Grade 6 Team

Course Description

Build and Design, part of the elective rotation, is a quarter-long class. Students will use problem solving skills, critical thinking, and spatial organizational skills to complete a variety of building projects and challenges.

Resources

Legos

Course description

The overall emphasis in this course will be on developing effective writing and reading skills, with an emphasis on composing organized paragraphs in essays and reading culturally responsive texts. Students will read and analyze poetry, short stories, nonfiction, and fictional novels.

Proficiency targets

Writing

As evidenced based on classroom assessments, the student is able to:

• 6.7.1.1 Write arguments to support claims with clear reasons and relevant evidence.
• 6.7.4.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• 6.7.5.5 With some guidance and support, use a writing process to develop and strengthen writing by planning, drafting, revising, editing, rewriting, or trying a new approach.
• 6.7.7.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
• 6.7.8.8 Gather relevant information from multiple sources; assess credibility; quote or paraphrase accurately while avoiding plagiarism and providing basic bibliographic information.

Reading – literature

As evidenced based on classroom assessments, the student is able to:

• 6.4.1.1 Cite textual evidence to support analysis of what the text says explicitly and inferences drawn from the text.
• 6.4.2.2 Determine a theme or central idea and how it is conveyed; summarize the text distinct from personal opinions or judgments.
• 6.4.4.4 Determine the meaning of words and phrases as used in a text, including figurative and connotative meanings; analyze word choice impact on meaning and tone.
• 6.4.10.10 By year-end, read and comprehend literature in the grades 6–8 complexity band proficiently and independently with scaffolding as needed.

Speaking and listening

As evidenced based on classroom assessments, the student is able to:

• 6.9.1.1 Engage in a range of collaborative discussions on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
• 6.9.4.4 Present claims and findings using logical sequencing, accurate descriptions, and appropriate delivery techniques including volume and pronunciation.

Language

As evidenced based on classroom assessments, the student is able to:

• 6.11.1.1 Demonstrate command of standard English grammar and usage when writing or speaking.
• 6.11.2.2 Demonstrate command of standard English capitalization, punctuation, and spelling when writing.
• 6.11.4.4 Determine or clarify the meaning of unknown and multiple-meaning words using grade 6 strategies.
• 6.11.6.6 Accurately use grade-appropriate academic and domain-specific words and phrases; gather vocabulary knowledge for comprehension or expression.

Materials used

Short stories

• Various articles, interviews, and dramas from Scope Magazine and Literature

Novels

• Tuck Everlasting
• Fever 1793
• A Long Walk to Water

Poetry

• A variety of poems will be read throughout the year
• Poetry unit

Writing projects

• Essays derived from in-class texts
• Mock trial
• Journals
• Fictional and nonfictional story writing
• Technical writing

Miscellaneous

• Scholastic News Magazine
• IXL
• Google Classroom

Course Description

Math 6 is based on the Minnesota Standards for Mathematics in the areas of number and operation, algebra, geometry and measurement and data analysis. Topics include solving equations, factoring – including greatest common factor and least common multiple, positive rational numbers, volume and surface area, calculating perimeter and area, ratios, fractions, decimals, percentages, and probability.

Proficiency Learning Targets for Grade 6 Mathematics

Numbers and Operations

As evidenced based on classroom assessments, the student is able to:

• I can locate and plot ordered pairs on a coordinate grid.
• I can locate and plot numbers on a number line.
• I can use inequality symbols to compare rational numbers.
• I understand that percentages are a ratio to 100.
• I can determine equivalences between fractions, decimals and percents.
• I can convert between positive rational numbers.
• I can write a number using prime factorization.
• I can use GCF and LCM to calculate equivalent fractions.
• I can find the least common multiple of a set of numbers.
• I can find the greatest common factors of a set of numbers.
• I can identify ratios to compare two quantities.
• I understand the relationship between ratios, fractions and percents.
• I can determine rates and ratios of quantities with different units.
• I can solve rate and ratio problems using multiplication and division.
• I can multiply fractions.
• I can divide fractions.
• I can multiply decimals.
• I can calculate percent to solve real world problems.
• I can solve real world problems using decimals, fractions and mixed numbers.
• I can estimate solutions using fractions and decimals.

Algebra

As evidenced based on classroom assessments, the student is able to:

• I can convert between function rules (equations), tables and graphs.
• I can apply the following properties (associative, commutative and distributive).
• I can solve expressions using order of operations.
• I can solve equations (one and two step) for a variable while maintaining equality on both sides.

Geometry & Measurement

As evidenced based on classroom assessments, the student is able to:

• I can calculate the surface area of prisms.
• I can calculate the volume of prisms.
• I can calculate the area of squares, rectangles, rhombuses, parallelograms and trapezoids.
• I can estimate the perimeter and area of irregular figures.
• I can find missing angles created by intersecting lines.
• I know the total degrees in a triangle equals 180 degrees.
• I can find the missing angle in a triangle.
• I can use the relationship between intersecting lines to find a missing angle.
• I can solve real-world problems involving conversions of the measurement systems.
• I can estimate weights and capacities using benchmarks.

Data Analysis & Probability

As evidenced based on classroom assessments, the student is able to:

• I can find sample space using trees, tables and pictures.
• I can find the probability of an event.
• I can represent probability as a fraction, decimal and percent.

Resources

• IXL
• Chromebook
• AddieMath (Facts Practice)
• Course 1 Textbook Math Expressions
• Hands On Manipulatives
• Online Resources/Games
  • Quizzlet
  • Blooket
  • Kahoot

Course Description

Earth and Space Science is a study of geology, meteorology, astronomy, and hydrology (water systems). The course is organized around the concept that science is a body of knowledge as well as an investigative process. Students will focus on developing an understanding of the scientific practices to demonstrate an understanding of the core ideas. These practices include developing and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, and constructing explanations. Students will be actively involved in lab experiments, activities, projects, and class discussions. Science 6 aligns with and covers the Minnesota Academic Standards.

Proficiency Targets

Earth Science Proficiency Targets

As evidenced based on classroom assessments, the student is able to:

• I can make observations about patterns in the night sky. (6E.1.1.1.1)
• I can ask questions based on observations of patterns in the movement of the night sky (Moon, constellations, planets) objects. (6E.1.1.1.1)
• I can use observations and questions about patterns in movement of the night sky objects (Moon, constellations, planets) to test the limitations of the solar system. (6E.1.1.1.1)
• I can find similarities among features and processes occurring on solar system objects.
  • Features include: atmosphere, surface, interior
  • Processes: erosion, deposition, cratering, volcanism (6E.2.1.1.1)
• I can find differences among features and processes occurring on solar system objects.
  • Features include: atmosphere, surface, interior
  • Processes: erosion, deposition, cratering, volcanism (6E.2.1.1.1)
• I can create a scale model of the solar system to describe the sizes and locations of objects. (6E.3.1.1.1)
• I can describe the role gravity and inertia plays in holding planets, their moons, and asteroids in their orbit around the sun. (6E.3.1.1.1)
• I can recognize the limitations of scale models of the solar system. (6E.3.1.1.1)
• I can explain how the solar system was formed and the role gravity played in the formation. (6E.3.1.1.1)
• I can communicate how patterns in the night sky were used to predict seasons, moon phases, and eclipses by Minnesota American Indian Tribes. (6E.4.2.2.1)
• I can explain pattern in the night sky observed by Minnesota American Indian Tribes including:
  • Lunar phases, solar/lunar eclipses, seasons, solstice, equinox (6E.4.2.2.1)
• I can ask questions to examine and interpret the relative ages of different rock layers within several rock layers.
  • I can use index fossils to determine the ages of rock layers, determine diversity and extinction. (6E.1.1.1.2)
• I can interpret rock layers and identify superposition and cross-cutting relationships. (6E.1.1.1.2)
• I can give evidence on past plate motions from data on the distribution of fossils, rocks, continental shapes, and seafloor structures. (6E.2.1.1.2)
  • I can identify similarities in rock and fossil types on different continents. (6E.2.1.1.2)
  • I can analyze the shapes of the continents, including continental shelves. (6E.2.1.1.2)
  • I can analyze the locations of ocean floor features such as ridges and trenches. (6E.2.1.1.2)
• I can make a model to describe the cycling and movement of Earth’s rock minerals. (6E.3.1.1.2)
  • I can use a model to show weathering and erosion of soil and rock. (6E.3.1.1.2)
  • I can describe mineral properties such as streak, hardness, luster, and density. (6E.3.1.1.2)
  • I can use a model to show deposition of sediment. (6E.3.1.1.2)
  • I can use a model to show crystallization of lava. (6E.3.1.1.2)
  • I can use a model to show how energy drives the process of rock and mineral formation over geologic time. (6E.3.1.1.2)
  • I can show how rocks cycle between ingenious, sedimentary, or metamorphic rocks. (6E.3.1.1.2)
• I can use evidence from rock strata to explain the geologic time scale of Earth’s 4.6 billion-year-old history. (6E.3.2.1.1)
• I can use rock formations and fossils to determine relative ages. (6E.3.2.1.1)
• I can use evidence to explain the uneven distribution of Earth's mineral, energy, and/or groundwater resources are a result of past geologic processes. (6E.3.2.1.2)
  • I can explain the uneven distribution of petroleum, such as petroleum in the North Dakota Bakken Shale. (6E.3.2.1.2)
  • I can explain the uneven distribution of metal ores, for example in the Minnesota Iron Range. (6E.3.2.1.2)
  • I can explain the uneven distribution of groundwater in the different regions of Minnesota. (6E.3.2.1.2)
• I can show how geoscience processes have changed Earth’s surface at varying time and spatial scales. (6E.4.1.1.1)
  • I can show how processes like erosion, deposition, mountain building, and volcanism affect the surface of Earth. (6E.4.1.1.1)
  • I can show how some geoscience processes occur very slowly, such as mountain building, and how some geoscience processes occur very quickly, such as landslides. (6E.4.1.1.1)
  • I can explain that rapid catastrophic events such as earthquakes, volcanoes, or meteors have significant impact. (6E.4.1.1.1)
• I can use evidence to explain how weathering, erosion and glacial activity have shaped the surface of Minnesota. (6E.4.1.1.1)
• I can identify the factors that have caused the rise in global temperatures over the past 100 years. (6E.1.1.1.3)
  • I can ask questions to help me understand the role that human activities, such as fossil fuel combustion, cement production, and agricultural activity, play in causing the rise in global temperatures. (6E.1.1.1.3)
  • I can ask questions to help me understand the role that natural processes (changes in incoming solar radiation or volcanic activity) play in causing the rise in global temperatures. (6E.1.1.1.3)
• I can collect data and use digital data analysis tools to identify patterns to give evidence for how the motions of complex interactions of air masses result in changes in weather conditions. (6E.1.2.1.1)
  • I can show how weather at a fixed location changes in response to moving air masses. (6E.1.2.1.1)
  • I can use weather data, such as temperature, air pressure, precipitation, and wind, to show how weather changes at a fixed location. (6E.1.2.1.1)

Resources Used

• Everything You Need to Ace Science in One Big Fat Notebook
• IXL
• Chromebook
• BrainPOP
• Discovery Education
• Generation Genius
• Hands On Materials
• Online Resources/Games:
  • Quizizz
  • Blooket

General Course Overview

Sixth Grade Social Studies is a class that examines Minnesota's history and its government placing the state and its people within the context of U.S history.

The grade six social studies curriculum centers on the state of Minnesota. We use our unique state to teach history, civics, economics, geography, while improving our reading and writing skills. Additionally, we will learn the skills needed for successful civic discourse about various historical events. Finally, we will implement historical fiction novels to expand our understanding of Minnesota's history.

General Course Information

Duration:

Full Year Course, One Class Hour per Day

Required Texts (provided):

Texts:

• Northern Lights: Stories of Minnesota's Past - MNHS
• The Broken Blade - William Durbin
• Soldier's Heart - Gary Paulsen
• Blackwater Ben - William Durbin
• Junior Scholastic - The Social Studies Magazine - Scholastic Inc.

Short Stories:

• Various articles from MNOPEDIA
• Short Stories:
  • The Bracelet - Yoshiko Uchida
  • They Called Us Enemy - George Takei
  • Hidden: A Child's Story of the Holocaust - Loïc Dauvillier
  • Beno and the Night of Broken Glass - Meg Wiviott
  • Fish for Jimmy - Katie Yamasaki
  • Baseball Saved Us - Ken Mochizuki
  • A Place where Sunflowers Grow - Amy Lee-Tai

Outline of Major Content Areas

Course description:

The grade six social studies curriculum centers on the state of Minnesota. We use our unique state to teach history, civics, economics, geography, while improving our reading and writing skills. Additionally, we will learn the skills needed for successful civic discourse about various historical events. Finally, we will implement historical fiction novels to expand our understanding of Minnesota's history.

Topics, Standards, and Learning Targets

Based on Classroom Assessments, the student will be able to:

Civic Skills: (6.1.1.1)

• Describe diverse perspectives and frames of reference.
• Evaluate arguments from different points of view.
• Provide examples of strengths, weaknesses and consequences of decisions made on issues.

Civics Standards: (6.1.4.6.2&3)

• Explain the difference between state and federal power.
• Explain the powers shared by the state and federal power.
• Describe how Minnesota's constitution sets up our states government and protects the rights of citizens.

Economics: (6.2.4.5.1)

• Explain how goods and services, resources and money move through markets.
• Explain the importance of the Stock Market in a Market Economic System.
• Describe the concepts of supply and demand.

Geography: (6.3.1.1.1)

People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.

• Create and use various types of maps to study Minnesota's history.
• Identify the TODALS map basics.
• Create maps that display information in a neat manner.
• Identify States and Capitals of the United States.

Geographic factors influence the distribution, functions, growth and patterns of cities and other human settlements. (6.3.3.6.)

• Identify the major physical features of Minnesota.
• Describe how physical features and resources have impacted settlement patterns.
• Explain how physical features impacted industry and the economy of Minnesota.

The Dakota and Ojibwe Culture-Pre-European Contact (6.4.4.15.)

• Demonstrate knowledge of Minnesota's indigenous people by studying the Dakota and Anishinaabe cultures through compare and contrast.
• Compare and Contrast Cultural History (Migration to North America).
• Explain the importance of oral history.
• Explain how lifestyle changed by the seasons.

Minnesota and the Fur Trade -1679-1812 (6.4.4.16.1)

• Demonstrate knowledge of Minnesota's indigenous people by studying the Dakota and Anishinaabe cultures through compare and contrast.
• Compare and Contrast Cultural History (Migration to North America).
• Explain the importance of oral history.
• Explain how lifestyle changed by the seasons.

Treaties with Native Americans-Traverse Des Sioux and Mendota-(6.4.4.18.2)

• Demonstrate knowledge of treaties including how they were negotiated, why they were important, and who was involved.
  • Fort Snelling
  • Treaty of Traverse Des Sioux
  • Fairness of Treaties
• Manifest Destiny-Influence

Settlement and Statehood (6.4.4.18.3)

• Demonstrate knowledge and understanding of the factors that led to the settlement of Minnesota.
• Identify the major players of Minnesota's statehood era.
• Analyze the impact of Minnesota's political, cultural, and physical landscapes on settlement patterns.

U.S. Civil War (6.4.4.19.1-2)

• Demonstrate an understanding of Minnesota's role in the Civil War and its impact on the state.
• Explain the experiences of a soldier in the Union Army.

The U.S.-Dakota Conflict (6.4.4.19.3)

• Explain the causes of the Dakota Conflict.
• Discuss the effects of the war.
• Discuss Ramsey, Sibley, and Lincoln's decision related to the execution of the 38 Dakota

Development of the Industrial Mode-Rise of Big Business-(6.4.4.20.1)

• The rise of big business, urbanization and immigration led to institutionalized racism, ethnic and class conflict and new efforts at reform.
• Explain how the big 3 businesses in Minnesota were tied closely to natural resources and geographic features.
• Identify effects (positive and negative) of big business in Minnesota
  • Forest Fires
  • Mono-Crop Agriculture
  • Open Pit Mining

Development of the Industrial Model -Immigration (6.4.4.20.2)

• Explain how immigration impacted Minnesota business and society (Timber and Iron Ore).
• How ethnic neighborhoods and towns developed.

Development of the Industrial Model-Progressivism and Reform-(6.4.4.20.3)

• Explain how Minnesotans came together to make change (Labor Unions, Progressive Movement, Women's Suffrage).

Development of the Industrial Model-Gvt policy Native Americans-(6.4.4.20.4)

• Explain how government policies on land ownership and treaties impacted the Dakota and Anishinaabe.
• Describe Native American experience with boarding schools.

Development of the Industrial Model-WWI-Social and Political Culture- (6.4.4.20.5)

• Describe what it was like to live in Minnesota during WWI.
• Explain the negative impact of various Anti-German laws and organizations on ethnic groups in Minnesota.
• Describe what life was like for soldiers in the trenches of France.
• Explain why the Distinguished Service Cross was given.

Great Depression and WWII-Changes in Society-(6.4.4.21.1)

• Explain the huge changes in daily life for Minnesotans.
  • Art and Literature
  • Prohibition
  • Gender Roles
  • Race/ethnicity issue
  • Home Technology (electricity, telephone)

Great Depression and WWII-Great Depression-(6.4.4.21.2)

• Describe the Social and Political Impact of the Great Depression (Conflicts between Labor and Management).
• Explain the purpose of the New Deal and its impact on Minnesota (Did it help?)

Great Depression and WWII -Pre-Pearl Harbor Involvement in WWII-(6.4.4.21.3)

• Create a timeline of events leading to WWII.
• Explain why Minnesotans had conflicting attitude about joining the war effort (Charles Lindbergh)

Great Depression and WWII -Minnesota Contributions-(6.4.4.21.4)

• Explain how Minnesota's resources supported WWII (iron ore).
• Explain how the people of Minnesota supported WWII (scrap drives, Victory Gardens, manufacturing war).

Post WWII Economic Boom and the Cold War-(6.4.4.22.2)

• Identify how WWII ended and how the maps of Europe were redrawn
• Identify how the Cold War started - Communism vs. Capitalism.
• Explain how the Cold War affected the people of Minnesota.

General Course Information

Grading Scale:

Summative Assessments	Summative assessments reflect the essential and enduring knowledge from the course. These assessments evaluate learning at the end of a unit. ● Projects ● Tests	70% of the Total Grade
Formative Assessments	Formative assessments are used to make instructional decisions and gauge student learning to allow practice with material BEFORE the Summative Assessment. ● Practice ● Daily Work	30% of the Total Grade

Jordan Public Schools Grading Scale:

A 93 – 100%
A- 90 – 92%
B+ 87–89%
B 83–86%
B- 80–82%
C+ 77–79%
C 73–76%
C- 70–72%
D+ 67–69%
D 63–66%
D- 60–62%
F 0 – 59%

Grading Policies:

Late Work Policy

• Formative Assessments: Students will have the ability to turn in late work. Late work can be completed up to the completion of the unit. Late work will be completed either during WIN or outside of school hours. Once the unit is over, missing work will move from missing to "0".
• Summative Assessments: Students will have the ability to turn in projects late, however there will be a deduction in the final grade. Late work for Summative Assessments will be completed either during WIN or outside of school hours. If a student misses a test, communication with the teacher is expected to figure out a time to make this up.

  As long as communication is happening, flexibility can be made.

Assessment "Redo" Policy:

Students are encouraged to retake any "Assessment" task within a unit as long as the first "Assessment" is below an "A". Students will need to meet with me to go through a set of tasks prior to redoing summative assessments. "Practice" tasks or quizzes below 10 points cannot be retaken.

Failure to turn in assignment:

If a student knowingly or habitually fails to turn in an assignment, but marks "turned in", the student will receive a zero on the assignment.

Additional Course Information:

Technology Requirements

Charged Chromebook and charger (write name on your charger)

Extra Help

7:20–8:00am, 12:33–1:20 and 3:00–3:20pm

Classroom Expectations

As a student in this classroom, the expectation is that you give your best each and every day. You are able to give your best by following these simple, yet important rules.

1. Always do your best
2. Follow directions set by staff members
3. Listen while others are speaking (both students and staff)
4. Work quietly when asked, and work efficiently with partners when asked
5. Complete and hand in work on time
6. Be prepared
7. Be respectful to all people in the room
8. Know that each day is a new opportunity to be awesome

Course Description

In this class students will learn about and research essential skills for success in middle school and beyond. Students will learn about and apply healthy decision making skills in the real and virtual world. Skills will be taught for successful use of technology and being a positive member of the Jordan Middle School community. Final grades will be posted on a pass/fail basis on student report cards.

Topics Covered

Creating a slides presentation and presenting to a small group

• Using Google Suite (Including but not limited to: Gmail, Google Slides, Google Drawings)
• Character development
  • Being a positive member of the community
• Personal finances

Resources Used

• Student Chromebook
• Everfi
• Google Suite (Gmail, Google Slides, Google Drawings)