Sixth Grade Curriculum

	Language Arts
	In sixth-grade we expect students to be reflective participants in classroom discussions. Students will present personal opinions and understand differing points of view, distinguish between fact and opinion, and analyze the effectiveness of group communication skills. We use the Harkness discussion method which is student lead and requires textual references to support one’s insights, observations, and opinions. Students will read a variety of fiction and nonfiction as a class and independently for appreciation and comprehension, including quite a bit of world mythology. Students will read a variety of fiction (realistic, fantasy, historical, and biographical) and nonfiction (expository and argumentative). We meet in book groups, engage in creative expressions of comprehension, and integrate some of our activities with the Social Studies class as we read throughout the year. Writing is a daily activity in sixth grade. Students will plan, draft, revise, and edit narratives, descriptions, and explanations with attention to composition and style, as well as sentence formation, usage, and mechanics. We enjoy creative writing in our sixth grade curriculum and we are consistently impressed with the rich imaginations that students bring to their work. In addition, writing is used as a tool for learning in all academic subjects. Students will learn to make lists, paraphrase what they hear or read, summarize, hypothesize, synthesize, and make connections across disciplines. Grammar skills and vocabulary are built upon consistently and we try to be as creative as we can in order to keep the students engaged and gaining a clear understanding as to why these two areas are critical to high quality writing. Technology of various sorts is used regularly. Students carry a USB drive with them and are competent with word processing. Students enjoy using a variety of software to produce pamphlets, brochures, newspaper articles, etc Resources: Seedfolks; The Giver; The Cay; Persian, Indian, Chinese, Greek, Egyptian, Latin American mythology; Currents in Fiction (Macmillian), Vocabulary Workshop (Sadlier-Oxford); Grammar in Practice, A Foundation (Amsco school pub.), and a variety of Black-Eyed Susan books and novels of the students’ choice; newspapers (local, regional, New York Times, Washington Post); variety of magazine articles

	Mathematics
	For most students, sixth grade math is the finale of their study of arithmetic and their entry point to algebra or pre-algebra. They will solidify their skill in the four basic operations (addition, subtraction, multiplication, division) and begin to see and use the mathematic interrelations of fractions, decimals, and percents. They will study some of the more abstract aspects of mathematics including number theory, divisibility principals, and probability. They will be introduced to some aspects of geometry, including area, volume, and perimeter. They will learn to use and interpret coordinate graphs. Objectives: to understand fractions, decimals, mixed numbers and improper fractions to understand ratio, rate, rounding, and percentages to identify multiples, factors, composites and prime numbers to understand and use squared and cubed units in area and volume to perform unit conversions (feet to inches, etc.) to calculate circumference, area, perimeter, and volume of various geometric shapes to identify triangles by angle and side properties, and by type to understand the coordinate system on both maps and Cartesian plot to plot points and graphs to determine the amount in missing values in equations involving two operations to demonstrate equivalence in equations with the four operations to conduct probability experiments and explain the results to become more aware of the necessity of applying mathematics to daily life to calculate multi-step word problems involving all of the above Resources: Mathematics Course 2 Prentice Hall 2004 Mathematics Course 3 Prentice Hall, 2004

	Social Studies
	In sixth grade we build our reading, writing, and thinking skills by exploring the five themes of geography: location, place, region, movement, and human-environment interaction. Our landscape, or time in history, is the ancient world. We delve into the ancient civilizations of Latin America, the Fertile Crescent, Egypt, India, Asia, Greece, and finish the year with the study of the Roman Empire. Students are exposed to, taught to use and to make a wide variety of maps, graphs, and charts. Critical thinking skills are built upon through a variety of activities and projects. Identifying central issues, bias, cause and effect, distinguishing between facts and opinions and drawing conclusions are all skills that we build throughout the year. Research skills are taught by the lead teacher and the librarian. These skills are strengthened throughout the year as students engage in exciting research projects. Students are given the opportunity to read and review primary and secondary sources, conduct interviews, and use electronic databases and web sources, as well as reference books and atlases. Resources: Prentice Halls’s Ancient World and Latin America textbooks and support literature; Touchstones Discussion Project; History through art and architecture from Alarion Press; Calliope History Magazine (middle school level); we also use a variety of films, history activity books, and National Geographic magazines

	Science
	The 6th grade is a fun year in science. The students are studying Earth Science and cover material from rocks, to volcanoes, to space. The students participate in hands-on lab activities such as making models of the ocean floor, demonstrating moon phases, an after-school star gazing night, creating volcanoes and earthquake monitors, and much more. The students take part in the school wide science fair by completing an environmental study and writing a research paper. In middle school science, we build upon the basic information that is learned in the elementary school grades, and help students learn how to expand the ideas and concepts that were previously taught to them. Students explore the steps of the scientific method and apply them to lab activities through out the year. As a class, we work on developing note taking and study skills, as well as reading comprehension and writing. This is completed through note taking activities, creating study guides and calendars, and bringing literature (textbook and outside reading) and writing into the classroom. The students, through their research papers continue to sharpen their technical writing skills, and work on the research process and technical reading comprehension. Objectives: 1. Astronomy to demonstrate how Earth moves in space, cycles of seasons, gravity, inertia, and other forces, explain moon phases, characteristics, surface features, and its influence on phases, eclipses, and tides. to explain how rockets were developed and used for space travel, along with a look at the beginnings of the space program and a multicultural view of space exploration. to identify the geocentric and heliocentric systems, recognizing different scientists and what they contributed, and identifying what makes up the solar system. to be able to state the layers of the sun's interior and atmosphere and describe the features that form on or above the sun's surface. to describe the characteristics of the inner and outer planets, what each group has in common and what distinguishes them from the others. to examine comets, identify where asteroids are found, and explain how meteoroids are formed. to explain what telescopes are and how they are used. to understand how stars are classified and how they are used to measure distances, how a star is formed, identify the life span, and describe what happens when a star "dies." to defining a star system, identifying the major types of galaxies, and explaining the "Big Bang Theory" and how it predicts how the solar system was formed, and the future of the universe. 2. Plate Tectonics to explain how geologists learn about Earth's inner structure; and identify the characteristics of Earth's crust, mantle, and core. to explain how heat is transfered; identify what causes convection currents; and to describe convection currents in Earth's mantle, to understand Alfred Wegener's hypothesis about the continents; list the evidence used by Wegener to support his hypothesis; and explain why other scientists of Wegener's day rejected his hypothesis. to list the evidence for sea-floor spreading, explain the process, and describe the process of subduction. to explain the theory of plate tectonics and describe the three types of boundaries. 3. Earthquakes and Volcanoes to gain an understanding of the forces on Earth's crust by explaining how stress in the crust changes Earth's surface, describing where faults are usually found and why they form, and identifying the land features that result from plate movement. to gain an understanding of earthquakes and seismic waves by describing how the energy of an earthquake travels through Earth, identifying the scales used to measure the strength of an earthquake, and explaining how scientists locate the epicenter of an earthquake. to gain an understanding of how to monitor earthquakes by explaining how seismographs work, describing how geologists monitor faults, and explaining how seismographic data are used. to gain and understanding of earthquake safety by explaining how geologists determine earthquake risk, identifying the kinds of damage an earthquake can cause, and providing suggestions to increase earthquake safety and reduce earthquake damage. to understand volcanoes and plate tectonics through identifying where Earth's volcanic regions are located, and by explaining why they are found there. Also, by explaining how hot spot volcanoes form. to understand the properties of magma by identifying some physical and chemical properties of matter, explaining why some liquids flow more easily than others, and by explaining what factors determine the viscosity of magma. to understand volcanic eruptions by explaining what happens when a volcano erupts, describing the two types of volcanic eruptions, and identifying a volcano's stages of activity. to understand volcanic landforms by listing the landforms that lava and ash create, explaining how the magma that hardens beneath Earth's surface creates landforms, and identifying other distinct features that occur in volcanic areas. 4. Rocks/Minerals and Weathering to list the characteristics used to identify rocks and the three major groups of rocks. to understand the rock cycle and the role of plate tectonics in that cycle to define what a mineral is and how they are identified, and form. to describe how minerals are used and how ores are processed to obtain metals. Resources: Prentice Hall Science Explorer: Astronomy, Inside Earth, and Earth’s Changing Surface.

	Spanish
	Sixth grade students continue to develop their skills of speaking and aural comprehension, with special attention to pronunciation and intonation. The students work with the Paso a Paso "A" learning system. This language learning system is designed to introduce students into the adventure of learning Spanish by communicating with people who speak it and to understand their cultures. Students will review and continue building upon previous knowledge of basic grammar structures. Students are expected to understand and apply these rules. Grades are based on classwork, homework, presentations, projects, quizzes, tests, and class participation. A strong cultural strand adds interest and meaning to language instruction, and celebrations of Spanish speaking cultures are reinforced through various activities. Students will acquire understanding of the relationship between Cultural information (practices and products of other cultures) and the perspectives of that culture (attitudes, values beliefs). Objectives: to describe students class and schedules. to list some school supplies they use. to find out about someone else’s schedule. to compare their experience with that of a student in a Spanish-speaking country. to talk about some of their leisure-time activities. to make plans with friends. to extend, accept, or decline invitations. to compare leisure-time activities in Spanish-speaking countries with those in the U.S. to describe what they like and don’t like to eat and drink. to tell when they have meals. to say whether they are hungry or thirsty. to compare and contrast eating customs in Spanish-speaking countries and in the U.S. Resources: Paso a Paso A  Student Book. Prentice Hall Paso a Paso 1 Workbook Prentice Hall Spanish/English Dictionary

	Physical Education
	Sixth grade focuses on demonstrating motor efficiency in many movement forms and proficiency in a few movement forms. Concentration is on life long recreational activities and demonstrating skills and safety per the units of field hockey, soccer, cooperative games, basketball, rhythms, fitness, softball, floor hockey, dance, volleyball, outdoor games, indoor games, ultimate frisbee, gymnastics, and flag football. Each unit begins with fundamental skills, then lead ups, small games, and then large games. Technically correct skill acquisition and working cooperatively with others are the two main goals per unit. Detecting, analyzing, and correcting errors in personal movement patterns is demonstrated. Learning the rules and scoring of the game, along with recognizing fundamental components and strategies is necessary. Maintaining a target heart rate in endurance, along with warm-ups, conditioning and cooling down is essential. Formulating one's own personal fitness program is encouraged. Each student is responsible for goal-setting (short, mid and long term setting) to evaluate one's own performance. AAPHER fitness tests are completed twice a year and demonstrating a personal functional level of physical fitness creates personal enjoyment and benefit. Sixth graders show respect for all persons and appreciate differences and similarities in other's physical ability regardless of gender, race, ethnicity, and skill level. Physical education class is a venue of self-awareness and knowledge about others.Demonstrating friendliness, mutual respect and concern for others whether winning or losing is highly encouraged. Sixth graders celebrate personal successes and achievement of others. Making responsible decisions about using time, following procedures, applying rules and implementing those decisions are components of every unit and are vital. Sixth graders should demonstrate an experiential knowledge of the healthy benefits of exercise, games, sports, and dance. Students are encouraged to consciously note the risks of each physical activity and understand what constitutes playing by the rules and what is fair play in sport or recreational activity. Understanding and applying interrelated concepts connects (e.g. math, science, social studies, reading/language arts, music and art) to the learning of movement skills. Most importantly physical education will help the learner to utilize optimal effort on all tasks for personal best. Objectives: to demonstrate perceptual motor efficiency in many movement forms and proficiency in a few movement forms. to apply knowledge, etiquette, skills and strategies to group, team, and recreational activities. to attain knowledge, skills and strategies that better enable participation in individual, dual, and team activities. to create and demonstrate rhythmical patterns and dance. to increase muscular strength, cardiorespiratory endurance, flexibility, body awareness and agility through physical activity. to achieve and maintain a health-enhancing level of physical fitness. to demonstrate responsible personal and social behavior in physical activity settings. to develop awareness that physical activity provides opportunities for challenge, enjoyment, and self-expression. to develop a positive self-concept, respect for self and others, and positive social and interpersonal skills. to demonstrate an understanding of interdisciplinary approach to movement science and its application

	Art
	Students do projects related to the ancient art of Central and Latin America, the Mideast, Egypt, India, China, Greece and Rome. They also learn how to shade basic forms using a light source and attempt one and two-point mechanical perspective. Sixth graders end their year with a trip to the Walters Museum of Art to view and have a guided tour of its Ancient civilizations collection. Formalized art training is 50 minutes per week. Students may also do structured art assignments during Arts Rotation and Exploratory periods. Objectives: to encourage the development of imagination, creativity, and personal styles and sensibilities. to develop an appreciation for the art of ancient civilizations . to learn how to create art specific to a culture or artist’s style after seeing examples. to be able to verbally explain art using, cultural and artistic terminology. to explore a plentiful variety of materials and methods when making personal art or learning about the art of individuals or civilizations. to learn drawing through demonstration, copying and observation. to do research as part of developing an art project. to make two and three-dimensional art. to demonstrate an understanding of specific drawing concepts such as light source drawing and perspective. to demonstrate skillful technical ability.

	Music
	The content skills which constitute the basis of 6th grade music class are: Expressive Qualities Dynamics/Tempo/Articulation Vocal/Instrumental Tone Color Beat/Meter Rhythm Melody/Harmony Tonality Major/Minor Texture/Form/Structure Style/Background Instructional strategies include imitation, repetition, demonstration, listening and student participation/creativity. Objectives: to read music. to hear a variety of tempos to compare pitch instruments from different cultures to tap to the beat to recognize syncopated rhythms to echo-pat rhythms to sing in a call-and-response style to sing music from differing cultures, countries and musical styles. Resources: Share the Music – MacMillan, McGraw-Hill – 6th grade edition

	Library
	The Sixth Grade student is an independent library user who enjoys the full range of electronic and print resources in the library and is encouraged to read for pleasure or for class assignments. The Sixth Grade student meets with the librarian once a week for six weeks in the beginning of the school year through the rotating Middle School Exploratory class. The student will be instructed in developing skills to aid in selection of books, magazines, and encyclopedia articles that will support the student research of ancient civilization throughout the year. Students will return though out the school year and select books to support each new unit of study. Students will be instructed in building skills to analyze, organize and evaluate information. They will learn to use an MLA handbook to properly cite their sources. Objectives: to refining a subject to be narrow or broad and use that skill to search for resources to use keywords or phrases or Boolean logic to search the automated catalog for resources to locate books, magazines, and encyclopedias that support their research needs as it relates to the curriculum to use pre-selected Internet sites to use a note taking sheet to use the MLA format to cite sources.