Palauan Studies
CURRICULUM FRAMEWORK
PALAU PUBLIC SCHOOLS
D e v e l o p e d by
The Palauan Studies Framework
Development Committee
1 9 8 8 - 1 9 9 2

P.ALAUAN STUDIES
FIRST GRADE

711,.
P ~ I ~ ~
M iIi Ili L
s f r y o f E ~ i l , c n i i a i ~
is iildcbtcd lo M o s n - A k i N.
E i i ~ ~ s i o d ~ l ,
director
for tile B l i r e n ~ ~
ofClirriclilliiil nlrd Progrnnl D c z ~ e l o p r i ~ e ~ z f ,
zi~llo
ptouiiied tlle inspirir-
ticill 011~1
i?:cni~sfor
crcr7tit18 tllrfirsf S C L o f C ~ i r r i c ~ l l l i r i ~
Frflil1~7uorks,hr
Prili21i P ~ i b l i c
Scilools. Fronl their iircepfic~il,
his uisiotlfor tilesefrn)ilezoorks ns n critical tool iil f h c
process o f c l l r r i c l ~ l l i m
rene7oal ~ 7 1 1 l f
irilproueriletzt /fils beell t h e d r i o i ~ l g f o r c e f o r
their
lllfi~lrirte
conlplefion. We nre g n z f e f ~ r l f o r
his ~~tzzuauering
conlinitment tozclnrd the
rdricci tiorrill ~ ~ t i u n n c e n r e ~
n il t
~ d f i r t u r e
dreanls ( f o u r children.
'Ihe development of the Pizlallnn Studies C l ~ r r i c l ~ / r ~ r l l
Frirnlf7ii,ork was
parhally funded by the Chapter I1 program.
The opinions expressed in tliis fra~nework
clo not necessarily reflect
the position or policies of the Unitedstates Department of Educntiorl,
;ind no official endorsement by the D O E s l i o ~ ~ l d
be infc.rred.
-l?us frametvork was developed by tiic! Burrau of Curriculum and
I'rogr;lm D e ~ ~ e l o p n ~ e n t ,
Ministry of Education, R e p ~ t b l i c
of 1'al;lu.

foreword
Curriculum reneaval and ~mpros~ement
is an ongolng process. For many years now, ~t
has been very clear that the Mln~stry
of Educat~on's improvement efforts woclld be
greatly fac~litated
i f frameworks for all our content areas could be completed T h ~ s
L I I I ~ C ~ I
t'111i t ~ \\ k
1- 11ut CI ~n-1~111
c)nc S i n ~ ct l~ t ,
h11111\\tr~
' 5 ~ I I I ~ I ' I ~ I C > I I
111 1966 of i t \\ Fi\\ e 1
L,LII
Improvement Plan, the dialogue and work to detail, refine, revlew, and reach consen-
sus on what knowledge IS most important to teach for each dlsc~pllnc
for twelve years
of schooling has been foremost In the avorL and t l ~ o u g l ~ t s
of the Ministry's personnel
These important maps, our frametvorks, need to take Palau's students into the next
century with strong foundations and skills to deal avith the community and world
around them!This framework is one of seven completed core frameworks xvhich when
~ ~ n p l e m e n t e d
~
v i l l
help everyone involved with education in Palau to be much clearer
on our task, mission, and prescribed progranl for each student. We believe that our
fra~neworks
are finally re'idy to help us chart a course to ~ I C I I I ~
improvements in terms
of our instructional program, st;iff development, materi;ils development, and maicrials
adoption for tlie ncxt sever,~l
years, and azfe are extremely excited.
Of course, it is in the imp:erneniation of our frarne~vorks
that we will be able to see the
real strcngth of our commitments and ide'ls. But, if the development process for the
frameworks and the many people who gave of thernselves often beyond what they
thought possible is any indication, Lve are confident that these next few years for
education in Palau will be bright and will bring about many significant improvements.
!The teaching of I'alauan Studiesand the things outlined in this frameworkbrings usone
step closer to ensuring that our students ~ v i l l
be able to return to their communities
appreciating, promoting, preserving, and m'3intaining our rich cultural heritagei'our
current system of education was basically imposed upon us. I t 11'1s taken us some time
to understand the system so that we could proceed with confidence to knolv what is
worth keeping, and also what must be changed if our schools are to operate in the best
interest of our nation and future.

Recently, quite a n u m b e r of u s have undertakena massive campaign to reviseand make
more relevant w h a t w e teach in o u r schools. Mandating the teaching of o u r language
a n d cultural heritage in o u r schools is viewed by many of us in the education
community a n d community-at-large as a step in tile right direction.
Hut unlike otllcr curric~llum
coiltcnt areas, there is no place bvlicre bve can sinlply order
the instructional materials to support the tcaching of our langilage a n d culture. This
Palnuan Studies effort tvill require inter-isive materials devc:lop~nent activities,patience,
a n d quite a bit of work. We seek your continuing support in this effort, a n d would like
to express o u r d e e p appreciation to all those individuals w h o contributed to the
development of this particular curriculum framework. Its significance will be brought
o u t when we can finally with confiderlce return our students back to their c o ~ n m u n i t i e s
able to effectively communicate ~ I I
harmony with their eiders.
Masa-Aki N. Emesiochl
Director
Bureau of Curriculum Rr I'rogram Developmerlt
Palau Ministry of Education

CHAPTER 1
Rationale for the Teaching of Palauan Studies
Traditionally, the learning of the languages a n d cultures of Palau Lvas not accomplished
in a formal school setting, but by participating actively a s a member of the family, clan,
and society. The customs, history, and values of Palau were passed on through
everyday practice. Today, i'alauan language remains the dominant language of our
homes, a n d Palauan culture continues to dominate eve? aspect of our lives, but
because of the many changes that have taken place in our ~ v o r k
and leisure lives, there
exists a n e w need for the schools to assist in the matter of cultural education. Palauan
Studies needs to be taught a n d learned for a number of reasons.
Foster awareness a d knowledge of Paln~r,
the rest
of t h e world, and the role of Palall in the zvorld
and
Prepare students as responsible c i t i z e ~ l s
of Pnlciz~
As w e a d a p t and adopt new practices, values, and approaches from other place. and
other cultures, the richness and \\ubtletses of our oi\\ n language and culture are being
threatened It 1s a fact that culture 1s not s t a t ~ c
and IS el er changlng H o n e \\ e r , a.
Palauans w h o are proud of our language, heritage, and tradihonal ways, n e believe
that all o u r students must be first firmly rooted in the h~stories,
cultures, and language<
of the people of Palau first so that they can be rooted In health) .elf-~dent~t~es,
a n d a
Palauan world viewwhsch allows them to makeLvise d e c ~ s ~ o n s
for Palau's future With
a flrm foundation in our languagrs and cultural values, the Important job to prekerl e,
maintain, and promote Palau and Palauan ~ v a v s
M 111 be poisible to carn7
out
Knowledge about our h~story
and h~>tc)r~cal
e l ent. affords us the u p p o r t u n ~ t ~
to learn
from i t With a solid understanding of\\\\ h e r e ~ v e
ha1 e been, hat hai been tried alreadv
w h a t was successfu!, and what \\\\as not, our students will ha1 e a greater opportunltl
to learn from the past In an effort to c a n e out a better future
Plzlau Ministry of Education / Przlmunn Sturiies Cum'cliluln Fril~neil,ork

Instill i n sfzldents the valrre of Pnlnzran idenf ity and rlnity
Our educational program :vould be seriously faulty if it did not seek to promote and
develop the self-pride and self-esteem of our students. As Palauans and people living
in Palau, they have inherited a rich, intricate, and beautiful legacy of culture. If we want
our young people to becorn? initiators, problem solvers, and architects of a better way
of life, they will need to be kno>vledgeable, confident, and prcud about who they are
and where they come from.
Throughout our communities there is the real concern by our elders that the schools are
sending back to communities and villages graduates who behave like strangers to their
olvn language and experience. Currently, the school texts and materials are dominated
by the English language, 'ti'estern tvays, values, beliefs, and life styles. Our students
cannot be considered "well-educated" if most of them fumble to show respect, or
behave uncomfortably when engaged in a conversation with a community elder.
Our desire is to have students who have the ability to retain and promote our traditional
values,such as cooperation,respect for elders, the importance of not abusing or wasting
our natural resources, etc., and our homes and schools will need to join forces and work
together to ensure that these values are learned by the students.
Invariably,Palauans travel, and eagerly seek to learn from other cultures and countries.
In order to prepare o u r students to truly participate as effective global citizens, they will
need to be able not only to respect the people of other languages and value systems, but
share themselves and be successful in educating, informing, and communicating to the
outside world about Palau and Palauan ways.
Provide s t ~ i d e n t s
zvith basic language skills
LVithout language, there is no thought. Only with strong, welldeveloped language
skills-listening,
speaking., writing, and reading-~vill students be vvell-prepxed to
participate in the world around them. For the vast majority of cur students, Palauan is
P n l n u kfinistry of GIucntion / Palauan Stlldies Curricrllu?n F r n ~ n e ~ u o r k

their first language. But, because English reading materials, televiiion, a n 3 \\.ideas a r e
a major force in toda\\.'s Palau, strong inci>riti\\.-t.s
at school or in the ccmmunlty for
students to be highly skilled in the r;.aillr~s and :~,riting of Palauan are hardly
nonexistent. A conseijuence of this shift ti) Eaziish is that some of the >ubtle beauty of
o u r traditional \\va>-s of communicating art. r;l>t i ' e ~ n g
learned, practicecl, and \\.slued by
toda).'s generation. Eiiectivr communicatiiir rc';iuires znough kncsi\\.ledgri. \\ ocabulary,
practice, and skills to express oneself cle;i.l\\ arid confidently for a \\.arlet\\ c.f situations
and a variety of aucli?nces. Most of o u r graduaii.> are unable now to di3 this in Palauan.
Speakers of Pc>lauan
language ha\\fe a unique ,.\\a>-
of describing thing';, tellins stories, and
communicating our points of \\.iew. KO\\\\-,
tclo \\)f:sn in ciur everyda)- con\\-ersttion, .ive are
forced to mix many foreign borro\\vecl \\vorc!- ;inL.; phra>es intdour disiui~icjr:~.
Embarrass-
ingly too <)iten,
x1.e >truggle to remember the T'~;.iuan \\-ocabulan. or ~-711raJt'l-
that i~!n\\-ey
the w m e meaning. :llso, often\\\\-? u n i n t e ~ t ! c > ~ d ! ! ~ .
>hi)\\\\ our disrespect to cur ii ~ m n u n i t y
elders and leaders bt'icjuse \\ve are himpi! ;?.,r \\\\ t.lI-~:er~ed
in h o i i 1r.g
hat i i the
appropri'tte thing to do or say.
The real~tv
I S thdt thobe itudent- who are ~ b l ?
t~ g r a d m t e from our chi)^)^ >J stem \\\\ ith
strong Iiterac\\ i k ~ l l i
In at leait Palauan and Engli>h 1~111 be the be-t pi-.'pared to be
5ucceiifuI in toclav's Palnu, econom), arid ji>b market
A l w , th? tie\\ elopmer~t
of reading and
-
\\\\ rl tin: - -,ill. in one - firit 1angu;i~ri
1
L.ni~\\\\ n tu be
clefin~tcx
ad\\ antage tor learnlng to read anil \\\\rite in qubiequent language- Th~h
means
tli,jt o u r s t ~ ~ c l e n t i
xvho can c o n f ~ d e n t l ~
and cc>mpetentl\\ compose, think r a d and speak
In P,~lauan
or Soniorille~i.
should proceed mar? ? a a l \\ in their abilih to learn to he l~terate
In l'rigllili Japanese, Spanish, o r anv other l a n ~ u a g ?
O u r htudents and ii\\ciety need a n educational program that i i r e l e ~
ant The a b i l l t ~
to
cornmunlcate effectix el) to one's own ~ e o r l t .
about c > n e ' ~
own realit\\ I - a b a ~ i c
need
T h r aggreisi\\ e and thoughtful teachlne ot Yalauan language and cultilre ~ h o u l d
help
to f l i l an 1mport;int g a p \\\\ hich c u r r e n t l ~
ex1-t. itithin the curriculum
Pnlizu M i n i s t y o f E r l u c n t i o n 1 Pnlnunn S t u t i ! e s Curricululn Frnrnezuork

CHAPTER 2
The Goals and Objectives
of the Palauan Studies Curriculum
T h e Goals a n d O u t c o m e s of the I ' i l l n l r i ~ t l S f l r ~ l i c ~ s
Clrl v i r i t l l r t i l
a r e to D e v e l o p Students W h o ...
J
MAJOR ATTITUDES
*
A p ~ x c u ~ t v ,
rt'\\pm t, 2nd \\ , i l t i t x the iiific~ri~ncci
arid s i r n ~ l n i i t ~ i ~ ~
betti ~ Y I I
I'cil,l~~;ln
,111d otlit~r
l.ingu'lgt'5, and het\\vt~cr: tilt, pcoplt, of I ' i ~ l d ~r i
i ~ ~ i i
ti105t' of o t l l e ~
cult~1ri35
F~rici dir-cction a n d dc>eperling ~ i l i ~ ~ i r e n i >
of s s
tl-i~~riis~~l\\.cs
tllrc~ugh 11e;rririg arlct
~ i ' ~ i ~ i
i i
1 i
1 ~
1p s
or t c i i ~ t I ' c ~ l L i t ~ c l
"c ~Ii
L i > - ~ i - ' ' ( I ~ ' S ~ I I L ~ > , 5t01 i(\\s, ~ O I I ~ ~
i I ?
I ' I ,II ~> ,
1.~11 I L ) I I \\
xvritings, speeches, etc.) th,it aildress important PLlln~~,in
\\rcllucs arid issi~es.
Find sntisf;iction a n d deeprnini; scnse of priiii, a n d self-\\.i~c~~-tli
a s they tvritc, 'lnd fcel
confident in their own abilities to compose, express their feelings and opinions, c ~ ~ i d
take on the crcative role of "al~tllor."
Feei cniifitit.rlt anci e~lger-
to prohle~n
solve a n d sech out ni'i\\, icic<ls
,and iiitor iri~ltior~
l > e i , ~ ~ s
of i ~
tlii.ir compctencies ivith v,lrious I',iiail;in i n f o r ~ n ~ ~ t i o n
res(3Lirci.i.

CULTURAL KNOWLEDGE AND SKILLS
A. Value and Things of Value
Valucs, tlliirgs unllied, pnst aird prese~rt
1.
Demonstrate knobvlectge of the fiue~lty most important values of
Palauan culture.
2. Identify and discuss the skills, knowledge, and things that have been
traditionally of great v'llue to I'alcluans.
3.
Apply their knowledge of Palauan values to problem solving and
predicting positive outcomes to conflicts.
4. Consider and evaluate traditioncll val~les
wit11 newer values that are
being introduced into the culture.
B. Beliefs and Spiritual Rituals
5. Discuss and describe some of the traditional beliefs of Palau.
6. Identify and discuss various beliefs held by various communities
within Palau.
7.
List and discuss the ways magic is commonly used.
C. Social Relationships, Roles, a n d Responsibilities
Accon~ltability
8. Demonstrate knowledge of names used to describe various relation-
ships.
9.
Discuss and describe the nature of traditional roles, responsibilities,
and relationships between members within a family.
10. Discuss and describe the nature of traditional roles, responsibilities,
and relationships among members of the same clan.
11. Discuss and describe Palanan adoption customs.

12. Discuss arid dt,scribt. thc n'iture of tr;tditional relationships anions
fric~rids
of the s a n e gender.
13. L l i s c i ~ ~
a s
n d dcscr-ibe tlir 11;1ti11-t> of tr,~iiitional
re1;itiorlships bctci i,cxn
1i1,1les clriii fr~~ii~ilc.;
t i l r o u g h ~ ) ~ ~ t
tl-io \\.,lric;ui st;iges of lift,.
15
IIiscil\\s c l ~ t d
d c ~ ~ c r i t ~ i
thi. ~
ii,lturc of rel~ltioriships aniont; cr,rt,l~r~
\\.ili,lges 1vi:h c > t l ~ t . r i , LC>.,
trclditiorinl ctlli,lnc.es, rivalries, ctc.
16
Corrip,lre a n d cor-itrast the relat~onililpi
hetw~ecn
tht. rleix I',il;iu;r~l
g ~ \\ ~ t . r n r n i > n t
5~
iten1 anci the trCid~troncll
51 stc111 of go\\rt,rn,tnce
D. C u s t o ~ n s
a n d Practices
IS. Iliscusi ;irlci dcscribc the c u s t o r ~ ~ s
'ind prilctices traditior~,llly
c;lr I-iid
out ,lt \\r,iriou.- stages tllroirgIio\\~t
thc lifc cycle, i.c., conception, i ~ i r t l ~ ,
' l 1 1 ~ l clec1tl1.
1 . Disct~hs
a n d iii,scrihi, ti-ic tr,lciition;tl pr,ictices for iil;irr!,irlg, cClrr\\.ir-iji
out rr-i,irri;ig~~
ol~li~:,rtions,
<lrnd ili\\.srcc.
21. Lliscu~s
tht. c i ~ s t o m s
associated ~vitli
sclccting and n,irning chivfs.
22. D e ~ n ~ i n s t r ~ l t e
Lno~vledgc ;il~out
h o ~ v
foocl . ~ z ~ ~ i s
traditiorl~ily prc,-
servcd, prep'ired, a n d st,rvcil.
2.5. L l i s c ~ ~ s
a sn d dtlscrihc wli,jt tr;ldition;llly took place at the lmi
26. Identify a n d discuss thr v a r i o ~ ~ s
tr;lditiorial I,~xvs th,lt governed
cornrnunity life 'lnd what Ivas d o n e when one was foiind to be in
violation.

E.
History
Origilt, ,~ligrntio,l,foreigl~ers,
illnjor eucills, ~ n n j o rC JI L ~ T Z ~ C S ,
P n l n l r a ~ t
'firsts"
27. Demonstrate knowledge of the origin of Palnu according to legend.
28. N a m e ;l11~1
L ~ ~ S C L I S S
the iilajor factors that shapeii thc c u r r c n t popli1~1-
tion rnix.
2
Trace tl-ie course of h o w family life has c l ~ ~ l l ~ g e t i
ovcr the past fifty
years.
30. Trace the course of 11o;v lvork life has c l ~ a n g e d
oIrer the past fifty
years.
31. Discuss and e x p l a ~ n
the migration of Palauans to a n d from Palau over
the last fifty years.
32. Discuss and explain the impact that the imrnigratiorl of outsiders to
I'alau has had 011 Palau's culture, economy, arld social structure
33. N a m e a n d discuss various individuals w h o made major contribu-
tions to the quality of life in I'alau.
34. N a m e a n d discuss the major events that shaped the current system of
governance.
F.
Geography
35. Demo~istrate
k~loluledge
about tl-ie geograplly of t h c ~ ro w n villages
36
Demonstrate kno\\vledge about the traditional villages of Palau.
37. N a m e a n d describe the rnajor land masses, bodies of water, a n d
concentrations of natural resources of Palall
C . C r a f t s a11d Artistic Expression
--
-
-

-
-

-
-.
-
~
p
-
p
p
p
p

3s.
L ) c ~ ~ i > o ~ ~t s
l ~tc~' - ~ t c
<ll>ility
to L \\ ~ ( > , I \\
a .I~I L I I I I ~ ~ ( > ~
of t1 - ~ 1 ( i i l i ~ ~ 1 1 ~ 1 1
it(?~ns.
39.
I1ernonstr;ite Ill(, ,ibility to C C I I - V ~
;I 111lrnt)er
of tr,iti~t~or?,ll
itrJr~ls.

4 0
Llemoinstratt ability to make trad~tioiinl
at::re, jc>\\.:elr>.,
and , :her decor:-
t11.e items.
41.
Llemonstrate ability to make ar-,! u i c a I.,'.~III~>cF of eiic17: 31 toclls an;
e ( ~ u i ~ ? n ~r e r
l ~
e t
~ . ~ ~ n
to t
g
a : - d c n i ~ ? ~ .
i14-ii:lg. ;l:iii c$-iokii~:;
-17.
Ilt.i~non.;tr,~te
expertibc ' ~ t peric~\\rmii~g :
ariet). ot irclci::.. nnl 2,inct.c
songs, and chants.
KNOWLEDGE AND SKILLS FOR PALAUAN LANGUAGE
H
Listening
. .
44. Ha1.e numerous opport~1nitw5
to l15te11 to qualit\\. 5:. i i t ' ~ ,
yon$;
cliants, p o c ~ n s ,
d r a i ~ n ~ ~
~ s
p ,
e e i i i~~L ~
I
,
L
~ L ~ ,
t;ip~'i,
I-C'>~;~I::<:
c ~ c . ,
;;!~ii'
are higln!y ir-iteresting a r ~ i l
reii,\\ ant t ~ )
r:?e111..
45. I l a \\ e Inumerous opport~initii>-
to !lea: I',il;i).la:n pr,i;:.:,d,
s r o k e r
and read aloud b). t h m , their iiassmztes, tineir t e , i c i ~ t ' r ~ .
:<nd 13\\ i)t!nc>r
experts.
46 Think about w11,1t the': I?t,ai and 11s:en xvcll ~.I?~LI$!:
to identifx
discuss, and summarize kel- eli,rnentc, i.e., tlnc d i i e i t i i ~ ~ -
the t!?erne
Innin idea, seque~nct.
o i e\\,ent- thc~
spe;'rterfs or rti,jdt.r'- motil-atior.
plot, wtting, III~I~IIc I ~ a i - ~ ? ~ :: t! tI ~
~ ~ i; ~
- ~ ,I:
L
L ! : . ~ L i t i ~ ~ : ~ s
ii)rrn ,L -. ., of \\\\,!nat ::
rcaii or spoken to t!?em.
-17. Dibcrirninate i.ffi.iti\\.i.l? i~i,t\\\\
L,L>IT, ~ L , I : ; L , L ~ I - ~ ~
\\. ~
hi, i ;1 1 : - ~ . ~ i . 1
aiiii ?fieL-
tive reader, storyteller, sprech n~;lki,r,
ii>n\\.er>a
tioi1;iiis: :nd sc.n~t.nn:
w h o is not.
48. Disiuss and dcmonstr,jte hi>\\: n iourtr.~>iis
2itdic.i;~~
k;-:-ia\\.ei
I. Speaking a n d Reciting
.-
-.
50. Ha\\.e many opportunit~cs
t c ~
'be ?ng;igt>d in discilsiL.~: >bout thin:;--
that are irnport'lnt to t1ne111, :i:at the\\. are esperici?c~:?$ fieeiii7$, ar:
about bvhich the!- art. rt.adir1,~
and i:iidying

51. Express tl-iemselves 111 speech with clarity and prccision for inany
~~r:7cficol
situations, i e.,
asking questions, giving directions, partici-
pdting in everyday ~~~i-iversations,
sharing their feelings and experi-
ei-ces, participatirns in meetiings, giving specchi,s, ctc.
53. Express tl-iernselves in speech with clarity and precision f u r rnany
cric?tizlc and rccrcili:. :1!1l sitiiations, i . ~ . ,
telling jokcs, storytelling,
reciting poems, s112:.11~
scongs, playing gan1c5, pwsc'ntinl; skits or
d r ~ m a s ,
ctc.
33. Express tl~emselves
::I speech cvitl~
clarity and prccision for many
iii.~denric situations, : 2.,
participating in small or lLlrge group class
tiiscussions, sharing lnformation with classniates, brainstorming,
giving different reFcrts, delic3ting questions, d r ~ r n n t i c
]readings, etc.
51. Confidently read a!cud cl-iorally and individually various ~ v o r k s
(lckters, stories, poems, neIvspaper articles, OLVII compositions) with
effective use of voice, volume, pace, tone, intonation, pronunciation,
gesture, facial expressions, etc.
- -
?>.
Capably retell s t o r ~ e s
:n thelr o w n words.
56. Sensitively and respe;tfully disagree with another's point of view in
discussions.
57. Discuss and demons:rate h o ~ v
effective speakers must modify what
they are saying or reading aloud in order to be effective and sensitive
to their audiences.
53. Czpably use body n:;.ven-ients, skits, a n d dramatizations to convey
meaning.
39. Persuasively present a speech or a n argument, and orally sway the
attitude of an audience of their peers a n d teachers.
J. Viewing, Reading, and Literature
50. Have many opportunities to view a n d read a large variety of well-
~vritten
stories, boo!^, plays, pamphlets, articles, posters, charts,
diagrams, printed m-.tcrials, etc., which are highly interesting and
lvt.11-ill~~strated.
1 . 1-iave numerous o p ~ o r t ~ ~ n i t i e
to s
read their thoughts, thPir stories,
,ind a b o ~ l t
tl-ieir o\\vn reality.
I'nlnlr Miiristry of Erii~cntioil / Pn/arrnrr Strrdies C I I T ~ ~ C I I
F ~
r nIi I
~ If I
e I
z i ~ o r k

62. Indepe:~dently selcc: and rec?< ;- , ~ r i o ~ i c
matrr:ils f r i T i i 1 z, !!brary ior
both ~~!iclsllrar
n d ~
~
t~ n "
r i ; ~ ~
~ ! n .t' ! ~
~ t . ~
~
~

63. Independently seiec: and read \\,arious m a t ~ r . 2 1i ~
r i i n ~'3 Iibrar!- :or
clcadi.r)l:;
purposes.
64. Read \\\\-ith cor~iidt
r1;e
\\.a:~ou- r.rl~c.fiia.'
itrrl:.:- :s rt)i:teLi :L> suictsi-
fully czrrying o u t \\ ~ r i o ~ i
e\\ ~
srvda)- acti\\ .:.:;,
c3
, !;.':-?Is, s i ~ z i
charts, yosters,lists, i r _ i t r u c t l ~ ) ~ , : l o t e s ,
memos,!: rtcri, r c c i p - , p r e ~ i r : p -
tions, re~eipts,
bills ( ~ f
;.ale. ior~:-,i and aprlicati4>rr,
job ir-ir~~~::nce~l~t~:\\:i,
.
.
newspaper and nli.-:zi~~e
art!cit.s, la\\<.:, leg:i~:t~or-i,
?ti
t!-.;
:n,?ir~
1'2ilal; n- ::n ~ I - A I - 1L
; L
65. Analyze and find -.\\ .:i
e ~ ~ r .
- 2
' 1
5 , thi.me,
sequence of c\\.cn!i, z n d cause 2nd efft,it re1~:..711ill:~c;.
r:$t, set!:::$,
characterization. pL).nts
c'ii it.\\^+.. cltc., ir: \\vh,-.: ::it>- rt>,lLl
66. Proficiently read ~ll::itrat:on> -\\.inboli, g r a r l , may.;, i i - l r t s , post-
ers, diagrams, an,! ,::icr I. !-I:
Li~spl;i\\-s.
67. Dt,rno~-strate
tail-,~!:.~:it>-
::-,d L:-.o\\t,lcLi$e
aF,--.: ~ I ; : : > I ~ I : ~ : - . I
I'L~iL:.-.;~l
a n d I'acific liegiori children's :;ltt.rruediate. 2nd adult liic.rar\\. cias-
sics, tl?.t.~r
autl~nr. ir .j t11.i. pt'r.L.;i and ;13ndi::;x i r ~1. h!ii- tl-ip\\ 1.. ?re
writter-
K. C o n ~ p o s i n ga n d Writing
-
--
-
69. I-Ia1.t. !:-,in). oppor:..:- ~ t i tt .i, ~
:.
. :::t, ' ~ l ~ o ~ t
tkiir.L:- t11,ii art. ir:-pc~rt~:lt
t i )
them :hat t i - i t ' ~ . a;t>
;
i p c : : p : ~ ; : - , ft'el~::~,
ar.2 3t~3;:: 11 !-..:':I t17v\\. :re
readins and s t u d i !:-.g.
- /O. Use various literar! ..vorks ~ , i - . ~
forms as mo2:1s, and c o n p o i e ti;eir
oivn t~rsions
of tiit:-* tvr!ting-
-
/I. Profli!t~ntly
crezrc ii. ~ s t r
dtloi-.i timelirles, g r z ~ h s ,
i i - ~ ~ i p i ,
charti. .i:ld
diagr,irns to coni.ni.::=icatt. ;ht'.r ideas
-
/ 2 . Express t l ~ c r n s e l ~ ~ . e
ns

\\\\-r;tii-r \\\\.it11 clarit). ilr A preciii~): for II~?.:I).
ncndt7ri::c
situations, : i?., reSpoc>?s to q ~ ~ e s t i o n i .
writing stories, notes,
reports. poems, s k i r i , pla\\.s. -.:rnrl~aries, b x k r ~ i~
\\ .t '1.
>
.'; essai's, re-
,
search papers, ouilices, io:lrrT:: t,ntrie<, lab :<?oi-ts. trip -:lrnrn;i:!es,
technical reports. et:.
P a l a ~ i
M i t t i s t r y of Edtic~7tt011
I Palazi~711
Stll[lzc> C I ~ ~ T ~ C I
F r L
a ~
~ i Iz O
r ; ~
~ I
nrk

- ,
I . . Write with clarify and confidence about their feelings, points of v i e ~ v ,
and percepticns of everyday occurrences znd the \\vorld around thcrr-i
for many per:01:.7j and crciiiue situations, e . s . , diaries, lettcrs, poems,
sonss, stories, skits, dramas, etc.
74 Competently coinposer;r.rztic~~l
everj~day
ire:ns used to c o ~ n r n u r i i c ~ ~ t e
ideas, i.e., la-el.,
signs, lists, instructioi-.s, notes, memos, ietters,
recipes, prescriptions, receipts, bills of salt., i o r ~ ~ i s
and applications,
sharing of their is-lings and everyday e x ~ e r i e n c e s ,
recording meet-
ings, etc.
75. Demonstrate ski:: and familiarity with 211 phases of the ivriting
process (pre-svritirg, c!ii.fting, revising, and final editing), and use
feedbackon their writings so that they en? up clear, interesting, a n d
ivell-written com?ositions.
76. Discuss and dexonstrate familiarity wikh writing using various
formats, i.e., short stories, fiction, nonfiction, poetry, novels, diaries,
journal entries, auiobiographies and b i o g r z ~ h i e s ,
essays, narratives,
expository writings, dramas, corr.edies, trzgedies, etc.
77. Effectively use their writing skills to help them improve the condi-
tions around t h e n .
L. Critical T h i n k i n g
78. Think about \\\\-ha: they hear and read, and respond to these ideas with
integrated writins, speaking and listening zctivities.
79 Think with increzsing complexity (i.e., recall, sequence, summarize,
group, delete, compare a n d contrast, predict, elaborate, expand
gpon, infer, apply, evaluate, etc.).
80. Distinguish behveen fact and opinion in wha t h e y read, view, and hear.
81. Analyze stories for deeper meaning, and understand inferences.
82. Interpret and dis;;lss ~vit'n
ease the relevancy of what they read in
terms of their untsrstanding, feelings, valces, and experiences.

83. Make predictions and judgemerits about w h a t they read, hear, and
view, and justify their conclusions.
83
C o n s ~ d e r
what they read and hear ~n terms of the human, e t l ~ ~ c a l ,
and
cultural values that they rcflect ,>rid promotcl
85. Recognizt propaganda tcchniqurs in \\\\-hat they rcc?d,
\\~it,tv,
and hear.
86. Sliare their awareness of ~ ' a r i o u s
aesthetic values, i.e., ~vriting
style,
xvit, ~ i s c
of imagery by the authors that thev s t ~ ~ d y .
87. I'roficiently diagram their ideas as ,3n effective \\vay of organizing
i n f ~ r r n ~ l t i o n .
88. Confidently usc \\.arious l,\\ngu,i:;e and i n f o r n ~ ~ t i o n
resources (li-
brary, MARC,
National hI~~.;eun-i,
and other collections and reposito-
ries) to in\\,estigate questions arid get answers.
1 . Elfcctively participate in all p l ~ a s ~ s
of
group pr-oblem-sol\\ring, i.e.,
problem identification, b r , i i ~ - i q t o r ~ ~ ~
i ri n
~ g
f ,
o r~ l - i a t i o ~ ~
rctrie~rnl,
s y n t l ~ c -
sizing i n f o r r ~ ~ a t i o n ,
proposing ,I course of action for I-t.so1ution 01 tl-itx
problem, plan ~r-ioilificatio~~,
e\\.,ll~1~3tioil
of solution.
I . C<ipatlly discuss h o ~ v
tr;igt~iiy,
iron!, simiic, metaphor, ii-i~agc.,
sy11-i-
holism, Ihurnor, etc., is t~myloyed
in ttrritings.
M. Vocabulary Llevelop~rient
91
H a l e 5trong e n o i ~ g l i i ~ ~ ~ b ~ l l ~
2nd i r y
l;lngllay;c, s k ~ l l s
so
to read
I)'llL>l1<l1l
I < l l l g ~ l < l p ~
I?(,\\\\ Lp<lpCI
'. 171 O t l L l ~ 1 l t 1 \\ ~
93. Discuss ho\\v kr-iotvlcdge o f the origin of \\\\'(7rds, root i ~ ~ o r i i s ,
alld
prefixtls CAII help 111 ilniic~bt~indii\\g
tlic, rnczlnlnt; of a Ivord.
'14. C'omp1t.tt cre,~ti\\.e
lvritlng ,issig~lrl-rcnti
t . n ~ p l o y i r ~ g
\\.oc,~l>~~l;r1-~,
,iriii
concepts t,i~ight
to t h e ~ n
tl-om tltc \\.ar-ious core coritrnt ~ l r t ~ i(is
e.,
Science, Math, Social S t u d ~ t ~ i
H ,
~ ~ ~ i l t l t ,
1'~il~u~ir-i
Studies, Englisll Lc3ri-
guage Arts).
I1nlillc M i l l i s t r y of Edr~cntioiz
1 Pnlnllrril Strrriics Cllrriclrllrrir Frrrlizrzuork

N. Structure and History of the Language
95. Recognize common sounds and patterns of I'alauan
96. Demonstrate familiarity wit11 Palauan grammar, grammar refer-
ences, and style books.
97. Identify and discuss various c o n v e ~ ~ t i o n
os
f writing-purictuation,
c-clpitalization,
and spelling.
99. Discuss and identify various dialects and slang.
100. Demonstrate familiarity with the history of Palau's languages, the
current status of Palauan languages in the world, current issues that
surround the orthographies, a n d literacy.
101. Identify and discuss some of the similarities and differences between
I'alauan and other languages of the Region.
102. Recognize places where there are sizable communities of Palauans.
103. Discuss how languages change, and what are sorile of the ways
Palauan is cl~anging.

CHAPTER 3
The Organization of
the Palauan Studies Curriclil~sm
Following are major topic areas for the I'alauan S t u d ~ c s
Curriculum accompanied by
short descriptions:
CULTURAL KNOWLEDGE AND SKILLS
A.
Values a n d Things of Value
This information should help s t ~ i d c ~ n t
us
~ i d c , r s t ~ ~ n d
\\vliat ~ v e
have traditionally
viewed as important. Hopefully, wittl this inform,ition thcstildents will beable to
preserve the priorities and coritinue to \\.alile those attitudes, bel-ia\\,iors, knoivl-
edge, skills, and items that liavt, been traditionally hcld in high regard.
8. Beliefs and Spiritual Rituals
-
--
~
~
This infor~nation should help stucicnt~,
uridt>~-st,lnd
soInc, oi the bclicfs held
traditionally b y some in tl-ic c~ilture.
M J J I ) ~
of these bc3licfs ~vcr-t.
only prev,~lent
'Irnong certain villages a n t i son1eti111t.s m,i.re p;i%scd OII Jlld s ( > ~ n ~ t i ~ l ~ t
not. ' s
Ho~vevcr,
i v l ~ a t
v\\pijs
and ~ v a s n ' t
c1ccepta131e in d,lily pr'lcticcs \\vert, ~ ~ s u a l l y
sl-iapccl
by these beliefs.
C.
Social Relationships, Roles, , ~ n d
Responsibilities
--
--
-
- -
-
'I 111s ~nforrriatlor~
should help studcnts ~1ndeiit;llld
IIOW 'it e it'l;itc> to C ' ; I C ~ othcr 111
a cul turallv acceptable manner Hopefully, with this 111formation the s t ~ l d c n t s
~vill
be better able to show re5pect to everyone around them
D. Custorns a n d Practices
This information should help studcnts underst,lrtd the diffcrent practices which
made u p and make up our d'lily lifc. Hopefully, with this information the students
will be better able to carry on these practices in a knowledgeable and respectful
manner.

E.
History
This information should help students appreciate the rich heritage that they have
inherited. With their knowledge of the past, hopefully students will be better able
to integrate new and old ideas in their problem solving.
F.
Geography
This irifor~nation
should help students appreciate, preserve, and describe the
world around them. 1-Iopefully, with this information the s t u d ~ n t s
will be better
able to manage and cope with various problems and be successful at effectively
problem-solving for their needs and those of others.
G.
Crafts and Artistic Expression
This information should help students appreciate the local crafts and artistic
expression. Hopefully, with this information the students will be better able to
express themselves in creative and constructive ways.
KNOWLEDGE AND SKILLS FOR PALAUAN LANGUAGE
H.
Listening
This information should help students develop strong abilities to listen to speakers
of Palauan and understand what they are saying. Hopefully, .rvith this information
the students will also learn to grasp the subtleties of the language and appreciate
the beauty of spoken Palauan.
I.
Speaking and Reciting -- -
- .
- -
-

This information should help students develop strong abilities to cornmunicatt
through speech. Hopefully, ~ v i t ht h ~ s
information the students will also learn to
speak or recite with confidence and clarity for a variety of situations.

1
I'iewing, Reading, and Literature
This informati011 shoilid help students d e v c i o ~
strong redding abilities. Xope-
fully, tvith thisinfornxition the students~vill
he 21- -. to confidently s c c k o u t . 3rit.t).
of ~vritings,
read them, and learn from then1 This information s h o i ~ ! ~
lielp
stadents understand t13.e importance and value cf their oivn language nnil lorc.
.
Cornposing and Writing
'I his informationshoul;! help st~identsdevelop
strang abilities to write c~L30u:
thi.~r
ft~t~lings
and the world around them. Hopefull>- \\\\,it11 this information t!-2 stu-
tii.nts will be able to exyress, document, and cc~n-.rn~~i~icate
to others their Fcrccp-
t ~ o n s
and concerns.
L.
Critical Thinking
T h i i information s11ou:;i help studcr~ts
develop ~:rc-~ni;
.~bilities
to apply \\\\-:-it
i
t is
th.t.). re'ld. Hopefull)., \\\\ ith tlus information the it;;,icnt\\ \\\\.ill better be prep::ed
to
so!'i.e any problem that might confront them in a 1~;1;icnl,
eionomiial, a n d ti;; ught-
fui manner.
21
\\'ocabulary Development
T;. .i. b- inforn~ation
should help students de\\.clnp
'
I:-.
r l ~ c x i r
ability to confident::. rc,~ii
n ~ ' . . \\ - s p ~ ~ p c ~ ~
confront
ne\\v ~ v o r d s ,
,lnd access c!i-:u~i-icnts, libraries, i n d i \\ - : . ; l ~ ~ , ~ l s
a:-!;i various ~vritings
ic?r information. Hopelull: L\\ ith tliis i n f o r m a t i o ~ ~
t:- 2 i t i l -
d c r ~ t s
~ v i l l
be able to ionfidcntly knoit. \\i.hPri :o go to find tl-ie mc~l:-.-ng o!
>i):nething and information about sometlii~lg
I\\-i-.;.nei.er the!, nced it.
5
Structure and H i s t o q of the Palauan Language
information should help students develop tl-.eir appreciation for the st: .-cture
oi l'aliiuan language. Hopefully, ~ l i t l 1
this inform::ion, students will be better able
to organize their thoughts about languages and ccnfidcntiy proceed to Iearc n1a11y
inore languages.

The order in which the toplc areas are presented is meant in no way to be a reflection
of their relative importance within the curriculum. All of the topic a r e x are addressed
in every grade and are all viewed as Important a n d vital. They \\irere all selected based
on their relevance to e\\istlng needs and cultural concerns prevalent throughout our
RepuSlic.
LVhat deter~i-iines
thesequencing of thc? information a n d the placement of specific topics
and components is our understznding about our students anci their lwei of maturity
and need for specific information at particular grades. We d o operate under the
assumption that our s t ~ i d e n t s '
abilities to handle more and more complex feelings,
ideas, and issues develop a s they groLv and mature.
Palnuan Studies education is provided from grades 1 through 12 in every school. The
course of study andstudent activities focus on developing kno~vledgeablelearners
w h o
are capable of respectfully participating in our customs and skillfully communicating
in our o w n languages.

CHAPTER 4
The Instructional Approach
for the Palauan Studies Curriculum
111 tF,e preceding section, the reasoi~s
why ~ v e
belirvi> :i-:, ti:,~rllir-ig of I'alduan 5:.
dies
is so critical for o u r students \\\\.;is covered. lYhatcllsn i n - :>ecn tietailed is what II.C - opc
the)- \\vili feel, k n o ~ v ,
believe, and bc able to do by the :irnc, tl~c!. gr'lduate iri.:r- O L I ~
s c h o , ~ l s .
How ivt.11 w e accomplisl~
our gonl to send 011: Y: L l ~ i c n t s
[ilwn grild~iat~i):
:3c-iil\\
to their cornniunitics to pnrticip;itc,as skilled conI11luri:;:.:or.
of I',ii;iuan langii;.cr: a n d
c u l t > ~ r t
d .c p r n d s greatly on ilo;c> o u r Pal,\\uan Stticlies i i ; r r l i i i l u n ~
is taught, resk-ir- Ldc,ii
to, a n d supported.
W h ~ t
fnllo~vs
are a number of brief suggestions t h ~ t
tl-; rl~l;iu,tn
Studies stafi ;. >ulii
like :a r t ~ ~ p e c t f u l l
ny
~ a k c a h o i i tl
- i c , ~ ~ .
this c~~r.rirul!.i~iint~:
. : - t o 1 ~t ),
~ ~ i ~ I
1 -~ ~' t
c h e I i ~:l,,~i:
~
~ .
if these biiggestions are accepteil ;ir-iil adoptcci. !he i~-:;:-~t
:
tht!
~ 1 : t l i i 5 ; ~ l ~ - r i i i l l i
A: i
- ~ ~ ~
nec,.js o! o u r s t i ~ d e n t s
~ v o u l d
tl-ic.11 be bcst seri t:d.
The Role for Our Teachers
The :zacher'i role in the curricu1~111-i
IS
critiicll. Iir or s11c :-
t:.
,,:~:y c ~ ~'3 : t
r-iilmber, - - .!t'-
to ecsurt, tli'tt (111 our stude~its
att'iin the gu'lls ~riii
c7bjei:. . :'.
k11.it 11;i\\ t' been sct :L'r-.i.
i n
C l - i a ~ t e r
2. I t is especially i~nport~irlt
t11'1t t11i. st~iiients
11;
- I
L'III
%
r' tc;li'li~rs
\\ \\ 110 p r ~ v i c ? ~
r v ~ t i -- :it,
f ( ~ l l ~ ~ ~ v i r i q ~
A Good Role Model
N o c ~ m o u ~
of ~ t
reading, exposurc t o interesting a i r . ~ . i t ~ t
a .
n ~
d
presentaticori \\ \\ r i l l
challenge students to value ; ~ n d
respect our l a n g u ~ z ca n d c ~ ~ l t ~i i
f r e
our tea;:er's
>ehai.iors are in direct contradiction to what hc cr sl-ic. is teacl~ing.
It is -all!.
important that the teacher constantly model respect for o u r lnngiiage a n d cc:rure
-Also, i t is important to re~l~emL>er
that \\i,l~ile
o u r scl~nol
l-ioi~rs
are o111y for s ~ + c i f i c
hours, o u r students' needs for adults ~
~
h
o

practice a:d n ~ o d e l
respectful hat.::; are
24 hours a day.
Pnlali Ministry of Ed~tcntioll
1 Pnlnlin11 Stlldics C I I ~ Y ~ C I I ~ I I I I I
Frrz~izr~ioork

A Builder of Self-Esteem and Confidence
We know that our students learn best ~ v h e n
they are ab!? to learr in caring
environments where they feel that they are accepted and res?ected. Every effort
must be m a d e by the teacher to alloiv each student an o p p o r t l ~ ~ i t y
to
hzve her a n d
his feelings, ideas, and school ~ v o r k
ackno~vledged
and respected.
It is important that the teacher establishes and maintains lvith <!eclass certain rules
that help the students work in class in friendly, cooperative, and c a r l ~ g
ways. I t
should be clearly communicated to each and ever\\.one in Pte school that n a m e
calling a n d the humiliation of members of the school tvill no: be tolerated.
Praise for good effort a n d improvement from the teacher and fellow students is the
most effective way to build positive attitudes about learning and feelings of self-
worth by our students. Negative reinforcement must be used sparingly if a t all.
A Coach t o Young Palauan Studies Experts
Ultimately, the proof of the curriculum and the instructional approac? will be in
how well o u r students are able to sensitively problem-solve so that Palauan w a y s
and things are promoted, valued, and maintained. The only I\\-ay that the students
can become skilled in this manner of living is through practice.
Just a s a coach guides the members of a n athletic team throcg5 drills ~ . t d
practice
sessions so that they will be ready and prepared hen confronted I\\-ith the real
competitive situation, the students in our Palauan Studies classrocms require
"coaches," too. The students need an instructional approach which is not filled
with teacher's lectures and readings, but instead ~ i . i t h
accurate information fol-
lowed by ample classroom time organized with many opportunities for the
students to practice their communication, thinkir.g, and tecision-making for
Palauan Studies-related situations.
In this way, when confronted with the actual real life situatior., the students will h e
ready to put into constructive action what they have learred and practiced a t
school.
The core of all language learning and teaching needs to be com?rehension.
Meaning needs to be emphasized first and foremost. Exciterr.ent and incentives to
read, speak, write, and communicate expertly inPa!?uan nee, to be de\\.eloped a n d
ever present.

Activities to record traditional knowledge are critical. Every opportunity should
be m a d e to document all the various aspects of Palauan culture so that many
generntioris to come may be able to bc.nt,fit from this knowledge. Oral history, and
L L ~ . J \\ ~ , t x L L ~ [ L , I Li t i b k c ~ l\\ L X L:;
L
L
L
~iL ~C .~
1 1 ~
~ i iI C
I \\ L ~ L ~
I \\
~ ~ O L Ll ,) c ) : , d ) i ~ , (01 ill(, C O ~ I I ~ I > L I ~ I ~ I L
c)r ) I I
I'al,~uan culture.
With thc assistance and conirn~tment
of c,,~cli teat lier, the ~ 1 1 o o l
n l ~ i s t
builii an
intensely pro-literate eri\\~ironli~ent
for t11c teaching and learning of P'llauan. The
de\\~elopmcnt
of healthy and strong c~iltural
identities will bcx cornp1ic;itc~d if the
students' reading materi,-ils, text, and media irnages are not their oivn.
Tihe adoption of '1 uniforn-i spelling system wroi~ld also be liclpful to the local
liter'-icy campaign. Tlic discussion o\\.er tile I'a1,luari ortl~ography
persists, a n d i t is
i n i p ~ r t a n t
to bc kno~vlcdgeablc
aL7out t l i t \\ r a r i o i ~ s
i s s ~ ~ e s
and to ~ v o r k
~vitli
otlic~r
cornn-iunity meirlbers in 01-iier to b r i ~ i g
resolution to this i s s ~ ~ e .
Especially tvith the te,~chirig
ot P ; r l a u a ~ ~
S t u d i c , tile coinmuiiity sl-io~ild
definitely
be the classroom. Ricli I-esources anii rxper-ts for tills .;~it>ject
~irc'a can ai-iil sIio111c!
i,onic3 from t11c sclioi~l's
iorl-ini~ir~it\\i.
* A Learning Styles Specialist
O u r s t ~ i d c n t s
rieeii te,i~.liers
~\\.hc)
\\ \\ , i l l \\i,or-k to 111;lkc sure t l ~ t~ih t
e , 1it3eds of ;i//
i i ~ i d e n t s
in tl-ic class ~ i r c
bt3i11t; rnct. CIftc~r~tiri-ii+
t l l i i rlic'lns tieli\\.i'ring tl-ii> lcsic~ns
usilig <I ~ . ~ i r i e t y
of c i ~ ~ ~ ~ ~ -
F ~
I - ~
~ ~
> I ~
I ~c l i
vxpc>~ c ~ s
it>nci3 .
1i.c
krio~v
that sorile s t ~ i d e n t sl
~ , ~ ~ i - i - i
i~~fc,rin;ition
hettc.1 \\\\,lien tlley c'ir~
both hc.'lr ;ind see ~ v h a t
is heing d i s c ~ ~ s s e d .
Also,
riiost of us rerilerr-iticr inore of the conttlnt being studied i\\rllpn i\\'e l-i,i\\.e been
pro\\'ided 1i.it11 oppoi-~LIIII
tit>s
tc, to~izlior
,ic.ti\\ ell- get in\\ ol\\.e.il \\vi t11 thc infor~ii~atloii
Wl-it~nc\\~er
possible, the tt.,-iclier is strongl). c~ncouragcil to vary thc ~ v a y s
tl-ic
I'alauan S t ~ i d i e s
information is ~ I - c ~ s c I -t ~ ~
is c ~
IIIUCII . I I I O ~ C inte>resting and mean-
ingful to the student.; when thi, t:~aclii,r incoi-por,itc,h audio-\\~isu,~ls,
fit.ld trips, rolc
pl'i>,5, guc'st s p c ~ . ~ i \\ i ~ ~ - ~
iililis, ,
props, eti.., into h i s or ilei i n s t r u i t i o n ~ ~ l
,>ppro,icll.
All stuilcnts ne:d to g,iin in terms of their- l'~1~iii~i11
Studies kr-ioivledgc a n d skills.
MTl-iile it niay bi,t.;isic.i topace our lesion.; ci~-icl
,-icti\\rities to tlic "br-ightest" stirdcr-its
in the class, this apprc~ach
does not serve the bcst interest of the class, community,
or curriculum. The rnent'll, emotional, and I'ala~ian S t ~ ~ d i e s
needs of all students
Palrzrr Mitristry of Edlrcntiol~
/ I'trlrrzrrr~r Strrriics Crrrriclrllrll~ Frrr~?rrzvork

should be kept in focus. A resourceful teacher will enlist the help of the quicker
students to help with the instruction of those who are slower to grasp the
information. This approach is very useful and is almost always beneficial to all
parties
Translator
Occasionally, there will be content covered in the curriculum which is a little
removed from the students' immediate environment and experience base, but
was included in the curriculum because there is a feeling that this information will
eventually be helpful and necessary for the students. In these incidences, it is
important for the teacher to act as a "translator" to help bridge the students'
understanding of the material.
The teacher should use his or her knowledge of both the curriculum and the local
resources and environment so as to draw relevant and clear examples that will
help the class better understand the i d ~ a s
and concepts which might be otherwise
difficult for them to comprehend
The more relevant the teacher can make the curriculum, the better Please take
ever\\ opportunity to do thi5 The framework ir merely the conceptual skeleton
which requires a creative, dedicated teacher to help it come alive for the students
ParentlCommunity Involvement Specialist
When the families and parents of our students are aware of what is being taught
to their children via the Palauan Studies curriculum, there are more opportunities
for the lessons to be actually reinforced and learned. It is important for the teacher
to keep the students' parents and families well-informed about the curriculum
and, whenever possible, enlist their assistance in helping their children learn the
Palauan Studies information and strategies that are being taught in school.
I t is strongly encouraged to use the classroom environment via attractive posters,
black boards, posted pictures, etc., to communicate to all what is being learned and
valued in the classroom

CHAPTER 5
The Scope and Sequence
- f A L -
n - l r r . , " - . r r
CIC..rJ:..m
t - s . " V : I C I I . l , ,
UI L I I ~ : r d l a u a r l ~
L
U
U
~
C
~
~U I I L U I U ~ ~
The Goals of the Pnlnrrauz Stlidics Clrrric~rlzir~l
Tr.atrlczuork
are to Develop Students W h o . . .
MAJOR ATTITUDES
Feel cffective i11 their ability to usc their e n l ~ a n c c d
comr~~~ir-iication
,~bilitic,s
to
more constructively participate as a corltributing rnc~iiitxr of their f,lmily,
society, country, a n d lvorld.
I ,lke pride 111 their hcrit,i$i~
'lr-id bel~e\\re
that the prcscrx atror-i, pron~otron ,~ r - i i l
nlcl~ntenance
of P,~lau,~l-i
culture and language 15 \\ it,111\\1 ~ n i p o i
tant
i2ppreciate arid I-e5pt.c-t I'alau,?~~
\\r,~llies
,~nci t3ciitlfs, c . ~ . ,
I-vspect for c!idc'~-.
cooperation, r e s o u r c e f i ~ l ~ ~ c s s ,
conservation, rc.sponsibility, lo).,iltv to f,lmil~.,
ctc.
Bt,lieve i n p r s t c c t i r ~ g
thosc things that ha\\'eLwen traditionnll~'
v,-ilur,ti ivi thir-i tlie
cul t ~ ~ r - e ,
i.c., r e I , ~ t i o ~ ~ s l ~ i p ~
l;ind, ,
the, rc,t,f, tr-iidition,-il plncci, l'aIau,ln rnoni~>.,
c.tc,
*
Feel confidcnt in thclir a b i l ~ t y
to disc~1s5
, ~ n i j
cai-1-v out thcir rolc's in t r - ~ ~ c i r t i o ~ ~ ~ ~ l
custorns and practices.
'Tdke pride in their nbiiit!, to use their k n o ~ v l e d g e
of the. lii.;tor~
a n d gco:;r-;ipl~y
of Palau to make \\vise ~ i i ' c
i<ioni nboilt I',~l,~ii'i
fi~tlri-c.
Enjoy and appreciate excellence in t r ~ d i t i o n a l dancir~g,
~ ~ ~ ~ a v i n g - ,
ci~ar-iting,
singing, carving, and other forn1.s of artistic expression.
*
Feeleflccti\\lt in thc>ir ahilit! to use their c o i i ~ ~ ~ ~ u r ~ i c ~ ~ t i o r -
to i s k i l
inorc l s
con5tr.uc-
ti\\,ely participateas a contributing rnemberof their family, society, country, a n d
\\\\,orid.
Feel confident to c o m ~ n u r ~ i c a t e
in I',tla~~an
tlir-oilgt~
sppeih ;lrid .iz,riiing 1.01- ,I
\\.ai-iety of personal, practic'll, academic, nnii creative situ,ltior-is (11nci n t ~ ~ i s .

Apprc~c~,ltc~,rt~spcct,'~~ncl
v,iluc, t 1 ~ ~ ~ c l 1 f ~ c ~ r c ~ 1 1 c c ~ s ~ 1 r ~ t i ~ i m ~ i
ccrl ~ l r ~ t 1 e ~ l
i'al,~u,~n ~ c t ~ t
a n d othcxr Innguaj;es, a n d L>etrvt.t,n the, people of I'nlau, ,lnd tllow~ of ot11c.i
cultures
*
1.11lcl
cirreitio~l
and dec,petjlrii; aiv,:ronc:ss of t l i ~ ~ ~ i l s e l
css :iI li c ) i i r ; l l llc.'tr~r~t;
, i ~ l ~ i
r ~ ~ l c i i i ~ g
inipo1-t~3!1t
I ' ' I ~ ' I L I ~ I I" ~
~ - I ~ J > s I ~ - s " (lc*gt,~n~lh,
htor I ~ \\ S ,
>
O I I ~ \\ ,
L I I ~ I I ~ ~ s , i o t 1 3
w n t i ~ l g s ,
speeches, etc.) that acldrcss irnport'lnt I'~11~lil~11Vl ~ I I U L ~ ~
,lnd issrlc~s.
*
Find satisf,lctio~~
'incj di.c.jx~nilrtg st>nsoof pridc '~rlci
s t , l f - ~ v ~ r; lI h
S
tlic>. \\-\\.rittr
and
feel confident in their own abilities to compose, express their feelings a n d
opinions, a n d take on the creativc role ot "author."
Feel conf~dent and eager to problem solve and seek out nelv ~ d e a s
and
~ n f o r m , l t ~ o n
bccalr.;c of tht>!r c ~ r n p r t ~ n c i c ~ ~
117it11 \\ ' ; IT I ( J T I < I',llnrian ~ n f o r r n , ~ t [ o n
rcso1I rcc5

Student Grade-by-Grade Objectives for
the Palauan Studies Curriculum Framework

GRADE 1
Palauan Studies Curriculum Framework
A. Values
Students will be able t o . . .
Students will be able t o . . .
& Things
of Value
1
Demonstrate knowledge of
1 1 Discuss why it 1s important to treat
the twenty most important
themselves and others with respect
values of Palauan cultule
1 2 L)l\\i 11 ,i
what are the consequences
ot nor tollowu~g
the advlce and
dlrcct~ons
of their elders
I
1.3 Uiscuss why good manners are
I important.
4 D i ~ u s s
ixi-i\\i it is Irrtporta!lt r o i
children to always show respect
for t h e ~ r
elders
1 5 Desiribc tl-ir lovc. that pdriints ha\\ c
1
for tl~eir
ch~ldren
1 1 6 Name and descrlbe many thmgs m 1
I
n a t ~ i i c
tliat are beautiiul
1
I 1 X
om!^ :rcx ,~iid
contr ,lri I:OIL
the\\ 3 r v
I
I
5imllar and iiiffcrent from one a~~otller,
I hob+ t11? tiiii(.rences are good, and
how pr,oplc. different from then~selves
-. t - 1 . 7 ,I
2
1 9 Dlscus? t h ~
Impc! tance of respectmg
I the prop~rtv of othrrs

GRADE 1
Palauan Studies Curriculum Framework
A. Values
Students will be able t o . .
Students will be able t o . . .
& Things
of Value
2. Identify and discuss the skills,
2 1 Discuss the natural beauty of Palau
knowledge, and things that
(continued)
h a ~ ~ e
been traditionally of
2.2
Olscuss how much family and clan
great value to P a l a u a ~ ~ s .
nli)ii~!-(.r
i
love chlldren and show
t h e ~ rI )ve for them m many ways

GRADE 1
Palauan Studies Curriculum Framework
C. Social
Students will be able t o . . .
Students will be able t o . . .
Relationships,
Roles, &
8. De~nonstrate
kno\\vledge of
8.1 List the names used to describe their
Responsibilities
names used to describe vari-
relationship to immediate family
ous re1ation~l;ips.
nlcmbers.
9
Discuss and describe t h t
9.1
Ilescribe and discuss the traditional
natule of tradit~onal
rolc s,
rolc and responsibilities of children
responsibilities, and relatloli-
in the family.
ships betwee11 membtws
v,,itl~in
a farnrlv
0.2
Discuss how children and elders
traditionally related to one another.
3
Identlfy and discuss the many ways
that they can help the falnlly even
though they are young

GRADE 1
Palauan Studies Curriculum Framework
D. Customs
Students will be able t o .
Students will be able t o . . .
& Practices
17. Demonstrate and explain tradi-
17.1 Discuss and demonstrate how children
tional ways of sho\\\\ing respect
should sholv respect for their elders.
toward various
a
popul ions,
t'
e.g., elders, children, etc.
17.2 Discuss and demonstrate how cluldren
should show respect for each other.
17.3 Discuss and demonstrate how chlldren
should show their respect for the
property of others.
17.4 Discuss and demonstrate how chldren
Pnla~r
M i r z i s t y of Edrccatioii 1 Palaz~nil Stridirs C ~ ~ r r i c z c l z ~ i ~ z
Frnlnczuorli

GRADE 1
Palauan Studies Curriculum Framework
/ F. Geography
Students will be able t o . . .
Students will be able t o . .
35. Demonstrate kni.:.,-ledge about
35.1 Correctly identify the name of their
i
the geography of' their o\\:n
village and be able to describe the
xrillages.
ph>-.:;a1 characteristics about it.
35.2 Demonstrate their knowledge of their
village through their drawings and art
work
Pnlnrl M i n i s t y of Edvcatiolz / Pnlalcaiz Studies C ~ i r r i c ~ t l ; i ~ i z
Frnr?zezoork

GRADE 1
Palauan Studies Curriculum Framework
G . Crafts
Students will be able to ...
Students i i - i l l be able to ...
& Artistic
Expression
38. Demonstrate the abiiit\\- to
1 38.1 MaLe A sin:plc ba:l, whistlc, an? pin
I.i2en\\,iJ
a 11~1rnber
of :rai?~tional 1
v,7heL i i!7Ll:i:l
T ~ o L ,c / i e b c r d ~ r ~ * ~ i
1
items
43. Demonstrat? eupert.-~>
113
43.1 As a class, \\+::thout the assistance
perform~ng
a \\.ar~t,t.>-
ot tradi-
from the teacher, demonstrate and
tional dances, 5 0 1 i ~ c .a ~ ? ~ !
sing at least +:DC of the Palauan songs
chants.
identified i~
the curriculum for their
grad(: ie\\ri.!.
43.2 L)ISCLI->
the :dstom of c h n n t u ~ r a n d
demonstrate the chant that is identi-
fled 1:i the ~ ~ ~ : r r i c u l u n
for ~
their rracjt
level.
43.3 AS a class, i t . : t h o ~ ~ t
the assistance of
the teacher, demonstrate at least i;clcl
of the Palaca11 dances identified in
the curriculum for their grade !ri.el.

GRADE 1
Palauan S t u d i e s Curriculum Framework
/ H. Listening
Students will be able t o . . .
Students will be able t o . . .
14.
Have numerous opportunities
41.1 Listen t o numerous stories about topics
to listen to quality stories,
xvhich are familiar and interesting to
songs, chants, poems, dramas,
firsf gr~1rlct.s.
speeches, audio tapes, read-
ings, etc., which are highly
44.2 Identify correctly and discuss at least
interesting and relevant to
five Palauan children's stories that
them.
were read aloud to them in class.
44.3 Identify correctly and discuss at least
five familiar Palauan songs that were
read and sung to them in class.
44.4 Identify correctly and d~scuss
at least
one Palauan chant or poem that was
chanted or read aloud to them in
class.
45. Have numerous opportuni-
45.1 Listen daily to highly interesting, pre-
ties to hear Palauan practiced,
dictable, repetitive stories, poems, and
spoken, and read aloud by
songs in order to get comfortable with
them, their classmates, their
the rhythms, patterns, and common
teachers, and other experts.
phrasing of Palauan.
45.2 Listen to slides, films, filmstrips, vid-
eotapes, and audio tape recordings of
highly interesting guest speakers, sto-
ries, poems, and songs where expert
readers and singers model their skills.
45.3 List at least truo different people
whom they have heard read a picture
book stor), poem, or speech to their
class.
Palali :%firzistt-y of Educatiorz / Palnltarz Stridies Citrriczrl~rrir
Frfl1t1czi10rk

GRADE 1
Palauan Studies Curriculum Framework
H. Listening
Students will be able t o .
Students w i l l be able t o .
(continued)
46. Think about ivhat they hear
46.1 Idtiitiiy the 1r7aln cli,ir,ictt rs, :.I:
- :-
and listen \\yell enough to
r172 the t h e m e / ~ i ~ a u i
idea a:-.:
a i . . ~
identify, discuss, and suninia-
~ t j i ~ i \\ ~
recall t11c sequr,ilce or' .: el- :i
rize key elements, i.e., the
r i : i - ; t 1i'ast.fir)c of the childre.-- s L-
. +
directions, the theme/main
that were read to them d u r i r r t 1 y c
idea, sequence of events, the
sclii~ol
year.
speaker or reader's ~ i o t i ~ r a -
tion, plot, setting, main char-
46.7 Iit.iall simple class m s t r u c t i ~ r ?1
:-
acters, characterizatior~>,
etc.,
tht3ir oiA:!i rvords accuratel\\.
of what is read or spoken ' o
them.
46.3 Reca!l stories or songs that t!-.~>,
2:-:
i p ~ ~ i l ~
classinates iikcd d u r l ~ g:I-.
:
scl?ool >.e,ir and dlscuss ~ v h i
4h.4 I'roi~cic~i-itiy
participate in TTT: iT::;.?
I'liy~ical
Response) activities and
!'id!.
gan-~es
lvhere they a r e itqLl:rcz
to 1:-ten and respond to v i ~ i b z !
6::::-
tlO:..i
t ~ i t h
specific body nit3\\ ~31;:
:i
e i. . "S~nion
Says," "Iiide 'n G i k , :;.
48 Lliscuss and i i c n ~ o ~ ~ i t r a t e
48.1 Ii:>;:::.-
i:.li\\ niaklnji noisy \\.. :e:-
lioiz~
a courtious audii nii'
> i j : 1
:,one !i
tr!.ilig to h a r t ;
-ro:-
behaves.
1; ::I-
ti:(' ;lass is not nlcc.
39. Effectively listens to rion\\.crbal
461.
1 Il:.:.l>%
!-
,pc~>p\\e
c a ~ i
tt'y. :. :?L:-
cues.
a:-,( :lii.i- :-
!~>elin,o
about sc>::-::t-~!: r
1 l , >c~Lii;- ; ~ t tlieir facial e\\;:~s<:. - 5
'

GRADE 1
Palauan Studies Curriculum Framework
I.
Speaking
Students will be able t o . . .
Students will b e able t o . . .
& Reciting
50 Have many opportunities to
50.1 Talk about two of their favorite books
be engaged in di~cussion
about
tlinlgs that arc ~mportant
to
5L) 2 Talk about their favorite subject rjr
thenn, that tliey art' experlenc-
ilctiv!ty UI school
mg and feeling, and about
-
~
"
T

which they dre re,iu!rlg ;ulU
J U . ~ ? i a i k a b u u i i l - ~ k r ~ s
ih,: i i i ~ k ikt
;;
;
f A
1
studymg
happy, sad, excited, and angry.
51. Express themselves in s p e ~ c h 51.1 Respectfully and politely greet some-
with clarity and precision for
one older.
many prncticill situations, i.e.,
asking questions, ~ ~ 1 I i g
direc-
51.2 Introduce themselves or a friend, and
tions, participating in ex3i.ry-
share yersoi~al
information about
day conversations, sharing
themselves.
their feelings and experiences,
participating in mecti~igs,
giv-
51.3 Politely ask permission to d o some-
ing speeches, etc.
tliing or to have something.
51.4 Ask for help politely.
51 5 A i k someone to loin them m play
I
51 6 Ask for directions
1
~
I
I
I
I
I
I
1
--
Palau i v i i r z i s t y of Educrrt ion / Prrlnrrnrl S t ~ r d i c s
Czirrirrrl1tr1z Frn11zezuork

.-
--
--
-
--
- -
GRADE 1
Palauan Studies Curriculum Framework
I.
Speaking
Students will be able to
Students will be able t o . . .
& Reciting
52. Express themselves ui speech
52.1 Play ganies where they required to
(continued)
with clarity and precision for
locate a hidden object in the class-
many creatiue and rccrcatioiial
room.
situations, i.c., telling jokes,
storytelling, reciting poems,
52.2 Lndependently recite a rhyme, song,
sharing songs, playing games,
or poem tliat they like.
presenting skits or dramas,
etc.
52.3 Play games where they give verbal
directions or ask permission and lis-
ten well enough to successfully play
ganies, e.g., "Simon Says," "Mother,
May I," etc.
52.4 Lnvent their own new phrase ior a
1
song or chant.
52.5 Play games (from recommended list
of games for the Palauan studies cur-
riculum) with each other, especially
I
those which require them to use their
.;kllis for listening, speaking, sharing,
gi\\ri!~g
instructions, asking questions,
etc.

GRADE 1
Palauan Studies Curriculum Framework
I.
Speaking
Students will be able t o . . .
Students will be able t o . .
& Reciting
53. Express themselves in speech
53.1 Confidently share wlth classmates
(continued)
with clarity and precision for
and the teacher informat~on
about
ma!-,y ilcni1~vrl:t s i t ~ ~ i a t i o n
i ~
P ,
f l
eniii.l\\ e i 'lnd f11c:r family
participating in small or large
group class discussions, shar-
53.2 Correctly ask questions that seek
i n c ii-iformation with class-
more information.
mates, brainstorming, giving
different reports, debating
53.3 Actively take turns in class sharing
questions, dramatic readings,
information, giving answers, provid-
etc.
ing feedback, and aslung questions.
53.4 Actively participate in "Show and Tell."
51 5 Effect~\\,ely
carry out the rotated lob of
team leader
53.6 Give classmates a short set of clirec-
tions for how to d o something.
54. Confidently read aloud cho-
54 1 Successfully read In unison with class-
r ~ l l y
and i r ~ d i \\ ~ i d ~ ~ a I l p
\\various
1-ri~3tt.5
f i i ~ c
big picture books that were
works (letters, stories, poems,
read aloud to them In class
newspaper articles, own coni-
positions) with effective use
54.2 Succi.ssfully sing in unison ~ 1 1 t h
class-
of voice, ~ ' o l u m e ,
pace, tone,
mates fiilc. rhythmical and repetitious
intonation, pronunciation,
song5 that were read and s ~ m g
to
gesture, facial expressions, etc.
t11em in class.
54.3 Successf~iily
reclte In unlson wlth
classmates fizlc rhythmical and repeti-
tious poem5 that were read aloud to
them UI claii
55. C a p a b l ~ ~
retell stories in their
5 5 1 Iietellat leait i'il('r'\\torlesus~\\fi
thelr
o w n tl~ords.
oivn illastratioli~

-- -
-
GRADE I
Palauan Studies Curriculum Framework
I.
Speaking
Students will be able t o . .
Students will be able t o . . .
& Reciting
(continued)
56. Sensitively and respectfully
56 1 Discuss why it is important not to
disagree with another's point
make fun of someone who says
of view in discussions.
ssmethmg they d o not think 1s r ~ g h t
O I that they d ~ s n g r e e
w1t11
58. Capably use body mo\\Jeme~-,ts, 58.1 Demonstrate reciting at leastfiuc
skits, and dramatizations to
rhymes, songs, or chants with body
convey meaning.
movements,
58.2 Correctly pantomime body move-
ment responses to at leastfive TPR
commands.
Pnlnlr Millistry of Edlrcntiotr / Pnlnrlnrz Stlidirs Clirririrl~ltll Frnll~riclork

GRADE 1
Palauan Studies Curriculum Framework
J.
Viewing,
Students will be able t o . . .
Students will be able t o . . .
Reading,
1
& Literature
60. Have many opportunities to
60.1 Associate print to p~ctures.
view and read a large variety
of well-written stories, books,
60.2 Associate what 1s spoken with ~vords.
plays, pamphlets, articles,
posters, charts, diagrams,
60.3 Associate words i\\rith ideas.
printed materials, etc., which
are highly interesting and
60.4 Know that print carries meaning
well illustrated.
60.5 Recognizes their 0w.n name in limited
contexts.
60.6 Correctly identify and discuss at least
j i i e children's picture books that w7ere
read aloud to them in class.
60.7 Correctly identify and discuss at least
three rhythmical and repetitious songs
that were read and sung to them in
class.
60.8 Correctly identify and discuss at least
i ; : ? ; ~ rhythmical and repetitious poems
that \\yere read aloud to them In class.
Palazc M i r z i s t y of Education I Palnllatz Stzidics Ctlrriclrlllin Frntneruork

GRADE 1
Palauan Studies Curriculum Framework
Viewing,
Students will b e able t o . . .
The students will be able t o . .
Reading,
& Literature
Have nLmtxi ous opportuni-
61.1 Correctly identify a r d discuss at least
ties to read their thoughti,
i - ,
, ~ ) tt i aditlo:- 21 Palauzn children's
(continued)
their storles, and about their
itories that ii ere rea, aloud to them
own rea:itles
,:I class
61.2 Correctly identify a r j discuss at least
fizte Palauan song5 read and sung to
them m class
~ 1 . 3
Read statements that they made in
i
response to a storl reading which
I
\\\\-ere recorded \\ e r b p - m bv their
teacher
h1 4 Read simple oook. spout themselves
made by each studer: with the help
of the teacher
1
62. Independently select and
62 1 Select r e a d ~ r g
matera1 that lnterest
read \\,ariou\\ mater~als
from
them from the clasc !.Srary and par-
a libran f o ~
both plmslltL, and
t!i~patte
in S ~ - t a u ~ ~ c ;
Silerit Readmg
~
7
~
7
501101 e121 ~ i h m e n t
(SSR) for at least c.' -Lmutes.,foz~r
t,mes per 1% eek

GRADE 1
Palauan Studies Curriculum Framework
Viewing,
Students will b e able t o . . .
Students will b e able t o . . .
Reading,
& Literature
64. Read with confidence various
64.1 Correctly flnd their names some^ here
posted m the classroom.
(continued)
prncticnl ivritings related to
successtull~~
ciirrying out vari-
ous ever) day d c t i ~
ities, e.g.,
61.2 Correctly identify at least t w o posters
labels, signs, charts, posters,
in their classroom and discuss what
lists, instructions, notes,
they are about.
memos, letters, recipes, pre-
scriptions, receipts, bills of
64.3 Correctly count certain objects from
sale, forms and applications,
one to ten.
job announcements, neivspa-
per and magazme articli,i,
laws, leglqlation, etc
65 Analyze and fmd i\\ ti!:
e,xe
65.1 Correctly order the sequence of events
the maul ideas, main charac-
of a story using picture cards which
ters, theme, sequence of
are shuffled and out of order for at
events, and cause and effect
least tlrree of the stories that were
relationships, plot, settmg,
studied in class.
characterization, p o ~ n t s
of
\\ lew, etc , in irliat thev read
65.3 Correctly match central illustration::
for stories ivith their titles.
66. Proficient!\\- read illustrations,
66.1 Correctly find their name from a lict
graphs, maps, charts, posters,
diagrams, and other visual
66.2 Correctly find the teacher's desk from
displays.
a seating chart of their classroom.
67 Demonstrate familiarity and
67.1 Correctly identify and discuss at lrast
knowledge about significant
three children's books that are
Palauan and Paclfic Region
authored by Pacific Region authors.
children's, mtermediate, and
adult literary classics, their
67.2 Identify and discuss at least fizw
authors, and the period and
Pacific Region lvriters and authors
conditions m which they were
and telLat least tzoo things that the\\.
written
know about each writer.
Palaic M i t z i s t y of Edzrcntiotr 1 P a l a u a n Stzidics Czirriciclilin Frrz~izczc~ork

GRADE 1
Palauan Studies Curriculum Framework
K. Composition
Students will be able t o . . .
Students will be able t o . . .
& Writing
69. Have many opportunities to
69.1 With the help of the teacher, illustrate
write about things that are
and author a simple book about
important to them, that they
themselves and their family.
are experiencing and feeling,
and about which they are
69.2 With the help of the teacher, make a
reading and studying.
list summarizing all the interestmg
and important things that were
covered during the week in P a l a u a
studies.
69.3 Compose a new ending for a knou n
story that reflects h o ~ v
they think i:
should hz\\fe ended.
70. Use various literary works
70.1 Write theu own name.
and forms as models and
compose their oivn \\,ersions
70.2 Approx~mate
print in their dra~vings.
of these writings.
70.3 Complete at least three simple w r i t n g
frames.
71. Proficiently create illustra-
71.1 Illustrate the main characters for 2 :
tions, timelines, graphs,
least f o ~ i r
of the stories or legends t i a t
maps, charts, and diagrams to
they ha\\ e studied.
communicate their ideas.
71.2 Make at k a s t three illustrations for 3
story that they make up.

GEADE I
Palauan Studies Curriculum Framework
K. Composing
Students will be able to . . .
Students will be able t o . . .
& Writing
72.1 Dra~'r1
pictures capturing what they
(continued)
Express themselves ~ i ?
writing
with clarity and precision for
liked best about the stories that they
many clca~ien~ic
situations, i.e.,
are studying.
responses to questions, writing
stories, notes, reports, poems,
72.2 Make illustrated book covers for at
skits, plays, summaries, book
least three of the stories that they read
reviews, essays, research pa-
in class.
pers, outlines, journal entries,
lab reports, trip summaries,
72.3 Capture the poems that they hear
technical reports, etc.
in class with pictures and simple
scntences.
73. Write with clarlty and confi-
73.1 Dictate a oilr sentence statement to go
dence about their feelings,
into a class letter to a local children's
points of view, and percep-
story author about one of the author's
tions of everyda) occurrences
books.
and the world iiround them
for many , U E I . S O ~ ! ~ ~ /
a11d crentiue
73.2 Compose simple sentences about the
situations, e.g., diaries, letters,
natural beauty which surrounds
poems, songs, stories, skits,
them.
dramas, rtc.
73 3 M,)l\\e up a stor) about an mmagmary
friend.

GRADE 1
Palauan Studies Curriculum Framework
K. Composing
Students will be able t o . . .
Students will be able t o . . .
& Writing
Competently conlpose practical
(continued)
74.1 Proficiently copy tlrree simple recipes
everyday items used to corn-
for things they made in class from the
municate ideas, i.e., labels,
hoard.
signs, lists, instructions, notes,
memos, letters, recipes, pre-
74.2 Complete at least fzuo simple thank
scriptions, receipts, bills of
you for helping them cards for their
sale, forms and applications,
elders.
sharing of their feelings and
everyday experiences, record-
74.3 Complete a list offive things that they
ing meetings, etc.
would really like to have.
76. Discuss and demonstrate
76.1 Correctly complete at least o11e example
familiarity with wriiing ~i.1.:;:
of a short note.
various formats, i.e., short
stories, fiction, nonfiction,
76.2 Correctly complete at least twu
poetry, novels, diaries, journal
examples of a short story.
entries, autobiographies and
biographies, essa1k.s narra-
tives, expository writings,
dramas, coniedics, tragedies,
etc.

GRADE 1
Palauan Studies Curriculum Framework
L. Critical
Students will be able t o . . .
Students will b e able t o . .
Thinking
78. Think about what they hear
78.1 Participate weekly in spealung, writ-
and read and respond to these
ing, art, drama, and additional read-
ideas with integrated writing,
ing for field trip activities which are
speaking, and listening activi-
direct extensions of the reading books
ties.
that they are studying.
79. Think with incrcas~iig
com-
79.1 Recall the sequence of a story.
plexity (i.e., recall, sequence,
summarize, group, delc,tr,
79.2 Correctly complete Rebus and Cloze
compare and contrast, prc-
\\iersions of familiar stories.
dict, elaboratt,, exp'~i~i!
u f o n ,
infer, apply, evaluate, ctc j
79.3 Compare and contrast the actions and
behaviors of two characters in a story.
79.1 From a story or article title and its first
sentence, predict the content of the
passage and identify topics the pas-
sage will cover.
Palau M i n i s t y of Educatio~r
/ Palauan Studies Cz~rricz~l~riiz
F r a i ~ ~ r z u o r k

GRADE 1
Palauan Studies Curriculum Framework
!
L. Critical
Siudcn!s rvill be able t o . . .
S:~tdt.:-.i~
-vill be able to . . .
Thinking
82.1 Discuss at least three of the books that
(continued)
82. Lnterpret and dlscuss with
ease the rele~lnncy
of what
they seiected for their SSR activity
they read m terms of their
a n d why they selected them.
understanduig, f e t l i ~ ~ g s
values, and experience.
82.2 Identify at least one character that
somewhat reminded them of them-
selves or someone they know.
82.3 Identify at least one story that par-
ticularly made them feel good.
82.4 Identify at least orze song, story, o r
chant that has special meaning for
t h t ~ n
or someone they know.
83. Make predictions and judge-
83.1 Justify conclusions drawn about dif-
ments about n.h,it t!ii,y read,
ferent characters in a story.
hear, and view, a ~ i i i
]~istify
their conclusions.
I-'alali Miilistnj of Ed~rcntioll / Pulnltan Strtdies Ctrrricri/riiiz Frarne.rr)ork

GRADE 1
Palauan Studies Curriculum Framework
L. Critical
Students will be able t o . . .
Students will be able t o . . .
Thinking
I
84. Consider what they read and
(continued)
84.1 Give at least one example of a charac-
hear in terms of the human,
ter that they thought was a good per-
ethical, and cultural values
son and discuss why they thought so.
that they reflect and promote.
84.2 Give at least olze example of a story,
song, or poem that helped them
understand more about how to be
a good citizen of Palau.
84.3 Give at least one example of a story,
song, or poem that they think tried to
teach them something about respect.
84.4 Give at least one example of a story,
song, or poem that helped them un-
derstand more about: sharing, nature
and natural beauty, the importance of
good manners, parental love, respect-
ing the property of others, or the im-
portance of respecting our elders.
89. Effectively participate in all
S9.1 Actively participate in class meetings.
phases of group problem
solving, i.e., problem identifi-
89.2 Politely demonstrate introducing all
cation, brainstorming, infor-
the members of their small work
mation retrieval, synthesizing
group.
information, proposing a
course of action for resolution
89.3 Work in small groups to answer
of the problem, plan modifi-
together tilrce questions that the
cation, evaluation of solution.
teacher asks them about one of the
stories read to them during the year.

GRADE 1
Palauan Studies Curriculum Framework
M. Vocabulary
Students will be able t o . . .
Students will be able t o . . .
Development
Have strong enough vocabu-
91.1 Name, label, and describe colii,. 11
lary and language skills so as
Items found in thelr homes and clas5-
to read profic~entljr
Palauan
room.
langudgt. neLvspapers.
91.2 Discuss and use various descriptive
adjectives (color, shape, size, texture;
etc.).
91.3 Discuss and use various terms used
to describe their feelings.
i 91.4 Discuss and use various terms used
1
to describe everyday actions.
91.5 Discuss and use various terms ustd
to describe different activities assocl
ated with children's play.
Y 1.6 Discuss and use various terms used
to identify ~larious
parts of the body.
91.7 Discuss and use various terms used
to identify various times of the d a y
and year.
91.8 Discuss and use various terms useil
to describe the location of things.
91.9 Discuss and use various terms used
to describe the things people com-
monly wear.
91 10 Discuss and use various terms used
to descrlbe the varlous member of :!w
family.
91.1 I Match key vocatluiary words on prc-
pared cards ~ l t h
ords embedded ln
a story.

GRADE 1
Palauan Studies Curriculum Framework
N. Structure
Students will b e able t o . . .
Students will be able t o . . .
& History of
the English
95.
Recn@izf common sounds
95.1 Know the letters of the Palauan
Language
and patterns of Palauan.
alphabet.
I
97.
Identify and discuss various
97.1 Kn0.w that sentences begin Ivith
conventions of writing-
capital letters and end with some
punctuation, capitalization,
punctuation mark.
and spelling.


ENGLISH LANGUAGE
FIRST GRADE


English
Language Arts
CURRICULUM FRAMEWORK
PALAU PUBLIC SCHOOLS
D e v e l o p e d by
The English Language Curriculum Framework Committee
a n d the English Program Staff
1 9 8 8 - 1 9 9 2

x
e

Foin,r Ministry of Edircotion is indebted to Mnsa-Aki N Enresiociil, dirrctor
for the Bl~renzr
ofCzrrriczrlirnz and Program Deuelopmenf, zullo provided the inspira-
tion and means for creating thefirst set ofCzrrriczrlzrm Frnmezuorks for Pnlnzr Public
Schools. From their inception, his uisio~zfor
thesefranzauorks as a critical tool in the
process of czrrriczrl~rm
renezunl and in~provement
Izns been the driuingforcefor fheir
zrlfinza te con~pletion.
W e are gratefill for his z~nzuauering con~mitment tozunrd fhe
edlrcational nduancenletzt andfzrtzrre drenms oforrr children.
The development of the English Lnnglrge Arts C~rrriclrlzrm
Frn~nezuork
was partially funded by the Chapter I1 program.
The opinions expressed in this framework do not necessarily reflect
the position or policies of the United Sta tes Department of Education,
and no official endorsement by the DOE should be d e r r e d .
'This framework was developed by the Bureau of Cuniculum and
Program Development, Ministry of Education, Republic of Palau.

foreword
Curriculum renewal and improvement is an ongoing process. For many years now, it
has been very clear that the Ministry of Education's improvement efforts would be
greatly facilitated if frameworks for all our content areas could be completed. This
important task is not a small one. Since the Ministry's initiation in 1986 of its Five-Year
Improvement Plan, the dialogue and work to detail, refine, review, and reach consen-
sus on what knowledge is most important to teach for each discipline for twelve years
of schooling has been foremost in the work and thoughts of the Ministry's personnel.
These important maps, our frametvorks, need to take Palau's students into the next
century with strong foundations and skills to deal ~ v i t h
the community and world
around them. This framework is one of seven completed core frameworks which when
implemented will help everyone involved with education in Palau to be much clearer
on our task, mission, and prescribed program for each student. We believe that our
frameworks are finally ready to help us chart a course to m~my
improvements in terms of
our instructional program, staff development, materials development, and materials
adoption for the next several years, and we are extremely excited.
Of course, it is in the implementation of our frameworks that we will be able to see the
real strength of our commitments and ideas. But if the development process for the
frameworks and the many people who gave of themselves often beyond what they
thought possible is any indication, we are confident that these next few years for
education in Palau will be bright and will bring about many significant improvements.
Our overall goals for all our students is to prepare them appropriately to function as
informed ; ~ n d
effective citizens of our Republic, to succeed in the world of work, and to
attain a level of personal satisfaction and happiness. The teaching of the English
language and the t h g s outlined in this framework brings us one step closer to deli-
vering to our students and communities the kind of educational experiences that will
yield for us our desired harvest.
As our world and our understanding of it changes, so must our curriculum. We would
like to commend the many individuals who worked on this English Language frame-
Palau Mitlistry of Edztcation / English Lnlzgziage Arts Clirricl~lri~n
Frrzlnezuork

work and their endeavors to update and improve how and what it is w e teach our
students in terms of English language development over the next several years.
Noticeably, our new curriculum framework is improved in the following ways:
1. More emphasis on meaningful, relevant and useful activities, rnateri-
als, and print-rich environments;
2.
Focus on the teaching of reading, writing, speaking, and listening not
as separate skills but as interrelated skills;
3.
Stronger promotion of story and literature based strategies;
4.
Greater clarity about our purpose and what instructional approaches
might prove more successful with our students, e.g., language experi-
ence approach, whole language approach, shared reading, sustained
silent reading, etc.;
5.
More emphasis on students and teachers as authors, and the accom-
plished writers and written works of the Pacific Region; and
6.
Strengthened efforts on guiding the students to develop higher order
thinking skills.
Still much work lies ahead for us all. There is a great need to make new materials, and at
the same time provide better, more relevant training for our teachers. But nothing is more
important than thecommitment and supportof our staff, teachers, and community working
together to promote excellence in the teaching of English. We feel hopeful about this
framework and believe that i t will be a useful tool to help us do just that.
Masa-Aki N. Emesiochl
Director
Bureau of Curriculum & Program Development
Palau Ministry of Education
-
Palnu Millis t r y of Eiiilcrl t i o n / E~lglisli
Lnr~grlnge
Arts C ~ l r r i c r l l l l ~ n
Frnlrre-roork

CHAPTER 1
Rationale for the Teaching of English
To prepare students to function as informed citizens who function effectively in the
world of work, and who are capable of attaining a high level of success and personal
fulfillment is the mission of the Ministry of Education. As with the teaching of our
Palauan language, the teaching of the English language is viewed as a priority if our
educational program is to be relevant and successful.
Without language, there is no thought; and without strong, well-developed language
skills-listening, speaking, ~vriting,
and reading, students would be severely handi-
capped and poorly prepared for their world. For the vast majority of our students,
Palauan is their first language; however, it is no longer the case that proficiency only in
our first languages is sufficient to be effective and successful In today's Palau. W l e
English is not the dominant language in our homes, it is the dominant language of our
legal system, political system, economy, schools via the available instructional
materials, scientific writings, pleasure reading, technical manuals, mass media, and
major information resources.
Presently, the availability of instructional materials for all the core content areas-
Math, Language Arts, Science, Social Studies, in our first language is severely limited.
Mostly all of our text materials are published in English. Without a strong command
of English, school success is virtually impossible. As well, English is now almost a
basic requirement for most jobs availnble to our young people. It is a fact that the ability
to secure a better paying job is greatly improved if the applicant can confidently and
competently communicate in at least Palauan and in English.
Those students who graduate our school program who master a certain fluency and
proficiency inEnglishwill almost assuredly have many more options available to him/
her in terms of post-secondary training. Unfortunately, the reality is that while many
of our students after high school do begin some kind of training or s,:hooling, only those
who have strong English language skills are very successful and emerge with oppor-
tunities for graduate studies available to them.
I'alatc M i l z i s t y 0fEdtlcatior2 / E?zglislr L n ~ ~ g z l a g e
A r t s Czlrriczrllrf~z
Frn~nrzuork

Knowledge and proficiency of English is also necessary if we are to protect our land
and way of life. From status negotiations to land deeds to bills of sale, almost all major
transactions currently affecting our everyday lives are better carried out if our citizens
have a strong, working knowledge of English. The ability to protect our land and
establish our self-sufficiency is contingent on many Palauans becoming literate in
English. Without a knowledge of English, the important role of wise consumer is also
nearly impossible. A majority of our product descriptions, warning labels, and product
use instructions are not available in Palauan, but in English, and to a lesser degree, in
Japanese.
Taught correctly and learned well, literacy in English can mean for all young Palauans
opportunities to first-hand participate as knowledgeable, informed citizens of a
global community. New ideas, netv practices, new discoveries, crises, current events,
and major world occurrences are much more accessible. The opportunity to gather a
well informed opinion or approach to a problem is greatly improved with English as
well as Palauan communication skills.
Fluency in another language is the most powerful passport into another world, and the
English-speaking world covers a vast and varied region. Many people throughout the
world are both schooled in their first language and in English. Because so many people
in the world tend to use English, Palauans who are fluent in English have many more
opportunities to experience personal and professional relationships with English-
speaking people internationally.
Our own Palauan culture and history is rich. With our English abilities, the opportu-
nities to educate, inform, and communicate to the outside world about Palau and
things Palauan become limitless. Written records about our way of life is one way of
guaranteeing the perpetuation of our culture. In terms of human development, because
a vast quantity of the world's great literature and compositions are available in English,
for the English-proficient person who has learned to read for pleasure and enlighten-
ment, a rich world of ideas is only volumes away. Through reading about the human
condition and important social themes, our young people will have many more
opportunities to explore feelings, depths of emotions, and numerous human dilemmas
and to formulate and integrate new strategies for happier, more productive, and
positive Jvays of relating with one another.
Palnrl Mirristry ofEd11cn
tioil 1 Ellglisl~ L1711g11nge A r t s Cz~rriclllr~rn
Fra~?zezoork

Also, the study of a different language often affords one the important opportunity to
value and understand one's first language and appreciate it and one's own culture in
a meaningful way. While this is not one of the most significant reasons why English must
be taught, it is a side benefit that we can enjoy and be enriched by.
Of the Ministry's seven major goals, none of them can be accomplished if our students d o
not have strong English language competencies. All seven of them directly or indirectly
necessitate the learning of English by all the students. They are as follows:
G O A L S
1. To prepare students as responsible citizens of Palau by emphasizing
their individual and collective duty to contribute to the welfare of the
Republic.
2 . T o instill in students the value of Palauan Identity and unity through
the study of the local language, customs, music, art, politics, economics
and social characteristics of the Republic.
3. To foster awareness and knowledge of Palau, the rest of the world and
the role of Palau in the world.
4. To provide students with basic language skills (i.e. comprehension,
speaking, reading, and writing) in both Palauan and English.
5. To provide student with basic skills in the areas of Math, Science, and
Social Studies.
6. To provide students with adequate preparation for college or vocational
education.
7 . To provide students with opportunities (e.g., information, counseling,
and limited scholarships) for post-secondary education outside of Palau
with focus on careers identified as priorities for the Republic.
P'11tzzi Ministry of Edrlcntion / English L a n ~ r n g e
Arts Cztm'crrl~crn
Fmrnezuork


CHAPTER 2
The Goals and Outcomes of
the English Language Arts Curriculum
The Goals and Outcomes
of the English Lungzinge A r t s Ctlrriczrlziln Fratncwork
are to Develop Students W h o . . .
MAJOR AlTlTUDES
*
Feel effective in their ability to use their enhanced c o m ~ u n i c a t i o n
abilities to
more constructively participate as a contributing member of their family,
society, country, and ~ v o r l d .
Feel confident to communicate in English through speech and writing for a
variety of personal, practical, academic, and creative situations and needs.
Appreciate, respect, and value the differences and similarities between Palauan
and the English language, and the people of Palau, and those of other cultures.
Enjoy, appreciate, and feel enriched by the great literary "classics" and compo-
sitions of the Pacific and the xvorld available in English.
Find satisfaction and deepening sense of pride and self-worth as they write and
feel confident in their own abilities to compose, express their feelings and
opinions, and take on the creative role of "author."
Feel confident and eager to problem solve and seek out new ideas and informa-
tion because of their competencies with the English language and various
information resources.
Find direction and deepening awareness of themselves through their readings
of various writings that address important values and conditions throughout
the world.
Enjoy language learning and understand the value of being multilingual
Palnu M i n i s t r y of Edltcntiotz / E t ~ g l i s h
Lntlgunge A r t s C ~ ~ m ' c r ~ l z c m
Fra~tzezuork

KNOWLEDGE & SKILLS
A.
Listening
1. Have numerous opportunities to listen to quality stories, songs,
chants, poems, dramas, speeches, audio tapes, readings, etc., which
are highly interesting and relevant to them.
2.
Have numerous opportunities to hear English practiced, spoken, and
read aloud by them, their classmates, their teachers, and by other
experts.
3.
Think about what they hear and listen well enough to identify,
discuss, and summarize key elements, i.e., the directions, the theme/
main idea, sequence of events, the speaker or reader's motivation,
plot, setting, main characters, characterizations, etc., of what is read
or spoken to them.
4.
Discriminate effectively between someone who is a model and effec-
tive reader, storyteller, speech maker, conversationalist and someone
who is not.
5.
Discuss and demonstrate how a courteous audience behaves.
6.
Effectively listens to non-verbal cues.
7.
Recognize various forms of speech and writing from what they hear,
e.g., conversations, small and large group discussions, directions,
poems, songs, chants, speeches, announcements, stories, skits, dra-
mas, reports, etc.
B. Speaking and Reciting
8.
Have many opportunities to be engaged in discussion about things
that are important to them, that they are experiencing, feeling, and
about which they are reading and studying.
9.
Express themselves in speech with clarity and precision for many
practical situations, i.e., asking questions, giving directions, partici-
pating in everyday conversations, sharing their feelings and exper-
iences, participating in meetings, giving speeches, etc.
10. Express themselves in speech with clarity and precision for many
creative and recreational situations, i.e. telling jokes, storytelling,
reciting poems, sharing songs, playing games, presenting s h t s or
dramas, etc.
11. Express themselves in speech with clarity and precision for many
iluzdemic situations, i.e. participating in small or large group class
discussions, sharing information with classmates, brainstorming,
giving different reports, debating questions, dramatic readings, etc.
P a l n ~ l
h f i ~ ~ i s t r
o y
, f E d ~ r c n f i o ~
/ l
El~g[is]l
Lntlg~lflge
A r t s Cllrric~llrl)n
Frilmezclork

12. Confidently read aloud chorally and individually various works
(letters, stories, poems, newspaper articles, own compositions) with
effective use of voice, volume, pace, tone, intonation, pronunciation,
gesture, facial expressions, etc.
13. Capably retell stories in their own words
14. Sensitively , ~ n d
respectfully disagree with another's point of view in
discussions
15. Discuss and demonstrate how effective speakers must modify what
they are saying or reading aloud in order to be effective and s e n i ~ t i v e
to their a~~cllences.
16. Capably use body movements, skits, and dramatizations to convey
meaning.
17. Persuasively presvnt a speech or an argument and orally sway the
attitude of JII audience of their peers and teachers.
C. Viewing, Reading, and Literature
18. Have many opportunities to view and read a large variety of well
written storlvs, books, plays, pamphlets, art~cles,
posters, charts,
diagra~ns,
printed materials, etc., wl~ich
are highly lnterestlng and
well 1ll~istr;lted
19. Have numerous opportunities to read their thoughts, their stories,
and about their own reality.
20. Independently select and read various materials from a library for
both plensrlrc and personal enricl~ment.
21. Independently select and read various materials from a library for
ac~ilienlic
pu [.poses.
22. Read xvith (.or~lidt,rlcc
various priic-ticill writings related to succr~ssfully
carrying out various everyday activities, e.g., labels, signs, charts,
posters, lists, instructions, notes, memos, letters, recipes, prescrip-
tions, receipts, bills of sale, forms and applications, job announce-
ments, newspaper and magazine articles, laws, legislation, etc.
23. Interpret a r ~ d
discuss with ease the relevancy of what they read in
terms of their understanding, feelings, and experience.
24. Identify and discuss various readings that help them understand
what it is to be a good human being and to clarify their values and
moral judgement.
-
p
p
~
-
~

Pailzzl Mitlisrry u ~ ~ r i l ~ c r ~ t i
/ t a
, l r
g r
l r s / l Larrgllaye Arts Cllrn'cllllrtn Frflirze7uork

25. Analyze and find with ease the main ideas, main characters, theme,
sequence of events, and cause and effect relationships, plot, setting,
characterization, points of view, etc., in what they read.
26. Proficiently read illustrations, graphs, maps, charts, posters, dia-
grams, and other visual displays.
27. Identify and discuss various strategies and context cues they use in
helping them to read various kinds of writing, including content-
specific writing, e.g., text materials and resource materials for Sci-
ence, M'lth, Health, Social Studies, Palauan Studies, Art, Music.
28. Demonstrate familiarity with reading a variety of literary genres,
including, short stories, fiction, nonfiction, poetry, novels, diaries,
journal entries, autobiographies and biographies, essays, narratives,
expository writings, dramas, comedies, tragedies, etc.
29. Demonstrate familiarity and knowledge about significant Palauan
and Pacific Region children's, intermediate, and adult literary clas-
sics, their authors, and the period and conditions in which they were
written.
30. Demonsbate familiarity and knowledge about significant children's,
intermediate, and adult literary classics written in English from
throughout the world, their authors, and the period and conditions in
which they were written.
31. Comprehend enough background information s o as to understand
inferences, idioms, expressions, points of view, and the irony or
humor in what they read.
32. Discern what is a n excellent piece of writing and when an author has
been effective.
D. Composing and Writing
33. Have many opportunities to write about things that are important to
the,:,, :1~1t t k y
C A ~ L L L L ~ L C ~ I I ~ ,
fetlii~t;,
'
1nCi c
~
~
wluili
~
they
~
are
t

reading and studying.
34
Use various literary works and forms as models and compose their
own versions of these writings.
35. Proficiently create illustrations, timelines, graphs, maps, charts, and
diagrams to communicate their ideas.
-
.
-

--
--
-
Pnlnlr Millistn] of E d ~ l c n t i o ?
I ~
E ~ ~ g I i s l l
Ln~lg~rnge
A r t s Crrrriclrf~rn~
Frn,nezvork

36. Express themselves in writing with clarity and precision for many
ncndcnlic situations, i.e. responses to questions, writing stories, notes,
reports, poems, sluts, plays, summaries, book reviews, essays, re-
search papers, outlines, journal entries, 1'lb reports, trip summaries,
technical reports, etc.
37. FYrite with clarity and confidence about their feelings, points of view,
and perceptions of everyday occurrences and thc world around them
for many pcrsoilnl and crt~atizli~
sit~~ations,
e.g., diaries, letters, poems,
songs, stories, skits, dramas, etc.
38. Co~npetently
compose pn~cticnl
everyday items used to comrn~micatc
ideas, i.e., labels, signs, lists, instructions, notes, memos, letters,
recipes, prescriptions, receipts, bills of sale, forms and applications,
sharing of their feelings and elreryday experiences, recording meet-
ings, etc.
39. Demonstrate skill and familiarity wit11 all phases of the writing
process (pre-writing, drafting, revising, and final editing), and use
feedback on their writings so that they end up clear, interesting, and
well-written compositions.
40. Discuss and demonstrate familiarity with writing using various
formats, i.e., short stories, fiction, nonfiction, poetry, novels, diaries,
journal entries, autobiographies and biographies, essays, narratives,
expository ivritings, dramas, comedies, tragedies, etc.
41. Persuasively present an argument in writing to reach a particular
audience and sway their attitude about something.
42. Effectively use their writing skills to help them improve the condi-
tions around them.
43. Demonstrate knowledge of contemporary word processing tools.
E. Critical Thinking
44. Think about what they hear and read and respond to these ideas with
integrated writing, speaking, and listening activities.
45. Thlnk with increasing complexity (i.e., recall, sequence, summarize,
group, delete, compare and contrast, predict, elaborate, expand
upon, infer, apply, evaluate, etc.).
46. Identify and discuss various context clues they use in helping them
to comprehend various kinds of writing, including content specific
writing, e.g., text materials and resource materials for Science, Math,
Health, Social Studies, Palauan Studies, Art, and Music.
L'illari Mitiistry of Edzlcatiorl / E ~ ~ g l i s l l
Lnrlgilnge Arts C1lrrictrlil1n Fm~nezuork

47. Distinguish between fact and opinion in what they read, view, and
hear.
48. Analyze stories for deeper meaning and understand inferences.
49. Make predictions and judgements about what they read, hear, a n d
view and justify their conclusions.
50. Consider what they read and hear in terms of the human, ethic<~l,
and
cultural values that they reflect and promote.
51. Recognize propag'mda techniques in what they read, view, nnd h e x .
52. Share their awareness of various aesthetic values, i.e., writing style,
wit, use of imagery by the authors that they study.
53. Proficiently diagram their ideas as an effective way of organizing
informa tion.
54. Confidently use various information resources to investigate ques-
tions and get answers.
55. Effectively participate in all phases of group problem-solving, i.e.,
problem identifica tion, brainstorming, information retrieval, synthe-
sizing information, proposing a course of action for resolution of the
problem, plan modification, evaluation of solution.
56. Capably discuss how tragedy, irony, simile, metaphor, image, sym-
bolism, humor, etc. is employed in writings.
57. Identify and discuss various literature selections which strengthened
their understanding of information that they are studying in the
science, social studies, health, and math content areas.
G. Vocabulary Development
58
Face new words with strategies for getting tvhnt they mem.
59. LearnEnglish action words b v n a r t i c i n a t i n r
- in hndv r n c l \\ ~ i . m ~ ~ n t ~
-mi'
actions which correspond to the words and phrases being learned.
60. Discuss how knowledge of the origin of words, root words, and
prefixes can help in understanding the meaning of a word.
61. Have strong enough vocabulary and language skills so as to read
proficiently English language newspapers.
62. FIave familiarity with common computer terms.
--
Pnlnn M i ~ l i s t n ~
of Erlzrcntio~r
/ Ettglis11 Lntrgrlnge A r t s C11rric11111tn
Frn??~ezoork

63. Demonstrate and discuss how to effectively access information from
various language resources, including dictionaries, thesauruses,
libraries, directories.
64. Complete creative writing assignments employing vocabulary and
concepts taught to them from the various core content areas (i.e.,
Science, Math, Social Studies, Health, Palauan Studies, English Lan-
guage Arts).
65. Edit their own compositions using more precise and \\.ivid ~ v o r d s
with which to make their point.
H. Structure and History of the English Language
66
Recognize common sounds and patterns of the English language.
67. Effectively discuss the many similarities and differences which exist
between structure of the English language and that of Palauan.
68. Demonstrate familiarity with English grammar, grammar
references, and style books.
69. Identify and discuss various English conventions of writing-punc-
tuation, capitalization, qnd spelling.
70. Demonstrate awareness of formal and informal English.
71. Discuss and identify various English dialects and slang.
72. Recognize the major countries where English is predominantly spo-
ken.
73. Discuss how languages change and ~ v h a t
are some of the ways
English is changing.
74. Demonstrate familiarity with the history of English and American
English, the current status of English in the world, and current issues
that surround English literacy.
Pnlau M i n i s t y of Educntiolt / Erlglislz Lnlrguage A r t s Cltrricrillcrn Fra~nczoork


CHAPTER 3
The Organization of the Palau
English Language Arts Curriculum
The following are the major areas for the P;tlau English Language Curriculum accom-
panied by short descriptions. While they are discussed as separate skills, we would like
to emphasize that they are sub-skills that are all interrelated and should be taught in an
integrated, whole language approach.
A.
Listening
This infor~nation
should help student< develop strong abilities to l ~ s t e n
to
speakers of English and understand what they are saylng. Hopefully, ~ v l t h
this information the students will also learn to grasp the subtleties of the
language, and apprec~ate
the beauty of spoken Engl~sh
B.
Speaking and Reciting
This information should help students develop strong abilities to cornmu-
nicate through speech. Hopefully, with this information the students will
also learn to speak or recite with confidence and clarity for a variety of
situations.
C .
Viewing, Reading, and Literature
This information should help students develop strong reading abilities.
Hopefully, ~ v i t h
this information the students ~ ~ 1 1 1
be
able to confidently
seek out variety of writings, read them, and learn from them.
D.
Composing and Writing
This information should help students develop strong abilities to write
about their feelings and the world around them. Hopefully, ~ v i t h
this
information the students will be able to express, document, and communi-
cate to others their perceptions and concerns.

E.
Critical Thinking
This information should help students develop strong abilities to apply
what it is they reccl. Mcpefully,tvith this information thestudents willbetter
be prepared to solve any problem that might confront them in a logical,
economical, and thoughtfal manner.
F.
Vocabulary Development
This information should heip students c!t.velop in their ability to confi-
ctently read newspapers, confront nelv tvords, and access documents,
libraries, inciividuids, nnii various writings for information. Hopefully,
with this information the students will be able to confidently know where
to go to find the meaning of something. and information abo~it
something
whenever they need it.
G.
Structure and History of the English Language
--
This information should help students develop in their appreciation for the
structure of English and their first language. Hopefully, with this informa-
tion, students will better be able to organize their thoughts about languages
and confidently proceed to learn many more languages.
The order in which the topic areas are presented is meant in no way to be a reflection
of their relative importance within the curriculum. All of the topic areas are addressed
in every grade and are all viewed as important and vital. They were all selected based
o n their relevance to existing needs and language concerns prevalent throughout our
Republic.
What determines the sequencing of the information, and the placement of specific
topics and components, is our understanding about our students and their level of
maturity and need for specific information at particular g z a k i -Ne do operate under
the assumption that our students' abilities to handle more and more complex feelings,
ideas, and issues develops as they grow and mature.
English language artseducation is provided from gr'ldes 1 through 12 in every school. The
course of study and student activities fncris on developing high level of fluency.
Pnlari &linistry of Edricntio~l/
Etrglisl~ Lfltrgringe Arts Crirriclillr~n
Frmnezuork

CHAPTER 4
The Instructional Approach of
the Palau English Language Curriculum
How well w e are able to accomplish ourgoal tosendoursh~dentsinto
the futureand back
to their communities skilled readers and communicators of English depends greatly on
Ilo;u our English curriculum is taught and supported.
English is a skill, a way of thinking, a tool for communication, gaining knowledge, and
for problem solving. In order to truly "learn" English, the language must be used over
and over again in meaningful contexts by the learner.
A-
n t . ~ ~
aclvanccs are ~ n a d e
dally Into our ~~nderstanding
of how a second language 15
bcst learned and taught to students, we in Palau wlll seek to incorporate these better
ideas into our instruction.
M-hen most of us learned our first languages, w7e learned them under certain "optimal"
cond~tions
that helped us gain confidence and prof~clency
in our ability to communi-
cate. Through trial and error, practice, listening, and the necessity to communicate our
needs and explaln the world around us, we Lvere encouraged and coauecl to use and
lrarn our home languages
\\Ye have come to understand now that the second, third, fourth, etc., languages are
more easily learned if we can provide our students with much the same "optimal"
conditions that were operating when they learned their first language. Given this
notion, and many others related to how we best meet our goal to develop English
language fluency, literacy, and proficiency among our students, the Palau English
Language Curriculum Office would like to offer up the following guidelines on how we
believe English can best be taught to our students.
THE IMPORTANT ROLE OF OUR TEACHERS
Tht. teacher's role in the curriculum is critical. kIe or she must carry out a number of
rolt's to ensure that rrll our students attain the goals and objectives that 11,1ve been set
I'ir lazr ,l.lir~istry
of E ~ J I C ~
ti or^ / Eflglis11 Larrgzrnge A r t s C Jr ~
r i
c ~ r l ~ r m
Fratrlezuork

forth in Chapter 2. It is especially important that the students have teachers who
provide them with the following:
Good Modelers of English
No amount of reading, exposure to interesting activities and presentations will
challenge students to think, read, and enjoy effectively communicating in English
if our teacher's behaviors are in direct contradiction to what he/she is attempting
to teach. I t is vitally important that the teacher constantly model the use of good
English. During English language class, the language of instruction should be
English. It is very difficult for the students to learn English if the teacher is using
Palauan to teach English.
Builders of Self-Esteem and Confidence
We know that our students learn best when they are able to learn in caring
environmentswhere they feel that they are accepted and respected. Every effort must
be made by the teacher to allow each student an opportunity to have her and his
feelings, ideas, and school work acknowledged and respected.
It is important that the teacher establishes and maintains with the class certainrules
that work to help the students work in class in friendly, cooperative, and caring
ways. It should be clearly communicated to each and everyone in the school that
name calling and the humiliation of members of the school will not be tolerated.
Each child is unique and is to be treated to with respect so that he or she can find
school success and function as a successful contributing member of the school
comrnuni ty.
Praise for good effort and improvement from the teacher and fellow students is the
most positive way to build positive attitudes about learning and feelings of self-
worth by our students. Negative reinforcement must be used sparingly if at all.
The building of self-pride and self-esteem can also be accomplished by the teacher
in the type of readings that he/she selects for the students. As much as possible,
students need to see their own experience being written about, see their own
people in the role of "author," their interests and reality the topic of the assignments
and discussions.
Palnrr M i ~ r i s t y
ofEdrrcatiorr / Errglish Latrgrrage Arts C ~ i r r i c ~ r l r l ~ n
Frnlnezuork

Good Tour Guides Into New "Unchartered Territory"
When new material is being introduced, students need teachers to act as guides for
them. Good tour guides will do at least the following
+ State the purpose for the learning
+ Probe for prior knowledge.
+ Provide students with necessary background information.
t Introduce the vocabulary in meaningful context.
t Encourage students to ask questions.
+ Help students relate what is being learned to their own experience.
+ Provide extra activities which will offer opportunities for the students
to reinforce their new learning.
+ Evaluate students' comprehension.
+ Have students make predictions
Interpreters
Occasionally, there will be content covered in the curriculum which is a little
removed from the students' immediate environment and experience base, but was
included in the curriculum because there is a feeling that this information will
eventually be helpful and necessary for the students. In these instances, i t is
important for the teacher to act somewhat as a "interpreters" and help the students
understand material that might be more difficult to understand given their
knowledge and experience base.
The teacher should use his or her knowledge about students' experiences, the
curriculum, and the local environment so as to draw relevant and clear examples
that will help the class better understand the ideas and concepts which might be
more "foreign" to them.
The more relevant the teacher can make the curriculum, the better. Please take
every opportunity to do this. The framework is merely the conceptual skeleton
which requires a creative, dedicated teacher to help it come alive for the students.
Palnu Millistry of Educntion I Etlglish Lnnglrnge Arts C~rrriclillif?~
Frnlnezuork

Designers of Pro-Literate Environments
Students need teachers lvho use their creativity to build apro-literate environment
out of the classroom. Attractive posters, black boards, posted pictures, reading
corners, stucient-made books, etc., can all be used to provide extra motivation for
the students to want to read and write.
The rnort. cxcitemcnt and e n t h ~ ~ s i a s m
the teacher can generate for all kinds of
English language activities the better. Since our students are from a variety of
linguistic backgrounds, it would also be important to have many languages
represented in writing in the classroom.
Strong Advocates a n d Promoters of Reading
Q
Each day and week, time needs to be set aside for reading. Students also need to see
the adults in their homes and classrooms modeling good reading habits. There is
no greater motivation for reading than great stories, and stories that touch upon
familiar feelings, things, people, and events.
What is selected or developed by the teacher for in class reading, rending assign-
ments at home, reading aloud times, etc., can make all the difference in the world.
Even the poorest reader cannot resist an interesting story. Also, a good teacher can
take an interesting story and develop into a whole unit of fun activities that not only
allow the students to practice their English language skills but also to reinforce
their knowledge of various content areas.
Supporter of "Multilingualism"
The teaching of English is in no way meant to undermine the student's first and/
or home language. English should not be presented as a "better" language, only a
different language. Teachers should let the students know that being multilingual
is very desirable. Those people in the class that know how to converse, read, and
write in more than one language are very lucky. Students should be encouraged
by their teacher to learn as many languages well as is possible.
PnInri M i n i s t r y o f Edricntioll 1 EtrglisJr Lrrtrgringe A r t s Crrrricrllrrilr Frari~rsoork

Learning Styles Specialists
Our students need teachers who will work to make sure that the needs of nl[
students in the class are being met. Oftentimes this means delivering the lessons
using a variety of approaches. From experience we know that some students learn
information better when they can both hear and see what is being discussed. Also,
most of us remember more of the content being studied when we have been
provided with opportunities to touchor actively get involved with the informntion
being discussed.
Whenever possible, the teacher is strongly encouraged to vary the ways the English
language information is presented. It is much more interesting and meaningful to
thc students when the teacher i n c o r p ~ r ~ l t e s
audio-visuals, field trips, role plays,
guest speakers, films, props, etc., in his or her instructional approach.
All students need to gain in terms of their confidence in using English. While it may
be easier to pace our lessons and activities to the "brightest" students in the class,
this approach docs not serve the best interest of the class, community, or curricu-
lum. The mental, and emotional needs of all students should be kept in focus. A
resourceful teacher will enlist the help of the quicker students to help with the
instruction of those that are slower to grasp the information. This approach is very
useful and is almost always beneficial to all parties.
Parenffcommunity Involvement Specialists
When the families and parents of our students are aware of what is being taught
to their childrenvia the English language curriculum, there are more opportunities
for the lessons to be actually reinforced and learned. Whenever possible, it is
important for the teacher to keep the students' parents and families well informed
about the curriculum and whenever possible enlist their assistance to help their
students learn the English language information and strategies that are being
taught in school.
Our goal is to get better and better in how w e teach and how our students learn
English. From our observations of our current classrooms we would like to end
with the following:

W e Need fewer English Language C l a s s r o o m s Where
Students are not ncfiuely involved.
There is not enough emphasis on creative writing.
The teacher lectures or grades papers for the whole period.
Teacher mainly speaks in Palauan during English instruction.
Students are not given enough positive reinforcement.
Pleasure reading is not emphasized.
Only certain students are consistently called upon to d o things
and/or answer questions.
Teacher emphasizes spelling and pronunciation more than
meaning and comprehension.
W e Need MORE English C l a s s r o o m s Where:
Teachers build upon students first language knowledge.
English lessons cut across the content areas and reinforce what is being taught
in the other subject areas.
Palauan stories, values and the everyday experiences of the students are
being used in the teaching of English.
The lessons and activities the teacher has chosen or designed address a range
of interests and skill levels.
There are a variety of teaching approaches being used.
The students are eagerly waiting for their turn to practice and share their
English language skills.
Where with the young children, lots of the activities revolve around picture
books, rhymes, stories, story telling, puppet shows, songs, poems, opport~mi-
ties to "show & tell," etc.
Teachers especially have good discussions which give the students important
backgrol~nd informofion before assigning difficult material to read.
Teachers make a special effort to increase their waiting time for responses SO
that even slower students who need just a little extra time to formulate their
answers have opportunities to successfully answer in class.
Peer tutors are used so that more students get practice within a class period.
-
Pnlan Millistry of E d ~ ~ c a t i o ~ z
EtzglisI~ Ln~~grrnge
Arts Ctrmriczrlrl~,~
Frninezoork

CHAPTER 5
Thescopeandsequence
of the English Language Arts Curriculum
T h e Goals of the English Langrlnge A r t s Frawzework
are to Develop Students W h o . . .
MAJOR ATTITUDES
Feel effective in their ability to use their enhanced communication abilities to
more constructively participate as a contributing member of their family,
society, country, and world.
Feel confident to communicate in Englisll through speech and writing for a
variety of personal, practical, academic, and creati1.e situations and needs.
Appreciate, respect, and value the differences and similarities between Palauan
and the English language, and the people of Palau, and those of other cultures.
Enjoy, appreciate, and feel enriched by the great literary "classics" and compo-
sitions of the Pacific and the world available in English.
Find satisfaction and deepening sense of pride and self-worth as they write and
feel confident in their oLvn abilities to compose, express their feelings and
opinions, and take on the creative role of " a ~ ~ t h o r . "
Feel confident and eager to problem so1L.e and seek out new ideas and informa-
tion because of their cornpetencies with the English language and various
information resources.
Find direction and deepening awareness of themselves through their readings
of various writings that address important values and conditions throughout
the world.
Enjoy language learning and understand the value of being multilingual.
1)rrlarr ~ V l i n i s t y
of Edzlcntiotr / English Lallgr~nge
A r t s Cz~rricrrlrri~r
Frrztnezuork


GRADE 1
Palau English Language Arts Curriculum Framework
1 A. Listening
Students will be able t o . . .
Students will be able t o . . .
I
1. Have numerous opportunities
1.1 Llstcn lo numerous stories about
1
to listen to quality stories,
topics which are farn~liar
and interest-
songs, chants, poems, dramas,
ing tofirsf-grirde students and which
speeches, audio tapes, read-
they have experienced in their first
ings, etc., which are highly
language.
interesting and relevant to
them.
1.2
Identify correctly and discuss at least
three translated familiar Palauan
children's stories that were read aloud
to them in class.
I
1.3 Identify correctly and discuss at least
three familiar Palauan songs that were
translated, read, and sung to them in
class.
1.4
Identify correctly and discuss at least
three familiar I'alauan chants or poems
that were translated and read aloud to
them in class.
2. H a \\ ~ e
numerous opportuni-
2.1
Listen daily to highly interesting, pre-
ties to hear English practiced,
dictable, repetitive stories, poems, and
spoken, and read aloud by
songs In order to get comfortable with
them, their classmates, their
the rhythms, patterns, and common
teachers, and other experts.
phrasing of English.
2.2
Listen to slides, films, filmstrips,
videotapes, or audio tape recordingr;
of highly Interesting, repetitious,
r t i y t t ~ r n i i d l
stories, poems, and song?
so as to build confidence and farniliar-
ity with English.
Przluu h f i n i s t r y of ~ d l t c r l t i 0 1 1
/ E n g l i s j ~
La,lg~irzycz A r t s C ~ i r r i c l r l ~ r ~
F ?
r l
r l~ ~ l c ~ z i ~ o r b

GRADE 1
Palau English Language Arts Curriculum Framework
A. Listening
Students will b e able t o . .
Students will be able t o . . .
(continued)
Think about what they hear
3.1
Ident~iy
the main characters, summa-
and listen well enough to
rize the theme/main idea and accu-
identify, discuss, and summa-
rately recall the sequence of events
rize key elements, i.e., the
for at leastfive of the children's books
directions, the theme/main
that were read to them during the
idea, sequence of events, the
school year.
speaker or reader's motiva-
tion, plot, setting, main char-
3.2
Recall simple class instructions in
acters, characterizations, etc-.,
their own words accurately.
of what is read or spoken 1 ,:
them.
3.3
Recall stories or songs that they and
specific classmates liked during the
school year and discuss why the
were especially good.
3.4
Proficiently participate in activities
(Total Physical Response) and play
games where they required to listen
and respond to verbal directions
with specific body mcsvements, e.g.,
"S~mon
Says", "Hide 'n Seek," etc.
5. Discuss and demonstrate
5.1 Discuss why malung noise when
h o ~ v
a courteous audience
someone is trying to share a story
1
beha\\res
with the class is not nice.
Recogn~ze \\?arlous forms of
7 1
Listen and d~\\tmgulsh
from a tape
speech and w r ~ t ~ n g
from
recording between a poem and a
r\\ hat they hear, e g , con\\ er-
report, a song and set of d~rections,
satinns, small and large
a readmg of t3 fair), t'jlc and a cliiis
group dl>cussions, direct~r)r-is,
n ~ e e
t
mg
poems, songs, chants,
speeches, announcemtmt\\,
<tor:es skits, dramas, r t ~ ) o r t s ,
eti

GRADE 1
Palau English Language Arts Curriculum Framework
1 B. Speaking
& Reciting
b
riciTv
e I ~ L ~ Iu I
p ~
p o rt u I l ~ t l e >
LC)
b.1
l c i l k ciDoUt !ii)ci 01 Lii'li
1'11 U I lle
be engaged m discussion
books.
about things that are impor-
tant to them, that they are
8.2
Talk about their favorite subject or
experiencing, feeling, and
activity in school.
about which they are readlng
and studymg.
8.3
Talk about things that make them
feel happy, sad, excited, and angry
9. Express themselves in sp, .:I
9.1
Respectfully and politely greet some-
with clarity and precisior: :<3r
one older.
many practical situations,
i.e., asking questions, giving
9.2
Be able to introduce themselves or a
directions, participating in
friend and share personal informa-
everyday conversations,
tion about themselves.
sharing their feelings and
experiences, participating in
9.3
Politely ask permission to do sorne-
meetings, giving speeches,
thing or have something.
etc.
10. Express themselves in speech
Play games where they required to
with clarity and precision for
locate a hidden object in the class-
many creative and recreational
room.
situations, i.e. telling jokes,
storytelling, reciting poems,
Invent their own new phrase for a
sharing songs, playing games,
song or chant.
presenting skits or dramas,
etc
Play game5 xvhere they givc verbal
d~rections,
or ask permlsslon, and
I ~ q t e n
~ \\ ~ c l
~ l n n ~ :
to ~ h
~ l c c r ~ ~ f ~ ~ l l ~
play the game, e g , "Simon Says,"
"Mother, May I ," etc.

GRADE I
Palau English Language Arts Curriculum Framework
B. Speaking
Students will be able t o . . .
Students will be able t o . . .
& Reciting
Express themselves in speech
11.1 Confidently share with classmates
(continued)
with clarity and precision for
and teacher tl:e information about
many acadcn~zc
situations, i.e.,
themselves and their family.
participating in small or large
group class discussions, shar-
11.2 Correctly ask questions that seek
ing information with class-
more information.
mates, brainstorming, giving
different reports, debating
11.3 Actively take turns in class sharing
questions, dramatic readings,
information, giving ans~vers,
feed-
etc.
back, and a s h g questions.
11.4 Actively participate in "Show and
Tell."
11.5 Effectively carry out the rotated job
of team leader.
11.6 Give classmates a short set of direc-
tions for how to do something.
Confidently read aloud cho-
12.1 Successfully read in unison with
rally and individually various
classmates tliree classic children's
works (letters, stories, poems,
rhythmical and repetitious picture
newspaper articles, own com-
books that were read aloud to them
positions) with effective use
in class.
of voice, volume, pace, tone,
intonation, pronunciation,
12.2 Successfully sing in unison with
gesture, facial expressions,
classmates tlrree rhythmical and
etc.
repetitious songs that i\\-ere read
and sung to them in class.
12.3 Successfully recite in unison with
classmates tilrrr rhythmical and rep-
etitious poems that ivere read aloud
to them in class.
13 Capably retell stories m thelr
13 1 Retell at least t11rt.c %tone\\ klslng t h e ~ r
own words
o ~ i
n illustrntions
I
Palau M i n i s t y of Edllrntion / English Lntrgunge Arts C~lrricziiutn
Fra~?rczclork

GRADE 1
Palau English Language Arts Curriculum Framework
B. Speaking
Students will be able t o . . .
Students will be able to . . .
& Reciting
(continued)
14. Sensitively and respectfully
14.1 Why it 1s unportant not to make fun
disagree with another's point
of someone who says something that
of view in discussions.
they don't think is right or that they
agree with.
16. Capably use body move-
1 16.1 Demonstrate reciting at least three
ments, skits, and dramatiza-
English rhymes, songs, and chants
tions to convey meanmg.
with body movements.
16.2 Pantomime correctly body move-
ment responses to at least five TPR
commands.
--
-
- -
- - -
--
- --
- .
-
-

Pnlnri M i t r i s t y of Edttcntrotr / English Lnrrgrtoge Arts Ciirr1cr111011
F r ~ t ~ i ~ z ~ l o r h

GRADE 1
Palau English Language Arts Curriculum Framework
. >
I
I *
, ~
C. Viewing,
Students will be able t o . . .
Students will be able to . . .
Reading,
& Literature
18. Have many opportunities to
18.1 Begin to associate print to pictures.
view and read a large variety
(continued)
of well written stories, books,
18.2 Begin associating what is spoken
plays, pamphlets, articles,
with written words.
posters, charts, diagrams,
printed materials, etc., which
18.3 Begin associating words with ideas.
are highly interesting and
well illustrated.
18.4 Know that print carries meaning.
18.5 Recognizes their o\\vn name in lim-
ited contexts.
18.6 Identify correctly and discuss at least
tllrcc classic children's rhythmical
and repetitious picture books that
were read aloud to them in class.
18.7 Identify correctly and discuss at least
three rhythmical and repetitious
songs that were read and sung to
them in class.
18.8 Identify correctly and discuss at least
tilr~i.
rhythmical and repetitious
poems that were read aloud to them
in class.
18.9 Identify correctly and discuss at least
tllrcc rhl.mc, that .r\\ ere read aloud to
them in cla.;s

GRADE 1
Palau English Language Arts Curriculum Framework
C. Viewing,
Students will be able t o . . .
Students will be able t o . . .
Reading,
& Literature
Ha\\,e numerous opportuni-
19.1 Identlfk correctl) and d ~ s c u s s
at least
ties to read thex thoughts,
tirrcc translated tradltlonal Palauan
(continued)
their stories, and about their
children's stories that were read
own reality.
aloud to them in class.
19 2 Identify correctly and discuss at least
three familiar Palauan songs that
were translated, read, and sung to
them in class.
19.3 Read along with the teacher state-
ments that they made in response to
a story book which were recorded on
the board by the teacher.
19.4 Read simple books about themselves
made by each student with the help
of the teacher.
---
- - -
-
--
Palnn Ministy o f E d ~ i c n t i n t ~
/ E)lglisli 1-nr1g1rr1g1-
A r t s C l ~ r r i c l ~ l ~ l
F trn
n ~ ~ z c ~ o o r k

GRADE 1
Palau English Language Arts Curriculum Framework
C.
Viewing,
Students will be able t o . . .
Students will be able t o . . .
Reading,
& Literature
20. Independently select and
20.1 S ~ l c c t
reading material that interest
then1 trom the class library and an-
(continued)
read various materials from a
library for both plenslrre and
ticipate in Sustained Silent Reading
personal enrichment.
(SSR) for at least five minutes four
times per week.
Read with confidence various
practical writings related to
22.1 Correctly find their name somewhere
successfully carrying out
posted in the classroom.
various everyday activities,
e.g., labels, signs, charts, p x t -
22.2 Identify correctly at least two posters
ers, lists, instructions, nc: .,
:,
in their classroom and discuss what
memos, letters, recipes, 1 - .r-
they are about.
scriptions, receipts, bills oi
sale, forms and applications,
22.3 Correctly read numbers 1 - 10.
job announcements, newspa-
per and magazine articles,
laws, legislation, etc.
23. Interpret and discuss with
23.1 Discuss at least tlzree of the books that
ease the relevancy of what
they selected for their SSR
they read in terms of their
activity and why they selected them.
understanding, feelings, and
experience.
24. Identify and discuss various
24.1 Gi\\re at least one example of a story,
readings that help them
song, or poem that helped them
understand what it is to be
understand more about: natural
a good human being and to
beauty, the importance of good
clarify their values and moral
manners, or the importance of
Palati Millistry of Edzicatior~
I Erlglislr Lnrtgcage Arts C u r r i c ~ i l ~ r n ~
Fro~ncrclork

GRADE 1
Palau English Language Arts Curriculum Framework
C. Viewing,
Students will b e able t o . . .
The students will be able t o . . .
Reading,
1
& Literature
25. Analyze and find with ease
25.1 ( oircctly order thc sequence of
the main ideas, main charac-
events of a story uslng p ~ c t u r e
cards
(continued)
ters, theme, sequence of
which are shuffled and out of order
events, and cause and effect
for at least three of the stories that
relationships, plot, setting,
were studied in class.
characterization, pomt's of
view, etc. in what they read.
25.2 Correctly match central illustrations
for stories with their titles.
26. Proficiently read illustrations,
26.1 Correctly find their name from a list.
graphs, maps, charts, posters,
diagrams, and other visual
26.2 Correctly find the teacher's desk
displays.
from a seating chart of their class-
room.
27. Identify and discus5 \\.arious
27.1 Accurately predlct the topic of at
strategies and context cues
least ti(10 stories from the title and
they use in helping them to
looklng at the illustrated cover of a
read various kinds of writing,
plcture book
including content specific
writing, e.g., text materials
and resource materials for
Science, Math, Health, Social
Studies, Palauan Studies, Art,
Music.
28 Demonstrate familiarit). with
28.1 Correctly identify how fairy tales
reading a irariety of literary
usually begin and end.
genres, including, short
stories, fiction, nonfiction,
poetrlr, novels, diaries, jour-
nal entries, autobiograpl-iies
and biographies, essays, nar-
ratives, expository writings,
dramas, comedies, tragedies,
etc.
Palau Mittistry o f Edlicatiolz / El~glis\\l L a n p n g r A r t s Clirricul~rvz
Fm1~1c~7c~orh

GRADE 1
Palau English Language Arts Curriculum Framework
C. Viewing,
Students will be able t o . . .
Students will be able to. . .
Reading,
& Literature
29. Demonstrate familiarity and
29.1 Correctly identify and discuss at least
knowledge about significant
tllrce children's books that are
(continued)
Palauan and Pacific Region
authored by Pacific Region authors.
children's, intermediate, and
adult literary classics, their
29.2 Identify and discuss one Pacific
authors, and the period and
Region children's book author and
conditions in which they
tell at least two things that they know
were written.
about this person.
30. Demonstrate familiarity and
30.1 Correctly identify and discuss at least
knowledge about significant
one children's books that are
children's, intermediate, and
authored by an author from another
adult literary classics written
part of the world.
in English from throughout
the world, their authors, and
30 2 Identify and discuss anr children's
the period and conditio~~s
in
book author from another part of the
which they \\\\ cre xrittcn.
uorld and tell a t least t71 [I chmgs that
h o ~ v
about tn!. i?ei-bon
h L 5 j

GRADE 1
Palau English Language Arts Curriculum Framework
D. Composing
Students will be able t o . . .
Students will be able t o . .
&Writing
33. Have many opportunities to
33.1 With the help of the teacher, illus-
write about things that are
trate and author a simple book about
i~nportnnt
to then?, that they
themselves and t h e ~ r
family.
are experiencing, feeling, and
about which they are reading
33.2 Keep throughout the school year a
and studying.
"highlights" journal in which they
put drawings and simple word and
sentence entries that capture some-
thing about major events, activities,
field trips and celebrations that they
participated in.
33.3 Compose a new ending for a known
story that reflects how they think it
should have ended.
34. Use \\.arious l~terar)
nrorks
34.1 Write their own names.
1
and forms as riiodels and
compose their oi1.n versions
34.2 Approximate print in their drawings.
of these i17ritings.
34.3 Complete at least thrcc simple writ-
ing frames.
35. Proficiently create illustra-
35.1 Illustrate the main characters for at
tions, tm~elines,
graphs,
least fi)llr of the stories or legends
maps, charts, and diagrams
that thev 1ial.e studied.
to comm~micate
their ideas.
35.2 Make at least three illustrations for a
story that they make up.
Palau Ministry of Edlicatiorl / Ellglisll Larrprage Arts Crrrricrtlrrrrr Fra?nc~clork


GRADE 1
Palau English Language Arts Curriculum Framework
D. Composing
Students will be able to ..
Students will be able t o . . .
& Writing
(continued)
38. Competently compose practi-
38.1 Proficiently copy one simple recipe
cal everyday items used to
for things they made in class from the
communicate ideas, i-e., la-
board.
bels, s i p s , lists, insiructions,
notes, memos, letters, recipes,
38.2 Complete at least two simple "thank
prescriptions, receipts, bills of
you for helping them" cards for their
sale, forms and applications,
elders.
sharing of their feelings and
Palau Ministry of Educrrtio~r 1 Eliglish Latlgrtage Arts Clrrriculurn Framework


GRADE 1
Palau English Language Arts Curriculum Framework
E. Critical
Students will b e able t o . . .
Students will be able to. .
Thinking
(continued)
49. Make predictions and judge-
49.1 I d e ~ t i i y
characters in their stories
ments about ~ v l ~ a t
they read,
that the). thought were good and cis-
hear and view, and justify
cuss ~ s h a t
in the stor). did they use :o
their conclusions.
make their judgment.
49 7 Have opportunities to listen to their
teacher model h s / h e r thought pro-
cesses of what how they try to pre-
dict what a book will be about usmg
the c o ~
er illustrations and the title ci
the book
P a l a u M i n i s t y of Edltcatinil 1 Etrglisl~ Lairprngc .4rts Clcrr~c~rllrri~
Fr11nlc~i1ork

GRADE 1
Palau English Language Arts Curriculum Framework
E. Critical
Students will be able t o . . .
Students will be able t o . . .
50. Consider what they read and
50.1 Glve at least olle example of a charac-
(continued)
hear in terms of the human,
ter that they thought was a good per-
ethical, and cultural values
son and discuss why they thought so.
that they reflect and promote.
50.2 Give at least one example of a story,
song, or poem that helped them
understand more about how to be
a good citizen of Palau.
50.3 Give at least one example of a story,
song, or poem that they think tried to
teach them something about respect.
50.4 Give at least one example of a story,
song, or poem that helped them
understand more about: sharing,
nature and natural beauty, the irn-
portance of good manners, parental
love, respecting the property of oth-
ers, or the importance of respecting
our elders.

GRADE 1
Palau English Language Arts Curriculum Framework
E. Critical
S t u d e n t s w i l l be able t o . . .
Students will be able t o . . .
~
Thinking
51 Conf~dclntly
use x.arious mfor-
54.1 Use an il1i;strati.d dictionary to
(continued)
mation rebources to uivesti-
match tii~:.' illustrations vcith their
gate questions and get
words.
answers.
55 Effectively p a r t ~ c ~ p a t c
In all
55.1 Actively participate in class meetings. I
phases of group problem
solving, i e , problem ~dentlfi-
cation, bramstorming, infor-
~ r ~ a t ~ o n
retrirval, s y n t h e ~ g
mformat~on,
proposing
course of action for reso!.li or?
of the problem, plan lnL)i?iii-
cation, e \\ aluation of q n l ~ i t ~ o n
-
-
Palnli Mrnistry of Erl~icntroi~
1 Etzgllsl~ Ln,rkqingr Arts Cltnlcltlrc~~r
Fra11rcu~vrh

GRADE 1
Palau English Language Arts Curriculum Framework
F. Vocabulary
Students will be able t o . . .
Students will be able t o . . .
Development
59. Learn English action words
59.1 Pantomime correctly body move-
by participating in body
ment responses to at leastfive TPR
movements and actions
commands.
which correspond to the
words and phrases being
learned.
61. Have strong enough vocabu-
61.1 Name, label, and describe common
lary and language skills
items found in their homes and class-
to proficiently read English
room.
language newspapers.
61.2 Discuss and use various descriptive
adjective (color, shape).
61.3 Discuss and use various terms used
to describe their feelings.
61.4 Discuss and use various terms used
to describe everyday actions.
61.5 Discuss and use various terms used
to describe the location of things.
61.6 Discuss and use various terms used
to describe the things people com-
monly wear.
61.7 Discuss and use various terms used
to describe the various members of
the family.
61.8 Match key vocabulary words on pre-
pared cards with words embedded in
a story.

GRADE 1
Palau English Language Arts Curriculum Framework
G . Structure
Students will be able t o . . .
Students will be able t o . . .
& History
of the English

66 Recogn~ze
conl.mon sounds
66.1 Knoiv the letters m the Engl~sh
Language
/
and patterns of the English
nlphabe!
language
I
I
i
I
I
I
Palarc M i t i i s t r y of Educr~tioil 1 Eliglisl~ Lni~~gnnge
Arts Cltrriclrlur?~
Fratiirzc~ork


SOCIAL STUDIES
FIRST GRADE


Social Studies
CURRICULUM FRAMEWORK
PALAU PUBLIC SCHOOLS
D e v e l o p e d by
The Social Studies Curriculum Framework Committee
a n d the Social Studies Curriculum Staff
1988 - 1992

T h e
Palaa Minisfry of Education is indebted fo Masa-Aki N. En~esiockl,
director
for fhe Btrreatr of Curriczrlunz nrzd Program Development, zoho provided the inspirn-
fiotz and means for creating fhefirsf set of Clrrrictrlzlm Framezuorks for Palazl Ptrblic
Sckools. From fheir inception, his vision for these frameworks as a critical fool in the
process of czirriculz~nz renezunl nnd improvement has been fhe driving force for their
ulfimafe complefion. W e are grnfefill for his tlnwnvering commifmenf toward :he
edzrca fional advancement nndfzr fzlre dreams of our children.
The development of the Social Studies Curriczllzrnz Frnmezuork was
partially funded by the Chapter I1 program.
The opinions expressed in this framework do not necessarily reflect
thepositionorpoliciesof theUnitedStatesDepartmentof
Education,
and no official endorsement by the DOE should be inferred.
This framework was developed by the Bureau of Cuniculum and
Program Development, Ministry of Education, Republic of Palau.

foreword
Curriculum renewal and improvement is an ongoing process. For many years now, it
has been very clear that the Ministry of Education's improvement efforts would be
greatly facilitated if frameworks for all our content areas could be completed. This
important task is not a small one. Since the Ministry's initiation in 1986 of its Five-Year
Improvement Plan, the dialogue and work to detail, refine, review, and reach consen-
sus on what knowledge is most important to teach for each discipline for twelve years
of schooling has been foremost in the work and thoughts of the Ministry's personnel.
These important maps, our frameworks, need to take Palau's students into the next
century with strong foundations and skills to deal with the community and world
around them. This framework is one of seven completed core frameworks which when
implemented will help everyone involved with education in Palau to be much clearer
on our task, mission, and prescribed program for each student. We believe that our
frameworks are finally ready to help us chart a course to many improvements in terms
of our instructional program, staff development, materials development, and materials
adoption for the next several years, and we are extremely excited.
Of course, it is in the implementation of our frameworks that ive will be able to see the
real strength of our commitments and ideas. But if the development process for the
frameworks and the many people who gave of themselves often beyond what they
thought possible is any indication, we are confident that these next few years for
education in Palau will be bright and will bring about many significant improvements.
Our overall goal for all our students is to prepare them appropriately to function as
informed and effective citizens of our Republic, to succeed in the world of work, and
to attain a level of personal satisfaction and happiness. The teaching of Social Studies
and the things outlined in this framework bring us one step closer to delivering to our
students and communities the kind of educational experiences that will yield for us our
desired harvest.
As our world and our understanding of it changes, so must our curriculum. We would
like to commend the many individuals who worked on this social studies framework
and their endeavors to update and improve the Social Studies education we will
Palazl Ministry of Edzrcation / Social Studies Cztrriculum Framework

provide our students over the next several years. Noticeably, our new curriculum
framework is improved in the following ways:
1. The link between the goais and the student objectives is more clearly
defined.
2. More detailed student objectives of what the students are to know and be
able to do at the end of each grade in six concept areas.
3. Content is strengthened and covered in a more in-depth manner in a
number of important areas, especially regarding:
a. Effective citizenship in Palau, the region, and the global communities;
b. Problem-solving strategies on issues related to human relations, civic
responsibilities, and the environment;
c. Conflict resolution; and
d. Relating social studies concepts to understanding of different kinds of
organizations and communities throughout the world.
4. Overall there is greater clarity about our purpose and what instructional
approaches might prove more successful with our students in the develop-
ment of attitudes, skills, and knowledge for effective citizen participation.
Much work still lies ahead for all of us. There is a great need to make new and more
appropriate materials, and at the same time, provide better and more relevant training
for our teachers. But nothing is more important than the commitment and support of
our staff, teachers, and community working together to promote excellence in the
teaching of Social Studies. We feel hopeful about this framework and believe that it will
be a useful tool to help us do our best.
Masa-Aki N. Emesiochl
Director
Bureau of Curriculum & Program Development
Palau Ministry of Education
Palall Ministry ofEdzlcatiotl/ Social Sttr~Iies Curric~llurn
F r a ~ n e w o r k

CHAPTER 1
Rationale for the Teaching of Social Studies
To prepdre c ~ t i ~ e n s
tu
ltdd effe~tib
e l i ~ e s
m tlmr cult~ici!
scttmgs rind to n~c.ar-u~-igfully
participate in their society is one of the main goals of the Pa!au Mmistry of Educahon. As
L i l t . I * <
1 ' i l ' l L ~ ~ I L c i t I g U ct~ ~
, ,
~ , i i l . , L
, l l ' l l i ~ i , L L ' l ' i i l L i i l l i , C L l C I i i l > L l l L l t L i l ( , I L L
I > 1'1. t cl ii L L L L ' I ' ,
uncertain future, it becomes more apparent to educators and community how critical
it is to empower our future generations of citizens and leaders with the knowledge a n d
skills they will need to lead our island nation into the 21st century and to improve the
qualitv of life for all our people From our p o ~ n t
of xric,w a5 the drafter5 of this
framework, we think that the social studies is the best school-based subject wlth the
most potential to prepare our young people for the lifetime job of citizen: a job that
awaits all our young.
With the many outside influences affecting our way of life, our young will need to have
a better understanding of how those changes impact our future and recognize that there
are effective ways to cope with the changes so that we still work to maintain our culture
and ways of life. In teaching the social studies, it is our intent to provide our students
with the opportunities to be well grounded in our culture, the tr- "'I,---
-' - . -
11- -
history, the values, the customs that make us Palauan, Micronesian, and Pacific
Islanders. In teaching our young to value their heritage, they will also be developing
the cultural pride and identity they will nerd to guide and protect our island nation so
that we maintain our cultural identity and integrity through future generations.
Our young people will need to be aware of how decisions made at all different levels of
Palauan society (the clan, community, government, etc.) affect their lives. They will
need to have a solid understanding of their roles and responsibilities in each so that
they will be able to contribute effectively and participate meaningfully i n the
making of decisions that affect them. Being knowledgeable in one's roles and
responsibilities also means having a good understanding of how each level functions in
theory and in actual practice.
Palau M i n i s t y of Education / Social Studies C~irriclllr~tn
Frrritrezoork

In the teaching of civic education and government, our y o ~ m g
people will begin to
understand the concepts of governing and the making of policy; concepts that will help
them effectively lead their lives both on a public and personal level. In providing an
opportunity such as p i n g students practice in evaluating and changing school rules to
improve the quality of school life for all students, the social studies curriculum helps to
prepare our students for their future responsibility to evaluate public laws and policies for
the betterment ot the community.
As the peoples of the world become more interdependent for survival on Earth, and the
miracles of technology increasingly make it possible to travel anywhere in the world, our
young people will be coming into contact with people of many different cultural back-
grounds for social, business, or other reasons. Our young people will need to be prepared
to interact with people culturally different from themselves. A knowledge and under-
standing of other countries, world cultures, histories, values, traditions, and other
aspects will help our future leaders appreciate and deal with cultural diversity.
A knowledge of world geography will help our students understand where Palau fits
into the world community and help them understand how our geographical make-up
affects our relationships with other nations. Also, with a knowledge in geography,
ce,,~07,tq
,,.ill
1,q?7n -. L,-+
. C
. P T
~ ,
-
- L
....
.-
.
- - F . grasp!^.; !!:; i z z : : ! . ~ L-L~,.:l,,-:2 ;.~.,;;-~g
dilfcLLL,;
~ ~
- - ~ ~ ,
countries, as world events unfold.
As future leaders of Palau, a study of history will help our young understand what
problems or situations in the past have occurred and how they have helped shape the
present. History will also help students understand that most human problems are not
unique but only part of life known as the human condition; a condition that has
existed since the beginning of human existence and continues to be played out in
different ways all over the world. From a study of history, we would hope that people
learn from mistakes made in the past so that they will not be repeated. It is also through
history that students are exposed to great people who believed in and devoted their
lives to powerful ideas for the betterment of the human condition: justice, freedom,
equality, respect for diversity, basic human rights, and commitment to something
greater than oneself. It is through our own history where we teach about people in our
past, chiefs, leaders, thinkers, and others who worked to make Palau what it is today.
Palarc Ministry of Edrlcation I Social Strldies Crrrricrllrrrn Framework

O u r future leaders also need to have an understand~ng
of our relationships to nature
so that they wl!l be able to make wlse decisions In their policy making to piotect what
w e have, but could otherwise easlly d t ~ '
, forever In the teaching of social s t u d ~ e s ,
respect for the land, seas, plant-life, animal life, and air and our traditional ways of
caring for nature need to be included and understood by students In appreciation of our
vie.iv of Palau and the world.
Our teaching of socialstudiesgets its diiect11 especifically from four (?\\ of Palau's Goals
of Education as follows:
GOALS OF EDUCATION
1
To prepare students as responsible citizens of Palau by emphasiz-
ing their individual and collective dutv to contribute to the welfare
of theRepublic.
2
T o instill in students the value of their Palauan identity and unity
through the study of local history, environment, customs, music,
arts, politics, economic, and social characteristics.
3
T o foster awareness and knowledge of Palau, the rest of the world,
a n d the role of Palau in that world.
5
T o provide students with basic knowledge and skills in the areas of
mathematics, social studies, science, and health.
I'ai~zu M i n i s t r y c7f Educntiorz / Social Stitdies Clrrriclclri~n Fril~nework


CHAPTER 2
The Goals and Outcomes
of the Palau Social Studies Curriculum
The Goals and Outcomes of
are to Develop Students Who . . .
MAJOR ATTITUDES
- P,lb~c%
pridc in their o ~ \\ . r i
hcrit'lgr, c-ul t u r e , Ic~ngucljic,
and ; ~ r t i k t i i
i.\\jircqqion anc1
believe in their preservation, promotion, and maintenance.
Exhib~t
a strong sense of positive self-worth and maintam an openness and
~ c \\ p e i i
ior the L '~lues,
lcicai, bellt f systclns, and priiitsit.> of ptople ~11ffc.st.1-it
from themselves
Believe in not wasting and being carcless about the world's human and natural
resources.
See the importance of studying and applying their knowledge of regional and
world fus tory, geography, systems of governance, current affairs, and thevalues
and practices of other cultures in an effort to make wise decisions for the future.
ilppreclate the ways in ~ v h i c h
the communities of the world are interdependent
and are becoming incrccjsingly so.
Believe that people, individually and collectively, can and must work to
improve social, health, political, and environmental conditions that pose a
threat to guaranteeing a quality of life for tl~emselves,
their neighbors, and for
the generations that will follow.
Take pride in their country and believe in participating as a h~owledgeable
and
responsible member.
Feel effective in their ability to use their communication and problem-solving
skills to clarify and more constructively make a contribution to
their family, society, country, region, and world.
See the importance of thoughtfully weighing the consequences and impact of
various actions upon vclrious populations before acting on them.
Believe that both old and new approaches of getting things accomplished need
to be considered for effective problem-solving to take place.
P a l a u M i n i s t y o f E d u c a t i o n / Social Studies Czrrriclrllrin Frainezuork

KNOWLEDGE AND SKILLS
A.
Culture
Language, values, beliefs, c~isto17ls
1. Compare and contrast their own cultural values and beliefs to those
of other cultures.
2.
Justify the importance of being able to speak, read, and write in
Palauan with a high degree of fluency.
3.
Identify at least twelve (12) different cultures and list some of the
similarities and differences that exist between their culture and each
of these cultures.
4.
Identify and discuss the various forms of artistic expression found in
their own culture and in other cultures.
5. Discuss how respect is shown to various populations, significant
places, treasured objects, symbols, and practices in different cultures
throughout the world.
6.
Discuss major decision-making bodies within specific societies and
how they relate to one another.
B.
Resources
7 . Apply their knowledge of world geography to locate and identify
major countries, continents, and bodies of water of the world on a
map.
8. Identify and discuss the major natural resources for at least ten (10)
different countries.
9.
Evaluate how well various countries work to develop their human
resources.
10. Discuss how various technological "advances" have negatively and
positively impacted traditional cultural values, practices, and rela-
tionships.
11. Create with classmates a list of resolutions that various nations should
adopt to prevent further waste of important natural resources.
12. Identify and discuss how PaIau and various nations in the world are
interdependent and how countries in general are dependent on one
another.
- -
-
-

Pnlarl Millistry o f E c l ~ ~ c ( ~
/ t i ~ t ~
Socil11
Stzlclirs Czlrricrrlrr??~
Franrezvork

C. Significant Efforts and Events
Leaders, inventors, innovators; faiirily, coiir~iztinity,
orgairizatioirnl,
national, a n d g l o b a l efforts; sigizificant periods; zvorld history
13. Relate how various individuals or groups made or continue to make
major contributions to improving the quality of life for their families,
communities, nations, and peoples of the world.
14. Name and discuss the major historical events for Palau, the Pacific
Region, and the world.
D. Government and Civic Responsibility
- -
Citizen rights arrd responsibilities; govertriireirt stmctrire airri decisioiz-
lna king
15. Identify and describe information that every citizen should be famil-
iar with in order to participate as a responsible voter.
16. Demonstrate knowledge and ~ ~ n d e r s t ~ i n d i n
of g
a number of political
systems.
17. Demonstrate knowledge and understanding of a number of eco-
nomic systems.
E. Problems
P a s t and crrrretzt dilei~zirzas
related to: zitilizatioil o f l i i ~ ~ i t e r i
resorirccs,
natriralpheizoineiza, clraizge, d i f i r e n c e s iir priorities, criltlirc, nildphiloso-
plry, zcirequal access t o pozver, resorlrres, position, a ~ d
decisioir-iizaXiirg;
nett ial of freedoi~r and riglzts
18. Identify and descrlbeat least e ~ g h t
(8) examples of conflicts on a world
scale concerned wit11 competition over natural resources.
19. Evaluate the impact of various natural phenomena (i.e., typhoons,
hurricanes, volcanic eruptions, earthquakes, droughts, flood-
ing, climatic changes, etc.) on various populations.
20. Demonstrate knowledge about how change can cause problems
21. Compare and contrast contlicts that are caused by differer~ces in
priorities among people and nations.
Pnlau Ministry of Education / Social Studies Cltrricz1111iir
Frat7zezuork

22. Compare and contrast conflicts that are caused by differences in
culture or philosophy among people and nations.
23. Demonstrate understanding of conflicts caused by unequal access to
power, resources, position, or decision-making.
24. Apply their knowledge of current health problems in the world to
make recommendations on what local citizens should do to confront
them effectively.
25. Identify and discuss how various environmental problems have
effected the quality of life for various people.
26. Demonstrate knowledge of various struggles for basic freedom and
rights occurring around the world.
F. Problem-Solving Approaches
Mediation, collaboration, legislnfion, orgalrizi~zg
27. Apply their knowledge and skills in conflict resolution to mediate or
resolve conflict in group interactions.
28. Apply their knowledge and skills of effective team work and collabo-
ration to do effective group problem-solving on issues that are
pertinent to the school, community, Palau, the Pacific Region, and the
world community.
29. Demonstrate their skill and belief in policy-making as an effective
strategy to prevent and confront various problems.
30. Identify and discuss at least four (4) efforts initiated by individuals to
solve a serious problem.
31. Identify and discuss at least six (6) community-based efforts mounted
to solve a serious problem.
32. Identify and discuss at least three (3) national efforts mounted to
solve a serious problem.
33. Identify and discuss at least four (4) an-national efforts mounted to
solve a serious problem.
Pnlarl Mitristry of E d z ~ c n f i o ~
/ r
Social Stzldies C z ~ r r i c r ~ l r ~ ~ n
Fmlnezuork

CHAPTER 3
The Organization of
the Palau Social Studies Curriculum
The following are the major topic areas for the Social Studies Curriculum accompanied
by short descriptions:
KNOWLEDGE AND SKILLS
A.
Culture
This information should help students take pride in their olvn heritage,
culture, language, and artistic expression; believe in their preservation,
promotion, and maintenance; and, understand what traditionally has been
viewed as important. With this information the students will be able to
exhibit a strong sense of positive self-worth and maintain an openness and
respect for thevalues, ideas, belief systems, and practices of people different
from themselves.
B.
Resources
The information and concepts covered in this strand should help students
understand that the world around them is filleci ~ v i t h
many different lunds
of resources, i.e., geographical, natural, human, teclmological, etc. Through
studying various issues that surround the ~vorld's
resources, the students
will also come to develop strong convictions about the importance of not
being wasteful nor careless with these resources.
C.
Significant Events and Efforts
The material covered in this strand is organized to help students benefit
from the courage, genius, crentivity, commitment, and problem-solving of
others. Through studying about leaders, inventors, and innovators and
community, organizational, and various global efforts, the students should
come to see the value in human endeavor and the usefulness of studying
and making use of history.
-
- -
Palarc Ministry of Edztcatiotll Social Studies Cztrric~rlu~n
Frar~rrzuork

D.
Problems
Social studies education allows for the possibility of effective problem-
solving for the future. Through studying past and current dilemmas
related to: utilization of limited resources, natural phenomena, change,
differences in priorities,culture, and philosophy; unequal access to power,
resources, position, and decision-making; and, denial of freedom and
rights, students will be able to help bring about constructive resolutions
when they are confronted with them.
E.
Problem-Solving Approaches
Our students will only have a good chance of being able to help bring about
constructive resolutions for their families, community, country, and world
if they receive practice and more practice wrestling with real problems and
tried strategies. With their skills at mediation, collaboration, legislation, and
organizing, war, denial of human rights, and unnecessary suffering will no
longer be tolerated.
The order in which the topic areas are presented is meant in no way to be a reflection
of their relativeimportance within the curriculum. All of the topic areas are addressed
in every grade and are all viewed as important and vital. They were all selected based
on their relevance to existing needs and cultural concerns prevalent throughout our
Republic.
What determines the sequencing of the information and the placement of specific
topics and components is our understanding about our students, their level of
maturity,andneed for specific information at particular grades. We do operate under
the assumption that our students' abilities to handle more and more complex feelings,
ideas, and issues develops as they grow and mature.
Social studies education is provided from grades 1 through 12 in every school. The
course of study and student activities focus on developing knowledgeable learners
who are capable of respectfully participating in our customs and skillfully commu-
nicating in our own languages.
Palarl Millistry o/'Edlrcntiorz / Social Stzldies C ~ ~ r r i c 1 1 1 1 ~ 1 1 z
Frnrnezuork

CHAPTER 4
The Instructional Approach
for the Social Studies Curriculum
In the preceding sections what was covered were the reasons why we believe the
teaching of s o c ~ a l
studies is so cr~tlcal
for our students. Deta~led
is what we hope they
will feel, know, believe, and be able to d o by the time they graduate from our schools
How well we accomphsh our goal to send our students Into the future and back to their
communities skilled to live in harmony and problem-solve wisely depends greatly
,!17(\\7, !I ( >
f c , ( l
4 1 ,311-
1 I l l ' f , ] ] l o < { , l r F
1 7 1 ) ) \\ 3 t
r63'.r(>11(](~(3
1
I
\\ l T ~ l x
,l
Like all children in the world, the children of Palau have a natural curiosity about the
world in which they live. The social studies curriculuil~
should build upon this natural
curiosity to develop a program that encourages students to look for patterns c i ~ ~ c t
relationships, ask questions, and think bout the iiicrt.asing1y cornplex and v<aried
world in which they live.
Every ;tspcxct of the social studlei prograrrl sl~ctuld
1~ ork to enh'll~ce
tht :;rc~\\i.tll of all
students 'lnd help them develop into l~felong
learners
What follows are a number of brief suggestions that the social studies c u r r i c ~ i l ~ l m
staff
would like to respectfully make about the instructional approach we believe ~ v o u l d
best serve the students and the intent of this curriculum.
THE ROLE OF OUR TEACHERS
-
l h e teacller s role In tne curriculurnls cr~rlcal ti e or srle rllusr id11 y O L I ~
rll'irly c i l r ~ e l e ~ ~ ~
roles at the same time if all our students are to attain the goals and objectives that have
been set forth in Chapter 2. If our curriculum is to succeed, then among some of the
most important jobs that w e believe that our teachers must carry out are these.
Palau Ministry of Education / Social Studies Czlrric~lllcnz
Framezoork

Good Role Models
The teachers of Palau play a crucial role in such a program. They should
communicate more than an interest in and an enthusiasm for social studies.
Students who are guided by teachers whom they observe respecting others,
caring for others, and living in harmony with others will learn one of social
studies' most valuable lessons. Social studies knowledge, attitude, and skills are
vital only if they are utilized to ensure a higher quality of life for people. What their
teachers d o does make a difference. Teachers need to model the best of what they
are expecting from the students.
Coaches for Young Social Studies Experts
Developing our students to be "conflict resolution experts" in their thinking and
daily practice will happen only if they receive ample opportunities to exercise and
, refine their research, mediation, and negotiation skills. As "coach," the teacher's
role is to facilitate, set up, arrange, provide, but not to "do" for the students. The
social studies-related skills that will need refining include the following:
Listening
Problem Identification and Sorting
Research
Negotiation
Facilitation
Mediation
Networking, Organization, and Team Work
Policy-Making
The role of the teacher is to create an environment that encourages all students
to actively participate in the processes of inquiry. Teachers should encourage
students to explore the world around them, to ask questions, to look for new ideas
and patterns, and to form their own hypotheses without the fear of being wrong.
By creating a safe and nurturing environment in which students are free to
explore, the teacher can help each student reach his or her full potential.
Palall Ministry of Ed11cntio)z I Social Sttidies Ctrrriculrirn Frilmczuork

B u i l d e r s of Self-Esteem a n d Confidence
We kriow that our students learn bcst whvn they are abltl to learn In carlng
environments where they feel accepted and respected E l e r j effort must be m a d e
by the teacher to allow each student a n o p p o r t u n ~ t y
to have hcr and h ~ s
feelings,
ldcas, and school work acknowledged ,md rcspccted
T t i < ir-rir-ortant t h ~ t
thp t f > , ~ r l l i \\ ~
F)<tnhliihr,.: 2nd ~ ~ - i ? i n t n i r l ~
r,,.it!? !!l.i. c!.?c> ~ i . r t l i ! ~ .
rules that work to help the students work in c1,iss in f r i ~ n d l y ,
cooperative, a n d
c
~
- s i
~ I s l ~ l i
be c
r
y i i
i u ~ i L e
O

ec~cli
rid every one in the
school that name-calling and liumiliatior~
of school members ~ v i l l
not be tolerated.
1'
<<, f l < > l ~ l
tl1C ! l k l > ( 31, 4 t t '
J
8 1
I
t , > , , X ,
,
(

1
r
the most effective way to build po51t1~
e attitudes about learning and feelings of
self-wort11 by our students Negatlt c re~r~forct,r~lent
nil15t be used sp'~rlnglv 1f at
'111
The building of self-pride and self-esteem can also be accomplished by the teacher
in the type of readings that 11e or she selects for the students. As much as possible,
students need to see their o w n experiences being written about, their o w n people
in tlle role of " a ~ ~ t l i o r , "
and thcir interests a n d r-e,llit~,
a s tlit, topic of assi:;r~rn~ilts
a n d discussions.
G o o d Tour Guides Into New "Unchartered Territory"
W h e n new n~aterial
is being introduced, students need teachers to act as guides
for thcm. Good tour guides will d o at least the following:
* Probe for prior knowledge.
Provide students with necessary background information.
Introduce the vocabulary in meaningful context.
Help students relate what is beinglearned to their o w n experience.
Have students make predictions.
State the purpose for the learning.
Provide extra activities which will offer opportunities for the
students to reinforce their new learning.
Encourage students to ask questions.
Palazl Ministry o f E d u c a t i o n 1 Socinl Stzrrlies Crlrric~ilri~~l
Fra~~rezoork
-

Interpreters
Occasionally, there will be content covered in the curriculum which is a little
removed from the students' immediate environment and experience base, but
was included in the curriculum because there is a feeling that this information
will eventually be helpful and necessary for the students. In these instances, it is
important for the teacher to act somewhat as a "translator" and help the students
understand material that may be more difficult to understand given their
knowledge and experience base.
The teacher should use his or her knowledge about students' experiences, the
curriculum, and the local environment to draw relevant and clear examples that
will help the class better understand the ideas and concepts which might be more
"foreign" to them.
The more relevant the teacher can make the curriculum, the better. Please take
every opportunity to do this. The framework is merely the conceptual skeleton
which requires a creative, dedicated teacher to help it come alive for the students.
Supporters of ''Multiculturalisrn"
The teaching of other cultures and societies is in no way meant to undermine the
student's first and/or home culture. Other ways of being and doing should not be
presented as a "better" approach to life and knowledge, only a "different" one.
Teacher should let the students know that being able to look at things from very
different world views or ways of thinking is very desirable. Students should be
encouraged by their teachers to learn as much as they can.
Learning Styles Specialist
Our students need teachers who will work to make sure that the needs of all
students in the class are being met. Oftentimes, this means delivering the lessons
using a variety of approaches. From experience tve know that some students
Palall Mirzistry of Edricatiolr / Socinl Strl~lies
Cr~rricziIrt~~r
Frrrlnezuork

learn information better when they can both hear and see what is being dis-
cussed. Also, most of us remember more of the content being studied when we
have been provided withopportunities to touch or actively get involved with the
information being discussed.
Whenever possible, the teacher 1s strongly encouraged to vary the ways the social
studies information 1s presented I t is much more ~nteresting
and meaningful to
the students when the teacher incorporates audio-visuals, field trips, role plays,
F I I P S ~
spcakcrs films, props etc in hi? or her ~nstruct~onal
approach
"
All students need to gain in terms of their confidence in applying what they learn
in social studies. While it may be easier to pace our lessons and activities to the
"brightest" students in the class, this approach does not serve the best intcrest of
the class, community, or curriculum. The mental and emotional needs of all
students should be kept in focus. A resourceful te'1c11er ~vill
cnlist t l ~ e
help of the
quicker students to help with the instruction of those who are slower to gr'lsp the
information. This approach is very useful and is almost always beneficial to all
parties.
ParentfCommunity lnvolvement Specialists
When the families and parents of our students are aware of what is bcing taught
to their children via the social studies curriculum, there are more opportunities
for the lessons to be actually reinforced and learned. Whenever possible, it is
important for the teacher to keep the students' parents and families well-
informed about the curriculum and enlist their assistance in helping their
studerlts iearn the soci,~l
stuciles infori-i~~~tiorl
i~rld
stic~iegii>s
t11,lt arc, being t<~ught
in school.
Our goal is to continue to improve how we teach and how our students learn
social studies. From our observations of our current classrooms, we would like
to end with the following:
-
-
Palau Ministry of Education 1 Social Studies Cllrriczrl1lr7z Frarrlezuork

W e Need MORE Social S t u d i e s C l a s s r o o m s Where:
Teachers build upon students' knowledge.
Lessons cut across the content areas and reinforce what is being taught in the
other subject areas.
Palauanstorits, values, and everyday experiences of students are being used in
the tcachiny of social science.
Lessons and activities the teacher has chosen or designed address a range of
interests and skill levels.
A variety of teaching approaches are being used.
Students eagerly wait for a turn to practice and share their observation skills.
Activities revolve around conducting experiments and investigations.
Teachers have especially good discussions that give students important bnck-
ground infornlatio~l before assigning difficult material to read.
Teachers make special efforts to increase their waiting time for responses to
provide opportunities for slower students who need extra time to successfully
formulate their answers in class.
Many interesting activities to are used to generate interest in social studies at
each grade level.
The world is used as the laboratory or "classroom."
W e Need fewer Social S t u d i e s C l a s s r o o m s Where:
Students passively listen to the teacher read or lecture to them.
There is not enough emphasis on having students predict, question,
hypothesize, etc.
- - .iL,L,.-
l i i i u i c v i
biiicii y i i y i i a iluring entirL
Students are not given enough positive reinforcement.
Only certain students are consistently called upon to do things
and/or answer questions.
Teachers emphasize memorization more than comprehension.
Paint, Mirzistry of Edrlcatiojz / Social Stlldies Czrrriczrllrm Framework

CHAPTER 5
Thescopeandsequence
of the Palau Social Studies Curriculum
The Goals of the Palau Social S t z ~ d i e s
Cz~rricrrlz~~~r
F~.n~lrczuork
are to Develop Students Who . . .
MAJOR A'TTITUDES
Take pride in their own heritage, culture, language, and artistic expression and
belie\\ e in their preservation, promotion, and maintenance.
i..~,
.. .. . ..,,~lig
5eilS~' of f>u'.llli C > Y l i \\1 UI [I1 ~ i l l c l lll.i~il:<iiic '..t
\\ I , C L I ~ ! C X
, I ! L C I
f '
7-l.qre;: :c?r the values, ideas, belief systems, and pr'lcticcs of ptwple different
kr-om themselves.
Believe III not being wasteful nor c'~rt.less I\\ ith tht. i\\
oild's li~lrnan
and natural
resources.
See the ~mportance
of studying and applying their knowledge of regional and
world !-:story, geography, systems of governance, current affairs, and the
values and practices of other cultures in an effort to make ~ Y I S C
decisions for the
future.
Appre;:ate the ways in which the communities of the\\vorld are interdependent
and art? becoming increasingly so.
Belie1.e that people, individually and collectively, can and must work to
imprm-e social, health, political, and environmental conditions that pose a
threat to guaranteeing a quality of life for themselves, their neighbors, and for
the ger.erations that will follow.
Take ~ r : d e
in their country and believe in participating as '1 knowledgeable dnd
respor,s!ble member.
Feel effective in their ability to use their communication and problem-solving
skills :s clarify and more constructively make a contribution to their fctmily,
sociep., country, region, and world.
See the lrnportance of tl~oughtfully
weighing the consequences and impact of
various actions upon various populations before acting on them.
Belie\\-? ;hat both 912 and new approaches of getting things acco~nplished
need
to be considered 'for effective problem-solving to take place.
Palarr Ministr, q+'Education I Social Stlrdics Clirriczrl~rlrl
Fra~lreic,ork


GRADF I
Palau Social Studies curhbu~um
Framework
KNOWLEDGE
AND SKILLS

A. Culture
1 Students will be able to.. .
Students will be able t o . . .
Language, values,
custo,ns
1. Compare and contrast their
1.1 Name at least five (5) things that
own cilltiiral ~ r a l t l ~ q
and
family members d o to take care of
beliefs to those of other
each other.
cultures.
3
Identify at least twelve (12)
3.1 Name a t least six (6) things that make
different cultures and 1 s t
them different from another student
some of the similarities a '
differences that exist bet\\, i - r ~ 3.2 Name at least six (6) things that make
their culture and each of ttlise
them similar to another student.
cultures
3.3 Identify at least five (5) things that
babies need to grow and be happy.
4. Identify and discuss the
4.1 Name a good storyteller in their
various forms of artistic
community.
expression found in their own
culture and in other cultures.
5. Discuss how respect is shown
5.1 Identify and discuss at least four (4)
to various populations,
ways they show respect to their
significant places, treasured
parents.
objects, symbols, and prac-
tices in different cultures
5.2 Identify and discuss at least four (4)
throughout the world.
ways they \\ ~ C ) I Y respect to their
teacher.
6. Discuss major decision-
6.1 Name and draw a picture of their
making bodies within specific
family and describe each member's
societies and how they relate
responsibilities.
to one another.
Palau Ministry of Education / Social Studies Curriculum Framework

GRADE 1
Palau Social Studies Curriculum Framework
B. Resources
Geoqranhical
(
natural, ilunlnn,
1 '
L b
1) L i L I
$ 1
. i
i l c i l h c 0 1
i
,
,
I
j
J
I , -
> , , i
technological
woild giographv t~ locate
f,li1111\\
to~npounci
or ne~ghbolhood
and ident~fy
major countries,
contments, and b o d ~ e s
of
7.2 Describe the route they take to school
water of the world on a map
evcryday
7.3 Identify Palau as an island.
8. Identify and d~scuss
the major
8.1 Draw a picture of the different sea
natural resources for at ledit
life found in Palau's waters.
ten (10) different countries.
11. Create with classmates a list
/
of resolutions that various
11.1 Give at least three ( 3 ) reasons why it
nations should adopt to
is not a good idea to be wasteful with
prevent further waste of
things such as food, water, classroom
important natural resources.
paper supplies, and other things.
Palau Millistry of E d u c a t i o ~ r
/ Social Strtdirs Curricrtlrllrz Frlrnrear~ork

GRADE 1
Palau Social Studies Curriculum Framework
Significant
Students will be able to.. .
Students will be able t o . . .
Efforts and
Events
13. Relate how various indi-
13.1 Name at least three (3) ways their
viduals or groups made or
parents work to make their home
Leaders, inven-
continue to make major
a good place for their family to live
tors, innovators;
contributions to improving
and grow.
family, comnilc-
the quality of life for their
nity, organiza-
families, communities,
13.2 Identify at least one (1) thing each
tional, national
nations, and peoples of the
person in their class does to help
and global eforts;
world.
make their classroom a good place
significant periods;
to study and learn.
world history
Palau Ministry of Edltcation I Social Studies Citrrirulum Fra~nezc~ork

GRADE 1
Palau Social Studies Curriculum Framework
D. Government .
Students will be able t o . . .
Students will be able t o . . .
,"A
C:rr:r
' I L L & ,
LI. I C
Responsibility
15. Identify and describe infor-
15.1 Recite and discuss their home rules.
Citizen rights and
mation that every citizen
responsibilities;
should be familiar with in
15.2 Recite and dlscuss the classroom
rules.
govemmen t
order to participate as a
structure and
responsible voter.
dpricinn-winkinn
15 3 Recite and d ~ s c ~ i s
t s
h ~
n l
a v - r ~ ~ i n d
Palau Ministry ofEducation / Social Studies Curriculum Framework

GRADE 1
Palau Social Studies Curriculum Framework
E. Problems
Students will be able to.. . 1
Students will be able to.. .
Past and current
dilemmas related to:
22. Compare and contrast con-
22.1 Recall an incident when two people
utilization of limited
flicts that are caused by
stopped talking with each other
I
resources, natural
differences in culture or
because they didn't agree on how to
phenomena, change,
philosophy among people
do something.
dzfuences in priori-
and nations.
ties, culture, and
philosophy; unequal
access to power,

25. Identify and discuss how
25.1 Give at least three (3) reasons why it
resources, position,
various environmental
is a good idea to keep their classroom
decision-making;
problems have effected ti L
litter-free.
denial offreedonz
quality of life for various
and rights
people.
Palau Ministry of Education / Social Studies Curriculum Framework

GRADE 1
Palau Social Studies Curriculum Framework
F. Problem-
Students will be able t o . . .
Students will be able t o . . .
Solving
Approaches
27. Apply their knowledge and
27.1 Tell why it is important for them to
skills in conflict resolution to
Media tion,
try to get along with each other.
collaboration,
mediate or resolve conflict in
legislation,
group interactions.
organizing
28. Apply thelr knowledge and
28.1 Contribute at least two (2) ideas that
skills of effective team work
are appropriate to a class discussion
and collaboration to do effec-
on solving a class problem.
tive group problem-solvicg
on issues that are pertinent to
the school, community, Palau,
the Pacific Region, and the
world community.
29. Demonstrate their skill and
29.1 Name at least two (2) things that
belief in policy-rnah~g
as an
could happen if their family didn't
effective strategy to prevent
have any home rules.
and confront various prob-
lems.
29.2 Do a puppet show about what could
happen if their class didn't have any
class rules.
29.3 Draw a picture of what could happen
if there were no playground rules.
30. Identify and discuss at least
30.1 Llsten to a story about someone who
four (4) efforts initiated by
tried to sol1 e '1
problem and recall the
;,-A;,':
4.. , I r - &,
n l . . < > -.
>..,
c . , > + :
-.&.L-.
il
cI.
4
1
1
r e . '
1
r
LAC<..>
< "
4 - L .
L LL .,LL...>L.d
problem.
I
Palau Ministry of Edrrcation / Social Studies Curriculum Framework

MATHEMATICS
FIRST GRADE


Mathematics
CURRICULUM FRAMEWORK
PALAU PUBLIC SCHOOLS
D e v e l o p e d by
The M a t h Curriculum Framework Committee
and the M a t h Curriculum Staff
1 9 8 8 - 1 9 9 2

x l e
Palnil Minisfry ojEdlrcnfion is indebfed to Masa-Aki N . E~~iesiockl,
direcfor
for tile Bzrrenzr ofCtlrricu11rrn and Progranz Deuelopnzenf, who provided the inspira-
lion and nleansfor creating thefirst set ofCzrrricliltlm Framezuorksfor Palall Public
Schools. Fronz their inception, his vision for theseframezvorks as a critical fool in the
process ofcurriculzlm renaunl and improvement has been the driving forcefor their
zllti~nafe
conzpletion. W e are gratefz~l
lfo his u;zwauering conlnlitmenf fozunrd the
ed~lcafzonal
ndvatlcenzent andfzltllre dreams ofour children.
The development of the Mathematics Curriculltrn Franrework was
partially funded by the Chapter I1 program.
The opinions expressed in this framework do not necessanly reflect
the position or policies of theunited StatesDepartrnent of Education,
and no official endorsement by the DOE should be inferred.
T ~ E
framework was developed by the Bureau of Curriculum and
Program Development, Ministry of Education, Republic of Palau.

foreword
Curriculum renewal and improvement is an ongoing process. For many years now, it
has been very clear that the Ministry of Education's improvement efforts would be
greatly facilitated if frameworks for all our content areas could be completed. This
important task is not a small one. Since the Ministry's initiation in 1986 of its Five-Year
Improvement Plan, the dialogue and work to detail, refine, review, and reach consen-
sus on what knowledge is most important to teach for each discipline for twelve years
of schooling has been foremost in the work and thoughts of the Ministry's personnel.
These important maps, our frameworks, need to take Palau's students into the next
century with strong foundations and skills to deal with the community and world
around them. This framework is one of seven completed core frameworks which when
implemented ~vill
help everyone involved with education in Palnu to be much clenrcr
on our task, mission, and prescribed program for each student. We believe that our
frameworks are finally ready to help us chart a course to many improvements in terms
of our instructional program, staff development, materials development, and materials
adoption for the next several years, and w e are extremely excited.
Of course, it is in the implementation of our frameworks that we will be able to see the
real strength of our commitments and ideas. But, if the development process for the
frameworks and the many people who gave of themselves often beyond what they
thought possible is any indication, we are confident that these next few years for
education in Palau will be bright and will bring about many significant improvements.
Our overall goL\\1
for ail our siuilt.n;s 1s ;u Lippr~p~iciieiy
p r e p ~ i l ~
iv luiiciiuil 'LS
informed and effective citizens of our Republic, to succeed in the world of work, and
to attain a level of personal satisfaction and happiness. The teaching of math and the
things outlined in this framework bring us one step closer to delivering to our students
and communities the kind of educational experiences that will yield for us our desired
harvest.
As our world and our understanding of it changes, so must our curriculum. We would
like to commend the many individuals who worked on this math framework and their

endeavors to update and improve the math education we will provide our students
over the next several years. Noticeably, our new curriculum framework is improved in
the following ways:
1. More detailed student objectives of what the students are to
know and b e able to do at the end of each grade in six concept
areas.
2.
Content is strengthened and covered in a more in-depth manner
in a number of important areas, especially regarding:
a. problem-solving strategies;
b. application of math skills to real life;
c. mastery of basic number facts with the four operations;
and
d. relatingmath concepts tounderstanding of the physical world.
3.
Overall there is greater clarity about our purpose and what
instructional approaches might prove more successful with our
students.
Much work still lies ahead for all of us. There is a great need to make new and more
appropriate materials, and at the same time, provide better and more relevant training
for our teachers. But, nothing is more important than the commitment and support of
our staff, teachers, and community working together to promote excellence in the
teaching of math. We feel hopeful about this framework and believe that it will be a
useful tool to help us d o our best.
Masa-Aki N. Emesiochl
Director
Bureau of Curriculum & Program Development
Palau Ministry of Education
Revised Version 2/94
Palnu M i r r i s t y ofEdrccatio?z / Matllenratics Cltrriculrcrn Framczvork

CHAPTER 1
Rationale for the Teaching of Math
G a i n a n appreciation for the important role
which rnathe~natics
plays i n a modern society
Palauan society is rapidly changing due to influences from around the world. Each day
computers and other technology are increasingly becoming part of our society. To
successfully meet the challenges that are posed by these changes, the students of today
and tomorrow will need to become more aware of the significant role mathematics
plays in these technological changes. Students will need to be well prepared through
the study of math to competently meet those challenges by engaging in learning
opportunities that will help develop the attitudes, skills, and knowledge they will need
to function effectively both within our cultural setting and in this changing modern
world.
Whether our young people choose to go for post-secondary education or stay in Palau
to work in the village or at other vocations, they will need a basic math knowledge to
function effectively in everyday living. The nature of daily living, as it is, requires math
skills in such activities as cooking, constructing, house repair, farming, driving a boat
or car, fishing, planning a family custom, family budgeting, family planning, cultural
arts and crafts (storyboards, etc.), and other daily activities.
Develop enough lnatlze~natical
literacy t o enable them
t o fzlnctiorz t o their maxilnzlnz potential i n a modern econowzy
A basic understanding of math will also help our young people cope more effectively
with the fast pace of technological development. With c a l c ~ ~ l ~ ~ t o r s ,
video players,
television, video machines, stereo equipment, computers, and other forms of technol-
ogy progressively becoming part of our daily lives, a basic knowledge of how math
relates to these forms of technology would help people not feel so overwhelmed by
their presence.
Palnu M i t l i s t y of Edlicntiotz I Mathematics Clirricril~~rn
Framework

ProgressiveIy there are more jobs in the economy which require a basic knowledge of
computers. Our young people will need to be prepared to take those positions, rather
than the Republic having to seek qualified people elsewhere.
For those students who would like to continue their education and pursue a career in
technology, we need to offer a variety of vigorous math experiences that will help train
their minds and help them succeed in college-level courses.
Develop the ability t o estimate solutions,
t o cor~zpzite
acclrrately, t o assess the reasonableness
of tlzeir answers, and t o renso~z
logically and critically
A knowledge of math also helps in the development of thinking and reasoning skills-
skills that people need to live effective and productive lives. Much in the way that one
processes the solving of a mathematical problem, one can use the same steps to reason
many other kinds of problems.
As our economy becomes more purchasing and selling oriented, our young people will
need to be wise consumers of products and services. They will need a good math
background to be able to critically evaluate product information given by the media, by
salespeople, and others so that they can make wise decisions in getting what they need
at a reasonable cost. They will need to be familiar with such concepts as checking and
saving accounts, credit, loans, interest rates, and others, especially as our way of life
becomes more cash oriented.
The Bureau views the teaching of math as such a priority that it has mandated its
teaching in one of its seven major goals. The teaching of math is dictated in this manner:
GOALS
5. To provide students with basic knowledge and skills in the
areas of Mathematics, Social Studies, Science, and Health.
Pnlnz~
Ministry of Edzication 1 Mathematics Czrrriclilz~nz
Frn~tzczuork

CHAPTER 2
The G o a l s a n d O u t c o m e s
of t h e Palau Math Curriculum
The Goals a n d Outcomes of the Palau Mathematics
Curriculum Framework are to Develop Students Who.. .
MAJOR ATTITUDES
Appreciate both traditional and modern methods of counting.
Believe in the value and utility of mathematics
Value creativity, effort, and an intellectual curiosity for solving many kinds
of problems.
Enjoy exploring, risk taking, and experimenting with different approaches
to find solutions to problems.
Feel confident in their olvn ability to apply their math knowledge and
reasoning skills to solve everyday problems.
Appreciate the beauty of mathematics as a means to describe the physical
world.
KNOWLEDGE AND SKILLS
A. Number and Number Theory
1. Demonstrate understanding of the concept of number, the use of numbers
to count, the order of numbers, absolute value, and the concepts of between-
ness and density.
2. Demonstrate understanding and appropriate use of place value, represen-
tation of fractions, decimals, and all types of numbers including counting
numbers, whole numbers, nonnegative rational numbers, the integers, all
rational numbers, the real numbers, and the set of complex numbers.
3. Demonstrate understanding of the operations with real and complex num-
bers (addition, subtraction, multiplication, division, raising to a power,
taking a root) and the relationships between operations.
Palatl Minis try of Edzlca tion / Ma tlze~nntics
Czlrriczllt~m
Framework

4. Demonstrate understanding of the order of operations and use of the
properties of the real and complex number system to write and work with
number sentences.
5. Describe the nature of counting numbers, including such characteristics of
numbers as their factors or multiples, whether they are prime or composite,
even or odd, and their relationships to other numbers.
6. Demonstrate understanding of the concepts and practical applications of
ratio, proportion and percent, and how they are related.
B. Computational Skills
7. Demonstrate facility and accuracy with the basic operations of addition,
subtraction, multiplication, and division with whole numbers.
8. Demonstrate competence in real-life applications of math skills and knowl-
edge (i.e., making change with facility and accuracy, balancing a checkbook,
computing bills, planning budgets, consumer practices, and other practical
applications).
9. Demonstrate a facility with a variety of methods of computations and the
ability to select the most efficient and effective method of solving a given
problem (i.e., mental arithmetic, paper-and-pencil algorithm, estimation,
calculator).
C. Measurement
10. Make informal comparisons and use appropriate language to describe
relationships between objects being measured (i.e., terms such as taller/
shorter, heavier/lighter, greater than/less than/equal to, and others).
11. Proficiently use both nonstandard and standard units of measurement to
measure various sets or objects and explain why standard units of measure-
ment are needed for communication and simplified computations.
12. Demonstrate an ability to use the metric and U.S. customary systems of
measurement to measure linearity, area, volume, mass, time, temperature,
and money, and make conversions withn the systems.
13. Identify, explain, and apply formulas as an efficient method of obtaining
some measurements, such as area, volume, distance, rate, or time.

14. Explain how the best type of measurement for a given purpose depends on
the physical aspects of the object to be measured.
15. Demonstrate understanding of fundamental geometric concepts and prin-
ciples to deepen their understanding of the physical world (i.e., point, ray,
line segment, curve, space, angle, two- and three-dimensional figures in the
plane and in space, other geometric terms, symbols, and relationships).
E. Probability and Statistics
16. Competently collect and organize data in tables and graphs (i.e., bar graph
or histogram, line graph or frequency polygon, pictograph, circle graph).
17. Competently interpret, analyze, and assess data derived from tables, sched-
ules, charts, and graphs.
18. Define and apply the concepts of range, mean, mode, and median to
interpret data.
19. Demonstrate understanding of basic probability concepts (i.e., frequency,
permutations, tree dicigrL~ms).
F. Mathematical Thinking and Logic
20. Determine patterns, identify the rules that could have been used to generate
the patterns, and apply the rules to extend the patterns, not only in math-
ematics but in other disciplines (i.e., history, art, music) and everyday life.
21. Demonstrate understanding of the concept of function as a speci,il kind of
relation among a defined set of numbers.
22. Competently apply a variety of problem-solving strategies and logical
reasoning in solving many different kinds of problems.
23. Proficiently use mathematical language and terms to communicate math-
ematical concepts and expressions.
24. Competently apply the deductive method as a way of thinking to make valid
inferences in solving problems.
Pnlr?lt Ministry of Editcntinr~
/ Mntlzelnntics Crrrricztllttn Franlework


CHAPTER 3
The Organization of the Palau
Mathematics Curriculum Framework
The following are the major strands for the PalauMathematics Curriculum Framework
accoinpanied by short descriptions:
A .
Number and Number Theory
The
material covered in this strand should help students develop an understand-
ing of the concept of number, number conservation, place value, and become
f'iiiiiliar ~\\-it!i the m;lil) different t).pes of numbers ( i . ~ . ,
it.liolt~
r~uinbers,
rCltioi~,li
numbers, integers) that make up the real and complex number system. Number
order, relationships, characteristics, and properties are covered, as well as the
conccpt of the basic operations of adciition, subtraction, multiplication, and
division, and their relationships. Deve!oping an understanding of number and
number theory is essential to building a strong foundation in mathematics and one
tllLl,t t11is 111~1tt3ri~1l
\\\\,ill l ~ o p t ~ f ~ ~ l l j .
11t\\lp ~ t ~ ~ c l
tic! ~ r ~ t
cl(>p. ~
U.
Computational Skills
The material covered in this strand is organized to help students master the baslc
math facts in a loglcal sequence and to help students use the basic operations of
addltson, subtraction, ~nultiplicatson,
and divislon Real-life applications of math
LIIUL\\ lt~igt?
~ I I L I
skill,-
I I
c 1
I
t1111~jt1(3n
i n ~ l
17.
'
math problem solving
C.
Measurement
The concepts and skills covered in this strand should help students understand
that measurement is an important tool for learning about the physical environ-
ment and is a way of applying numbers to quantities. The metric system and the
U.S. customary system are covered. Emphasis of the strand is in providing
students with practice at measuring and comparing, using both systems. The
-

Palall M i i z i s t y of Edlicatioiz / MatJleinatics C~trricrllllin
Frninework

material covered also includes changing from one unit to another within the same
system of measurement. Conversion of units from one system to another is not
t a ~ ~ g h t ,
but rather the emphn6s is m o r c on understanding the relationships ~1rnoPg
units in each system. Hopefully, with the material covered in this strand, students
will develop their measurement and estimation skills as well as be able to select the
most appropriate measurement tool for what 1s to be measured.
D.
Geometry
I tit. rn,lterial covered in tllis strand il~oulii
help s t u d e i ~ t i
u n d e r ~ t ~ ~ r ~ d
basic
geometric concepts in terms of measurement, properties, and relationships of
polnts, llnes, angles, surfaces, and sollds. The ernphasls 'it the elementary level is
work with concrete objects and progresses to more abstract concepts at the upper
levels onto high school geometry. Hopefully, the material covered in this strand
will help students develop a better understanding of the physical world and its
many properties.
E.
Probability and Statistics
The material covered in this strand should help students learn how to collect,
organize, and interpret vlsual summaries of data in the form of graphs, charts, and
tables. The study of probability helps students to extend their thinking and
interpretation of the collected data by analyzing the way in which events occur by
chance and to use the information to predict the outcomes of events. The study of
statistics helps students with the collection, organization, and analysis of numeri-
cal data. Hopefully, the concepts and skills emphasized in this strand will help
develop students' abilities to question, seek information, organize their findings,
analyze the results, and make predictions about what they have learned.
F.
Mathematical Thinking and Logic
The material covered in this strand should help students develop their thinking
skills and reasoning powers through finding patterns and relationships, applying
logic in their thinking, problem solving, and using mathematical terms and
concepts to cornrnunicate mathematical ideas and processes.
PaIazi Mitiistry of Educatio?l/ M a t h e ~ n a t i c s
Qrrricr~lnllz Franzezuork

CHAPTER 5
Thescopeandsequence
of the Palau Math Curriculum
The Goals and Outcomes of the Palau Mathematics Curriculum
kramework are to Develop Students Who ...
MAJOR ATTITUDES
Apprcciatc both t r , i d i t ~ o n ~ ~ l
and rnodcrn methods of counting
Believe in the ~ ~ a l ~ l c
and
utility of mathematics
Value crc,lti\\.ity, effort, and a n intellectual curiosity for soiving many kinds
of problems.
Enjoy exploring, risk taking, and cxpei-iir-ienting ~ v i t h
different approachcs
ito firid s o l ~ ~ t i o n s
to problerns.
*
Feel confident in their o w n ability to apply their math knowledge a n d
reasoning skills to solve c l ~ e r y d a y
problems.
Appreciate the be'luty of ~nathernatlcs
as a means to describe the physical
xvorld


GRADE 1
Palau Mathematics Curriculum Framework
I
<
.

Students will be able t o . . .
I
Students will be able t o . . .
& SKILLS
1. Demonstrate understanding
1.1 Manipulate and classify materials
A. N u m b e r &
of the concept of number, the
with respect to a variety of attributes
Number
use of numbers to count, the
(i.e., color, number, size, shape).
Theory
order of numbers, absolute
value, and the concepts of
1.2. Recognize, by visual inspection,
betweenness and density.
whether two groups (0-9) are equal
1.3 Demonstrate one-to-one correspon-
dence between the objects of two
equal groups (0-9).
1.4
Compare groups of real objects dem-
onstrating the concepts of grenkr
firan/lcss thnnlequal to.
1.5 Order sets of objects by magnitude.
1.6 Recognize and extend patterns that
,ire presented i,isualiy (i.e., triai~glec.,
rt,ctangles, circles, squares, lines, etc.)
c~~lrally
(i.e., examples of sounds in
the environment) and tactilely (i.e.,
examples of something soft, some-
thing rough, and something sticky
that students can touch).
1.7 Look at a group of 1-5 objects and
estimate the number without havmg
to c o u n t
1.8 Order numbers on a number line
writing numerals 0-9.
1.9 Manipulate objects to create sets with
a cardinality of 1-20.
1.10 Match a set of objects to counting
numbers 1-20.
Palau Ministry of Education /Mathematics Cum'culurn Frarnework

GRADE 1
Paiau Mathematics Curriculum Framework
A. Number&
Students will be able t o . . .
Students will be able t o . . .
Number
Theory
1. Demonstrate understanding
1.11 Write numerals 1-20 to match a set
of the concept of number, the
of objects.
(continued)
use of numbers to count, the
nrder nf n l l r n h ~ r c ,a h c n h ~ t p
1 17 Rcad write a n d order numerals
value, and the concepts of
1-20.
betweenness and density.
1.13 Count from 1-100.
1
(continued)
I
1.14 Count by twos and fives.
1.15 Count using ordinal numeralsfirsf
to tenth in a variety of classroom
situations.
1.16 Use zero (0) to identify the empty set.
1.17 Demonstrate number sense ideas for
number from 1-50.
2. Demonstrate understanding
2.1 Group counters (sticks or other ob-
and appropriate use of place
jects that can be bundled) in packages
value, representation of frac-
of ones and tens to demonstrate the
tions, and counting numbers.
concept of place value in numbers
from 1-20.
2.2 Identify cquivalent fractional parts
for halves of whole regions such as
circular regions and rectangular
regions U S I I T ~ rcCil-llfe
objects and

GRADE 1
Palau Mathematics Curriculum Framework
A. Number&
Students will be able t o . . .
Students will be able t o . . .
Number
Theory
3. Demonstrate ~mderstanding
3.1
Recognize the joining of two groups
of the operations with real
as a model for addition.
(continued)
numbers (addition and sub-
traction) and the relationships
3.2
Generate all the possible addition
between the two operations.
combinations that will produce a
given sum from 1-10 (i.e., students
are given 7 blocks and asked to find
all the possible combinations or ad-
dends that will produce a sum of 7:
+ = 7 ; + - = 7 ; a n d s o
on) using problem-solving contexts.
3.3
~ o d e i
simple addition sentences
(i.e., 2 + 3 = -
; 4 + 5
=
) using
problem-solving contexts.
3.4
Recognize subtraction as the inverse
of addition, as a take-away model, as
a missing-addend model, or '3s a com-
parison model.
3.5
hlanipulate materials or objects to
demonstrate the model of subtraction
(i.e., students have 5 coconuts, 3 are
taken away, how many are left?
5 - 3 = 2; Basilio has 6 marbles, Tangy
has -1 marbles, how many more
marbles does Basilic have than
Tangy? 6 - 4 = 2).
Palau Ministry of Education IMathernatics Cum'culutn Fmrnczuork

GRADE 1
Palau Mathematics Curriculum Framework
B. Computational
Students will be able t o . . .
Students will be able to.. .
I
S!<i!k
7. Demonstrate facility and
Identify the sums of the basic addi-
accuracy with the basic
tion facts through 9 using recall,
operations of addition and
derived, or other strategies. (Recall-
subtraction.
remember from rote memorization.
Derived strategy-using knowledge
o f 4 + 4 = 8 t o a r r i v e a t 5 + 4 = 9 . T h e
student should know that 5 is 1 more
than 4; therefore, 5 + 4 is 1 more than
4 + 4.)
7.2
Using story problems, identify the
sums of the basic addition facts for
tens with tens using recall or derived
strategies.
7.3
Read, write, and solve problems with
and without regrouping in situated
.Ilh 61,-
r
L < , L L L C A t J .
!
7.4 Identify the differences for the basic
I
subtraction facts through 9 using
recall or derived strategies.
7.5 Read, write, and solve subtraction
problems in situational contexts.
Palau Ministry of Education /Mathematics Currihlum Framework

GRADE 1
Palau Mathematics Curriculum Framework
B. Computational
Students .will be able to . . .
Students will be able t o . . .
Skills
8. Demonstrate competence in
Interpret and solve addition word
(continued)
real-life applications of math
problems related to real life using
skills and knowledge (i.e.,
objects, pictures, models, or role
making change with facility
playing.
and accuracy, consumer
practices, and other practical
Interpret and solve subtraction word
applications).
problems related to real life using
objects, pictures, models, or role
playing.
Palau Ministry of Education 1 Mathematics Ctrrriculum Framework

GRADE 1
Palau Mathematics Curriculum Framework
1
I
C. Measurement
Students will be able t o . . .
Students will be able t o . . .
I
I
10. Make miomdl comparisons
1 U . l Ulrectly match and compare concrete
and use appropriate language
objects to demonstrate the concepts
to describe relationships be-
of shorter than, longer than, about the
tween objects being measured
same length as, taller than, and so on.
(i.e., terms such as taller/
shorter, heauier/lighter, greater
10.2 Directly match and compare two or
thanAess thanlequal to, and
more surface areas to demonstrate
others).
the concepts of more, less, or about-the-
same area.
10.3 Directly match and compare capaci-
ties of containers to demonstrate the
concepts of holds more, holds less, and
holds about-the-same capacity.
10.4 Directly match and compare objects
by use of a balance to demonstrate
the concepts of: heavier, lighter, and
about-the-same weight.
I
I
I
10 5 Ivld ke direct conlparlsons clemon-
1
strzting the ion,eyts of iloitrr, cilidz,,
warmer,
and cooler.
10.6 Use the terms yesterday, today, and
tomorrow to relate the sequence of
time.
-
Palau Ministry of Education l Mathematics Curriculum Framework

GRADE 1
Palau Mathematics Curriculum Framework
C. Measurement
Students will be able t o . . .
Students will be able t o . . .
(continued)
11. Proficiently use both non-
11.1 Compare lengths of concrete materi-
standard and standard units
als using nonstandard units (i.e., pen-
of measurement to measure
cils, crayons, paper clips, paper strips,
various sets or objects and
feet, hands, fingers, and so on).
.explain why standard units
of measurement are needed
11.2 Compare the size of a container by
for communication and sim-
counting the number of smaller non-
plified computations.
standard units, such as cans or cups,
required to fill it.
11.3 Compare the weight or mass of an
object by balancing it with many
nonstandard units (blocks, cubes,
marblr-5, and so on).
11.4 Compare the lengths of concrete
materials using standard units (a
ruler marked with equally spaced
intervals).
12. Demonstrate an dbility to use
12 1 '?
:iiy and compare coins T*. '
the metric and U.S. customary
paper money up to one dollar: penny,
systems of measurement to
nickel, dime, quarter, one-dollar bill.
measure linearity, mass, time,
temperature, and currency.
12.2 Relate the face of a clock through 12
for hours to the time of day and daily
events.
12.3 Name the seven days of the week.
12.4 Compare lengths of objects using
tools such as sticks and string.
.
Palau Ministry of Education 1 Mathematics Curriculum Framework

GRADE 1
Palau Mathematics Curriculum Framework
Geometry
Students will be able t o . . .
Students will be able t o . . .
15. Demonstrate understanding
15.1 Identify three-dimensional shapes
of fundamental geometric
(rectangular blocks and cones) and
concepts and principles to
relate them to concrete objects in the
deepen their understanding
environment (i.e., toys, classroom
of the physical world (i.e.,
objects).
point, ray, line segment,
curve, space, angle, two- arkd
15.2 Identify two-dimensional figures
three-dimensional figures in
(circle, square, triangle, and rect-
the plane and in space, other
angle) and relate them to concrete
geometric terms, symbols,
objects UI the environment (i.e., toys,
and relationships).
classroom materials, objects found at
home).
15.3 Demonstrate line and plane symme-
try in paper folding and mirror im-
ages activities.
15.4 Identify straight and curved lines.
Probability
16. Competently collect and
16.1 Participate in a simple class survey
& Statistics
organize data in tables and
and help organize the data in charts
graphs (i.e., bar graph or
using objects, pictures, or tally marks
picture graph).
to record class findings (i.e., survey
could be on the kinds of pets stu-
dents in the class have, the number of
brothers and sisters, the number of
birthdays in each month, and so on).
I-'nlnu Ministry of Education 1 Mathematics Cum'culi~m
Franrezuork

GRADE 1
BaBau Mathematics Curriculum Framework
Mathematical
Students will be able t o . . .
Students will b e able to.. .
Thinking
& Logic
20. Determine patterns, identify
20.1 Identify and extend pattev--5
in a
the rules that could have been
sequence of numbers or objects or
used to generate the patterns,
pictures.
and apply fhe rules to extend
the patterns, not only in
mathematics but in other
disciplines (i.e., history, art,
music) and everyday life.
23. Proficiently use mathematical
23.1 Use math terms add or plus, subtract,
language and terms to com-
eqtlals to, nnmber, before, after, greater
municate mathematical con-
t h n , less t h n , under/over,firstlIasf,
cepts m d expressions.
and higll/low appropriately to com-
municate math ideas and spatial
relationships in oral or written lan-
guage.
PaIau Ministy of Education 1 Mathematics Currinrlurn Framework


SCIENCE
FIRST GRADE


PALAU SCIENCE C W C m m
l?MlMEWORI[C
FOR G W E S ONE THROUGH TWELVE
Suib~nitted
to:
Scieilce Depabnent, Ministry of Edicatioi~,
Rep~lblic
of Palau
Submitted by:
Linda Rose and Eldo11 FIaines, Tccl~llical
Assistalts
Mcronesia and Sol lib Pacific Pl-ogl-a!~,
U!he!siq of Q I - c ~
bull ~ ~ I ~
September 2 994

CHAPTER 1
The Rationale for the Teaching of Science
The quality of lie in Palm has always been dependent on the abllrty to maintain harmonious relationships
between the people, the land, and the sea However, in today's Palm, whde moclernization has brought many
unprovernents, the r d t y of trosion pollution, destruction s p e s deplaon and exhnction, and new health
around the world I'echnolohy and modernization steadily impact and change our everyday lives
Today's m~dznts
Pdaul's hture leaders and citizens must be prepared to meet the challenses presented by
modernization and increased global connection They must become aware of the ~mportant
role which science
plays in the rnodern world, md they mu2 become scientdically competent to meet the challenges posed by these
mior changes in our xxiety Students who are rooted in basic science knowledse, sMs, and practices are well
educated and prepared for today's world Armed with scienhfk knowledge, principles, and habits of mind, our
sh;denits wil be able to protect the environment and conserve resources in a manner which will ensure qlalrty of life
for thernsel~es
and h
r fi~hre
generations of Palaurn
The Mnis-try of Fhcation asserts that science must be taught if students are to meet these challenges
The teaching of science relates directly to the overall phdosophy and mandate of the Mintstq Against each major
thrust of '!ducation's mission, the teaching of science emerges as critical-
- To prepare citizens for effective Lives in their cultural settings
- To provide each person the opportunity to develop abilities and skiIls which enrich life
- To prepare citizens for coping with change
- To prepare people for work in the community which depends largely upon individual and group
efforts
The woi-Id around Palm is rich with sea, anunal and plant life Knowledge about the natural resources of
Pala1 and the Paclfic is essential for each citizen if problems such as the destruction of mangoves and reefi by
development or the over-fishin2 of pelagc fish is to be prevented. Science training fosters in our students an
intelligent respect for nature and cycles of life that should aid them to make lnformed decisions about the uses of
technoloby
Through applymg their science training our students wil be more prepared for using and inventing tools
for generating crucial new knowledge Scientdc literacy for all P a l m would mean that they could use their
understanding of science, rnat-cs,
and technology to help create a better world Through exposure to
scientdic and technological principles and related topics such as the nature of systems, the importance of feedback

and control, the cost-benefit-risk relationskips, and the inevtabii of side effects give students 2 s c u d basis for
assessing the use of new technologies md thei- implications for our environment and culture
Akhou* many pressing loca! and global problems have technological orisjns, technolog can also
provide the tools for dealing with many of these problems. Science and techno103 also has the capacrty to prolong
and enhance life. Enerseti~dly
ta~ight
and xipported, science ducation for OLU students can provide them with
knowledge of the biolo(_uc*ll :sd physical environment and of sccial behaviors they will need to develop effmive
solutiorrs to critical problem.
Throughout the teachins of science the sigdcant theme of interdependence is explored Since the
chlldren of P a l a face a future requiring greater interdependence with the outside world, their howledge and
undrcrstiuldig of gobd qserns arid prob!erns, i e , dobd warming , acid raiq depletion of the ozone layer, disease,
famine, unchecked population grow%,

the threat of nuclear war, etc , will enable them to thoughtfdiy conbiute to
a world in which humadand is at peace wrth itsdfand its environment.
For those students who wish to pursue post-secondary &cation in Palau or any where else in the world,
adequate science training is a must If stdents x e provided with comprehensive science training their &cation
will prepare them to h c t i o n s
u
e in
all post-secondary fields of study both here and abroad. Wrth a strong
background in science, students wdl gain the education needed to fill the jobs that are created in the P a l m
economy, many of which are in science and technical occupations.
S c i d c thinking and problem solving can help people in every walk of life to deal sensibly with problems
that often involve gathering and weighmg evidence, pur&& logical argments, and working wrth uncertainty
Wrthout the a b i i to evaluate, think critically and independently, our students run the risk of becoming citizens
who fall victim to harrnfd products and people who only have their own profit or &-interest in mind. With a f5-m
foundation in science, our students wil learn to become wise consumers and car& users of technology
Of the M
i 's
seven major goals, five of them directly call for the aggressive teaching of science to all
the students within its public school system. They are as follows:
I. Toprtpnre sturlenfi nc. raponsible c&nr of Pnlm by emphnsizng t h e incbliclutrl ( I ~ I
collecb,~
chi@ to
contribute to tJze ~veIfmrre
of tIze R q u h k
3. To foster m v m e m mei kmvlerlge of Pnlnu, tthe rest of the ~mridnrulthe
role of Palm ipl the ~vorlel
5. To prmiele .&clod ~vitIz
baric skills in the m m
of Mdh, ScGncr, rmrlSb&l%r~h
6. Toprm&k sfiirZents with cu/apx&prqmntionfir college or voccdknnl abacbn.
7. To prmde sa~elentr
~viih
opporhrnitia (cg., informhn, couding, mcl rind.& xhoImsIz+s, for post-
.seconhy erlrccmion outick of P a h ~vith
fmus on cmeers i c l e n ~ ~ I n s
for p ~
the

Rqubfic

(3+mmxR2
The Goals and Outcomes of the Science Curriculum
The Goals of the Science Cuniculum Framework
are to Develop Students Who. . .
N 4 A rna 4 TTTI T r v C
Appreciate both traditional ar?d modern scientific knowledge, skills, and ways of
knowing
Hold a sense of wonder about nature and the universe.
Believe in the potential of science to improve health, safety, and the human condition
throughout the world
Enjoy and value clean, safe, and natural environments
View that their everyday actions and choices can and must help protect and solve the
current problems of erosion, pollution, species depletion, and life cycle imbalance in
Palau
Feel that the critical problems that currently plague our home - the planet Earth, i e .
global warming, acid rain, depletion of the ozone layer, disease, famine, unchecked
population growth, the threat of nuclear war, etc., while whose impact may not be
readily apparent in Palau, are still the concern and priority of every citizen of the world
Understand that it is important not to be wasteful
Take pride in the scientific achievements that have been made by Palauans and other
Pacific Islanders
Are concerned about the wise use of the world's resources and technological and
scientific "advances".
Nurture and support their own curiosity and the curiosity of the people around them
Believe in scientific inquiry as a way of improving lives and solving certain problems
Appreciate logical, analytical modes of problem solving.
Feel confident in their own ability to invent, conduct experiments, and take on the role
of "scientist"
Believe that one should always try to keep an open mind.
Do not look down at or make fun of others and their explanations and views of the
world that might be less "scientific". Understand that with more knowledge comes a
responsibility not to be arrogant, conceited, and rude. What is appropriate is humility
and a willingness to share information and a belief that they can learn from others,
especially if their points of view are different.

o
Feel that each person must assume maior responsibility for histher own learning, and the
learning of hisfher fellow classmates
Knowledge and Skills
A. SCIENCE AS INQUIRY
1 INQUIRY SKILLS AND ATIITUDES
Demonstrate knowledge and understanding of the scientific process and profession.
2.
CRTTICAL THINKING SKILLS:
Apply critical h k n g sMls to make informed decisions and choices in everyday Lives
3 MAWULATIVE SKILLS
Demonstrate the manipulative skills needed to work with physical samples
4. COMPUTA4TIONAL
SKILLS:
Apply the computational skills needed to amdyx data
1 ~NATURALENVROP-WENT.
Demonstrate an understanding of the natural environment of islands
2. PEOPLE ON ISLANDS:
h
i

the interactions of people and the island environment.
1. EARTH, SUN AND MOON:
Explain the cycles and composition of the earth, sun and moon
2. SOLAR SYSTEM:
Iden* the compositions and motions of planetary bodies and the laws that govqn them
3. STARS:
Recogwe star patterns and explain stellar evolution
4. GALAXlES:
Demonstrate knowledse and understanding ofgalactic evolution.
P n h Ministry c?f&i'tlcntion /3ience CzN?inlhun finmework

D. THE EARTH
1 4Tk4OCPHFRF
Demonstrate knowledge of the atmosphere's shucture and pr-
; ';OL,!D E 4 R T I
Demonstrate knowlodrre of the c&Ys
strum ~ r e
and euth shaping processes
4 FLOW OF M4mR
AND ENERGY
Demonstrate knowledge of the flow of m ~ e r
?ad merg in the earth, oceans and atmosphere
E. RIATIER ENERGY AND MOTION
I MATTER
Demonstrate the ways sinlple units build complex objects and account for the properha of matter
2 rnFEI<GY
Identlfji energ's many forms, tran$onnations and uses
? MOTrON
Ideiltlfii vanous
of form and rnotlons and the 1.1~s
that e~plan
tnem
F. LIFE ON EAK3X
I DI\\ERSITY OF LIFE
Demonaate comprehensi~n
ofb!odlversltv md its ~ ~ p r t a n c
:O p
lfe
2 HEREDI'PY
Demonstrate understanding of the ? . w e of charactenstics from parents to ofEspring
3 CELLS
[dent& the cell as the basic urut of hfe and d a n k ~ t s
fiinctlons
4 INTERDEPENDENCE OF LIFE
Iden* webs of interdependence among organisms
5 FLOW OF MATI'EK AND ENERGY
Show the cycles and flows of matter and energy in living systems
6 EVOLUTIOhT OF LIFE
Demonshate comprehension ofthe ways specla can change and the forces and time involved

G. TKE
HIJMAN ORGANISM
1 HUMAN IDENTITY
Identifji the behaviors, f w e s , and skills which set humans uniquely apart f?om other animals
2 HUMAN DEVELOPMENT
Describe all parts of the human life cycle, from m b y o and development to death
3 BASIC FI INC'TIONS
1denG the basmc hnchons of human Me, mncludmng those shared by other organisms
4 LEARNING
IIexmbe the senses, processes, and slulls needed for optimum learning
1 TECWYOLOGY AND SCIENCE
Descnbe the ways sclence and technology support and advance one another and assess the Impacts of the
connections
2 DFCIGY W D SYSTEMS
Demonqrate the application of saentific pnnaples to practid ends
3 TECHNOLOGY ISSUES
Iden* the lrnpacts of introdumg new technologies or e h m t i i g old ones

( x l w T E x 3
The Organization of the Palau Science Curriculum
Introduction
A. Science as Inquiry
B.
Islantf Environment
C .
Univene
D. The Planet Earth
E.
NIatter, Ensl-gy, and hlction
F. Life on Ear?%
G. The Human Organism
H. Technology
W~th
h e release of the dra! of Pacif3c Standards for Excellence in Science, a strong foundation for the
Palau Scie~ce
Curriad~lm
Fnmework was laid These and the Bmchrnarks for Science Literam were used along
with materials developed in Palau as the backbone for this camework.
A theme ~bhich
binds the h e w o r k together is that science emerges fiom the child's personal relationship
with the environment The writers of P d c Standards and Benchmarks believe that concepts, definitions, and
theories have been tau@ too eariy in past years They believe that students learn Edster and more naturally, and
x e less prone to educational set-backs, if their early elementary years are fled with W e n c e s , experiments,
observations, and playfihess As their elementary years proceed, students demand more expWons, h e r
distinctions, more comprehensive classlfidions, and they become more creative in their own a b i i to classfy,
distin&
and explain They then see the value in definitions, classification schemes, and explanations ussd by
other scientists and are interested in the stories of those who have explored and dkmvered before them Fmdy, in
upper elementary and hi$ school, the concepts, definitions, and theories are understood and accepted because the
students have found thek own paths
The writers of PCadic
Standards and Benchmarks also believe that while science cannot decide questions
of morahty or ethics, it can describe the likely outcomes of various human choices, and that information can ,gide
human actiors. Students lm~~l
to bdarice the benefits and potential dangers of ncxv products or enerLy
technoloyes. An attitude of bdance is the basis of traditional conservation and provides for the growth of
stewardship along with the student's new knowledge and sM.
displace the vast storehouse of native method and wisdom. Palauan knowledge and intelligence which is budt on
P ~ h t
Mzni.sty cffih~ccltion
/,(i.icnce Czmm.arhrm F r m o r k

long and keen observation. Palauans are fine naturalists. Palauans are proud and should be proud of their native
scientific kno\\vledge. Teachers themselves must be clear that "chad er a ngebard" knowledge is not superior to
traditiond knowledge. However, a global viewpoint can expand st~dents'
traditional knowledge to inchde
information Eom around the world. It can bring new technologies which extad the fiormal human senses wrth
instruments like the microscope, the spectrograph, the seisrnogrqh, and the computer. It can bring conceptual
tools and methods of inquiry. P a h m Zjence is the integration of the tidional knowledge and wisdom with
global vievpints, methods, md instruments.
The eight main categories, each discussed in more detail in this chapter, are intended to cover the xientific
efiterprise comprehensively. Subjects which the Pacific Standards and Benchmarks place under separate h d i ,
such ?s
historical perspectives and environmental concerns, are incorporated into the eight main heading. The
main categories appear as the headings in Chapters 5, ,SCOIX m:d&qreilce of the PnIrnl Scieizct? Czmrn~'2rlzmt,
and
in the iirst column of the Chapter 6, Shdent Grnde-by-CrCyJe Objechves for h e Science G m ~ a l l r m l . The
secondary categories of Chapter 5 show up in bold print in the follomin~
paragaphs. They a c
also the W
s

of
Chapter 6, which appear in the second c o h r .
The Shrdent Objectives, the third column in Chapter 6, are not and can not be comprehensive The
student objectives are cast as examples of knowledge students should have, skdk they should master, and projects
they could accomplish To use a vertebrate analog, the ei&t rmin concepts form the backbone of the h e w o r k
the secondary goals form the n%s, and the student objectives gjve W p s e s of the shapes and functions of organs,
muscles, and skin The challenge for the teacher, workiiig with the curriculum speciah, is to iill in the anatomy
and physiology of the beast - to bring Palauan science alive for the students
A. Science as Inquiry:
The skills, attitudes, and values of science
The basis for scientific inquiy is keen observation, curiosity, and need. These and other reked attributes
have been held by isIand people long before formal schooling was introduced. Island navigators knew 6om carefd
observation which risiig or setting star marked the direction of a distant island and how to use the canoe's wake to
estimate current and drift Farmers knew which phase of the moon for planting yelded the best taro, what
compost and how much water gave the best taste and texture. F d
gatherins in the lagoon required exact
knowledge of the tides and mefill observahon of the habits and cycles of fish, clams, and crabs
The main chdenge to teachers is to bring to their studai;s a confidence that Inquiry SMls : ~ n d
Attitudes
are mturd extensions of their
island shll of carefid obmvahon and creative explanation Western science
can expand on these sktlls by including observations made by irlstruments which extend human senses, and it insists
I'nImr M i n i ~ f y
ofF*hlmfinn
/,%iencr C'z~m~c241zrm
Finmework

in the end on accepting only explanations which are supported by evidence. l o p , and sound ar3ment Valuable
attirud~s
include integrity in observation and recording information, clear verbal and written presentation, and a
healthy skepticism for one's own and others' explanations - skepticism balanced with an open mind Scientists also
tend to hold certain world views Consistency in the world is one corals grow in tropics around the world. gm
plants use the same materials and reactions everywhere to capture the sun's enerby; deep ocean trenches are usually
accompanied by pardel chains of volcanic islands Scientists believe that the universe is a u d e d system for which
the fi~nd-~nmal
rules rze everphere the %Tie They believe that much can be learned by people w o h g
together over a iong tune period Hiqoncal examples help st~dents
.see how important scienthc ideas have gown
or chanyed
Young chddren constantly ask "Miry"" md with that question begn to develop Critical Thinking sMls
These sMs grow as stiidents learn to defend their ideas to their peers through evidencz. lo&, and clear
commun?cation They deve!op skepticism about celebrity statements, admtising claims, and we
amibution. As
critical sopl?istic;ition g~ows
students see how more than one hypothesis may explain any set of obsmations, and
leam to
bias in their own
vievis wd sta?ements
hleasuring lenghs. angles, temperatures, and tirile intervals, and carefidly recodng the data, are
Rl[anipilatke Skills which >udenrs can perform in their =&!st
years They learn the careful use and maintenance
($more advanced too!s, such as micrometers, refi-actometers, sextants, md electronic instrumms, expanding their
ability to observe phenomena Students learn to use computers to store and manipulate information.
x.
Cornputationid Skills grow along with the manipulative shUs Two important skills should be learned
early ( I) describing and eqlaining the chosen computational path, and (2) estimatig results v.xhoit calculator or
even paper and penal Describing the chosen path requires that the student thmk the problem through Es-timating
the result shows whether the calculation will ~ield
a reasonable answer No computer can replace these & U s
Students can then proceed with calculator and computer to gve sped and accuracy to the calculation They learn
to use cc)rnbinahons of measurements which yield ratios, volumes. densities, velocities, and flow rates Later they
n/lll leam to use algebra, geolnetry, and trigonometry to expand their computational skills The use of computer
spread sheets, programming charts, and graphs expand the advanced s~dent's
ability to handle large or complex
data sets and to make clear presentations

B. The Island Environment:
The uniqueness of small islands in Large Means.
The presence of the lagoon and the sea nearby is the d d y experience of all Palauan children. However,
many children who h e in Koror experience them only at a distance. A few hcky Koror children and most chddien
who live in *es
experience the island environment more directly. They cool themselves in the lagoon water or
the sea breeze. They eat fish, clzms, and crhs collected from the neazy water. They x e drenched by the tropid
downpours. The entire island environment is so common that chddren do not recognize the uniqueness of a smali
land mass surrounded by the ocean. The chdenge to the P a l m teacher is to open their awareness to the unique
mbutes and natural systems of islands; and to help them see the benefit as well as the damage that comes with
human development, both W o n a l and westem.
The howledge ofthe youngest cMdren giows Mest when it depends mostly on dvect experience and
incorporates their natural curiosity, creativty, and plawess.
At first &&J knowledge of their home and school
environments can be explored through local walks. Later they m y be introduced to the amazing and
phenomena of the laspns, reef?, farests, and streams. Students gasp the size and nature of their islands: eroded
voltaic rocks of Bdxldaob, the uplifted limestone chelbncheb, and the northern atolls. These direct experiences,
when accompanied by dimsins drawing model bulldins a .
writing intrcduce students to The Natural
Environment of the island.
In the middle elementary years students expand their knowledge about People on Islands. A series of
focused studies cover food and water, use of resources by islanders, transportation on islands, waste disposal, md
use of island resources by others. J h e value of these studies is expanded when they are accompanied by related
subjects in social studies, geography, and Palauan &e.
Students learn fiom Iegends the meaning of
conservation in traditional W e .
In eaAy hi* school the students return to study the island's natural environment in much greater detail- the
geology, oceanography, weather, and the living environment. In the final years the students synthesize their
growing knowledge of Palau's nahu;ll and human environments by investi*g
researchins and reporting on the
benefits and damages which accrue as humans interact with the island environment The concept of b-aditional
c o m a t i o n is expanded to mean stewardship for all aspects ofthe natural environment and the human community
of their island home

C. The Universe:
What we see in the sky and how it affects our lives.
The wonder ofthe night sky affects every ind~dual
the starry ni& the sunrise over the ocean, 1 1 1 moon
on the lagoon, dehght or fear at the first meteor Children ask, "Which star is that?" and "Is the sun on fke?" It all
seans so inaccessible and fBr away that children cannot comprehend how it affects them
But the universe does a@&
their lives most profoundly, and it is a challenge to the teacher to show
chlldren how we live in the midst of its activity The most obvious cycles in our lives are the r 4 t of the way the
Earth, Sun, and Moon interact with each other Chddren expenence night and day, sunrise and sunset. They see
the changes in the shape of the moon in the sky and experience the tides, the spawning cycles of fish and planting
times Lmch sms appear at ni&t and where the sun crosses the sky mark the annual cycle As the students'
sophzication gows, they learn the orbital relations of the earth about the sun and the moon about the earth
Telescopic pictures of the sJn and photos &om the Apollo astrcnauts help students -psp the drama of the sun's
fivnace and the moon's cratered history Eventually they learn about the composition of the sun, the nature of the
thermonuclear processes driving the intense sunlight and the vast flow of solar energy onto the earth's surface
The most observant student knows that some "stxs" appear to wander through the field of fixed stars
These wanderers. or planets, together with the sun, comprise the most visible and massive parts of the Solar
System. The small, stony nature of the inner planets and the huge, gaseous nature of the outer gant planets is
cemn to raise questions, and the orderly progression of their orbits raises more The much smaller asteroids and
comets. their odd compositions and stranser orbits challenge students' imagnations
Wgh mathematical
I
sophistication the smdents learn how Kepler successfUlly described the planets' orbits, and how that led euZon
Y
to
write htc laws of g m t y Small deviations fiom Newton's laws lead to a quahatwe description of Einstein's
relati~ity
-
Students first learn the names of Stam and constellations, and how island nabigtors used them to find
their way to dlstant islands Understandig their internal shucture and prcxesm
with the a m , but the
presence of red and blue stars, and of stars in dust clouds opens the story of a s w s Me cycle As students gain
knowledge about the atomic and moleixllar structure of matter, they understand the neutron stars and "black holes"
left belund when a large sm dies
Telescopic photos of Merent Galzxies open the student to the vastness ofthe universe More unages are
r&ed
through radlcrtelescopes, microwave receivers, and ohitin3 x-ray and gamma-ray telescopes The scale
of space and time is comprehended, and great distance is found related to great time The rushing apart of the
universe is unders~mi
through spectrographic measurements, and finally Hubble's "Big Bang" hypothesis is

D. The Earth:
Structure and Systems of the Atmosphere, Oceans, and Solid Earth
Palauan children live under towering clouds and sudden downpours, dwe m the clear water of the lagoons
and channels, and walk over the stony hdls of Babeldaob and around the notched shelves of the Rock Islands
Their formal education about the earth must remain firmly rooted in the direct expenence of their world and must
be supplemented by gcmd laboratory expenrnents wh~ch challeqe their creativity and ingenuity Clacsroom,
books, and videos serve to expand their experience to the wl,der world and to cement their expenence to the
ilr.derlyu?g principles The challenge
to the teacher is to remove the obstacles to the student's duect experience, and
to resist dependig an books as the only source of information and the classroom as the onty expmence The
~eacher
must find fie13 resources that provide the best learning, many of these may be close by and accessible on
&at BE^ several lc2yer trips each year to the Rock Islands and Babeldaob GW expand the students' understanding
~f their home mwcxxnent
--
The yolmgest students learn to recogme subtle variations in Palm's seasons. the changes in temperature,
r d d 1 , and ulnd direction - The Atmosphere They learn about the collection ofrain in the earth's aquifers, lakes,
md oceans - The Hydrosphere They learn from maps to identirji the M h ' s oceans and Palm's location among
the islands of the Sourh Pacific They learn how soil forms from rocks; supports Me, washes down streams and
deposits in esmaries and ocean bottoms - The Solid Earth.
In middle elementary students gasp the idea of cycles They learn how water evaporates from the warm
sea and falls again as I - ~ ; I on land and sea or as snow in colder clmlates The circulaon pattems in the atmosphere
and oceans are learn,& Upper elementary students learn how sedlrnents harden into rock and how some of those
rocks are b u ~ 4
d
q ! y and transformed or even melted by the heat a ~ d
pressure inside the earth The presence of
fasslls in sedimentary rocks and the relationship between layers presents a picture of the vast age of the earth and of
organisms which used to inhabit it The students learn how the interactions of cruszal plates produce earthquakes,
tsunamis. and volcanoes
Hi$ school shidents learn how the Flow of Matter and Energy energzes the earth's systenls Wgh
their growing sophsticatio~
they understand how the flow of heat from the sun or earth's interior produces density
dlff'erences, and how those differences produce movement when acted on by the forces of the earth's gavity and
rotation They see how these principles account for the circulation of the atmosphere, the oceans, and the mantle of
the earth and therefore the weather, ocean currents, and the movements of the earth's crustal plates In their
gowing sophistication students use the concept of systems to orgame their understandmg of the physical world
They see that the solid a
oceans,
and atmosphere are systems which &ect each other, and wh~ch
join together
with living systems to form a drverse and beaut&d hang earth system

Human interactions with the earth's environment are studied at each level of sophistication, the benefits of
technologies as well as the damage. Takmg o~ what is needed fiom the lagoons forests, and streams is learned
f?om traditional conservation practice Direct o b d o n of silted coral r& and runoff fiom streets and
constmction sites are encamged, and students are urged to find better methods wh~ch permit desirable
development with less damage.
E. Matter, Energy, and Motion
Basic units of nature and the forces and transformations that affect them
The study of matter begins in elem-
school with experiences, const~~dions,
and descriptions, and the
sensory knowledge of motion and force Clasdcation schemes develop spor&wady as students learn about
more subtle propties of matter and as thqr find unexpxted c-s
and structures under magndication
Matter is found to have mass and take up space Energy is comprehended as that which gets work done
Experiments wth magnets, gravity, friction, and springs demonstrate how force affects Motion In upper
elementary grades the concept of small, universal buildmg blocks evolves into elemntary atomic theory E l d c a l
forces involved in chemical bondmg are pictured and energy is seen as that which drives phase changes and
chemical reactions Evidence that every energy transformation is accompanied by heat demonstrates that some
energy becomes u n a W l e to do further work
In high school the structure of the atom is supported by the student's own study and by the historical
works like that of Rutherford. Peridaty and reactivity are seen as Mans of atomic structure. The balance of
el&&
forces between the atomic components is understood to bond atoms into molecules and crystals.
R e h o n h p s among forces and forms of energy are d&ed in mathematical terms and shown to apply equally to
the microscopic and macroscopic worlds. Chemical reactions and their rates are demonstrated and understood in
terms of atomic and m o l d structures and the environmental conbons. F@ the nucleus of the atom is
opened for examination; radioactive decay and nuclear structure are examined and the huge release of energy fi-om
certain nuclear reactions is grasped.
F. Life on Earth:
How living things relate to one another and to their environment
From their earliest years children experience the Diversity of Lifk They absorb vast amounts of
information about life by observation and by questioning their elders They natmlly c l a w organisms in a way
that makes sense to them: banana trees ( r n e c w are different f?om banyon (lulk);
rabbit fish (becfnlt) are not tuna
(kds710). By observing that coconut trees come f?om coconuts and chicks fiom chicken eggs, the concept of
Palcn~
Ministy ofmrcntion /&ern Cummculwn
F m o r k

Heredity develops Local knowledge about selective breeding of chckens and taro, for example, and later
experiments with fhit flies lead the student to appreciate Mendel's dscoveries about her*
and divemty The
molecular basis for here*
must wait unhl the student has learned about structures and processes of molecules
The challenge to the teacher is to build on h s
natural way of learning Growth is Mest if the student has a
regdar, d~rect
connection with the h g
world in lagoons, banier re&, wetlands, forests, and streams E i ,
wdeos, and books bring examples of life fi-om outside the student's experience giant redwoods. walruses,
kangaroos, krill Carefd study of decaymg plants and d
s and their quick return to orginic soil demonstrates
the Interdependence of Life, but the undedymg mjcroscopic processes are not comprehended until the student
learns about atoms and molecules and the laws of motion and energy A distinction between photosynthetic
producers and decomposers and study of food cham promotes an understandmg of the How of Matter and
Energy in living systems Students dscover that, whde matter flows in a multitude of continuous cycles through
food chains, energy is captured only by plants fiom the sun, passed fiom one organism to another, usad fcr a
variety of processes, arld released as h a
dong the way Systems concepts are used to understand the worhgs of
cells, organs, organism. and ecosystems
The first r e c o ~ ~ t i o n
of Cells may come as students examine stream or Iagcn water with a magif+mg
lens Later, microscopic examination of single-cell Me, d
lagoon arurnals, and tissues demonstrae that all ofllfe
is based on cells Microscope slides of tissue samples and videos showing the &on
of cells and the lrnmense
variety of tissues in plants and d
s

help the student learn how organisms and their embryos develop and g o w
Still later knowledge of molecules and their structures, hnctions, and reactions lead the advanced student to an
understandiig of the flow of matter and energy inside and between cells A gasp of the molecular stnickre of
proteins provides the basis for understandmg the basis for genetic &g
and her*
The student learns along the way h u t the earth processes whch trap fossils in mu& h e , and sand and
solidlfj, them into rock in accumulating layers The enormous time spans involved in these processes are
comprehended as they learn about radloLaaive decay and how it is used to find the ages of rocks AS the
connection between types of fossils and their ages becomes clear, and that m f o d o n is connected with the varied
anatomies of plants and animals, the concept of Evolution of Life is formed. The k o r y of Darwin's journeys.
discoveries and finaly hs theories are appreciated

G. The Human Organism
The uniqueness of being human
The identity of young children is intimately tied to eveqthmg they experience: their Emly, the^ home,
their pets and toys. In eady elementary school the a b i i to separate "self' fiom "otherf stiU grows slowly from
experiems w& peers and teachers. With the growing maturity in middle elememry, the concept of a Human
Identity separate from the environment and fiom other &
takes shape. This identity sharpens as the unique
characteristics ofbemg human come into focus: the use of advanced tools, inventiveness, abstractioq and expanded
learning. In high school the differences among humans in genetic and organic makeup are found to be
incovential when compared with differences fiom other species.
The entire life cycle of humans is the subject of Human Development. At f
h
t
students build on their
natural curiosity about the b i
and growth of inhts. Later see changes at e v q age and learn about the
inewtabhty of death In upper elementary they comprehend the complex unfolding which occurs in the ernb'yo
and young child and recognize the point of time where life begmi. The chermstry, phyaoology, and anatomy of
development are studied in high school and important ethical questions about the technology and politics of
controhg b i
and death are asked.
The Basic Functions which support human life, many of which are shared with all organisms, are
introduced in terms of fkctions of the external body parts. As their understandug grows students explore the
functions of single internal organs, and later they are able to grasp the i n t d o n s of organs with one another and
with the body's biochemmy. In high school they comprehend the functions of the immune, endocrine, and
nervous systems.
The function of Learning is examined in relation to other organisms The a b i i to learn so much and to
use lanapage and other abstractions are found to be uniquely human The function of the senses in learning is
e m e d in early elementary Middle elementaq students fkd that learning helps them solve new problems based
on old experiences, and recognize that di@aent people have drEering skdls, interests, and m d e s about what is
important Later the theories of learning are considered and the students gain experience in what it means to learn
through tutonng ther peers and younger students
H. Technology
Design, processes, systems, and their conssqrlences
"Children are veteran technolo~y
users by the time they enter school They ride in automobiles, use
household appliances, operate wagons and b i ,
use garden tools, help with the cooking, operate the tel&o~
l'cllm~
M~nistr?,
ofFhcwrtron / & e r a Czcrnntlum Framework

and so forth Children are also natural explorers and inventors, and they like to make things " (Benchmarks) They
are also natural expenrnenters and discoverers, and these activities flow together in their days of work and play.
The distinction k u ~ e e n
Technology 'and Science is made much later. Too often a society draws too
stark a h e and the two are divorced in students' minds Th~s
divorce shows up as a blindness to ethical and moral
choices The scientist takes no responsibllrty for the d~scovery
or invention say@ that the ethical choice lies with
the enginer and what they do with the new science The enseer takes no responsibi for the use of the new
science, s@g that if hdshe doesn't utilize it, someone e!se \\dl The challenge to the teacher is to keep the line
behveen technolog and science bhured and let the two fuse and interact When the two are bound together and
related to all of'socleh's needs, there can be no escape h m
responsibiity for the consequences
Students fir5~
develop their knowledge of Design and Systems through direct practice and play Later
their inventive energ? c a be channeled to achieve results v~hich may be more satisijulg and require less effort.
They learn the nature ofconstraints. trade+&. and side efects in tl?eir desigs md constructions Students learn to
think more in tern5 of nlsterns and less in t
m

of disasanbled parts. Concepts such as input, output, feedback,
stor%e, and delav are hcorporated in their planning of a project -They learn that each system is made up of mb-
systems and that it mfluences the larger system of which it is a part Before they leave high school they are able to
desig a m a ~ u f a m i ~ g
or constn.~ction process from start to h s h They account for the impacts of the process
fiorn the gathe.;lng cf resources to the disposal or recyclirg of the disassembled product, and for its deLwq,
operation. rnaintenmce, and repair during its lifetime
Lnen science and technolo~g
are Med with the .society's well-being Technology Issues become an
important part of students' awareness. concern, and dialog They learn early that every human activrty canes
c h n a y g side effects along with the desired benefits As their knowledge and sensrtnay grows they learn to watch
t'or more subtle damages, and they can see the conce~l~uences
in even the most beneficial of technologes The
challenge to the tcacher ai this point is to keep students debating exchangins ideas. and woriung out differences of
opinion rather- than blind$ locking into a set of beliefs about benefits or damages of a technology and lose si&t of
the bal-mce

CHAPTER 4.
The Instructi~nal
Approach of the Palau Science Curriculum
The precedmg sections described why it is so important that our students became scientficatty literate, and
o u h e d the goals of the Palau Science Cumculum. How well we are able to accomphsh our goal to send our
smdents into the hture and back to the~r commuinities with the skills to make sound science-I-elated choices
depends greatly on how our science cumdurn is taught and supported L~ke
all children in the world, the children
of P a l a have a natural curiosity about the world in which they h e The science c u r r i c u h should b d d upon h s
natur;l curiosity and encourage students to look for patterns and relationchps, ask queshons. and think about the
increasingly technologcal world in which they live Every aspect of the science progym should work to enhance
the growth of all students and help them develop into liielonn learners
What follows are a number of brief sugestions that the science C u r r i a h staff would respectfUlly like to
make about the uistruchonal approach we believe would best serve the students and the intent ofthis cumculurn
The Role for Our Teachers:
The teacher's role L'1 the curriculum is critical. He or she must carry on marly Merent roles all at the same
time If all our students %ire really to attain the goals and objectives that have been set forth in Chqter 4 If our
cumcul~nn
is to sxceet.
then teachers need take on the following roles
o GOOD ROLE MODEL
The teachers of Pdau play a cruaal role m such a progall They must cornmurueate an Interest u7
?fid an enthusiclcrn for all hnds of science The role of the teacher IS to create an m o m e n t wfuch
enmuraga al nudents to actively participate ui the processes of merlce Teachers should e n c o w e
shidents to explore the world around t h q to ask quesbons, to look for new Ideas and patterns, and to foml
their oun uxennfic hypotheses without the f w ~
of bemg wrong
By creahng a safe and nurtnnng
enblronrnent In u h~ch
st~~derlts
are hw to e~plore the teacher GW help ench sh~dmt
icxh h15 or her kdl
[x>tential
o COACH for YOUNG SCIENCE EXPERTS
Lkvelop~ng
our students to 'be scientific in their thinking and prnblern whng will only happen if'
they irecctlve ample opportunitis to exercise and refine these scientific skills i2s "coach". the teacher's trole 1s
-
7

to fi~cilitate,
set- up^ arrange, 111-o~ide,
but not to "do" for the students I he xienccrelart~i
skills that GlI need
refirung uiciude [lie k~llo~vmg

- INVESTIGATING and EXPERIMENTING observing or studymg by close examinalion or systematic
inquvy
- OBSERVING- uslng the h e senses to gather m f o d o n about events or objects.
- CONTROLLING VARIABLES making sure thal certain variables do not change during an experiment
- CLASSIFYING establish order to events or a collection of objects.
- DEFIhWG OPERATIONALLY d e h g something in terms ofwhat is done or observed rather than in
terms of abstract concepts
- MEQSLNNG using measuring instruments to assign a number and unit to an event or object
- USING NUMBERS the application of ordering countiig and computiig to quantfi data foi.
investigation
- INFERRING: using observations to reach a non-observable conclusion
- INTERPRETING DATA using collected data to make a prediction, inference. or hypothesis
- HYPOTHESIZING- rnakmg a tenmive assumption in order to test its logid or e m p i i d c o r q e n c e s
- FORMU'LA4TING
MODEIS to use existing data to construct an explanation which dexribes an entity
or event.
- PREDICTING using observations; inferences, and measurements to make a hture observation
o BUlLDERS OF SELF-ES'TEEM & CONFIDENCE
We know that our students learn best when they are able to learn in caring enwonments where
they f d that they are accepted and respected Every effort must be m d e by the teacher to allow each
student an opportunity to have her and his feelings, ideas, md school work acknowledged and respected
It is important that the teacher establishes and maintains e m o n s and rules thar help the
students ~vork together in a hendlv, cooperative, and caring way
For example. it should be c l d y
communicated to everyone in the school that name &g
and the humiliation of mern~krs
of the school ud!
not be tolerated
-
Rase for good effort and improvement from the teacher and fellow stude~lts
is the most positive
way to b d d positive attitudes about learning and feehgs of self-worth by our students Negative
retnforcement must be used spanni& if at all.
The building of selfesteem can also be accomplished by the teacher in the type of readtng that
he/she selects for the students As much as possible, students need to see their own experience h n g wntten
about, see their own people m the role of "author", their interests and reality the topic of the assigunexits and
discussions
o GOOD TOUR GUTDES INTO NEW "UNCHARTED TERRITORY"
When new material is being introduced, students need teachers to act as hudes for them
tour gudes will do at least the following

- Probe for prior knowledge
- Provide students with necessary background donnation
- Introduce the vocabulary in r n m g h l context
- Help students relate what is being learned to their own expesience
- Have students make prdctions.
- State the purpose for the learning
- Provide extra activities whch will offer opportunities for the students to r d o r c e their new learning
- Encourage students to ask questions
o INTERPRETERS
Ocm~ionally,
there Mil1 be content covered in the cumailum which is a lmle removed from the
students' immediate environment and expenence base, but was inciuded in the cuniculum h i s e there is a
feeIing that this information d
l
eventually be helpfill and necessary for the students In these incidences, it is
important for the teacher to act as a hanslatoi and help the students understand material that might be more
difficu!t to undel-stand given the'i knowledge and expesience base
The teacher should use his or her knowledge about shidents' expenences, the cumdurn and the
local
environment so as to draw relevant and clear examples that dl help the class better understand the
rdeas and concepts which might be more "foreign" to thern
The more re!evant the teacher ~,ul
make the cuniculum, the better. Please take every opposhmty
to do ths. The kamework is merely the conceptual skeleton n h c h requires a creative, ddcated teacher to
1:eIp it COII-C alive for the suderis
o LEARNING S I X E S SPECIALISTS
Our students need teachers who dl work to make sure that the needs of 4 students in the class are
h
g

rnet m e n tines this means deliie~uig
the lessons using a vxiety of appr-oaches From eqmience we
know that some students learn informahon better when they can both hear and see what is k i n g dlsuissed
Nso, [nost of us remember more of the content teing studied when we have been provided wrth
opixxtunities to touch or actively get involved with the information bemg discussed
Whenever rx,ssible, the teachei- 1s strongly enco~r;tlrcxi to vasy the ways the xierice udbnnatioi~
1s
presented It is rnuch more interesting and n?e&ngfid to the students when the teacher uicorpomtes audlcr
visuals field tiips role plays, $6~
spe,?kers~ filn~s props, etc in his or her instructiond approach As a11
~s!and enw~onrrierlt P d a ~
n@rs extraordi~;uy opjmrtunities h r sciefice field trips It k ~nlprtzi'l that
teacher-s take ad\\mtage of th1s eri\\uonnient to teach then studeiits atxwt science
All 5~~1lldents
need to u ~ c r e c ~ x
theu crmfidence m applvmg what they learn In xnence Whlle ~t rr?;i~
tx e a e r to pace our !ess~\\rtr
and actlvltles to the "bn$tat" i~udemts
In the class, tlus approticli dcm not

w e
the best interest of the class, c o r n ,
or cumdurn Tlx men@ and emotional needs of all
students should be kept in focus. A r
m
d te
acher will &
the hdp of the quicker students to help
with the mstrucbon ofthose that are slower to grasp the infonnadon. This approach is very useM and is
almost ahways benefid to all parbes
o BARENT/COMMZWFTY INVOLWMENT SP-TS
M'fxn the fimd~es
and parents of our students are aware o f w h is b e q mght to thm dnldren wa
the s&xe curridun~
there are more opportunities for the lessons to be actualiy r d o r c a l and l e d
Whenever possible, it is important for the teacher to keep the students' parents and fhilies well donned
a b u t the amiahm and whenever p o s i enlist then assistance to help therr students !earn the science
m f o d o n and ~~
that are being: tau@ in shod
Our goal is to set beita and better at how we teach and how our students learn science We m q e
teachers to use the fouowing ~?stnctional
strategies r e c o d b y wc
Standards for E x d b
in S c i a
I
-
I
Science for dstudms
t
I - I*fwv and activitv-bad instruction aaasibIe
to readers and mn-readers
- l i n t e o n of l a n , g e development
- Drrect m m o n (teacher centered)
I
- Const~uctr~sm
(student centered)
I
- P ~ _ u i ~ e
laming
- r\\cave l m ~ g
- Indr~dual~st~c
1
l m g
- CoUaho~e/'rn~trve,~oclaI
k m m g
I
1
- I lor iugenetw g w p u 15
- Atom~Md~mnnected
atdy
i - Heperogenm classes
- Hohc~connected
(mtegafed sequenzlal,
I
t h a t l c ~pro,xkies)
I
I -horecimolr&y
/
- Technoiogy integrated w& snmccx
I
- S@e eywswe o ~ I I ~ J I ~
- Spud curncuiunl with cunceots r m t e d
- Tradltlod uyu11\\
- New ~ m d a
of ~nqwry
based or1 mukipit: wzys of
i hwng
I
/
- M&dunemonal assessment m t q d t d \\5?th
I
m i c t i o n


GRADE 1
PALAU SCIENCE CIURWICULIJM FRAMEWORK
I
i
Chn~ept:
GO&:
!!hCk%f 8 b ~ d ~ a ? S :
-
~ w i a b e u & 6
...
, w d k a b l e b . .
.
1
A SCIENCE AS
1 r n c y r n Y SKLLS AhD
1. I Rsli q~es5i)m
about ~
e
.

4
i
INQUIRY
AITITUDES
!
i
The .*. ~ ~ c i e s , Demorsbsdte howiedge md
1 2 Compare and c o r n - ~ c z t s
in r m f of
j
a d
d u e s ofscialce
utd-g
of the scientific
,smd!aiPies or di--
I
process and profsOcn
i
3. M A N D U L A M SJCELS:
Demonshate the m m p h v e s
&

needed to wark ud-t physical
I
samples.
3 2 Compare h g h s ofobjects u,sg both
3
stadad and ramandad utlits
i
3.3 Organize ad
sort &j&s using a vaiefy of 1 !
sit& (wlm, Gx,
shqx, &c )
4.1 Read write, and ordu n-

I -2C
4 2 Write i
l
b 1-
20 to rdch a
of
objects.
1
4.3 Id*
and meid paems m 2 q e m e or'
nurnbers ar objects or pictures


GRADE d
P A M U SCIENCE CXJFtRICULUM FRAMEWORK
Concept:
Goals:
Student Objectives:
SrCkcIc~ulrwiabenbleto..
.
, % k c ~ t l s ~ b e n b l e t o . .
.
B THE ISLAND
1 THENATURAL
1 1 Id*
several local fish, crabs, clams and
ENVTRONMENT
E N V L R 0 , n i m
sea cucu~nbers
The Llruqueness of
Demonstrate an understandmg of the
1 3 Identlfji several local plants and trees
I 4 ~ i a w
D~cttues
o f x v a ~
krntls offish f w d 1
2 PEOPLE ON ISLAWS
2 1 Tell local stories and legends about Palau.
l)escnbe the mteractions of ~ t c
ople
and the island environmnent (I;d)
2 2 Name six f'oods grown locally
2.3 Draw pictures of local houses
2 4 Listen to and relate the remembrances of
elders.
2 5 LVoik togcdla m small groups to act out a
Paiaran legend

G W E
1
PALAU SClENCE CURRICULUM
FRAMEWOEaK
Concept:
Goals:
Student Objectives:
~ n t s w i a b e a b l e t o . .
.
&~kntswiabeableto.. .
C THE UNIVERSE
1 EARTq SUN AND MOON
1 1 hbc
what they see in the sky brig
What we see m the
E q l m the cycles and composition
ni&mme and dayhtne
sky and how d &'ects
of the eartt sun and moon
our lives
i 2 Draw pictsu-es of the moon at d8erent times
of the month
P&l
Mini rln) of FAiu/ilon .Q~cnw
lirrl?c7~ltlm
Frmtwork

Concept:
Goals:
Student Objectives:
&uknb will be able to. . .
S&~Een&wilIbeableto..
.
D THE EARTH
1 ATMOSPHERE
1 1 DISCUSS
safe places to go chvlng a typhoon
Structure and
Demonstrate knowledge of the
Systems of the
atmosphere's structure and p r m c
1 2 Explain uslng observations and
Atmosphere, Oceans,
cxpenmmts, that ur surrounds us
and Solid Earth
1 i Show thilt waer disappears fiom an open
container but not &om a closed container
1
I TlclicnC
Q ;
?;qk,\\ r
2 HYDROSPHERE
2 1 Identify and describe places on the earth that
Iksaik the hydrologic p r m 9 w
are covered by land or water
inchdmg ocean arculation
2 2 I d e n e places where fiesh water is found
and explan why it 1s bund there
3 SOLIDEARTH
3 ! Collect rocks they like for a class collection
Demonstrate knowledge of the
earth's structure and earth shaping
p r m s e s

GRADE 1
P A U U SCIENCE CURRICULUM FRAMEWOFW
r
Concept:
Goals:
Student Objectives:
SCucknh willbenbletu.. .
Stu~knfswillbenbleto.
. .
E M r n R
1 MATTER
1 1 Burld a vmety of objects and structures
ENERGY, AND
Demonstrate the ways simple unrts
fiom a set ofbas~c
blocks
\\40TION
bwld complex objects and account
Basic tlnlts of nature
fix the propem's of matte;
i 3 I
>
t
.
s
c
1
!
c
e
M hsc nlatenal oblect~
are r n d e of
and thc forces ad
c!( t?!! w t d inetdi Cii
transfor mahons that
affect then
1 3 Idmt~fi
propert~es
of objects bv u.sing then
senses color, we~ght,
shape,
etc
2 ENERGY
2 1 Explain how tuning off lights or ~nachines
Identif) energy's n m y form,
that are not in use saves energy
transformations i t ~ d
uses
3 MOTiCN
3 1 IXsxii~uish
betwee11 p~~shimg
and pulling an
Identi@ 1:it'lous Qpes of firces md
object
nlotions md the !amis th~!
expizii~
them
3 3 hstmeish mot~on
fi o n ~~, fist fionl
slow, up fiorn down
;
3 ( jbxme and ~ d e n h ~
forces that SIO\\Y cic~wn
or stop m object 6
0111 mows

63
-- --
-
-
-
-
GRADE P
PL41-4tT
SCENCE CUFWICULUM FRAMEWORK
r
Concept:
I
Gods:
I
Student Objectives:
I
I ,'Slu(lem 1viI1 be able to. . .
I
,Stuiik~&s
e
s
d
be rrble to. . .
1
F LIFE ON EARTH
1 DIVERSITY OF LIFE
1 1 Sprout se-cils in the classroom, with each
How living t h g s
Demonstrate comprehens~on
of
student takmg responsibity for a plant
relate to one another
biod~vervtv
and ~ t s
mportance to lfe
and to their
1 '1 "t-scnk iimilcuit~es
and dfierenm among
environment
*me clmts and amon2 some minds
1 3
plants accr~rchng
to their s ' i ilarities
mci Merences
1 4 Compare anunals to people, and explain the
baic needs of both
1 5 Iden@ one vlmt mind one animal tbit Ii~~es
o~ in Palm
4 INTERDEPENDE'NCE GF LIFE
4 1 Gise examples of an?rnals mhch use plants
Id@
webs of interdependence
for food, shelter, and nesting
among organisms

4
GRADE 1
PA-\\LAU SClENCE (7liPUUCULUM FRAMEWORK
Go&:
Student Objecti\\.es:
Concept:
S t u ( l e ~
~villknbletu..
.
,Wlem ruin be able to.
. .
G THE KCWAN
1 HUTMAN DENTITY
1 1 Identifi. basic physl~, -&
of humans
ORGANISM
Identii the behaviors, feaares. and
- .
The uniqueness of
sMs whch set humans unlquelv
1 2 Name several role cr 2~iiiy arid
beiqg h~anail
CPV; fi0111 ,>:her mrr!a!\\
,
.~ t :; ;ll:i !l~~ji*.,'
!
ylrj-iib;I
>
- Hi,) !A\\ LEL ~ ~ C > i ' h l Ei h
! 3 x i b e all pats of the humml life
cycle, fiom enlbq,:, ( i d
development to death
f BASK FUNCT!OZ S
3 I ,kscnt;e k~olo\\b
the a,-.
no% I q s aim a d
Idenrrfji the Dmc f
ini-tont . f humm
mouth help a humm _iz
fa>J, a ~ ~ o i
q a
u q
lfe, includmg those sha-ed b-i other
and corrmumcate
fmdv md hen&
organis~s
-1 LE ,AKW!NG.
D~scT!~~
the X ~ S .
p
~ t ~ i l ' ! ;
2i~
1d~
.
skills needed for c p t i r ~ l ~ i
l !
e ~
ar ~
ni
ng
4 3 l:xyrL-llenr to fini (:L.: ::ax rhe pupil of'the
CJ i. wc;.kj and why C, 2 = + k ~
is !ZII;OTLZ 1

6.5
GRADE 1
P.iL%U SCIENCE CURRIClJLUM FRAMEWORK
Concept:
Goals:
Student Objectives:
-
Studen6 will lie able to. . .
S t ~ d c i e n h
~vill
k
nble to. . .
H TECHNOLOGY
! TECHNOLDGY AND
1 1 Deknbe several inventions in their homes
Design, processes
SCIENCE
that their gandparents didn't have when they
systems, and thar
Dejcnbe the ways science and
were young
ccnquence?;
:e:hi<>!c)(-n
-. :
q.
!plx\\.-c
md xi~ra,:~
!;tie
.wet!-er ar~i
.;+;zs:, tbc impacts ofthe
-. :nmiom
I: DESIGN A X I I S\\'S I EMS
3 i IIt.sigi rind make s : q ! e thigs with
Demonstrate the apyl!Won of
avdabie tools and rnarenals
aatific prc~ple5
to practical ends
2 3 Develop sk~l!c in ~ismg
hmd tools



   © 2006, USP Library. Copyright & Disclaimer                         Contact Us
last updated Sat Sep 01, 2012