5th Grade

The fifth-grade art program is carefully designed to help students transition from Lower School to an advanced level of curriculum, where they improve their technical skills across various mediums. Students experiment with different materials and techniques in drawing, sculpting, painting, and design to develop their artistic capabilities. Lessons focus on observational drawing, incorporating proportion and scale, refining color mixing abilities, demonstrating one-point perspective, creating three-dimensional forms, and understanding foreground, middle ground, and background in landscapes. Additionally, students explore connections between art movements such as Pop Art, Impressionism, Fauvism, and the Renaissance, gaining insights into their historical and cultural contexts. The year concludes with the annual sand sculpture contest, a beloved 5th-grade tradition at the local beach, promoting teamwork, collaboration, and the joy of learning through art.

The primary goal of the fifth-grade English program is to develop the skills necessary for fluent, effective written expression across the curriculum. Writing instruction occurs daily and encompasses a variety of genres, including narrative, informative, sensory, and expository writing. Through focused mini-lessons and guided practice, students learn to choose precise and effective vocabulary, construct clear and varied sentences, develop well-organized paragraphs around a central idea, and create engaging written works with believable plots, characters, themes, settings, and moods.

Students are introduced to and practice using literary devices such as similes, metaphors, idioms, and personification to enhance their writing. They develop the ability to evaluate and refine their own work through proofreading, editing, and revision, with particular attention to mechanics, grammar, spelling, punctuation, and clarity. By the end of fifth grade, students are expected to write well-developed personal narratives and organized expository paragraphs that demonstrate clear ideas, appropriate structure, and attention to the conventions of written English.

Grammar instruction builds upon concepts introduced in previous grades and provides students with a deeper understanding of sentence structure and the parts of speech. Students learn to identify simple and complete subjects and predicates in both simple and compound sentences. They also develop proficiency in recognizing and using the eight parts of speech, including nouns, verbs, pronouns, adjectives, adverbs, conjunctions, prepositions, and interjections.

Specific grammar skills include identifying nouns and their functions, including direct and indirect objects; distinguishing between action and linking verbs and using regular and irregular verbs in various tenses; identifying and using pronouns; and recognizing positive, comparative, and superlative forms of adjectives and adverbs. Students also identify conjunctions and prepositions and understand the function of prepositional phrases within sentences. Through consistent practice in both grammar and writing, students develop greater precision, independence, and confidence as communicators.

In fifth grade, students begin utilizing the “Young Adult” section of the library and have complete access to every book in the school library for the first time. The students develop skills related to navigating the genre-specific sections of the Middle School book collections, such as investigating and evaluating the reading level, content, and authorship of a book as it relates to the individual student’s interests, personal values, and reading level. Fifth graders begin using more sophisticated digital research skills related to finding, analyzing, evaluating, and synthesizing information from multiple sources. The students create in-text citations and bibliographies using the MLA and APA styles. Students explore various print and online sources as they begin to develop skills related to scrutinizing the bias, purpose, and currency of information.

The fifth-grade literature program develops students’ appreciation of literature while strengthening the reading strategies and critical thinking skills necessary to become thoughtful, independent readers. Students engage with selected class novels, short stories, poetry, and independent reading across a variety of genres and by a diverse range of authors. The program is designed to nurture a lifelong love of reading while helping students develop the skills to read closely, think critically, and respond thoughtfully to literature.

Instruction emphasizes key reading strategies, including activating prior knowledge, creating mental images, making inferences, asking questions, and synthesizing information. Students learn to actively engage with texts through annotation, using highlighting and sticky notes to identify significant passages, unfamiliar or interesting vocabulary, important details, and emerging themes. They develop an increasingly sophisticated understanding of literary elements and concepts, including character, plot, point of view, main idea, author’s purpose, setting, tone, rising action, and falling action.

Students regularly participate in literary discussions that encourage them to articulate their ideas, support their thinking with evidence from the text, listen to differing perspectives, and build upon the ideas of others. Self-selected small-group book clubs and literature circles provide opportunities for students to take greater ownership of their reading while developing collaboration, discussion, and critical-thinking skills.

Writing is an integral component of the literature program. Students regularly respond to their reading through written reflections, literary analysis, and evidence-based responses, strengthening their ability to communicate ideas clearly and thoughtfully. Vocabulary instruction is integrated into the reading program and focuses on word meaning, usage, and pronunciation, enabling students to expand their vocabulary and use language with greater precision and confidence. Recent whole-class novels have included Wonder by R.J. Palacio, Susanna’s Midnight Ride by Libby Carty McNamee, Tuck Everlasting by Natalie, Babbitt, and Pay Attention, Carter Jones by Gary D. Schmidt.

Harbor Day School recognizes mathematics as a cornerstone of a student’s education and is committed to developing both confidence and competence in mathematical thinking. Students learn to think critically, solve problems strategically and collaboratively, and communicate their mathematical reasoning clearly in both verbal and written form. They are encouraged to explore multiple approaches to problem-solving, compare and critique solution strategies, and make connections among mathematical concepts. Lessons and activities are designed to help students recognize patterns, develop flexible thinking, and experience the satisfaction and joy that come from mathematical discovery and success.

The Dimensions Math program incorporates Singapore Math strategies to develop four foundational areas of mathematical understanding: number sense, computational fluency, place value, and problem-solving. Students build conceptual understanding through the use of concrete materials, pictorial representations, and bar modeling before progressing toward more abstract mathematical thinking. This approach provides students with multiple ways to understand and represent mathematical concepts while establishing a strong foundation for more advanced mathematics. Mathematical practices and habits of mind are consistently developed and reinforced as students build confidence, independence, and enthusiasm for mathematics.

In fifth grade, students continue to develop their understanding of numeration, computation with whole numbers, decimals and fractions, measurement, geometry, and mathematical problem-solving. Strong mastery of place value is emphasized and reinforced through the use of manipulatives when appropriate. Students work with rounding and estimation, prime and composite numbers, factors, ratios, proportions, and percentages. They also learn to identify and interpret the mean, median, mode, and range of a set of data.

Measurement studies include standard and metric units, conversion among units, area, perimeter, and volume. In geometry, students investigate angles, ordered pairs, coordinate graphs, symmetry, similarity, congruence, and the properties of quadrilaterals and triangles. Throughout the year, students apply their mathematical knowledge to a wide range of written and practical problems, using bar models and other Singapore Math strategies to represent and solve complex problems. Students are expected to communicate their reasoning and justify their solutions both orally and in writing.

Fifth-grade students also have opportunities to extend their mathematical thinking through deductive reasoning activities, Math Olympiad problem sets, logic games, and other enrichment experiences. Students participate in mathematics competitions, including the Continental Math League and AMC 8, which provide additional opportunities to apply mathematical reasoning and problem-solving skills in challenging contexts.

Fifth grade students meet with their music teacher twice a week. The fifth grade curriculum encourages children to explore and experience various musical forms and styles from many different time periods and cultures. Emphasis is placed on vocal skills introduced in Lower School, including part singing, solo work, and proper vocal techniques. Ear training and music theory are a part of each class. Self-confidence in the individual as well as an appreciation for singing as a group are encouraged. Public speaking and music performance are emphasized and reinforced by the presentation of two major music performances for the school community. In addition to other performance opportunities, fifth grade students present a Revolutionary Fair performance to complement their study of early United States history in social studies.

The purpose of the program in the fifth through eighth grade is to involve the student in more highly organized games and activities, emphasizing an expanded understanding of movement. Units are structured so that students will apply previously acquired knowledge and refined motor skills to more specific sport and team activities. Social attitudes such as sportsmanship, good judgment, and self-control are also promoted at this age level. Students are expected to demonstrate a sincere effort to participate, a respect for rules and officials, teamwork and sportsmanship, and an understanding of skills, techniques, concepts and strategies of sport activities. Motor skills and ball skills are further refined to apply to sport activities. The relationship between rules of the game and the restrictions they place upon movement are explained and explored. Physical and motor fitness are emphasized as life-long goals that enhance a student’s health and well-being. Social and emotional concepts that are discussed are the proper attitude toward competition and how it relates to both victory and defeat. Developing a respect for all ability levels, responsibility for the use of equipment and facilities, respecting the rules and the decisions of officials are all points of emphasis.

Fifth grade students participate in a puberty education program. This program includes group discussion, videos, and handouts designed to explain the physical and emotional changes which all boys and girls can expect to undergo during this period of life. The goal is to present puberty in a positive way, demystifying a process that can be puzzling and confusing to youngsters. Parents may preview the materials before they are presented to the students.

In the fifth and sixth grade, sport-related skills, activities, and games may include: cooperative educational games, recreational games, flag football, soccer, basketball, baseball, rhythmic gymnastics, softball, wiffle ball, volleyball, field hockey, team handball, fitness activities, fitness testing, and track and field.

Interscholastic athletics are introduced in the fifth grade for girls’ basketball and in the sixth grade for students who desire a higher level of competition in flag football, basketball, volleyball, and track and field. Teams at the fifth and sixth grade levels have a no-cut policy. All students that have attended practices and complied with team rules are given an opportunity to play in games. Teams practice during class and/or after school. Contests are with other private schools in the area.

Fifth grade students attend science class three times per week. The core interactive and digital instructional resource used in this course is the Discovery Education Science Techbook for California Next Generation Science Standards Grade 5. Students study topics that will guide them to formulate answers to important scientific principles by asking questions such as: “When matter changes, does it change weight? How much water can be found in different places on Earth? Can combining with other substances create new substances? How does matter cycle through ecosystems? Where does the energy in food come from and what is it used for? How do relative lengths of day and night change from day to day and how does the appearance of stars change in different seasons? What events happen because of gravity?” Students expand their understanding of these topics through individualized laboratory activities, teacher-led demonstrations, and the use of technology. Students are expected to demonstrate their understanding in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, and obtaining, evaluating, and communicating information.

Fifth grade social studies builds directly upon the fourth grade study of geography. Students apply their understanding of the physical geography of the United States to explore how the nation’s landscape changed over time and how geography influenced settlement, economic development, and the growth of communities and societies. Students examine the movement of ancient peoples to the North American continent, the development and geographic distribution of Native American societies, and the ways in which both physical and political geography shaped the development of the United States.

The fifth-grade social studies curriculum introduces students to the concept of the United States as a pluralistic society, reflected in the nation’s early motto, E Pluribus Unum, or “Out of Many, One.” Throughout their study of United States history, students use the lens of multiple perspectives to consider how different peoples and communities experienced and were affected by significant events in the nation’s development.

The study of United States history begins with Native American societies, with particular emphasis on the ways in which their environments influenced their cultures, economies, communities, and daily lives. Students then examine European exploration and colonization of North America and consider the significant and lasting impact of colonization on Native American peoples and societies. The course continues with an in-depth study of the English colonies in the northern, middle, and southern regions, including their geographic, economic, and political development and the role and impact of slavery during the colonial period.

Students explore the growing tensions between the American colonies and Great Britain, including the economic and political factors that contributed to the French and Indian War and, ultimately, the American Revolution. As students examine the Revolutionary era, they develop an understanding of the diverse factors and perspectives that contributed to the colonists’ decision to seek independence and the political and economic challenges involved in establishing a new nation.

The course culminates in the study of the founding documents that established the framework of the United States as a new, self-governing nation, including the Declaration of Independence, the United States Constitution, and the Bill of Rights. Students examine the principles and ideas expressed in these documents and consider their significance in the development of the nation.

Throughout the year, students research and study the people, events, ideas, and perspectives that shaped American history using a variety of resources, including fiction and nonfiction texts, primary and secondary sources, multimedia materials, and interactive learning experiences. Harbor Day’s annual Revolutionary Fair further enriches the curriculum by providing students with hands-on, experiential opportunities to explore daily life and historical perspectives during the nation’s early history.

Fifth grade students meet twice per week in the computer lab. They are introduced to the 3D design program, Google Sketchup, in order to build their visuospatial reasoning skills. Students are assessed on their keyboarding skills four times during the school year, with a year-end goal of reaching 30 words-per-minute. Fifth graders learn video and photo editing as part of their digital storytelling unit. Students are taught how to assess online sources for credibility and are introduced to MLA formatting for references. There is a strong emphasis on digital citizenship, specifically defining plagiarism and the concept of intellectual property. Fifth grade students continue the practice of computer programming through the building and coding of robots using Lego EV3 Mindstorms.

Fifth grade is an important year for students at Harbor Day. During this year, the students are introduced to both Mandarin and Latin, and students have a semester study of each language. In both classes, teachers emphasize correct pronunciation, communication skills, listening and reading comprehension, cultural awareness, and the value of each language in today’s world. Language content is presented through hands-on activities, games, songs, skits, differentiated lessons, online resources, and small projects. At the end of fifth grade, each student chooses the one language from Mandarin, Latin, or Spanish that he or she wishes to study for the remainder of middle school. Students can reflect carefully upon their experiences over the year when making this important commitment to one of the three languages.

Latin 

Students experience Latin as a living language using modern language comprehensible input techniques (such as TPR - total physical response, questioning, gestures, cognates and derivatives, and context clues). Students learn to read simple stories about Minimus, a Roman mouse. These techniques help students acquire language more naturally than a traditional grammar-focused approach.

Mandarin 

Students explore the vibrant world of Chinese language and culture. From mastering character writing to perfecting pronunciation through Pinyin and tones, they dive deep into language fundamentals. Additionally, students immerse themselves in traditions such as festival celebrations, calligraphy, and Kung Fu. Culminating in a joyous Qingzhu celebration, students not only build a strong academic foundation but also develop a profound cultural appreciation.