Curriculum

Language | Mathematics | Science | Social Studies | Art | Physical Education

Sixth graders undertake more formal study in all subject areas, and reading and writing skills are more critical than ever. Students are expected to develop the ability to think hypothetically, to appreciate cause and effect, and to discover multiple approaches to solving a problem. Their knowledge of economic and historical concepts and principles will be expanded, and scientific methodology will be strongly reinforced.

We will be using the Houghton Mifflin Language arts program. This program includes: * the use of literature to strengthen basic skills in reading, inferencing, drawing conclusions, recognizing main ideas, and comprehension * vocabulary development, as well as grammar in each theme * the development of the four skill areas of listening, speaking, reading, and writing * the emphasis of topic sentences in writing with supporting details using the Four Square Writing approach. * research report writing and how to access the research needed * oral assignments on many topics to get students talking in front of others and listening.

Novels are used along with the Houghton Mifflin text to enrich our program and promote a love of literature through literature circles, or whole class reading and discussion.

Grammar will be taught through Daily Paragraph Editing, Daily Oral Language, our English book, and the Houghton Mifflin text. Spelling and vocabulary will also be taught through a combination of outside sources.

The Scott Foresman Mathematics text will focus on number sense operations with addition, subtraction, multiplication, and division of whole numbers, fractions, and decimals. We also use negative and positive integers as well. We dive into measurement and geometry as well as ratios, proportions, and percentages. We will also be using the Exemplars program which continues to work on strengthening problem solving and critical thinking skills.

In the sixth grade, mathematics continues to be something that is used, something children see as extending far beyond school; unless this is the case, math loses its power to engage the children's interest. While teachers expect children to be reasonably adept with computational skills such as multiplication and division, they are more concerned with whether children understand when to add and subtract, to use a calculator, to estimate, and to arrange information on a graph. Sixth grade students typically begin to have an understanding of probability, are able to note relationships among numbers, patterns, or events, and are comfortable with various models for problem solving.

Teachers spend a good deal of time helping the children develop mental models -- that is, teaching the children how to visualize problems and solutions. They will also continue to ask the children to develop personal theories by thinking about different ways to solve mathematical problems. Because children of this age cannot fully understand math if it stands on its own, apart from all other subjects, math will continue to be used in social studies, science, and language arts work.

Sixth grade children are encouraged to think out ways to solve problems -- teachers often ask, "How can we solve this problem?" For example, the teacher might present the following problem: "If your kite got stuck on the roof of the school, how would you know how long a ladder you would need to get it down?" The emphasis is less on finding the correct answer than on showing that there are multiple ways of approaching the problem. Teachers will provide children with many different problem-solving strategies. You will probably not see a great difference between the math your child studied in the fifth grade and the math he or she studies in the sixth grade. But you will notice more elements of geometry (especially in the study of shapes) and of algebra (in problems such as 3x + 6 = 15). The goal of mathematics in the sixth grade is to help children maintain a good sense of what numbers mean; children should regard math as commonplace, as accessible as any other subject in school. All children, girls and boys alike, should know that mathematics is not a mystery that only a select few cart master. It should be -- and in the best settings it is -- fully available to all.

The Houghton Mifflin text will be used to study units within the three areas of Life Science, Earth Science, and Physical Science. Topics will include; Ecosystems/Biomes and the plant and animals that live there; Matter and the Periodic Table; plate tectonics, earthquakes, and volcanoes; the Scientific Method, and the attending of science school.

The Houghton Mifflin text will be used to study these areas; map skills, prehistoric groups such as Homo erectus and Cro-Magnon man; the ancient civilizations of Greece, Rome, Egypt, and Mesopotamia. Whenever possible, social studies will be integrated with literature, science, and hands-on activities such as music, and art which will bring ancient history to life.

Our students will have the opportunity to work with a qualified artist from the Art Masters Program. They will receive six lessons during the course of the school year. The lessons will involve learning about various artists and the different techniques used by each one of these artists. Each lesson begins with a history lesson about the artist and will culminate into an art activity that allows each child to create his or her own masterpiece using different mediums and utilizing the various styles and techniques of the artists they are learning about .

Students participate in a structured motor skills program two days per week. Students are required to wear appropriate clothing (tennis shoes, pants or shorts) on their assigned P.E. days. All physical workouts will begin with age appropriate stretching exercises followed by a series of small and gross motor skills development activities in the following areas: fitness training, neurological efficiency training and sport skills.