活橡樹學校課程

選擇您的K-8旅程

11項清單。

語言藝術

“我怎樣才能分享我的觀點並理解他人的經歷？”

幼稚園
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.

一年級
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: 如何使用寫作進行交流？作為一名作家，我該如何變得更好？ 在本單元中，學生將學習識別信件的五個部分（標題，問候語，正文，結束語和簽名）以及人們寫的信件類型。學生給學校社區的成員寫一封友好的信，併為祖父母和特殊朋友日的人寫一封邀請信。學生還學習識別說服策略（邏輯，妥協，最後通牒）。社區中的每個人都參與其中，信件被發送給成人和學生。當收到信件時，會有微笑和興奮的回信。對於沒有接觸過實際寫信的孩子來說，這是一種獨特的經歷，對整個社區都有好處。

二年級
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.

三年級
在三年級，學生繼續閱讀非小說類作品，以了解他們周圍的世界。他們將閱讀視為獲得知識和觀點的工具。在寫作中，學生努力理解通過他人的視角看待世界的重要性。在閱讀時，一些學習目標是確定說明性文本中的重要性，並在非小說中綜合和發展思想。在寫作中，學生練習獨立的修改和編輯，展示對排序的理解，並使用在社會研究中學到的觀察和資訊來增加寫作的細節，並教授另一個人的文化。

四年級
在四年級，學生在學習撰寫論文的基礎知識時，會進行有說服力和觀點的寫作。他們認為： 一篇文章如何幫助我們論證自己的觀點？我們如何說服別人關注重要的問題？ 這些單元的目標包括創建論文陳述，使用理由和證據來支持他們的觀點，起草一篇有觀點的文章，並學習修改一篇文章以獲得清晰度和深度。學生參與寫作過程的所有步驟，以產生最終草稿，以顯示他們的努力，毅力以及獨特的想法和意見。

五年級
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.

六年級
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.

七年級
在秋季，七年級學生在短篇小說中探索身份和力量。通過豐富的文本，學生努力理解身份的力量，積極的閱讀和討論有助於我們在這些文本的表面下挖掘意義。學生在整個單元中領導小組討論，註釋文本，撰寫比較/對比回復，並創建工件。當他們探索主題，將反饋納入寫作中，並在文本中的例子中找到他們的觀點和觀點的理由時，他們的識字技能得到了推動和擴展。

八年級
在整個八年級，學生們都會參加一個持續的詩歌單元。他們探索這種表達形式，並使用各種工具評估，分析和解釋文本。學生還可以寫自己的詩歌，並使用反饋階梯和其他協議從老師和同齡人那裡獲得反饋。使用寫作過程，學生修改和編輯他們的工作。許多學生發現了閱讀和寫詩的樂趣。他們開始將其視為一種允許表達和創造力的寫作形式。
數學

“像數學家一樣思考意味著什麼？”

幼稚園
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.

一年級
在一年級，學生花幾個星期學習運算和代數思維。他們學習加法和減法的概念，並利用他們對位置值和運算屬性的理解在20內加減。學生也開始明白，數學思維可以用來解決現實生活中的問題。學生通過「解決房間」和/或其他數學遊戲來展示他們的理解，這些遊戲允許他們選擇有效的策略。

二年級
在二年級，學生學習測量。該單元的首要目標是讓學生瞭解標準測量單位的重要性。他們了解線性測量的習慣單位（英寸，英尺，碼），探索非標準線性測量單位，並使用觀察和數據進行合理的估計。學生還可以解決敘事背景的問題，並測量熟悉的物體或人物的距離，高度和長度。

三年級
通過分組的概念，三年級學生學習乘法和除法。在這些單元中，學生開始瞭解將整數相乘並將整數除以更小，大小相等的組的效果。他們學習表示和解決涉及乘法和除法的問題，包括在涉及相等組，陣列和測量量的情況下的單詞問題。他們還解決涉及四個操作的問題，並識別和解釋模式。到本單元結束時，學生已經學會了在100以內進行倍數和除法。

四年級
在四年級，學生學習幾何學並研究數學在世界上的存在。在單元中，學生學習識別多邊形及其屬性，通過練習建立對角度測量的理解，並識別對稱線。批判性地思考解決問題，學生探索近似和精度，二維形狀的周長，並展示他們對位置價值的理解。

五年級
在兩個單元的過程中，五年級學生探索和學習加法，減法，乘法和除法分數。學生思考有助於理解和擴展分數知識的模型和地標。他們的一些學習目標是找到方程中的缺失值，使用與分母不同的分數解決故事問題，並使用標準乘法演算法將2位和3位數位乘以2位數位。在整個單元中，學生製作海報以展示他們的數學思維，並在小組專案上進行協作，以建立他們的集體理解。

六年級
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.

七年級
七年級數學的第三個單元是座標平面中的整數運算和變換。學生探索他們如何進行數學交流，以及數學如何與周圍的世界聯繫起來。學生學習繪圖的各個方面，包括減去相反的加法和數位線上的移動。他們還瞭解到，數位的反面是它的加法逆和絕對值的概念。本單元的評估包括變換定格動畫。

八年級
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.
社會科學

“我怎樣才能理解變化？”

幼稚園
在幼稚園，變革者被定義、探索和考慮。本單元中提出的一些問題是， 變革者做什麼？我怎樣才能成為變革者？ 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.

一年級
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.

二年級
在二年級，學生參加一個以支持社區為中心的歌曲創作單元。學生識別他們在我們世界中看到的問題，並提出可能的解決方案。通過幾次頭腦風暴會議，學生將分享他們的想法，然後通過跨部門的歌曲創作進行協作，以創建一首代表他們解決這些問題和做出改變的願景的歌曲。

三年級
在三年級的春天，學生學習移民。他們探索人們移民到美國的不同方式，然後製作一張海報，喚起一種情感，代表他們了解的群體的移民經歷。在這個單元中，我們學校社區的成員被邀請到這些教室分享他們自己的移民故事。他們研究並記錄他們的非小說類閱讀。他們還確定了世界各地社區和人們的相似之處和不同之處。

四年級
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.

五年級
在五年級，學生通過故事的鏡頭學習《大遷徙》。靈感來自伊莎貝爾·威爾克森的 其他太陽的溫暖，五年級學生探索我們的移民講述了什麼故事，移民如何塑造我們的故事，以及故事如何承載我們的過去，我們的現在，以及我們對更美好未來的希望。他們閱讀民間故事，非虛構文本，並分析雅各勞倫斯藝術作品中圖像和比喻語言的使用。最終評估包括學生收集口頭故事，記錄它們，並使用Scratch創建故事的動畫版本。

六年級
在六年級的秋天，學生們潛入了三藩市隨時間變化的跨課程研究。在本單元的數學部分，學生分析他們收集的數據，並繪製隨時間的變化。對於該單元的社會研究方面，學生研究城市中社區的歷史，訪問它們，拍照並創建地圖。以麗蓓嘉的索爾尼特的“無限地圖集”為靈感，這些地圖被正確縮放但異想天開。學生還從這些社區中無生命的物體的角度寫小插圖，講述隨時間變化的故事。

七年級
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.

八年級
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.
科學

“科學家如何看待世界來解決問題？”

幼稚園
在孕晚期，幼稚園的孩子深入研究水的研究，以及為什麼我們需要水來生存。學生研究水迴圈，位移，並嘗試什麼下沉和什麼漂浮。幼稚園的孩子製作水書，瞭解水的變化者，並建造漂浮的船。

一年級
在妊娠中期，一年級學生會調查當地的橋樑，並思考人們如何解決在海灣周圍旅行的問題。學生們嘗試用教室材料製作自己的橋樑，以測試重量，力和重力。他們瞭解橋樑的類型和基本部分，開發懸索橋的物理模型，以說明其結構如何產生支撐和強度。

二年級
在二年級，學生深入研究植物和動物的適應性。通過系統，結構和功能的鏡頭，該課程瞭解植物和動物需要什麼來生長和生存，以及特徵如何區分一個物種與另一個物種。學生探索模式，設計思維 - 包括原型設計 - 科學詞彙，數據分析和觀察。該單元以最終觀察，草圖和變革者實驗室的鳥舍設計項目達到高潮。

三年級
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.

四年級
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.

五年級
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.

六年級
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.

七年級
在七年級，學生們花了四周時間探索流行病學。他們的單位長問題是，流行病學家如何像科學家一樣思考以幫助人們？該單元是對流行病和大流行的及時探索。學生研究不同的微生物，評估流行病學家用來控制疫情的策略，以及不同的微生物的行為及其對公共衛生的影響。學生使用數據在病毒爆發類比中確定零號患者，培養對世界各地不同文化的欣賞，並瞭解來自世界各地的流行病學家共同努力拯救人們。

八年級
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.
社交情感學習

“我如何為社區做出貢獻和建立社區？”

幼稚園
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.

一年級
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.

二年級
二年級學生全年都花時間專注於正念。學生學習如何表現出對自己情緒的意識。他們致力於瞭解自己的情緒如何與他人相同或不同。其他學習目標包括識別與行為相關的積極和消極後果，描述他們擅長的事情（信心），以及他們需要什麼才能成功。通過學習和實踐這些目標，學生更有能力做出負責任的選擇。

三至五年級
在三年級，四年級和五年級，學生開始與卡塞爾車輪 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.

中學
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.
藝術

“為什麼藝術很重要？”

低年級
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.

中學
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.
Drama

“我怎樣才能與世界分享我的身份？”

中學
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.
音樂

“我們的音樂從何而來，它如何講述我們的故事？”

低年級
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.

中學
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 低年級 and the 中學 perform in festivals in the spring.
西班牙文

“為什麼學習和理解另一種語言會帶來更大的包容性？”

低年級
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.

中學
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.
體育

“成為一名優秀的隊友對我的社區有何貢獻？”

低年級
在體育課上，學生們學習如何一起工作，相互支援，並推動自己獲得新的技能和健身水準。在學習如何玩許多不同的運動和協作遊戲的同時，學生有機會獲得溝通技巧，並學習成為一名優秀隊友意味著什麼。

中學
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.
設計與創新

“我怎樣才能把我的想法變成現實，讓世界變得更加公正？”

幼稚園
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.

一年級
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.

二年級
在 ChangeMaker 實驗室中創建的一些首批專案允許學生調查和反思自己的身份。二年級學生創建身份冠冕，以直觀地描繪他們作為人和學習者的身份的各個方面，而這些方面並不那麼明顯。學生們使用管道清潔劑，織物，記號筆，紙板和毛氈來創建符號來裝飾他們的皇冠。一旦他們的皇冠完成，他們就會分享他們的靈感和符號所代表的東西。

三年級
三年級學生探索工程和設計週期，特別是他們如何使用設計來支援使用者挑戰的解決方案。在年底，他們解決了鯊魚坦克（Shark Tank）啟發的挑戰，他們創建了一個原型設計，以解決他們面臨的挑戰，然後向他們的同學推銷解決這個問題的有效性。

四年級
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.

五年級
五年級學生將視覺，光和感知作為他們的科學單元之一。他們在ChangeMaker實驗室中構建針孔相機，以探索與眼睛相似和不同的結構，以捕捉和投射光線。在這個專案中，他們利用他們的協作和解決問題的技能來設計和建造工作針孔相機。

六年級
作為他們關於生命系統的科學單元的一部分，六年級學生在自動澆水的播種機中設計和培育幼苗。他們練習使用鑽頭和切箱刀等工具製作花盆，然後觀察植物如何隨著時間的推移而生長。

七年級
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.

八年級
八年級學生合作探索變數和熱力學，同時通過設計和測試溫室與氣候科學建立聯繫。他們選擇一個變數來改變設計，並注意到它如何影響溫室儲存或散熱的能力。