Stamford American Elementary School Curriculum Guide - page 24

Mathematics is a vital and engaging part of a student’s life. Students in the classroom
are very active with an underlying sense of organization and cooperation. Teachers and
students ask questions of each other, trying out and demonstrating ideas in small and
large groups, using the language to describe their thinking, generating data to look for
patterns and making conjectures.
Students are encouraged to use multiple strategies, developing an understanding of
which strategies are most effective and efficient. The students are given an opportunity
to communicate their mathematical thinking and strategies to others and to have time to
reflect upon them. Students at Stamford learn both the metric and imperial systems for
measurement. They learn to use American money as well as local currency.
American Education Reaches Out (AERO) Mathematics standards are a primary resource
for Stamford’s Mathematics instruction. Teaching is supplemented by a wide range of
other materials and resources. In line with our Vision statement, we believe that each
student can achieve more than they believe they can in Mathematics. Our commitment
to student progress in Mathematics is evident in the amount of time in our weekly
schedule dedicated to the advancement of Mathematics proficiency, in our Mathematics
assessments and by our specialized Mathematics Enrichment Program.
Stamford’s Science standards are arranged into four main strands:
• Living things
• Earth and space
• Materials and matter
• Forces and energy
In living things, students inquire into issues related to themselves and their environment.
In Earth and space, students extend their inquiry to include the study of planet Earth and
its relationship to the universe. Materials and matter and forces and energy focus on the
study of the origins, properties and uses of solids, liquids, gases and energy sources.
Science provides opportunities for students to engage in scientific investigations by
making accurate observations, handling tools, recording and comparing data, and
formulating explanations using their own scientific experiences and those of others.
Students gain experience in testing their own assumptions and thinking critically about
the perspectives of others in order to further develop their own ideas.
Science is used to provide explanations and models of behavior for phenomena and
objects around us. It is used to investigate the interrelationships between the natural,
physical and material worlds. Our Science curriculum is driven by skills and concepts as
well as content.
Science is a way of thinking and a process that strives for balance between the
construction of meaning and the acquisition of knowledge and skills. Our Science
classrooms provide an environment that stimulates and challenges students’ ideas.
Transdisciplinary units of inquiry are entry points into Science that promote learning in
which students will experience what it is like to think and act like a scientist. Students and
teachers work together to identify things they already know that might be relevant to an
inquiry, what they want to know, what they need to know to answer their questions, and
how best they might find that out.
The study of Science can be used as a vehicle for teaching critical-thinking skills and as a
way of exploring the world. The development of ways of investigating and using evidence
enables students to interact with the world around them.
Course Descriptions: Lower Elementary to Upper Elementary Program
- Kindergarten 2 to Grade 5 continued
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