Elementary Band   (#5013020)

Version for Academic Year:

Course Standards

General Course Information and Notes

Version Description

Students who have varying levels of experience on a band instrument to explore high-quality beginning band music. They develop foundational instrumental techniques, skills, and music literacy. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) from an outside source.

General Notes

The course descriptions for Elementary Music Electives have been designed to accommodate the mixing of grade levels, experience, and abilities within the same ensemble. Music teachers for elementary music electives should select the most appropriate set of grade-specific benchmarks based on each student's experience, music literacy, and available instruction time. Once an elementary student has entered a course at a specific level of benchmarks, he or she should progress to the next set of grade-specific benchmarks in the sequence for purposes of assessment. If a student reaches the Grade 5 level prior to 5th grade, he or she may continue to participate in the ensemble; the teacher is responsible for designating an appropriate means of increasing the rigor for the student in each subsequent year.

Examples:
  • A 3rd grade student beginning in Elementary Band may receive instruction and be assessed according to the Grade 3 benchmarks.
  • A 2nd grade student who has taken violin lessons for several years and who is musically literate may receive instruction in Elementary Orchestra and be assessed according to the Grade 5 benchmarks, repeating use of these benchmarks with increased rigor in each subsequent year.
  • A 5th grader singing in Elementary Chorus for the first time may receive instruction and be assessed according to the Grade 3 benchmarks.
  • A 4th grader in Handbell Ensemble (Special Ensemble) for the first time may receive instruction and be assessed according to the Grade 3 benchmarks. The same student, in Orff Ensemble (Special Ensemble) for the second year, may receive instruction and be assessed according to the Grade 4 benchmarks.


English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf

General Information

Course Number: 5013020
Course Path:
Abbreviated Title: ELEM BAND
Course Length: Year (Y)
Course Status: Course Approved
Grade Level(s): K,1,2,3,4,5,PreK

Educator Certifications

One of these educator certification options is required to teach this course.

Student Resources

Vetted resources students can use to learn the concepts and skills in this course.

Original Student Tutorials

Physical Science Unit: Water Beach Vacation Lesson 17 Video:

This SaM-1 video provides the students with the optional "twist" for Lesson 17 and the Model Eliciting Activity (MEA) they have been working on in the Grade 3 Physical Science Unit: Water Beach Vacation. 

 

To see all the lessons in the unit please visit  http://www.cpalms.org/resources/physci.aspx.

Type: Original Student Tutorial

Physical Science Unit: Water Beach Vacation Lesson 14 Video:

This video introduces the students to a Model Eliciting Activity (MEA) and concepts related to conducting experiments so they can apply what they learned about the changes water undergoes when it changes state.  This MEA provides students with an opportunity to develop a procedure based on evidence for selecting the most effective cooler.

This SaM-1 video is to be used with lesson 14 in the Grade 3 Physical Science Unit: Water Beach Vacation. To see all the lessons in the unit please visit  http://www.cpalms.org/resources/physci.aspx.

Type: Original Student Tutorial

Lesson 23 Video: MEA Researching Sea Turtle Nesting Temperatures :

In this video Sam-1 introduces a Model Eliciting Activity (MEA) challenge. Students will take their prior experiences from the properties unit and apply their knowledge of investigating sea turtle nesting temperatures.  

Students will develop a hypothesis, design an experiment, and support their reasoning to determine how to best study different methods for cooling sea turtle nesting areas.

Type: Original Student Tutorial

Lesson 22 Video: MEA Animal Meal Planning Part 2:

In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA). In the optional twist, students will need to modify their original diet for a senior chimpanzee. The first video provided meal planning information to add to the knowledge students gained throughout the unit to start the challenge.

 

Type: Original Student Tutorial

Lesson 22 Video: MEA Animal Meal Planning:

In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides meal planning information to add to the knowledge students gained throughout the unit. Students will be asked to develop a varied diet for a chimpanzee at the CPALMS Rehabilitation and Conservation Center based on the color, shape, texture, and hardness of the food.

In the optional twist, students will need to modify their original diet for a senior chimpanzee. The optional twist also has a SaM-1 video to introduce the twist challenge.

Type: Original Student Tutorial

Lesson 21 Video: MEA Entertaining Animals Part 2:

In this video, SaM-1 introduces a part 2 twist to the  Model Eliciting Activity (MEA) challenge. In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. This first video provides background information on why and how animals need to be entertained. 

Type: Original Student Tutorial

Lesson 21 Video: MEA Entertaining Animals:

In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides background information on why and how animals need to be entertained. Students will have the opportunity to apply what they learned about physical properties and measuring linear lengths as they are asked to design a prototype toy for Florida panthers housed at the CPALMS Rehabilitation and Conservation Center. 

In the optional twist, students will need to design a prototype toy suitable for a Florida panther with an injured leg. The optional twist also has a SaM-1 video to introduce the twist challenge.

 

 

Type: Original Student Tutorial

Lesson 20 Video MEA Animal Habitats Part 2:

In this video, SaM-1 introduces a part 2 twist to the Model Eliciting Activity (MEA) challenge.  In the first video, students were asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. In this twist, students will need to modify their design to accommodate a senior elephant or gorilla. 

Type: Original Student Tutorial

Lesson 20 Video: MEA Animal Habitats:

In this video, SaM-1 introduces a Model Eliciting Activity (MEA) challenge for the students. This video provides habitat information to help the students use the knowledge they gained throughout the unit. Students are asked to design a habitat for an elephant or gorilla that will be housed at the CPALMS Rehabilitation and Conservation Center. Students will need to describe the physical properties (color, shape, texture, hardness) of the features they selected for the habitat while explaining the rationale behind their design choices.

In the optional twist, students will need to modify their design to accommodate a senior elephant or gorilla. The optional twist also has a SaM-1 video to introduce the twist challenge.

 

Type: Original Student Tutorial

Lesson 17 Video: Sea Turtle Expert Interview :

In this SaM-1 video, students will use their listening and writing skills to watch a video to learn about the affects temperature has on sea turtles' nests, preparing them for an investigation in subsequent lessons within the unit.  

Type: Original Student Tutorial

Lesson 15 Video: Observing Sea Turtles:

In this SaM-1 video, students will use their listening and writing skills to learn about sea turtles, preparing them for subsequent lessons in the unit.

Type: Original Student Tutorial

What's the Matter in the Galaxy?:

Learn to identify components within a galaxy such as gas, dust, stars and objects that orbit stars with this interactive tutorial.

Type: Original Student Tutorial

Marvelous Solid Mixtures: Let’s Sort them Out!:

Learn and demonstrate that mixtures of solids can be separated by observable properties in this interactive tutorial.

Type: Original Student Tutorial

Student Center Activity

Edcite: ELA Reading Grade 4-5:

Students can practice answering reading comprehension questions with a text about online learning. With an account, students can save their work and send it to their teacher when complete.

Type: Student Center Activity

Parent Resources

Vetted resources caregivers can use to help students learn the concepts and skills in this course.