Curriculum Transparency Law: Right To Know

Instructional Materials Adopted by BOE

• Leader In Me
• HMH
• iReady
• Heggerty 
• Science By the Shore
• LETRS
• Heggerty
• Handwriting Without Tears 
• Studies Weekly 
• STEMscopes 
• Zaner Bloser Cursive Handwriting
• TeachTown
• Quaver
• Deep Space Sparkle

Supplementary Instructional Materials Not Adopted by BOE

• Frog Street
• Numberblocks
• Hand 2 Mind
• BrainPop
• Epic
• Scholastic Watch & Learn
• BookFlix
• Generation Genius
• Heggerty Writing 
• Mystery Science 
• Pebble Go
• TumbleBooks
• BookFlix
• TrueFlix
• LETRS - Imagine Language and Literacy
• IXL
• Reflex Math
• ReadWorks
• NearPod
• Edulastic

• NewsELA

• Discovery Science

• Generation Genius

• CommonLit

• NoRedInk

• Khan Academy

• PBS Science

• Simplify Science

Instructional Materials Adopted by BOE

• Leader In Me

Supplementary Instructional Materials Not Adopted by BOE

• Frog Street
• Heggerty
• Numberblocks
• Hand 2 Mind
• BrainPop,
• Epic, Scholastic Watch & Learn
• BookFlix
• Generation Genius

Concepts Taught Throughout The Year

• Literacy : rhyme, alliteration, small units of sound; letters and sounds, concepts of print, reading comprehension, write name, writing to convey meaning
• Math: number concepts and operations, rote counting, counting objects, quantifying, spatial relationships, patterns, measuring and comparing
• Science: inquiry skills, living things, physical properties, Earth’s environment, tools and technology
• Social Studies: knowledge of self, people and how they live, change related to people and places

Other objectives:

• Social Emotional: regulates own emotions and behaviors, establishes and sustains positive relationships, participates cooperatively and constructively in group situations
• Physical: traveling skills, balancing skills, gross-motor manipulative skills, fine motor and coordination skills
• Language: listens to and understands increasingly complex language, uses language to express thoughts and needs, uses appropriate conversational and other communication skills
• Cognitive: demonstrates positive approaches to learning, remembers and connects experiences, classification skills, uses symbols and images to represent something not present

Instructional Materials Adopted by BOE

• HMH
• iReady
• Heggerty 
• Leader in Me
• Science By the Shore

Supplementary Instructional Materials Not Adopted by BOE

• Heggerty Writing 
• Mystery Science 
• BrainPop
• Pebble Go

Concepts Taught Throughout The Year

English Language Arts: Concepts of print, letters & sounds, decoding & encoding, vocabulary, writing process, listening/speaking & following directions, nouns & verbs, shared reading experiences, phonemic awareness, high-frequency words, orally read decodable texts, ask & answer questions about texts, identify common types of texts, compare & contrast texts, handwriting, writing student first & last name, composing & writing simple sentences with proper grammar, punctuation, & capitalization.

Math: Number sense, counting concrete objects, oral counting to 100 by 1's & 10's, written numerals, answering "how many" questions, greater than/less than, addition & subtraction within 10, composing & decomposing numbers, patterns, classifying objects, categorize data, measurement, object directionality, shapes. 

Science: Plants & Animals, Force & Motion, 5 Senses, Effects of Weather 

Social Studies: Timelines (concepts of time), Rights & Responsibilities, Rules & Procedures, Needs & Wants, Goods & Services, Cultural Celebrations, Community Helpers, Maps, Globes & Directions, State Symbols & Customs. 

Instructional Materials Adopted by BOE

• HMH Into Reading adopted. 2019 (expires 2025)
• HMHed- HMH Educational Online Access adopted. 2019 (expires 2025)
• LETRS Science of Reading adopted. 2020
• Heggerty Phonemic Awareness adopted. 2021
• iReady Math adopted. 2021
• iReady Online Instructional Support adopted. 2021
• iReady Online Student Practice adopted. 2021
• iReady Benchmark testing adopted. 2023
• iReady State testing adopted. 2023
• Handwriting Without Tears adopted. 2020
• Studies Weekly Student Newsletters adopted. 2020
• Studies Weekly Online 3.0 adopted. 2020
• STEM scopes adopted. 2021

Supplementary Instructional Materials Not Adopted by BOE

• HMH First Writing Component (purchased one year, deemed un-useful)
• Imagine Language and Literacy- LETRS supplement
• My Heggerty Online Curriculum
• Handwriting Without Tears Online Component
• STEMscopes Student Workbooks

Concepts Taught Throughout The Year

English/Language Arts: Concepts of print, letters and sounds, encoding and decoding, phonemic/phonological awareness, vocabulary, high frequency words, orally read grade appropriate texts, ask and answer questions about texts, nouns, verbs, adjectives, adverbs, subject and predicate, identify common types of texts, main topic and key ideas, writing first and last name, identifying key details of a sentence, develop and edit final drafts.

Math: Adding and subtracting to solve word problems, addition and subtraction problems within 20, operations with numbers: base 10, extend the counting sequence from 0-120, place value, collect and analyze data, ask and answer questions, describe and compare measurable attributes, reason with shapes and attributes, time and money.

Science: Forces of motion, plants and animals, living and non-living things, 5 senses, effects of weather and life cycles of plants and animals.

Social Studies: Timelines (concepts of time), responsibilities of citizens local and state, leaders and roles in our community, contributions of diverse significant figures, historical events and celebrations, how people live today vs the past, land masses, bodies of water, natural resources and human made products, roles of money, traditions and cultures, unique characteristics of societal groups.

Instructional Materials Adopted by BOE

• HMH
• iReady
• Heggerty
• Leader in Me
• Science by the Shore
• Studies Weekly
• LETRS

Supplementary Instructional Materials Not Adopted by BOE

• Mystery Science
• BrainPop
• IXL
• Reflex 
• Readworks
• Near Pod

Concepts Taught Throughout The Year

ELA: Oral language, phonological awareness/phonemic awareness, phonics, fluency, vocabulary, comprehension,  writing,  

Math: Operations and algebraic thinking, operations with numbers: base ten, data analysis, measurement, geometry

Science: Matter and Its Interactions, Ecosystems: Interactions, Energy, and Dynamics, Earth's Systems,

Social Studies: Compare features of modern-day living to those of the past, identify past and present contributions of a variety of individuals who have overcome difficulties or obstacles to achieve goals, discuss historical and current events within the state and the nation that are recorded in a variety of resources, discuss celebrations in the United States and around the world, explain the relationship between the production and distribution processes, identify human-made and natural resources in the world

Instructional Materials Adopted by BOE

• HMH Into Reading
• iReady Math
• STEMscopes
• Studies Weekly
• Heggerty
• Zaner Bloser Cursive Handwriting

Supplementary Instructional Materials Not Adopted by BOE

Concepts Taught Throughout The Year

English Language Arts: Phoneme-grapheme correspondences to encode and decode words, build vocabulary, utilize the writing process and publish writing in various genres, use precise and descriptive language in writing, advanced phonemic awareness, decode multisyllabic words, identify syllables in multisyllabic words, decode and encode multisyllabic words, read grade-level appropriate texts in various genres, use academic- and grade-level vocabulary accurately, determine meanings of synonyms and antonyms, interpret figurative language, apply knowledge of verb tense, determine the main idea and details in a text, summarize key ideas, describe literary elements, describe character traits, identify the theme of a story, use text features, identify and explain text structures, fact and opinion, compare texts, write legibly in cursive, apply grade-level appropriate grammar skills

Math: Identify equal groups, multiplication and division within 100, determine and justify two-step word problems, rounding to the nearest 10 or 100, add and subtract fluently within 1000, fractions on a number line, compare fractions, create a graph to display data, measurement, tell time, measure liquid, area and perimeter of rectangles and rectilinear figures, recognize and describe polygons, draw quadrilaterals

Science: force of motion, living organisms, life cycles of plants and animals, fossils, weather and climate

Social Studies: Latitude and longitude, apply map skills, compare maps, geographical features on Earth, human impact on Alabama environment, trading patterns, producers and consumers, imports and exports, locate natural resources around the world, locate 5 geographic regions of Alabama, natural disasters, the Constitution, federal and state governments, governing systems,

Instructional Materials Adopted by BOE

• HMH Reading
• iReady
• Studies Weekly
• Stemscopes

Supplementary Instructional Materials Not Adopted by BOE

• IXL

• Reflex 

• Edulastic

• NewsELA

• ReadWorks

• Discovery Science

• Mystery Science

• BrainPop

• Comprehension Toolkit

• CommonLit

• Generation Genius

Concepts Taught Throughout The Year

English Language Arts- Students will utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation. Use context clues to determine meanings of unfamiliar spoken or written words.. Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively. Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres. Identify and explain literary devices in prose and poetry. Assess the formality of occasions in order to speak or write using appropriate language and tone. Apply knowledge of grade-appropriate phoneme-grapheme correspondences, syllable types, and morphological structure to read unfamiliar multisyllabic words accurately, both in context and in isolation. Demonstrate fluency when reading grade-level text and when responding through writing or speaking. Accurately interpret general academic and domain-specific words and phrases. Demonstrate comprehension of literary and informational text by utilizing its content when discussing or writing in response to the text. Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, both independently and with support, demonstrating grade-level proficiency. 

Math- Interpret and write multiplicative comparisons; solve word problems involving multiplicative comparisons; determine and justify solutions for multi-step word problems; write equations to show solutions for multi-step word problems with a letter standing for the unknown quantity; determine reasonableness of answers for multi-step word problems, using mental computation and estimation strategies including rounding; for whole numbers in the range 1 to 100, find all factor pairs, identifying a number as a multiple of each of its factors; determine whether a whole number in the range 1 to 100 is a multiple of a given one-digit number; determine whether a whole number in the range 1 to 100 is prime or composite; generate and analyze a number or shape pattern that follows a given rule; using models and quantitative reasoning, explain that in a multi-digit whole number, a digit in any place represents ten times what it represents in the place to its right; read and write multi-digit whole numbers using standard form, word form, and expanded form; use place value understanding to compare two multi-digit numbers using >, =, and < symbols; round multi-digit whole numbers to any place using place value understanding; use place value strategies to fluently add and subtract multi-digit whole numbers and connect strategies to the standard algorithm; find the product of two factors (up to four digits by a one-digit number and two two-digit numbers), using strategies based on place value and the properties of operations: illustrate and explain the product of two factors using equations, rectangular arrays, and area models; use strategies based on place value, properties of operations, and/or the relationship between multiplication and division to find whole-number quotients and remainders with one-digit divisors and up to four-digit dividends; illustrate and/or explain quotients using equations, rectangular arrays, and/or area models; using area and length fraction models, explain why one fraction is equivalent to another, taking into account that the number and size of the parts differ even though the two fractions themselves are the same size; apply principles of fraction equivalence to recognize and generate equivalent fractions; explain that comparison of two fractions is valid only when the two fractions refer to the same whole; model and justify decompositions of fractions and explain addition and subtraction of fractions as joining or separating parts referring to the same whole; decompose a fraction as a sum of unit fractions and as a sum of fractions with the same denominator in more than one way using area models, length models, and equations; add and subtract fractions and mixed numbers with like denominators using fraction equivalence, properties of operations, and the relationship between addition and subtraction; solve word problems involving addition and subtraction of fractions and mixed numbers having like denominators, using drawings, visual fraction models, and equations to represent the problem; apply and extend previous understandings of multiplication to multiply a whole number times a fraction; model and explain how a non-unit fraction can be represented by a whole number times the unit fraction; extend previous understanding of multiplication to multiply a whole number times any fraction less than one; solve word problems involving multiplying a whole number times a fraction using visual fraction models and equations to represent the problem; express, model, and explain the equivalence between fractions with denominators of 10 and 100; use fraction equivalency to add two fractions with denominators of 10 and 100; use models and decimal notation to represent fractions with denominators of 10 and 100; use visual models and reasoning to compare two decimals to hundredths (referring to the same whole), recording comparisons using symbols >, =, or <, and justifying the conclusions; interpret data in graphs (picture, bar, and line plots) to solve problems using numbers and operations; create a line plot to display a data set of measurements in fractions of a unit (½, ¼, ⅛); solve problems involving addition and subtraction of fractions using information presented in line plots; select and use an appropriate unit of measurement for a given attribute (length, mass, liquid volume, time) within one system of units: metric - km, m, cm; kg, g, l, ml; customary - lb, oz; time - hr, min, sec.; within one system of units, express measurements of a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table; use the four operations to solve measurement word problems with distance, intervals of time, liquid volume, mass of objects, and money; solve measurement problems involving simple fractions or decimals; solve measurement problems that require expressing measurements given in a larger unit in terms of a smaller unit; represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale; apply area and perimeter formulas for rectangles in real-world and mathematical situations; identify an angle as a geometric shape formed wherever two rays share a common endpoint; use a protractor to measure angles in whole-number degrees and sketch angles of specified measure; decompose an angle into non-overlapping parts to demonstrate that the angle measure of the whole is the sum of the angle measures of the parts; solve addition and subtraction problems on a diagram to find unknown angles in real-world or mathematical problems; draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines, and identify these in two-dimensional figures; identify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size; describe right triangles as a category, and identify right triangles; define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts; identify line-symmetric figures and draw lines of symmetry.

Science- Life Science: Structures and Functions of Plants and Animals; Sensory Information; Earth Science: The Water Cycle; Earth’s Changes over Time; Weathering and Erosion; Physical Features of Earth (with maps); Natural Resources (renewable and nonrenewable); Natural Hazard Solutions; Physical Science: Speed and Energy; Energy and Collision; Energy Transfer (heat absorption, reflection, and conduction; Energy Transfer (electric circuits); Wave Properties (wavelength and amplitude); Information Transfer through Waves (light, sound, digital info); Wave Properties (light)

Social Studies- Fourth-grade students apply geographic concepts obtained in Grade 3 to a study of their own state and relate geography to history, economics, and politics in Alabama. They examine ways economic and political institutions respond to the needs of Alabamians. Students gain knowledge of economic principles and technological advancements as well as knowledge of past events and present-day practices in the state. They learn specific characteristics regarding the land and its people and analyze diverse groups that contributed to the development of Alabama, beginning with early American Indians in Alabama and continuing to the present. Fourth-graders’ enthusiasm for classifying and organizing information may be used for obtaining knowledge about geographic regions in Alabama. Students investigate Alabama’s role in the Civil War, civil rights efforts, and the structure of state and local governments. They compare similarities between contemporary issues and their historical origins and draw parallels among historical events in Alabama, other states, and the world.

Instructional Materials Adopted by BOE

• HMH Into Reading 

• iReady

• Studies Weekly

• StemScopes

Supplementary Instructional Materials Not Adopted by BOE

• IXL
• iReady
• Comprehension Toolkit
• NoRedInk
• ReadWorks
• CommonLit
• Khan Academy

• Reflex Math 

• BrainPOP

• Mystery Science

• Generation Genius

• PBS Science

• Simplify Science

Concepts Taught Throughout The Year

ELA: Students will:

• Utilize active listening skills during discussion and conversation in pairs, small groups, or whole-class settings, following agreed-upon rules for participation.
• Use context clues to determine meanings of unfamiliar spoken or written words.
• Use digital and electronic tools appropriately, safely, and ethically when researching and writing, both individually and collaboratively.
• Utilize a writing process to plan, draft, revise, edit, and publish writings in various genres.
• Identify and explain literary devices in prose and poetry.
• Assess the formality of occasions in order to speak or write using appropriate language and tone.
• Apply phonics and word analysis skills to encode and decode words in grade-level texts.
• Use combined knowledge of letter-sound correspondences, appropriate blending, syllabication patterns, morphology, and word attack skills to read unfamiliar multisyllabic, grade-level words accurately in context and in isolation.
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing flexibly from a range of strategies.
• Write familiar and unfamiliar multisyllabic, grade-level appropriate words accurately in context and in isolation.
• Demonstrate fluency when independently reading, writing, and speaking in response to grade-level literary and informational text, including stories, dramas, poetry, and cross-curricular texts.
• Read grade-level text orally with accuracy, automaticity, appropriate prosody or expression, purpose, and understanding, self-correcting and rereading as necessary.
• Write routinely and independently for varied amounts of time.
• Orally present information and original ideas clearly.
• Express ideas clearly and effectively to diverse partners or groups.
• Respond directly to specific information shared by others in classroom discussion, using facts to support the ideas being discussed.
• Acquire and use grade-level vocabulary, clarifying the meaning of unknown and multiple-meaning words and phrases in text, choosing flexibly from a range of strategies.
• Interpret the meaning of words, phrases, and patterns as they are used in texts, including domain-specific and academic vocabulary and figurative language.
• Determine or clarify the meaning of unknown and multiple-meaning words and phrases.
• Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.
• Use grade-appropriate general academic and domain-specific words and phrases during presentations and discussion.
• Demonstrate comprehension of varied literary and informational texts by utilizing its content when discussing or writing in response to the text.
• Demonstrate comprehension of text by asking and responding to questions about literary elements used in the text.
• Explain the relationships among events, people, or concepts in informational texts, supported by textual evidence.
• Interpret how authors use literary elements throughout a text, including character, setting, conflict, dialogue, and point of view.
• Explain how the author's use of character types throughout a narrative helps drive its plot.
• Compare and contrast characters, points of view, or events in two or more literary texts.
• Determine the implied and/or explicit main idea in literary and informational texts.
• Determine and analyze themes of various culturally-diverse literary texts, supporting analysis with textual evidence.
• Determine and evaluate the effectiveness of digital and print text features and structures, including comparison and contrast, problem and solution, and cause and effect.
• Determine credibility and appropriateness of a research source by distinguishing between fact and the author’s opinion in informational text.
• Analyze how two or more texts address similar topics in diverse media and formats, including graphics, live and/or recorded performances, and written works.
• Review the key ideas expressed in a text and draw conclusions, using facts to support them.
• Use audio and/or visual sources of information to obtain the answer to a question.
• Summarize in writing a variety of texts, stating their implied and/or explicit main ideas.
• Quote literary and informational texts accurately to support conclusions and inferences drawn from them.
• Include multimedia components and visual displays in presentations to enhance the development of main ideas or themes when appropriate.
• Respond in writing to literature and informational text, including stories, dramas, poetry, and cross-curricular texts, independently and with grade-level proficiency.
• Write fluently and legibly in cursive, using correctly formed letters with appropriate spacing and placing text elements correctly on the page.
• Write personal or fictional narratives incorporating literary elements (characters, plot, setting, conflict), dialogue, strong voice, and clear event sequences.
• Write informative or explanatory texts using multiple sources to examine a topic, conveying ideas and information clearly and incorporating a strong organizational structure, relevant details, and elaboration.
• Write an argument to persuade the reader to take an action or adopt a position, stating a claim, supporting the claim with relevant evidence from sources, using connectives to link ideas, and presenting a strong conclusion.
• Write about research findings independently over short and/or extended periods of time.
• Gather information on a topic or question, and share the results through various modes of writing, including projects and presentations.
• Demonstrate command of the conventions of standard English grammar and usage in writing.
• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
• Write using grade-appropriate general academic and domain-specific words and phrases accurately, including those that signal contrasting ideas, additional information, and other logical relationships.

• Consult print and digital reference materials to find the pronunciation and to determine or clarify the precise meaning of key words and phrases.

Math: In Grade 5, instructional time should focus on three critical areas: 1. developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); 2. extending division to 2-digit divisors, integrating decimals into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and 3. developing understanding of volume. 1. Through their learning in the Operations with Numbers: Fractions Alabama Content Area, students • apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators; • develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them; and • use the meaning of fractions, multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. 2. Through their learning in the Operations with Numbers: Base Ten Alabama Content Area, students • develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations; • apply understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths; • develop fluency with decimal computations and make reasonable estimates of their results; • use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense; and • compute products and quotients of decimals to hundredths efficiently and accurately. 3. Through their learning in the Measurement Alabama Content Area, students • recognize volume as an attribute of three-dimensional space; • understand that volume can be measured by finding the total number of same-size units of volume required to fill the space without gaps or overlaps; • understand that a 1-unit by 1-unit by 1-unit cube is the standard unit for measuring volume; • select appropriate units, strategies, and tools for solving problems that involve estimating and measuring volume; • decompose three-dimensional shapes and find volumes of right rectangular prisms by viewing them as decomposed into layers of arrays of cubes; and • measure necessary attributes of shapes in order to determine volumes to solve real-world and mathematical problems.

Science: Matter and Its Interactions, Motion and Stability: Forces and Interactions, Ecosystems: Interactions, Energy, and Dynamics, Earth's Place in the Universe, Earth's Systems, Earth and Human Activity

Social Studies: Through an integrated approach that includes economic, geographic, historical, political, social, and cultural perspectives, content in 5th grade emphasizes roles various groups played in the development of American society. The key concepts of chronology, change, conflict, complexity, and increased globalization are addressed to show connections among the strands of economics, geography, history, and civics and government. 

5th Grade students will:

• Examine and question the nature of culture and its influence on human belief systems. 

• Identify important concepts and ideas embedded in the history of the United States.

• Understand and apply economic concepts, patterns of historical change and continuity, and the use of land.

• Examine and explain interactions between states and nations and their cultural complexities. 

• Think about themselves as persons in civic roles as they grow in the recognition of their rights and responsibilities as citizens.

• Study the chronological development of the United States per the National Council on Social Studies.

• Develop critical-thinking skills to evaluate their own opinions as well as those of others.

Amira Learning: K-8 Reading/Speaking Digital Fluency Practice with AI
HMH English 3D: Newcomers: Language Launch, Long Term ELLs Grades 4-12 Reading/Response to Text, K-3 English 3D Curriculum

Our school is committed to your child's complete wellness and life-long health; therefore, throughout the year, we will be utilizing the evidence-based P.A.T.H. curriculum from ThriveWay. Prevention and Awareness for Total Health (P.A.T.H.) is a schoolwide approach to address state-mandated topics, promote positive coping skills, and strengthen character building. The purpose of this comprehensive curriculum is to concentrate on critical prevention areas and expand into additional life skills and character traits. The program contents include grade-level comprehensive lessons focused on prevention mandates: bullying, substance awareness, types of  abuse, and mental health; plus, seven lessons on character education for elementary grades K-6. The curriculum is delivered to the students; students do not have direct access to lessons.
Each developmental phase for elementary students brings its own unique set of challenges and opportunities. We strive to equip our students with personal tolls that will help them combat those challenges, protect physical health and safety, foster kindness, enhance relationships, promote mental wellness, maintain perspective, employ positive coping skills, and build resiliency. We want our students to do more than survive - we want them to thrive!
We believe that schools and families must work together for the betterment of the whole child, and our communication with you is a key factor in the success of that mission. We are excited to share this information with you as we use P.A.T.H. to empower students to make choices that will protect their safety, enhance connectedness, and encourage life-long physical and mental health.

Gulf Shores City Schools content standards and curriculum align with the standards outlined in the Alabama State Course of Study. You may learn more about state standards by clicking on the Standards tab on the Alabama Learning Exchange (ALEX) website.

Information regarding textbooks, curriculum, materials, and instructional resources used in Gulf Shores City Schools are below. 

Our district utilizes Microsoft 365 and Google Workspace for Education to provide students and staff with powerful, flexible tools for communication, collaboration, and productivity. These platforms support a wide range of instructional and administrative needs, offering access to applications like Word, Excel, PowerPoint, Teams, Google Docs, Sheets, Slides, and Google Meet. Together, they allow for seamless document sharing, real-time collaboration, and secure cloud-based storage—empowering students to create, connect, and learn anytime, anywhere. By combining the strengths of both systems, our district ensures that every learner and educator has access to the technology that best supports their goals.

Our school district uses Canvas as our Learning Management System (LMS) to provide a centralized, user-friendly platform that enhances teaching and learning for students, teachers, and families. Through Canvas, students can easily access course materials, assignments, grades, and teacher feedback all in one place. Teachers use it to organize lessons, share resources, communicate with students, and track progress efficiently. The platform also supports collaboration and engagement through discussion boards, multimedia tools, and interactive content—helping ensure a seamless and connected learning experience both in and out of the classroom.

Instructional Materials Adopted by BOE
A+ College Ready Curriculum
Envision
McGraw Hill
Discovery Ed
English Learners - English 3D for HMH

Supplementary Instructional Materials Not Adopted by BOE
Flocabulary
BrainPop
NoRedInk
99 Math
Delta Math
CommonLit.org
Readworks.org
Progress Learning
iReady
TeachTown

Grade 6
Concepts Taught Throughout The Year

• Process and employ information for a variety of academic, occupational, and personal purposes.
• Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products taking advantage of technology's capacity to link to other information, people, and resources and to display information flexibly and dynamically.
• Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
• Engage in inquiry through the research process to locate, acquire, and present relevant and credible findings in multiple modes.
• Increase academic, domain-specific, and grade-level appropriate vocabulary through reading, word study, and class discussions.

Grade 7
Concepts Taught Throughout The Year

• Process and employ information for a variety of academic, occupational, and personal purposes.
• Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products taking advantage of technology's capacity to link to other information, people, and resources and to display information flexibly and dynamically.
• Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
• Engage in inquiry through the research process to locate, acquire, and present relevant and credible findings in multiple modes.
• Increase academic, domain-specific, and grade-level appropriate vocabulary through reading, word study, and class discussions.

Grade 8
Concepts Taught Throughout The Year

• Process and employ information for a variety of academic, occupational, and personal purposes.
• Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products taking advantage of technology's capacity to link to other information, people, and resources and to display information flexibly and dynamically.
• Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
• Engage in inquiry through the research process to locate, acquire, and present relevant and credible findings in multiple modes.
• Increase academic, domain-specific, and grade-level appropriate vocabulary through reading, word study, and class discussions.

Grade 6
Concepts Taught Throughout The Year

• Proportional Reasoning - 
  • Develop an understanding of ratio concepts and use reasoning about ratios to solve problems. 
• Number Systems and Operations - 
  • Use prior knowledge of multiplication and division to divide fractions
  • Compute multi-digit numbers fluently and determine common factors and multiples
  • Apply knowledge of the number system to represent and use rational numbers in a variety of forms.
• Algebra and Functions
  •  Apply knowledge of arithmetic to read, write, and evaluate algebraic expressions.
  • Use equations and inequalities to represent and solve realworld or mathematical problems. 
  •  Identify and analyze relationships between independent and dependent variables. 
• Data Analysis, Statistics, and Probability
  • Use real-world and mathematical problems to analyze data and demonstrate an understanding of statistical variability and measures of center. 
• Geometry and Measurement
  • Graph polygons in the coordinate plane to solve realworld and mathematical problem
  • Solve real-world and mathematical problems to determine area, surface area, and volume. 
  • Investigate probability models.

Grade 7
Concepts Taught Throughout The Year

• Proportional Reasoning
  • Analyze proportional relationships and use them to solve real-world and mathematical problems
• Number Systems and Operations
  • Apply and extend prior knowledge of addition, subtraction, multiplication, and division to operations with rational numbers
• Algebra and Functions
  •  Create equivalent expressions using the properties of operations. 
  •  Solve real-world and mathematical problems using numerical and algebraic expressions, equations, and inequalities. 
• Data Analysis, Statistics, and Probability
  • Make inferences about a population using random sampling. 
  • Make inferences from an informal comparison of two populations.
• Geometry and Measurement
  • Construct and describe geometric figures, analyzing relationships among them. 
  • Solve real-world and mathematical problems involving angle measure, circumference, area, surface area, and volume.

Grade 8
Concepts Taught Throughout The Year

• Number Systems and Operations
  •  Understand that the real number system is composed of rational and irrational numbers.
• Algebra and Functions
  •  Apply concepts of rational and integer exponents
  •  Analyze the relationship between proportional and non-proportional situations
  •  Analyze and solve linear equations and systems of two linear equations. 
  •  Explain, evaluate, and compare functions. 
  •  Use functions to model relationships between quantities. 
• Data Analysis, Statistics, and Probability
  • Investigate patterns of association in bivariate data. 
• Geometry and Measurement
  • Understand congruence and similarity using physical models or technology.
  • Analyze parallel lines cut by a transversal.
  • Understand and apply the Pythagorean Theorem.
  • Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres. 

Grade 6
Concepts Taught Throughout The Year: Earth and Space Science

• Earth's Place in the Universe
• Earth's Systems
• Earth and Human Activity

Grade 7
Concepts Taught Throughout The Year: Life Science

• From Molecules to Organisms: Structures and Processes
• Ecosystems: Interactions, Energy, and Dynamics
• Heredity: Inheritance and Variation of Traits
• Unity and Diversity

Grade 8
Concepts Taught Throughout The Year: Physical Science

• Matter and Its Interactions
• Motion and Stability: Forces and Interactions
• Energy
• Waves and Their Applications in Technologies for Information Transfer

Grades 6
Concepts Taught Throughout The Year:
United States Studies: The Industrial Revolution to the Present

• Sixth-grade content standards focus on the history of the United States from the Industrial Revolution to the present.  Historical events studied by sixth graders include the rise of the United States as an industrial nation, World War I, the Great Depression, World War II, and the Cold War Era.  Furthermore, the economic, political, social, and technological issues and developments from postWorld War II to the present are explored.  Emphasis is placed on economic, geographic, historic, and civic and governmental changes that have influenced every aspect of life during these events, including communication and technological advances, reorganization of national boundaries, and the movement of the United States into the role of world leader. Sixth-grade students are interested in acquiring a deeper understanding of cultures and political opinions that differ from their own.  Students at this age benefit from a positive learning environment that challenges and encourages their efforts and progress.  As they enter into a transitional stage characterized by physical, cognitive, and social changes, they begin to analyze and evaluate relationships between ideas and practices.  Sixth-grade instruction should provide constant opportunities for students to explore prior knowledge and opinions.  Teachers should maximize and expand students’ knowledge through the use of integral tools, including cooperative learning, large- and small-group discussions, hands-on activities, current technology, and the use of primary sources. 

Grade 7
Concepts Taught Throughout The Year:
Geography

• Geography is a diverse field of study that describes and examines spatial patterns of physical and human phenomena across Earth’s surface and the processes that created them.  Geography provides a spatial perspective that enables students to answer questions about the world around them, including why things are located where they are.  In this one-semester geography course, students increase their knowledge about the physical and human nature of the world and about relationships between people and their environments.  Interwoven throughout the course are the three interrelated components of geography.  These components include Earth as a physical object, a physical environment, and a place in which humans live; geographic skills; and spatial and ecological perspectives.  Students also study geography in the context of economics, civics and politics, history, and culture.  Content standards follow a thematic approach based on the essential elements of the National Geographic Society’s Geography for Life:  National Geography Standards, which includes the world in spatial terms, places and regions, physical systems, human systems, environment and society, and uses of geography. The classroom instructional environment should provide students with numerous opportunities to participate in learning activities that incorporate a variety of formats and learning tools, including roleplaying, debate, and hands-on activities as well as the use of maps, globes, satellite images, and skills to interpret graphic organizers, text, charts, and graphs.  Students should have multiple opportunities for listening, reading, and writing activities as well as group and individual projects.  Culminating projects ensure that students apply geographic knowledge and skills to understand local, national, and international issues. 

Civics

• The goal of education in civics and government is informed, responsible participation in political life by competent citizens committed to the fundamental values and principles of the constitutional democracy that established the republic of the United States of America.  These standards incorporate the strands of economics, geography, history, and civics and government with an obvious emphasis on political ideology.  They address representative democracy, individual rights and freedoms, law, personal finance, and civic responsibilities.  Students at this age should be able to assume more responsibilities in their family, school, and community roles.  To address this concern, students are given opportunities to apply civic knowledge to problem-based learning situations in the community and to other activities that foster increased personal responsibility.  The classroom instructional environment should provide students with numerous opportunities to participate in learning activities that incorporate a variety of formats and learning tools, including role playing, debate, and hands-on activities as well as the use of graphic organizers, texts, charts, and graphs.  Students should have multiple opportunities for listening, reading, and writing activities as well as group and individual projects.  Culminating projects ensure that students apply their civic knowledge and skills to understand local, national, and international issues. 

Grade 8
Concepts Taught Throughout The Year: World History to 1500

• Students in the eighth grade can be described as curious and independent learners, discovering who they are and determining their place in the world.  As they begin to assert independence from adults and become more reliant on peers, they continue to need a great amount of guidance.  Through instruction that includes various media and first-hand experiences, students become more aware of events on a global scale and learn how these events affect them. The study of world history in Grade 8 addresses the time period from prehistoric man to the 1500s.  Content standards for this grade incorporate the strands of economics, geography, history, and political science, with an emphasis on the history and geography strands.  Course content focuses on the migrations of early peoples, the rise of civilizations, the establishment of governments and religions, the growth of economic systems, and ways in which these events shaped Europe, Asia, Africa, and the Americas.  Unique to this course are experiences that provide for the study of the how human beings view themselves over time. To address the independent and curious nature of eighth graders, instruction is designed to actively involve students in critical thinking and the exchange of ideas, including critical evaluation, interpretation, reasoning, and deduction.  Instruction of this nature can best be accomplished through the use of electronic media such as the Internet, videos, and television as well as by participation in smallgroup and individual activities. Abbreviated terms used in Grade 8 content standards include A.D. (abbreviation of anno Domini, Latin for “in the year of our Lord”) and B.C. (“before Christ”).  These designations are used to label years on the Gregorian calendar.  The terms C.E. (meaning “in the Common Era”) and B.C.E. (meaning “before the Common Era”) are beginning to be utilized by some schools of theology as well as appear in some publications such as state and national assessments and national history standards.  The use of the abbreviated terms of C.E. and B.C.E., also based on the Gregorian calendar, does not in any way, diminish or negate the importance of the terms A.D. and B.C. 

Amira Learning: K-8 Reading/Speaking Digital Fluency Practice with AI
HMH English 3D: Newcomers: Language Launch, Long Term ELLs Grades 4-12 Reading/Response to Text

Our school is committed to your child's complete wellness and life-long health; therefore, throughout the year, we will be utilizing the evidence-based P.A.T.H. curriculum from ThriveWay. Prevention and Awareness for Total Health (P.A.T.H.) is a schoolwide approach to address state-mandated topics, promote positive coping skills, and strengthen character building. The purpose of this comprehensive curriculum is to concentrate on critical prevention areas and expand into additional life skills and character traits. The program contents include grade-level comprehensive lessons focused on prevention mandates: bullying, substance awareness, types of  abuse, and mental health; plus, seven lessons on character education for elementary grades K-6. The curriculum is delivered to the students; students do not have direct access to lessons.
Each developmental phase for elementary students brings its own unique set of challenges and opportunities. We strive to equip our students with personal tolls that will help them combat those challenges, protect physical health and safety, foster kindness, enhance relationships, promote mental wellness, maintain perspective, employ positive coping skills, and build resiliency. We want our students to do more than survive - we want them to thrive!
We believe that schools and families must work together for the betterment of the whole child, and our communication with you is a key factor in the success of that mission. We are excited to share this information with you as we use P.A.T.H. to empower students to make choices that will protect their safety, enhance connectedness, and encourage life-long physical and mental health.

Gulf Shores City Schools content standards and curriculum align with the standards outlined in the Alabama State Course of Study. You may learn more about state standards by clicking on the Standards tab on the Alabama Learning Exchange (ALEX) website.

Information regarding textbooks, curriculum, materials, and instructional resources used in Gulf Shores City Schools are below. 

Our district utilizes Microsoft 365 and Google Workspace for Education to provide students and staff with powerful, flexible tools for communication, collaboration, and productivity. These platforms support a wide range of instructional and administrative needs, offering access to applications like Word, Excel, PowerPoint, Teams, Google Docs, Sheets, Slides, and Google Meet. Together, they allow for seamless document sharing, real-time collaboration, and secure cloud-based storage—empowering students to create, connect, and learn anytime, anywhere. By combining the strengths of both systems, our district ensures that every learner and educator has access to the technology that best supports their goals.

Our school district uses Canvas as our Learning Management System (LMS) to provide a centralized, user-friendly platform that enhances teaching and learning for students, teachers, and families. Through Canvas, students can easily access course materials, assignments, grades, and teacher feedback all in one place. Teachers use it to organize lessons, share resources, communicate with students, and track progress efficiently. The platform also supports collaboration and engagement through discussion boards, multimedia tools, and interactive content—helping ensure a seamless and connected learning experience both in and out of the classroom.

Instructional Materials Adopted by BOE
A+ College Ready Curriculum
Big Ideals
Cengage
Bedford, Freeman & Worth (BFW)
Pearson
HMH
iReady
English Learners - English 3D for HMH
Project Lead the Way- Principles of Engineering
AOPA Curriculum
Holt McDougal
Campbell Biology
Zumbahl
CTE Class
Myers
Borrero
McGraw Hill
Modern Classroom
College Board Curriculum
Big Learning Ideas
Envision
Savvas
Sullivan
Heimler’s History
AMSCO Advanced Placement
E3
Auténtico Textbook
Auténtico Workbooks
TPRS Books
TeachTown
Attainment
Everyday Speech
iReady
Edgenuity

Supplementary Instructional Materials Not Adopted by BOE
TeachTown
National Restaurant Association Educational Foundation
Smart Study modules for ServSafe
Alabama ACCESS franchise model
iCEV
NHA
Cengage
Pearson
No Red Ink
NRI
Math Medic
KUTA
AMSCO Advanced Placement

Grade 9-12
Instructional Materials Adopted by BOE
Supplementary Instructional Materials Not Adopted by BOE
Concepts Taught Throughout The Year

• Process and employ information for a variety of academic, occupational, and personal purposes.
• Use technology, including the Internet, to research, analyze, produce, publish, and update individual or shared writing products taking advantage of technology's capacity to link to other information, people, and resources and to display information flexibly and dynamically.
• Recognize and demonstrate command of the conventions of standard English grammar, mechanics, and usage, including appropriate formality of language.
• Engage in inquiry through the research process to locate, acquire, and present relevant and credible findings in multiple modes.

Grade 9-12
Instructional Materials Adopted by BOE
Supplementary Instructional Materials Not Adopted by BOE
Concepts Taught Throughout The Year

Number and Quantity
● Together, irrational numbers and rational numbers complete the real number system, representing all points on the number line, while there exist numbers beyond the real numbers called complex numbers.  (Geometry with Data Analysis Algebra I with Probability Algebra II with Statistics)
● Quantitative reasoning includes, and mathematical modeling requires attention to units of measurement. (Geometry with Data Analysis)
● Matrices are a useful way to represent information. (Algebra II with Statistics)
Algebra and Functions
Focus 1: Algebra  
● Expressions can be rewritten in equivalent forms by using algebraic properties, including properties of addition, multiplication, and exponentiation, to make different characteristics or features visible. (Algebra I with Probability Algebra II with Statistics)
● Finding solutions to an equation, inequality, or system of equations or inequalities requires the checking of candidate solutions, whether generated analytically or graphically, to ensure that solutions are found and that those found are not extraneous. (Algebra I with Probability Algebra II with Statistics)
● The structure of an equation or inequality (including, but not limited to, one-variable linear and quadratic equations, inequalities, and systems of linear equations in two variables) can be purposefully analyzed (with and without technology) to determine an efficient strategy to find a solution, if one exists, and then to justify the solution. (Geometry with Data Analysis Algebra I with Probability Algebra II with Statistics) 
● Expressions, equations, and inequalities can be used to analyze and make predictions, both within mathematics and as mathematics is applied in different contexts – in particular, contexts that arise in relation to linear, quadratic, and exponential situations. (Geometry with Data Analysis Algebra I with Probability Algebra II with Statistics)
Focus 2: Connecting Algebra to Functions  
● Functions shift the emphasis from a point-by-point relationship between two variables (input/output) to considering an entire set of ordered pairs (where each first element is paired with exactly one second element) as an entity with its own features and characteristics. (Algebra I with Probability)
● Graphs can be used to obtain exact or approximate solutions of equations, inequalities, and systems of equations and inequalities – including systems of linear equations in two variables and systems of linear and quadratic equations (given or obtained by using technology). (Geometry with Data Analysis Algebra I with Probability Algebra II with Statistics)
Focus 3: Functions  
● Functions can be described by using a variety of representations: mapping diagrams, function notation (e.g., f(x) = x2), recursive definitions, tables, and graphs. (Algebra I with Probability Algebra II with Statistics)
● Functions that are members of the same family have distinguishing attributes (structure) common to all functions within that family. (Algebra I with Probability Algebra II with Statistics)
● Functions can be represented graphically, and key features of the graphs, including zeros, intercepts, and, when relevant, rate of change and maximum/minimum values, can be associated with and interpreted in terms of the equivalent symbolic representation. (Algebra I with Probability Algebra II with Statistics)
● Functions model a wide variety of real situations and can help students understand the processes of making and changing assumptions, assigning variables, and finding solutions to contextual problems. (Algebra I with Probability Algebra II with Statistics) 
Data Analysis, Statistics, and Probability  
Focus 1: Quantitative Literacy  
● Mathematical and statistical reasoning about data can be used to evaluate conclusions and assess risks. (Geometry with Data Analysis Algebra I with Probability Algebra II with Statistics)
● Making and defending informed data-based decisions is a characteristic of a quantitatively literate person. (Algebra I with Probability Algebra II with Statistics)
Focus 2: Visualizing and Summarizing Data  
● Data arise from a context and come in two types: quantitative (continuous or discrete) and categorical. Technology can be used to “clean” and organize data, including very large data sets, into a useful and manageable structure – a first step in any analysis of data. (Geometry with Data Analysis Algebra I with Probability)
● Distributions of quantitative data (continuous or discrete) in one variable should be described in the context of the data with respect to what is typical (the shape, with appropriate measures of center and variability, including standard deviation) and what is not (outliers), and these characteristics can be used to compare two or more subgroups with respect to a variable. (Geometry with Data Analysis Algebra II with Statistics)
● The association between two categorical variables is typically represented by using two-way tables and segmented bar graphs. Algebra I with Probability
● Scatterplots, including plots over time, can reveal patterns, trends, clusters, and gaps that are useful in analyzing the association between two contextual variables. (Geometry with Data Analysis)
● Analyzing the association between two quantitative variables should involve statistical procedures, such as examining (with technology) the sum of squared deviations in fitting a linear model, analyzing residuals for patterns, generating a least-squares regression line and finding a correlation coefficient, and differentiating between correlation and causation. (Geometry with Data Analysis)
● Data-analysis techniques can be used to develop models of contextual situations and to generate and evaluate possible solutions to real problems involving those contexts. (Geometry with Data Analysis Algebra II with Statistics)
Focus 3: Statistical Inference  
● Study designs are of three main types: sample survey, experiment, and observational study. (Algebra II with Statistics)
● The role of randomization is different in randomly selecting samples and in randomly assigning subjects to experimental treatment groups. (Algebra II with Statistics)
● The scope and validity of statistical inferences are dependent on the role of randomization in the study design. (Algebra II with Statistics)
● Bias, such as sampling, response, or nonresponse bias, may occur in surveys, yielding results that are not representative of the population of interest. (Algebra II with Statistics)
● The larger the sample size, the less the expected variability in the sampling distribution of a sample statistic. (Algebra II with Statistics)
● The sampling distribution of a sample statistic formed from repeated samples for a given sample size drawn from a population can be used to identify typical behavior for that statistic. Examining several such sampling distributions leads to estimating a set of plausible values for the population parameter, using the margin of error as a measure that describes the sampling variability. (Algebra II with Statistics)
Focus 4: Probability  
● Two events are independent if the occurrence of one event does not affect the probability of the other event. Determining whether two events are independent can be used for finding and understanding probabilities. (Algebra I with Probability)
● Conditional probabilities – that is, those probabilities that are “conditioned” by some known information – can be computed from data organized in contingency tables. Conditions or assumptions may affect the computation of a probability. (Algebra I with Probability) 
Geometry and Measurement  
Focus 1: Measurement  
● Areas and volumes of figures can be computed by determining how the figure might be obtained from simpler figures by dissection and recombination. (Geometry with Data Analysis)
● Constructing approximations of measurements with different tools, including technology, can support an understanding of measurement. (Geometry with Data Analysis)
● When an object is the image of a known object under a similarity transformation, a length, area, or volume on the image can be computed by using proportional relationships. (Geometry with Data Analysis Algebra II with Statistics)
Focus 2: Transformations  
● Applying geometric transformations to figures provides opportunities for describing the attributes of the figures preserved by the transformation and for describing symmetries by examining when a figure can be mapped onto itself. (Geometry with Data Analysis)
● Showing that two figures are congruent involves showing that there is a rigid motion (translation, rotation, reflection, or glide reflection) or, equivalently, a sequence of rigid motions that maps one figure to the other. (Geometry with Data Analysis)
● Showing that two figures are similar involves finding a similarity transformation (dilation or composite of a dilation with a rigid motion) or, equivalently, a sequence of similarity transformations that maps one figure onto the other.
● Transformations in geometry serve as a connection with algebra, both through the concept of functions and through the analysis of graphs of functions as geometric figures. 
Focus 3: Geometric Arguments, Reasoning, and Proof
 ● Proof is the means by which we demonstrate whether a statement is true or false mathematically, and proofs can be communicated in a variety of ways (e.g., two column, paragraph). (Geometry with Data Analysis)
● Using technology to construct and explore figures with constraints provides an opportunity to explore the independence and dependence of assumptions and conjectures. (Geometry with Data Analysis)
● Proofs of theorems can sometimes be made with transformations, coordinates, or algebra; all approaches can be useful, and in some cases one may provide a more accessible or understandable argument than another. (Geometry with Data Analysis)
Focus 4: Solving Applied Problems and Modeling in Geometry  
● Recognizing congruence, similarity, symmetry, measurement opportunities, and other geometric ideas, including right triangle trigonometry in real-world contexts, provides a means of building understanding of these concepts and is a powerful tool for solving problems related to the physical world in which we live. (Geometry with Data Analysis Algebra II with Statistics)
● Experiencing the mathematical modeling cycle in problems involving geometric concepts, from the simplification of the real problem through the solving of the simplified problem, the interpretation of its solution, and the checking of the solution’s feasibility, introduces geometric techniques, tools, and points of view that are valuable to problem solving. (Geometry with Data Analysis) 

Grade 9-12
Instructional Materials Adopted by BOE
Supplementary Instructional Materials Not Adopted by BOE
Concepts Taught Throughout The Year

Biology

• From Molecules to Organisms: Structures - Cells - DNA and Protein Synthesis - Growth and Development - Cellular Homeostasis - Photosynthesis and Respiration
• Ecosystems: Interactions, Energy, and Dynamics - Interdependent Relationships - Matter and Energy Flow - Population Dynamics - Biodiversity
• Heredity: Inheritance and Variation of Traits - Inherited Traits and Environmental Impact - Heredity and Meiosis
• Unity and Diversity - Phylogenetics - Natural Selection 

Chemistry

• Matter and Its Interactions - Structure and Properties - Stoichiometry - Solutions - Acids and Bases
• Motion and Stability: Force and Interactions - Atomic and Molecular
• Matter and Its Interactions: Energy - Chemical Reactions
• Energy - Gases

Earth and Space Science

• Earth's Place in the Universe - Stars and Star Properties - The Solar System and the Universe - Historical Perspectives 
• Earth's System - Composition of the Earth - Earth's History - Plate Tectonics - Weather - Climate and Severe Weather

Environmental Science

• Ecosystems: Interactions, Energy, and Dynamics - Matter and Energy Flow
• Unity and Diversity - Biodiversity
• Earth's Systems - System Interactions
• Earth and Human Activity - Natural Resources - Human Impact - Human Population and Global Change

Human Anatomy and Physiology

• From Moles to Organisms: Structures and Process - Tissues - Integumentary System  - Skeletal System - Muscular System - Nervous SYstem - Edocrine System - Immune System - Cardiovascular System - Respiratory System - Digestive System - Excretory System - Reproductive System

Physical Science

• Energy - Energy
• Waves and Their Applications in Technologies for Information Transfer - Properties of Water - Electricity and Magnetism 
• Matter and Its Interactions - Structure, Properties, and Nuclear Processes - Matter - Solutions

Physics

• Motion and Stability: Forces and Interactions - Kinematics - Dynamics - Fluids - Circular Motions
• Energy - Conservation - Electricity
• Waves and Their Applications in Technologies for Information Transfer - Waves

Grade 9-12
Instructional Materials Adopted by BOE
Supplementary Instructional Materials Not Adopted by BOE
Concepts Taught Throughout The Year

Grade 9: World History: 1500 to the Present

• In the ninth grade, students develop strong personal opinions, beliefs, or positions on current issues and events of the past.  Teachers capitalize on this developmental stage to stress the importance of grounding positions and opinions in knowledge.  As students transition from middle school to high school, they can understand and use complex concepts such as adaptation, assimilation, acculturation, diffusion, and historical knowledge and inquiry to study the past, including its relationship to the present and its impact on the future.  Students in Grade 9 are able to think critically and logically about personal, national, and global issues.  This enables them to apply and utilize their knowledge and curiosity to develop informed opinions about issues such as the quest for peace, human rights, trade, and global ecology. At this grade level, students continue the study of world history from 1500 to the present.  Through historical inquiry, students gain an understanding and appreciation of history as a story of people much like themselves, and they become increasingly able to understand global interdependence and connections among world societies.  The course directs students to think critically about the forces that combined to shape the world today.  It allows them to analyze development and changes in the European, Asian, African, and American civilizations and ways in which interactions of these cultures have influenced the formation of today’s world.  Knowledge of other cultures enables students to develop a better appreciation for the unique American heritage of liberty.  Geographic concepts increase learners’ comprehension of global connections as they expand their knowledge and understanding of a wide variety of cultures, both historical and contemporary. Ninth-grade students continue to have preferred learning styles.  Therefore, the use of a variety of instructional strategies and techniques is effective in helping students gain the knowledge and skills this course requires.  Well-equipped classrooms include an array of visual stimuli such as charts, globes, graphs, and maps whereby multiple opportunities are provided for students to participate in instructional activities that include the use of electronic and print media and small-group interaction. 

Grade 10: United Staes History I: Beginnings to the Industrial Revolution

• The study of the early history of the United States in Grade 10 forms the foundation for understanding the development and principles of modern American society.  Beginning with the earliest explorations of American continents, this course offers a chronological study of major events, issues, movements, individuals, and diverse groups of people in the United States from a national and an Alabama perspective.  In addition to gaining essential knowledge regarding this period of our nation’s past, students develop historical-thinking skills, which include chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and analysis and decision making.  Content standards build on foundational knowledge and skills learned in the study of United States history in Grade 5 and world history in Grade 8.  In addition, content rigor is designed to be developmentally appropriate in order to prepare students for increasingly challenging courses at the high school level. Students in Grade 10 benefit from a classroom environment that provides activities to facilitate historical inquiry.  Teachers challenge students with a variety of instructional methods to enhance the development of critical-thinking skills.  Methods include analysis of historical documents, map-reading activities, and the use of current technologies.  Students are encouraged to explore historical topics and begin thinking like historians while studying key events, people, and ideas in this period of American history. Process skills are an important part of the content of this course.  Students are able to understand the importance of learning history and have a deeper understanding of history by using these skills.  These process skills, located in Appendix B of this document, are incorporated into this course and are referenced in brackets following each content standard.  

Grade 11: United States History II: The Industrial Revolution to the Present

• This course builds upon the foundation of knowledge and skills gained in the Grades 9 and 10 United States history curricula by providing a study of the modern history of the United States that expands students’ understanding of the principles of American society.  Beginning with America’s shift to a more industrialized society, this course offers a chronological study through the twenty-first century of major events, issues, movements, individuals, and diverse groups of people in the United States from a national and an Alabama perspective.  While learning essential knowledge regarding this period in America’s past, students develop historical-thinking skills, including chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and analysis and decision making.  In addition, content rigor is developmentally appropriate and prepares students for increasingly challenging courses at the high school level. Students in Grade 11 benefit from a classroom environment that provides activities to facilitate historical inquiry.  Teachers challenge students with a variety of instructional methods to enhance development of critical-thinking skills.  Methods include analysis of historical documents, map-reading activities, creative problem solving, simulations, and use of current technologies such as interactive digital video sources.  Students are encouraged to explore historical topics and continue thinking like historians while studying key events, people, and ideas in this period of American history. Process skills are an important part of the content of this course.  Students are able to understand the importance of learning history and have a deeper understanding of history by using these skills.  These process skills are incorporated into this course and are referenced in brackets following each content standard. 

Grade 12:
United States Government

• United States Government is a one-semester required course for students in Grade 12.  The course goal is for students to develop the civic knowledge necessary for becoming active participants as citizens of this nation.  Achievement of this goal prepares students to participate as informed citizens through voting, serving on a jury, holding political office, and deliberating public policy. In this course, students broaden knowledge and critical-thinking skills learned in Grades 9-11 and deepen their understanding of the origin, structure, and function of government at all levels.  Content focuses on intellectual, political, and economic factors that influenced the development of a republic based on rule of law, freedom of opportunity, individual liberty, and representative government.  Democratic principles that served as a foundation for the development of our nation are embedded in a detailed study of the Constitution of the United States, a key component of the course. Twelfth-grade students are developing a sense of maturity necessary for analysis of the role of government in the lives of individuals and in the nation.  An effective instructional environment promotes critical thinking and research and provides opportunities for civic participation.  Classroom activities that include debate, creative problem solving, collaborative group work, and evaluation of electronic and print media foster long-term learning of content and encourage students to understand the value of their roles as citizens in a democracy.

Economics

• Economics is a one-semester required course for students in Grade 12 that addresses essential concepts necessary for students to completely and effectively participate in a complex global society.  Content encompasses both microeconomic and macroeconomic principles.  Key elements include the study of scarcity, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade.  Students use knowledge and critical-thinking skills learned in previous social studies courses to analyze issues and problems and contemporary economic systems.  They examine consequences of public policies and their impact on a free market economy.  Mastering economics knowledge and skills enables students to anticipate changes in economic conditions and take appropriate action to improve not only their lives, but also society in general. Students in Grade 12 are developmentally capable of sophisticated analytical thinking and are active participants in the current economy as consumers, employees, or both.  Instruction that combines required content and effective strategies encourages students to develop skills for understanding how economies function, recognizing economic and social problems, and evaluating costs and benefits of choices.  Instructional activities address decisions made regarding public policy, including their impact on current economic issues.  Grade 12 economics instruction includes an analysis of primary sources and economic data, economic research using technological resources, group presentations using computer technology, and other active learning opportunities.   

HMH English 3D: Newcomers: Language Launch, Long Term ELLs Grades 4-12 Reading/Response to Text

Our school is committed to your child's complete wellness and life-long health; therefore, throughout the year, we will be utilizing the evidence-based P.A.T.H. curriculum from ThriveWay. Prevention and Awareness for Total Health (P.A.T.H.) is a schoolwide approach to address state-mandated topics, promote positive coping skills, and strengthen character building. The purpose of this comprehensive curriculum is to concentrate on critical prevention areas and expand into additional life skills and character traits. The program contents include grade-level comprehensive lessons focused on prevention mandates: bullying, substance awareness, types of  abuse, and mental health; plus, seven lessons on character education for elementary grades K-6. The curriculum is delivered to the students; students do not have direct access to lessons.
Each developmental phase for elementary students brings its own unique set of challenges and opportunities. We strive to equip our students with personal tolls that will help them combat those challenges, protect physical health and safety, foster kindness, enhance relationships, promote mental wellness, maintain perspective, employ positive coping skills, and build resiliency. We want our students to do more than survive - we want them to thrive!
We believe that schools and families must work together for the betterment of the whole child, and our communication with you is a key factor in the success of that mission. We are excited to share this information with you as we use P.A.T.H. to empower students to make choices that will protect their safety, enhance connectedness, and encourage life-long physical and mental health.

Gulf Shores City Schools content standards and curriculum align with the standards outlined in the Alabama State Course of Study. You may learn more about state standards by clicking on the Standards tab on the Alabama Learning Exchange (ALEX) website.

Information regarding textbooks, curriculum, materials, and instructional resources used in Gulf Shores City Schools are below. 

Our district utilizes Microsoft 365 and Google Workspace for Education to provide students and staff with powerful, flexible tools for communication, collaboration, and productivity. These platforms support a wide range of instructional and administrative needs, offering access to applications like Word, Excel, PowerPoint, Teams, Google Docs, Sheets, Slides, and Google Meet. Together, they allow for seamless document sharing, real-time collaboration, and secure cloud-based storage—empowering students to create, connect, and learn anytime, anywhere. By combining the strengths of both systems, our district ensures that every learner and educator has access to the technology that best supports their goals.

Our school district uses Canvas as our Learning Management System (LMS) to provide a centralized, user-friendly platform that enhances teaching and learning for students, teachers, and families. Through Canvas, students can easily access course materials, assignments, grades, and teacher feedback all in one place. Teachers use it to organize lessons, share resources, communicate with students, and track progress efficiently. The platform also supports collaboration and engagement through discussion boards, multimedia tools, and interactive content—helping ensure a seamless and connected learning experience both in and out of the classroom.