SIXTH GRADE EXPECTATIONS

• Language Arts
  
• Mathematics
  
• History / Social Studies
  
• Science
  
• Health
  
• Visual and Performing Arts
  
• Physical Education
  
• Computer Science
  
• Behavioral
  

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• Evaluate oral presentations of other students.
• Organize thoughts and orally express opinions and knowledge in a clear manner.
• Give an oral report of information to the class.
• Prepare a speech or other formal oral presentation and use visual aids.
• Read for enjoyment, information, and insight.
• Analyze characters, plot, setting, mood, and author's attitude and purpose.
• Distinguish fact from opinion.
• Use inference to perceive the critical issues behind information in a passage or literary selection.
• Write daily in journal / log.
• Maintain cursive handwriting skills.
• Use the writing process - pre-writing, writing, responding, revising, editing, and publishing.
• Organize thoughts and clearly express opinions and knowledge in writing.
• Correctly spell high frequency words.
• Prepare a research paper / project using research and reference materials.
• Use proper keyboarding technique to type at least 16 words per minute.
• Use word processing to: create a new document, access an existing file, set tabs, underline text, move text, correct errors, save a document, and print.
• Use a variety of media and communication technologies.
• Use appropriate study skills.
• Use personal organization and management skills.
• Use necessary skills to locate information.

Continue to use calculator skills as related to computation of large numbers, decimals, and problem solving including the use of the percent key.

In History/Social Studies, Students will:

• Focus on the theme "Ancient Cultures of the World".
• Compare ancient culture (up through the Roman Empire) with each other and with life as it is today.
• Use maps and globes for world geography.
• Identify appropriate reference sources and use multiple sources to complete research projects.

In Science, Students will:

For Living Things
• Given several functions, design a working organism.
• Predict the effect of environmental changes on organisms.
• Communicate how humans contribute to changes in or extinction of many forms of life.
  For Systems and Interactions
• Perform a series of experiments to illustrate that an object will stay in motion or at rest unless operated on by some force.
• Use heat energy to demonstrate both a physical and a chemical change.
• Illustrate the relationship between work and several types of simple machines.
• Demonstrate how a major geographical feature is caused by plate tectonics.
• Observe, compare, and contrast the 3 types of rock.
• Prepare a map describing ocean currents and give an oral presentation.
• Explain the impact of the water cycle on the earth's surface.
• Explain how oceans have a profound effect on weather and climate.
• Organize and develop a project to demonstrate the responsibilities of humans towared natural resources.
• Identify the food chains and food webs within an ecosystem.
  For Scale and Structure
• Make models which explain the building blocks of matter.
• Build a model which illustrates a chemical change.
• Describe the ever changing components which interact to create climate.
• Develop an understanding of the universe through the study of astronomy.
  For Energy
• Observe and classify evidence of potential and kinetic energy in the community.
• Research and evaluate the effects of various energy sources on the environment.
• Observe and analyze the effects of various temperatures on a living organism.
• Communicate an understanding of uses for electricity and magnetism in everyday life.
• Communicate the ways in which light is used.
• Compare and contrast the ways sound is used to communicate.

In Health/Substance Abuse Prevention, Students will:

• Identify and use personal eating and grooming habits that contribute to wellness and reduce the risk of infection.
• Practice safe behavior and accident prevention and know emergency procedures at home and school.
• Relate maturation changes that occur during adolescence to adolescent behavior.
• Define chemical substances, prescription drugs, street drugs, over-the-counter drugs, foods that contain drugs (coffee, cola, etc.) and look-alike drugs, and how they affect the body.
• Support the position that substance abuse is a bad decision and acquire the skills to identify and use alternatives, including refusal skills to handle problem situations.
• Identify how rules, customs, values, and beliefs influence behavior.
• Evaluate own behavior.
• Demonstrate steps in making a decision;identify the factors which influence decision making, including peer pressure, and describe their effect.
• Implement conflict resolution in group situations.

In Physical Education, Students will:

• Show improved cardiovascular fitness, as measured by a one-mile run.
• Demonstrate knowledge of game rules and procedures.
• Develop ability in throwing objects of different size, shape, and weight.
• Learn basic team strategies and skills.
• Know how to use playground equipment safely and properly.

In Visual and Performing Arts, Students will:

• Experience a variety of musical activities: singing, playing instruments, movements, and listening.
• Develop an awareness of famous composers and artists.
• Experience activities using various media such as crayon, felt tip marker, paint, charcoal, pencil, chalk, tissue, and construction paper.
• Participate in appropriate music, dance, and drama activities.

In Computer Science, Students will:

• Use simulation, problem solving, reference, drills and practice software across the curriculum.
• Use databases to retrieve, organize, and apply information.
• Discuss and practice proper computer ethics.

Students Who Achieve at their Optimal Potential Each Day

Glendale Unified School District states as one of its objectives in its strategic plan, Glendale Schools 2000, that all students will achieve at their optimal potential each day. In order for students to achieve this objective, Glendale parents, teachers, and administrators, working together on a Glendale Schools 2000 Action Team, developed a description of the behavior of students who are achieving their potential each day. The behavioral indicators of students who perform at their optimal potential each day include the following characteristics:

• Demonstrate the ability to get along with others.
• Demonstrate self-confidence and self-esteem.
• Demonstrate an age-appropriate attention span.
• Communicate appropriately with adults and peers.
• Show sound judgement.
• Demonstrate perseverance.
• Are goal-oriented.
• Demonstrate a sense of responsiblity.
• Demonstrate a positive attitude.
• Understand proper health habits.
• Follow directions.
• Can problem solve.
• Demonstrate flexibility.
• Demonstrate proficiency in seeking and processing information form a variety of sources.

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Copyright © 1998, Monte Vista Elementary School, Last Updated 9/98,
Web Page Author -Mary Beth Baker
Staff Advisor - Carla Walker