Sixth Grade Science Curriculum One Stop Shop For Educators Georgia Performance Standards for Science Grade 6 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the sixth grade level. The Project 2061 s Benchmarks for Science Literacy is used as the core of the curriculum to determine appropriate content and process skills for students. The GPS is also aligned to the National Research Council s National Science Education Standards. Technology is infused into the curriculum. The relationship between science, our environment, and our everyday world is crucial to each student s success and should be emphasized. The performance standards should drive instruction. Hands-on, student-centered, and inquiry-based approaches should be the emphases of instruction. This curriculum is intended as a required curriculum that would show proficiency in science, and instruction should extend beyond the curriculum to meet the student needs. Safety of the student should always be foremost in science instruction. Science consists of a way of thinking and investigating, as well a growing body of knowledge about the natural world. To become literate in science, therefore, students need to acquire an understanding of both the Characteristics of Science and its Content. The Georgia Performance Standards for Science require that instruction be organized so that these are treated together. Therefore, A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. For this reason they are presented as co-requisites. This Performance Standards document includes four major components. They are The Standards for Georgia Science Courses. The Characteristics of Science co-requisite standards are listed first, followed by the Content co-requisite standards. Each Standard is followed by elements that indicate the specific learning goals associated with it. Tasks that students should be able to perform during or by the end of the course. These are keyed to the relevant Standards. Some of these can serve as activities that will help students achieve the learning goals of the Standard. Some can be used to assess student learning, and many can serve both purposes. Samples of student work. As a way of indicating what it takes to meet a Standard, examples of successful student work are provided. Many of these illustrate how student work can bridge the Content and Characteristics of Science Standards. The Georgia DOE Standards web site will continue to add samples as they are identified and teachers are encouraged to submit examples from their own classroom experiences. Teacher Commentary. Teacher commentary is meant to open the pathways of communication between students and the classroom teacher. Showing students why they did or did not meet a standard enables them to take ownership of their own learning. Grade 6 Science Standards Approved July 13, 2006 Revised May 31, 2007 Page 1 of 8 Copyright 2007 All Rights Reserved
Georgia Performance Standards for Science Grade 6 Georgia Performance Science Standards-- Explanation of Coding Characteristics of Science Standards SKCS1 Science Kindergarten Characteristics of Science Standard #1 S8CS2 Science Grade 8 Characteristics of Science Standard #2 SCSh8 Science Characteristics of Science high school Standard #8 Content Standards S5P3 Science Grade 5 Physical Science Standard #3 S4E2 Science Grade 4 Earth Science Standard #2 S7L4 Science Grade 7 Life Science Standard #4 SC1 Science Chemistry Standard #1 SB4 Science Biology Standard #4 SPS6 Science Physical Science Standard #6 SP3 Science Physics Standard #3 Grade 6 Science Standards Approved July 13, 2006 Revised May 31, 2007 Page 2 of 8 Copyright 2007 All Rights Reserved
Georgia Performance Standards for Science Grade 6 Sixth grade students use records they keep and analyze the data they collect. They observe and explain how an aspect of weather can affect a weather system. They use different models to represent systems such as the solar system and the sun/moon/earth system. They use what they observe about the earth s materials to infer the processes and timelines that formed them. Sixth graders write instructions, describe observations, and show information in graphical form. When analyzing the data they collect, sixth graders can recognize relationships in simple charts and graphs and find more than one way to interpret their findings. The students replicate investigations and compare results to find similarities and differences. The middle school earth science course is designed to give all students an overview of common strands in earth science including, but not limited to, meteorology, geology, astronomy, oceanography, resources, and human impact on the earth. Major Concepts/Skills Meteorology: Impact of weather and climate on the Earth Oceanography Earth Materials: Composition and structure of the Earth Earth in Space Interactions: Human impact on the Earth Energy Sources Concepts/Skills to Maintain Characteristics of Science Records investigations clearly and accurately Uses scientific tools Interprets graphs, tables, and charts Writes clearly Uses proper units Organizes data into graphs, tables, and charts Analyzes scientific data via calculations and inference Recognizes the importance of explaining data with precision and accuracy Uses models Asks quality questions Uses technology Uses safety techniques Co-Requisite Characteristics of Science Safety Techniques Habits of Mind S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works. a. Understand the importance of and keep honest, clear, and accurate records in science. b. Understand that hypotheses are valuable if they lead to fruitful investigations, even if the hypotheses turn out not to be completely accurate descriptions. Grade 6 Science Standards Approved July 13, 2006 Revised May 31, 2007 Page 3 of 8 Copyright 2007 All Rights Reserved
Georgia Performance Standards for Science Grade 6 S6CS2. S6CS3. S6CS4. S6CS5. S6CS6. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus. b. Demonstrate appropriate techniques in all laboratory situations. c. Follow correct protocol for identifying and reporting safety problems and violations. Students will use computation and estimation skills necessary for analyzing data and following scientific explanations. a. Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers and decimals. b. Use metric input units (such as seconds, meters, or grams per milliliter) of scientific calculations to determine the proper unit for expressing the answer. c. Address the relationship between accuracy and precision and the importance of each. d. Draw conclusions based on analyzed data. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities. a. Use appropriate technology to store and retrieve scientific information in topical, alphabetical, numerical, and keyword files, and create simple files. b. Estimate the effect of making a change in one part of a system on the system as a whole. c. Read analog and digital meters on instruments used to make direct measurements of length, volume, weight, elapsed time, rates, and temperature, and choose appropriate units for reporting various quantities. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters. a. Observe and explain how parts are related to other parts in systems such as weather systems, solar systems, and ocean systems including how the output from one part of a system (in the form of material, energy, or information) can become the input to other parts. (For example: El Nino s effect on weather) b. Identify several different models (such as physical replicas, pictures, and analogies) that could be used to represent the same thing, and evaluate their usefulness, taking into account such things as the model s purpose and complexity. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step instructions for conducting scientific investigations, operating a piece of equipment, or following a procedure. b. Understand and describe how writing for scientific purposes is different than writing for literary purposes. c. Organize scientific information using appropriate tables, charts, and graphs, and identify relationships they reveal. Grade 6 Science Standards Approved July 13, 2006 Revised May 31, 2007 Page 4 of 8 Copyright 2007 All Rights Reserved
Georgia Performance Standards for Science Grade 6 S6CS7. Students will question scientific claims and arguments effectively. a. Question claims based on vague attributions (such as Leading doctors say... ) or on statements made by people outside the area of their particular expertise. b. Recognize that there may be more than one way to interpret a given set of findings. The Nature of Science S6CS8. Students will investigate the characteristics of scientific knowledge and how it is achieved. Students will apply the following to scientific concepts: a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. b. When new experimental results are inconsistent with an existing, well-established theory, scientists may require further experimentation to decide whether the results are flawed or the theory requires modification. c. As prevailing theories are challenged by new information, scientific knowledge may change and grow. S6CS9. Students will investigate the features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientific investigations are conducted for different reasons. They usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations. b. Scientists often collaborate to design research. To prevent bias, scientists conduct independent studies of the same questions. c. Accurate record keeping, data sharing, and replication of results are essential for maintaining an investigator s credibility with other scientists and society. d. Scientists use technology and mathematics to enhance the process of scientific inquiry. e. The ethics of science require that special care must be taken and used for human subjects and animals in scientific research. Scientists must adhere to the appropriate rules and guidelines when conducting research. Grade 6 Science Standards Approved July 13, 2006 Revised May 31, 2007 Page 5 of 8 Copyright 2007 All Rights Reserved
Georgia Performance Standards for Science Grade 6 Reading Standard Comment After the elementary years, students are seriously engaged in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary, and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context. Beginning with the middle grades years, students begin to self-select reading materials based on personal interests established through classroom learning. Students become curious about science, mathematics, history, and literature as they form contexts for those subjects related to their personal and classroom experiences. As students explore academic areas through reading, they develop favorite subjects and become confident in their verbal discourse about those subjects. Reading across curriculum content develops both academic and personal interests in students. As students read, they develop both content and contextual vocabulary. They also build good habits for reading, researching, and learning. The Reading Across the Curriculum standard focuses on the academic and personal skills students acquire as they read in all areas of learning. S6CS10. Students will enhance reading in all curriculum areas by: a. Reading in All Curriculum Areas Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas Read both informational and fictional texts in a variety of genres and modes of discourse Read technical texts related to various subject areas b. Discussing books Discuss messages and themes from books in all subject areas. Respond to a variety of texts in multiple modes of discourse. Relate messages and themes from one subject area to messages and themes in another area. Evaluate the merit of texts in every subject discipline. Examine author s purpose in writing. Recognize the features of disciplinary texts. c. Building vocabulary knowledge Demonstrate an understanding of contextual vocabulary in various subjects. Use content vocabulary in writing and speaking. Explore understanding of new words found in subject area texts. Grade 6 Science Standards Approved July 13, 2006 Revised May 31, 2007 Page 6 of 8 Copyright 2007 All Rights Reserved
Georgia Performance Standards for Science Grade 6 d. Establishing context Explore life experiences related to subject area content. Discuss in both writing and speaking how certain words are subject area related. Determine strategies for finding content and contextual meaning for unknown words. Co-Requisite-Content S6E1. Students will explore current scientific views of the universe and how those views evolved. a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as they describe our solar system, and the Big Bang as it describes the formation of the universe. b. Describe the position of the solar system in the Milky Way galaxy and the universe. c. Compare and contrast the planets in terms of Size relative to the earth Surface and atmospheric features Relative distance from the sun Ability to support life d. Explain the motion of objects in the day/night sky in terms of relative position. e. Explain that gravity is the force that governs the motion in the solar system. f. Describe the characteristics of comets, asteroids, and meteors. S6E2. Students will understand the effects of the relative positions of the earth, moon and sun. a. Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun. b. Explain the alignment of the earth, moon, and sun during solar and lunar eclipses. c. Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate. S6E3. Students will recognize the significant role of water in earth processes. a. Explain that a large portion of the Earth s surface is water, consisting of oceans, rivers, lakes, underground water, and ice. b. Relate various atmospheric conditions to stages of the water cycle. c. Describe the composition, location, and subsurface topography of the world s oceans. d. Explain the causes of waves, currents, and tides. S6E4. Students will understand how the distribution of land and oceans affects climate and weather. a. Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns. Grade 6 Science Standards Approved July 13, 2006 Revised May 31, 2007 Page 7 of 8 Copyright 2007 All Rights Reserved
Georgia Performance Standards for Science Grade 6 b. Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms. c. Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes. S6E5. Students will investigate the scientific view of how the earth s surface is formed. a. Compare and contrast the Earth s crust, mantle, and core including temperature, density, and composition. b. Investigate the contribution of minerals to rock composition. c. Classify rocks by their process of formation. d. Describe processes that change rocks and the surface of the earth. e. Recognize that lithospheric plates constantly move and cause major geological events on the earth s surface. f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides). g. Describe how fossils show evidence of the changing surface and climate of the Earth. h. Describe soil as consisting of weathered rocks and decomposed organic material. i. Explain the effects of human activity on the erosion of the earth s surface. j. Describe methods for conserving natural resources such as water, soil, and air. S6E6. Students will describe various sources of energy and with their uses and conservation. a. Explain the role of the sun as the major source of energy and its relationship to wind and water energy. b. Identify renewable and nonrenewable resources. Grade 6 Science Standards Approved July 13, 2006 Revised May 31, 2007 Page 8 of 8 Copyright 2007 All Rights Reserved
Grade Six LATIN AMERICA, the CARIBBEAN and CANADA, EUROPE, and AUSTRALIA Sixth grade is the first year of a two year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and Australia. The goal of this two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas so as to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses on major events in each region during the twentieth and twenty-first centuries. LATIN AMERICA and CANADA Geographic Understandings SS6G1 The student will locate selected features of Latin America and the Caribbean. a. Locate on a world and regional political-physical map: Amazon River, Caribbean Sea, Gulf of Mexico, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert. b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela. SS6G2 The student will discuss environmental issues in Latin America. a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oilrelated pollution in Venezuela. SS6G3 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Latin America and the Caribbean. a. Compare how the location, climate, and natural resources of Mexico and Venezuela affect where people live and how they trade. b. Compare how the location, climate, and natural resources of Brazil and Cuba affect where people live and how they trade. SS6G4 The student will describe the cultural characteristics of people who live in Latin America and the Caribbean. a. Describe the results of blending of ethnic groups in Latin America and the Caribbean. b. Explain why Latin America is a region based on the languages of Portuguese and Spanish. c. Evaluate how the literacy rate affects the standard of living. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 1 of 11 Copyright 2008 All Rights Reserved
SS6G5 The student will locate selected features of Canada. a. Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains. SS6G6 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Canada. a. Describe how Canada s location, climate, and natural resources have affected where people live. b. Describe how Canada s location, climate, and natural resources impact trade. SS6G7 The student will discuss environmental issues in Canada. a. Explain the major environmental concerns of Canada regarding acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources. Government/Civics Understandings SS6CG1 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominate forms of democratic governments: parliamentary and presidential. SS6CG2 The student will explain the structures of national governments in Latin America and the Caribbean. a. Compare the federal-republican systems of the Federative Republic of Brazil (Brazil) and the United Mexican States (Mexico) to the dictatorship of the Republic of Cuba (Cuba), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms. SS6CG3 The student will explain the structure of the national government of Canada. a. Describe the structure of the Canadian government as a constitutional monarchy, a parliamentary democracy, and a federation, distinguishing the role of the citizen in terms of voting and personal freedoms. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 2 of 11 Copyright 2008 All Rights Reserved
Economic Understandings SS6E1 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command. c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil. SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada. a. Explain how specialization encourages trade between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos. c. Explain the functions of the North American Free Trade Agreement (NAFTA). d. Explain why international trade requires a system for exchanging currencies between nations. SS6E3 The student will describe factors that influence economic growth and examine their presence or absence in Latin America. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country s economy. d. Describe the role of entrepreneurship. SS6E4. The student will explain personal money management choices in terms of income, spending, credit, saving, and investing. Historical Understandings SS6H1 The student will describe the impact of European contact on Latin America. a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma, Pizarro, and Atahualpa. b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse. SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations. a. Describe the influence of African slavery on the development of the Americas. b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America. c. Explain the Latin American independence movement; include the importance of Toussaint L Ouverture, Simon Bolivar, and Miguel Hidalgo. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 3 of 11 Copyright 2008 All Rights Reserved
SS6H3 The student will analyze important 20th century issues in Latin America and the Caribbean. a. Explain the impact of the Cuban Revolution. b. Explain the impact and political outcomes of the Zapatista guerrilla movement in Mexico. SS6H4 The student will describe the impact of European contact on Canada. a. Describe the influence of the French and the English on the language and religion of Canada. b. Explain how Canada became an independent nation. SS6H5 The student will analyze important contemporary issues in Canada. a. Describe Quebec s independence movement. EUROPE Geographic Understandings SS6G8 The student will locate selected features of Europe. a. Locate on a world and regional political- physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula. b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom. SS6G9 The student will discuss environmental issues in Europe. a. Explain the major concerns of Europeans regarding the issues such as acid rain in Germany, air pollution in the United Kingdom, and the nuclear disaster in Chernobyl, Ukraine. SS6G10 The student will explain the impact of location, climate, natural resources, and population distribution on Europe. a. Compare how the location, climate, and natural resources of the United Kingdom and Russia affect where people live and how they trade. b. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade. SS6G11 The student will describe the cultural characteristics of Europe. a. Explain the diversity of European languages as seen in a comparison of German, English, Russian, French, and Italian. b. Describe the major religions in Europe; include Judaism, Christianity, and Islam. c. Explain how the literacy rate affects the standard of living in Europe. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 4 of 11 Copyright 2008 All Rights Reserved
Government/Civics Understandings SS6CG4 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominant forms of democratic governments: parliamentary and presidential. SS6CG5 The student will explain the structure of modern European governments. a. Compare the parliamentary system of the United Kingdom of Great Britain and Northern Ireland (United Kingdom), the federal system of the Federal Republic of Germany (Germany), and the federation of the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms. b. Describe the purpose of the European Union and the relationship between member nations. Economic Understandings SS6E5 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. c. Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia. SS6E6 The student will analyze the benefits of and barriers to voluntary trade in Europe. a. Compare and contrast different types of trade barriers such as tariffs, quotas, and embargos. b. Explain why international trade requires a system for exchanging currencies between nations. SS6E7 The student will describe factors that influence economic growth and examine their presence or absence in Europe. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country s economy. d. Describe the role of entrepreneurship. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 5 of 11 Copyright 2008 All Rights Reserved
Historical Understandings SS6H6 The student will analyze the impact of European exploration and colonization on various world regions. a. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator. b. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas. c. Trace the colonization of Australia by the United Kingdom. d. Explain the impact of European empire building in Africa and Asia on the outbreak of WWI. SS6H7 The student will explain conflict and change in Europe to the 21 st century. a. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, worldwide depression, and the rise of Nazism. b. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers. c. Explain how the collapse of the Soviet Union led to the end of the Cold War and German reunification. AUSTRALIA Geographic Understandings SS6G12 The student will be able to locate selected features of Australia. a. Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Ayers Rock, and Great Victoria Desert. SS6G13 The student will explain the impact of location, climate, distribution of natural resources, and population distribution on Australia. a. Describe how Australia s location, climate, and natural resources have affected where people live. b. Describe how Australia s location, climate, and natural resources impact trade. SS6G14 The student will describe the cultural characteristics of people who live in Australia. a. Explain the impact of English colonization on the language and religion of Australia. b. Evaluate how the literacy rate affects the standard of living. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 6 of 11 Copyright 2008 All Rights Reserved
Government/Civics Understandings SS6CG6 The student will compare and contrast various forms of government. a. Describe the ways government systems distribute power: unitary, confederation, and federal. b. Explain how governments determine citizen participation: autocratic, oligarchic, and democratic. c. Describe the two predominate forms of democratic governments: parliamentary and presidential. SS6CG7 The student will explain the structure of the national government of Australia. a. Describe the federal parliamentary democracy of Australia, distinguishing form of leadership, type of legislature, and the role of the citizen in terms of voting and personal freedoms. Economic Understandings SS6E8 The student will analyze different economic systems. a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce. b. Explain how most countries have a mixed economy located on a continuum between pure and market and pure command. c. Describe the economic system used in Australia. SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia. a. Explain how specialization makes trade possible between countries. b. Compare and contrast different types of trade barriers, such as tariffs, quotas and embargos. c. Explain why international trade requires a system for exchanging currency between nations. SS6E10 The student will describe factors that influence economic growth and examine their presence or absence in Australia. a. Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP). b. Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP). c. Describe the role of natural resources in a country s economy. d. Describe the role of entrepreneurship. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 7 of 11 Copyright 2008 All Rights Reserved
Historical Understanding SS6H8 The student will describe the culture and development of Australia prior to contact with Europeans. a. Describe the origins and culture of the Aborigines. SS6H9 The student will explain the impact European exploration and colonization had on Australia. a. Explain the reasons for British colonization of Australia; include the use of prisoners as colonists. b. Explain the impact of European colonization of Australia in terms of diseases and weapons on the indigenous peoples of Australia. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 8 of 11 Copyright 2008 All Rights Reserved
Reading Across the Curriculum Reading Standard Comment After the elementary years, students are seriously engaged in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. Students encounter a variety of informational as well as fictional texts, and they experience text in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), students must learn through reading the communities of discourse of each of those disciplines. Each subject has its own specific vocabulary; and for students to excel in all subjects, they must learn the specific vocabulary of those subject areas in context. Beginning in the middle grades, students start to self-select reading materials based on personal interests established through classroom learning. Students become curious about science, mathematics, history, and literature as they form contexts for those subjects related to their personal and classroom experiences. As students explore academic areas through reading, they develop favorite subjects and become confident in their verbal discourse about those subjects. Reading across curriculum content develops both academic and personal interests in students. As students read, they develop both content and contextual vocabulary. They also build good habits for reading, researching, and learning. The Reading Across the Curriculum standard focuses on the academic and personal skills students acquire as they read in all areas of learning. SS6RC1 Students will enhance reading in all curriculum areas by: a. Reading in All Curriculum Areas Read a minimum of 25 grade-level appropriate books per year from a variety of subject disciplines and participate in discussions related to curricular learning in all areas. Read both informational and fictional texts in a variety of genres and modes of discourse. Read technical texts related to various subject areas. b. Discussing books Discuss messages and themes from books in all subject areas. Respond to a variety of texts in multiple modes of discourse. Relate messages and themes from one subject area to messages and themes in another area. Evaluate the merit of texts in every subject discipline. Examine author s purpose in writing. Recognize the features of disciplinary texts. c. Building vocabulary knowledge Demonstrate an understanding of contextual vocabulary in various subjects. Use content vocabulary in writing and speaking. Explore understanding of new words found in subject area texts. d. Establishing context Explore life experiences related to subject area content. Discuss in both writing and speaking how certain words are subject area related. Determine strategies for finding content and contextual meaning for unknown words. SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 9 of 11 Copyright 2008 All Rights Reserved
Social Studies Skills Matrices MAP AND GLOBE SKILLS GOAL: The student will use maps to retrieve social studies information. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills Map and Globe Skills K 1 2 3 4 5 6 7 8 1. use cardinal directions I M A A A A A A A A 2. use intermediate directions I M A A A A A A A 3. use a letter/number grid system to determine location 4. compare and contrast the categories of natural, cultural, and political features found on maps 5. use inch to inch map scale to determine distance on map 6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps 7. use a map to explain impact of geography on historical and current events 8. draw conclusions and make generalizations based on information from maps 9. use latitude and longitude to determine location 10. use graphic scales to determine distances on a map 11. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities 12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 10 of 11 Copyright 2008 All Rights Reserved 9-12 I M A A A A A A I M A A A A A A I M A A A A A A I D M A A A A A I D M A A A A A I M A A A A A I D D D M A A I M A A A A I M A A A A I M A A A A
INFORMATION PROCESSING SKILLS GOAL: The student will be able to locate, analyze, and synthesize information related to social studies topics and apply this information to solve problems/make decisions. I: indicates when a skill is introduced in the standards and elements as part of the content D: indicates grade levels where the teacher must develop that skill using the appropriate content M: indicates grade level by which student should achieve mastery, the ability to use the skill in all situations A: indicates grade levels where students will continue to apply and improve mastered skills SOCIAL STUDIES GRADE SIX GPS Approved 10/14/2004 Revised 8/14/2008 Page 11 of 11 Copyright 2008 All Rights Reserved
Georgia Performance Standards Framework for Physical Education SIXTH GRADE PE6.1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities. Description: Motor skills are combined and used in specific game and performance situations. The student will refine and vary skills learned in the elementary years, using them to participate in the small-sided games, dance, or individual activities. The following activities are suggested for sixth grade: Invasion Net/ Field Target Dance/ Outdoor Fitness Individual Wall Rhythms Lacrosse Ultimate Frisbee Soccer Pickle ball Whiffle ball Bowling Bocce ball Disc golf Juggling Jump rope Line dancing Square/Folk dance Aquatics Cycling Hiking Tae Bo Yoga Pilates Tumbling a. Performs complex movement patterns used in small-sided game situations. Moves to open space to receive a pass from a teammate during an invasion game. Properly positions self in a pickle ball game to strike the ball in a manner that places it away from their opponent. b. Performs specialized manipulative skills in an applied setting to include throwing and catching. Throws and catches using a lacrosse stick with accuracy and control. Throws a disc with accuracy to land in the basket during disc golf. c. Performs advanced rhythm sequences that combine movement, complex concepts and skills. Designs and performs a jump rope routine that includes a variety of forward and backward jumps. Performs a sequence of Pilates movements to increase flexibility. December 11, 2008 * Page 1 of 6 All Rights Reserved
Georgia Performance Standards Framework for Physical Education SIXTH GRADE PE6.2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities. Description: Students can identify principles of practice and conditioning that enhance movement performance. They have higher levels of understanding and movement skills are more automatic. They are able to demonstrate basic concepts of strategies in game play and perform basic rhythmic patterns. Elements: a. Identifies concepts that apply to the movement and sports skills being practiced. Identifies proper warm-up and cool-down techniques and reasons for using them. Throws a softball different distances using varied trajectories and amounts of force. b. Knows the difference between massed and distributed practice and the advantages of each. Maintains a log of practice attempts for throwing a softball at a target and; Compares and/or contrasts differences in successful throws from first attempts to last attempts. Practices a table tennis serve multiple times against a wall to perfect top and back spin. c. Describes basic strategies for offense and defense in small sided game play. Explains defensive position in relationship to the offensive player while playing defense in basketball. Describes a give and go in soccer to attempt an open shot on goal. d. Identifies steps correctly to perform a rhythmic pattern. Performs a folk or line dance. Designs a Tae Bo routine. December 11, 2008 * Page 2 of 6 All Rights Reserved
Georgia Performance Standards Framework for Physical Education SIXTH GRADE PE6.3: Participates regularly in physical activity. Description: Students participate in physical activities that provide important opportunities for challenges with the goal of voluntary participation outside of class. Physical activity choices are based on personal interests and the desire to maintain an active lifestyle. Elements: a. Identifies opportunities in school and community to be physically active. Example: Completes a list of physical activities in which one can participate at school and outside the school setting. Lists intramural activities within the school and community recreational opportunities available for participation based on student s interest. Provides examples of or participates in a running club outside of school. b. Participates in a variety of activities that result in a physically active lifestyle. Example: Participates in school sponsored intramural activities. (i.e. jump rope, team handball, ultimate Frisbee). Goes cycling on a local bicycle trail. Students with disabilities participate in Special Olympics and/or Metro Miracle league. Regularly exercises at home or in a fitness center. Trains for a local 5K race. December 11, 2008 * Page 3 of 6 All Rights Reserved
Georgia Performance Standards Framework for Physical Education SIXTH GRADE PE6.4: Achieves and maintains a health-enhancing level of physical fitness. Description: Sixth grade students should be able to participate in moderate to vigorous physical activity in a variety of settings for longer periods of time than during the elementary years. Students are able to apply the components of fitness and explain how these relate to their overall fitness status. With teacher assistance, students are able to assess their personal fitness status and use information from fitness assessments to determine current levels of fitness and increase current levels of fitness. They participate in physical activities addressing each component of health-related fitness with the focus at this grade level being on flexibility. They will use this information to develop a plan to improve or maintain flexibility. Elements: a. Participates in criterion-referenced fitness assessments (e.g. Fitnessgram) with close teacher guidance and supervision and identifies ways to improve flexibility. Compares criterion-referenced test scores to determine current fitness levels. Participates in pre and post criterion-referenced tests to measure improvement and increase current levels of fitness. b. Identifies the basic principles of training to improve physical fitness. Explains the importance of frequency while improving fitness. Explains why a muscle should be warm in order to improve flexibility. c. Participates in activities designed to improve or maintain flexibility. Participates in yoga classes to measure progress towards healthy fitness standards for flexibility. Demonstrates proper warm-up and cool-down techniques specific to class activities. December 11, 2008 * Page 4 of 6 All Rights Reserved
Georgia Performance Standards Framework for Physical Education SIXTH GRADE PE6.5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Description: Students identify the reasons for establishing rules, procedures, and etiquette that create a safe environment for various activities. They work cooperatively to accomplish group or team goals in both cooperative and competitive activities. Students are expected to work independently to complete assigned tasks. Elements: a. Participates responsibly by following rules and making appropriate decisions. Participates successfully within the rules of a small sided game. Works independently at a vigorous level during fitness stations. b. Identifies and demonstrates safe practices in the physical education setting. Voluntarily wears and uses appropriate safety gear. Takes responsibility for setting up and breaking down equipment. c. Identifies the importance of etiquette in physical activity. Takes a knee when a student injury is signaled. Waits for entire group to tee off before leaving the tee area. December 11, 2008 * Page 5 of 6 All Rights Reserved
Georgia Performance Standards Framework for Physical Education SIXTH GRADE PE6.6: Values physical activity for health, enjoyment, challenge, self expression, and/or socialinteraction. Description: Students participate in physical activities that provide important opportunities for challenges in social interaction and group membership. They have the opportunities for continued personal growth in physical skill in their applied setting. Students recognize that all people do not enjoy the same activities. Elements: a. Selects and evaluates physical activities to participate in for social interaction and continued personal growth. Participates in a yoga class to maintain/increase flexibility. Walks the dog with a family member or friend for personal enjoyment. b. Analyzes the relationship between inactivity and cancer. Describe the impact of inactivity on breast and colon cancer. Participates in Relay-for-Life or other community activity increasing cancer awareness. December 11, 2008 * Page 6 of 6 All Rights Reserved