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Click for the: Nature’s Classroom Pre-Registration Form
30 minutes each week, due on Tuesday
Reading and Interpreting Data (all videos and exercises; this is what we’ll be doing in Unit 1)
Measures of Central Tendency (only these videos and exercises; this will help you with our work in Unit 1)
Statistics Intro: Mean, Median, Mode (video)
Example: finding Mean, Median, Mode (video)
Mean, Median, Mode (exercise)
Exploring Mean and Median Module (video)
Exploring Mean and Median (exercise)
Average word problems (exercise)
Conceptualizing Decimals and Place Notation (all videos and exercises; start this when we do Unit 2)
Adding and Subtracting Decimals (all videos and exercises; this is what we’ll be doing in Unit 2)
Multiplying Decimals (all videos and exercises; this is what we’ll be doing in Unit 2)
Dividing Decimals (all videos and exercises; this is what we’ll be doing in Unit 2)
Please remember to return the Emergency Information Cards and the Handbook Signature sheets! Also, we’re going to Children’s Island next Friday, so the children need their permission slips in very soon! Parents’ Night is Thursday the 19th, so ink that onto your calendar. AND, this Friday is a Half Day, as we head off to the Labor Day Long Weekend! Don’t forget the sunscreen and ketchup!
6th Grade Supply List
1 large heavy-duty 3-inch three-ring binder (preferably with a rubber hinge) 1 thin binder for music class
2 packages of binder paper to be shared with the class
1 5 Subject Notebook with Pockets for ELA
4 graph-ruled composition notebooks for Math and Science(two each) 1 Composition notebook for Global Studies
1 One subject notebook with a pocket for CSL
8 dividers with colored plastic tabs (not folders)
1 durable pencil box or soft cover pencil bag with grommeted holes to fit the three-ring binder
1 box of colored pencils that will fit in the pencil box or plastic pouch
1 metric-standard 12-inch ruler with 3 holes to fit in the three-ring binder
1 Memory stick, or flash drive Please bring on first day of school 2 boxes #2 pencils, “Ticonderoga” brand strongly recommended 2 handheld pencil sharpeners
2 handheld erasers
1 box of red pens
2 ultra-finepoint black sharpies
3 highlighters (different colors)
6 2-pocket (bifold) plastic folders, three-hole punched
2 boxes of tissues for the classroom
1 sketch book – preferably ring bound ( 8 1?2 x 11) 1 fine and
1 ultra-fine black Sharpies.
In 6th grade, students will be purchasing and using their own reading books for ELA. Possessing their own copy of the book will allow students to “mark up the text”- which is known to deepen comprehension.
Please look out for more information about purchasing books in the Fall.
We hope that you have had a fun summer and that you are ready to come to MCCPS for a wonderful school year! Your Sixth Grade teachers have enjoyed reading the letters you wrote at the end of the Fifth Grade, and are very excited to have you in our class. We have been working to prepare for an awesome year. We are certain that our Sixth Grade team will continue to be a wonderful community where each student has important contributions to share. This Sixth Grade promises to be one of the best that MCCPS has ever seen!
By now you have probably printed the supply list, which is available at http://marbleheadcharter.org/studentdocs, but there is also a copy on the back of this letter. Like last year, you will receive an assignment book during the first week of school. The assignment book must be signed every day by a parent. This is also the place where you and your parents can make notes or write reminders.
On the first day of school, please bring a chapter book to read during independent reading time. During this first week of school we will be sharing and discussing our summer reading. Please bring your school supplies on the second day.
More information about the upcoming school year will be shared with you when you arrive at school. Your parents can find out more about what you will be learning and doing at Parent/Teacher Night on Thursday, September 19, 2013 at 6:30 p.m. We look forward to seeing you again when we meet on the field Monday, August 26, 2013.
See you soon!
Sixth Grade Team Teachers:
Exhibition #3 will be held on June 19th! This will be an exploration and exposition of the state of our local marine environment and how we can use technology to solve problems. Students will be writing persuasive letters and building solar-powered cars.
What gains and losses come with change? What cycles are demonstrated in the Universe? How is change effected?
Students will expand on their knowledge of Colonial America by researching the major events and people integral to the creation of the thirteen original colonies. Students will use their research to assume the role of a colonist who bore witness and documented the making of America within a specific colony. Students will write a historical sketch, or collection of writing pieces, one of which documents the establishment of their colony in an informative paragraph, a description of colonists’ way of life, and a paragraph that compares and contrasts their colony to another American colony. Students will combine their written work with an original drawing of their colony, a map, and a timeline of colonial history into a pamphlet with an authentic looking cover. On exhibition night, students will present entries from their historical sketch that demonstrate their understanding of both colonial life and the history of American Colonization.
- Researcher’s fact sheets for each paragraph.
- Three forms of informative writing, a timeline and map compiled into a book.
- A cover page that mimics authentic writings from the Colonial Era.
- Oral presentation of an excerpt from students’ historical sketch on Exhibition Night.
- Weekly and end-of-term assessments on aspects of early American settlement.
- Historical sketch with informative writing pieces.
- Cover page that reflects knowledge of writings from the Colonial Era.
- Presentation on Exhibition Night.
- How to work independently when researching and writing.
- How to take effective notes when conducting research.
- How to compose informative, descriptive, and compare and contrast writing pieces.
Mathematics and Science Exhibition II
Students will learn about relative sizes and distances of planets in the Solar System and apply a variety of skills to make a 2-dimensional scale model, either in U.S. Customary Units or the Metric System. They will apply place-value concepts to read, write, interpret and compare large numbers. Students will practice and master conversion between scientific and standard notation. They will apply extended multiplication and division facts to make ratio comparisons of large numbers, and solve unit rate problems, and they will use data to answer questions and draw conclusions.
- Detailed folder of all notes and planet calculations
- Informative essay based on students’ analysis of the relative distances, sizes, and surface temperatures of the planets in the Solar System.
- A planet information label with planet facts and distances from the Sun and Earth.
- An accurate, 2-dimensional scale model of the Solar System in either U.S. Customary Units, or the Metric System.
- An accurate, 3-dimensional scale model of a constellation, labeled.
- An accurate 3-dimensional model of the Sun which labels and describes the layers.
How do natural resources affect culture?
What advancements and transformations exist in every culture?
How do forces in the earth create landforms?
What does every established civilization need?
What are the characteristics of an established civilization?
How are maps used to describe landforms?
Humanities Project Description:
Students will work in groups to research Native North Americans and the regions they inhabited. Students will assume the role of anthropologist and storyteller and write a narrative that captures a day in the life of a Native American with a focus on the pillars of a civilization. Students will be required to address a minimum of three of the five pillars of a civilization.
Additionally, students will create a website exhibiting their knowledge about their region. Each student will identify one pillar of a civilization to explain in detail with images on a webpage.
6 Grade Students will learn:
- How to work both collaboratively and independently when researching and writing.
- How to take effective notes when conducting research.
- How to compile notes into a narrative writing piece.
- How to identify main ideas when conducting research and how to use those main ideas to create an informative website.
- A Native America song in four part harmony called Muskogee Canon
- Researcher’s notebook that outlines information the student has gathered
- Narrative writing piece focused on the pillars of a civilization
- Web page outlining Native American culture within the designated region.
- How to sing in four part harmony
- Narrative portraying Native American culture
- Researcher’s Notebook
- Oral Presentation
- Weekly and end of term assessments on Native American culture
- Dress rehearsal for the Naive American Canon and chorus concert
- How the internal convection currents of the earth move tectonic plates and create major landforms.
- How rocks are formed.
- How environmental forces change the land.
- How to make a topographic map using scale
- Science notebook outlining information the student has gathered.
- A map of a prominent landform in their geographic region.
- A topographic map of a prominent landform in their geographic region.
- A graphic depiction of the tectonic forces which formed a geographic region of North America and the local rock types and how they were formed;
- A description of one example each of chemical and mechanical weathering and how erosion forms the land.