Grade 5 TEKS 0820

revised August 2020

Texas Essential Knowledge and Skills for Grade 5

§110.7. English Language Arts and Reading

§111.7. Mathematics

§112.16. Science

§113.16. Social Studies

§114.4. Languages Other Than English

§115.7. Health Education

§116.7. Physical Education

§117.117. Art

§117.118. Music

§117.119. Theatre

§126.7. Technology Applications

§110.7. English Language Arts and Reading, Grade 5, Adopted 2017.

(a) Introduction.

(1) The English language arts and reading Texas Essential Knowledge and Skills (TEKS) embody

the interconnected nature of listening, speaking, reading, writing, and thinking through the seven

integrated strands of developing and sustaining foundational language skills; comprehension;

response; multiple genres; author's purpose and craft; composition; and inquiry and research. The

strands focus on academic oracy (proficiency in oral expression and comprehension), authentic

reading, and reflective writing to ensure a literate Texas. The strands are integrated and

progressive with students continuing to develop knowledge and skills with increased complexity

and nuance in order to think critically and adapt to the ever-evolving nature of language and

literacy.

(2) The seven strands of the essential knowledge and skills for English language arts and reading are

intended to be integrated for instructional purposes and are recursive in nature. Strands include

the four domains of language (listening, speaking, reading, writing) and their application in order

to accelerate the acquisition of language skills so that students develop high levels of social and

academic language proficiency. Although some strands may require more instructional time, each

strand is of equal value, may be presented in any order, and should be integrated throughout the

year. It is important to note that encoding (spelling) and decoding (reading) are reciprocal skills.

Decoding is internalized when tactile and kinesthetic opportunities (encoding) are provided.

Additionally, students should engage in academic conversations, write, read, and be read to on a

daily basis with opportunities for cross-curricular content and student choice.

(3) Text complexity increases with challenging vocabulary, sophisticated sentence structures,

nuanced text features, cognitively demanding content, and subtle relationships among ideas

(Texas Education Agency, STAAR Performance Level Descriptors, 2013). As skills and

knowledge are obtained in each of the seven strands, students will continue to apply earlier

standards with greater depth to increasingly complex texts in multiple genres as they become self-

directed, critical learners who work collaboratively while continuously using metacognitive skills.

(4) English language learners (ELLs) are expected to meet standards in a second language; however,

their proficiency in English influences the ability to meet these standards. To demonstrate this

knowledge throughout the stages of English language acquisition, comprehension of text requires

additional scaffolds such as adapted text, translations, native language support, cognates,

summaries, pictures, realia, glossaries, bilingual dictionaries, thesauri, and other modes of

comprehensible input. ELLs can and should be encouraged to use knowledge of their first

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language to enhance vocabulary development; vocabulary needs to be in the context of connected

discourse so that it is meaningful. Strategic use of the student's first language is important to

ensure linguistic, affective, cognitive, and academic development in English.

(5) Current research stresses the importance of effectively integrating second language acquisition

with quality content area education in order to ensure that ELLs acquire social and academic

language proficiency in English, learn the knowledge and skills, and reach their full academic

potential. Instruction must be linguistically accommodated in accordance with the English

Language Proficiency Standards (ELPS) and the student's English language proficiency levels to

ensure the mastery of knowledge and skills in the required curriculum is accessible. For a further

understanding of second language acquisition needs, refer to the ELPS and proficiency-level

descriptors adopted in Chapter 74, Subchapter A, of this title (relating to Required Curriculum).

(6) Oral language proficiency holds a pivotal role in school success; verbal engagement must be

maximized across grade levels (Kinsella, 2010). In order for students to become thinkers and

proficient speakers in science, social studies, mathematics, fine arts, language arts and reading,

and career and technical education, they must have multiple opportunities to practice and apply

the academic language of each discipline (Fisher, Frey, & Rothenberg, 2008).

(7) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and

thinking--oral language. The student develops oral language through listening, speaking, and

discussion. The student is expected to:

(A) listen actively to interpret verbal and non-verbal messages, ask relevant questions, and

make pertinent comments;

(B) follow, restate, and give oral instructions that include multiple action steps;

enunciation, natural gestures, and conventions of language to communicate ideas

effectively; and

(D) work collaboratively with others to develop a plan of shared responsibilities.

(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--beginning reading and writing. The student develops word structure knowledge through

phonological awareness, print concepts, phonics, and morphology to communicate, decode, and

spell. The student is expected to:

(A) demonstrate and apply phonetic knowledge by:

(i) decoding words with consonant changes, including/t/ to/sh/ such as in select and

selection and/k/ to/sh/ such as music and musician;

(ii) decoding multisyllabic words with closed syllables; open syllables; VCe syllable;

vowel teams, including digraphs and diphthongs; r-controlled syllables; and final

stable syllables;

(iii) decoding words using advanced knowledge of syllable division patterns;

(iv) decoding words using advanced knowledge of the influence of prefixes and

suffixes on base words; and

(v) identifying and reading high-frequency words from a research-based list;

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(B) demonstrate and apply spelling knowledge by:

(i) spelling multisyllabic words with closed syllables; open syllables; VCe syllables;

vowel teams, including digraphs and diphthongs; r-controlled syllables; and final

stable syllables;

(ii) spelling words with consonant changes, including/t/ to/sh/ such as in select and

selection and/k/ to/sh/ such as music and musician;

(iii) spelling multisyllabic words with multiple sound-spelling patterns;

(iv) spelling words using advanced knowledge of syllable division patterns;

(v) spelling words using knowledge of prefixes; and

(vi) spelling words using knowledge of suffixes, including how they can change base

words such as dropping e, changing y to i, and doubling final consonants; and

(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is

expected to:

(A) use print or digital resources to determine meaning, syllabication, pronunciation, and

word origin;

(B) use context within and beyond a sentence to determine the relevant meaning of

unfamiliar words or multiple-meaning words;

and roots such as geo and photo; and

(D) identify, use, and explain the meaning of adages and puns.

(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--fluency. The student reads grade-level text with fluency and comprehension. The

student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-

level text.

(5) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and

thinking--self-sustained reading. The student reads grade-appropriate texts independently. The

student is expected to self-select text and read independently for a sustained period of time.

(6) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly

complex texts. The student is expected to:

(A) establish purpose for reading assigned and self-selected texts;

(B) generate questions about text before, during, and after reading to deepen understanding

and gain information;

structures;

(D) create mental images to deepen understanding;

(E) make connections to personal experiences, ideas in other texts, and society;

(F) make inferences and use evidence to support understanding;

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(G) evaluate details read to determine key ideas;

(H) synthesize information to create new understanding; and

(I) monitor comprehension and make adjustments such as re-reading, using background

knowledge, asking questions, and annotating when understanding breaks down.

(7) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The

student responds to an increasingly challenging variety of sources that are read, heard, or viewed.

The student is expected to:

(A) describe personal connections to a variety of sources, including self-selected texts;

(B) write responses that demonstrate understanding of texts, including comparing and

contrasting ideas across a variety of sources;

(D) retell, paraphrase, or summarize texts in ways that maintain meaning and logical order;

(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or

illustrating;

(F) respond using newly acquired vocabulary as appropriate; and

(G) discuss specific ideas in the text that are important to the meaning.

(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary

elements. The student recognizes and analyzes literary elements within and across increasingly

complex traditional, contemporary, classical, and diverse literary texts. The student is expected

to:

(A) infer multiple themes within a text using text evidence;

(B) analyze the relationships of and conflicts among the characters;

(D) analyze the influence of the setting, including historical and cultural settings, on the plot.

(9) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes

within and across increasingly complex traditional, contemporary, classical, and diverse texts.

The student is expected to:

(A) demonstrate knowledge of distinguishing characteristics of well-known children's

literature such as folktales, fables, legends, myths, and tall tales;

(B) explain the use of sound devices and figurative language and distinguish between the

poet and the speaker in poems across a variety of poetic forms;

(D) recognize characteristics and structures of informational text, including:

(i) the central idea with supporting evidence;

(ii) features such as insets, timelines, and sidebars to support understanding; and

(iii) organizational patterns such as logical order and order of importance;

(E) recognize characteristics and structures of argumentative text by:

(i) identifying the claim;

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(ii) explaining how the author has used facts for or against an argument; and

(iii) identifying the intended audience or reader; and

(F) recognize characteristics of multimodal and digital texts.; and

(10) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple

texts. The student uses critical inquiry to analyze the authors' choices and how they influence and

communicate meaning within a variety of texts. The student analyzes and applies author's craft

purposefully in order to develop his or her own products and performances. The student is

expected to:

(A) explain the author's purpose and message within a text;

(B) analyze how the use of text structure contributes to the author's purpose;

(D) describe how the author's use of imagery, literal and figurative language such as simile

and metaphor, and sound devices achieves specific purposes;

(E) identify and understand the use of literary devices, including first- or third-person point

of view;

(F) examine how the author's use of language contributes to voice; and

(G) explain the purpose of hyperbole, stereotyping, and anecdote.

(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing

process. The student uses the writing process recursively to compose multiple texts that are

legible and uses appropriate conventions. The student is expected to:

(A) plan a first draft by selecting a genre for a particular topic, purpose, and audience using a

range of strategies such as brainstorming, freewriting, and mapping;

(B) develop drafts into a focused, structured, and coherent piece of writing by:

(i) organizing with purposeful structure, including an introduction, transitions, and a

conclusion; and

(ii) developing an engaging idea reflecting depth of thought with specific facts and

details;

combining, and rearranging ideas for coherence and clarity;

(D) edit drafts using standard English conventions, including:

(i) complete simple and compound sentences with subject-verb agreement and

avoidance of splices, run-ons, and fragments;

(ii) past tense of irregular verbs;

(iii) collective nouns;

(iv) adjectives, including their comparative and superlative forms;

(v) conjunctive adverbs;

(vi) prepositions and prepositional phrases and their influence on subject-verb

agreement;

(vii) pronouns, including indefinite;

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(viii) subordinating conjunctions to form complex sentences;

(ix) capitalization of abbreviations, initials, acronyms, and organizations;

(x) italics and underlining for titles and emphasis and punctuation marks, including

quotation marks in dialogue and commas in compound and complex sentences;

and

(xi) correct spelling of words with grade-appropriate orthographic patterns and rules

and high-frequency words; and

(E) publish written work for appropriate audiences.

(12) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The

student uses genre characteristics and craft to compose multiple texts that are meaningful. The

student is expected to:

(A) compose literary texts such as personal narratives, fiction, and poetry using genre

characteristics and craft;

(B) compose informational texts, including brief compositions that convey information about

a topic, using a clear central idea and genre characteristics and craft;

craft; and

(D) compose correspondence that requests information.

(13) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The

student engages in both short-term and sustained recursive inquiry processes for a variety of

purposes. The student is expected to:

(A) generate and clarify questions on a topic for formal and informal inquiry;

(B) develop and follow a research plan with adult assistance;

(D) understand credibility of primary and secondary sources;

(E) demonstrate understanding of information gathered;

(F) differentiate between paraphrasing and plagiarism when using source materials;

(G) develop a bibliography; and

(H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present

results.

§111.7. Mathematics, Grade 5, Adopted 2012.

(a) Introduction.

(1) The desire to achieve educational excellence is the driving force behind the Texas essential

knowledge and skills for mathematics, guided by the college and career readiness standards. By

embedding statistics, probability, and finance, while focusing on computational thinking,

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mathematical fluency, and solid understanding, Texas will lead the way in mathematics education

and prepare all Texas students for the challenges they will face in the 21st century.

(2) The process standards describe ways in which students are expected to engage in the content. The

placement of the process standards at the beginning of the knowledge and skills listed for each

grade and course is intentional. The process standards weave the other knowledge and skills

together so that students may be successful problem solvers and use mathematics efficiently and

effectively in daily life. The process standards are integrated at every grade level and course.

When possible, students will apply mathematics to problems arising in everyday life, society, and

the workplace. Students will use a problem-solving model that incorporates analyzing given

information, formulating a plan or strategy, determining a solution, justifying the solution, and

evaluating the problem-solving process and the reasonableness of the solution. Students will

select appropriate tools such as real objects, manipulatives, algorithms, paper and pencil, and

technology and techniques such as mental math, estimation, number sense, and generalization and

abstraction to solve problems. Students will effectively communicate mathematical ideas,

reasoning, and their implications using multiple representations such as symbols, diagrams,

graphs, computer programs, and language. Students will use mathematical relationships to

generate solutions and make connections and predictions. Students will analyze mathematical

relationships to connect and communicate mathematical ideas. Students will display, explain, or

justify mathematical ideas and arguments using precise mathematical language in written or oral

communication.

(3) For students to become fluent in mathematics, students must develop a robust sense of number.

The National Research Council's report, "Adding It Up," defines procedural fluency as "skill in

carrying out procedures flexibly, accurately, efficiently, and appropriately." As students develop

procedural fluency, they must also realize that true problem solving may take time, effort, and

perseverance. Students in Grade 5 are expected to perform their work without the use of

calculators.

(4) The primary focal areas in Grade 5 are solving problems involving all four operations with

positive rational numbers, determining and generating formulas and solutions to expressions, and

extending measurement to area and volume. These focal areas are supported throughout the

mathematical strands of number and operations, algebraic reasoning, geometry and measurement,

and data analysis. In Grades 3-5, the number set is limited to positive rational numbers. In

number and operations, students will apply place value and identify part-to-whole relationships

and equivalence. In algebraic reasoning, students will represent and solve problems with

expressions and equations, build foundations of functions through patterning, identify prime and

composite numbers, and use the order of operations. In geometry and measurement, students will

classify two-dimensional figures, connect geometric attributes to the measures of three-

dimensional figures, use units of measure, and represent location using a coordinate plane. In data

analysis, students will represent and interpret data.

(5) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

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(b) Knowledge and skills.

(1) Mathematical process standards. The student uses mathematical processes to acquire and

demonstrate mathematical understanding. The student is expected to:

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

(B) use a problem-solving model that incorporates analyzing given information, formulating

a plan or strategy, determining a solution, justifying the solution, and evaluating the

problem-solving process and the reasonableness of the solution;

appropriate, and techniques, including mental math, estimation, and number sense as

appropriate, to solve problems;

(D) communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

(E) create and use representations to organize, record, and communicate mathematical ideas;

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

(G) display, explain, and justify mathematical ideas and arguments using precise

mathematical language in written or oral communication.

(2) Number and operations. The student applies mathematical process standards to represent,

compare, and order positive rational numbers and understand relationships as related to place

value. The student is expected to:

(A) represent the value of the digit in decimals through the thousandths using expanded

notation and numerals;

(B) compare and order two decimals to thousandths and represent comparisons using the

symbols >, <, or =; and

(3) Number and operations. The student applies mathematical process standards to develop and use

strategies and methods for positive rational number computations in order to solve problems with

efficiency and accuracy. The student is expected to:

(A) estimate to determine solutions to mathematical and real-world problems involving

addition, subtraction, multiplication, or division;

(B) multiply with fluency a three-digit number by a two-digit number using the standard

algorithm;

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using strategies and the standard algorithm;

(D) represent multiplication of decimals with products to the hundredths using objects and

pictorial models, including area models;

(E) solve for products of decimals to the hundredths, including situations involving money,

using strategies based on place-value understandings, properties of operations, and the

relationship to the multiplication of whole numbers;

(F) represent quotients of decimals to the hundredths, up to four-digit dividends and two-

digit whole number divisors, using objects and pictorial models, including area models;

(G) solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit

whole number divisors, using strategies and algorithms, including the standard algorithm;

(H) represent and solve addition and subtraction of fractions with unequal denominators

referring to the same whole using objects and pictorial models and properties of

operations;

(I) represent and solve multiplication of a whole number and a fraction that refers to the

same whole using objects and pictorial models, including area models;

(J) represent division of a unit fraction by a whole number and the division of a whole

number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models,

including area models;

(K) add and subtract positive rational numbers fluently; and

(L) divide whole numbers by unit fractions and unit fractions by whole numbers.

(4) Algebraic reasoning. The student applies mathematical process standards to develop concepts of

expressions and equations. The student is expected to:

(A) identify prime and composite numbers;

(B) represent and solve multi-step problems involving the four operations with whole

numbers using equations with a letter standing for the unknown quantity;

(D) recognize the difference between additive and multiplicative numerical patterns given in

a table or graph;

(E) describe the meaning of parentheses and brackets in a numeric expression;

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(F) simplify numerical expressions that do not involve exponents, including up to two levels

of grouping;

(G) use concrete objects and pictorial models to develop the formulas for the volume of a

rectangular prism, including the special form for a cube (V = l x w x h, V = s x s x s, and

V = Bh); and

(H) represent and solve problems related to perimeter and/or area and related to volume.

(5) Geometry and measurement. The student applies mathematical process standards to classify two-

dimensional figures by attributes and properties. The student is expected to classify two-

dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their

attributes and properties.

(6) Geometry and measurement. The student applies mathematical process standards to understand,

recognize, and quantify volume. The student is expected to:

(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of

volume and the volume of a three-dimensional figure as the number of unit cubes (n

cubic units) needed to fill it with no gaps or overlaps if possible; and

(B) determine the volume of a rectangular prism with whole number side lengths in problems

related to the number of layers times the number of unit cubes in the area of the base.

(7) Geometry and measurement. The student applies mathematical process standards to select

appropriate units, strategies, and tools to solve problems involving measurement. The student is

expected to solve problems by calculating conversions within a measurement system, customary

or metric.

(8) Geometry and measurement. The student applies mathematical process standards to identify

locations on a coordinate plane. The student is expected to:

(A) describe the key attributes of the coordinate plane, including perpendicular number lines

(axes) where the intersection (origin) of the two lines coincides with zero on each number

line and the given point (0, 0); the x-coordinate, the first number in an ordered pair,

indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the

second number, indicates movement parallel to the y-axis starting at the origin;

(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the

coordinate plane; and

mathematical and real-world problems, including those generated by number patterns or

found in an input-output table.

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(9) Data analysis. The student applies mathematical process standards to solve problems by

collecting, organizing, displaying, and interpreting data. The student is expected to:

(A) represent categorical data with bar graphs or frequency tables and numerical data,

including data sets of measurements in fractions or decimals, with dot plots or stem-and-

leaf plots;

(B) represent discrete paired data on a scatterplot; and

stem-and-leaf plot, or scatterplot.

(10) Personal financial literacy. The student applies mathematical process standards to manage one's

financial resources effectively for lifetime financial security. The student is expected to:

(A) define income tax, payroll tax, sales tax, and property tax;

(B) explain the difference between gross income and net income;

check, credit card, debit card, and electronic payments;

(D) develop a system for keeping and using financial records;

(E) describe actions that might be taken to balance a budget when expenses exceed income;

and

(F) balance a simple budget.

§112.16. Science, Grade 5, Adopted 2017.

(a) Introduction.

(1) In Grade 5, scientific investigations are used to learn about the natural world. Students should

understand that certain types of questions can be answered by investigations and that methods,

models, and conclusions built from these investigations change as new observations are made.

Models of objects and events are tools for understanding the natural world and can show how

systems work. They have limitations and based on new discoveries are constantly being modified

to more closely reflect the natural world.

(A) Within the physical environment, students learn about the physical properties of matter,

including magnetism, mass, physical states of matter, relative density, solubility in water,

and the ability to conduct or insulate electrical and thermal energy. Students explore the

uses of light, thermal, electrical, mechanical, and sound energies.

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(B) Within the natural environment, students learn how changes occur on Earth's surface and

that predictable patterns occur in the sky. Students learn that the natural world consists of

resources, including nonrenewable and renewable.

can improve the survival of members of a species. Students learn to differentiate between

inherited traits and learned behaviors.

(2) Science, as defined by the National Academy of Sciences, is the "use of evidence to construct

testable explanations and predictions of natural phenomena, as well as the knowledge generated

through this process."

(3) Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend

disciplinary boundaries and include patterns, cycles, systems, models, and change and constancy.

(4) The study of elementary science includes planning and safely implementing classroom and

outdoor investigations using scientific processes, including inquiry methods, analyzing

information, making informed decisions, and using tools to collect and record information, while

addressing the major concepts and vocabulary, in the context of physical, earth, and life sciences.

Districts are encouraged to facilitate classroom and outdoor investigations for at least 50% of

instructional time.

(5) Statements containing the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations

following home and school safety procedures and environmentally appropriate and ethical

practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as outlined in Texas

Education Agency-approved safety standards during classroom and outdoor

investigations using safety equipment, including safety goggles or chemical splash

goggles, as appropriate, and gloves, as appropriate; and

(B) make informed choices in the conservation, disposal, and recycling of materials.

(2) Scientific investigation and reasoning. The student uses scientific practices during laboratory and

outdoor investigations. The student is expected to:

(A) describe, plan, and implement simple experimental investigations testing one variable;

(B) ask well defined questions, formulate testable hypotheses, and select and use appropriate

equipment and technology;

(D) analyze and interpret information to construct reasonable explanations from direct

(observable) and indirect (inferred) evidence;

(E) demonstrate that repeated investigations may increase the reliability of results;

(F) communicate valid conclusions in both written and verbal forms; and

(G) construct appropriate simple graphs, tables, maps, and charts using technology, including

computers, to organize, examine, and evaluate information.

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(3) Scientific investigation and reasoning. The student uses critical thinking and scientific problem

solving to make informed decisions. The student is expected to:

(A) analyze, evaluate, and critique scientific explanations by using evidence, logical

reasoning, and experimental and observational testing;

(B) draw or develop a model that represents how something that cannot be seen such as the

Sun, Earth, and Moon system and formation of sedimentary rock works or looks; and

careers, and contributions of scientists.

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and

methods to conduct science inquiry. The student is expected to

collect, record, and analyze information using tools, including calculators, microscopes,

cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors,

balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets,

collecting nets, and notebooks; timing devices; and materials to support observations of

habitats or organisms such as terrariums and aquariums.

(5) Matter and energy. The student knows that matter has measurable physical properties and those

properties determine how matter is classified, changed, and used. The student is expected to:

(A) classify matter based on measurable, testable, and observable physical properties,

including mass, magnetism, physical state (solid, liquid, and gas), relative density

(sinking and floating using water as a reference point), solubility in water, and the ability

to conduct or insulate thermal energy or electric energy;

(B) demonstrate that some mixtures maintain physical properties of their ingredients such as

iron filings and sand and sand and water; and

such as dissolving salt in water or adding lemon juice to water.

(6) Force, motion, and energy. The student knows that energy occurs in many forms and can be

observed in cycles, patterns, and systems. The student is expected to:

(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound

energy;

(B) demonstrate that the flow of electricity in closed circuits can produce light, heat, or

sound;

travels through one medium to another and is refracted; and

(D) design a simple experimental investigation that tests the effect of force on an object.

(7) Earth and space. The student knows Earth's surface is constantly changing and consists of useful

resources. The student is expected to:

(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels; and

(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of

changes to Earth's surface by wind, water, or ice.

(8) Earth and space. The student knows that there are recognizable patterns in the natural world and

among the Sun, Earth, and Moon system. The student is expected to:

(A) differentiate between weather and climate;

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(B) explain how the Sun and the ocean interact in the water cycle;

day/night cycle and the apparent movement of the Sun across the sky; and

(D) identify and compare the physical characteristics of the Sun, Earth, and Moon.

(9) Organisms and environments. The student knows that there are relationships, systems, and cycles

within environments. The student is expected to:

(A) observe the way organisms live and survive in their ecosystem by interacting with the

living and nonliving components;

(B) describe the flow of energy within a food web, including the roles of the Sun, producers,

consumers, and decomposers;

humans, such as the overpopulation of grazers or the building of highways; and

(D) identify fossils as evidence of past living organisms and the nature of the environments at

the time using models.

(10) Organisms and environments. The student knows that organisms have structures and behaviors

that help them survive within their environments. The student is expected to:

(A) compare the structures and functions of different species that help them live and survive

in a specific environment such as hooves on prairie animals or webbed feet in aquatic

animals; and

(B) differentiate between inherited traits of plants and animals such as spines on a cactus or

shape of a beak and learned behaviors such as an animal learning tricks or a child riding a

bicycle.

§113.16. Social Studies, Grade 5, Adopted 2018.

(a) Introduction.

(1) In Grade 5, students survey the history of the United States from 1565 to the present. Historical

content includes the colonial period, the American Revolution, the establishment of the U.S.

Constitution and American identity, westward expansion, the Civil War and Reconstruction,

immigration and industrialization, and the 20th and 21st centuries. Students study a variety of

regions in the United States that result from physical features and human activity and identify

how people adapt to and modify the environment. Students explain the characteristics and

benefits of the free enterprise system and describe economic activities in the United States.

Students identify the roots of representative government in this nation as well as the important

ideas in the Declaration of Independence and the U.S. Constitution. Students study the

fundamental rights guaranteed in the Bill of Rights. Students examine the importance of effective

leadership in a constitutional republic and identify important leaders in the national government.

Students recite and explain the meaning of the Pledge of Allegiance to the United States Flag.

Students describe the cultural impact of various racial, ethnic, and religious groups in the nation

and identify the accomplishments of notable individuals in the fields of science and technology.

Students explain symbols, traditions, and landmarks that represent American beliefs and

principles. Students use critical-thinking skills to sequence, categorize, and summarize

information and to draw inferences and conclusions.

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(2) To support the teaching of the essential knowledge and skills, the use of a variety of rich primary

and secondary source material such as documents, biographies, novels, speeches, letters, poetry,

songs, and artworks is encouraged. Motivating resources are available from museums, historical

sites, presidential libraries, and local and state preservation societies.

(3) The eight strands of the essential knowledge and skills for social studies are intended to be

integrated for instructional purposes. Skills listed in the social studies skills strand in subsection

(b) of this section should be incorporated into the teaching of all essential knowledge and skills

for social studies. A greater depth of understanding of complex content material can be attained

when integrated social studies content from the various disciplines and critical-thinking skills are

taught together. Statements that contain the word "including" reference content that must be

mastered, while those containing the phrase "such as" are intended as possible illustrative

examples.

(4) Students identify the role of the U.S. free enterprise system within the parameters of this course

and understand that this system may also be referenced as capitalism or the free market system.

(5) Throughout social studies in Kindergarten-Grade 12, students build a foundation in history;

geography; economics; government; citizenship; culture; science, technology, and society; and

social studies skills. The content, as appropriate for the grade level or course, enables students to

understand the importance of patriotism, function in a free enterprise society, and appreciate the

basic democratic values of our state and nation as referenced in the Texas Education Code (TEC),

§28.002(h).

(6) Students understand that a constitutional republic is a representative form of government whose

representatives derive their authority from the consent of the governed, serve for an established

tenure, and are sworn to uphold the constitution.

(7) State and federal laws mandate a variety of celebrations and observances, including Celebrate

Freedom Week.

(A) Each social studies class shall include, during Celebrate Freedom Week as provided

under the TEC, §29.907, or during another full school week as determined by the board

of trustees of a school district, appropriate instruction concerning the intent, meaning, and

importance of the Declaration of Independence and the U.S. Constitution, including the

Bill of Rights, in their historical contexts. The study of the Declaration of Independence

must include the study of the relationship of the ideas expressed in that document to

subsequent American history, including the relationship of its ideas to the rich diversity

of our people as a nation of immigrants, the American Revolution, the formulation of the

U.S. Constitution, and the abolitionist movement, which led to the Emancipation

Proclamation and the women's suffrage movement.

(B) Each school district shall require that, during Celebrate Freedom Week or other week of

instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12

study and recite the following text from the Declaration of Independence: "We hold these

Truths to be self-evident, that all Men are created equal, that they are endowed by their

Creator with certain unalienable Rights, that among these are Life, Liberty and the

Pursuit of Happiness--That to secure these Rights, Governments are instituted among

Men, deriving their just Powers from the Consent of the Governed."

(8) Students discuss how and whether the actions of U.S. citizens and the local, state, and federal

governments have achieved the ideals espoused in the founding documents.

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(b) Knowledge and skills.

(1) History. The student understands the reasons for and the role of key people in the European

colonization of North America beginning in 1565, the founding of St. Augustine. The student is

expected to:

(A) explain when, where, and why groups of people explored, colonized, and settled in the

United States, including the search for religious freedom and economic gain; and

(B) describe the accomplishments of significant individuals who settled for religious freedom

and economic gain during the colonial period, including William Bradford, Anne

Hutchinson, William Penn, John Smith, and Roger Williams.

(2) History. The student understands how conflict between the American colonies and Great Britain

led to American independence and the formation of the United States. The student is expected to:

(A) analyze the causes and effects of events prior to and during the American Revolution,

including the taxation resulting from the French and Indian War and the colonist response

to taxation such as the Boston Tea Party;

(B) identify the Founding Fathers and Patriot heroes, including John Adams, Benjamin

Franklin, Thomas Jefferson, the Sons of Liberty, and George Washington, and their

motivations and contributions during the revolutionary period; and

United States.

(3) History. The student understands the significant individuals who contributed to the creation of the

U.S. Constitution and the government it established. The student is expected to identify the

contributions of Founding Fathers James Madison and George Mason who helped create the U.S.

Constitution.

(4) History. The student understands political, economic, and social changes that occurred in the

United States during the 19th century. The student is expected to:

(A) describe the causes and effects of the War of 1812 such as impressment of sailors,

territorial conflicts with Great Britain, and the increase in U.S. manufacturing;

(B) identify and explain how changes resulting from the Industrial Revolution led to conflict

among sections of the United States;

including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest

Destiny;

(D) explain the central role of the expansion of slavery in causing sectionalism, disagreement

over states' rights, and the Civil War;

(E) explain the effects of the Civil War, including Reconstruction and the 13th, 14th, and

15th amendments to the U.S. Constitution; and

(F) identify the challenges, opportunities, and contributions of people from various American

Indian and immigrant groups such as the settlement of the frontier and building of the

Transcontinental Railroad.

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(5) History. The student understands important issues, events, and individuals in the United States

during the 20th and 21st centuries. The student is expected to:

(A) explain the significance of issues and events of the 20th century such as industrialization,

urbanization, the Great Depression, the world wars, the civil rights movement, and

military actions;

(B) analyze various issues and events of the 21st century such as the War on Terror and the

2008 presidential election; and

B. Anthony, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt,

Ronald Reagan, the Tuskegee Airmen, and the 442nd Regimental Combat Team in the

areas of civil rights, women's rights, military actions, and politics.

(6) Geography. The student understands places and regions in the United States. The student is

expected to:

(A) describe political and economic regions in the United States that result from patterns of

human activity;

(B) describe regions in the United States based on physical characteristics such as landform,

climate, and vegetation;

the United States and the 50 states; and

(D) create a map of important physical features such as the Appalachian Mountains, Great

Lakes, Mississippi River, Great Plains, and Rocky Mountains.

(7) Geography. The student understands the location and patterns of settlement and the geographic

factors that influence where people live. The student is expected to:

(A) identify and describe the patterns of settlement such as rural, urban, and suburban;

(B) explain the geographic factors that influence patterns of settlement and the distribution of

population in the United States; and

the United States and explain their distribution.

(8) Geography. The student understands how people adapt to and modify their environment. The

student is expected to:

(A) describe how and why people have adapted to and modified their environment in the

United States such as the use of human resources to meet basic needs; and

(B) analyze the positive and negative consequences of human modification of the

environment in the United States.

(9) Economics. The student understands the basic economic patterns of early societies in the United

States. The student is expected to:

(A) explain the economic patterns of early European colonies; and

(B) identify major industries of colonial America such as shipbuilding and growing of cash

crops.

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(10) Economics. The student understands the development, characteristics, and benefits of the free

enterprise system in the United States. The student is expected to:

(A) identify the development of the free enterprise system in colonial America and the United

States;

(B) describe how the free enterprise system works in the United States; and

(11) Economics. The student understands the impact of supply and demand on consumers and

producers in a free enterprise system. The student is expected to:

(A) explain how supply and demand affects consumers in the United States; and

(B) evaluate the effects of supply and demand on industry and agriculture, including the

plantation system, in the United States.

(12) Economics. The student understands patterns of work and economic activities in the United

States. The student is expected to:

(A) compare how people in different regions of the United States earn a living, past and

present;

(B) identify and explain how geographic factors have influenced the location of economic

activities in the United States;

growth of the United States; and

(D) describe the impact of mass production, specialization, and division of labor on the

economic growth of the United States.

(13) Government. The student understands the organization of governments in colonial America. The

student is expected to:

(A) compare the systems of government of early European colonists, including representative

government and monarchy; and

(B) identify examples of representative government in the American colonies, including the

Mayflower Compact and the Virginia House of Burgesses.

(14) Government. The student understands important ideas in the Declaration of Independence, the

U.S. Constitution, and the Bill of Rights. The student is expected to:

(A) explain the purposes, key elements, and the importance of the Declaration of

Independence;

(B) explain the purposes of the U.S. Constitution as identified in the Preamble; and

(15) Government. The student understands the framework of government created by the U.S.

Constitution of 1787. The student is expected to:

(A) identify and explain the basic functions of the three branches of government;

(B) identify the reasons for and describe the system of checks and balances outlined in the

U.S. Constitution; and

the U.S. federal system.

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(16) Citizenship. The student understands important symbols, customs, celebrations, and landmarks

that represent American beliefs and principles that contribute to our national identity. The student

is expected to:

(A) explain various patriotic symbols, including Uncle Sam; national celebrations such as

Labor Day; and political symbols such as the donkey and elephant;

(B) sing or recite "The Star-Spangled Banner" and explain its history;

(D) explain the significance of important landmarks, including the White House, the Statue of

Liberty, and Mount Rushmore.

(17) Citizenship. The student understands the importance of individual participation in the democratic

process at the local, state, and national levels. The student is expected to:

(A) explain why individuals have a duty to participate in civic affairs at the local, state, and

national levels; and

(B) explain how to contact elected and appointed leaders in local, state, and national

governments.

(18) Citizenship. The student understands the importance of effective leadership in a constitutional

republic. The student is expected to:

(A) identify past and present leaders in the national government, including the president and

various members of Congress, and their political parties; and

(B) identify leadership qualities of national leaders, past and present.

(19) Citizenship. The student understands the fundamental rights of American citizens guaranteed in

the Bill of Rights. The student is expected to describe the fundamental rights guaranteed in the

Bill of Rights, including freedom of religion, speech, and press; the right to assemble and petition

the government; the right to keep and bear arms; the right to trial by jury; and the right to an

attorney.

(20) Culture. The student understands the relationship between the arts and the times during which

they were created. The student is expected to:

(A) identify significant examples of art, music, and literature from various periods in U.S.

history such as the painting American Progress, "Yankee Doodle," and "Paul Revere's

Ride"; and

(B) explain how examples of art, music, and literature reflect the times during which they

were created.

(21) Culture. The student understands the contributions of people of various racial, ethnic, and

religious groups to the United States culture. The student is expected to:

(A) describe customs and traditions of various racial, ethnic, and religious groups in the

United States; and

(B) summarize the contributions of people of various racial, ethnic, and religious groups to

our national identity.

(22) Science, technology, and society. The student understands the impact of science and technology

on society in the United States. The student is expected to:

(A) identify the accomplishments of notable individuals in the fields of science and

technology such as Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison,

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Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil

Armstrong;

(B) identify how scientific discoveries, technological innovations, and the rapid growth of

technology industries have advanced the economic development of the United States,

including the transcontinental railroad and the space program; and

medicine, communication, and transportation have benefited individuals and society in

the United States.

(23) Social studies skills. The student applies critical-thinking skills to organize and use information

acquired from a variety of valid sources, including technology. The student is expected to:

(A) differentiate between, locate, and use valid primary and secondary sources such as

technology; interviews; biographies; oral, print, and visual material; documents; and

artifacts to acquire information about the United States;

(B) analyze information by applying absolute and relative chronology through sequencing,

categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding

the main idea, summarizing, making generalizations and predictions, and drawing

inferences and conclusions;

graphs, charts, timelines, and maps;

(D) identify different points of view about an issue, topic, historical event, or current event;

and

(E) identify the historical context of an event.

(24) Social studies skills. The student uses geographic tools to collect, analyze, and interpret data. The

student is expected to:

(A) apply mapping elements, including grid systems, legends, symbols, scales, and compass

roses, to create and interpret maps; and

(B) interpret geographic data, population distribution, and natural resources into a variety of

formats such as graphs and maps.

(25) Social studies skills. The student communicates in written, oral, and visual forms. The student is

expected to:

(A) use social studies terminology correctly;

(B) incorporate main and supporting ideas in verbal and written communication;

(D) create written and visual material such as journal entries, reports, graphic organizers,

outlines, and bibliographies.

(26) Social studies skills. The student uses problem-solving and decision-making skills, working

independently and with others. The student is expected to use problem-solving and decision-

making processes to identify a problem, gather information, list and consider options, consider

advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of

the solution.

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§114.4. Languages Other Than English, Elementary, Adopted 2014.

(a) According to the National Standards for Foreign Language Learning, advanced level language proficiency is

necessary for college and career readiness. To that end, students should have uninterrupted, consistent access

to early standards-based learning experiences in languages other than English. School districts are strongly

encouraged to offer languages other than English in the elementary grades in immersion or Foreign Language

in Elementary Schools (FLES) settings with consistent and frequent exposure. For districts that offer

languages in elementary school, the expected student outcomes are the same as those designated at levels I-IV

in Subchapter C of this chapter (relating to Texas Essential Knowledge and Skills for Languages Other Than

English).

(b) Districts may offer a level of a language in a variety of scheduling arrangements that may extend or reduce

the traditional schedule when careful consideration is given to the instructional time available on a campus

and the language ability, access to programs, and motivation of students.

§115.7. Health Education, Grade 5.

(a) Introduction.

(1) In health education, students acquire the health information and skills necessary to become

healthy adults and learn about behaviors in which they should and should not participate. To

achieve that goal, students will understand the following: students should first seek guidance in

the area of health from their parents; personal behaviors can increase or reduce health risks

throughout the lifespan; health is influenced by a variety of factors; students can recognize and

utilize health information and products; and personal/interpersonal skills are needed to promote

individual, family, and community health.

(2) In addition to age-appropriate information about personal health habits, students in Grade 5 are

taught about the human body and the changes that come with puberty. Students are taught how to

maintain healthy body systems and prevent disease. Students also learn how technology and the

media influence personal health and how to apply problem-solving skills to improve or protect

their health.

(b) Knowledge and skills.

(1) Health information. The student knows ways to enhance and maintain personal health throughout

the life span. The student is expected to:

(A) examine and analyze food labels and menus for nutritional content;

(B) apply information from the food guide pyramid to making healthy food choices;

(D) calculate the relationship between caloric intake and energy expenditure;

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(E) differentiate between health-related and skill-related physical activities; and

(F) analyze the components of a personal health maintenance plan for individuals and

families such as stress management and personal safety.

(2) Health information. The student recognizes the basic structures and functions of the human body

and how they relate to personal health throughout the life span. The student is expected to:

(A) describe the structure, functions, and interdependence of major body systems; and

(B) identify and describe changes in male and female anatomy that occur during puberty.

(3) Health information. The student knows how to utilize health information. The student is expected

to:

(A) describe methods of accessing health information; and

(B) demonstrate ways to communicate health information such as posters, videos, and

brochures.

(4) Health behaviors. The student recognizes behaviors that prevent disease and speed recovery from

illness. The student is expected to:

(A) explain how to maintain the healthy status of body systems such as avoiding smoking to

protect the lungs;

(B) relate the importance of immunizations in disease prevention;

(D) list the effects of harmful viruses on the body such as polio, Human Immunodeficiency

Virus (HIV), and the common cold; and

(E) explain how to manage common minor illnesses such as colds and skin infections.

(5) Health behaviors. The student comprehends behaviors that reduce health risks throughout the life

span. The student is expected to:

(A) describe the use and abuse of prescription and non-prescription medications such as over-

the-counter;

(B) compare and contrast the effects of medications and street drugs;

substances on the functions of the body systems such as physical, mental, social, and

legal consequences;

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(D) identify and describe alternatives to drug and substance use;

(E) demonstrate strategies for preventing and responding to deliberate and accidental injuries;

(F) explain strategies for avoiding violence, gangs, weapons and drugs;

(G) describe response procedures for emergency situations;

(H) describe the value of seeking advice from parents and educational personnel about unsafe

behaviors; and

(I) explain the impact of neglect and abuse.

(6) Influencing factors. The student understands how relationships influence individual and family

health including the skills necessary for building and maintaining relationships. The student is

expected to:

(A) distinguish between healthy and harmful influences of friends and others;

(B) describe the characteristics of healthy and unhealthy friendships;

(D) analyze respectful ways to communicate with family, adults, and peers;

(E) demonstrate ways of communicating with individuals who communicate in unique ways

such as having a speech defect and not speaking English;

(F) apply and practice strategies for self-control; and

(G) describe strategies for stress management.

(7) Influencing factors. The student comprehends ways in which media and technology influence

individual and community health. The student is expected to:

(A) research the effect of media on health-promoting behaviors; and

(B) identify the use of health-related technology in the school such as audiometry and the

Internet.

(8) Influencing factors. The student knows how various factors influence individual, family, and

community health throughout the life span. The student is expected to:

(A) explain the importance of communication skills as a major influence on the social and

emotional health of the individual and family;

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(B) describe daily and weekly activities that promote the health of a family;

(D) identify environmental protection programs that promote community health such as

recycling, waste disposal, or safe food packaging.

(9) Personal/interpersonal skills. The student demonstrates critical-thinking, decision-making, goal-

setting and problem-solving skills for making healthy decisions. The student is expected to:

(A) describe health-related situations that require parent/adult assistance such as a discussion

of the health-related consequences of high-risk health behaviors or going to a doctor;

(B) assess the role of assertiveness, refusal skills, and peer pressure on decision making and

problem solving;

(D) describe benefits in setting and implementing short and long-term goals;

(E) explain the necessity of perseverance to achieve goals; and

(F) explain the importance of parent/trusted adult guidance in goal setting.

(10) Bullying prevention. The student understands positive bystander prevention strategies in helping

to maintain positive relationships and respect. The student is expected to:

(A) analyze respectful ways to communicate with friends, family, teachers, and others;

(B) describe appropriate ways to address bullying on behalf of a friend or peer;

(D) identify methods available through which to report bullying; and

(E) describe the difference between reporting and tattling.

§116.7. Physical Education, Grade 5.

(a) Introduction.

(1) In Physical Education, students acquire the knowledge and skills for movement that provide the

foundation for enjoyment, continued social development through physical activity, and access to

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a physically-active lifestyle. The student exhibits a physically-active lifestyle and understands the

relationship between physical activity and health throughout the lifespan.

(2) Fifth grade students demonstrate competence such as improved accuracy in manipulative skills in

dynamic situations. Basic skills such as jumping rope, moving to a beat, and catching and

throwing should have been mastered in previous years and can now be used in game-like

situations. Students continue to assume responsibility for their own safety and the safety of

others. Students can match different types of physical activities to health-related fitness

components and explain ways to improve fitness based on the principle of frequency, intensity,

and time. Students continue to learn the etiquette of participation and can resolve conflicts during

games and sports in acceptable ways.

(b) Knowledge and skills.

(1) Movement. The student demonstrates competency in movement patterns and proficiency in a few

specialized movement forms. The student is expected to:

(A) demonstrate appropriate use of levels in dynamic movement situations such as jumping

high for a rebound and bending knees and lowering center of gravity when guarding an

opponent;

(B) demonstrate smooth combinations of fundamental locomotor skills such as running and

dodging and hop-step-jump;

movement skills;

(D) demonstrate controlled balance on a variety of objects such as balance board, stilts,

scooters, and skates;

(E) demonstrate simple stunts that exhibit agility such as jumping challenges with proper

landings;

(F) combine traveling and rolling with smooth transitions;

(G) combine weight transfer and balance on mats and equipment;

(H) demonstrate the ability to contrast a partner's movement;

(I) perform selected folk dances;

(J) jump a rope using various rhythms and foot patterns repeatedly;

(K) demonstrate competence in manipulative skills in dynamic situations such as overhand

throw, catch, shooting, hand dribble, foot dribble, kick, and striking activities such as

hitting a softball; and

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(L) demonstrate combinations of locomotor and manipulative skills in complex and/or game-

like situations such as pivoting and throwing, twisting and striking, and running and

catching.

(2) Movement. The student applies movement concepts and principles to the learning and

development of motor skills. The student is expected to:

(A) identify common phases such as preparation, movement, follow through, or recovery in a

variety of movement skills such as tennis serve, handstand, and free throw;

(B) identify the importance of various elements of performance for different stages during

skill learning such as form, power, accuracy, and consistency; and

(3) Physical activity and health. The student exhibits a health-enhancing, physically-active lifestyle

that provides opportunities for enjoyment and challenge. The student is expected to:

(A) participate in moderate to vigorous physical activities on a daily basis that develop

health-related fitness;

(B) identify appropriate personal fitness goals in each of the components of health-related

fitness; and

and parks and recreation.

(4) Physical activity and health. The student knows the benefits from involvement in daily physical

activity and factors that affect physical performance. The student is expected to:

(A) relate ways that aerobic exercise strengthens and improves the efficiency of the heart and

lungs;

(B) self-monitor the heart rate during exercise;

(D) define the principle of frequency, intensity, and time and describe how to incorporate

these principles to improve fitness;

(E) describe the structure and function of the muscular and skeletal system as they relate to

physical performance such as muscles pull on bones to cause movement, muscles work in

pairs, and muscles work by contracting and relaxing;

(F) identify the relationship between optimal body function and a healthy eating plan such as

eating a variety of foods in moderation according to U. S. dietary guidelines;

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(G) describe common skeletal problems and their effect on the body such as spinal

curvatures;

(H) describe the changes that occur in the cardiorespiratory system as a result of smoking and

how those changes affect the ability to perform physical activity; and

(I) describe how movement and coordination are effected by alcohol and other drugs.

(5) Physical activity and health. The student understands and applies safety practices associated with

physical activities. The student is expected to:

(A) use equipment safely and properly;

(B) select and use proper attire that promotes participation and prevents injury;

accidents, and preventing injuries during physical activity; and

(D) identify potentially dangerous exercises and their adverse effects on the body.

(6) Social development. The student understands basic components such as strategies and rules of

structured physical activities including, but not limited to, games, sports, dance, and gymnastics.

The student is expected to:

(A) describe fundamental components and strategies used in net/wall, invasion, target, and

fielding games such as basic positions-goalie, offense, or defense; and

(B) explain the concept and importance of team work.

(7) Social development. The student develops positive self-management and social skills needed to

work independently and with others in physical activity settings. The student is expected to:

(A) follow rules, procedures, and etiquette;

(B) use sportsmanship skills for settling disagreements in socially acceptable ways such as

remaining calm, identifying the problem, listening to others, generating solutions, or

choosing a solution that is acceptable to all; and

enhance safety.

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§117.117. Art, Grade 5, Adopted 2013.

(a) Introduction.

(1) The fine arts incorporate the study of dance, music, theatre, and the visual arts to offer unique

experiences and empower students to explore realities, relationships, and ideas. These disciplines

engage and motivate all students through active learning, critical thinking, and innovative

problem solving. The fine arts develop cognitive functioning and increase student academic

achievement, higher-order thinking, communication, and collaboration skills, making the fine arts

applicable to college readiness, career opportunities, workplace environments, social skills, and

everyday life. Students develop aesthetic and cultural awareness through exploration, leading to

creative expression. Creativity, encouraged through the study of the fine arts, is essential to

nurture and develop the whole child.

(2) Four basic strands--foundations: observation and perception; creative expression; historical and

cultural relevance; and critical evaluation and response--provide broad, unifying structures for

organizing the knowledge and skills students are expected to acquire. Each strand is of equal

value and may be presented in any order throughout the year. Students rely on personal

observations and perceptions, which are developed through increasing visual literacy and

sensitivity to surroundings, communities, memories, imaginings, and life experiences, as sources

for thinking about, planning, and creating original artworks. Students communicate their thoughts

and ideas with innovation and creativity. Through art, students challenge their imaginations,

foster critical thinking, collaborate with others, and build reflective skills. While exercising

meaningful problem-solving skills, students develop the lifelong ability to make informed

judgments.

(3) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

(1) Foundations: observation and perception. The student develops and expands visual literacy skills

using critical thinking, imagination, and the senses to observe and explore the world by learning

about, understanding, and applying the elements of art, principles of design, and expressive

qualities. The student uses what the student sees, knows, and has experienced as sources for

examining, understanding, and creating artworks. The student is expected to:

(A) develop and communicate ideas drawn from life experiences about self, peers, family,

school, or community and from the imagination as sources for original works of art;

(B) use appropriate vocabulary when discussing the elements of art, including line, shape,

color, texture, form, space, and value, and the principles of design, including emphasis,

repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, and unity; and

works of art.

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(2) Creative expression. The student communicates ideas through original artworks using a variety of

media with appropriate skills. The student expresses thoughts and ideas creatively while

challenging the imagination, fostering reflective thinking, and developing disciplined effort and

progressive problem-solving skills. The student is expected to:

(A) integrate ideas drawn from life experiences to create original works of art;

(B) create compositions using the elements of art and principles of design; and

forms such as ceramics, fiber art, constructions, digital art and media, and photographic

imagery using a variety of materials.

(3) Historical and cultural relevance. The student demonstrates an understanding of art history and

culture by analyzing artistic styles, historical periods, and a variety of cultures. The student

develops global awareness and respect for the traditions and contributions of diverse cultures. The

student is expected to:

(A) compare the purpose and effectiveness of artworks from various times and places,

evaluating the artist's use of media and techniques, expression of emotions, or use of

symbols;

(B) compare the purpose and effectiveness of artworks created by historic and contemporary

men and women, making connections to various cultures;

engineers, fashion designers, film makers, graphic artists, illustrators, interior designers,

photographers, and web designers; and

(D) investigate connections of visual art concepts to other disciplines.

(4) Critical evaluation and response. The student responds to and analyzes artworks of self and

others, contributing to the development of lifelong skills of making informed judgments and

reasoned evaluations. The student is expected to:

(A) evaluate the elements of art, principles of design, general intent, media and techniques, or

expressive qualities in artworks of self, peers, or historical and contemporary artists;

(B) use methods such as written or oral response or artist statements to identify themes found

in collections of artworks created by self, peers, and major historical or contemporary

artists in real or virtual portfolios, galleries, or art museums; and

such as physical artworks, electronic images, sketchbooks, or portfolios.

revised August 2020

§117.118. Music, Grade 5, Adopted 2013.