Curriculum
The learning and academic content taught in Spring Lake Park Schools align to academic competencies for each content area and Minnesota state standards. Academic competencies are clear goals that represent the most critical and enduring concepts from each content area and the skills and mindsets needed to be successful.
Teachers in all grade levels and in every subject draw inspiration from each student's strengths, interests, needs and curiosities. Our approach to personalized learning honors diverse perspectives and prepares students to be empathetic and thoughtful citizens of the world. Students work collaboratively and independently to develop the knowledge, tools and skills they need now and in the future.
Language Arts
Students learn to communicate through creating, performing, responding, and connecting to works of art. We believe each student will use creative and critical thinking skills to communicate and engage with others artistically. Dance, media, music, visual, and theater arts learning involves students developing foundational skills and proficiency in applying these skills while creating authentic works of art. Students learn through collaborating and conversing with each other to share ideas and gain multiple perspectives about works of art. Students at all grade levels utilize the artistic process to create or make, perform or present, respond or interpret and connect or relate with personal or societal meaning.
Language Arts K-12 Academic Competencies
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Reader’s Craft: Students will be able to read and critically view a variety of text types in order to learn new information and to better understand themselves, others, and the world in which they live.
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| K-4 | 5-8 | 9-12 | |
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Literature and Literary Nonfiction |
Readers will be able to comprehend and interpret literary elements and the language of text in the grades 3-4 text complexity band.
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Readers will be able to comprehend, interpret, and analyze literary elements and the structure and language of text in the grades 7-8 text complexity band.
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Readers will be able to comprehend, interpret, and analyze literary elements and the structure and language of text in the grades 7-8 text complexity band.
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Informational Text |
Readers will be able to use informational text structural features to comprehend, summarize, and make use of relevant evidence using texts in the grades 3-4 text complexity band.
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Readers will be able to use informational text structural features to comprehend, analyze, and make use of relevant evidence using texts in the grades 7-8 text complexity band.
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Readers will be able to use informational text structural features to comprehend, evaluate, and make use of relevant evidence using texts in the grades 11-CCR text complexity band.
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Digital Literacy: Students will be critical consumers and creators of digital based content.
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| K-4 | 5-8 | 9-12 | |
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Digital Literacy |
Students will select information and make creative choices that communicate their message in digital based content.
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Students will consciously select sources and make creative choices that support the clear communication of their message in digital based content.
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Students will critically and consciously select sources and make original and creative choices that enhance the clear communication of their message in digital based content.
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| Writer’s Craft: Students will write to communicate for a variety of authentic (real-world) tasks, purposes, and audiences. | |||
| K-4 | 5-8 | 9-12 | |
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Informational & Explanatory |
Writers will be able to produce informative/explanatory texts to examine a topic and convey ideas and information clearly, using organization and academic/content vocabulary.
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Writers will be able to produce informative/explanatory texts to examine a topic and convey ideas, abstract concepts, and/or information through the selection and explanation of relevant content with conscious organization and crafting of language.
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Writers will be able to produce informative/explanatory texts to examine and convey complex ideas, abstract concepts, and/or information clearly and accurately through the effective selection and analysis of content with conscious organization and crafting of language.
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Creative & Narrative |
Writers will be able to produce creative and narrative texts to develop a well-elaborated real or imagined event or experience using descriptive details to describe actions, thoughts, and feelings, clear sequences, literary techniques, and crafting of language.
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Writers will be able to produce creative and narrative texts to fully develop real or imagined events or experiences using relevant descriptive detail, well-structured sequences, literary techniques, and conscious crafting of language.
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Writers will be able to produce creative and narrative texts to effectively develop real or imagined experiences or events using well-chosen details, well-structured sequences, literary techniques, and conscious crafting of language for effect.
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Opinion, Persuasive, Argumentative |
Writers will be able to produce persuasive pieces introducing and supporting a claim with opinions and facts, using intentional structure and crafting of language, incorporating academic/content vocabulary when appropriate.
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Writers will be able to produce arguments to support claims with clear reasons and relevant evidence, using conscious organization and crafting of language, being sure to acknowledge a counter argument.
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Writers will be able to produce arguments to support claims in an analysis of authentic topics, using valid reasoning and relevant and sufficient evidence with conscious organization and crafting of language, and when appropriate, present and refute alternative arguments.
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| Speaker’s Craft: Students will speak to communicate their own ideas for a variety of authentic (real-world) tasks, purposes, and audiences. | |||
| K-4 | 5-8 | 9-12 | |
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Public Speaking |
Speakers will be able to share opinions and present facts about a topic learned or researched using intentional organization and academic/content vocabulary.
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Speakers will be able to select, develop, and organize content with a conscious crafting of language in the following areas:
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Speakers will be able to effectively select, develop, and organize content with a consistent, conscious crafting of language in the following areas:
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Discussion |
Speakers will engage in collaborative discussions, seeking clarity through questioning, building on others’ ideas and expressing their own ideas clearly to solve a problem or refine understanding.
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Speakers will engage effectively in collaborative discussions, seeking clarity and information through questioning, intentionally building on others’ ideas and supporting their own ideas to solve a problem or refine understanding.
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Speakers will initiate, engage effectively, and reflect on collaborative discussion, using insightful questioning, intentionally building on others’ ideas and effectively supporting their own ideas.
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Social Studies
Students learn about themselves and others in relation to their school, families, community, country, and the world.
Students demonstrate thinking that reflects an understanding of civic values, explore the impact of structures on themselves and their community, and discover similarities and differences amongst people, places, and events that have occurred at points of time. Students are engaged in collaborating and conversing with each other to share ideas and gain multiple perspectives. Students become global citizens by exploring their own place in the world, their values and their responsibilities to people, to the environment and to the world.
Social Studies K-12 Academic Competencies
| K-4 | 5-8 | 9-12 | |
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Power: Understanding the foundations and impact of power structures.
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Students will articulate who has power in various contexts. Students will investigate the choices they are in charge of making and who they affect.
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Students will evaluate the development and impact of power structures and the importance and purpose of the individual and collective within those structures.
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Students will evaluate the impact of power, and use that evaluation to support relevant conclusions.
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Connections: The ability to analyze the increasing diversity of connections.
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Students will use reasoning to explain multiple connections outside of themselves.
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Students will use evidence to evaluate and explain the implications of multiple connections.
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Students will analyze the evolution of various types of connections and their impact on the world today, and be able to justify how multiple factors can influence the impact connections have on various outcomes.
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Civic and Personal Engagement: The power of an individual or a group to influence or produce a desired result within
a system. |
Students will examine civic roles and responsibilities within a community, and be able to explain how to make a positive civic contribution.
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Students will use their understanding of how civic systems work in order to participate in civic discourse and support or develop solutions to address problems.
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Students will engage in personal reflection and research, participate in civic discourse, and/or consider various resources in order to determine the best entry points to affect change on a personal or civic level. Students will analyze the impact and influence of the actions they take across different contexts and various roles.
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Culture and People: The awareness of ourselves as both individuals and as members of a particular culture that is distinctive from and shares similarities with other cultures.
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Students will use reasoning to explain cultural aspects of different groups at various points in time. Students will be able to provide evidence of personal and cultural values.
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Students will explore the origin of personal and cultural values and develop an understanding of how these cultural concepts impact others.
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Students will examine awareness of themselves as both individuals and members of a group, and will be able to evaluate implications of how points of view affect perceptions and relationships with others.
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Math
Students learn mathematics is about: sense-making, flexible thinking, questioning, seeing and using patterns, problem solving, communicating, creative thinking about space, data, and numbers, making and analyzing connections and relationships.
We believe each student is capable of making sense of mathematical ideas and is able to use understanding and reasoning to solve authentic mathematical and real world problems. Mathematics learning involves students developing conceptual understanding and proficiency in applying mathematical procedures with understanding. Students learn through engagement in rich tasks and collaboration. Close attention is paid to students’ thinking, including emergent understanding and mistakes, in order to provide an appropriate level of feedback and support.
Mathematics K-12 Academic Competencies
| K-4 | 5-8 | 9-12 | |
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Problem Solving:
Interpreting information, making a plan to solve problems. |
Students will interpret information to develop a plan and solve multi-step problems.
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Students will interpret information and flexibly use effective strategies and concepts in order to solve problems.
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Students will interpret and infer information and flexibly select strategies to solve complex and applied problems.
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Concepts and Procedures:
Using conceptual understanding and procedures to solve a variety of problems accurately. |
Students will use conceptual understanding of mathematical ideas to develop procedural fluency.
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Students will use conceptual and procedural understanding to accurately solve problems.
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Students will apply concepts and procedures from a variety of mathematical disciplines to solve problems.
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Representations and Models:
Creating and analyzing representations and models. |
Students will create and analyze multiple representations and models to solve problems using mathematical resources and tools.
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Students will create and analyze a variety of representations and models including using technology and other mathematical resources and tools.
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Students will create, analyze, and transfer between a variety of relevant representations and models including use of technology and other mathematical resources and tools.
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Reasoning:
Justifying and connecting patterns, methods, and thinking. |
Students will make connections between basic patterns and relationships to justify problem solving decisions and their solutions.
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Students will make sense of patterns and relationships as mathematical evidence to justify their solutions.
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Students will explain connections and generalize increasingly complex patterns and relationships in order to justify and prove solutions.
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Science
Science learning focuses on use of science and engineering practices used by those in the field, applying cross-cutting concepts across science disciplines, and fostering science knowledge. Students access this learning as they think critically about authentic situations.
Students learn through examining anchoring phenomena that helps make the science relevant to their lives and connects to interests. They create conceptual models to make and share their thinking in order to help understand how things work. Students discover the value of evaluating and modifying conceptual models through an iterative cycle of comparing the models and adjusting or revising them based on new evidence. Scientific discourse and argumentation help students think collaboratively and critically and use evidence to support their thinking.
Science K-12 Academic Competencies
| K-4 | 5-8 | 9-12 | |
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Patterns: Making observations, identifying or creating, and transferring patterns in order to make predictions.
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Students will make observations that will allow them to predict and model the relationships between patterns. Students will make connections to personal experiences or phenomena.
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Students will make detailed observations to create and analyze patterns in phenomena and then create predictive conceptual models. Students will transfer patterns to novel situations and make connections to personal experiences or novel phenomena.
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Students will make detailed observations and synthesize data to create predictive conceptual models that can be replicated in order to make predictions about patterns in novel phenomena and justify with evidence.
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Cause and Effect: Analyzing cause and effect relationships, including how systems remain the same and change, to generate explanations.
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Students will be able to predict and justify the cause and effect relationships in/on a system and connect these concepts to other phenomena.
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Students will be able to analyze, predict, model, and justify claims about the cause and effect relationships in/ on a system and connect these concepts to other phenomena. Students will design investigations to observe and analyze cause and effect relationships.
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Students will be able to analyze, evaluate, predict, model and justify claims about the cause and effect relationship in /on known and novel systems and phenomena. Students will design investigations to verify a cause and effect relationship.
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Scale, Proportion, and Quantity: Analyze relationships between macroscopic and microscopic objects and minute and expansive numbers.
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Students will analyze relationships between macroscopic and microscopic objects to make and justify connections.
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Students will analyze and make supported claims about the relationships between macroscopic and microscopic objects along with minute and expansive numbers through observation and apply the relationship to authentic phenomena.
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Systems and Structures: Create models to analyze how the structures and functions of a system work together and demonstrate how a change in one part affects the whole.
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Students will create and use models to demonstrate how the structure and functions of a system are related, work together, and depend on each other. Students will predict how if one thing changes it affects the system.
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Students will create and use models to represent the interdependence of the structure and function of a system, predict the impact of change on a system’s structure and function, and design scientifically justified structures that meet specific functions.
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Students will create and use comprehensive models to infer and evaluate the interdependence of the structure and function of a system, predict the impact of change on a system’s structure and function, and design scientifically justified structures that meet specific functions.
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Energy and Matter: |
Students will construct and analyze models to make connections, and supported claims about the flow of matter and energy in familiar and novel systems.
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Students construct and analyze models and synthesize information about the flow of matter and energy at the microscopic and macroscopic level to make predictions in familiar and novel situations. |
Arts
Students learn to communicate through creating, performing and responding to music and physical works of art.
We believe each student will use creative and critical thinking skills to communicate and engage with others artistically. Music and visual arts learning involves students developing foundational skills and proficiency in applying these skills. Students learn through engagement with high quality visual and musical pieces and collaborating and conversing with each other to share ideas and gain multiple perspectives about these works of art. Students at all grade levels utilize the artistic process to create or make, perform or present, and respond or critique.
| K-4 | 5-8 | 9-12 | |
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Create: Generating original art
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Students will generate ideas and develop an original work of art that communicates personal meaning through processes such as play or improvisation.
Students will revise original works of art based on feedback from others.
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Students will generate ideas and develop an original work of art that communicates personal meaning and historical understanding. Students will revise original works of art through self-reflection and feedback from others.
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Students will generate and synthesize artistic ideas and develop original works of art for a purpose that communicate personal meaning, societal, historical or cultural understanding. Students will refine and revise original works of art based upon artistic intent, set criteria, self reflection, and feedback from peers and teachers.
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Perform/Present: Interpreting and sharing artistic work
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Students will perform/present artistic techniques through practice, play, or improvisation. Students will identify and explain artistic choices through refining and presenting or rehearsing and performing original artistic work.
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Students will apply methods and skills to communicate artistic intent through refining and presenting or rehearsing and performing original artistic work. Students will demonstrate artistic techniques through refining and presenting works of art alone and with others.
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Students will demonstrate artistic techniques and interpretation through rehearsal and performance or by refining and assembling work in a portfolio or presentation. Students will analyze, critique, and justify artistic choices in order to convey meaning through performing or presenting original artistic work.
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Respond: Analyzing, interpreting, and evaluating how the arts convey meaning
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Students will examine works of art using a set of criteria to identify and describe artistic foundations and aesthetics.
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Students will analyze, evaluate works of art using criteria to create a convincing justification to support their thinking.
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Students will analyze, evaluate, and construct interpretations of artistic work by applying a set of criteria, considering historical and cultural contexts, as well as personal aesthetics and beliefs.
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Connect: Relating artistic ideas and work with personal meaning and external context
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Students will identify, describe and explain personal emotions and external context when interacting with or experiencing works of art.
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Students will analyze how personal experiences and external contexts influence understanding of and connection to art through personal, societal, cultural, historical or global lenses.
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Students will synthesize knowledge and personal experiences while responding to, creating, and presenting artistic work. Students will appraise the impact of art, an artist, or a group of artists on society (a person, society, culture, history or global lens.)
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Health and Physical Education
The goal of health and physical education is to develop individuals who have the knowledge, skills and confidence to choose health-enhancing behaviors and enjoy a lifetime of healthful physical activity.
To choose health-enhancing behaviors, a health literate student:
- Practices health-enhancing behaviors
- Analyzes influences on healthy behaviors
- Accesses valid information and products
- Has learned disease prevention
- Demonstrates interpersonal communication skills to enhance health and avoid health risks
- Uses decision-making skills and goal setting skills to enhance health
- Advocates for personal, family and community health
To pursue a lifetime of healthful physical activity, a physically literate student:
- Has learned the skills necessary to participate in a variety of physical activities
- Knows the implications and the benefits of involvement in various types of physical activities
- Participates regularly in physical activity
- Is physically fit
- Values physical activity and its contributions to a healthful lifestyle
Health K-12 Competencies
| K-4 | 5-8 | 9-12 | |
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Health Influences and Resources: Students will analyze personal, societal, cultural influences and access valid health resources.
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Students will identify trusted adults as a source of valid information and how their health is influenced by others (family, peers, culture, media, technology).
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Students will identify how and where to find valid health information, products and services, and determine how healthy and unhealthy influences (people, media, etc.) impact their health.
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Students will be able to analyze the validity of health information, products, and services in order to identify healthy and unhealthy influences. Can identify how people and technology impacts health.
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Communication: Students will communicate to enhance health of self and relationship with others.
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Students will demonstrate communication skills to enhance health, reduce risk, and encourage others to make positive health choices.
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Students will apply effective communication skills to reduce health risks and to enhance and advocate for the health of self and others.
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Students will communicate effectively with and advocate for self, family, peers and others to enhance health; including refusal skills, conflict resolution and asking for assistance related to health enhancing behaviors of self and others.
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Health Decision Making: Students will demonstrate the ability to use decision making skills to enhance health and reduce health risks.
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Students will be able to use decision making skills to make choices that improve their health.
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Students demonstrate the ability to make decisions that enhance personal health and promote the health of others.
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Students will consistently make well-thought out decisions that enhance their own health and the health of those around them. Students will adopt habits that enhance their health.
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Physical Education K-12 Competencies
| K-4 | 5-8 | 9-12 | |
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Personal and Social Behavior: Exhibit responsible personal and social behavior that respects self and others.
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Students will demonstrate self awareness by showing cooperative and respectful behavior toward adults and peers, in small and large group settings taking into consideration space, etiquette, equipment, and varied skill levels of others.
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Students will apply language and behaviors that respect (space, equipment, varied skill level of others) and encourage self and others, including self-monitoring and problem solving strategies that ensure a safe and enjoyable experience for all.
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Students will apply critical thinking skills to communicate respectfully with others, solve problems or conflicts effectively, and achieve the best possible outcome for self and others during a variety of physical activities.
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Physical Fitness & Goal Setting: Individuals Demonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.
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Students will identify and persevere through challenging physical activities by applying goal setting strategies that lead to increased confidence, participation, and enjoyment, as well as personal growth and progress.
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Students will demonstrate the ability to use goal setting strategies to create goals that include short and long term action steps and demonstrate the ability to evaluate their progress toward their goals over time.
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Students will set and make progress toward meaningful goals for improving, modifying, or maintaining lifelong health and wellness.
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Application of Knowledge, Skills & Strategies: Individuals demonstrate competency in a variety of motor skills and movement patterns while applying knowledge of concepts, principles, strategies and tactics related to movement and performance.
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Students will perform physical skills in a variety of combinations and movement patterns and will begin to demonstrate use of strategies and recognize their effectiveness.
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Students will perform complex movement patterns and apply knowledge of concepts/strategies in a variety of activities. Students will explain the effectiveness of a chosen strategy.
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Students will apply knowledge of sport concepts, principles and tactics to a variety of games, sports, and activities in order to execute complex skills and strategies and develop personalized physical activity plans.
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Active Lifestyle: Individuals regularly participate in physical activity to show they recognize the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
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Students will identify the positive impact physical activity has on their life, building their motivation to engage in physical activity that promotes high levels of confidence and personal enjoyment within and beyond the classroom.
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Students will apply a health-enhancing active lifestyle in which physical activities are self-selected to promote engagement and personal enjoyment within and beyond the classroom.
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Students will make the connection between effort, participation and performance in a variety of activities, some self-selected, to promote engagement and lifelong aspects of personal enjoyment such as challenge, self-expression, and success in and beyond the classroom.
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