2-D Art Curriculum Map

Unit Name Grade Days Architecture/Drafting 6(1-4) 5 Design (Space Planning and Color) 6(1-4) 5 Drawing 6(1-4) 14 Painting 6(1-4) 5 Perspective 6(1-4) 7 Art history/ culture 6(1-4) 5 Collage 6(1-4) 4

6th Grade Units Covered: Architecture/Drafting, Design (Space Planning and Color), Drawing, Painting, Art History, Perspective and Collage. Standards Introduced: 6.1- Students analyze relationships between artwork and the cultures of origin, including icons in contemporary works and uses of imagery in visual culture. They identify local art-related careers and support for arts providers, utilizing community art resources and evaluating their effect on daily life. 6.3- Students apply properties in works of art to adopt and defend a critical stance. They share peer perspectives in constructing meaning and developing well-supported interpretations. 6.5- Students consider the role of aesthetic experience and its personal significance. They identify problems or puzzles in works and hypothesize solutions, and they consider and discuss diverse aesthetic issues. 6.6- Students create artwork demonstrating refined perceptual skills and expanded subject matter, media, and techniques. They evidence judicious selection of symbols, metaphors, and subject matter. Work reveals a process of critique, reflections, and revision., application of self-assessment and peer critiques, and mutual respect. 6.7- Students apply the elements and principles and distinguish varied lines, shapes, textures, colors, and space, and the use of balance, proportion, rhythm, variety, repetition, and movement in works of art. They utilize visual characteristics of given media and employ appropriate media and processes in artwork, demonstrating safe and proper use of materials.

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3D art 6th Grade Curriculum Map

Unit Name Grade Period Days Color 1-4 15 Design 1-4 20 Painting 1-4 10 Sculpture 1-4 25 Ceramics 1-4 5 Printmaking 1-4 5 Art history/ culture 1-4 10 Fibers 1-4 5 * All units have over lap 1-4

6th Grade Units Covered: color, design, painting, sculpture, ceramics, printmaking, fibers, art culture, fibers Standards Introduced: 6.1- Students analyze relationships between artwork and the cultures of origin, including icons in contemporary works and uses of imagery in visual culture. They identify local art-related careers and support for arts providers, utilizing community art resources and evaluating their effect on daily life. 6.3- Students apply properties in works of art to adopt and defend a critical stance. They share peer perspectives in constructing meaning and developing well-supported interpretations. 6.5- Students consider the role of aesthetic experience and its personal significance. They identify problems or puzzles in works and hypothesize solutions, and they consider and discuss diverse aesthetic issues. 6.6- Students create artwork demonstrating refined perceptual skills and expanded subject matter, media, and techniques. They evidence judicious selection of symbols, metaphors, and subject matter. Work reveals a process of critique, reflections, and revision., application of self-assessment and peer critiques, and mutual respect. 6.7- Students apply the elements and principles and distinguish varied lines, shapes, textures, colors, and space, and the use of balance, proportion, rhythm, variety, repetition, and movement in works of art. They utilize visual characteristics of given media and employ appropriate media and processes in artwork, demonstrating safe and proper use of materials.

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6th Grade Band Curriculum Map

Unit Name Grading Period Days Exploring the instruments- Proper Tone Production 1-4 36 Listening – history 1-4 36 Basic Music Theory 1-4 36 Instrument assembly, care, and posture, breathing 1-4 36 Concerts and solo and ensemble playing 1-4 36

1st Nine Weeks Units Covered: Exploring the instruments- Proper Tone Production Listening – history Basic Music Theory Instrument assembly, care, and posture, breathing Concerts and solo and ensemble playing Essential elements 2000 Book 1 Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy Neal Klein Morton, pub. McDonald. Standards introduced: Standard 2: PERFORMING MUSIC: Playing an instrument alone and with others EX6.2 Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor. EX6.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading. EX6.2.2 Play pitched and non-pitched classroom instruments using correct techniques for producing sound. EX6.2.3 Play I, IV, and V chord patterns independently or as part of an ensemble. EX6.2.4 Play melodies and accompaniments of various styles and cultures independently or in ensembles. EX6.2.5 Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and dynamics. EX6.2.6 Maintain an independent part on an instrument in a group while following the cues of a conductor. Standard 5: RESPONDING TO MUSIC: Reading, notating, and interpreting music EX6.5 Students read and notate music in the treble clef and play or sing melodies in

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various keys and meters. They use appropriate musical terminology relating to dynamics, tempo, articulation, and expression.

EX6.5.1 Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meters. EX6.5.2 Identify and notate rhythms and melodies from aural examples. EX6.5.3 Read and perform simple melodies in a variety of key signatures in the treble clef using solfege, note names, or numbers. EX6.5.4 Identify and apply musical terms for dynamics, tempo, articulation, and expression. EX6.5.5 Identify examples of non-standard notation. Standard 6: RESPONDING TO MUSIC: Listening to, analyzing, and describing music EX6.6 Students recognize, identify, and describe musical elements, styles, and works from various periods and cultures. They distinguish vocal and instrumental timbres. EX6.6.1 Identify and describe musical elements such as rhythmic and melodic ideas, tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a particular emotion or mood. EX6.6.2 Identify musical forms in aural examples such as AB, ABA, theme and variations, and rondo. EX6.6.3 Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods. EX6.6.4 Identify singers by vocal range and distinguish types of vocal ensembles. EX6.6.5 Visually and aurally identify traditional string, wind, and percussion instruments, folk instruments, electronic instruments, and those from world cultures. Standard 7: RESPONDING TO MUSIC: Evaluating music and music performances EX6.7 Students determine characteristics of effective musical compositions and performances and evaluate them based on collaboratively developed rubrics. EX6.7.1 Define and discuss characteristics of a variety of effective musical works such as repetition and contrast and rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently. EX6.7.2 Listen to and compare examples of a particular style or genre using basic music terminology. EX6.7.3 Identify characteristics of effective performance of various styles of music and create a rubric to evaluate specific examples.

2nd Nine Weeks Units Covered: Exploring the instruments- Proper Tone Production Listening – history Basic Music Theory Instrument assembly, care, and posture, breathing Concerts and solo and ensemble playing Essential elements 2000 Book 1

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Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy Neal Klein Morton, pub. McDonald . Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Standards introduced: Standard 1: PERFORMING MUSIC: Singing alone and with others EX6.1 Students sing independently and in groups, applying good vocal technique and exploring the changing voice. They sing music of various styles and cultures appropriately and expressively. Students sing accompanied and unaccompanied in unison and parts, from memory, and using a musical score. They follow the directions of a conductor.

EX6.1.1 Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality, and posture. EX6.1.2 Explore the changing voice and expanding vocal range. EX6.1.3 Sing expressively with attention to dynamics, phrasing, and articulation. EX6.1.4 Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation of languages, and movement when appropriate. EX6.1.5 Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a cappella and with varied accompaniment. EX6.1.6 Sing using a score and from memory, following the cues of a conductor. Standard 8: RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts EX6.8 Students discover elements common to music and disciplines across the curriculum. They explore ways to enhance understanding of specific topics through interdisciplinary activities.

EX6.8.1 From a list of the elements of music, the elements of art (line, color, shape, value, texture, form, and space), and the principles of design (unity, variety, emphasis, balance, proportion, pattern, and rhythm), map correlations with dance, drama, and other curricular areas. EX6.8.2 Respond to specific writing prompts such as, "How is listening to music different than looking at art or reading a poem?" EX6.8.3 Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities. Standard 9: RESPONDING TO MUSIC: Understanding music in relation to history and culture EX6.9 Students recognize and experience music that influenced cultural trends of the past

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as well as that of present day cultures. They examine their own musical experiences and identify career opportunities in music related to contemporary culture. EX6.9.1 Investigate past and contemporary uses of music to influence societal change such as the political context of "Yankee Doodle," or protest songs like "Blowin' in the Wind" or "I Am Woman." EX6.9.2 Listen to specific examples of program music related to historical events in Europe and the Americas such as Tchaikovsky's "1812 Overture" and place them on a timeline. EX6.9.3 Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time. EX6.9.4 Explore various musical styles and genres of Europe and the Americas and learn related dances including square dance, folk dance, traditional dance, and popular dance. EX6.9.5 Reflect on the way that music is a part of individual experience through activities such as responding to the writing prompt, "Write your own personal music history, beginning with the first music-making experience that you remember." EX6.9.6 Identify various career opportunities related to contemporary American music.

3rd Nine Weeks Units Covered: Exploring the instruments- Proper Tone Production Listening – history Basic Music Theory Instrument assembly, care, and posture, breathing Concerts and solo and ensemble playing Essential elements 2000 Book 1 Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy Neal Klein Morton, pub. McDonald Standard 4: CREATING MUSIC: Composing and arranging music within specified guidelines EX6.4 Students compose melodic and rhythmic patterns, make simple two-part arrangements, and create sound effects for literary pieces. EX6.4.1 Compose short melodic and rhythmic patterns for voice or instruments within established guidelines. EX6.4.2 Create sound effects to accompany a reading or drama. EX6.4.3 Arrange a given short two-part song by re-assigning voice or instrumentation for each part using traditional or electronic sources.

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4th Nine Weeks Units Covered: Exploring the instruments- Proper Tone Production Listening – history Basic Music Theory Instrument assembly, care, and posture, breathing Concerts and solo and ensemble playing Essential elements 2000 Book 1 Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy Neal Klein Morton, pub. McDonald Standard 3: CREATING MUSIC: Improvising melodies, variations, and accompaniments EX6.3 Students improvise sung or instrumental responses, melodies, and accompaniments. They create accompaniments to literary pieces and follow a conductor's directions in improvising short musical compositions. They improvise movement in response to music. EX6.3.1 Sing or play extended responses to teacher or student questions. EX6.3.2 Improvise rhythmic accompaniments to classroom or recorded songs. EX6.3.3 Improvise independently with voice or instruments to create a short piece as directed by a teacher or student conductor. EX6.3.4 Improvise appropriate rhythmic movement to accompany a song or instrumental piece. EX6.3.5 Use voices, instruments, or computer software to create appropriate sound effects as accompaniments to a poem or short story.

6th Grade Business Technology Curriculum Map

Unit Name Grading Period Days

Keyboarding /Microsoft Suite Projects 1 44 Keyboarding /Microsoft Suite Projects 2 48 Keyboarding /Microsoft Suite Projects 3 42 Keyboarding /Microsoft Suite Projects 4 46

Nine Weeks 6 Basic Operations and Concepts 6.1.1 Identify components of a computer, operating system, and application software. 6.1.2 Use a mouse (point, click, and drag). 6.1.3 Use computer terminology appropriately, including: monitor, CPU, screen saver, mouse, keyboard, printer, desktop, icons, buttons, function keys, insertion point, scroll bar, CD-ROM, RAM, disk drive, and task bar. 6.1.4 Demonstrate start-up and shut-down procedures. 6.1.5 Use icons appropriately. 6.1.6 Open and exit applications. 6.1.7 Open and close files. 6.1.8 Use the menu bar and toolbars appropriately. 6.1.9 Use help. 6.1.10 Create, name and save files. 6.1.11 Access programs, folders, and files and save to network folders, disks, and/or CD’s. 6.1.12 Create and use a structure of files and folders. 6.1.13 Multitask, opening two or more files and/or programs at once. 6.1.14 Print documents. Keyboarding/Computer Applications Proficiencies 6.2.1 Demonstrate right/left hand on appropriate sides of the keyboard. 6.2.2 Demonstrate appropriate application of special keys as needed (for example, space key, arrow keys, shift key, backspace key, and delete key). 6.2.3 Demonstrate location of alphabetic keys. 6.2.4 Demonstrate correct arm/hand posture. 6.2.6 Demonstrate correct body posture. 6.2.7 Improve keyboarding proficiency and accuracy by decreasing typographical errors. 6.2.7 Demonstrate appropriate conduct in the classroom and proper handling of equipment and supplies. 6.2.8 Acquire knowledge of and demonstrate proper application of classroom ethics. 6.2.10 Use appropriate start up and exit procedures including transfer of knowledge to different equipment and systems.

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6.2.11 Use computer and keyboarding terms correctly. 6.2.12 Demonstrate appropriate use of peripheral devices such as mouse, printer, scanner, digital cameras, etc. 6.2.5 Use the correct finger reaches and stroking technique while learning touch keyboarding. projects. 6.3.14 Use computer drawing tools. Social Ethical and Human Issues 6.4.1 Demonstrate appropriate behavior when using computers. 6.4.2 Demonstrate proper use and care of all computer components, peripherals, media, and supplies. 6.4.3 Apply ethical standards to all computer-related work. 6.4.4 Recognize and respect copyright laws including software licensing laws. 6.4.5 Recognize the importance of correct computer techniques in preventing health problems, such as repetitive motion injuries. 6.4.6 Recognize the social and ethical risks of viewing and interacting with inappropriate internet sites. 6.4.7 Explore job trends and possible careers

6th Grade Choir Curriculum Map

Unit Name Grading Period Days Singing, Playing recorders, Reading and notation of music

1 44

Singing, Playing recorders, Evaluating music and music performances

2 48

Singing, Playing recorders, listening to and analyzing music, composing and arranging music, improvising music

3 42

Singing, Playing recorders, Understanding music in relation to the other arts, Understanding music in relation to history and culture

4 46

1st Nine Weeks Units Covered: Experiencing Choral Music Sight-Singing textbook Grades 6-7, McGraw Hill, pub. Hal Leonard, Chapters 1 and 2, pp 1-22. Experiencing Choral Music, Unison, 2-Part, Grades 6-7, Lessons 1-4, pp2-33 Supplemental sight reading materials from Junior High Sight-reading Examples, Thomas Stokes, Traverse Area Junior High, SA/SSA, pp 1-14 Supplemental sheet music for concerts, representing music of different styles and genres. Supplemental music theory worksheets from Boston MS Teacher Resource Handbook. Standards introduced: 6.1.1 Identify and demonstrate proper vocal technique including good breath control, pitch,

diction, tone quality, and posture. 6.1.2 Explore the changing voice and expanding vocal range through warm-ups, breathing

exercises, and appropriate repertoire. 6.1.4 Sing a variety of vocal repertoire with independent parts at an appropriate level of difficulty

alone or in groups, both from a score and from memory. 6.1.5 Sing accompanied and a cappella repertoire in a variety of languages, styles, and genres.

Add movement or body percussion when appropriate to enhance authentic performance. 6.1.6 Follow the directions of a conductor. 6.2.1 Echo rhythmic, melodic, and harmonic patterns on classroom instruments.

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6.3.1 Improvise call and response conversations in vocal and rhythmic warm-ups. 6.5.1 Read and sing appropriate repertoire written in treble clef. 6.5.2 Sight-read music written in treble clef, major keys, and duple or triple meter using solfège,

note names, or numbers. 6.8.1 Explore the relationship of music and text in repertoire being studied. 6.8.4 Understand the physiological basis for good singing, posture, and technique, and

demonstrate healthy singing habits. 6.8.3 Keep a journal of written responses to choral examples heard in class.

2nd Nine Weeks Units covered: Experiencing Choral Music Sight-Singing textbook Grades 6-7, McGraw Hill, pub. Hal Leonard, Chapters 3 and 4, pp 23-57. Experiencing Choral Music, Unison, 2-Part, Grades 6-7, Lessons 5-8, pp 34-71. Supplemental sight reading materials from Junior High Sight-reading Examples, Thomas Stokes, Traverse Area Junior High, SA/SSA, pp15-18 Supplemental sheet music for concerts, representing music of different styles and genres. Supplemental music theory worksheets from Boston MS Teacher Resource Handbook. Standards introduced: 6.1.3 Sing expressively with attention to blend, balance, dynamics, phrasing, and articulation. 6.3.2 Improvise sung melodies to a steady beat over an established accompaniment. 6.4.1 Compose warms-ups based on repertoire being studied. 6.4.2 Plan an accompaniment such as a descant or rhythmic part to be used in performance of

repertoire. 6.6.2 Listen to and describe the relationship of each voice part and the accompaniment in a choral

work being rehearsed, using appropriate terminology. 6.6.3 Describe how a composer may have used musical elements to convey a particular mood in

repertoire being studied. 6.7.2 Listen to recordings and live performances of age appropriate singers and repertoire. Apply

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established criteria to evaluate the performances. 6.7.3 Apply established criteria to evaluate performances of own ensemble. 6.7.4 Identify and demonstrate appropriate performance behaviors. 6.8.5 Identify life skills developed in music studies and activities such as cooperation, effort,

perseverance, and respect that transfer to other disciplines and contexts. 6.9.1 Explore the genre, style, composer, and historical background of repertoire being studied. 6.9.2 Sing in languages from various cultures using accurate pronunciation and diction. 6.9.3 Perform choral repertoire in an authentic style that reflects the origin of the music.

3rd Nine Weeks Units covered: Experiencing Choral Music Sight-Singing textbook Grades 6-7, McGraw Hill, pub. Hal Leonard, Chapters 5 and 6, pp 58-91. Experiencing Choral Music, Unison, 2-Part, Grades 6-7, Lessons 9-12, pp 72-104. Supplemental sight reading materials from Junior High Sight-reading Examples, Thomas Stokes, Traverse Area Junior High, SA/SSA, pp 19-23. Supplemental sheet music for concerts, representing music of different historical periods and cultures. Supplemental music theory worksheets from Boston MS Teacher Resource Handbook. Standards introduced: 6.2.2 Accompany selected vocal repertoire with tonal and rhythmic patterns performed on

traditional or culturally authentic instruments with expression, dynamic contrast, and appropriate technique and style.

6.3.3 Vary a familiar melody by adding or changing notes or altering the rhythmic structure of the

melody as in gospel music. 6.5.3 Identify and apply musical symbols found in scores. 6.7.1 Use appropriate musical terminology in establishing criteria and creating a rubric to be used

in evaluating the quality of choral performances. 6.8.2 Apply mathematical concepts to the understanding of rhythms encountered in choral

repertoire.

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4th Nine Weeks

Units Covered: Experiencing Choral Music Sight-Singing textbook Grades 6-7, McGraw Hill, pub. Hal Leonard, Chapters 7 and 8, pp 92-126 Experiencing Choral Music, Unison, 2-Part, Grades 6-7, Music and History, materials chosen from pp 105-243. Supplemental sight reading materials from Junior High Sight-reading Examples, Thomas Stokes, Traverse Area Junior High, SA/SSA, materials chosen from pp 23-46. Supplemental sheet music for concerts, representing music of different historical periods and cultures. Supplemental music theory worksheets from Boston MS Teacher Resource Handbook. Standards introduced: 6.5.4 Interpret and perform examples of non-standard notation in scores. 6.6.1 Listen to recordings of age appropriate singers and repertoire. Identify and describe type of

ensemble, a cappella or accompanied performance, and basic musical form, style, and genre.

6.9.4 Understand vocal styles appropriate to specific settings. 6.9.5 Discuss the roles of various choral ensembles in the community and opportunities for

participation.

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6th Grade Exploratory Music Curriculum Map Unit Name Grading Period Days

Piano and Recorder 1 44 Guitar 2 48 Computer Music/Composition 3 42 Percussion/Rock Band 4 46

1st Nine Weeks Units Covered: Piano, Recorder, Music Theory, Listening Teaching Little Fingers To Play, John Thompson, Willis Music Company, pp 1-16. My Recorder Book, Sandy Feldstein, pub. PlayinTime Productions, Inc., pp 1-23 Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy Neal Klein Morton, pub. McDonald. Standards introduced: Standard 2: PERFORMING MUSIC: Playing an instrument alone and with others EX6.2 Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor. EX6.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading. EX6.2.2 Play pitched and non-pitched classroom instruments using correct techniques for producing sound. EX6.2.3 Play I, IV, and V chord patterns independently or as part of an ensemble. EX6.2.4 Play melodies and accompaniments of various styles and cultures independently or in ensembles. EX6.2.5 Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and dynamics. EX6.2.6 Maintain an independent part on an instrument in a group while following the cues of a conductor. Standard 5: RESPONDING TO MUSIC: Reading, notating, and interpreting music EX6.5 Students read and notate music in the treble clef and play or sing melodies in various keys and meters. They use appropriate musical terminology relating to dynamics, tempo, articulation, and expression.

EX6.5.1 Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meters. EX6.5.2 Identify and notate rhythms and melodies from aural examples.

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EX6.5.3 Read and perform simple melodies in a variety of key signatures in the treble clef using solfege, note names, or numbers. EX6.5.4 Identify and apply musical terms for dynamics, tempo, articulation, and expression. EX6.5.5 Identify examples of non-standard notation. Standard 6: RESPONDING TO MUSIC: Listening to, analyzing, and describing music EX6.6 Students recognize, identify, and describe musical elements, styles, and works from various periods and cultures. They distinguish vocal and instrumental timbres. EX6.6.1 Identify and describe musical elements such as rhythmic and melodic ideas, tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a particular emotion or mood. EX6.6.2 Identify musical forms in aural examples such as AB, ABA, theme and variations, and rondo. EX6.6.3 Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods. EX6.6.4 Identify singers by vocal range and distinguish types of vocal ensembles. EX6.6.5 Visually and aurally identify traditional string, wind, and percussion instruments, folk instruments, electronic instruments, and those from world cultures. Standard 7: RESPONDING TO MUSIC: Evaluating music and music performances EX6.7 Students determine characteristics of effective musical compositions and performances and evaluate them based on collaboratively developed rubrics. EX6.7.1 Define and discuss characteristics of a variety of effective musical works such as repetition and contrast and rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently. EX6.7.2 Listen to and compare examples of a particular style or genre using basic music terminology. EX6.7.3 Identify characteristics of effective performance of various styles of music and create a rubric to evaluate specific examples.

2nd Nine Weeks Units covered: Guitar, Music Genres, Music History, Chords, Rock and Blues Progressions Contemporary Class Guitar, Will Schmid, pub. Hal Leonard-pp 1-18. Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy Neal Klein Morton, pub. McDonald. Standards introduced: Standard 1: PERFORMING MUSIC: Singing alone and with others EX6.1 Students sing independently and in groups, applying good vocal technique and exploring the changing voice. They sing music of various styles and cultures

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appropriately and expressively. Students sing accompanied and unaccompanied in unison and parts, from memory, and using a musical score. They follow the directions of a conductor.

EX6.1.1 Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality, and posture. EX6.1.2 Explore the changing voice and expanding vocal range. EX6.1.3 Sing expressively with attention to dynamics, phrasing, and articulation. EX6.1.4 Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation of languages, and movement when appropriate. EX6.1.5 Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a cappella and with varied accompaniment. EX6.1.6 Sing using a score and from memory, following the cues of a conductor. Standard 8: RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts EX6.8 Students discover elements common to music and disciplines across the curriculum. They explore ways to enhance understanding of specific topics through interdisciplinary activities.

EX6.8.1 From a list of the elements of music, the elements of art (line, color, shape, value, texture, form, and space), and the principles of design (unity, variety, emphasis, balance, proportion, pattern, and rhythm), map correlations with dance, drama, and other curricular areas. EX6.8.2 Respond to specific writing prompts such as, "How is listening to music different than looking at art or reading a poem?" EX6.8.3 Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities. Standard 9: RESPONDING TO MUSIC: Understanding music in relation to history and culture EX6.9 Students recognize and experience music that influenced cultural trends of the past as well as that of present day cultures. They examine their own musical experiences and identify career opportunities in music related to contemporary culture. EX6.9.1 Investigate past and contemporary uses of music to influence societal change such as the political context of "Yankee Doodle," or protest songs like "Blowin' in the Wind" or "I Am Woman." EX6.9.2 Listen to specific examples of program music related to historical events in Europe and the Americas such as Tchaikovsky's "1812 Overture" and place them on a timeline. EX6.9.3 Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time. EX6.9.4 Explore various musical styles and genres of Europe and the Americas and learn related dances including square dance, folk dance, traditional dance, and popular dance. EX6.9.5 Reflect on the way that music is a part of individual experience through activities such as responding to the writing prompt, "Write your own personal music

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history, beginning with the first music-making experience that you remember." EX6.9.6 Identify various career opportunities related to contemporary American music.

3rd Nine Weeks Units covered: Computer Music, Composing Music, Arranging Music Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy Neal Klein Morton, pub. McDonald. Standard 4: CREATING MUSIC: Composing and arranging music within specified guidelines EX6.4 Students compose melodic and rhythmic patterns, make simple two-part arrangements, and create sound effects for literary pieces. EX6.4.1 Compose short melodic and rhythmic patterns for voice or instruments within established guidelines. EX6.4.2 Create sound effects to accompany a reading or drama. EX6.4.3 Arrange a given short two-part song by re-assigning voice or instrumentation for each part using traditional or electronic sources.

4th Nine Weeks Units Covered: Percussion, Reading and Writing Rhythms, Meter, Improvising. Band Method: Drums-Book 1, Ed Sueta, pub. Macie Publishing Co., pp 1-11. Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Journal entries and listening based on www.npr.com and Music Journal Topics by Peggy Neal Klein Morton, pub. McDonald. Standard 3: CREATING MUSIC: Improvising melodies, variations, and accompaniments EX6.3 Students improvise sung or instrumental responses, melodies, and accompaniments. They create accompaniments to literary pieces and follow a conductor's directions in improvising short musical compositions. They improvise movement in response to music. EX6.3.1 Sing or play extended responses to teacher or student questions. EX6.3.2 Improvise rhythmic accompaniments to classroom or recorded songs. EX6.3.3 Improvise independently with voice or instruments to create a short piece as directed by a teacher or student conductor. EX6.3.4 Improvise appropriate rhythmic movement to accompany a song or instrumental piece. EX6.3.5 Use voices, instruments, or computer software to create appropriate sound effects as accompaniments to a poem or short story.

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6 Grade FACS II Curriculum Map

Unit Name Grading Period Days Self-Concept 1, 2, 3, 4 4-5 Decision Making 1, 2, 3, 4 4 Friendship/Character 1, 2, 3, 4 3-4 Standards of Behavior 1, 2, 3, 4 3 Personality & Peer Pressure 1, 2, 3, 4 2-3 Communication 1, 2, 3, 4 3 Self-esteem & Conflict 1, 2, 3, 4 3-4 Grooming/Appearance 1, 2, 3, 4 4 Stress 1, 2, 3, 4 4-5 Getting Along with Families Family Changes

1, 2, 3, 4 4-5 6-7

6th grade Rotation Units & Standards Covered: MS.1.1 Standards and ethics MS.1.2 Goals, priorities, values MS.1.14 Roles, responsibilities, and life events MS.1.11 Decision-making and planning processes MS.1.12 Choices, options and consequences MS.4.3 Roles and responsibilities MS.4.4 Dealing with a changing world MS.5.1 Leadership skills and styles MS.5.2 Assuming responsibility for choices and actions MS.5.4 Character/citizenship, service MS.5.7 Communication skills and styles MS.5.9 Conflict prevention and resolution MS.5.12 Peer Pressure

6th Grade FACS Curriculum Map

Unit Name Grading Period Days Food Sanitation & Safety 1,2,3,4 10 Recipes & Measurement 1,2,3,4 5 Manners & Table Setting 1,2,3,4 4 Kitchen Equipment & Cooking Terms 1,2,3,4 4 Lab Procedures 1,2,3,4 2 Cooking Labs 1,2,3,4 10 Clothing Care 1,2,3,4 5 Reduce, Reuse, Recycle 1,2,3,4 5

6th Grade Standards Introduced: Standard 2 Apply management practices to financial, personal, family and environmental resources. 2.2 Time management 2.10 Reading use/care labels and manuals 2.11 Care, repair and storage of personal resources 2.12 Clothing care, repair, stain removal, laundry 2.14 Reduce, reuse, recycle Standard 3 Demonstrate nutrition, wellness, and food preparation practices that enhance individual and family well being. 3.8 Food safety and sanitation 3.10 Laboratory/kitchen safety and sanitation 3.11 Cooking terms, abbreviations, measurements 3.12 Reading and using recipes 3.14 Teamwork in the foods laboratory Standard 5 Demonstrate respectful and caring relationships in school, family, career, and community settings. 5.6 Working in a group 5.8 Behavior, etiquette, and personal appearance for the occasion

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6th Grade Health Curriculum Map

Unit Name Grading Period Days Health and Wellness 1st 2nd 3rd 4th 5 Making Good Decisions 1st 2nd 3rd 4th 5 Coping With Conflict and Stress 1st 2nd 3rd 4th 5 Tobacco and Alcohol 1st 2nd 3rd 4th 5 Fitness: Aerobic/Anaerobic 1st 2nd 3rd 4th 3 Units Covered: 6.1.2 Identify the interrelationships of emotional, physical, mental and social health in adolescence. 6.4.1 Investigate effective communication skills to enhance health 6.4.2 Choose refusal skills to avoid or reduce health risks. 6.4.3 Choose effective conflict management strategies. 6.1.2 Identify the interrelationships of emotional, physical, mental and social health in adolescence. 6.2.3 Explain how peers influence healthy behaviors. 6.5.1 Name conditions that can help or hinder healthy decision making. 6.5.2 Explain when health-related situations require a thoughtful decision-making process. 6.5.7 Predict the results of a health-related decision.

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6th Grade Language Arts Curriculum Map Unit Name Grading Period Days

Writing: Informative Piece & Personal Narrative 1 24 Grammar 1 12 Spelling 1 9 Writing: Descriptive & Writing for a Different Purpose 2 34 Grammar 2 2 Spelling 2 9 Writing: Narrative & Research 3 32 Grammar 3 4 Spelling 3 9 Writing: Research & Persuasive 4 32 Grammar 4 4 Spelling 4 9

1st Nine Weeks 6.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. (2 days) 6.6.5 Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose,through/threw). (9 days) 6.4.4 Use a variety of effective organizational patterns, including comparison and contrast, organization by categories, and arrangement by order of importance or climactic order. (2 days) 6.4.2 Choose the form of writing that best suits the intended purpose. (2 days) 6.4.3 Write informational pieces of several paragraphs that: • engage the interest of the reader. • state a clear purpose. • develop the topic with supporting details and precise language. • conclude with a detailed summary linked to the purpose of the composition. (4 days) 6.4.3 Compose a Personal Narrative (6 days) 6.4.10 Revise writing to improve the organization and consistency of ideas within and between paragraphs. (2 days) 6.4.8 Review, evaluate, and revise writing for meaning and clarity. (2 days) 6.4.9 Edit and proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors. (2 days) 6.6.1 Use simple, compound, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts. • Simple sentence: sentences with one subject and verb, such as The pine tree is native to many parts of America. • Compound sentence: sentences with two equal clauses, such as The giraffe has a long neck and long legs, but it is a very graceful animal. • Complex sentence: sentences that include one main clause and at least one subordinate clause, such as I just sat at my desk, not knowing what to do next, although others around me were writing furiously.(4 days)

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6.6.2 Identify and properly use indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect (have been, has been), past perfect (had been), and future perfect verb tenses (shall have been); ensure that verbs agree with compound subjects. • Indefinite pronouns: Each should do his or her work. • Indefinite pronouns: Many were absent today. • Correct verb agreement: Todd and Amanda were chosen to star in the play. • Incorrect verb agreement: Todd and Amanda was chosen to star in the play. (6 days) 6.5.6 Use varied word choices to make writing interesting. Example: Write stories, reports, and letters showing a variety of word choices. (Use delicious instead of good; overcoat or parka instead of coat.) (2 days) 6.6.4 Use correct capitalization. (2 days)

2nd Nine Weeks 6.5.2 Write descriptions, explanations, comparison and contrast papers, and problem and solution essays that: • state the thesis (position on the topic) or purpose. • explain the situation. • organize the composition clearly. • offer evidence to support arguments and conclusions. Example: Write successive drafts of a one- or two-page newspaper article about summer sports camps, including details to support the main topic and allow the reader to compare and contrast the different camps described. (17 days) 6.7.8 Analyze the use of rhetorical devices, including rhythm and timing of speech, repetitive patterns, and the use of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz), for intent and effect. (1 day) 6.6.3 Use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (The girl went to school; her brother stayed home.), and commas before the conjunction in compound sentences (We worked all day, but we didn’t complete the project.). (2 days) 6.7.1 Relate the speaker’s verbal communication (such as word choice, pitch, feeling, and tone) to the nonverbal message (such as posture and gesture). (1 day) 6.7.5 Emphasize important points to assist the listener in following the main ideas and concepts. (1 day) 6.6.5 Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose, through/threw). (9 days) 6.7.9 Identify persuasive and propaganda techniques used in electronic media (television, radio, online sources) and identify false and misleading information. (2 days) 6.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style as necessary. Example: Write a review of a favorite book or film for a classroom writers’ workshop. Use clear organization and careful word choices to help the readers of the review decide if they might be interested in reading the book or viewing the film. (6 days) 6.7.12 Deliver oral responses to literature that: • develop an interpretation that shows careful reading, understanding, and insight. • organize the presentation around several clear ideas, premises, or images. • develop and justify the interpretation through the use of examples from the text.

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(5 days) 6.5.4 Write responses to literature that: • develop an interpretation that shows careful reading, understanding, and insight. • organize the interpretation around several clear ideas. • develop and justify the interpretation through the use of examples and evidence from the text. Example: After reading some Grimm fairy tales and folktales from other countries, such as Japan, Russia, India, and the United States, write a response to the stories. Identify the beliefs and values that are highlighted in each of these folktales and develop a theory to explain why similar tales appear in many different cultures.(4 days)

3rd Nine Weeks 6.7.6 Support opinions with researched, documented evidence and with visual or media displays that use appropriate technology. (2 days) 6.7.11 Deliver informative presentations that: • pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. • develop the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information. (2 days) 6.7.7 Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention. (.5 day) 6.7.2 Identify the tone, mood, and emotion conveyed in the oral communication. (.5 day) 6.5.1 Write narratives that: • establish and develop a plot and setting and present a point of view that is appropriate to the stories. • include sensory details and clear language to develop plot and character. • use a range of narrative devices, such as dialogue or suspense. Example: Write a short play that could be presented to the class. Rewrite a short story that was read in class, telling the story from another point of view. (10 days) 6.7.10 Deliver narrative (story) presentations that: • establish a context, plot, and point of view. • include sensory details and specific language to develop the plot and character. • use a range of narrative (story) devices, including dialogue, tension, or suspense. (3 days) 6.6.5 Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose, through/threw). (9 days) 6.4.5 Use note-taking skills. (3 days) 6.4.6 Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information. (1 day) 6.5.3 Write research reports that: • pose relevant questions that can be answered in the report. • support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches. • include a bibliography. Example: Write a research report on George Washington, explaining what Washington accomplished during his presidency and why he is such a significant figure in American

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history. Write a research report on Native American groups that lived in Indiana and the surrounding states. Include information on whether descendents of these groups still live in the area. (8 days) 6.4, 6.5, 6.6, 6.7 Cumulative ISTEP Review & Testing (8 days)

4th Nine Weeks 6.5.3 Write research reports that: • pose relevant questions that can be answered in the report. • support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches. • include a bibliography. Example: Write a research report on George Washington, explaining what Washington accomplished during his presidency and why he is such a significant figure in American history. Write a research report on Native American groups that lived in Indiana and the surrounding states. Include information on whether descendents of these groups still live in the area. (8 days) 6.4.7 Use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation. (4 days) 6.7.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, and vocal modulation (changes in tone) to the audience. (2 days) 6.5.5 Write persuasive compositions that: • state a clear position on a proposition or proposal. • support the position with organized and relevant evidence and effective emotional appeals. • anticipate and address reader concerns and counter-arguments. Example: Write a persuasive essay on how the class should celebrate the end of the school year, including adequate reasons for why the class should participate in the activity described. Create an advertisement for a product to try to convince readers to buy the product. (8 days) 6.7.13 Deliver persuasive presentations that: • provide a clear statement of the position. • include relevant evidence. • offer a logical sequence of information. • engage the listener and try to gain acceptance of the proposition or proposal. (2 days) 6.7.3 Restate and carry out multiple-step oral instructions and directions. (2 days) 6.7.14 Deliver presentations on problems and solutions that: • theorize on the causes and effects of each problem. • establish connections between the defined problem and at least one solution. • offer persuasive evidence to support the definition of the problem and the proposed solutions. (4 days) 6.6.5 Spell correctly frequently misspelled words (their/they’re/there, loose/lose/loss, choose/chose, through/threw). (9 days) 6.4, 6.5, 6.6, 6.7 Cumulative ISTEP Review & Testing (8 days)

6th Grade Mathematics Curriculum Map Unit Name Grading Period Days

Chapter 1: Decimals 1 15 Chapter 2: Algebra: Patterns and Variables 1 15 Chapter 3: Number Theory and Fractions 1 14 Chapter 4: Adding and Subtracting Fractions 2 16 Chapter 5: Multiplying and Dividing Fractions 2 15 Chapter 6: Ratios, Proportions, and Percents 2 17 Chapter 7: Data and Graphs 3 14 Chapter 8: Tools of Geometry 3 14 Chapter 9: Geometry and Measurement 3 14 Chapter 10: Integers 4 16 Chapter 11: Exploring Probability 4 15 Chapter 12: Equations and Inequalities 4 15

1st Nine Weeks Units Covered: Chapter 1-3 Standards Introduced: Number Sense: 6.1.3 Compare and represent on a number line positive and negative integers, fractions, decimals (to hundredths), and mixed numbers. 6.1.4 Convert between any two representations of numbers (fractions, decimals, and percents) without the use of a calculator. 6.1.5 Recognize decimal equivalents for commonly used fractions without the use of a calculator. 6.1.7 Find the least common multiple and the greatest common factor of whole numbers. Use them to solve problems with fractions (e.g., to find a common denominator to add two fractions or to find the reduced form for a fraction). Computation: 6.2.1 Add and subtract positive and negative integers. 6.2.2 Multiply and divide positive and negative integers. 6.2.3 Multiply and divide decimals. 6.2.5 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. 6.2.9 Use estimation to decide whether answers are reasonable in decimal problems. 6.2.10 Use mental arithmetic to add or subtract simple fractions and decimals. Algebra and Functions: 6.3.1 Write and solve one-step linear equations and inequalities in one variable and check the answers. 6.3.2 Write and use formulas with up to three variables to solve problems. 6.3.3 Interpret and evaluate mathematical expressions that use grouping symbols such as parentheses. 6.3.4 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.

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6.3.6 Apply the correct order of operations and the properties of real numbers (e.g., identity, inverse, commutative, associative, and distributive properties) to evaluate numerical expressions. Measurement: 6.5.6 Understand the concept of significant figures and round answers to an appropriate number of significant figures. 6.5.10 Add, subtract, multiply, and divide with money in decimal notation. Problem- Solving: 6.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. 6.7.3 Decide when and how to break a problem into simpler parts. 6.7.6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 6.7.7 Select and apply appropriate methods for estimating results of rational-number computations.

2nd Nine Weeks Units Covered: Chapter 4-6 Standards Introduced: Number Sense: 6.1.3 Compare and represent on a number line positive and negative integers, fractions, decimals (to hundredths), and mixed numbers. 6.1.4 Convert between any two representations of numbers (fractions, decimals, and percents) without the use of a calculator. 6.1.5 Recognize decimal equivalents for commonly used fractions without the use of a calculator. 6.1.6 Use models to represent ratios. 6.1.7 Find the least common multiple and the greatest common factor of whole numbers. Use them to solve problems with fractions (e.g., to find a common denominator to add two fractions or to find the reduced form for a fraction). Computation: 6.2.4 Explain how to multiply and divide positive fractions and perform the calculations. 6.2.5 Solve problems involving addition, subtraction, multiplication, and division of positive fractions and explain why a particular operation was used for a given situation. 6.2.6 Interpret and use ratios to show the relative sizes of two quantities. Use the notations: a/b, a to b, a:b. 6.2.7 Understand proportions and use them to solve problems. 6.2.8 Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips. 6.2.10 Use mental arithmetic to add or subtract simple fractions and decimals. Algebra and Functions: 6.3.1 Write and solve one-step linear equations and inequalities in one variable and check the answers. 6.3.2 Write and use formulas with up to three variables to solve problems.

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6.3.5 Use variables in expressions describing geometric quantities. Measurement: 6.5.1 Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles. 6.5.2 Understand and use larger units for measuring length by comparing miles to yards and kilometers to meters. 6.5.6 Understand the concept of significant figures and round answers to an appropriate number of significant figures. 6.5.10 Add, subtract, multiply, and divide with money in decimal notation. Problem Solving: 6.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. 6.7.3 Decide when and how to break a problem into simpler parts. 6.7.6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. 6.7.7 Select and apply appropriate methods for estimating results of rational-number computations.

3rd Nine Weeks Units Covered: Chapter 7-9 Standards Introduced: Number Sense: 6.1.4 Convert between any two representations of numbers (fractions, decimals, and percents) without the use of a calculator. Computation: 6.2.7 Understand proportions and use them to solve problems. 6.2.8 Calculate given percentages of quantities and solve problems involving discounts at sales, interest earned, and tips. Algebra and Functions: 6.3.1 Write and solve one-step linear equations and inequalities in one variable and check the answers. 6.3.2 Write and use formulas with up to three variables to solve problems. 6.3.5 Use variables in expressions describing geometric quantities. Geometry : 6.4.1 Identify and draw vertical, adjacent, complementary, and supplementary angles and describe these angle relationships. 6.4.2 Use the properties of complementary, supplementary, and vertical angles to solve problems involving an unknown angle. Justify solutions. 6.4.3 Draw quadrilaterals and triangles from given information about them. 6.4.4 Understand that the sum of the interior angles of any triangle is 180º and that the sum of the interior angles of any quadrilateral is 360º. Use this information to solve problems. 6.4.5 Identify and draw two-dimensional shapes that are similar. 6.4.6 Draw the translation (slide) and reflection (flip) of shapes.

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6.4.7 Visualize and draw two-dimensional views of three-dimensional objects made from rectangular solids. Measurement: 6.5.1 Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles. 6.5.2 Understand and use larger units for measuring length by comparing miles to yards and kilometers to meters. 6.5.3 Understand and use larger units for measuring area by comparing acres and square miles to square yards and square kilometers to square meters. 6.5.4 Understand the concept of the constant π as the ratio of the circumference to the diameter of a circle. Develop and use the formulas for the circumference and area of a circle. 6.5.5 Know common estimates of π (3.14 ) and use these values to estimate and calculate the circumference and the area of circles. Compare with actual measurements. 6.5.6 Understand the concept of significant figures and round answers to an appropriate number of significant figures. 6.5.7 Construct a cube and rectangular box from two-dimensional patterns and use these patterns to compute the surface area of these objects. 6.5.8 Use strategies to find the surface area and volume of right prisms and cylinders using appropriate units. 6.5.10 Add, subtract, multiply, and divide with money in decimal notation. Data Analysis and Probability: 6.6.1 Organize and display single-variable data in appropriate graphs and stem-and-leaf plots, and explain which types of graphs are appropriate for various data sets. 6.6.2 Make frequency tables for numerical data, grouping the data in different ways to investigate how different groupings describe the data. Understand and find relative and cumulative frequency for a data set. Use histograms of the data and of the relative frequency distribution, and a broken line graph for cumulative frequency, to interpret the data. 6.6.3 Compare the mean, median, and mode for a set of data and explain which measure is most appropriate in a given context. Problem-Solving: 6.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. 6.7.6 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.

4th Nine Weeks Units Covered: Chapter 10-12 Standards Introduced: Number Sense: 6.1.1 Understand and apply the basic concept of negative numbers (e.g., on a number line, in counting, in temperature, in “owing”). 6.1.2 Interpret the absolute value of a number as the distance from zero on a number line,

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and find the absolute value of real numbers. 6.1.3 Compare and represent on a number line positive and negative integers, fractions, decimals (to hundredths), and mixed numbers. 6.1.4 Convert between any two representations of numbers (fractions, decimals, and percents) without the use of a calculator. 6.1.5 Recognize decimal equivalents for commonly used fractions without the use of a calculator. Computation: 6.2.1 Add and subtract positive and negative integers. 6.2.2 Multiply and divide positive and negative integers. Algebra and Functions: 6.3.1 Write and solve one-step linear equations and inequalities in one variable and check the answers. 6.3.2 Write and use formulas with up to three variables to solve problems. 6.3.3 Interpret and evaluate mathematical expressions that use grouping symbols such as parentheses. 6.3.5 Use variables in expressions describing geometric quantities. 6.3.7 Identify and graph ordered pairs in the four quadrants of the coordinate plane. 6.3.8 Solve problems involving linear functions with integer values. Write the equation and graph the resulting ordered pairs of integers on a grid. 6.3.9 Investigate how a change in one variable relates to a change in a second variable. Measurement: 6.5.5 Know common estimates of π (3.14) and use these values to estimate and calculate the circumference and the area of circles. Compare with actual measurements. 6.5.9 Use a formula to convert temperatures between Celsius and Fahrenheit. Data Analysis and Probability: 6.6.1 Organize and display single-variable data in appropriate graphs and stem-and-leaf plots, and explain which types of graphs are appropriate for various data sets. 6.6.2 Make frequency tables for numerical data, grouping the data in different ways to investigate how different groupings describe the data. Understand and find relative and cumulative frequency for a data set. Use histograms of the data and of the relative frequency distribution, and a broken line graph for cumulative frequency, to interpret the data. 6.6.4 Show all possible outcomes for compound events in an organized way and find the theoretical probability of each outcome. 6.6.5 Use data to estimate the probability of future events. 6.6.6 Understand and represent probabilities as ratios, measures of relative frequency, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable. Problem Solving: 6.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. 6.7.3 Decide when and how to break a problem into simpler parts. 6.7.8 Use graphing to estimate solutions and check the estimates with analytic approaches.

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6th Grade Orchestra Curriculum Map

Unit Name Grading Period Days Exploring the instruments – Instrument care 1-4 36 Listening – Music history 1-4 36 Basic music theory 1-4 36 Posture, hand position, bowing, tone production 1-4 36 Concerts and Solo/Ensemble preparation 1-4 36

1st Nine Weeks Units Covered: Exploring the instruments – Instrument care Listening – Music history Basic music theory Posture, hand position, bowing, tone production Concerts and Solo/Ensemble preparation Essential Elements for Strings 2000 Book 1 Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Standards introduced: Standard 2: PERFORMING MUSIC: Playing an instrument alone and with others EX6.2 Students play melodic, harmonic, and rhythmic parts independently or in ensembles with correct technique, steady tempo, and appropriate style and dynamics. They follow the directions of a conductor. EX6.2.1 Play melodic, rhythmic, and harmonic patterns by rote and by reading. EX6.2.2 Play pitched and non-pitched classroom instruments using correct techniques for producing sound. EX6.2.3 Play I, IV, and V chord patterns independently or as part of an ensemble. EX6.2.4 Play melodies and accompaniments of various styles and cultures independently or in ensembles. EX6.2.5 Play melodies, accompaniments, and ensemble parts expressively with correct rhythms, tempos, and dynamics. EX6.2.6 Maintain an independent part on an instrument in a group while following the cues of a conductor.

Standard 5: RESPONDING TO MUSIC: Reading, notating, and interpreting music EX6.5 Students read and notate music in the treble clef and play or sing melodies in various keys and meters. They use appropriate musical terminology relating to dynamics, tempo, articulation, and expression.

EX6.5.1 Read, notate, and perform music using whole, half, dotted half, quarter, dotted quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meters. EX6.5.2 Identify and notate rhythms and melodies from aural examples. EX6.5.3 Read and perform simple melodies in a variety of key signatures in the treble clef using solfege, note names, or numbers. EX6.5.4 Identify and apply musical terms for dynamics, tempo, articulation, and expression. EX6.5.5 Identify examples of non-standard notation.

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Standard 6: RESPONDING TO MUSIC: Listening to, analyzing, and describing music EX6.6 Students recognize, identify, and describe musical elements, styles, and works from various periods and cultures. They distinguish vocal and instrumental timbres. EX6.6.1 Identify and describe musical elements such as rhythmic and melodic ideas, tonality, form, expressive qualities, and timbre through discussion, writing, or illustration, including how these elements might convey a particular emotion or mood. EX6.6.2 Identify musical forms in aural examples such as AB, ABA, theme and variations, and rondo. EX6.6.3 Identify and use appropriate terminology to describe various musical styles, genres, cultures, and time periods. EX6.6.4 Identify singers by vocal range and distinguish types of vocal ensembles. EX6.6.5 Visually and aurally identify traditional string, wind, and percussion instruments, folk instruments, electronic instruments, and those from world cultures. Standard 7: RESPONDING TO MUSIC: Evaluating music and music performances EX6.7 Students determine characteristics of effective musical compositions and performances and evaluate them based on collaboratively developed rubrics. EX6.7.1 Define and discuss characteristics of a variety of effective musical works such as repetition and contrast and rhythmic and melodic interest. Identify these characteristics in music heard in the classroom or independently. EX6.7.2 Listen to and compare examples of a particular style or genre using basic music terminology. EX6.7.3 Identify characteristics of effective performance of various styles of music and create a rubric to evaluate specific examples.

2nd Nine Weeks Units Covered: Exploring the instruments – Instrument care Listening – Music history Basic music theory Posture, hand position, bowing, tone production Concerts and Solo/Ensemble preparation Essential Elements for Strings 2000 Book 1 Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Standards introduced: Standard 1: PERFORMING MUSIC: Singing alone and with others EX6.1 Students sing independently and in groups, applying good vocal technique and exploring the changing voice. They sing music of various styles and cultures appropriately and expressively. Students sing accompanied and unaccompanied in unison and parts, from memory, and using a musical score. They follow the directions of a conductor.

EX6.1.1 Sing independently and in ensembles maintaining good breath control, pitch, diction, tone quality, and posture. EX6.1.2 Explore the changing voice and expanding vocal range. EX6.1.3 Sing expressively with attention to dynamics, phrasing, and articulation. EX6.1.4 Sing songs of various styles and cultures with sensitivity to performance practices, accurate pronunciation of languages, and movement when appropriate. EX6.1.5 Sing unison and part songs, partner songs, rounds, and songs with ostinatos, a cappella and with varied accompaniment. EX6.1.6 Sing using a score and from memory, following the cues of a conductor.

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Standard 8: RESPONDING TO MUSIC: Understanding relationships between music, the other arts, and disciplines outside the arts EX6.8 Students discover elements common to music and disciplines across the curriculum. They explore ways to enhance understanding of specific topics through interdisciplinary activities.

EX6.8.1 From a list of the elements of music, the elements of art (line, color, shape, value, texture, form, and space), and the principles of design (unity, variety, emphasis, balance, proportion, pattern, and rhythm), map correlations with dance, drama, and other curricular areas. EX6.8.2 Respond to specific writing prompts such as, "How is listening to music different than looking at art or reading a poem?" EX6.8.3 Identify music related to a contemporary event or topic such as Black History Month and explore interdisciplinary connections that involve music performance, dramatization, related art, reading, writing, and other potential activities. Standard 9: RESPONDING TO MUSIC: Understanding music in relation to history and culture EX6.9 Students recognize and experience music that influenced cultural trends of the past as well as that of present day cultures. They examine their own musical experiences and identify career opportunities in music related to contemporary culture. EX6.9.1 Investigate past and contemporary uses of music to influence societal change such as the political context of "Yankee Doodle," or protest songs like "Blowin' in the Wind" or "I Am Woman." EX6.9.2 Listen to specific examples of program music related to historical events in Europe and the Americas such as Tchaikovsky's "1812 Overture" and place them on a timeline. EX6.9.3 Identify performing artists from recent decades that influenced American culture, find examples of their songs, and discuss how specific songs reflected the culture at a particular time. EX6.9.4 Explore various musical styles and genres of Europe and the Americas and learn related dances including square dance, folk dance, traditional dance, and popular dance. EX6.9.5 Reflect on the way that music is a part of individual experience through activities such as responding to the writing prompt, "Write your own personal music history, beginning with the first music-making experience that you remember." EX6.9.6 Identify various career opportunities related to contemporary American music.

3rd Nine Weeks Units Covered: Exploring the instruments – Instrument care Listening – Music history Basic music theory Posture, hand position, bowing, tone production Concerts and Solo/Ensemble preparation Essential Elements for Strings 2000 Book 1 Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Standards introduced: Standard 4: CREATING MUSIC: Composing and arranging music within specified guidelines EX6.4 Students compose melodic and rhythmic patterns, make simple two-part arrangements, and create sound effects

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for literary pieces. EX6.4.1 Compose short melodic and rhythmic patterns for voice or instruments within established guidelines. EX6.4.2 Create sound effects to accompany a reading or drama. EX6.4.3 Arrange a given short two-part song by re-assigning voice or instrumentation for each part using traditional or electronic sources.

4th Nine Weeks Units Covered: Exploring the instruments- Proper tone production Listening – Music history Basic music theory Posture, hand position, bowing, tone production Concerts and Solo/Ensemble preparation Essential Elements for Strings 2000 Book 1 Supplemental music theory sheets from Essentials of Music Theory, Teacher’s Activity Kit, pub. Alfred Music Co., and from Boston MS Teacher Resource Handbook. Standards introduced: Standard 3: CREATING MUSIC: Improvising melodies, variations, and accompaniments EX6.3 Students improvise sung or instrumental responses, melodies, and accompaniments. They create accompaniments to literary pieces and follow a conductor's directions in improvising short musical compositions. They improvise movement in response to music. EX6.3.1 Sing or play extended responses to teacher or student questions. EX6.3.2 Improvise rhythmic accompaniments to classroom or recorded songs. EX6.3.3 Improvise independently with voice or instruments to create a short piece as directed by a teacher or student conductor. EX6.3.4 Improvise appropriate rhythmic movement to accompany a song or instrumental piece. EX6.3.5 Use voices, instruments, or computer software to create appropriate sound effects as accompaniments to a poem or short story.

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6th Grade Physical Education Curriculum Map

Unit Name Grading Period Days

Football 1 10 Soccer 1 10 Basketball 2 10 Volleyball 2 10 Hockey 3 10 Fitness games 3-4 20 Softball 4 10 Fitness testing 1-4 10

1st Nine Weeks Units Covered: Football and Soccer Standards Introduced: 6.1.1 Demonstrate more advanced forms in locomotor, nonlocomotor, and manipulative skills. 6.1.2 Demonstrate basic competency in more specialized movement skills related to specific physical activities. 6.2.1 Identify basic concepts that apply to the movement and sport skills being practiced. 6.2.2 Explain how practicing movement skills improve performance. 6.2.3 Describe basic strategies for offense and defense in simple leadup games. 6.3.2 Participate in activities, outside of school, that are health-enhancing and can be continued throughout a lifetime. 6.3.3 Describe the elements of a healthy lifestyle. 6.4.1 Increase the intensity and duration of an activity while performing locomotor skills. 6.4.2 Develop personal goals for each of the health-related physical fitness components. 6.4.3 Measure personal fitness levels in each of the health-related physical fitness components in relation to age. 6.5.1 Participate in cooperative activities in a leadership or followership role. 6.5.2 Acknowledge and apply rules to game situations to ensure personal and group safety. 6.5.3 Participate in dances and games from various world cultures. 6.6.1 Engage in physical activities as an opportunity to socialize with friends and family. 6.6.2 Participate in challenging activities requiring the utilization of newly acquired skills. 6.6.3 Identify the social, emotional, and physical benefits of participation in physical activities.

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2nd Nine Weeks Units Covered: Basketball and Volleyball Standards Introduced: 6.1.1 Demonstrate more advanced forms in locomotor, nonlocomotor, and manipulative skills. 6.1.2 Demonstrate basic competency in more specialized movement skills related to specific physical activities. 6.2.1 Identify basic concepts that apply to the movement and sport skills being practiced. 6.2.2 Explain how practicing movement skills improve performance. 6.2.3 Describe basic strategies for offense and defense in simple leadup games. 6.3.2 Participate in activities, outside of school, that are health-enhancing and can be continued throughout a lifetime. 6.3.3 Describe the elements of a healthy lifestyle. 6.4.1 Increase the intensity and duration of an activity while performing locomotor skills. 6.4.2 Develop personal goals for each of the health-related physical fitness components. 6.4.3 Measure personal fitness levels in each of the health-related physical fitness components in relation to age. 6.5.1 Participate in cooperative activities in a leadership or followership role. 6.5.2 Acknowledge and apply rules to game situations to ensure personal and group safety.6.5.3 Participate in dances and games from various world cultures. 6.6.1 Engage in physical activities as an opportunity to socialize with friends and family. 6.6.2 Participate in challenging activities requiring the utilization of newly acquired skills. 6.6.3 Identify the social, emotional, and physical benefits of participation in physical activities.

3rd Nine Weeks Units Covered: Hockey and Fitness games Standards Introduced: 6.1.1 Demonstrate more advanced forms in locomotor, nonlocomotor, and manipulative skills. 6.1.2 Demonstrate basic competency in more specialized movement skills related to specific physical activities. 6.2.1 Identify basic concepts that apply to the movement and sport skills being practiced. 6.2.2 Explain how practicing movement skills improve performance. 6.2.3 Describe basic strategies for offense and defense in simple leadup games. 6.3.2 Participate in activities, outside of school, that are health-enhancing and can be continued throughout a lifetime. 6.3.3 Describe the elements of a healthy lifestyle. 6.4.1 Increase the intensity and duration of an activity while performing locomotor skills. 6.4.2 Develop personal goals for each of the health-related physical fitness components. 6.4.3 Measure personal fitness levels in each of the health-related physical fitness components in relation to age. 6.5.1 Participate in cooperative activities in a leadership or followership role. 6.5.2 Acknowledge and apply rules to game situations to ensure personal and group safety. 6.5.3 Participate in dances and games from various world cultures. 6.6.1 Engage in physical activities as an opportunity to socialize with friends and family. 6.6.2 Participate in challenging activities requiring the utilization of newly acquired skills. 6.6.3 Identify the social, emotional, and physical benefits of participation in physical activities.

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4th Nine Weeks Units Covered: Fitness games and Softball Standards Introduced: 6.1.1 Demonstrate more advanced forms in locomotor, nonlocomotor, and manipulative skills. 6.1.2 Demonstrate basic competency in more specialized movement skills related to specific physical activities. 6.2.1 Identify basic concepts that apply to the movement and sport skills being practiced. 6.2.2 Explain how practicing movement skills improve performance. 6.2.3 Describe basic strategies for offense and defense in simple leadup games. 6.3.2 Participate in activities, outside of school, that are health-enhancing and can be continued throughout a lifetime. 6.3.3 Describe the elements of a healthy lifestyle. 6.4.1 Increase the intensity and duration of an activity while performing locomotor skills. 6.4.2 Develop personal goals for each of the health-related physical fitness components. 6.4.3 Measure personal fitness levels in each of the health-related physical fitness components in relation to age. 6.5.1 Participate in cooperative activities in a leadership or followership role. 6.5.2 Acknowledge and apply rules to game situations to ensure personal and group safety. 6.5.3 Participate in dances and games from various world cultures. 6.6.1 Engage in physical activities as an opportunity to socialize with friends and family. 6.6.2 Participate in challenging activities requiring the utilization of newly acquired skills. 6.6.3 Identify the social, emotional, and physical benefits of participation in physical activities.

6 Grade Reading Curriculum Map

Unit Name Grading Period Days Unit 1 – Why Do We Read? 1st 22 Unit 2 – What Brings Out the Best in You? 1st 22 Unit 3 – What’s Fair and What’s Not? 2nd 24 Unit 4 – What Makes You Who You Are? 2nd 24 Unit 5 - How to Deal With Bullies? 3rd 21 Unit 6 – What Makes a Hero? 3rd 21 Unit 7 – What Can We Learn from Our Mistakes? 4th 23 Unit 8 – What Makes a Friend? 4th 23

1st Nine Weeks Units Covered: Units 1 & 2 Standards Introduced: 6.2.2 - Analyze text that uses a compare-and-contrast organizational pattern 6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. 6.3.6 Identify and analyze features of themes conveyed through characters, actions, and images 6.3.8 Critique the believability of characters and the degree to which a plot is believable or realistic 6.2.6 Determine the adequacy and appropriateness of the evidence presented for an author’s conclusions and evaluate whether the author adequately supports inferences. 6.1.5 Understand and explain slight differences in meaning in related words. 6.2.3 Connect and clarify main ideas by identifying their relationships to multiple sources and related topics. 6.3.1 Identify different types (genres) of fiction and describe the major characteristics of each form. 6.3.2 Analyze the effect of the qualities of the character on the plot and the resolution of the conflict. 6.3.5 Identify the speaker and recognize the difference between first-person (the narrator tells the story from the “I” perspective) and third-person (the narrator tells the story from an outside perspective) narration. 6.7.12 Deliver oral responses to literature that:

- develop an interpretation that shows careful reading, understanding, and insight. - organize the presentation around several clear ideas, premises, or images. - develop and justify the interpretation through the use of examples from the text.

2nd Nine Weeks Units Covered: Units 3 & 4 Standards Introduced: 6.1.2 Identify and interpret figurative language (similes, metaphors) and words with multiple meanings.-

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6.2.2 Analyze text that uses a compare-and-contrast organizational pattern 6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. 6.2.7 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. 6.2.8 Identify how an author’s choice of words, examples, and reasons are used to persuade the reader of something. 6.3.4 Define how tone and meaning are conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration and rhyme. 6.3.5 Identify the speaker and recognize the difference between first-person (narrator tells the story from the I perspective) and third-person (narrator tells the story from an outside perspective) narration. 6.7.5 Emphasize important points to assist the listener in following the main ideas and concepts 6.7.12 Deliver oral responses to literature that:

- develop an interpretation that shows careful reading, understanding, and insight - organize the presentation around several clear ideas, premises, or images

- develop and justify the interpretation through the use of examples from the text 6.1.4 Understand known words in informational texts by using word, sentence, and paragraph clues to determine meaning.

3rd Nine Weeks Units Covered: Units 5 & 6 Standards Introduced: 6.1.1 Read aloud grade-level-appropriate poems, narrative text (stories), and expository text (informational) fluently and accurately and with appropriate timing, changes in voice, and expression. 6.1.3 Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. 6.2.1 Identify the structural features of popular media (newspapers, magazines, online information) and use the features to obtain information. 6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. 6.2.6 Determine the appropriateness of the evidence presented for an author’s conclusions and evaluate whether the author adequately supports inferences. 6.3.1 Identify different types (genres) of fiction and describe the major characteristics of each form. 6.3.2 Analyze the effect of the qualities of the character on the plot and the resolution of the conflict. 6.3.3 Analyze the influence of the setting on the problem and its resolution. 6.3.6 Identify and analyze features of themes conveyed through characters, actions, and images. 6.3.8 Critique the believability of characters and the degree to which the plot is believable or realistic. 6.3.9 Identify the main problem or conflict of the plot and explain how it is resolved. 6.7.2 Identify the tone, mood, and emotion conveyed in the oral communication.

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6.7.10 Deliver narrative presentations that: - establish a context, plot, and point of view. - include sensory details and specific language to develop the plot and character. - use a range of narrative (story) devices, including dialogue, tension, or suspense.

6.7.12 Deliver oral responses to literature that: - develop an interpretation that shows careful reading, understanding, and insight. - organize the presentation around several clear ideas, premises, or images. - develop and justify the interpretation through the use of examples from the text.

4th Nine Weeks Units Covered: Units 7 & 8 Standards Introduced: 6.1.1 Read aloud grade-level-appropriate poems, narrative text (stories), and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression. 6.2.6 Determine the adequacy and appropriateness of the evidence presented for an author’s conclusions and evaluate whether the author adequately supports inferences. 6.2.9 Identify problems with an author’s use of figures of speech, logic, reasoning (assumption and choice of facts). 6.3.1 Identify different types (genres) of fiction and describe the major characteristics of each form. 6.3.2 Analyze the effect of the qualities of the character on the plot and resolution of the conflict. 6.3.7 Explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety of fictional and nonfictional texts. 6.3.8 Critique the believability of characters and the degree to which a plot is believable or realistic. 6.7.4 Select a focus, an organizational structure, and a point of view, matching the purpose, message, and vocal modulation (changes in tone) to the audience. 6.7.7 Use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention.

6th Grade Science Curriculum Map

Unit Name Grading Period Days Nature of Science, Interactions of Living Things, Cells Classification, Structure & Function

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Reproduction, Minerals, Weathering, Rivers, Oceans 2 48 Atmosphere, Weather, Space, Planets 3 42 Body Systems, Diseases, Matter, Energy, Chemistry 4 46

1st Nine Weeks Units Covered: Chapters 1, 20, 14, 15, 16 Standards Introduced: 6.1.1 Explain that some scientific knowledge, such as the length of the year, is very old and yet is still applicable today. Understand, however, that scientific knowledge is never exempt from review and criticism. 6.1.2 Give examples of different ways scientists investigate natural phenomena and identify processes all scientists use, such as collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses* and explanations, in order to make sense of the evidence. 6.1.3 Recognize and explain that hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations. *hypothesis: an informed guess or tentative explanation for which there is not yet much evidence 6.1.4 Give examples of employers who hire scientists, such as colleges and universities, businesses and industries, hospitals, and many government agencies. 6.1.5 Identify places where scientists work including offices, classrooms, laboratories, farms, factories, and natural field settings ranging from space to the ocean floor. 6.1.6 Explain that computers have become invaluable in science because they speed up and extend people’s ability to collect, store, compile, and analyze data; prepare research reports; and share data and ideas with investigators all over the world. 6.1.7 Explain that technology is essential to science for such purposes as access to outer space and other remote locations, sample collection and treatment, measurement, data collection and storage, computation, and communication of information. 6.1.8 Describe instances showing that technology cannot always provide successful solutions for problems or fulfill every human need. 6.1.9 Explain how technologies can influence all living things. 6.2.1 Find the mean* and median* of a set of data. 6.2.2 Use technology, such as calculators or computer spreadsheets, in analysis of data. *mean: the average obtained by adding the values and dividing by the number of values *median: the value that divides a set of data, written in order of size, into two equal parts 6.2.3 Select tools, such as cameras and tape recorders, for capturing information. 6.2.4 Inspect, disassemble, and reassemble simple mechanical devices and describe what the various parts are for. Estimate what the effect of making a change in one part of a system is likely to have on the system as a whole. 6.2.5 Organize information in simple tables and graphs and identify relationships they reveal. Use tables and graphs as examples of evidence for explanations when writing essays or writing about lab work, fieldwork, etc.

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6.2.6 Read simple tables and graphs produced by others and describe in words what they show. 6.2.7 Locate information in reference books, back issues of newspapers and magazines, compact disks, and computer databases. 6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so. 6.2.9 Compare consumer products, such as generic and brand-name products, and consider reasonable personal trade-offs among them on the basis of features, performance, durability, and costs. 6.3.20 Investigate that equal volumes* of different substances usually have different masses as well as different densities*. *matter: anything that has mass* and takes up space *mass: a measure of how much matter is in an object *energy: what is needed to do work* *work: a force* acting over a distance to move an object *force: a push or a pull that can cause a change in the motion* of an object *motion: a change in position of an object in a certain amount of time *volume: a measure of the size of a three-dimensional object *density: the density of a sample is the sample’s mass divided by its volume 6.4.1 Explain that one of the most general distinctions among organisms is between green plants, which use sunlight to make their own food, and animals, which consume energy-rich foods. 6.4.2 Give examples of organisms that cannot be neatly classified as either plants or animals, such as fungi and bacteria. 6.4.3 Describe some of the great variety of body plans and internal structures animals and plants have that contribute to their being able to make or find food and reproduce. 6.4.4 Recognize and describe that a species comprises all organisms that can mate with one another to produce fertile offspring. 6.4.5 Investigate and explain that all living things are composed of cells whose details are usually visible only through a microscope. 6.4.6 Distinguish the main differences between plant and animal cells, such as the presence of chlorophyll* and cell walls in plant cells and their absence in animal cells. 6.4.7 Explain that about two-thirds of the mass of a cell is accounted for by water. Understand that water gives cells many of their properties. *species: a category of biological classification that is comprised of organisms sufficiently and closely related as to be potentially able to mate with one another *chlorophyll: a substance found in green plants that is needed for photosynthesis* *photosynthesis: a process by which green plants use energy from sunlight to make their own food 6.4.8 Explain that in all environments, such as freshwater, marine, forest, desert, grassland, mountain, and others, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. In any environment, the growth and survival of organisms depend on the physical conditions. 6.4.9 Recognize and explain that two types of organisms may interact in a competitive or cooperative relationship, such as producer*/consumer*, predator*/prey*, or parasite*/host*. 6.4.10 Describe how life on Earth depends on energy from the sun. *producer: an organism that can make its own food *consumer: an organism that feeds directly or indirectly on producers

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*predator: an organism that kills and eats other organisms *prey: an organism that is killed and eaten by a predator *parasite: an organism that feeds on other living organisms *host: an organism in which or on which another organism lives 6.4.13 Give examples of how human beings use technology to match or exceed many of the abilities of other species. 6.5.1 Demonstrate that the operations addition and subtraction are inverses and that multiplication and division are inverses of each other. 6.5.2 Evaluate the precision and usefulness of data based on measurements taken. 6.5.3 Explain why shapes on a sphere* like Earth cannot be depicted on a flat surface without some distortion. 6.5.4 Demonstrate how graphs may help to show patterns, such as trends, varying rates of change, gaps, or clusters, which can be used to make predictions. *sphere: a shape best described as that of a round ball, such as a baseball, that looks the same when seen from all directions 6.5.5 Explain the strengths and weaknesses of using an analogy to help describe an event, object, etc. 6.5.6 Predict the frequency of the occurrence of future events based on data. 6.5.7 Demonstrate how probabilities and ratios can be expressed as fractions, percentages, or odds.

2nd Nine Weeks Units Covered: Chapters 18, 2, 3, 4, 5 Standards Introduced: 6.3.8 Explain that fresh water, limited in supply and uneven in distribution, is essential for life and also for most industrial processes. Understand that this resource can be depleted or polluted, making it unavailable or unsuitable for life. 6.3.10 Describe the motions of ocean waters, such as tides, and identify their causes. 6.3.11 Identify and explain the effects of oceans on climate. 6.3.14 Give examples of some minerals that are very rare and some that exist in great quantities. Explain how recycling and the development of substitutes can reduce the rate of depletion of minerals. 6.3.15 Explain that although weathered* rock is the basic component of soil, the composition and texture of soil and its fertility and resistance to erosion* are greatly influenced by plant roots and debris, bacteria, fungi, worms, insects, and other organisms. 6.3.16 Explain that human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and farming intensively, have changed the capacity of the environment to support some life forms. *weathering: breaking down of rocks and other materials on Earth’s surface by such processes as rain or wind. *erosion: the process by which the products of weathering are moved from one place to another 6.4.11 Describe that human beings have body systems for obtaining and providing energy, defense, reproduction, and the coordination of body functions.

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3rd Nine Weeks Units Covered: Chapter 6, 7, 8, 9 Standards Introduced: 6.3.1 Compare and contrast the size, composition, and surface features of the planets that comprise the solar system, as well as the objects orbiting them. Explain that the planets, except Pluto, move around the sun in nearly circular orbits. 6.3.2 Observe and describe that planets change their position relative to the background of stars. 6.3.3 Explain that Earth is one of several planets that orbit the sun, and that the moon, as well as many artificial satellites and debris, orbit around Earth. 6.3.4 Explain that we live on a planet which appears at present to be the only body in the solar system capable of supporting life. 6.3.5 Use models or drawings to explain that Earth has different seasons and weather patterns because it turns daily on an axis that is tilted relative to the plane of Earth’s yearly orbit around the sun. Know that because of this, sunlight falls more intensely on different parts of Earth during the year (the accompanying greater length of days also has an effect) and the difference in heating produces seasons and weather patterns. 6.3.6 Use models or drawings to explain that the phases of the moon are caused by the moon’s orbit around Earth, once in about 28 days, changing what part of the moon is lighted by the sun and how much of that part can be seen from Earth, both during the day and night. 6.3.7 Understand and describe the scales involved in characterizing Earth and its atmosphere. Describe that Earth is mostly rock, that three-fourths of its surface is covered by a relatively thin layer of water, and that the entire planet is surrounded by a relatively thin blanket of air. 6.3.9 Illustrate that the cycling of water in and out of the atmosphere plays an important role in determining climatic patterns. 6.3.12 Describe ways human beings protect themselves from adverse weather conditions. 6.3.13 Identify, explain, and discuss some effects human activities, such as the creation of pollution, have on weather and the atmosphere.

4th Nine Weeks Units Covered: Chapters 17, 19, 10,11,12 Standards Introduced: 6.3.17 Recognize and describe that energy is a property of many objects and is associated with heat, light, electricity, mechanical motion, and sound. 6.3.18 Investigate and describe that when a new material, such as concrete, is made by combining two or more materials, it has properties that are different from the original materials. 6.3.19 Investigate that materials may be composed of parts that are too small to be seen without magnification. 6.3.21 Investigate, using a prism for example, that light is made up of a mixture of many different colors of light, even though the light is perceived as almost white. 6.3.22 Demonstrate that vibrations in materials set up wavelike disturbances, such as

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sound and earthquake waves*, that spread away from the source. 6.3.23 Explain that electrical circuits* provide a means of transferring electrical energy from sources such as generators to devices in which heat, light, sound, and chemical changes are produced. *wave: traveling disturbance that carries energy from one place to another *circuit: the complete path of an electric current 6.4.12 Explain that human beings have many similarities and differences and that the similarities make it possible for human beings to reproduce and to donate blood and organs to one another. 6.6.1 Understand and explain that from the earliest times until now, people have believed that even though countless different kinds of materials seem to exist in the world, most things can be made up of combinations of just a few basic kinds of things. Note that there has not always been agreement, however, on what those basic kinds of things are, such as the theory of long ago that the basic substances were earth, water, air, and fire. Understand that this theory seemed to explain many observations about the world, but as we know now, it fails to explain many others. 6.6.2 Understand and describe that scientists are still working out the details of what the basic kinds of matter are on the smallest scale, and of how they combine, or can be made to combine, to make other substances. 6.6.3 Understand and explain that the experimental and theoretical work done by French scientist Antoine Lavoisier in the decade between the American and French Revolutions contributed crucially to the modern science of chemistry. 6.7.1 Describe that a system, such as the human body, is composed of subsystems. 6.7.2 Use models to illustrate processes that happen too slowly, too quickly, or on too small a scale to observe directly, or are too vast to be changed deliberately, or are potentially dangerous. 6.7.3 Identify examples of feedback mechanisms within systems that serve to keep changes within specified limits.

6 Grade Social Studies Curriculum Map

Unit Name Grading Period Days Unit 1: Introduction to Geography, Unit 2: The Americas - Ch. 11,12

1 44

Unit 3: Europe and Russia – Ch. 13, 14, 15,16 2 48 Unit 3: Europe and Russia – Ch. 17,18,19,20 3 42 Unit 2 The Americas – Ch. 6,7,8,9,10 4 46

1st Nine Weeks Units Covered: Unit 1:Geography Skills , Unit 2: United States, Canada Standards Introduced: 6.3.2 The World in Spatial Terms: Use latitude and longitude to locate the capital cities of Europe and the Americas and describe the uses of location technology, such as Global Positioning Systems (GPS) to distinguish absolute and relative location and to describe Earth's surfaces. 6.3.4 Places and Regions: Describe and compare major cultural characteristics of regions in Europe and the Western Hemisphere. 6.3.6 Physical Systems: Explain how ocean currents and winds influence climate differences on Europe and the Americas. 6.1.17 Modern Era: 1700 to the present. Compare the opportunities and dangers related to the development of a highly technological society. 6.2.1 Foundations of Government: Identify and compare major forms of historical and contemporary governments in Europe and the Americas. 6.2.5 Functions of Government: Describe how major forms of government in Europe and the Americas protect or protected citizens and their civil and human rights. 6.2.6 Functions of Government: Identify the functions of international political organizations in the world today. 6.3.10 Human Systems: Explain that cultures change in three ways: cultural diffusion, invention and innovation. 6.3.11 Human Systems: Define the terms anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past. 6.2.2 Foundations of Government: Explain how elements of Greek direct democracy and Roman representative democracy are present in modern systems of government. 6.4.7 Analyze current economic issues in the countries of Europe or the Americas using a variety of information resources. 6.1.23 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas. 6.2.7 Roles of Citizens: Define and compare citizenship and the citizen's role in selected countries of Europe and the Americas. 6.3.5 Physical Systems : Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas. 6.4.6 Compare the standard of living of various countries of Europe and the Americas today using Gross Domestic Product (GDP) per capita as an indicator. 6.4.10 Explain how saving and investing help increase productivity and economic growth and compare and contrast individual saving and investing options. 6.4.5 Explain how financial institutions (banks, credit unions and stocks-and-bonds markets) channel funds from savers to borrowers and investors.

2nd Nine Weeks Units Covered: Unit 3: Europe and Russia- History of Europe, Southern Europe Standards Introduced: 6.1.1 Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. Describe the rise; the political,

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technological and cultural achievements; and the decline of ancient civilizations in Europe and Mesoamerica. 6.1.2 Early and Classical Civilizations: 1900 B.C. /B.C.E to 700 A.D. /C.E. Describe and compare the beliefs, the spread and the influence of religions throughout Europe and Mesoamerica. 6.1.3 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Explain the continuation and contributions of the Eastern Roman Empire after the fall of the Western Roman Empire. 6.1.4 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Describe and explain the development and organization of political, cultural, social and economic systems in Europe and the Americas. 6.1.5 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Analyze the diverse points of view and interests of those involved in the Crusades and give examples of the changes brought about by the Crusades. 6.1.7 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Explain the effects of the Black Death, or bubonic plague, along with economic, environmental and social factors that led to the decline of medieval society. 6.1.8 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Compare the diverse perspectives, ideas, interests and people that brought about the Renaissance in Europe. 6.1.9 Medieval Period: 400 A.D./C.E. - 1500 A.D./C.E. Analyze the interconnections of people, places and events in the economic, scientific and cultural exchanges of the European Renaissance that led to the Scientific Revolution, voyages of discovery and imperial conquest. 6.1.12 Early Modern Era: 1500 to 1800. Describe the Reformations and their effects on European and American society. 6.1.13 Early Modern Era: 1500 to 1800. Explain the origin and spread of scientific, political, and social ideals associated with the Age of Enlightenment. 6.1.14 Early Modern Era: 1500 to 1800. Describe the origins, developments and innovations of the Industrial Revolution and explain the changes it brought about. 6.1.15 Modern Era: 1700 to the present. Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the rest of the world. 6.1.16 Modern Era: 1700 to the present. Trace the individuals, beliefs and events that represent various political ideologies during the nineteenth and twentieth centuries. 6.1.18 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Create and compare timelines that identify major people, events and developments in the history of individual civilizations and/or countries that comprise Europe and the Americas. 6.1.19 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Define and use the terms decade, century, and millennium, and compare alternative ways that historical periods and eras are designated by identifying the organizing principles upon which each is based. 6.2.3 Foundations of Government: Examine key ideas of Magna Carta (1215), the Petition of Right (1628), and the English Bill of Rights (1689) as documents to place limits on the English monarchy. 6.2.4 Foundations of Government: Define the term nation-state and describe the rise of nation-states headed by monarchs in Europe from 1500 to 1700. 6.3.14 Environment and Society: Explain and give examples of how nature has impacted the physical environment and human populations in specific areas of Europe and the Americas. 6.3.1 The World in Spatial Terms: Identify and locate on maps the countries and capitals of Europe and the Americas such as Great Britain, Russia, Mexico, Canada and Brazil. 6.3.3 Places and Regions: Describe and compare major physical characteristics of regions in Europe and the Americas. 6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.

3rd Nine Weeks Units Covered: Unit 3:Europe and Russia- West Central Europe, Northern Europe, Eastern Europe, Russia Standards Introduced: 6.4.2 Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods. 6.3.7 Physical Systems: Locate and describe the climate regions of Europe and the Americas and explain how and why they differ. 6.3.11 Human Systems: Define the terms anthropology and archeology and explain how these fields contribute to our understanding of societies in the present and the past. 6.4.3 Explain why international trade requires a system for exchanging currency between various countries. 6.4.8 Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace. 6.4.9 Identify situations in which the actions of consumers and producers in Europe or the Americas create helpful spillovers or harmful spillovers to people inside a country who are not directly involved in the consumption or production of a product.

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6.1.20 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Recognize historical perspectives in fiction and nonfiction by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms. 6.1.21 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history. 6.1.22 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record. 6.1.23 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Form research questions and use a variety of information resources to obtain, evaluate and present data on people, cultures and developments in Europe and the Americas. 6.1.24 Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research: Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved.

4th Nine Weeks

Units Covered: Unit 2 :The Americas- History, Mexico, Central America and the Caribbean, South America Standards Introduced: 6.3.13 Environment and Society: Explain the impact of humans on the physical environment in Europe and the Americas. 6.4.4 Describe how different economic systems (traditional, command, market and mixed) in Europe and the Americas answer the basic economic questions on what to produce, how to produce and for whom to produce. 6.3.9 Human Systems: Identify current patterns of population distribution and growth in Europe and the Americas using a variety of geographic representations such as maps, charts, graphs, and satellite images and aerial photography. 6.1.10 Early Modern Era: 1500 to 1800. Examine and explain the outcomes of European colonization on the Americas and the rest of the world. 6.1.11 Early Modern Era: 1500 to 1800. Compare Spanish and Portuguese colonies in Mexico and South America with French and British colonies in North America. 6.3.8 Physical Systems: Identify major biomes of Europe and the Americas and explain how these are influenced by climate.

6th Grade Technology Education Curriculum Map

Unit Name Grading Period Days INTRO TO TECHNOLOGY /PROJECTS 1 44 INTRO TO TECHNOLOGY/ PROJECTS 2 48 INTRO TO TECHNOLOGY/ PROJECTS 3 42 INTRO TO TECHNOLOGY/ PROJECTS 4 46 Standards Introduced: Course/Subject Area: Industrial Technology Grade Level: 6 1.3 Use technologies from various historical periods to do the same tasks, then compare these technologies. 1.4 Describe technology as it is applied in communication, construction, manufacturing, and transportation. 2.1 Explain connections between modern technological systems and global environmental problems. 3.4 List technological devices that enhance the quality of life and classify them as communication, construction, manufacturing, or transportation-related devices. 9.1 Identify the major classes of resourced used by technological activities. 15.3 Convert a waste material into a useful product. 1.1 Establish and operate a simple technological system. 1.2 Analyze a technological endeavor for its inputs, processes, outputs, impacts, and feedback. 3.3 Select a large technological system and identify the communication, construction, manufacturing, and transportation parts of it (if any). 4.1 Work cooperatively in a group to design and build a model building. 4.2 Work on a R & D tem to develop a rubber band powered vehicle. 5.1 Collect examples of trends of personal needs and wants from various publications. 5.2 Identify environmental problems created by technological activities and suggest ways to correct the problem. 6.1 Use brainstorming techniques to generate technological product, structure, and system ideas. 6.2 Use sketching techniques to develop and refine various design solutions. 7.1 Select evaluation criteria for a product or technological service. 7.2 Select evaluation criteria for a product or technological service. 8.1 Prepare a dimensioned sketch for a product or technological service. 8.2 Prepare a bill of materials for a product or technological service. 8.4 Prepare a layout for a printed product. 9.2 List the materials used to produce a simple product. 10.1 List the major types of technological processes. 10.2 Prepare a simple flow process chart for a technological action. 10.3 Identify the processes used to produce a simple technological product. 11.1 Use tools and machines to produce a product or create a model of a structure. 11.2 Produce a communication product. 12.1 Identify products or service based on performance, value, and cost factors. 12.2 Determine the most appropriate machine for a specific task. 13.2 Use the proper tools to process materials. 14.1 Describe the importance of maintenance for products, systems, and structures. 15.1 Describe the importance of properly disposing of worn out and obsolete products,

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systems, and structures. 16.1 Consider the environmental impact of producing and using products. 16.3 Identify possible planned and unplanned personal, social, environmental and economic impacts of technological systems and devices. 16.4 Evaluate the performance and impacts of a system or consumer product. 17.2 Identify the role of owners, managers, and workers in an enterprise.