6th Grade 

5-6-mixer01The first year in middle school is a big transition as students move between classes and take more responsibility for their homework.  There are new opportunities to serve and develop their gifts both in and out of the classroom.  They will be able to participate in intramurals, Science Olympiad, FM (Friday morning prayer group), the track team, and more.  To help them grow as Christian young men and women, they will placed in an accountability group that meets every other Friday from 6th – 8th grade.   Field trips often include a trip to Meijer Gardens, Michigan’s Adventure, and a Holocaust Memorial honoring the Jewish people killed in WW2.  All of our teachers look forward to meeting these new students and helping them have a good first year in middle school.

Highlights

  • Intramurals
  • Changing classes
  • Accountability Groups
  • Annual Turkey Bowl Football Games
  • March Mayhem–Like January Perk-ups
  • SAAB-Our student council–(plans service projects and fun days)
  • Class trip to Michigan’s Adventure

 

6th Grade Curriculum

Reading:

Our literature time is spent doing a lot of reading.  The students are encouraged to read from many genres of literature while making an attempt to reach 50 books read during the year.  Eight books are done either as a read aloud by the teacher or as shared readings in class.  The students respond to literature in many ways while gaining an understanding of the structure of stories regarding plot, theme, setting, point of view, etc…

Grammar:

MS Classrooms_26McGraw Hill Language Arts

In sixth grade, students learn about types of sentences and the parts of speech in the context of literature and their writing. Sentences, Nouns, Verbs, Pronouns, Adjectives, and Adverbs are the main units we study.

Writing: 

6+1 Traits of Writing

Students learn and practice writing strategies in Writer’s Notebooks.  Writing fluently, adding details and voice, and using words that build pictures are skills we work on throughout the year.  Students will also write a personal narrative, persuasive essay, explanatory paper, and comparison paper.

Social Studies:

Our History curriculum focuses on ancient history from the Mesopotamians through the Renaissance using a textbook from a Christian perspective while also supplementing with the internet and other resources. We also do weekly current events articles.  In our geography class which meets once each week we study the regions of Latin America, Europe, and Oceania.  Our work is project based which allows us to get a broad survey of each of the regions.

Bible: 

Walking with God and His People  (Christian Schools International)

The sixth grade curriculum completes the four-year study of the Bible begun in 3rd grade.  Students will draw connections between the Old and New Testament through their review study of Jesus’ ministry, death, resurrection, and ascension.  Insights will be gained into how to share the gospel message through the examples of Peter, Paul, and others. The curriculum includes a study of Colossians and the letters sent by the apostles to the early church.  This is followed by a study of the Book of Revelations and God’s promise of everlasting life with Him.

Math: 

Everyday Math

Number & Numeration

  • Explore uses of scientific notation and convert between scientific and standard notation
  • Find equivalent fractions/decimals/percents

Operations & Computation

  • Add, subtract, multiply, and divide decimals
  • Model and solve rate and ratio problems

Data & Chance

  • Use mean, median, and mode to analyze data and draw conclusions
  • Express the probability of an event as a fraction, decimal, or percent

Measurement & Reference Frames

  • Use formulas to find perimeter, circumference, and area
  • Construct a scale model of the solar system

Geometry

  • Explore the relations of a congruence to isometry transformations
  • Verify Pythagorean Theorem with measurement activity

Patterns, Functions, & Algebra

  • Write algebraic expressions; write and solve algebraic equations
  • Summarize and write statements about the distributive property for numerical and algebraic expressions

Science:

Water Chemistry and Beyond

This unit begins with students observing the behavior and properties of “stuff” or matter, namely water. Once a set of common experiences are established and discussed the students will further develop and deepen their conceptual model of matter by thinking about what matter is like at the particle level.  This unit continues this model is further developed by describing phase changes, (solid, liquid, gas), at the microscopic level.  The unit progresses by investigating various liquids and observing that some liquids can float on other liquids, this seeds the idea of density.  Once students have a good grasp of mass, they go on to learn that density is a special relationship between mass and volume.  By the end of this unit; students should have a foundation of some basic properties of matter, the building blocks for further developing the particle model of matter, and the beginnings of the energy conceptual model as being the culprit of change.

Bodies of Water on Earth

Energy can be viewed as a substance-like quantity that can be stored in a physical system. It can flow or be transferred from one system to another. When this happens changes in the systems occur.  Energy transferred from the sun to Earth produce changes in Earth’s surface including its bodies of water. Energy drives the water cycles which greatly impacts Earth’s surface and those living here on Earth. Earth’s bodies of water and land have basic properties which exist due to energy transfer. This unit will focus on the dynamic relationships between the bodies of water on Earth and these transfers of energy.

Sun, Air, Water, and Land

This unit begins by guiding students to realize that our sun is a system interconnected to our hydrosphere, biosphere, geosphere and atmosphere systems.  In efforts to make sure they build the basic idea of how the sun’s radiated energy drives changes like climate patterns and the water cycle, students must first develop a basic understanding of light.  Students’ progress by further investigating how light interacts with different colors and Earth materials. Data is collected in effort to provide evidence of darker colors and land materials absorbing more energy causing their thermal energy storage accounts to increase (temperature rises at a faster rate). Students push forward with this knowledge to investigate how these temperature variations affect the air above its surface. They observe hotter air rising, cooler air sinking, and the formation of air convection currents.  This is connected to the formation of wind, Earth’s climates, and the water cycle.  Students add critical components to their conceptual model of energy by experiencing a variety of activities that show how energy is at the root of these major Earth processes. In particular this unit shows that energy transferred from the sun to Earth produces changes in Earth’s materials.  Therefore Earth’s climate and weather patterns are simply manifestation of energy transfer.

Dynamic Surface and Interior of Earth

Students begin by observing a variety of different rocks, which start them thinking about their characteristics. Once prior knowledge and exploration take place students try to create their own method of categorizing rocks. Eventually, we build a conceptual understanding of the rock cycle, the three basic types of rocks and that each type is not static in fact the rock cycle is a dynamic and cyclical process.  Students continue learning about Earth’s surface by exploring fossil formation via simulating the formation of three common types of fossils: mineral replacement, impression, and amber fossilization.  Ultimately, leading to the understanding that fossils are rare, and special circumstances are required for them to form. Students will conduct tests to determine unknown mineral specimens, and research how minerals and rocks are used in everyday items.  It will become apparent to them why humans search for minerals. After students develop an understanding of rocks, minerals, and fossils in Earth’s outer layer; students will compare Earth’s basic 4 layers to a Milky Way candy bar. Additionally, students will explore evidence that Earth’s outer layer has been moving for billions of years.  Students analyze maps of active volcanoes, recent earthquakes, and the age of the sea floor to help them identify active plate boundaries. This develops the theory of plate tectonics, which cultivates the comprehension of why mountains, volcanoes and earthquakes exist.  Again, this unit adds to their conceptual understanding of energy as they realize this driving force that shapes and forms Earth’s surface is all connected to energy transfer.