GOLETA UNION SCHOOL DISTRICT

GRADE LEVEL STANDARDS

Grade Six

Fine Arts Health History/Social Science Language Arts Mathematics Physical Education Science Study Skills

Adopted: August 1995 Health Adopted: July 1996 Language Arts Revised: June 1999 Mathematics Revised: June 2009 Science Revised: June 2004 History/Social Science Revised: June 2006

Mission

The mission of the Goleta Union School District is to help all students reach their highest potential. Board of Trustees — Adopted March 21, 2007

Board of Trustees Susan Epstein

Bill Gadsby Valerie Kushnerov

Dr. Richard E. Mayer Dean Nevins

Message from the Superintendent

The grade-level standards are statements of what a student is expected to do and to learn in specific areas of the curriculum. These standards are not all-inclusive; rather they identify the key concepts necessary for mastery of the curriculum at each elementary grade level. In addition to their focus on basic skills, they also support interdisciplinary instruction where students are encouraged to apply skills to meaningful context, to think critically and creatively, and to view learning as a joyful experience.

Goleta educators use these standards as a guide for planning instruction. They recognize that each student is an individual. Therefore, the degree to which the standards are met or exceeded will vary from student to student. Dr. Kathleen Boomer Superintendent

Acknowledgements The identification and compilation of these grade level standards was achieved by the people listed below. They represent the collective expertise of the Goleta professional staff, parents/guardians, members of the community, and the Board of Trustees. These expectations are a credit to their cooperation and professional beliefs.

Emily Abello Cyndi Aghayan Carol Archer Ed Armstrong Dan Berry Judy Blue Carol Bowen Patrick Boyle Lois Brandts David Chapman Heidi Cohen Judy Connors Dan Cooperman Judy Cortright Barbara Cronin Ginny Davis Gwen Dawson Sharon de la Vega Sue DeLaney Josie Devine Melanie Dickey Ilene Dietrich Pam Eliason

Ina Ettenberg Steve Flores Patty Forgie Deborah Gans Kathy Gerber Ellen Guettler Joan Hanna Susan Holmes Judy Hug Patty Hunter Mary Lou Ingram Bill Jacob Judy Jenkins Carol Johansen Marsha Johnson Tully Johnson Carmela Jurgens Karen Kegg Imelda Ketterer Dave Kiefer Nancy Knight Sue Kremser John Kuizenga

Janet Langley Liz Larsen Oranne Lee Diane Lemons Harriet Levine Betty Libbert Margaret Lloyd Ellie Logan Ross Lokken Linda Love Sheila Lunsford Richard Mayer Bryan McCabe Pat McCready Lynette Meyer Carolyn Miles-Shupe Kathy Miller Steve Minjarez Susie Morey Christy Morse Dotty Murray Karen Neuenschwander Janice Neufield

Gloria Perissinotto Sue Perona Victor Reyes Jeri Robinson John Rodriguez Suzanne Rossi Jane Rudolph Clark Sayre Toni Schinnerer Dawn Schroeder Richard Shapiro Nancy Shepherd Kim Shingle Donna Talarico Jill Walker Cheryl Welchner Sue Whisenand Alice White Janet Wolf Nancy Yokubaitis JoAnne Meade Young Gretchen Zee

In spring 1999, the grade level standards in language arts and mathematics were substantially revised to incorporate the content standards adopted by the State Board of Education. These revised standards reflect the district’s desires for the education of its children and the world-class standards established by the State Department of Education. They are the result of the best efforts of a committee of teachers, parents/guardians, and administrators who worked together to make the revisions possible.

Emily Abello Jennifer Adams Julie Armstrong Terry Boisot Dan Cooperman Anita Cruise Mary Gensler

Darcy Healy Oranne Hilgerman Steve Keithley Norah Leddy Yolanda Lopez Donna Madrigal Lynette Meyer

Maika O’Brien Leslie Pike John Rodriguez Toni Schinnerer Ryan Sparre Jennifer Strickley Donna Voigt

Beth Wagner Sue Whisenand Nancy Yokubaitis Cathy Zeidel Susan Zink

Rights and Responsibilities for Learning— Educators, Parents/Guardians, Students

Students have the right— To be treated with respect by adults and other students at school To expect fair discipline policies equally administered To have access to the core curriculum To receive a quality education To develop positive self-esteem To develop independence and responsibility To learn in a safe healthy, and orderly environment To become independent learners

Parents/Guardians have the right— To be welcomed at school To take an active part in their children’s school-based education To receive regular communications about their children and about school programs To expect educators to provide quality programs of instruction To be treated with respect

Educators have the right— To be treated with respect by students and parents/guardians To expect that parents/guardians will be partners in student learning To expect students to be at school on time To expect students to be ready to learn when the school day begins To expect that students understand that school is a place to learn

Students have the responsibility— To behave appropriately and to respect the rights, feelings, and property of others To arrive at school on time To accept the consequences of their own actions To complete assigned classwork and homework

Parents/Guardians have the responsibility— To insure that their children arrive at school on time To insure that their children get adequate rest and nutrition To instill in their children attitudes that support learning To support positive behavioral expectations and rigorous academic standards To communicate honestly and openly with their child’s teacher

Educators have the responsibility— To model respectful behavior by treating students respectfully and equitably To provide a quality program of instruction To provide learning experiences and expectations that will help students become independent learners To be open, receptive, and available for parent/guardian contacts To inform parents/guardians and students about behavioral and academic expectations and student progress in the school program

Fine Arts Grade Six The visual and performing arts provide for balanced learning and for the development of communication. They vitalize and clarify concepts and skills in all areas of the curriculum. Music — The student will

• sings expressively by varying the tempo and volume • sings melodies of increasing complexity of pitch and rhythm • echoes and creates rhythm and simple melodic patterns using his/her voice, body or

musical instruments • focuses on the leader • uses rhythm instruments to accompany songs • uses instruments to create special effects • learns cultural and historical dances • expresses the moods, themes, and settings evoked by music (through visual art, written

compositions…) • recognizes instrument families when played in concert • recognizes the appropriateness of music for different occasions (patriotism, relaxation…) • enjoys music for its own sake • listens to a variety of music (different cultures, composers, and styles…) • listens to music for a specific purpose (for lyrics, change in tempo, entry of different instruments…) • appreciates dance as a spectator and participant

Drama — The student will (The following expectations are basic to all grade levels. The content in which the skills are applied increases in complexity as students proceed through the grades.) • appreciates drama as a spectator and participant • uses voice and body to express meaning and feeling • participates in theatrical activities (listening, pantomime…)

Visual Art — The student will • uses a variety of media and artistic tools to organize and depict ideas, feelings, and

moods (paint, crayons…) • respects and cares for materials • creates overlapping shapes, variations in line, colors, sizes, and textures • uses mixed colors purposefully to create an effect • uses symmetry and asymmetry in design • draws objects from life or imagination with increasing skill • uses a variety of materials to create texture • uses size and placement of shapes to create foreground and background • discusses, appreciates, and accepts differences and similarities in work by self and others • is aware of differences in style (abstract, realistic…) • uses visual art to communicate a message (advertisement, poster…) • identifies themes in selected works of art from various cultures and time periods • describes the mood of a piece of art • describes the specific media (oils, water color…) used to create a work of art

Health Grade Six Healthy children accept personal responsibility for lifelong health, develop a respect for the health of others, understand the process of growth and development, and use health-related information, products, and services in an informed and responsible manner. Acceptance of personal responsibility for lifelong health and respect for the health of others — The student will

• knows the importance of proper nutrition, exercise, and personal hygiene • understands drugs affect the mind and body • develops techniques to resist peer pressure • is introduced to the role of microbes in the spread of disease • learns the causes and prevention of communicable and non-communicable diseases • knows how to prevent accidents and respond to emergencies • participates in the sixth grade Health Fair to review concepts pertinent to lifelong health

and fitness

Understanding of the process of growth and development — The student will • understands the functions and structures of the human body systems, including the

reproductive system (students only with parent/guardian permission) • learns that the ability to reproduce occurs earlier in life than one’s ability to handle the

responsibilities of parenthood (students only with parent/guardian permission) • learns how HIV can enter the body (students only with parent/guardian permission) • develops skills to cope with stress, to work with others, and to resolve conflicts • sets healthful goals

Informed use of health-related information, products and services — The student will • finds information about community health services • chooses appropriate health products

History/Social Science Grade Six Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds. Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution — The student will

• describe the hunter-gatherer societies, including the development of tools and the use of fire

• identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments

• discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter

Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush — The student will

• locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations

• trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power

• understand the relationship between religion and the social and political order in Mesopotamia and Egypt

• know the significance of Hammurabi’s Code • discuss the main features of Egyptian art and architecture • describe the role of Egyptian trade in the eastern Mediterranean and Nile valley • understand the significance of Queen Hatshepsut and Ramses the Great • identify the location of the Kush civilization and describe its political, commercial, and

cultural relations with Egypt • trace the evolution of language and its written forms

Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews — The student will

• describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity

• identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization

History/Social Science Grade Six

• explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion

• discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people

• discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jerusalem and the rest of Israel after the destruction of the second Temple in A.D. 70

Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece — The student will

• discuss the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region

• trace the transition from tyranny and oligarchy to early democratic forms of government and back to dictatorship in ancient Greece, including the significance of the invention of the idea of citizenship (e.g., from Pericles’ Funeral Oration)

• state the key differences between Athenian, or direct, democracy and representative democracy

• explain the significance of Greek mythology to the everyday life of people in the region and how Greek literature continues to permeate our literature and language today, drawing from Greek mythology and epics, such as Homer’s Iliad and Odyssey, and from Aesop’s Fables

• outline the founding, expansion, and political organization of the Persian Empire • compare and contrast life in Athens and Sparta, with emphasis on their roles in the

Persian and Peloponnesian Wars • trace the rise of Alexander the Great and the spread of Greek culture eastward and into

Egypt • describe the enduring contributions of important Greek figures in the arts and sciences

(e.g., Hypatia, Socrates, Plato, Aristotle, Euclid, Thucydides)

Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India — The student will

• locate and describe the major river system and discuss the physical setting that supported the rise of this civilization

• discuss the significance of the Aryan invasions • explain the major beliefs and practices of Brahmanism in India and how they evolved

into early Hinduism • outline the social structure of the caste system • know the life and moral teachings of Buddha and how Buddhism spread in India,

Ceylon, and Central Asia • describe the growth of the Maurya empire and the political and moral achievements of

the emperor Asoka • discuss important aesthetic and intellectual traditions (e.g., Sanskrit literature, including

the Bhagavad Gita; medicine; metallurgy; and mathematics, including Hindu-Arabic numerals and the zero)

History/Social Science Grade Six Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China — The student will

• locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty

• explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world

• know about the life of Confucius and the fundamental teachings of Confucianism and Taoism

• identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them

• list the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty

• detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire

• cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empire and their locations

• describe the diffusion of Buddhism northward to China during the Han Dynasty

Students analyze the geographic, political, economic, religious, and social structures during the development of Rome — The student will

• identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero

• describe the government of the Roman Republic and its significance (e.g., written constitution and tripartite government, checks and balances, civic duty)

• identify the location of and the political and geographic reasons for the growth of Roman territories and expansion of the empire, including how the empire fostered economic growth through the use of currency and trade routes

• discuss the influence of Julius Caesar and Augustus in Rome’s transition from republic to empire

• trace the migration of Jews around the Mediterranean region and the effects of their conflict with the Romans, including the Romans’ restrictions on their right to live in Jerusalem

• note the origins of Christianity in the Jewish Messianic prophecies, the life and teachings of Jesus of Nazareth as described in the New Testament, and the contribution of St. Paul the Apostle to the definition and spread of Christian beliefs (e.g., belief in the Trinity, resurrection, salvation)

• describe the circumstances that led to the spread of Christianity in Europe and other Roman territories

• discuss the legacies of Roman art and architecture, technology and science, literature, language, and law

Language Arts Grade Six

The language arts program emphasizes daily instruction integrating listening, speaking, reading, and writing in a meaningful context. Students learn basic language skills as they interact with significant literary works and as they share information.

Listening and Speaking Listening and Speaking Strategies

Comprehension — The student will • use communication etiquette (make eye contact, pay attention to speaker...) • behave appropriately as a member of an audience • identify the tone, mood, and emotion conveyed in oral communication • interpret the speaker's verbal (word choice, pitch, feeling, tone) and non-verbal messages

(posture, gestures) • take notes from oral presentations • restate and execute multi-step oral instructions and directions

Group Work — The student will • employ group decision-making techniques such as problem-solving (define problem, divide

labor efficiently, identify solutions, select and implement optimal solutions) • listen attentively and respectfully to others in a group

Organization and Delivery of Oral Communications — The student will • select a focus, a point of view, an organizational format, and use voice modulation to

match the occasion • emphasize salient points to assist the listener in following main ideas and concepts • support opinions expressed with detailed evidence, visuals, or media displays, using

appropriate technology • use effective rate, correct grammar, clear enunciation, volume, pitch, tone, and align non-

verbal elements (charts, diagrams, body language) to hold audience attention • communicate orally with confidence • give directions clearly and accurately

Analysis and Evaluation of Oral and Media Communications — The student will • analyze the use of rhetorical devices for their intent and effects (cadence, repetitive patterns,

use of onomatopoeia) • identify persuasive or propaganda techniques used in television and identify false or

misleading information

Speaking Applications Using the Grade 6 Speaking Strategies Outlined in the Previous Standard — The student will

• deliver narrative presentations that -establish a context or create a point of view that indicates insight related to an experience -include sensory details and concrete language to develop plot and character -use a range of narrative strategies such as dialogue, tension, and suspense • speculate about the problems of a given situation (define the problem, postulate causes and

effects, and propose at least one solution) • offer persuasive evidence to validate the definition of the problem and the proposed

solution(s)

Language Arts Grade Six

Listening and Speaking Speaking Applications

Using the Grade 6 Speaking Strategies Outlined in the Previous Standard (continued) — The student will

• deliver informative presentations that: - pose relevant questions narrow enough to be completely and thoroughly covered - develop the topic with facts, details, examples, and explanations from multiple

authoritative sources (speakers, periodicals, on-line searches) • deliver an oral response to literature that:

- develops an interpretation which exhibits careful reading, understanding, and insight - organizes the interpretation around several clear ideas, premises, or images - develops and justifies an interpretation through sustained use of examples and textual

evidence • deliver persuasive presentations that state a clear position or proposal supported by

organized and relevant evidence

English Conventions

Grammar — The student will • identify and correctly use present perfect, past perfect, and future perfect tenses; subject-

verb agreement with compound subjects; and indefinite pronouns • identify subject, predicate, and parts of speech

Sentence Structure — The student will • use simple, compound, and compound-complex sentences • use effective coordination and subordination of ideas to express complete thoughts

Punctuation — The student will • punctuate and capitalize correctly in a variety of contexts including the use of:

- colons - semicolons - commas

Spelling — The student will • correctly spell:

- high frequency words - commonly misspelled words

• apply spelling rules Reading Word Analysis, Fluency, and Systematic Vocabulary Development

Vocabulary and Concept Development — The student will • recognize and interpret figures of speech, figurative language, and multiple meanings of words • recognize the origins and meanings of frequently used foreign words in English and use

these words accurately in speaking and writing • monitor expository writing for unknown words or words with novel meanings by using

context clues, phonics, and structural analysis skills to determine meaning • understand and explain "shades of meaning" of related words (cloudy vs. stormy or angry

vs. livid)

Language Arts Grade Six

Reading Comprehension (Focus on Informational Materials)

Structural Features of Informational Materials — The student will • identify and use the structural features of newspapers, magazines, editorials (print and

broadcast), and other non-fiction materials to gain meaning from text • understand and use the parts of a book (index, preface, table of contents...)

Comprehension and Analysis of Grade Level Appropriate Text — The student will • connect and clarify main ideas and concepts to other sources and related topics • use strategies to clarify meaning such as note taking, outlining, summarizing, and

writing a report • make warranted and responsible assertions about text with supporting and convincing

textual evidence Expository Critique — The student will

• note instances of unsupported inferences, fallacious reasoning, and persuasive or propaganda techniques in text

Literary Response and Analysis

Structural Features of Literature — The student will • distinguish among forms of fiction and describe the major characteristics of each

Narrative Analysis of Grade Level Appropriate Text — The student will • analyze how the qualities (courage or cowardice; ambition or laziness) of the character affect

the plot and the resolution of the conflict • analyze the influence of the setting on the problem and its resolution • define how mood or meaning is conveyed in poetry through word choice, figurative

language, line structure and length, punctuation, rhythm, repetition, and rhyme • identify the speaker and recognize the difference between first and third person narration • compare and contrast plots, characters, settings, and styles in narratives • relate literature to personal experience and to the content areas • read for pleasure • read silently for a minimum of thirty minutes daily • self-select appropriate literature • recognize and compare particular authors and illustrators • read a minimum of two core literature selections • recall narrative details • identify narrative sequence • predict narrative outcomes • relate cause and effect • make inferences

Literary criticism — The student will • critique the credibility of characters and the degree to which plots are contrived or are

realistic (compare use of fact and fantasy in historical fiction)

Language Arts Grade Six

Writing Writing Strategies

Organization and Focus — The student will • choose the appropriate form for writing purpose (letters, editorials, reviews, poems, reports,

narratives) • write text that: -evokes the interest of the reader and makes clear the purpose of the composition -develops the topic with introduction, body, and conclusion paragraphs • use a variety of effective and coherent graphic organizers to: -prewrite -compare and contrast -sort, classify, and order information • include specific details, exact verbs, adverbs, nouns, and adjectives to paint a visual

image in the mind of the reader Research and Technology — The student will

• use common reference sources, interviews, organizational features of electronic information, and library and interlibrary catalog databases to research information for specific purposes

• avoid overuse of quotations • avoid plagiarism Revising and Evaluating Writing — The student will • revise writing to improve organization and consistency in ideas among paragraphs • use proofreading symbols to edit personal and peer work • use legible cursive writing

Writing Applications Using the Grade 6 Writing Strategies Outlined in the Previous Standard — The student will • write narrative, expository, persuasive, and descriptive text (500 to 700 words),

demonstrating command of standard English • write narratives that:

- establish a context or create a point of view offering insight or meaning to the narrated experience - include sensory details and concrete language to develop plot and character - use a range of narrative strategies such as dialogue and suspense

• write research reports that: - pose relevant questions narrow enough to be thoroughly covered - support the main idea(s) with facts, details, examples, and explanations from multiple

authoritative sources (speakers, periodicals, on-line searches) - write a bibliography

(continued next page)

Language Arts Grade Six

Writing Writing Applications

Using the Grade 6 Writing Strategies Outlined in the Previous Standard (continued) — The student will • write a response to literature that:

- develops an interpretation which exhibits careful reading, understanding, and insight - organizes the interpretation around several clear ideas, premises, or images - develops and justifies the interpretation using sufficient examples and textual evidence

• write persuasive text that: - states a clear position in support of a proposition or proposal - supports the position with organized and relevant evidence

• write expository text that - states the thesis or purpose of the paper, describing the situation - follows an organizational pattern particular to its type - offers persuasive evidence for the validity of the thesis, proposed solution, etc.

Mathematics Grade Six

A mathematically powerful person uses the integration of thinking, tools and techniques, communication, and ideas to solve problems.

Students compare and order positive and negative fractions, decimals, and mixed numbers. Solve problems involving fractions, ratios, proportions, and percentages — The student will

• compare and order positive and negative fractions, decimals, and mixed numbers and place them on a number line

• interpret and use ratios in different contexts (batting averages, miles per hour) to show the relative sizes of two quantities, using appropriate notations (a/b, a to b, a:b)

• use proportions to solve problems (determine the value of N if 4/7 = N/21, find the length of a side of a polygon similar to a known polygon). Use cross-multiplication as a method for solving such problems, understanding it as the multiplication of both sides of an equation by a multiplicative inverse.

• calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips

Students calculate and solve problems involving addition, subtraction, multiplication, and division — The student will

• solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation

• explain the meaning of multiplication and division of positive fractions and perform the calculations (5/8 ÷ 15/16 = 5/8 x 16/15 = 2/3)

• solve addition, subtraction, multiplication, and division problems, including those arising in concrete situations, that use positive and negative integers and combinations of these operations

• determine the least common multiple and the greatest common divisor of whole numbers; use them to solve problems with fractions (to find a common denominator to add two fractions or to find the reduced form for a fraction)

Algebra and Functions

Students write verbal expressions and sentences as algebraic expressions and equations; they evaluate algebraic expressions, solve simple linear equations, and graph and interpret their results — The student will

• write and solve one-step linear equations with one variable • write and evaluate an algebraic expression for a given situation using up to three

variables • apply algebraic order of operations and the commutative, associative, and distributive

properties to evaluate expressions; and justify each step in the process • solve problems manually by using the correct order of operations or by using a scientific

calculator Students analyze and use tables, graphs, and rules to solve problems involving rates and proportions — The student will

• convert one unit of measurement to another (from feet to miles, from centimeters to inches) • demonstrate an understanding that rate is a measure of one quantity per unit value of

another quantity • solve problems involving rates, average speed, distance, and time

(continued next page)

Mathematics Grade Six

Students investigate geometric patterns and describe them algebraically — The student will • use variables in expressions describing geometric quantities ( P= 2w + 2l, C= π d—the

formulas for the perimeter of a rectangle and the circumference of a circle, respectively) • express in symbolic form simple relationships arising from geometry

Measurement and Geometry

Students deepen their understanding of the measurement of plane and solid shapes and use this understanding to solve problems — The student will

• understand the concept of a constant such as π; know the formulas for the circumference and area of a circle

• know common estimates of π (3.14; 22/7) and use these values to estimate and calculate the circumference and the area of circles; compare with actual measurements

• know and use the formulas for the volume of triangular prisms and cylinders (area of base x height); compare these formulas and explain the similarity between them and the formula for the volume of a rectangular solid

Students identify and describe the properties of two-dimensional figures — The student will • identify angles as vertical, adjacent, complementary, or supplementary and provide

descriptions of these terms • use the properties of complementary and supplementary angles and the sum of the

angles of a triangle to solve problems involving an unknown angle • draw quadrilaterals and triangles from given information about them (a quadrilateral

having equal sides but no right angles, a right isosceles triangle)

Statistics, Data Analysis, and Probability Students compute and analyze statistical measurements for data sets — The student will

• compute the range, mean, median, and mode of data sets • understand how additional data added to data sets may affect these computations of

measures of central tendency • understand how the inclusion or exclusion of outliners affect measures of central

tendency • know why a specific measure of central tendency (mean, median, mode) provides the most

useful information in a given context Students use data samples of a populations and describe the characteristics and limitations of the samples — The student will

• compare different samples of a populations with the data from the entire population and identify a situation in which it makes sense to use a sample

• identify different ways of selecting a sample (convenience sampling, responses to a survey, random sampling) and which method makes a sample more representative for a population

• analyze data displays and explain why the way in which the questions was asked might have influenced the results obtained and why the way in which the results were displayed might have influenced the conclusions reached

• identify data that represents sampling errors and explain why the sample (and the display) might be biased

• identify claims based on statistical data and, in simple cases, evaluate the validity of the claims

Mathematics Grade Six

Students determine theoretical and experimental probabilities and use these to make predictions about events — The student will

• represent all possible outcomes for compound events in an organized way (tables, grids, tree diagrams) and express the theoretical probability of each outcome

• use data to estimate the probability of future events (batting averages or number of accidents per mile driven)

• represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1-P is the probability of an event not occurring

• understand that the probability of either of two disjoint events occurring is the sum of the two individual probabilities and that the probability of one event following another, in independent trials, is the product of the two probabilities

• understand the difference between independent and dependent events

Mathematical Reasoning Students make decisions about how to approach problems — The student will

• analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns

• formulate and justify mathematical conjectures based upon a general description of the mathematical questions or problem posed

• determine when and how to break a problem into simpler parts Students use strategies, skills, and concepts in finding solutions — The student will

• use estimation to verify the reasonableness of calculated results • apply strategies and results from simpler problems to more complex problem • estimate unknown quantities graphically and solve for them by using logical reasoning

and arithmetic and algebraic techniques • use a variety of methods, such as words, numbers, symbols, charts, graphs, tables,

diagrams, and models, to explain mathematical reasoning • express the solution clearly and logically by using the appropriate mathematical notation

and terms and clear language; support solutions with evidence in both verbal and symbolic work

• indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy

• make precise calculations and check the validity of the results from the context of the problem

Students move beyond a particular problem by generalizing to other situations — The student will

• evaluate the reasonableness of the solution in the context of the original situation • note the method of deriving the solution and demonstrate a conceptual understanding of

the derivation by solving similar problems • develop generalizations of the results obtained and the strategies used and apply them to

new problem situations

Physical Education Grade Six The goal of a comprehensive, articulated physical education program is to develop physically educated individuals. The movement, self-image, and social development standards listed below interact with each other to help students achieve this goal. Movement Skills and Movement Knowledge — The student will

• combine physical skills in cooperative activities to play organized games • apply learned motor skills to sports and activities • integrate and refine non-locomotor and locomotor movements to perform specific skills

needed in games and activities • incorporate equipment in standard activities, games, and sports • devise new uses of equipment • learn a sequence of movements that combine into a dance routine (line dances, square

dances…) • participate in games requiring strategies and complex rules

Self-Image and Personal Development — The student will • experience opportunities for success and achievement through physical activity • practice to improve performance • improve physical self by applying concepts of nutrition, exercise, cardio-respiratory

endurance, flexibility, and strength

Social Development and Sportsmanship — The student will (These expectations are basic to all grade levels and apply to both physical and academic skills.) • report performance honestly • take turns • encourage others • accept and respect individual differences • cooperate with others • accept the decisions of officials and adults • win and lose gracefully • take responsibility for personal actions • have a positive attitude • respect property and equipment • respect and follow rules that allow for fair play and safety

Science Grade Six The science curriculum focuses on the earth, life, and physical sciences. Connections are made between these disciplines through an articulated kindergarten-through-grade-six curriculum. Using a scientific approach to problem solving, students engage in hands-on activities and participate in textbook and technology-enhanced lessons.

Physical Sciences Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept: Students know—

• evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones

• Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core

• lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle

• that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface

• major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions

• how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics

• how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region

Shaping Earth’s Surface Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept: Students know—

• water running downhill is the dominant process in shaping the landscape, including California’s landscape

• rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns

• beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves

• earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

Physical Science—Heat (Thermal Energy) Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept: Students know—

• energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects

• that when fuel is consumed, most of the energy released becomes heat energy • heat flows in solids by conduction (which involves no flow of matter) and in fluids by

conduction and by convection (which involves flow of matter) • heat energy is also transferred between objects by radiation (radiation can travel through

space)

Science Grade Six Energy in the Earth System Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept: Students know—

• the Sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle

• solar energy reaches Earth through radiation, mostly in the form of visible light • heat from Earth’s interior reaches the surface primarily through convection • convection currents distribute heat in the atmosphere and oceans • differences in pressure, heat, air movement, and humidity result in changes of weather

Life Science—Ecology Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: Students know—

• energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs

• matter is transferred over time from one organism to others in the food web and between organisms and the physical environment

• populations of organisms can be categorized by the functions they serve in an ecosystem

• different kinds of organisms may play similar ecological roles in similar biomes • the number and types of organisms an ecosystem can support depends on the resources

available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition

Resources Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept: Students know—

• the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process

• different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable

• the natural origin of the materials used to make common objects Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will—

• develop a hypothesis • select and use appropriate tools and technology (including calculators, computers,

balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data

Science Grade Six Investigation and Experimentation Students will—

• construct appropriate graphs from data and develop qualitative statements about the relationships between variables

• communicate the steps and results from an investigation in written reports and oral presentations

• recognize whether evidence is consistent with a proposed explanation • read a topographic map and a geologic map for evidence provided on the maps and

construct and interpret a simple scale map • interpret events by sequence and time from natural phenomena (the relative ages of rocks

and intrusions…) • identify changes in natural phenomena over time without manipulating the phenomena

(a tree limb, a grove of trees, a stream, a hillslope…)

Study Skills Grade Six Specific skills are necessary for success in all areas of the curriculum. The extent to which students demonstrate the expectations below are dependent upon the grade level and the content area to which they are applied. Independent Organization Skills — The student

• is organized to work effectively • works independently • follows written and verbal directions • works cooperatively

Library/Research Skills — The student • selects, checks out, and returns materials independently and on time • locates books by author, title, and subject using the automatic cataloging system and

call number • identifies classifications using the Dewey Decimal System • demonstrates the proper care and handling of books • uses common reference sources including technology (as available) • skims to locate information • takes and organizes notes • prepares a basic outline • prepares a research report that includes the use of note cards for the organization of

content, rough draft, final draft, and bibliography • understands the concept of plagiarism