SPECIALISTS CURRICULUM OVERVIEW

Kindergarten through Fifth

Technology Program
Teacher: Menna Stern (K-5)

Overview:

The Black Pine Circle School approach to computer education is spiral in nature. Throughout Lower School, students experience age appropriate lessons that build, year upon year, a solid foundation in three dominant fields of technology:
production applications (word processing, spreadsheets and database), multimedia creation/presentation, and Internet/webpage utilization. Inherent in the approach is the development of literacy; a true understanding of computer operations that will enable students to use computers – and related technologies – to solve problems in real world settings. Wherever possible, students integrate their lab experience with actual classroom lessons. Integration may be as basic as typing a vocabulary word and drawing an illustration or as complex as creating a multimedia project in conjunction with one or several other schools across the globe. In addition, keyboarding (using the touch typing method) is practiced as an ongoing component of their education

Classes are conducted in Black Pine Circle School’s tech lab where each student has his/her own Macintosh computer. The culture of the lab is non-competitive, collaborative and investigative. Lab projects, so as to capture student imagination and inspire originality, are open-ended and non-linear in design. Students are encouraged to take risks, make mistakes, and innovate.

Kindergarten

Kindergarten children follow an emerging skills program with Ms. Wolff in the computer lab. In the spring, they join the tech lab instruction program:
• Introduction to basic computer parts
• Introduction to the power key
• Practice in following a short string of directions
• Practice in tracking a demonstration on main monitor
• Lots of “experimenting” in paint program
• Practice typing their name, changing font and size
• Project: Big names with original drawings

First Grade

• Identification of computer hardware including storage devices, computer chips and the basic components of the computer
• Identification of shift key and use of power keys
• Introduction to word processing with special emphasis on font, font points, centering, and printing
• Introduction to basic keyboard hand placement
• Introduction to multimedia by creating a fact slide with text and illustration
• Continued multimedia through creation of a thematic slide show using illustrations, text and sound. Themes are based on current classroom exploration. Shows are collaborative and involve the whole class
• Project: Students create and illustrate their own slide show stories with voice recordings

Second Grade

• Identification of computer hardware including storage devices, computer chips and the basic components of the computer
• Introduction to folder and file creation (file management)
• Continued practice in word-processing with special emphasis on centering, addition of graphics, and basic layout
• Keyboarding begins with an introduction to the home row and practice with anchoring keys using a simple word processor
• Internet use and practice is integrated with classroom curriculum in a guided approach
• Multimedia lessons are integrated with vocabulary to produce an ongoing interactive project
• Students enhance multimedia skills by creating and illustrating their own slide show stories with voice recordings and text for class presentation. Collaborative teams of up to four students decide on creative choices through consensus
• Themes are based on current classroom exploration. Shows are collaborative and involve the whole class

Third Grade

• Hardware identification continues
• Introduction and emphasis on file management through creation of hierarchical folder and file systems (directories)
• Introduction and regular practice of touch typing skills using Type to Learn begins
• Continued advancement of word-processing skills: emphasis on use of spell checking, the thesaurus, document setup, and object placement
• Introduction to Internet ‘smart searching’ techniques, netiquette and information literacy
• Use and integration of Internet sites specific to classroom curriculum

Fourth Grade

• Hardware identification continues
• Keyboarding skills continue using Type to Learn
• File management techniques continue
• Continued enhancement of word-processing skills: object layers, borders, page numbering, orientation and placement, layout design
• Introduction to Power Point
• Internet search/research in conjunction with classroom Science and Social Studies curriculum
• Introduction to spreadsheet usage/design
• Projects: Creation of various content specific presentations using Power Point

Fifth Grade

• Continued study of hardware basics
• Continued mini-sessions in how to trouble shoot computer problems
• Continued practice in keyboarding using Type to Learn.
• Continued practice in file management
• Continued practice in word processing with emphasis on layout using text and graphics as objects
• Continued practice in spreadsheet usage/design
• Enhancement of Internet search/research skills using classroom content
• Projects: spreadsheets using comparative data, classroom report title pages with mixed text/graphics, subject specific multimedia production/presentation in Power Point

Art – Lower School

Teachers:vKim Buckingham (K-4)
Kieren Dutcher (5)

Our program is designed to create a safe space in which students are encouraged to explore, create, experiment and learn.

Our objectives are:
• To nurture creativity
• To explore with a wide variety of media
• To teach basic skills and techniques
• To familiarize students with the language of art
• To evoke an appreciation of art
• To discuss fundamental concepts
• To develop individuality
• To acquaint students with the many movements and styles of art
• To integrate as often as possible with the classroom studies of the students

Throughout the year we focus on artists, techniques, and traditions from around the globe. We draw from many cultures with the intention of connecting to people who are different, learning new techniques, enriching our experience and inspiring creative thought. We will follow a developmentally appropriate curriculum depending on the grade and interests of the students. We will also use a spiral curriculum to touch on certain concepts, for example, representing what we see. Through self-portraits, still life drawings, figure drawings, garden watercolor, and sculpture the students develop a deeper understanding of observational art.

Throughout the year we will explore some of the following:
Elements of design (line, form, value, texture, color, pattern, movement)
Clay
Watercolor paint
Charcoal
Oil pastel
Paper Mache
Wire
Pen
Print Making
Weaving
Perspective drawing
Sculpture
Collage and Decoupage
Still life studies
Portraits and Self Portraits
Artistic Movements (i.e. expressionism, cubism, etc.)
Individual Artists (Frida Kahlo, Van Gogh, Kandinsky, etc.)

Art – Upper School

Teacher: Kieren Dutcher (6-8)

The goal of the Upper School Art program is to instill in students an appreciation of art, both as creators and as viewers. This is achieved through instruction in specific skills, introduction to a broad range of media and materials, and exposure to the art of different times and cultures.

Art class focuses on students creating artwork, improving technical skills, experimenting with different media, critiquing their work informally, and having the opportunity to show their work on an ongoing basis. Students also view the work of many artists and cultures throughout history, thus developing an understanding of what goes into the making of art, a greater understanding of how life and art connect, and a sense of their own creative process.

Sixth Graders study an artist of their choice, write a report on the artist, and make a piece of work in the style of the artist. The project culminates in an oral presentation to the class. The wealth of knowledge gained is built upon in 7th and 8th Grades.

Students are required to keep sketchbooks as a place to express themselves and practice/plan projects. These become logs of the year’s work, and students can look back through them to see how their skills have improved over the year.

There will be occasional homework – to watch a special show, make a few sketches, look up an artist online, or visit a museum exhibit.

Projects this year may include:
• Drawing: still life, self-portraits, landscapes, imaginary works
• Design: logos, posters, t-shirts, etc
• Painting: color mixing, watercolor, tempera, acrylic, sand painting
• Printmaking
• Collage
• Textiles: weaving, sewing
• Sculpture: wire, clay, paper mache, wood, junk
• Stone carving

Student work will be exhibited throughout the year in our gallery, located in the hallway of the theatre building. All grades display the spring semester’s artwork at the annual BPC Art Fair in late May/early June. This is an event that includes opportunities for children to also make art and craft projects at the fair to take home. Prospective parents are encouraged to attend.

Spanish

Teachers: Cheryl Burger (K-4)
Catalina Lacy (5)

The Lower School Spanish program consists of both language acquisition and cultural learning. Students are introduced to basic concepts and conversation vocabulary in Kindergarten; as they continue on, throughout their lower school years, children gain confidence with listening comprehension, speaking abilities, and writing and reading skills. Cultural activities from Mexico, Spain and other Latin American countries are also a focus in the classroom. These activities bring a global awareness to the classroom, reflecting the school’s commitment to the appreciation of different cultures from around the world.

In Kindergarten, First, and Second Grade, students start building a foundation for learning the Spanish language with introductions to new vocabulary and basic conversations. Throughout these first three years students use ¡Hola Niños!, a resource that uses TPR (Total Physical Response) activities and storytelling to increase comprehension, in combination with songs and games to enhance their skills. Activities and subject matter:

• Greetings and introductions
• Numbers 1-100
• Colors
• Days of the week and months of the year
• Vocabulary such as food, animals, feelings, family, and body parts
• The alphabet and letter sounds
• Listening comprehension and writing practice
• Cultural events: Independence Days, Días de los Muertos, Las Posadas, Los Tres Reyes Magos, Cinco de Mayo, and Cesar Chavez Day

Throughout third and fourth grade, students use Cuéntame, a series of vocabulary units and stories that combine listening comprehension, speaking, reading and writing activities to increase comprehension and production skills. More of the class time is conducted in Spanish, and students put their skills to the test, while writing and performing original stories completely in Spanish. Activities and subject matter:

• Review and expansion of topics from Kindergarten, First and Second grade
• Common verbs and commands
• Understanding masculine and feminine nouns
• Learning the formal and informal forms of tu and usted
• Numbers 1-1000
• Vocabulary such as the weather, seasons, time, clothing and household objects
• Independent reading
• Writing stories
• Latin American Geography
• Cultural events as above, including individual country studies

In Fifth Grade, students are expected to be able to produce basic questions, answers, commands, and target vocabulary with good pronunciation. Students work on mastering personal pronouns, possessive pronouns, interrogative words, regular –ar verbs in the present tense, some irregular verbs, and describing how often, how well, how much, and when. They will also be introduced to the future tense. Students apply their knowledge by conducting interviews and skits in Spanish.

Math Enrichment

Vera Balarin, Math Specialist

Black Pine Circle School values mathematics and teaches students the importance of mathematics in their daily lives. In addition to regular math lessons with the core teachers, students meet with a math specialist once a week.

The essential point of this program is to help students “make sense of mathematics” and to teach them to use it as a tool for reasoning and problem solving.

Problems that students solve are carefully crafted and they often come from children’s everyday lives. Students often work with a partner or in a small group setting where they can explore problems and craft solutions together. As a class, we discuss alternative strategies, and look for different solutions in an environment where it is safe to take risks. Problems are often ”open ended,” meaning that there is not only one correct answer. A goal is not to teach how to solve this or that kind of problem, but to foster a deep conceptual understanding of essential mathematical ideas and strategies.

Numbers are abstract for young children. Using manipulatives such as pattern blocks, teddy bears and scales helps young mathematicians get a better understanding of numbers and other mathematical concepts. As students get older, they start replacing concrete objects with models (e.g. drawings, graphs, tables, open number lines, function machines). With a use of models and carefully picked math puzzles and problems, students are introduced to some big algebraic ideas (e.g. variables, functions) and the door to abstract mathematics is starting to open for them. This is a big and important step for the students in the Lower School.

Throughout the year students work on different projects and explorations that link ideas and concepts from several strands of mathematics into an integrated whole. For example, they will design their dream clubhouse, and apply their knowledge about area and perimeter, and practice arithmetic with fraction and decimals. At the same time they will use their creativity and engineering skills. Younger students might simply do an inventory of their classroom library in order to build their counting skills, or use origami paper to make symmetrical designs. These project are often integrated with art, technology, science and Spanish programs.

Library

Librarians: Sharon Taylor (K-5)
Kathleen McNulty (6-8)

Our library program supports and promotes student reading and a life-long love of books. All students will be exposed to literature through story telling, book talks, and author readings. Books will be celebrated and when possible introduced through a variety of methods. Students will cover a wide range of genres in fiction and non-fiction to help them discover the kinds of books they love to read. Author birthdays are celebrated every month, including a review of the authors’ literature.

All students learn to be active users of the library. This includes how to use shelf markers, read spine labels, know library circulation procedures, understand the difference between fiction and non-fiction books, and become confident making independent reading selections. Book awards (Caldecott, Newbery, Coretta Scott King, etc.) are discussed in detail. When required for class or homework, students will learn to conduct research in the library using the most appropriate tools, including encyclopedias (print and electronic) and other reference materials. Parts of a book (i.e., contents and index) are also examined. Students will learn to find books within our collection through the electronic catalog and these skills will enable them to locate information within any library.
The library also hosts all-school events to facilitate literacy on campus. These events include, but are not limited to, an all-school book swap, a Book Faire, participation in the “California Young Reader Medal” program, and book donations to needy communities.

Our library is an inviting place where reading and information literacy is honored. In addition to regular class visits to the library, students may choose to visit the library during lunchtime for private reading, extra story time, individual research assistance, and even just talking one-on-one with the librarian about a favorite book.

Science Enrichment

Teacher: Anne Monk (K-5)

Touch it, draw it, build it, grow it, watch it, push it, mix it, make it fly as high as you can, and do it one more time! Sensory exploration of the physical world is at the heart of science learning in Black Pine Circle’s Lower School, while important science process skills are carefully integrated into each lesson and scaffolded across grade levels.

General Objectives and Content
We strive for a Science curriculum that helps students further develop their natural skills of curiosity and inquiry. At each grade level, we use a combination of content-specific lessons and supplemental activities to reinforce and build upon each of these skills. Content is taught primarily through age-appropriate, hands-on, minds-on activities, and often supports cross-curricular learning with other subject areas.

Kindergarten Science Units generally include: Apples, Pumpkins and Measurement, the Five Senses, Light, Color & Shadows, Weather, Magnetism, States of Matter, Animals in Winter, Dental Health, Eggs, and Arthropods.

First Grade units generally include: The Earth, Human Body Systems, Winter and Light, Arctic Animals, Soil/Erosion/Fossils/Dinosaurs, Deserts, Seeds and Plants, the Rainforest, Marine Animals and Chemistry.

Second Grade units generally include: activities integrated with four themes: Families (Animals and Genetic Traits), Trading (ships, buoyancy, how things are made, conservation and recycling), Life Cycles (including our embryology unit and chick hatching!), and Farming and Nutrition.

Third Grade units generally include: Simple Machines, Sound & Light, Astronomy, Decomposition, Mummification, Food Web, and Tide Pools/Coastal Ecology.

Fourth Grade units generally include: Geology, Matter, Electricity, and the Human Body.

Fifth Grade units generally include: The Nature of Science, Experimental Design, Matter, Ecology, Water Chemistry and Conservation, Science Fair Projects, and Oobleck Investigations.

Progression of Skills
We focus on the following science skills at each grade level:

				Experiment	Experiment
			Data work	Data work	Data work
			Measuring	Measuring	Measuring
		Classifying	Classifying	Classifying	Classifying
	Predicting	Predicting	Predicting	Predicting	Predicting
Communicating	Communicating	Communicating	Communicating	Communicating	Communicating
Observing	Observing	Observing	Observing	Observing	Observing
Kindergarten	1st Grade	2nd Grade	3rd Grade	4th Grade	5th Grade

Classroom Music

Teachers: Madeleine King (K-3)

Cheryl Sumsion (4-8)

Music has always been an important aspect of Black Pine Circle. Students experience the joy of listening to and creating music. It permeates the curriculum in many ways, especially through the study of various cultures. Students share their musical talents by participating in both Winter and Spring School Concerts, in Talent Shows, and for the annual Grandparents’/Godparents’ Day assembly.

The primary objective of the K-3rd Grade music classes is to create a fun, enjoyable atmosphere in which students are encouraged to learn basic and more complex musical concepts through participation, listening and cooperation. Incorporating elements from both the Kodaly and Orff teaching methods, students in these grades will all be participating in singing, rhythm, movement and the use of instruments. Use of singing games, chants, body movement and percussion help to develop a sense of rhythm and coordination in all of the grades. Such ideas as melody, harmony, pitch identification and beginning musical notation are all introduced as early as the Kindergarten year and are developed more thoroughly by the Third Grade.

Beginning in late October, all classes will begin spending one class period per week learning folk dancing. For the Kindergarten class this will begin with basic dance steps and ideas such as forming a circle, moving together and following the music. For the First through Third Grades, the focus will be on using circle dances, line dances and beginning square dance.

In the 4th and 5th Grades, students become more familiar with standard music notation that includes recognition of notes on the staff, rhythmic values and patterns, and knowledge of the basic elements needed for musical composition and sight singing.

In 5th Grade, students spend more time listening to masterworks from the Baroque, Classical, and Romantic periods, and learn to identify the instruments of the orchestra, both aurally and visually. Our work culminates in an annual trip to hear the San Francisco Symphony in concert.

Students’ musical experiences will include reading and writing music, singing, playing the recorder, creating, listening, and moving to music. Students will continue to develop a sequenced skill set which will enhance their critical thinking skills and their understanding of different types of music.

Proper vocal production will be emphasized through body awareness and singing in unison, in canon, with descants, ostinati, and in parts. Students will prepare Choral Repertoire to perform at the Winter and Spring Music Festivals and at Grandparents’ Day, which may include incidental use of keyboard, recorder, choreography, or other instruments. Students in grades 3-5 will also have the opportunity to join the voluntary Lower School Chorus, which meets on Fridays at lunch to prepare songs for fun and performances. In the second semester, a study of the recorder gives Fourth and Fifth Grade students another practical application for the reading, breathing, and phrasing skills we work on during singing. Particular emphasis will be placed on learning recorder fingerings, developing the ability to sight read notes, playing with accurate articulation, and using rehearsal time well, which will include home practice.

Instrumental Music

Teachers: Rachel Durling (K-3)
Dina Weinshelbaum (K-3)
Band teacher: Jerry Kennedy (4-8)
Orchestra teacher: Rem Djemilev (4-8)

Instrumental instruction for K-5, beyond the classroom music program, is an optional program with an extra fee. Students may join group lessons in violin or cello in Kindergarten and First Grade, ensemble instruction for our Junior Orchestra (2nd and 3rd grade) or Advanced Orchestra (starting at 4th grade), or band (starting at 4th grade). Students perform for assemblies, concerts and special events throughout the year. Musical selections range from classical for Orchestra to jazz and rock for Band. In addition, independent instruction for a variety of instruments, including piano and guitar, can be arranged after school with various teachers.

The String Program for Kindergarten-Third graders is a pull-out program on Tuesday and Thursday afternoons during independent activity time in their regular classes. The First Grade and Kindergarten program is open to beginners. The Junior Orchestra is for 2nd and 3rd Graders and is open to students who have had Beginning Strings in K and 1st Grade, or have had private lessons. Band and the Advanced Orchestra meet before or after school and is open to students of all levels who have had some playing experience.

The fundamentals of instrumental music start in Kindergarten. Learning to play an instrument is, in the beginning years, primarily a physical discipline. Kindergarteners learn the basics of caring for their instruments, correct posture and position, a few rhythmic fundamentals, songs using all four open strings, and beginning principles of practicing. By the end of the year they have learned more complicated songs using one or two left hand fingers. First Graders improve upon general playing skills learning different rhythms, bow strokes, and fingerings on all four strings. By the end of the year, they should be familiar with reading all the notes in first position. Second

Graders focus on note reading, intonation, and rhythmic accuracy. Depending on skill levels, we may add Beginning Ensemble playing. In Third Grade, we emphasize chamber music playing and the expressive aspects of music-making (i.e., dynamics, phrasing, pacing, and moods).

Children will progress faster, enjoy playing their instrument more, feel more confident and enthusiastic, learn discipline and enter into the world of music-making more quickly with regular practice. It is more effective for a child to practice once a day for 5 or 10 minutes than once a week for 30 or 40 minutes. As your child gets older, he/she may be able to increase daily practice (10-15 minutes for 1st Grade, 15-20 minutes for 2nd and 3rd Graders). Parent involvement is necessary in the beginning and may be needed up to 3rd Grade. Please encourage your child to show you what he/she is learning everyday. Each day should review that week’s material from class. The key to successful practice at this stage is a lot of repetition of the exercises and songs, with a neutral focus on maintaining the basics of good physical form. These basics will be enumerated in a “checklist” for each class. Of equal importance is helping your child remember both the instrument and music for each rehearsal period.

Students enrolled in the Instrumental Music Program perform in two large school Music Festivals a year. There are other opportunities for students to perform in a solo concert and an ensemble night. Students who are not enrolled in BPC’s instrumental music program may also participate.

Physical Education

Coach: Michael Feferman (k-5)

Physical Education at BPC encompasses three main objectives:
• Cognitive learning – this involves thinking, problem solving, creativity and brain-storming
• Affective learning – teamwork, motivation through social/psychological interaction
• Psychomotor – through practice, students will develop motor learning

Kindergarten and First Grade will participate in activities that help the acquisition and development of large motor skills. They will handle the ball, kick the ball, use targets for concentration, etc. They will gain finer large motor coordination in running, jumping, skipping, catching, and other activities designed by the P.E. teacher for this purpose. Activities will increase hand-eye coordination, balance and large and small muscle development.

Second Grade is introduced to sports. Games and activities that lead up to team sports are introduced for affective learning. This is the beginning of teamwork for students. Students will develop greater confidence in their own abilities and appreciate the contributions and efforts of others. They will learn good sportsmanship and fair play.

Third Grade is a follow-up to Second Grade activities. However, more fitness activities will be emphasized. Warm-up and cool-down exercises are incorporated with the lessons.

In Fourth and Fifth Grade, we emphasize technique for the year, such as the proper way to bat a ball, soccer skills, and volleyball. Cognitive, affective and psychomotor learning skills are discuss and emphasized. These students will also learn middle school activities. We will also focus on some basic gymnastics and some self-defense wrestling skills.

In addition to using basic sports equipment, children work through obstacle courses, use the play structure for pull-ups, use hula hoops, jump ropes, bowling games, a large parachute, seated scooters, hockey equipment, and mats for tumbling.

It is also a goal of physical education for students to enjoy physical activity and develop a life-long appreciation of sport for health and longevity.

Garden Program – Outdoor Education

Liza Malm: Teacher (K-8)

The Garden Program plays a key role in providing a hands-on practical laboratory for many subjects in Science as well as an important nexus for the integration of many different subjects. Because all students participate in caring for the garden, they lend continuity to the Science curriculum. While students maintain a connection with the plots they have prepared, gardens they have planted, and decorating the school grounds, they also look forward to the projects that increase in intensity and complexity as they mature at the school.

The K-5 Garden classes occur every other week and take place in the “outdoor classroom.” Each class begins with the recording of the weather and temperature. We record these and other observations in the class garden book. We observe the ecosystem of each class’ garden plot, and the jobs of the organisms that live in the plot. We learn an appreciation for the complex, yet delicate, balance of the ecosystem.

Recycling and Composting are also a part of the curriculum. Students are taught how to separate their garbage and other recyclable items at lunch. Compost buckets are available at lunch and mixed paper receptacles are available in each classroom. Students also help to collect compost from the school grounds, such as the autumn leaves and other plant debris, to use as mulch for the following year. Food scraps from lunch are combined with shredded yard debris for making compost, which is used as another soil amendment. Students observe the changes in the compost over time.

The Lower School curriculum is partly based on the “Botany on Your Plate” curriculum, along with a focus on California native plants. Garden plots are mainly behind the 4th/5th classrooms and the Library building. Some of the units studied include root food (radishes and carrots), stem food (asparagus and potatoes), leaf food (garlic and lettuce), flower food (broccoli and artichoke), fruit food (tomatoes, apples and raspberries), and seed food (corn and wheat). Children get to harvest, cook and taste the “fruits” of their labor each month.

Reports and Conferences

Reports

There are two written reports each year, one for each semester. The student’s head teacher will include a summary of the material covered during the term, a paragraph that describes the student’s achievement and progress, and suggestions on how to help the student improve in a particular area. In addition, most specialists write a one page report that also summarizes the term’s curriculum, and the child’s progress is conveyed both with a rubric of desired skills and behaviors and a short written evaluation.

Teacher-Parent Conferences

There are also two half-hour conferences each year for parents to meet with their child’s classroom teacher. This will be an opportunity for both teacher and parents to express the successes, concerns and needs for the child. The conferences will focus on both the academic and social accomplishments of the child. Recommendations may include additional support from home, an observation from either the Learning Specialist or the School Psychologist, tutoring assistance for remedial work or outside testing, if needed.

Teachers are also available via phone conferencing and email for any concerns parents may have.