting, and Presenting. The Wisconsin Department of Public Instruction has provided this website to access the standards with an introductory video embedded within it.

Topics/Units:

Drawing: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize drawing throughout multiple units but will engage in specific units where the development of drawing skills are the primary focus. This exploration includes a variety of tools and materials which may or may not include markers, crayons, colored pencils, oil pastels, graphite, chalk pastels, watercolor pencils, paint pens, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize drawing to be successful in multiple units while also focusing on the use of contour line and line weight. In 3rd grade, students should know and be able to do:

• Create a drawing using a variety of different drawing materials
• Understand that a contour line has the ability to record what you are seeing and is the foundation of drawing
• Understand and explore how lines and marks change with different pressures

Painting: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize painting techniques throughout multiple units but will engage in specific units where the development of painting skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include liquid tempera paint, tempera cakes, watercolor paint, acrylic paint, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize painting techniques to be successful in multiple units while also continuing to focus on exploring the use of tinting, shading, and toning. In 3rd  grade, students should know and be able to do:

• Identify an artwork that creates form using shading
• Tint, shade, and tone to mix new paint colors using the addition of white, black, and complementary colors
• Understand the difference between how a tint, shade and a tone are made

Ceramics: (4 weeks) In their elementary art experience, students in grades K-5 will explore ceramic mediums annually. This exploration includes a variety of tools and materials which may or may not include fireable clay, air-dry clay, model magic, oil clay, and/or other three-dimensional modeling materials. Through the use and exploration of these materials, 3rd-grade students will focus on learning how to use slab construction  and should know and be able to do: 

• Understand where clay comes from and how it changes during a firing/drying process
• Understand how to attach clay pieces together (such as score, slip and smooth)
• Be able to create a 3D dimensional form by manipulating and attaching slabs of clay

Sculpture: (4 weeks) In their elementary art experience, students in grades K-5 will explore sculptural mediums annually. This exploration includes a variety of tools and materials which may or may not include paper, cardboard, styrofoam, wire, plastic, natural materials, recycled materials, fiber-based materials, wood, and/or others. Through the use and exploration of these materials, 3rd-grade students will focus on learning how to use hanging and kinetic techniques to create sculptural forms and should know and be able to do:

• Understand how a sculpture can have motion
• Explore a variety of sculptural materials and ways to attach and combine them
• Create a hanging sculpture utilizing balance and/or movement

Printmaking: (4 weeks) In their elementary art experience, students in grades K-5 will explore printmaking mediums annually. This exploration includes a variety of tools and materials which may or may not include stamps, recycled objects, styrofoam plates, stencils, brayers, ink, paint, and/or others.  Through the use and exploration of these materials, 3rd-grade students will focus on learning how to use stenciling to create repetitive prints/patterns and should know and be able to do:

• Create an image or pattern using a stencil as a tool
• Understand how an image can be repeated using stencils
• Understand how printmaking can be used to create series or editions

Fibers: (4 weeks) In their elementary art experience, students in grades K-5 will explore fiber mediums annually. This exploration includes a variety of tools and materials which may or may not include yarn, string, raffia, cord, natural materials, fabric, needles, looms, and/or more. Through the use and exploration of these materials, 3rd-grade students will focus on learning how to use stitchery and knotting and should know and be able to do:

• Explore how fibers are used in a variety of different cultures
• Identify artworks and everyday objects that are made from fibers
• Create an art object using stitchery and knotting techniques
• Understand how stitching and knotting are life skills and be able to identify practical applications for their use

Elements and Principles of Design: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will explore the Elements and Principles of design throughout all units so that they are able to develop design skills that make their artwork stronger. The Elements and Principles of Design that will be focused on will vary between units. In 3rd grade, students continue to explore the elements of design but are also introduced to the principles of design, which include:

• Elements: Line, Shape, Form, Color, Texture, Space, Value
• Principles: Contrast, Emphasis, Rhythm, Variety, Unity, Balance, Movement, Scale, Proportion, Space, Harmony

Cultural Awareness & Art Historical Connections: (ongoing throughout the year) Throughout their elementary art experience, students will learn about and explore a variety of cultures and artists so that they are able to understand that art is created by a variety of people, from a variety of places and times and for a variety of reasons. Artists and cultures of focus vary from unit to unit but include representation of a variety of cultures from around the globe as well as both master and contemporary artists.

21st Century Skills: (ongoing throughout the year) In art class, students naturally develop many of the creativity and innovation and life and career skills research has shown are crucial for success in the 21st century. Skills are drawn from AASA, the website for The Partnership for 21st Century Skills.

Art - 4th Grade
Overview: Elementary art at the elementary level is both exploratory and a continuation of skills-building from school year to school year. Frequently, skills introduced one year are revisited again for mastery and further embellished as students grow more capable through the years.

Elementary art in the Mequon-Thiensville School District has formulated its standards from the Wisconsin State Visual Art Standards. These standards focus on four main areas of art understanding which include Creating, Responding, Connecting, and Presenting. The Wisconsin Department of Public Instruction has provided this website to access the standards with an introductory video embedded within it:  

Primary Resource: Teacher Created

Topics/Units:

Drawing: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize drawing throughout multiple units but will engage in specific units where the development of drawing skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include markers, crayons, colored pencils, oil pastels, graphite, chalk pastels, watercolor pencils, paint pens, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize drawing to be successful in multiple units while also focusing on the use of blending, shading, and value. In 4th grade, students should know and be able to do:

• Create a drawing using a variety of different drawing materials
• Understand and explore how marks change with different pressures
• Use shading to create gradations of light and shadow

Painting: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize painting techniques throughout multiple units but will engage in specific units where the development of painting skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include liquid tempera paint, tempera cakes, watercolor paint, acrylic paint, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize painting techniques to be successful in multiple units while also continuing to focus on exploring the use of watercolor techniques. In 4th grade, students should know and be able to do:

• Identify an artwork that was created using watercolors
• Understand the possibilities and limitations of the watercolor medium
• Be able to use a variety of watercolor techniques to create a work of art

Ceramics: (4 weeks) In their elementary art experience, students in grades K-5 will explore ceramic mediums annually. This exploration includes a variety of tools and materials which may or may not include fireable clay, air-dry clay, model magic, oil clay, and/or other three-dimensional modeling materials. Through the use and exploration of these materials, 4th-grade students will focus on learning how to use coiling  and should know and be able to do:

• Understand where clay comes from and how it changes during a firing/drying process
• Understand how to attach clay pieces together (such as score, slip and smooth)
• Be able to utilize colining to create a vessel or other 3D dimensional form

Sculpture: (4 weeks) In their elementary art experience, students in grades K-5 will explore sculptural mediums annually. This exploration includes a variety of tools and materials which may or may not include paper, cardboard, styrofoam, wire, plastic, natural materials, recycled materials, fiber-based materials, wood, and/or others. Through the use and exploration of these materials, 4th-grade students will focus on learning how to use armature techniques to create sculptural forms and should know and be able to do:

• Understand that 3D artwork may need an internal way to hold itself up
• Understand that an armature is an internal framework
• Understand that sculptures need to look interesting from all sides and angles

Printmaking: (4 weeks) In their elementary art experience, students in grades K-5 will explore printmaking mediums annually. This exploration includes a variety of tools and materials which may or may not include stamps, recycled objects, styrofoam plates, stencils, brayers, ink, paint, and/or others.  Through the use and exploration of these materials, 4th-grade students will focus on learning how to use additive and/or subtractive processes to create repetitive prints/patterns and should know and be able to do:

• Understand that a print can be created through additive or subtractive techniques
• Understand how printmaking can be used to create series or editions
• Understand the characteristics of a high-quality print

Fibers: (4 weeks) In their elementary art experience, students in grades K-5 will explore fiber mediums annually. This exploration includes a variety of tools and materials which may or may not include yarn, string, raffia, cord, natural materials, fabric, needles, looms, and/or more. Through the use and exploration of these materials, 4th-grade students will focus on learning how to use braiding, tying, or yarn manipulation and should know and be able to do:

• Explore how fibers are used in a variety of different cultures
• Identify artworks and everyday objects that are made from fibers
• Understand how various strands can be interconnected 
• Learn to connect two loose ends by tying them

Elements and Principles of Design: ((ongoing throughout the year) In their elementary art experience, students in grades K-5 will explore the Elements and Principles of design throughout all units so that they are able to develop design skills that make their artwork stronger. The Elements and Principles of Design that will be focused on will vary between units. In 4th  grade, students continue to explore the elements of design but are also introduced to the principles of design, which include:

• Elements: Line, Shape, Form, Color, Texture, Space, Value
• Principles: Contrast, Emphasis, Rhythm, Variety, Unity, Balance, Movement, Scale, Proportion, Space, Harmony

Cultural Awareness & Art Historical Connections: (ongoing throughout the year) Throughout their elementary art experience, students will learn about and explore a variety of cultures and artists so that they are able to understand that art is created by a variety of people, from a variety of places and times and for a variety of reasons. Artists and cultures of focus vary from unit to unit but include representation of a variety of cultures from around the globe as well as both master and contemporary artists.

21st Century Skills:  (ongoing throughout the year) In art class, students naturally develop many of the creativity and innovation and life and career skills research has shown are crucial for success in the 21st century. Skills are drawn from AASA, the website for The Partnership for 21st Century Skills.

Overview: Elementary art at the elementary level is both exploratory and a continuation of skills-building from school year to school year. Frequently, skills introduced one year are revisited again for mastery and further embellished as students grow more capable through the years. 5th grade serves as students' capstone experience for elementary art and focuses heavily on combining and deepening knowledge from all previous years of art instruction.

Elementary art in the Mequon-Thiensville School District has formulated its standards from the Wisconsin State Visual Art Standards.  These standards focus on four main areas of art understanding which include Creating, Responding, Connecting, and Presenting. The Wisconsin Department of Public Instruction has provided this website to access the standards with an introductory video embedded within it.

Topics/Units:

Drawing: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize drawing throughout multiple units but will engage in specific units where the development of drawing skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include markers, crayons, colored pencils, oil pastels, graphite, chalk pastels, watercolor pencils, paint pens, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize drawing to be successful in multiple units while also focusing on the introduction to perspective and proportion. In 5th grade, students should know and be able to do:

• Understand the difference between foreground, midground, and background
• Explore how distance objects are smaller than close-up objects
• Create a drawing that has depth
• Draw with a variety of drawing materials

Painting: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will utilize painting techniques throughout multiple units but will engage in specific units where the development of painting skills is the primary focus. This exploration includes a variety of tools and materials which may or may not include liquid tempera paint, tempera cakes, watercolor paint, acrylic paint, and/or others. Through the use and exploration of these materials, kindergarten students will be able to utilize painting techniques to be successful in multiple units while also continuing to focus on exploring the use of layering techniques. In 5th grade, students should know and be able to do:

• Mix a variety of unique paint colors
• Create a painting that has depth or variety of marks using layers
• Apply a variety of painting techniques to create a unique work of art
• Demonstrate appropriate brush care

Ceramics:(4 weeks) In their elementary art experience, students in grades K-5 will explore ceramic mediums annually. This exploration includes a variety of tools and materials which may or may not include fireable clay, air-dry clay, model magic, oil clay, and/or other three-dimensional modeling materials. Through the use and exploration of these materials, 5th-grade students will focus on learning how to use combined ceramics techniques  and should know and be able to do:

• Understand where clay comes from and how it changes during a firing/drying process
• Understand how to attach clay pieces together (such as score, slip, and smooth)
• Be able to combine pinching, rolling, slab, and coiling techniques to create a unique work of art

Sculpture: (4 weeks) In their elementary art experience, students in grades K-5 will explore sculptural mediums annually. This exploration includes a variety of tools and materials which may or may not include paper, cardboard, styrofoam, wire, plastic, natural materials, recycled materials, fiber-based materials, wood, and/or others. Through the use and exploration of these materials, 5th-grade students will focus on learning how to use combined techniques to create sculptural forms and should know and be able to do:

• Combine a variety of sculptural techniques to make one final sculpture
• Create a sculpture that is interesting to look at from all sides
• Learn how to refine sculptural craftsmanship skills

Printmaking: (4 weeks) In their elementary art experience, students in grades K-5 will explore printmaking mediums annually. This exploration includes a variety of tools and materials which may or may not include stamps, recycled objects, styrofoam plates, stencils, brayers, ink, paint, and/or others.  Through the use and exploration of these materials, 5th-grade students will focus on learning how to use additive and/or subtractive processes to create repetitive prints/patterns and should know and be able to do:

• Understand that a print can be created through additive or subtractive techniques
• Understand how printmaking can be used to create series or editions
• Understand the characteristics of a high-quality print

Fibers: (4 weeks) In their elementary art experience, students in grades K-5 will explore fiber mediums annually. This exploration includes a variety of tools and materials which may or may not include yarn, string, raffia, cord, natural materials, fabric, needles, looms, and/or more. Through the use and exploration of these materials, 5th-grade students will focus on learning how to use sculptural fiber techniques and should know and be able to do:

• Explore how fibers are used in a variety of different cultures
• Identify artworks and everyday objects that are made from fibers
• Understand how to manipulate fibers in a 3-dimensional way

Elements and Principles of Design: (ongoing throughout the year) In their elementary art experience, students in grades K-5 will explore the Elements and Principles of design throughout all units so that they are able to develop design skills that make their artwork stronger. The Elements and Principles of Design that will be focused on will vary between units. In 5th  grade, students continue to explore the elements of design but are also introduced to the principles of design, which include:

• Elements: Line, Shape, Form, Color, Texture, Space, Value
• Principles: Contrast, Emphasis, Rhythm, Variety, Unity, Balance, Movement, Scale, Proportion, Space, Harmony

Cultural Awareness & Art Historical Connections: (ongoing throughout the year) Throughout their elementary art experience, students will learn about and explore a variety of cultures and artists so that they are able to understand that art is created by a variety of people, from a variety of places and times and for a variety of reasons. Artists and cultures of focus vary from unit to unit but include representation of a variety of cultures from around the globe as well as both master and contemporary artists.

21st Century Skills: (ongoing throughout the year) In art class, students naturally develop many of the creativity and innovation and life and career skills research has shown are crucial for success in the 21st century. Skills are drawn from AASA, the website for The Partnership for 21st Century Skills.

Course Overview: Kindergarten instruction consists of five 6-week units, each structured around a weekly essential question, theme, and multi-genre approach to reading and writing instruction. Emphasizing phonemic awareness, phonics, and early decoding skills, the units introduce high-frequency words, letter-sound relationships, and basic blending techniques. The curriculum includes a mix of fiction and nonfiction texts aligned with overarching themes in science, social studies, and humanities, providing a cohesive learning experience across grades.

Each unit provides reading and writing instruction through engaging texts and activities, including read-aloud sessions, shared reading, and interactive writing exercises. Assessment tools are integrated to monitor progress, allowing teachers to provide targeted support and ensure students meet their literacy milestones.

Primary Resources: myView Literacy

Topics/Units: Click here for detailed Kindergarten unit/weekly scope and sequence.

UNIT 1: Theme: Going Places; Cross-Curricular Focus: Geography

Unit Goals: I can talk about what makes a place special. I can read fiction texts. I can draw or write texts.

Time frame: 6 weeks

UNIT 2:  Theme: Living Together; Cross-Curricular Focus: Life Science

Unit Goals: I can learn about living things. I can read informational texts. I can draw or write texts.

Time frame: 6 weeks

UNIT 3: Theme: Tell Me A Story; Cross-Curricular Focus: Arts & Literature

Unit Goals: I can talk with others about why people like stories. I can read traditional stories. I can write a personal narrative.

Time frame: 6 weeks

UNIT 4:  Theme: Then and Now; Cross-Curricular Focus: History

Unit Goals: I can talk about what we can learn from the past. I can read narrative nonfiction. I can write a personal narrative.

Time frame: 6 weeks

UNIT 5:  Theme: Outside My Door; Cross-Curricular Focus: Earth Science

Unit Goals: I can talk about what we can learn from the past. I can read informational text. I can write a literary nonfiction text.

Time frame: 6 weeks

Course Overview: 1st grade instruction consists of five 6-week units, each structured around a weekly essential question, theme, and multi-genre approach to reading and writing. The units focus on advancing phonics skills, enhancing decoding abilities, and expanding vocabulary. Students engage with a balanced selection of fiction and nonfiction texts, aligned with science, social studies, and humanities themes to build a well-rounded literacy foundation.

Each unit incorporates activities such as guided reading, interactive writing, and vocabulary development to foster comprehension and critical thinking. The program also includes assessment tools to track progress and tailor instruction to meet individual needs, ensuring students achieve their literacy goals.

Primary Resources: myView Literacy

Topics/Units: Click here for detailed 1st Grade  unit/weekly scope and sequence.

UNIT 1: Theme: My Neighborhood; Cross-Curricular Focus: Geography

Unit Goals: I understand what a neighborhood is.  I can read realistic fiction.  I can write a story.

Time frame: 6 weeks

UNIT 2:  Theme: I Spy; Cross-Curricular Focus: Life Science

Unit Goals: I understand how living things grow and change. I can read informational text.  I can write informational text.

Time frame: 6 weeks

UNIT 3: Theme: Imagine That; Cross-Curricular Focus: Arts & Literature

Unit Goals: I understand how we can use our imaginations.  I can read traditional stories. I can write an opinion book.

Time frame: 6 weeks

UNIT 4: Theme: Making History; Cross-Curricular Focus: History

Unit Goals: I understand why the past is important.  I can read biographies. I can write a personal narrative..

Time frame: 6 weeks

UNIT 5: Theme: Beyond My World; Cross-Curricular Focus: Earth Science

Unit Goals: I can learn about the seasons. I can read informational texts. I can write a how-to-book.

Time frame: 6 weeks

Course Overview: 2nd grade instruction consists of five 6-week units, each structured around a weekly essential question, theme, and multi-genre approach to reading and writing. The units build on phonics and decoding skills, introduce more complex vocabulary, and emphasize fluency and comprehension. Students read a diverse range of fiction and nonfiction texts, linked to overarching themes in science, social studies, and humanities.

 The program supports literacy development through activities such as shared reading, narrative and informational writing, and vocabulary enrichment. Integrated assessment tools help monitor student progress and provide targeted support, ensuring that students continue to develop their reading and writing skills effectively.

Primary Resources: myView Literacy

Topics/Units: Click here for detailed 2nd grade  unit/weekly scope and sequence.

UNIT 1: Theme: You are Here; Cross-Curricular Focus: Geography

Unit Goals: I can talk with others about how different places affect us. I can read about realistic fiction and understand the elements. I can plan, draft, and publish my writing.

Time frame: 6 weeks

UNIT 2: Theme: Nature’s Wonders; Cross-Curricular Focus: Life Science

Unit Goals: I can talk with others about what patterns we see in nature. I know about informational text and understand its features and structures. I can use elements of informational text to write a list article.

Time frame: 6 weeks

UNIT 3: Theme: Our Traditions; Cross-Curricular Focus: Arts & Literature

Unit Goals: I can talk with others about what traditions are. I can identify different types of traditional texts and their elements. I can write a book review.

Time frame: 6 weeks

UNIT 4: Theme: Making a Difference; Cross-Curricular Focus: History

Unit Goals: I can talk with others about why it is important to connect with other people. I know about narrative nonfiction and understand its elements. I can use elements of narrative nonfiction to write a personal narrative..

Time frame: 6 weeks

UNIT 5: Theme: Our Incredible Earth; Cross-Curricular Focus: Earth Science

Unit Goals: I can talk with others about how the earth changes. I can read different types of informational texts and understand their features and structures. I can use elements of informational text to write a procedural text.

Time frame: 6 weeks

Course Overview: 3rd grade instruction consists of five 6-week units, each structured around a weekly essential question, theme, and multi-genre reading and writing approach. The units focus on deepening comprehension, expanding vocabulary, and developing critical thinking skills through a balanced mix of fiction and nonfiction texts. The content is aligned with broad science, social studies, and humanities themes to provide a cohesive learning experience.

Students engage in close reading, text analysis, and opinion writing, with opportunities to discuss and reflect on texts. The program’s integrated assessment tools monitor student progress, enabling teachers to adjust instruction and support individual learning needs effectively.

Primary Resources: myView Literacy

Topics/Units:Click here for detailed 3rd grade unit/weekly scope and sequence.

UNIT 1: Theme: Environments; Cross-Curricular Focus: Geography

Unit Goals: I can determine how our environment affects us. I know about different types of traditional tales and understand their elements. I can use elements of narrative text to write a personal narrative.

Time frame: 6 weeks

UNIT 2: Theme: Interactions; Cross-Curricular Focus: Life Science

Unit Goals: I can determine how plants and animals live together. I know about different types of instructional text and understand their elements. I can use elements of an informational text to write a how-to-article.

Time frame: 6 weeks

UNIT 3: Theme: Heroes; Cross-Curricular Focus: Arts & Literature

Unit Goals: I can collaborate with others to determine what makes a hero. I know about historical fiction and understand its elements. I can use elements of narrative text to write a historical fiction story.

Time frame: 6 weeks

UNIT 4: Theme: Events Cross-Curricular Focus: History

Unit Goals: I can collaborate with others to determine how communities change over time. I know about biography and understand its elements. I can use elements of opinion writing to write an opinion essay..

Time frame: 6 weeks

UNIT 5: Theme: Solutions; Cross-Curricular Focus: Earth Science

Unit Goals: I can determine how the environment challenges us. I know about different types of informational texts and understand their elements. I can use knowledge of the sound and shape of poetry to write a poem.

Time frame: 6 weeks

Course Overview: 4th grade instruction consists of five 6-week units, each structured around a weekly essential question, theme, and multi-genre approach to reading and writing instruction. The units emphasize advanced comprehension skills, vocabulary expansion, and analytical thinking through a blend of fiction and nonfiction texts. These texts are aligned with overarching themes in science, social studies, and humanities for a cohesive educational experience.

Students participate in detailed text analysis, comparative writing, and thematic discussions. The program includes assessment tools to track progress and provide feedback, helping teachers customize instruction to meet each student’s needs and support their continued literacy development.

Primary Resources: myView Literacy 

Topics/Units: Click here for detailed 4th grade unit/weekly scope and sequence.

UNIT 1: Theme: Networks; Cross-Curricular Focus: Geography

Unit Goals: I can determine how a place can affect how we live. I know about different types of narrative nonfiction and understand their elements. I can use elements of narrative nonfiction writing to write a personal narrative. Time frame: 6 weeks

UNIT 2: Theme: Adaptations; Cross-Curricular Focus: Life Science

Unit Goals: I can collaborate with others to determine how living things adapt to the world around them. I know about different types of informational text and understand their structures and features. I can use elements of informational text to write an article. Time frame: 6 weeks

UNIT 3: Theme: Diversity; Cross-Curricular Focus: Arts & Literature

Unit Goals: I can collaborate with others to explore new understandings about diversity. I know about different types of fiction and understand the elements of fiction. I can write realistic fiction using story elements.  Time frame: 6 weeks

UNIT 4: Theme: Impacts; Cross-Curricular Focus: History

Unit Goals: I can collaborate with others to determine how stories shape our world. I know about different types of traditional literature and understand their elements. I can use elements of opinion writing to write an essay. Time frame: 6 weeks

UNIT 5: Theme: Features; Cross-Curricular Focus: Earth Science

Unit Goals: I can collaborate with others to determine why it is important to understand our planet.  I know about different types of informational text and understand their structures and features. I can use knowledge of the elements and structure of poetry to write a poem. Time frame: 6 weeks

Course Overview: 5th grade instruction consists of five 6-week units, each structured around a weekly essential question, theme, and multi-genre reading and writing framework. The units focus on refining reading comprehension, expanding vocabulary, and enhancing critical thinking through a diverse selection of fiction and nonfiction texts. These texts align with key themes in science, social studies, and humanities to ensure a comprehensive learning experience.

Students engage in in-depth text analysis, research-based writing, and collaborative discussions. The program included integrated assessment tools to monitor progress and adapt instruction, ensuring that students develop advanced literacy skills and are well-prepared for future academic challenges.

Primary Resources: myView Literacy 

Topics/Units: Click here for detailed 5th grade unit/weekly scope and sequence.

UNIT 1: Theme: Journeys; Cross-Curricular Focus: Geography

Unit Goals: I can collaborate with others to determine how journeys change us.  I know about different types of informational text and understand their structure and features.  I can use elements of narrative writing to write a personal narrative. Time frame: 6 weeks

UNIT 2: Theme: Observations; Cross-Curricular Focus: Life Science

Unit Goals: I can collaborate with others to explore how we learn through observations.  I know about different types of informational text and understand their structures and features. I can use elements of informational writing to write an information article. Time frame: 6 weeks

UNIT 3: Theme: Reflections; Cross-Curricular Focus: Arts & Literature

Unit Goals: I can collaborate with others to explore how the experience of others reflects our own.  I know about different types of fiction and understand their elements.  I can use elements of opinion writing to write an essay. Time frame: 6 weeks

UNIT 4: Theme: Liberty;  Cross-Curricular Focus: History

Unit Goals: I can collaborate with others to determine what it means to be free.  I know about different types of fiction and understand the elements of historical fiction.  I can use elements of fiction to write a science fiction story. Time frame: 6 weeks

UNIT 5: Theme: Systems; Cross-Curricular Focus: Earth Science

Unit Goals: I can collaborate with others to explore how  elements of systems change.  I know about different types of informational texts and understand their structures and features.  I can use elements of poetry to write a poem. Time frame: 6 weeks

Overview: Representing, relating, and operating on whole numbers, initially with sets of objects. Describing shapes and space.

Primary Resource: Eureka Math/Great Minds

Topics/Units:

• Module 1: Kindergarten starts out by solidifying the meaning of numbers to 10 with a focus on embedded numbers and relationships to 5. Because fluency with addition and subtraction within 5 is a Kindergarten goal, addition within 5 is begun in Module 1 as another representation of the decomposition of numbers. Time Frame: 40 days
• Module 2: Students learn to identify and describe squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres. During this Module, students also practice their fluency with numbers to 10. Time Frame: 5 days
• Module 3: Students begin to experiment with a comparison of length, weight, and capacity. Students first learn to identify the attribute being compared, moving away from a non-specific language such as “bigger” to “longer than,” “heavier than,” or “more than.” Time Frame: 25 days
• Module 4: Number comparison leads to a further study of embedded numbers (e.g., “3 is less than 7” leads to, “3 and 4 make 7,” and 3 + 4 = 7). “1 more, 2 more, 3 more” lead into the addition (+1, +2, +3). Students now represent stories with blocks, drawings, and equations. Time Frame: 30 days
• Module 5: After students have a meaningful experience of addition and subtraction within 10 in Mission 4, they progress to the exploration of numbers 10-20. They apply their skill with and understanding of numbers within 10 to teen numbers, which are decomposed as “10 ones and some ones.” For example, “12 is 2 more than 10.” The number 10 is special; it is the anchor that will eventually become the “ten” unit in the place value system in Grade 1. Time Frame: 20 days
• Module 6: Module 6 rounds out the year with an exploration of shapes. Students build shapes from components, analyze and compare them, and discover that they can be composed of smaller shapes, just as larger numbers are composed of smaller numbers. Time Frame: 10 days

Overview: 

• Developing understanding of addition, subtraction, and strategies for addition and subtraction within 20
• Developing an understanding of whole number relationships and place value, including grouping in tens and ones
• Developing an understanding of linear measurement and measuring lengths as iterating length units
• Reasoning about attributes of, and composing and decomposing geometric shapes

Primary Resource: Eureka Math/Great Minds

Topics/Units

• Module 1: First grade is all about counting! Eureka Math kicks off first grade by moving students from counting all (3+2 is solved by counting one, two, three...four, five) to counting on (3+2 is solved by counting three...four, five) and by teaching students different ways to break apart numbers. Time Frame: 40 days
• Module 2: Module 2 tackles larger numbers—all the way up to 100. To be able to work with such large numbers, two key things happen in Module 2. First, students move from counting to more sophisticated decomposition and composition strategies (meaning students learn how to make problems easier for themselves). Second, students will identify a 10 as one unit. This signals a shift toward working with numbers themselves, rather than representing them concretely (e.g. linking cubes) or with pictures (e.g. drawing circles). Time Frame: 30 days
• Module 3: While Module 3 appears to be an introductory measurement unit, there’s a lot more going on! Students will learn to develop their reasoning skills, always with concrete objects, by indirectly comparing, classifying, ordering, and more. Time Frame: 15 days
• Module 4: This module builds on the foundations of counting on, decomposing, and counting strategies that were established in Module 1 and Module 2. This gives students the opportunity to work with numbers up to 40. Students will learn many new strategies to identify tens and ones, and they’ll compare, add, and subtract numbers up to 40. Reinforce this new content by using the provided word problem each day. Time Frame: 30 days
• Module 5: Students have developed their understanding of part-whole relationships using number bonds, tape diagrams, and the relationship between addition and subtraction. In this module, students explore the part-whole relationship through shapes. Time Frame: 15 days
• Module 6: Students close the year with their most challenging work yet. They’ll learn addition, subtraction, comparing, and place values with numbers up to 100. Time Frame: 30 days

Overview: 

• Extending understanding of base-ten notation
• Building fluency with addition and subtraction
• Using standard units of measure
• Describing and analyzing shapes

Primary Resource: Eureka Math/Great Minds

Topics/Units: 

• Module 1: Eureka Math begins the year with a review of Kindergarten and 1st-grade math, including counting, composing, and decomposing numbers up to 100. This might be a review for your students or it might be new material. Either way, these strategies will set students up for success in Modules 3, 4, and 5. Time Frame: 10 days
• Module 2: In Module 2, students will draw critical connections between measurement units and the base ten systems. This will help students deeply understand the relationship between tens and ones, the relationship between meters and centimeters, and the similarities between the two systems. Time Frame: 10 days
• Module 3: Most children begin to understand place value using physical objects that can be counted (like grapes or fingers). This Module expands that understanding to more abstract concepts, like centimeters, ones, and tens. Students will also expand their understanding of the base-ten systems with hundreds and learn to count up to 1,000.  Time Frame: 20 days
• Module 4: Equipped with a solid understanding of base ten from Module 3, students will dive into decomposing and composing in addition and subtraction for numbers up to 200. Time Frame: 30 days
• Module 5: Students are now well on their way to mastering flexible addition and subtraction. This module builds on those skills, now using numbers up to 1,000 and increasing the focus on efficiency and checking their work. Time Frame: 20 days
• Module 6: An important idea is proposed in this module: numbers other than 1, 10, and 100 can serve as units. This prepares students for 3rd-grade multiplication, fractions, and even algebra. Time Frame: 20 days
• Module 7: In this module, students get the opportunity to apply their addition and subtraction strategies to a variety of contexts, including length, money, and data. Time Frame: 25 days
• Module 8: This module teaches students the most important building block of fractions—unit fractions. Through shapes and clocks, students develop an understanding of the unit fraction as equal parts of the whole. Time Frame: 15 days

Overview: 

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

Primary Resource: Eureka Math/Great Minds

Topics/Units:

Module 1: This Module introduces multiplication and division with friendly numbers, 2–5 and 10. Students move gradually from skip-counting and arrays to using the distributive property as a strategy for multiplying and dividing larger factors. Time Frame: 20 days

Module 2: Third grade is the first time that a unit becomes abstract, meaning that students transition from 3 baskets of 2 apples to 3 “2s.” This Mission supports that transition by using place value strategies and the standard algorithms in an applied context: metric units. Time Frame: 25 days

Module 3: This Module extends multiplication and division to all factors between 0 and 10. Students work deeply with the commutative, distributive, and associative properties, and they’ll have problem-solving opportunities at the close of each topic. Time Frame: 25 days

Module 4: This Mission explores the concept of area, coherently connecting it to previous strategies and concepts. Students start their work using unit tiles to cover an area and conclude by designing their own area models and finding the area of irregular shapes. Time Frame: 15 days

Module 5:  This Mission builds a deep understanding of fractions as a single number. Students begin concretely interacting with fractions by folding strips of paper to create equal parts. By the end of the Mission, students will be able to evaluate equivalence and compare size pictorially.  Time Frame: 30 days

Module 6: This Module digs deeper into the categorical and measurement data taught in 2nd grade by including fractions and more sophisticated analysis questions. Students focus on reading bar charts and line plots. Time Frame: 10 days

Module 7: Students have already been exposed to most of the concepts in this Module, so these lessons add increasingly sophisticated ideas to these topics. Students start by reviewing two-dimensional shapes, noting relationships between them, and end with a deep exploration of the perimeter. Time Frame: 15 days

Overview: 

• Developing understanding and fluency with multi-digit multiplication, and developing an understanding of dividing to find quotients involving multi-digit dividends
• Developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers
• Understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry

Primary Resource: Eureka Math/Great Minds

Topics/Units:

Module 1: This Module takes number sense and place value understanding from 2nd and 3rd grade a step further. Students start by noticing patterns when bundling and unbundling groups of 10s, 100s, and 1,000s, and they conclude by estimating and finding precise answers to addition and subtraction problems using the standard algorithm. Time Frame: 20 days

Module 2: This Module applies place value understanding to metric units of length, mass, and capacity. Students will move between larger and smaller units to solve problems, just like they bundled and unbundled on the place value chart. Time Frame: 5 days

Module 3: This module teaches students the lifelong skills of multiplying and dividing big numbers. Students learn strategies that will allow them to multiply and divide on paper and in their heads. Time Frame: 30 days

Module 4: This module introduces a new language—geometry—and provides new opportunities for visualization. Students first learn about lines, rays, and angles. They then measure and classify those angles and use this knowledge to construct two-dimensional shapes. Time Frame: 15 days

Module 5: This module teaches students how to manipulate fractions. Students compare fractions, evaluate equivalence, and learn that the same methods they used for whole number operations can be used to add, subtract, and multiply fractions. Time Frame: 40 days

Module 6: Students learn a new and special notation for fractions in this Module: decimals! They extend their understanding of the base-ten systems by first exploring equivalence between fractions and decimals. This understanding extends to comparing decimals and adding money. Time Frame: 15 days

Module 7: The year’s final Module provides students with an opportunity to synthesize what they’ve learned in 4th grade and apply it in complex situations with conversions. Time Frame: 5 days

Overview: 

Grade 5 mathematics is about:

• Developing fluency with addition and subtraction of fractions, and developing an understanding of the multiplication of fractions and of the division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions)
• Extending division to two-digit divisors, integrating decimal fractions into the place value system and developing an understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations
• Developing an understanding of volume

Primary Resource: Eureka Math/Great Minds

Topics/Units:

Module 1: Place Value & Decimal Fractions: This opening module is a culmination of 2nd, 3rd, and 4th grade. Additionally, students extend their understanding of decimal fractions to the thousandths place and more sophisticated patterns of our base-ten systems.  Grade 5 Module 1 work includes mental math, reasoning, conceptual models, and algorithms. Time Frame: 20 days

Module 2: Multi-Digit Whole Number & Decimal Fraction Operations: In module 2, students engage in similar conceptual work as module 1 (mental math, reasoning, conceptual models, and algorithms), but with whole numbers. Students will multiply multi-digit whole numbers in the first part of the module and divide them at the end. Each operation concludes with application work and measurement word problems. Time Frame: 30 days

Module 3: Addition & Subtraction of Fractions: In module 3, students develop flexibility with the addition and subtraction of fractions so they can mentally or numerically solve, reason, and estimate their calculations. The module begins with concrete and pictorial work (using area models and number lines) and moves to numeric work with word problems by the end. Time Frame: 20 days

Module 4: Multiplication & Division of Fractions and Decimals: In module 4, students will focus on multiplying and dividing fractions. Their understanding will be deeply rooted in multiple concrete examples and pictures before they generalize to more abstract methods. Time Frame: 30 days

Module 5: Addition & Multiplication with Volume & Area: In module 5, students look for efficient ways to count and derive the formula for volume! They begin with a deep focus on the relationship between areas and counting the first “layer” of cubic units. The second half of the mission asks students to apply their understanding of multiplying and dividing fractions (from module 4) to determine the area of rectangles with fractional side lengths. Time Frame: 15 days

Module 6: Problem Solving with the Coordinate Plane: In module 6, students build on their familiarity with a number line to construct an understanding of a coordinate system. With this new understanding, students explore relationships between points, patterns, and the rules that generate lines. Ultimately students connect this exploration to real-world applications. Time Frame: 10 days

Overview: A robust, comprehensive music program is an integral part of a child’s education. All elementary school students take a general music class that builds their skills in music through singing, instrument playing, movement and critical listening. In these classes, students are exposed to music from various historical and cultural traditions. Creativity and collaboration are encouraged as students begin the journey to learn to read and perform music. Classes meet twice weekly for 35 minutes. 

Primary Resource: Teacher developed

Topics/Units:

PERFORM: 

• With guidance, explore and demonstrate awareness of contrasts in music from a variety of cultures.
• With guidance, demonstrate awareness of music’s expressive qualities.

CREATE:

• With guidance, generate, explore, experience, and choose  ways to demonstrate musical ideas and concepts.
• With guidance, use iconic notation to organize personal musical ideas. 

ENSEMBLE SKILLS: 

• With guidance, perform actively and appropriately for the setting and purpose.
• With guidance, apply personal, teacher, and peer feedback to refine performances.
• With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music. 
• With guidance, display respect for cultural diversity, creative ideas, and modes of expression.

Overview: A robust, comprehensive music program is an integral part of a child’s education. All elementary school students take a general music class that builds their skills in music through singing, instrument playing, movement and critical listening. In these classes, students are exposed to music from various historical and cultural traditions. Creativity and collaboration are encouraged as students learn to read and perform music. Classes meet twice weekly for 35 minutes.

Primary Resource: Teacher developed

PERFORM:

• Demonstrate knowledge of music concepts in music from a variety of cultures.
  • Singing vs. speaking
  • Beat vs. Rhythm
  • High vs. Low
  • Loud vs. quiet
  • Long vs. short
  • Echo, call/response, simple melodies, or rhythmic patterns
  • Perform movement such as folk dances, play parties, and games
• Read and perform rhythmic and melodic patterns using iconic or standard notation.
  • Quarter note, eighth notes, quarter rest
  • Sol-Mi 
• Perform and/or describe music’s expressive qualities.
  • Describe aural examples using music vocabulary
  • Respond through purposeful movement
  • Application of expression in singing or playing
• With limited guidance, perform music with expression and technical accuracy. 
  • Explores  four voices
  • Sings using age-appropriate pitch accuracy
  • Applies appropriate  instrumental techniques 

CREATE:

• Create musical ideas within teacher-specified guidelines with limited guidance.
  • Improvise movement in response to specific music events
  • Improvise vocal or rhythmic responses
• Use iconic or standard notation to document and organize personal musical ideas.

ENSEMBLE SKILLS:

• Perform actively and appropriately for the setting and purpose. 
  • Individual accountability to whole group, small group, and public performances
• Apply personal, teacher, and peer feedback to refine performances.
  • Adjusts to teacher feedback and group cues
• Use suggested strategies in rehearsal to address interpretive challenges of music.
• Display respect for cultural diversity, creative ideas, and modes of expression.

Overview: A robust, comprehensive music program is an integral part of a child’s education. All elementary school students take a general music class that builds their skills in music through singing, instrument playing, movement and critical listening. In these classes, students are exposed to music from various historical and cultural traditions. Creativity and collaboration are encouraged as students learn to read and perform music. Classes meet twice weekly for 35 minutes.

Primary Resource: Teacher developed

PERFORM: 

Students will analyze, develop, and convey meaning through the presentation of musical  work.

• Demonstrate knowledge of music concepts in music from a variety of cultures.
  • Application through performance
  • Echo, call/response, simple melodies, rhythmic patterns, or part
  • Perform movement such as folk dances, play parties, and games

Read and perform rhythmic and melodic patterns using iconic or standard notation.

• Quarter note, eighth notes, quarter rest, half notes, 
• La, So, Mi, Do 
• Demonstrate understanding of music’s expressive qualities and how creators use them to convey expressive intent.
  • Describe aural examples using music vocabulary (dynamics, tempo)
  • Respond through purposeful movement
  • Application of expression in singing or playing
  • Forte, Piano
• Perform music with expression and technical accuracy. 
  • Explores the use of lighter and heavier voice
  • Sings using age-appropriate pitch accuracy 
  • Applies appropriate  instrumental techniques

CREATE:

• Improvise and generate rhythmic and melodic patterns and musical ideas within teacher-specified guidelines
  • Improvise movement in response to specific music events
  • Improvise vocal or rhythmic responses
• Use iconic or standard notation to combine, sequence, or document personal musical ideas.

ENSEMBLE SKILLS:

• Perform actively and appropriately for the setting and purpose with expression and technical accuracy.
  • Individual accountability to whole group, small group, and public performances
• Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.

  • Adjusts to teacher feedback and group cues

• Rehearse, identify and apply strategies to address interpretive, performance, and technical challenges of music.

• Display respect for cultural diversity, creative ideas, and modes of expression.

PERFORM: 

Students will analyze, develop, and convey meaning through the presentation of musical  work.

• Demonstrate knowledge of music concepts and understanding of the structure in music selected for performance.
  • Application through performance
  • Echo, call/response, ostinato, melodies or rhythmic patterns
  • Perform movement such as folk dances, play parties, and games
  • Responding with and/or performing purposeful creative movement to demonstrate musical concepts
  • Form
• Read and perform rhythmic patterns and melodic phrases using iconic or standard notation.
  • Quarter note, eighth notes, quarter rest, half notes, dotted half note, whole note
  • La, So, Mi, Re, Do, Do’
• Perform and describe how intent is conveyed through music’s expressive qualities.
  • Describe aural examples using music vocabulary (dynamics, tempo)
  • Application of expression in singing, playing, or moving
  • Forte, Piano, Fortissimo, Pianissimo, Crescendo, Decrescendo,
• Perform music with expression and technical accuracy.
  • Uses lighter and heavier register 
  • Sings using age-appropriate pitch accuracy 
  • Applies appropriate  instrumental techniques

CREATE:

• Improvise and generate rhythmic and melodic ideas within teacher-specified guidelines.
  • Improvise movement in response to specific music events
  • Improvise vocal or rhythmic responses
• Use standard and/or iconic notation to document personal rhythmic and melodic ideas.

ENSEMBLE SKILLS (Effort)

• Demonstrate performance decorum and audience etiquette appropriate for the context and venue.
  • Individual accountability to whole group, small group, and public performances
• Apply teacher-provided and collaboratively developed criteria and feedback to evaluate the accuracy of ensemble performances. 
  • Adjusts to teacher feedback and group cues
• Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
• Display respect for cultural diversity, creative ideas, and modes of expression

Overview: A robust, comprehensive music program is an integral part of a child’s education. All elementary school students take a general music class that builds their skills in music through singing, instrument playing, movement and critical listening. In these classes, students are exposed to music from various historical and cultural traditions. Creativity and collaboration are encouraged as students learn to read and perform music. Classes meet twice weekly for 35 minutes.

Primary Resource: Teacher developed 

Topics/Units:

PERFORM:

• Demonstrate understanding of the structure and elements of music (rhythm, pitch, and form) in music selected for performance.
  • Application through performance
  • Echo, call/response, ostinato, canons, melodies or rhythmic patterns
  • Perform movement such as folk dances, play parties, and games
  • Responding with and/or performing purposeful creative movement to demonstrate musical concepts
  • Form and phrase structure
• When analyzing selected music, read and perform using iconic and/or standard notation
  • Quarter note, eighth notes, quarter rest, half notes, half rest, dotted half note, whole note, sixteenth notes
  • La, So, Mi, Re, Do, Do’, La’, So’
  • Pitch letter names in treble clef
  • Meter (2/4, 3/4, 4/4)
• Demonstrate and describe how intent is conveyed through interpretive decisions and expressive qualities.
  • Describe aural examples using music vocabulary (dynamics, tempo)
  • Application of expression in singing, playing, or moving
  • Forte, Piano, Fortissimo, Pianissimo, Crescendo, Decrescendo
• Perform music alone or with others with expression and technical accuracy, expression, and appropriate interpretation.
  • Uses lighter and heavier register 
  • Sings using age-appropriate pitch accuracy 
  • Applies appropriate  instrumental techniques

CREATE:

• Improvise rhythmic and melodic ideas within teacher-specified guidelines.
  • Improvise movement in response to specific music events
  • Improvise vocal or rhythmic ideas
• Use standard and/or iconic notation to document personal rhythmic and melodic musical ideas.

ENSEMBLE SKILLS:

• Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre. 
  • Individual accountability to whole group, small group, and public performances
• Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble performances and personal performances. 
  • Adjusts to teacher feedback and group cues
• Rehearse to refine technical accuracy and expressive qualities, and address performance challenges. 
• Display respect for cultural diversity, creative ideas, and modes of expression.

Overview: A robust, comprehensive music program is an integral part of a child’s education. All elementary school students take a general music class that builds their skills in music through singing, instrument playing, movement and critical listening. In these classes, students are exposed to music from various historical and cultural traditions. Creativity and collaboration are encouraged as students learn to read and perform music. Classes meet twice weekly for 35 minutes. 

Primary Resource: Teacher developed

Topics/Units:

PERFORM:

• Demonstrate understanding of the structure and elements of music (rhythm, pitch, form, and harmony) in music selected for performance.
  • Application through performance
  • Echo, call/response, ostinato, canons, partner songs, countermelodies, complex melodies or rhythmic patterns
  • Perform movement such as folk dances, play parties, and games
  • Responding with and/or performing purposeful creative movement to demonstrate musical concepts
  • Form and phrase structure
  • Harmony (chords, progressions)
  • Tonalities (major and minor)
• When analyzing selected music, read and perform using iconic and standard notation
  • Quarter note, eighth notes, quarter rest, half notes, dotted half note, half rest, whole note, sixteenth notes, syncopated rhythms
  • Diatonic solfege
  • Pitch letter names in treble clef
  • Meter (2/4, 3/4, 4/4, 6/8)
  • Harmonic notation (chord symbols)
• Demonstrate and describe how intent is conveyed through interpretive decisions and expressive qualities.
  • Describe aural examples using music vocabulary (dynamics, tempo)
  • Application of expression in singing, playing, or moving
  • Forte, Piano, Fortissimo, Pianissimo, Crescendo, Decrescendo, Mezzo Forte, Mezzo Piano
• Perform music alone or with others with expression and technical accuracy, expression, and appropriate interpretation.
  • Uses lighter and heavier register 
  • Sings using age-appropriate pitch accuracy  
  • Applies appropriate instrumental techniques

CREATE:

• Improvise and generate rhythmic, melodic, and harmonic ideas within teacher-specified guidelines.
  • Improvise movement in response to specific music events
  • Improvise vocal or rhythmic ideas
• Use standard and/or iconic notation to document personal rhythmic, melodic, and two-chord harmonic ideas.

ENSEMBLE SKILLS:

• Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.
  • Individual accountability to whole group, small group, and public performances
• Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble performances and personal performances. 
  • Adjusts to teacher feedback and group cues

• Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.

• Display respect for cultural diversity, creative ideas, and modes of expression.

Overview: Band and Orchestra provide the opportunity for students to study instrumental music and establish proper performance technique. The literature explored in these performance ensembles exposes students to a variety of forms and styles, as well as providing instruction on the elements of music: melody, harmony,rhythm, tone, form, tempo and dynamics. Students will receive two before-school full ensemble rehearsals and one small-group lesson during the school day  each week. Students present a minimum of three concerts each year.

Primary Resource: Music publications and teacher-developed materials

Topics/Units:

• Performance Skills: Students will develop the techniques necessary for musical performance.
• Music Literacy: Students will develop music reading and notation skills.
• Ensemble Skills: Students will contribute to collaborative music making and learning in a group setting.

It is the mission of the Mequon-Thiensville Elementary Physical Education Program to create an equitable wellness environment to empower all students with a foundation of skills, knowledge, and confidence to become healthy, active members of their community. Students accomplish this by learning and practicing a variety of individual and group skills, sports, and activities throughout the school year.

Primary Resource:

• National Physical Education Standards
• Wisconsin State Standards Physical Education
• Teacher Generated

Topics/Units:

1. Motor Skills and Movement Patterns: Students will learn about specific body movements to perform a specific task (walking, jogging, running, skipping, galloping, jumping, and hopping) - Time frame: Ongoing
2. Throwing/Catching Skills: Students will learn about specific types of throwing and catching skills and how to perform them correctly (overhand, underhand, roll, etc.) - Time frame: Ongoing
3. Manipulative Skills: Besides throwing and catching students will learn how to use their body to perform a variety of skills with different equipment (kicking, dribbling, volleying, striking, bowling, etc.) - Time frame: Ongoing
4. Balance/Weight Transfer Skills: Students will learn how to use their body to stabilize and move to help improve flexibility, strength, and body control (tumbling, yoga, perform simple gymnastic skills, such as animal walks, body rolling, simple balances, and inverted balances. -  Time frame: 1-2 weeks
5. Rhythmic Skills: Students will learn how to move  their bodies with a beat, tempo, or with a regular, predictable pattern. Teacher led dances and rope jumping.  - Time frame: 1-2 weeks
6. Fitness Concepts: Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. (skill and health related fitness, dimension of wellness, heart rate, and goals) - Time frame: ongoing 
7. Personal Skills: Students will exhibit responsible personal and social behavior that respects self and others, and understand the value of physical activity for health, enjoyment, challenge, self-expression and social interaction. (Communication skills, leadership, problem solving, conflict resolution, safe behaviors, self-assessment, accepting feedback). – Time frame: Ongoing.

Overview: It is the mission of the Mequon-Thiensville Elementary Physical Education Program to create an equitable wellness environment to empower all students with a foundation of skills, knowledge, and confidence to become healthy, active members of their community. Students accomplish this by learning and practicing a variety of individual and group skills, sports, and activities throughout the school year.

Primary Resource:

• National Physical Education Standards
• Wisconsin State Standards Physical Education
• Teacher Generated

Topics/Units:

1. Motor Skills and Movement Patterns: Students will learn about specific body movements to perform a specific task. (walking, jogging, running, skipping, galloping, jumping, and hopping). - Time frame: Ongoing
2. Throwing/Catching Skills: Students will learn about specific types of throwing and catching skills and how to perform them correctly. (overhand, underhand, roll, etc.) - Time frame: Ongoing
3. Manipulative Skills: Besides throwing and catching students will learn how to use their body to perform a variety of skills with different equipment. (kicking, dribbling, volleying, striking, bowling, etc.) - Time frame: Ongoing
4. Balance/Weight Transfer Skills: Students will learn how to use their body to stabilize and move to help improve flexibility, strength, and body control. (tumbling, perform simple gymnastic skills, such as animal walks, body rolling, simple balances, and inverted balances). - Time frame: 1-2 weeks
5. Rhythmic Skills: Students will learn how to move  their bodies with a beat, tempo, or with a regular, predictable pattern.  Teacher led  dances and rope jumping. - Time frame: 1-2 weeks
6. Fitness Concepts: Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness (skill and health related fitness, dimension of wellness, heart rate, and goals) - Time frame: Ongoing  
7. Personal Skills: Students will exhibit responsible personal and social behavior that respects self and others, and understand the value of physical activity for health, enjoyment, challenge, self-expression and social interaction (communication skills, leadership, problem solving, conflict resolution, safe behaviors, self-assessment, accepting feedback). - Time frame: Ongoing.

It is the mission of the Mequon-Thiensville Elementary Physical Education Program to create an equitable wellness environment to empower all students with a foundation of skills, knowledge, and confidence to become healthy, active members of their community. Students accomplish this by learning and practicing a variety of individual and group skills, sports, and activities throughout the school year.

Primary Resource:

• National Physical Education Standards
• Wisconsin State Standards Physical Education
• Teacher Generated

Topics/Units: 

• Motor Skills and Movement Patterns: Students will learn about specific body movements to perform a specific task. (walking, jogging, running, skipping, galloping, jumping, and hopping) Timeframe: Ongoing
• Throwing/Catching Skills: Students will learn about specific types of throwing and catching skills and how to perform them correctly. (overhand, underhand, roll, etc.) Timeframe: Ongoing
• Manipulative Skills: Besides throwing and catching students will learn how to use their bodies to perform a variety of skills with different equipment. (kicking, dribbling, volleying, striking, bowling, etc.) Timeframe: Ongoing
• Balance/Weight Transfer Skills: Students will learn how to use their body to stabilize and move to help improve flexibility, strength, and body control. (tumbling, yoga) Perform simple gymnastic skills, such as animal walks, body rolling, simple balances, and inverted balances. Timeframe: 1-2 weeks
• Rhythmic Skills: Students will learn how to move their bodies with a beat, tempo, or a regular, predictable pattern. Teacher-led dances and rope jumping. Timeframe: 1-2 weeks

Overview: It is the mission of the Mequon-Thiensville Elementary Physical Education Program to create an equitable wellness environment to empower all students with a foundation of skills, knowledge, and confidence to become healthy, active members of their community. Students accomplish this by learning and practicing a variety of individual and group skills, sports, and activities throughout the school year.

Primary Resource:

• National Physical Education Standards
• Wisconsin State Standards Physical Education
• Teacher Generated

Topics/Units: 

1. Motor Skills and Movement Patterns: Students will learn about specific body movements to perform a specific task. (walking, jogging, running, skipping, galloping, jumping, and hopping). - Time frame: Ongoing
2. Throwing/Catching Skills: Students will learn about specific types of throwing and catching skills and how to perform them correctly. (overhand, underhand, roll, etc.) - Time frame: Ongoing
3. Manipulative Skills: Besides throwing and catching students will learn how to use their body to perform a variety of skills with different equipment. (kicking, dribbling, volleying, striking, bowling, etc.) - Time frame: Ongoing
4. Balance/Weight Transfer Skills: Students will learn how to use their body to stabilize and move to help improve flexibility, strength, and body control. (tumbling, perform simple gymnastic skills, such as animal walks, body rolling, simple balances, and inverted balances). - Time frame: 1-2 weeks
5. Rhythmic Skills: Students will learn how to move  their bodies with a beat, tempo, or with a regular, predictable pattern. Teacher led  dances and rope jumping. - Time frame: 1-2 weeks
6. Strategy Application Skills: Students will apply knowledge of concepts, principles, strategies and tactics related to movement and performance. This includes safe behavior, teamwork, offensive and defensive strategies, sportsmanship, and fair play. - Time frame: Ongoing
7. Fitness Concepts: Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness (skill and health related fitness, dimension of wellness, heart rate, and goals) - Time frame: Ongoing  
8. Personal Skills: Students will exhibit responsible personal and social behavior that respects self and others, and understand the value of physical activity for health, enjoyment, challenge, self-expression and social interaction (communication skills, leadership, problem solving, conflict resolution, safe behaviors, self-assessment, accepting feedback). - Time frame: Ongoing

Overview: It is the mission of the Mequon-Thiensville Elementary Physical Education Program to create an equitable wellness environment to empower all students with a foundation of skills, knowledge, and confidence to become healthy, active members of their community. Students accomplish this by learning and practicing a variety of individual and group skills, sports, and activities throughout the school year.

Primary Resource:

• National Physical Education Standards
• Wisconsin State Standards Physical Education
• Teacher Generated

Topics/Units:

1. Motor Skills and Movement Patterns: Students will learn about specific body movements to perform a specific task. (walking, jogging, running, skipping, galloping, jumping, and hopping). - Time frame: Ongoing
2. Throwing/Catching Skills: Students will learn about specific types of throwing and catching skills and how to perform them correctly. (overhand, underhand, roll, etc.) - Time frame: Ongoing
3. Manipulative Skills: Besides throwing and catching students will learn how to use their body to perform a variety of skills with different equipment. (kicking, dribbling, volleying, striking, bowling, etc.) - Time frame: Ongoing
4. Balance/Weight Transfer Skills: Students will learn how to use their body to stabilize and move to help improve flexibility, strength, and body control. (tumbling, perform simple gymnastic skills, such as animal walks, body rolling, simple balances, and inverted balances). - Time frame: 1-2 weeks
5. Rhythmic Skills: Students will learn how to move  their bodies with a beat, tempo, or with a regular, predictable pattern.  Teacher led  dances and rope jumping. - Time frame: 1-2 weeks
6. Strategy Application Skills: Students will apply knowledge of concepts, principles, strategies and tactics related to movement and performance. This includes safe behavior, teamwork, offensive and defensive strategies, sportsmanship, and fair play. - Time frame: Ongoing
7. Fitness Concepts: Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness (skill and health related fitness, dimension of wellness, heart rate, and goals) - Time frame: Ongoing  
8. Personal Skills: Students will exhibit responsible personal and social behavior that respects self and others, and understand the value of physical activity for health, enjoyment, challenge, self-expression and social interaction (communication skills, leadership, problem solving, conflict resolution, safe behaviors, self-assessment, accepting feedback). -  Time frame: Ongoing.

Overview: It is the mission of the Mequon-Thiensville Elementary Physical Education Program to create an equitable wellness environment to empower all students with a foundation of skills, knowledge, and confidence to become healthy, active members of their community. Students accomplish this by learning and practicing a variety of individual and group skills, sports, and activities throughout the school year.

Primary Resource:

• National Physical Education Standards
• Wisconsin State Standards Physical Education
• Teacher Generated

Topics/Units:

1. Motor Skills and Movement Patterns: Students will learn about specific body movements to perform a specific task. (walking, jogging, running, skipping, galloping, jumping, and hopping). - Time frame: Ongoing
2. Throwing/Catching Skills: Students will learn about specific types of throwing and catching skills and how to perform them correctly. (overhand, underhand, roll, etc.) - Time frame: Ongoing
3. Manipulative Skills: Besides throwing and catching students will learn how to use their body to perform a variety of skills with different equipment. (kicking, dribbling, volleying, striking, bowling, etc.) - Time frame: Ongoing
4. Balance/Weight Transfer Skills: Students will learn how to use their body to stabilize and move to help improve flexibility, strength, and body control. (tumbling, perform simple gymnastic skills, such as animal walks, body rolling, simple balances, and inverted balances). - Time frame: 1-2 weeks
5. Rhythmic Skills: Students will learn how to move  their bodies with a beat, tempo, or with a regular, predictable pattern.  Teacher led dances and rope jumping. - Time frame: 1-2 weeks
6. Strategy Application Skills: Students will apply knowledge of concepts, principles, strategies and tactics related to movement and performance.  This includes safe behavior, teamwork, offensive and defensive strategies, sportsmanship, and fair play. - Time frame: Ongoing
7. Fitness Concepts: Students will demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness (skill and health related fitness, dimension of wellness, heart rate, and goals) - Time frame: Ongoing  
8. Personal Skills: Students will exhibit responsible personal and social behavior that respects self and others, and understand the value of physical activity for health, enjoyment, challenge, self-expression and social interaction (communication skills, leadership, problem solving, conflict resolution, safe behaviors, self-assessment, accepting feedback). -  Time frame: Ongoing.

Overview: The science curriculum supports an ongoing effort to keep students engaged and  connected to curiosity. Science concepts and information is presented, followed by thinking and reflecting on 5 concepts. Exploration of these concepts is completed through activities and investigations.The science curriculum keeps students engaged and connected to curiosity. Students gather and analyze data, share observations and take part in group reflection. Explorations of patterns in the natural and human world are completed through activities and investigations.

Primary Resource: Mystery Science

Topics/Units:

1. Weather Patterns (3 lessons): In this unit, students gather evidence in order to identify daily and seasonal weather patterns. They use those patterns to explain mysteries like why you might lose your jacket during the day or why birds lay their eggs at certain times of the year. Time Frame: 3-4 weeks
2. Severe Weather (3 lessons): In this unit, students explore storms and severe weather! They obtain information from weather forecasts to prepare for storms and stay safe. They also practice describing the various characteristics of weather (wind, clouds, temperature, and precipitation) in order to make their own predictions about storms. Time Frame:  3-4 weeks
3. Sunlight and Warmth (3 lessons): In this unit, students make observations to explore how sunlight warms the Earth's surface. The Sun's energy heats up the pavement, keeps us warm, and can even melt marshmallows. Using what they learn, students think about ways that shade and structures can reduce the warming effect of the Sun. Time Frame:  3-4 weeks
4. Pushes and Pulls (6 lessons): ​​In this unit, students are introduced to pushes and pulls and how those affect the motion of objects. Students observe and investigate the effects of what happens when the strength or direction of those pushes and pulls are changed. Time Frame:  6-7 weeks
5. Plant and Animal Needs (6 lessons): In this unit, students use observations to understand what animals and plants need to survive. Students explore how animals need things to eat and a safe place to live. They also investigate the needs of plants and how those might be different from the needs of animals. Time Frame:  6-7 weeks

Overview: The science curriculum supports an ongoing effort to keep students engaged and connected to curiosity. Science concepts and information is presented, followed by thinking and reflecting on 3 concepts. Exploration of these concepts is completed through activities and investigations.

Primary Resource: Mystery Science

Topics/Units:

• Patterns in Space and Patterns (Earth Science) - In this unit, students observe that the Sun, Moon, and stars seem to move in patterns in the sky. They make observations of the Sun and shadows throughout the day and across the seasons. They also determine why stars are only visible at night. Time Frame:  7-10 weeks
  • Students consider the movement of shadows to be caused by the pattern of the sun’s movement across the sky.
  • Students identify the cause and effect relationship between the height of the Sun in the sky and a shadow’s length and direction.
  • Students analyze the pattern of the Sun’s movement across the sky each day. Students consider the pattern that there are more hours of daylight during the summer than there are in the winter.
  • Students discover that the Moon’s phases follow a cyclical pattern that repeats every four weeks (each month).
  • Students consider the pattern that the stars are only visible in the night sky. They explore the cause and effect relationship between the Sun’s brightness and the visibility of the stars.
  • Students consider the pattern that stars are in different places in the sky during different seasons. They consider the pattern that the Big Dipper helps us find the North Star.
• Sound and Communication (Physical Science)  - In this unit, students investigate light and sound! They explore how materials vibrate and how vibrating materials can make sounds. They also investigate light and illumination and use those investigations to create simple devices that allow them to communicate across a distance.  Time Frame:  6-9 weeks
  • Students consider the relationship between vibrations (cause) and sound (effect). 
  • Students reason about the cause and effect relationship between the type of material (cause) and the amount of light that can pass through it (effect).
  • Students consider the cause and effect relationship between light (cause) and being able to see objects (effect).
  • Students consider light signals and their understood meaning as a pattern.
  • Students consider that different light and sound signals form a pattern used for communication.
• Plant and Animal Superpowers (Life Science) - In this unit, students explore how parts of plants and animals are essential for survival. Students also make observations of parents and their offspring, determining how they are similar and how their behaviors help offspring survive.  Time Frame:  7 -10 weeks
  • After students look closely at several different examples of baby animals and their parents, they observe the pattern that offspring do not look exactly the same, but do have many traits in common with their parents.
  • Students consider the relationship between the shape of a bird’s beak (structure), and the food it eats (function).They begin to observe the pattern that all animals have structures that help them accomplish unique functions.
  • Students consider the patterns in behavior of parents and offspring that help offspring survive. 
  • Students consider the relationship between the color of an animal’s fur, feathers, or skin (structure), and how this helps it survive in its habitat (function).They begin to observe the pattern that all animals have structures that help them survive.
  • Students consider shared characteristics between parents and their offspring as a pattern.
  • Students observe the relationship between a tree’s roots and leaves (structure) and how they help the tree stand in the wind (function). They apply this relationship in a natural object to a designed object.
  • Students observe the relationship between a sunflower’s flower and stem (structure) and how the flower parts bend to get as much sun as possible throughout the day (function). This response to the environment helps sunflowers grow.

Overview: The science curriculum supports an ongoing effort to keep students engaged and  connected to curiosity. Science concepts and information is presented, followed by thinking and reflecting on 3 concepts - physical science (Material Magic), life science (Animal and Plant Adventures), and Earth science (Work of Water). Exploration of these concepts is completed through activities and investigations.

Primary Resource: Mystery Science

1. Material Magic: In this unit, students explore the properties of materials and matter! They describe and classify different types of materials by properties like hardness, flexibility, and absorbency, and they investigate how those properties are useful in meeting basic human needs (such as clothing and cooking). They also investigate how heating and cooling affect the properties of materials. Time Frame: Trimester 1, 12 weeks
2. Animal Adventures: In this unit, students begin to develop an understanding of the world's animal biodiversity. They explore animal classification and the traits that define each group. Students then turn their focus to habitats and how the surrounding environment affects what organisms live in a particular environment. Time Frame: Trimester 2, 6 weeks
3. Plant Adventures: In this unit, students continue to explore the needs of plants through hands-on investigations. They explore why and how plants disperse their seeds, what those seeds need in order to grow, and what the adult plants need in order to survive and thrive. Time Frame: Trimester 2, 6 weeks
4. Work of Water: In this unit, students explore how water shapes the Earth's surface. Students construct and use models of mountains to demonstrate that water flows downhill, and in the process, transforms huge rocks into the tiny grains of sand we find at the beach. Students also construct and use model hills to determine the causes of erosion, and to design solutions to problems caused by erosion. Time Frame: Trimesters 3, 12 weeks

Mystery Science is an interactive and engaging tool, which allows students to build inquiry and think critically. Each lesson contains a central question, supplemental reading, a hands-on activity, and discussion questions throughout that promote high level thinking. In 3rd grade we learn about animals and their adaptations, plants and their life cycles, the differences between weather and climate, and finally forces, motion, and magnets!

Primary Resource: Mystery Science

Topics/Units:

1. Animals Through Time: In this unit, students develop an understanding of how animals and their environments change through time. Fossils provide a window into the animals and habitats of the past. Analyzing the traits of animals provides evidence for how those traits vary, how they are inherited, and how they have changed over time. Students also examine how the environment can affect inherited traits and determine which animals will survive in a particular environment. Time Frame:  4 weeks
2. Plant Life Cycle & Heredity: In this unit, students discover how plants reproduce by exploring the process of pollination and fruiting. They also investigate how plant traits are inherited from parent plants, and how favorable plant traits can be enhanced by humans via artificial selection. Time Frame:  3 weeks
3. Weather & Climate: In this unit, students investigate and make predictions about the weather through careful observation of the clouds and wind. Students also learn to differentiate between weather and climate and use models to reveal global climate patterns. Time Frame:  3 weeks
4. Forces, Motion, & Magnets: In this unit, students explore the forces all around them. They investigate the effects of balanced and unbalanced forces, the pushes and pulls of bridge structures, and the effects of friction on the motion of objects. Students also explore the power of magnetic forces and investigate firsthand how these forces can be used to help us in our everyday lives. Time Frame:  3 weeks

The science curriculum supports an ongoing effort to keep students engaged and  connected to curiosity in life science, physical science, and Earth science. Science concepts and information is presented, followed by  thinking and reflecting on the concepts. Exploration of these concepts is completed through activities and investigations.

Primary Resource: Mystery Science

Topics/Units:

1. Human Machine: ​​In this unit, students investigate the structures and functions of the human body. Students explore how our bones and muscles are interconnected, how our eyes interact with light and impact our vision, and how our brain responds to stimuli in our environment. Time Frame: 3-4 weeks
2. Birth of Rocks: In this unit, students investigate features and processes of the Earth’s surface. Students explore the rapid process of volcanic eruptions! In contrast, students also explore the gradual Earth processes of weathering and erosion. Students apply their knowledge and design solutions to mitigate the impacts of these processes on humans. Time Frame:  3-4 weeks
3. Waves of Sound: In this unit, students investigate the science of sound. Students construct physical devices to feel the vibrations that allow us to communicate across distances. Students also use digital devices to visualize the characteristics of different sound waves that cause us to hear different things. Time Frame:  3-4 weeks
4. Energizing Everything: In this unit, students explore energy! Students investigate how energy is stored, how it can make objects move, and how collisions transfer energy between objects. Students also construct devices that convert energy from one form into another, such as heat into motion and electricity into light. Time Frame:  3-4 weeks

Overview: The science curriculum supports an ongoing effort to keep students engaged and connected to curiosity in life science, physical science, and Earth science. Through exploration in units on the Web of Life, our Watery Planet, Spaceship Earth, and Chemical Magic, students investigate different areas of science. Students make claims, investigate questions, collect data, and draw conclusions in all units. 

Primary Resource: Mystery Science

Topics/Units:

1. Web of Life: In this unit, students explore how organisms depend on one another and form an interconnected ecosystem. Students investigate food chains, food webs, and the importance of producers, consumers, and decomposers. Time Frame:  6-8 weeks
2. Watery Planet: In this unit, students consider the profound importance of water as a natural resource. Students investigate the distribution of water, how it cycles through Earth’s systems, and explore how it affects human societies. Time Frame:  6-8 weeks
3. Spaceship Earth: In this unit, students explore the Earth, Sun, Moon, and stars using observations of shadows and changing patterns in the sky. Students also explore the planets of our Solar System and begin to consider what might lie beyond. Time Frame: 6-8 weeks
4. Chemical Magic: In this unit, students investigate the properties of matter by dissolving everyday chemicals to make solutions and by exploring simple yet surprising chemical reactions. Through these investigations, students begin to build conceptual models for the particulate nature of matter. Time Frame: 6-8 weeks

Overview: Social Studies in Kindergarten provides students with an introduction to Civics, Economics, Geography, and History by providing students with understandable stories which relate to the students’ lived experiences.

Primary Resource: Panorama: Reading Through the Lens of Social Studies - Kindergarten - National 

Topics/Units:

1. Setting Routines and Structure - Students will learn how to engage in learning with partners and teams. Time Frame: 8 weeks
2. Civics - My Community - Students will learn what it means to be a responsible and respectful citizen. Time Frame: 8 weeks
3. History - Holidays and Heroes - Students will learn about the 4th of July, the Flag, the Bald Eagle, Martin Luther King Day and George Washington. Time Frame: 8 weeks
4. Economics - Needs and Wants - Students will learn how people earn money and purchase goods and services. Time Frame: 8 weeks
5. Geography - Places Near and Far - Students will learn how to use a map and identify places on earth and in their community. Time Frame: 8 weeks

Course Overview: Social studies in 1st grade continues to provide students with an introduction to Civics, Economics, Geography, and History by providing students with understandable stories which relate to the students’ lived experiences.

Primary Resource: Panorama: Reading Through the Lens of Social Studies- 1st Grade – National Geographic

1. Setting Routines and Structures - Timeframe: 2 weeks

• The Get Ready Unit - What makes a good team?  The Get Ready unit offers students an opportunity to practice, learn, and reflect on what makes a good team.

2.  Behavioral Science & Political Science - Timeframe: 3 weeks

• What is our role in our community?
  • How can people serve their communities? - Our country is made up of many kinds of communities - large and small. Workers, citizens, and leaders have important roles in keeping our communities safe and strong.
  • What responsibilities do we have to each other? 
  • What makes a good leader?

3. History &  Economics - Timeframe: 2 weeks

• Why are holidays and traditions important?
  • What do holidays teach us about the past?

4. Behavioral Science & Geography - Timeframe: 3 weeks

• Why are holidays and traditions important?
  • What can we learn about cultures through holidays?
• How do people and places connect?
  • How does life compare in different places?
  • What is the geography of the United States like?

5. Political Science & Geography - Timeframe: 3 weeks

• How do people and places connect?
  • What is it like to be in a desert?
  • What would your life be like if you lived in Alaska?
• What is our role in our community?
  • How can one person make a difference?

6. Political Science & Geography - Timeframe: 2 weeks

• What is our role in our community?
  • Why do we have a government?
• How do people and places connect?
  • How does where we live affect us?

7. Economics - Timeframe: 4 weeks

• How do we get what we need?
  • Where do goods come from?
  • Why do people make and sell goods?
  • What does it mean to earn something?
  • How can we have enough to feed everyone?

8. Political Science - Timeframe: 3 weeks

• Why are holidays and traditions important?
  • How do holidays honor the past?
  • How do celebrations help us remember?
  • Why is it important to celebrate the 4th of July?

Overview: Social studies in second grade provides students with an in-depth overview of Neighborhoods & Communities. We provide students with engaging nonfiction texts to explore Location, North America, Communities & Resources, Why People Work, Family Histories, A World of Culture, America’s Beginnings, Leaders & Government, and Heroes. 

Primary Resource: Into Social Studies: Neighborhoods and Community - Houghton Mifflin Harcourt

Topics/Units:

1. Location - Time frame: 4 weeks

• Describe location using a variety of maps & geographic features
• Urban, Suburban, and Rural communities

2. North America - Time frame: 4 weeks

• Explore the geographic features, climates, and plant life of the continent of North America

3.  Communities & Resources - Time frame: 4 weeks

• What are natural resources?
• Roles of producers, distributors, and others in economic systems

4. Why People Work - Time frame: 4 weeks

• Roles of consumers and producers
• Interdependence of buyers and sellers of goods & services

5. Family Histories - Time frame: 4 weeks

• Trace the history of several families
• Explore the differences between families today & those in the past

6. A World of Culture - Time frame: 4 weeks

• Discover how people around the world celebrate & share their culture and values

7. America’s Beginnings - Time frame: 4 weeks

• Who are the people and what are the events that helped shape the United States?

8. Leaders & Government - Time frame: 4 weeks

• What does it mean to be a citizen?
• How are leaders selected?
• What are the responsibilities of different levels of government?

9. Heroes - Time frame: 4 weeks

• What does it mean to be a hero?
• Understand the importance of heroic historical figures

Overview: In third-grade social studies, students learn basic American History, Economics,  Behavioral Science, and Geography through the lens of inquiry. Additionally, HMH engages students in civic and cultural lessons that provide a global perspective. 

Primary Resource: Into Social Studies: Communities, Near and Far - Houghton-Mifflin Harcourt

Topics/Units:

1. Mapping our World - Time Frame 3 weeks

• Different types of maps & globes
• What do they show us about our world?

2. America: Heritage & Culture - Time Frame 3 weeks

• What represents America’s shared history and traditions?
• Important symbols, traditions, landmarks, & celebrations

3. Role of Citizens & How America Works - Time Frame 3 weeks

• What are the rights of citizenship and roles that citizens play in their community?
• Levels of government
• Branches of government

4. Expressions Around the World - Time Frame 3 weeks

• Discover ways in which people on each continent express themselves through their unique cultures

5. Protecting Resources - Time Frame 3 weeks

• What are the resources we depend on every day?
• Problems that threaten our resources
• Reduce, Reuse, Recycle

6.  Communities - Time Frame 3 weeks

• What factors shape & make communities different?
• Geography, resources, history, and culture shapes communities

7. Amazing Inventions - Time Frame 3 weeks

• Inventors throughout history and what they invented
• Evolution of inventions

8.  The First People & Settling the Land - Time Frame 3 weeks

• American Indian life before & after Columbus’s voyage
• Famous European explorers
• Effects of settlements on American Indians
• How migration & immigration have changed over the centuries

Overview: Social Studies in Fourth Grade provides students with an introduction to Civics, Economics, Geography, and History by providing students with understandable stories which relate to the students’ lived experiences.

Primary Resource: Into Social Studies: American States and Regions - Houghton-Mifflin Harcourt

Topics/Units:

1. Geography - Students will explore physical and human geography and some of the tools that geographers use to study Earth and its people. Time frame: 3-4 weeks
2. U.S. Landscapes - Students will discover the landforms, bodies of water, and climate of the United States. Time frame: 3-4 weeks
3. Pre-Columbian People of America - Students will discover what life is like for the pre-Columbian people of North America. Time frame: 3 weeks
4. All about Regions - Students will discover the five geographic regions of the United States. Time frame: 2 weeks
5. The Midwest - Students will discover the geography, history, and culture of the midwest. Time frame: 2-3 weeks
6. How Americans Live - Students will discover the symbols, ideals, and systems that unite all Americans. Time frame: 2-3 weeks
7. U.S. Government - Students will discover the structure and function of government in the United States, as well as the rights and responsibilities of citizens. Time frame: 2-3 weeks

Overview: In fifth grade, Social Studies offers students the opportunity to learn how our country was formed by many different people and cultures. The importance of our interconnectedness is investigated from indigenous groups to the beginnings of our country, to immigration today. 

Primary Resource: Into Social Studies: The United States - Houghton-Mifflin Harcourt

Topics/Units:

1. Immigration: Students will learn about the challenges immigrants face when immigrating to a new country. Time frame: 3 weeks
2. America 1492: Students will learn ways that diverse natural environments affected the lives of North American Indians. Students will learn about the geography, climate, and economic necessity affecting the cultures and governments of the Plains Indians, Southwest, Northwest Coast, and Eastern Woodlands peoples. Time frame: 3 weeks
3. Exploring the Americas: Students will learn about the aims the European explorers had in journeying to the New World and the challenges they faced. Time frame: 4 weeks
4. Civil Rights: Students will learn how civil rights for all make democracy strong. Time frame: 4 weeks
5. Early Settlements: Students will learn about the early explorations and settlements made by the European powers that were competing for the natural resources of North America. Time frame: 3 weeks
6. 13 Colonies: Students will learn how the English settlements in North America grew into strong and independent colonies. Time frame: 2-3 weeks
7. Declaration of Independence & American Revolution: Students will describe how the colonist’s struggle for independence forged a new national identity. Students will analyze how a collection of diverse colonies become the United States of America. Time frame: 3 - 4 weeks

• Conflict between Britain & France
• Revolutionary War
• Rights & Freedom of the Declaration of Independence
• Important Events of the American Revolution
• Soldier’s Life during the Revolutionary War
• Results of Revolution
  • U.S. Constitution 
  • Bill of Rights

Overview:  Human Growth and Development instruction in fourth grade is one lesson in February or March. Students are separated by gender for instruction. Students watch an age-appropriate video followed by a PowerPoint presentation and a question and answer period/discussion. Boys watch the Just Around the Corner for Boys video only and girls watch the Just Around the Corner for Girls video only. Instruction and discussion are conducted by the School Nurse and classroom teachers in the classroom. Every effort will be made to have a same-gender teacher available during instruction.

Materials/Resouces:

• Just Around the Corner for Boys (Boys video trailer*)
• Just Around the Corner for Girls (Girls video trailer*)
• 4th Grade Boys Puberty Slide Presentation
• 4th Grade Girls Puberty Slide Presentation
• HGD WI State Statute - 118.019 Human Growth and Development Instruction

*Due to copyright restrictions, the full videos are not available online. To preview the full video, please contact your school's Social Emotional Coach or the District Nurse.

Topics/Units:

• Parent/Guardian as Primary Educator: In an age-appropriate manner, this topic teaches the importance of communication about sexuality between the pupil and the pupil's parents or guardians. This topic addresses HGD WI State Statute: "The Importance of Communication about Sexuality between the pupil and the Pupil's Parents or Guardians."
• Biological, Psychosocial, Emotional, and Intellectual Changes: The videos used in this grade provide age-appropriate information to students regarding this topic in same-gender classes (see vocabulary). This topic addresses HGD Wisconsin State Statute Required Topic: "Reproductive and Sexual Anatomy and Physiology, Including Biological, Psychosocial, Emotional and Intellectual Changes that Accompany Maturation."  The videos used in this grade provide age-appropriate information to students regarding this topic in same-gender classes (see vocabulary).
• Setting Goals and Making Responsible Decisions: In an age-appropriate manner, this topic covers developing healthy life skills, setting goals, and making responsible decisions (e.g. personal hygiene) using the decision-making model introduced in the Guidance (School Counseling) instruction. This topic addresses HGD WI State Statute: "Methods for Developing Healthy Life Skills, Including Setting Goals, Making Responsible Decisions, Communicating and Managing Stress."  The students will be expected to use decision-making models taught and practiced in counseling curriculum such as the use of "I" statements, etc

Overview: Human Growth and Development instruction in 5th grade is one lesson in February or March. Students are separated by gender for instruction for the lesson. Students watch an age-appropriate video entitled "Always Changing" followed by a question and answer period/discussion. Boys watch the boy's video and girls watch the girl's video.  Instruction and discussion are conducted by the School Nurse and 5th-grade teacher in the classroom. Every effort will be made to have a same-gender teacher available during instruction.

Materials/Resouces:

• Always Changing (girls' video)
• Always Changing (boys' video)
• Always Changing  Slide Presentation (Girls)
• Always Changing Slide Presentation (Boys)
• HGD WI State Statute - 118.019 Human Growth and Development Instruction

Due to copyright restrictions, the full "Always Changing" videos may not consistently be available online. To preview the full video, please contact your school's Social Emotional Coach or the District Nurse.

Topics/Units:

• Parent/Guardian as Primary Educator: In an age-appropriate manner, this topic teaches the importance of communication about sexuality between the pupil and the pupil's parents or guardians. This topic addresses HGD WI State Statute: "The Importance of Communication about Sexuality between the pupil and the Pupil's Parents or Guardians."
• Media and Peer Impact on One's View of Sexuality: In an age-appropriate manner, the resources and instruction on this topic include the impact of media and peers on thoughts, feelings, and behaviors related to sexuality. This topic addresses HGD WI State Statute Recommended Topic: "The Impact of Media and One's Peers on Thoughts, Feelings, and Behaviors Related to Sexuality."
• Biological, Psychosocial, Emotional, and Intellectual Changes These resources and instruction in this grade provide age-appropriate information to students regarding this topic (see vocabulary). This topic addresses HGD Wisconsin State Statute Required Topic: "Reproductive and Sexual Anatomy and Physiology, Including Biological, Psychosocial, Emotional and Intellectual Changes that Accompany Maturation."
• Setting Goals and Making Responsible Decisions: In an age-appropriate manner, this topic covers developing healthy life skills in regards to hygiene, setting individual goals (e.g. personal hygiene), and making responsible decisions (e.g. personal hygiene) using the decision-making model introduced by the Guidance (School Counseling) instruction. This topic addresses HGD WI State Statute Recommended Topic: "Methods for Developing Healthy Life Skills, Including Setting Goals, Making Responsible Decisions, Communicating and Managing Stress."  The students will be expected to use decision-making models taught and practiced in the counseling curriculum such as the use of "I" statements, etc.