活橡树学校的课程

选择你的K-8之旅

11个项目的清单。

语言艺术

"我怎样才能分享我的观点并理解他人的经验？"

幼儿园
In the alphabet unit, kindergartners explore the question how do letters make sounds and words? Students are guided in their expanding awareness that words and letters are everywhere and they are encouraged to seek them out and make observations. To work towards an understanding of this question, students experience each letter of the alphabet through multiple modalities and learn changemaker vocabulary. As a culminating assessment, students complete an alphabet dictionary and contribute daily to an alphabet bulletin board.

一年级
It is a long standing Live Oak tradition that the first graders bring a schoolwide post office to life in the final unit of the year. Their guiding questions are: 我如何用写作来交流？我怎样才能成为一个更好的作家？ 在本单元中，学生学习识别信件的五个部分（标题、问候语、正文、结尾和签名）以及人们所写信件的类型。学生们写了一封给学校社区成员的友好信件和一封给某人的祖父母和特别朋友日的邀请信。学生还学习识别说服的策略（逻辑、妥协、最后通牒）。社区中的每个人都参与其中，信件被送到成人和学生手中。当收到信时，大家都面带微笑，兴奋地回信。对于那些没有接触过实际写信的孩子来说，这是一个独特的经历，也是一个让整个社区受益的经历。

二年级
Second graders delve deep into reading and writing nonfiction. They work towards understanding how to read across a variety of nonfiction texts to learn about a topic and that nonfiction text includes features such as images, captions, diagrams, and glossaries that deepen their knowledge. In writing some of the learning goals include collecting information about a topic of their choice using a variety of sources such as books, expert interviews, photographs, observation, video, and internet, and categorizing their research to determine what is important and what is not. They write books about a topic of interest and create lab reports from the experiments they conduct in science.

三年级
在三年级，学生们继续阅读非小说，以了解他们周围的世界。他们认为阅读是获得知识和观点的工具。在写作方面，学生努力理解通过他人的观点来看待世界的重要性。在阅读中，一些学习目标是确定说明性文章的重要性，以及综合和发展非小说的观点。在写作方面，学生练习独立修改和编辑，显示出对顺序的理解，并使用在社会研究中所学到的观察和信息来增加写作的细节，以及教授另一个人的文化。

四年级
在四年级，学生们在学习写作基础知识的同时，参与说服性和意见性的写作。他们考虑 作文如何帮助我们论证自己的观点？我们如何说服他人关注重要的问题？ 这些单元的目标包括创建论文陈述，使用理由和证据来支持他们的观点，起草一篇有观点的文章，并学会修改文章以使其清晰和深入。学生们参与写作过程的所有步骤，以产生显示其努力、坚持和独特想法和意见的最终草案。

五年级
As our fifth graders near the end of their time in the lower school, they are celebrated. It is a long standing tradition for them to recognize their transition to middle school by giving speeches. Students study famous speeches given by admirable changemakers and dig deep within themselves to find the message they want to deliver to their audience. Learning goals for this occasion include writing a speech that establishes a strong theme supported by rich examples, revising and editing drafts to improve clarity and coherence, and engaging the audience with appropriate pace, volume, and eye contact.

六年级
In the fall of sixth grade, students embark on the first round of book clubs. The focus is on belonging and there are many diverse books to choose from. All of the characters face challenges and struggle to find their place in the world. One focus of this unit is change. Students graph belonging over the course of the stories. With support from their math teacher, they use their data and graphing skills to complete this cumulative assessment. In addition to their graphing skills, learning goals include reading comprehension, time management, collaboration and group work, and editing and revising.

七年级
在秋季，七年级学生在短篇小说中探索身份和权力。通过丰富的文本，学生们努力理解身份中有权力，积极的阅读和讨论有助于我们在这些文本的表面下挖掘出意义来。学生们在本单元中领导小组讨论，对文本进行注释，写出比较/对比的回应，并创造出人工制品。当他们探索主题，将反馈意见纳入他们的写作中，并在文本的例子中为他们的观点和看法找到理由时，他们的识字能力得到了推动和延伸。

八年级
在整个八年级，学生们参与了一个持续的诗歌单元。他们探索这种表达形式，并使用各种工具评估、分析和解释文本。学生们还写他们自己的诗歌，并使用 "反馈阶梯 "和其他协议从他们的老师和同学那里获得反馈。利用写作过程，学生修改和编辑他们的作品。许多学生发现了阅读和写作诗歌的乐趣。他们开始把它看作是一种允许表达和创造的写作形式。
数学

"像数学家一样思考是什么意思？"

幼儿园
In kindergarten, student study patterns and attributes as they explore questions that help them learn. Their questions include: How do I create, recognize, and extend patterns? Where do I see patterns in the world? What is an attribute? Using the NTCM standards, students sort, classify, identify and extend patterns throughout the unit. To make these ideas concrete and to incorporate play, patterns and attributes are investigated through dress up, thematic activities, books, and their own personal experiences.

一年级
在一年级，学生用几周时间学习运算和代数思维。他们学习加法和减法的概念，并利用他们对位值和运算性质的理解来进行20以内的加减法。学生还了解到，数学思维可以用来解决现实生活中的问题。学生通过 "解决房间 "和/或其他数学游戏来展示他们的理解，使他们能够选择有效的策略。

二年级
在二年级，学生学习测量。该单元的首要目标是让学生了解标准测量单位的重要性。他们学习习惯的线性测量单位（英寸、英尺、码），探索非标准的线性测量单位，并利用观察和数据进行合理估计。学生们也会在叙述的背景下解决问题，并测量熟悉物体或人的距离、高度和长度。

三年级
通过分组的概念，三年级学生学习乘法和除法。在这些单元中，学生们开始理解整数乘以和整数除以较小的、同等大小的组的效果。他们学会表示和解决涉及乘法和除法的问题，包括涉及相等组、数组和测量量的情况下的文字问题。他们还解决涉及四种运算的问题，并识别和解释模式。在本单元结束时，学生已经学会了100以内的乘法和除法。

四年级
在四年级，学生学习几何学，研究数学是如何存在于世界中的。在这个单元中，学生学习认识多边形及其属性，他们通过练习建立对角度测量的理解，并识别对称线。通过批判性思维来解决问题，学生探索近似值和精确度，二维图形的周长，并展示他们对位值的理解。

五年级
在两个单元中，五年级学生探索和学习分数的加、减、乘、除。学生们思考对理解和扩展他们的分数知识有用的模型和地标。他们的一些学习目标是寻找方程中的缺失值，用分母不同的分数解决故事问题，以及使用标准乘法算法将2位和3位数乘以2位数。在整个单元中，学生制作海报来展示他们的数学思维，并在小组项目中进行合作，以建立他们的集体理解。

六年级
Sixth graders begin the year with a unit on properties of numbers and data displays. Some of their understanding goals for the unit are understanding that measures of central tendency are different ways of generalizing data, quantities can be represented in different ways, and products are the result of two or more factors. Students create data displays and learn the properties of numbers. Working in small groups supports students to understand and share their own strategies for problem solving.

七年级
七年级数学的第三个单元是坐标平面内的整数运算和变换。学生们探索如何进行数学交流，以及数学如何与周围的世界相联系。学生研究图形的各个方面，包括减法作为相反数的加法和数线上的移动。他们还学习一个数字的相反数是它的加法逆数和绝对值的概念。本单元的评估包括一个变形的定格动画。

八年级
Eighth graders study exponential functions in the second trimester. Some of the questions that students pursue are: What rules can we use to simplify exponential expressions? How can we utilize these in our work with numbers in scientific notation? How can we make sense of large and small numbers by breaking them down into manageable quantities? During the unit students compare exponential and linear growth models, work with numbers in scientific notation, and apply exponential functions to real-life data such as the Richter scale and population growth. Assessments include quizzes, a unit test, and a problem of the week project focused on large and small numbers.
社会研究

"我怎么能理解变化呢？"

幼儿园
在幼儿园，变革者被定义、探索和考虑。本单元提出的一些问题有：。 变革者是做什么的？我怎样才能成为一个变革者？ Students learn that there are a variety of ways to make the world a better place. Throughout the unit, students participate in a variety of change-making activities, such as making signs around the neighborhood, conducting their own peaceful protest, and making dog toys for the SPCA.

一年级
In first grade, students learn the importance of community and what it means to be a contributing member. A goal of this unit is that students will understand that there are many jobs and tools that are needed to make a school function. Students generate questions and interview the people that work in the school. From these interviews, students make connections to themselves and how these jobs impact their day-to-day life at school. As students gain an understanding of what it takes to achieve a functioning community, they see how they can impact it positively and productively.

二年级
在二年级，学生们参加了一个以支持他们的社区为中心的歌曲创作单元。学生们找出他们在我们的世界中看到的问题，并提出可能的解决方案。通过几次头脑风暴会议，学生们将分享他们的想法，然后通过跨学科的歌曲创作进行合作，创作一首代表他们解决这些问题和进行变革的愿景的歌曲。

三年级
在三年级的春天，学生们学习移民。他们探索人们移民到美国的不同方式，然后制作一张海报，唤起一种情感，代表他们所了解的群体的移民经历。在这个单元中，我们学校社区的成员被邀请进入这些教室，分享他们自己的移民故事。他们对自己的非小说阅读进行研究并做笔记。他们还找出世界各地社区和人民的相似之处和不同之处。

四年级
In fourth grade, students learn about social change in the last unit of the year. Students study key events in 1969 to understand what changemakers did to affect shifts in society. With a particular emphasis on California history, this unit captures what it means to change the world. The events include: Stonewall, protests of the Vietnam War, the protests that Cesar Chavez initiated, and the occupation of Alcatraz. Students compare and contrast these events with events in our world today through their research and class discussions. Students present their research and conclusions to the rest of the class.

五年级
在五年级，学生通过故事的视角研究大迁徙。受伊莎贝尔-威尔克森（Isabel Wilkerson）的作品启发 其他太阳的温暖五年级学生探讨了我们的移民讲述了什么故事，移民如何塑造我们的故事，以及故事如何承载我们的过去、现在和我们对美好未来的希望。他们阅读民间故事、非虚构文本，并分析雅各布-劳伦斯的艺术作品中的意象和形象语言的使用。最后的评估包括学生收集口头故事，将其记录下来，并使用Scratch创建一个动画版的故事。

六年级
在六年级的秋季，学生们潜心研究了旧金山随时间变化的跨学科研究。在这个单元的数学部分，学生们分析他们收集的数据，并绘制随时间变化的图表。在本单元的社会研究方面，学生研究了该市各社区的历史，参观了这些社区，拍摄了照片，并绘制了地图。以丽贝卡-索尔尼特的 "无限地图集 "为灵感，这些地图的比例正确，但又很奇特。学生们还从这些街区的无生命物体的角度写出了小故事，讲述了随着时间推移而发生的变化。

七年级
Using the lens of resistance, seventh graders study worldwide colonialism. Some of the goals of the unit are: understanding that people throughout the world and throughout history have resisted colonialism and imperialism, colonialism and resistance have to do with power, identity, and belonging, and that resistance can take different forms. After learning about the belief systems of imperialism, colonialism, nationalism, and self-determination, students choose a resistance movement of their choice and create a podcast.

八年级
In the final unit of eighth grade humanities, students study intersectionality and voting. One of the understanding goals for the unit is that we must know what intersectionality means in order to understand and address inequities, and that we need to understand how different aspects of identity for marginalized groups compound and create a unique form of oppression. Students learn about the fight for and eventual ratification of the 19th Amendment and that the success of a democracy is dependent upon its definition of citizenship and how opportunities to participate in civic life are granted, protected, and chosen.
科学

"科学家是如何看待世界以解决问题的？"

幼儿园
在第三学期，幼儿园的孩子们深入研究水以及为什么我们需要水来生存。学生们研究了水循环、位移，并实验了什么会沉、什么会浮。幼儿园的孩子们制作水书，了解水的变化器，并建造会漂浮的船。

一年级
在第二学期，一年级学生调查当地的桥梁，并思考人们是如何解决环湾旅行的问题的。学生们尝试着用教室里的材料制作自己的桥，以测试重量、力和重力。在学习了桥梁的类型和基本部件后，他们制作了吊桥的实物模型，以说明其结构如何产生支撑和强度。

二年级
在二年级，学生深入研究植物和动物的适应性。通过系统、结构和功能的视角，全班同学了解到植物和动物的生长和生存需要什么，以及一个物种与另一个物种的特征是如何区分的。学生们探索模式、设计思维--包括原型设计--科学词汇、数据分析和观察。这个单元的高潮是最后的观察、草图和在变革者实验室的鸟巢设计项目。

三年级
In the middle of third grade, the class embarks on a study of geology. This unit is well known in our school because the culminating project is a musical called "Geology Rocks!" During their studies, students gain experience with rocks and minerals. They use measuring tools to gather data about rocks as they hypothesize how to use geology to help others. Once they have collected data, they observe, describe, and record the properties of minerals ad organize them on the basis of the property of hardness. Students also travel to Devil's Slide to observe and learn about geology in action.

四年级
Fourth graders end the year with a study of generators, asking key questions including, How can we design systems for more sustainable energy solutions? Students use the design thinking cycle to apply scientific ideas to solve the problems of "burnable" energy sources. They learn collectively through failure that problem solvers work constantly to improve their designs. At the end of the unit, fourth graders reflect on their "aha" moments and offer advice for future design thinkers.

五年级
In the second trimester of fifth grade, students study vision and perception and learn how systems of the eye work and how that system connects to the world as a whole. Some of the questions they consider are: What is vision? What is perception? Working together on experiments, students test vision and recreate optical illusions. The culminating project is building pinhole cameras in the Changemaker Lab and testing their cameras on the roof to see what did and didn't work in their design process.

六年级
In sixth grade, students learn about plants, photosynthesis, and cycles of matter. Asking questions about the role that plants play in their lives, they learn about the carbon and nitrogen cycles. Students are guided to understand the structures of plants that support life on Earth and the role they play in the cycles of matter. Through research and Cornell notes, they learn the role of plants in the creation of our atmosphere, the process of transpiration, photosynthesis, and the carbon and nitrogen cycles. The final assessment is a detailed, illustrated, and creative depiction of the cycles of matter.

七年级
在七年级，学生们花了四周时间来探索流行病学。他们的单元问题是：流行病学家如何像科学家一样思考以帮助人们？该单元是对流行病和大流行病的及时探索。学生们研究不同的微生物，流行病学家用来控制疫情的评估策略，以及不同的微生物如何表现，它们对公共卫生的影响是什么。学生们在病毒爆发的模拟中使用数据来确定病人的数量，培养对世界各地不同文化的欣赏，并了解来自世界各地的流行病学家一起工作来拯救人们。

八年级
In eighth grade, students study motion in the universe and ask, How can we change the motion of an asteroid headed toward Earth? They apply the concepts of motion and force to help understand the world and how they can help people. Students gather evidence to support their hypotheses and use contact forces to design a solution to a problem involving the motion of two objects on a path for collision. They create experiments to determine the factors that affect the strength of electrostatic, magnetic, and gravitational forces. The culminating project is developing a model to describe the role of gravity in the motions of objects within the solar system, including that of the asteroid and Earth.
社会情感学习

"我如何为社区做出贡献并建立社区？"

幼儿园
In the "All About Me" unit, students explore how they are growing and changing and how a variety of experiences help them understand their similarities and differences with other people. Through stories, play, discussions, and activities, students learn about the things that connect us and the things that makes unique. For the culminating performance of understanding, students create a poster that illustrates (through art and writing) various aspects of self and family.

一年级
First graders being the year by studying friendship and community. They consider what it means to be a good friend and community member and how they fill other people's "buckets". Students strive to understand why we need to be considerate of each other in order to function as a group and that when a conflict arises there are steps we can take to solve it. They also gain perspective on how we become friends with people because we share something in common (interests, goals, dreams) and we enjoy their company. The culminating project is a mural depicting their understanding of friendship.

二年级
二年级学生在整个一年中花时间专注于正念。学生们学习如何表现出对自己情绪的认识。他们努力理解自己的情绪可能与他人相同或不同。其他学习目标包括识别与行为有关的积极和消极后果，描述他们做得好的事情（自信），以及他们需要什么来获得成功。通过学习和实践这些目标，学生更有能力做出负责任的选择。

三至五年级
在三、四、五年级，学生开始与 CASEL轮 on the five competencies that make up the wheel: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Woven throughout the day and throughout the curriculum, students focus on learning to put these competencies into action. This is a framework for approaching social emotional learning that enables students to cultivate skills and environments that advance their learning and development.

初中
In Middle School, all students have an advisory that meets twice a week and uses the Responsive Classroom Advisory format. The purpose of advisory is to give students a "home base" and a touch point during their busy days. The leader of the advisory maintains a close relationship with their advisees and works with their parents when needed. In a group of 12-14 students, advisory is a place to build relationships and work on social emotional topics. The CASEL framework is used in advisory through activities and discussions such as Open Session which is a structured and safe way for students to bring concerns, events in their lives, and other issues they may be struggling with to a wider audience. It is anonymous and allows for other students to offer advice, connections, and support. Other goals of advisory are to support student-to-student affiliations, academic readiness, and strengthening the relationship of the advisor and the advisees.
艺术

"为什么艺术是重要的？"

初级中学
Across all grades, Live Oak’s art program encourages and inspires students to use and display their creativity. Skills practiced include drawing, tinting, creating clay pieces using slab techniques, and learning the difference between seeing and feeling as they produce work that reflects identity and sense of self. Students also reinforce their collaborative skills and develop accountability working with peers within the art framework. They are encouraged to constantly explore and build a sense of perseverance that comes with widening their art skills and awareness.

初中
In addition to making art, Live Oak’s program is concentrated on developing an appreciation and understanding of art across the globe, now and throughout history. The focus during these years is to understand how art and courage are linked, how to create a sense of movement in their work, and that art is a necessary and elemental modality for self-expression and for capturing the character of a given society. Through artist studies such as Marisol, Betye and Allison Saar, Kara Walker, and Etel Adnan students explore technique and inspiration. Engaging units like Afrofuturism and Street Art challenge to students to ask questions about and consider the role of art in a variety of contexts.
戏剧

"我怎样才能与世界分享我的身份？"

初中
Middle schoolers take drama through their three years. From drama enthusiasts, to intrepid beginners, all students support each other in taking chances and literally trying on new personas. From improv to marketing a play to applying make-up, students learn about and participate in all aspects of theatre, plays, and musicals. Students also have the option to participate in the school plays which take place twice a year. From tech to performing, students can find ways to be a part of the productions that are comfortable to them.
音乐

"我们的音乐来自哪里，它如何讲述我们的故事？"

初级中学
In music, students learn that music tells a story. Students are given opportunities for self-expression throughout their musical education at Live Oak. Teachers strive to give students a joyful introduction to singing, instruments, and musical collaboration. Beats, patterns, and the roots of many genres are explored. Students also learn the basics of music notation.

初中
As students progress in their musical familiarity and skill, they delve into different kinds of music, different stories music tells, and the idea that music provides all of us with a chance to see ourselves and others in such a diverse discipline. Both the 初级中学 and the 初中 perform in festivals in the spring.
西班牙

"为什么学习和理解另一种语言会带来更大的包容性？"

初级中学
Students begin Spanish in kindergarten. Introducing students through music, art, and physical movement allows them to enter into a new language with excitement and engagement.

初中
In middle school, students continue their language acquisition through different modalities. Music, physical movement, online platforms, videos, and group work are some of the strategies and practices that support students in growing their Spanish language skills. Some students who enter our middle school with a strong background in Spanish, either through immersion elementary instruction or bilingual home environments, take Immersion Spanish which includes literature, conversation, and a much deeper dive into the language.
体育教育

"作为一个好队友，如何为我的社区做出贡献？"

初级中学
在体育课上，学生们学会了什么是团结协作，相互支持，并促使自己获得新的技能和健身水平。在学习如何进行许多不同的运动和合作游戏的同时，学生们有机会获得沟通技巧，并学习成为一个好的队友的意义。

初中
Students are allowed more and more autonomy as they grow and mature. Our PE teachers emphasize relationship building and students develop close connections to them throughout their nine years at Live Oak.
设计与创新

"我怎样才能把我的想法变成现实，使世界更加公正？"

幼儿园
Kindergarten is all about playfully exploring the world! Design projects include cardboard frames, block printing, stop motion animation, and building. Each project builds on skills and incorporates new tools. During the water unit, students make wooden boats in the ChangeMaker Lab and test them out at McLaren Park. To make their flotilla, they learned about using drills and wood glue as part of their design process.

一年级
In first grade, design and innovation projects include building structures, block printing, designing and building tools to use in the Learning Garden, and light and sound explorations. Using recycled and found materials, first graders design and build their own musical instrument. They think about how sound is transmitted, the qualities of melody, and the nature of waves and vibrations.

二年级
在ChangeMaker实验室创建的第一批项目中，有些项目允许学生调查和反思他们的身份。二年级学生创造了身份冠冕，直观地描绘了他们作为人和作为学习者的身份中不那么明显的方面。学生们用清管器、布料、记号笔、纸板和毛毡来创造符号来装饰他们的皇冠。一旦他们的冠冕完成，他们就会分享他们的灵感和符号代表的内容。

三年级
三年级学生探索工程和设计周期，特别是他们如何使用设计来支持解决用户的挑战。在年底，他们要应对一个受鲨鱼坦克启发的挑战，即创造一个原型设计来解决他们所面临的挑战，然后向他们的同学介绍这个设计在解决该问题方面的有效性。

四年级
Fourth graders approached their work in the ChangeMaker Lab as an extension to math. Students worked in partners to construct "wearables" for each other using their measuring skills and creativity in selecting materials from paper, tubes, and felt. When it comes time to bind their poetry books, they created incorporate fractions in designing covers for their books. At each stage, fourth graders solidify their identity as makers.

五年级
五年级学生研究视觉、光和感知，作为他们的科学单元之一。他们在ChangeMaker实验室建造针孔摄像机，以探索与眼睛相似和不同的结构，了解它们如何捕捉和投射光线。在这个项目中，他们利用他们的合作和解决问题的能力来设计和建造工作的针孔摄像机。

六年级
作为他们关于生命系统的科学单元的一部分，六年级学生设计并在自来水种植槽中培育小苗。他们练习使用钻头和裁纸刀等工具来制作花盆，然后观察植物的生长情况。

七年级
The Mathematician Project is a cross-curricular project where students spend time in both humanities and math researching mathematicians such as Srinivasa Ramanujan, Cathleen Morawetz, Gottfried Leibniz, and Maryam Mirzakhani. This year’s iteration of the project involved time in the ChangeMaker Lab, where they created three-dimensional representations of their mathematician relating to their inventions, creations, beliefs, and lives.

八年级
八年级学生合作探索变量和热力学，同时还通过设计和测试温室与气候科学建立联系。他们在设计中选择一个不同的变量，并注意它是如何影响温室的储热或散热能力的。