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| Human Growth & Development films info | ||||||||||||||||||||
| Parents may preview the two Human Growth and Develpment videos, shown to grade 6 boys and girls: Location: District Office Board Room, 1400 Janss Road, Thousand Oaks Wednesday, Oct. 5, 2005 from 7:45 to 8:30 p.m. Tuesday, Oct. 11, 2005, from 10:45 to 11:30 a.m. Both videos will be shown both dates. Students will bring home a Human Growth and Development Parent Consent letter prior to the films' being shown in class; the parentally signed letter must be returned to the science teacher in order for a student to participate in the showing of the films. The films—We're Growing Up and A Baby is Born—cover growth, development and anatomical changes experienced by boys and girls as they approach adolescence. |
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| Sixth Grade Math/Science/Health Core Program excerpted from Middle School Information Handbook, Conejo Valley Unified School District |
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Through the study of mathematics, students will develop skills, concepts, and a variety of problem solving
strategies. Emphasis will be on using a variety of concrete materials and appropriate technology to develop mathematical thinking. Students will express their mathematical thinking through drawing, writing, and speaking. The areas of instruction will include the NCTM standard problem solving, math reasoning and communication, estimation, number sense and numeration, computation, geometry and spatial sense measurement, statistics and probability, and patterns and functions. Students will gain an understanding of life, earth and physical sciences in the areas of geology, ecosystems, and electricity/magnetism. They will develop an awareness of the delicate balance of global ecosystems, as well as build a sense of responsibility towards that balance. They will learn about the connections between electricity and magnetism and how these connect and are related to modern technology. The students will also learn about our earth’s physical history--how it was, how it is, and how it continues to constantly change. The health curriculum is designed to provide students with current health information, assist them to understand scientifically based principles of health promotion and disease prevention, encourage them to incorporate that knowledge into personal health-related attitudes and behaviors, and to make good health a personal, lifelong priority. |
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Sixth Grade Mathematics: Essential Standards
from Conejo Valley Unified School District, Instructional Services Division |
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Statistics, Data Analysis, and Probability Compute the range, mean, median, and mode of data sets. (6SDP1.1) Understand how additional data added to data sets may affect these computations of measures of central tendency. (6SDP1.2) Know why a specific measure of central tendency (mean, median, mode) provides the most useful information in a given text. (6SDP1.4) Identify claims based on statistical data and, in simple cases, evaluate the validity of the claims. (6SDP2.5) Represent all possible outcomes for compound events in an organized way (e.g., tables, grids, tree diagrams) and express the theoretical probability of each outcome. (6SDP3.1) Use data to estimate the probability of future events (e.g., batting averages or number of accidents per mile driven). (6SDP3.2) Represent probabilities as ratios, proportions, decimals between 0 and 1, and percentages between 0 and 100 and verify that the probabilities computed are reasonable; know that if P is the probability of an event, 1- P is the probability of an event not occurring. (6SDP3.3) Understand the difference between independent and dependent events. (6SDP3.5) Mathematical Reasoning Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns. (6MR1.1) Determine when and how to break a problem into simpler parts. (6MR1.3) Use estimation to verify the reasonableness of calculated results. (6MR2.1) Apply strategies and results from simpler problems to more complex problems. (6MR2.2) Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. (6MR2.5) Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work. (6MR2.6) Make precise calculations and check the validity of the results from the context of the problem. (6MR2.7) Evaluate the reasonableness of the solution in the context of the original situation. (6MR3.1) Develop generalizations of the results obtained and the strategies used and apply them in new problem situations. (6MR3.3) Mathematical Reasoning 1MR2.1 Solve problems and explain the reasoning used and justify the procedures selected. * Mathematical Language lete, coherent sentences when speaking. KE1.2 Spell independently Number Sense c fractions (e.g., to find a common denominator to add two fractions or to find the reduced form for a fraction). (6NS2.4) re reasonable; know that if P is the probability of an event, 1- |
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| California Math Content Standards |
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Number & Operation
counting numbers, whole numbers, fractions, decimals, integers, number theory, estimating, variables, operations, computations Algebra analyze change, understand patterns, relations, exponents, scientific notation, represent mathematical situations, algebraic symbols, Geometry two- and three-dimensional geometric shapes, geometric relationships, special relationships, coordinate geometry, symmetry, visualization, spatial reasoning Measurement understand measurable attributes of objects and units, systems, and processes of measurement, use tools and formulas Data Analysis & Probability formulate questions, collect, organize, and display relevant data, predictions, understand and apply concepts of probability California Math Process Standards Problem Solving build mathematical knowledge, apply appropriate strategies, solve problems Reasoning and Proof develop and evaluate mathematical arguments and proofs Communication organize and communicate mathematical thinking to peers, teachers and others, use the language of math Connections recognize and apply mathematics in contexts outside of mathematics, understand how math is interconnected Representation use representations to organize, record and communicate math |
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Colina's Grade 6 Math Program
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On the cover sheet (above) are the key concepts of the California Math Standards and the way students should acquire them. Each standard is incorporated into Colina's grade 6 math program. The following activities will help your child develop skills in those areas. GUIDED PRACTICE and HOMEWORK These are usually started in class each day and are corrected and turned in the following day. They are your best way to review and monitor concepts your child is working on in preparation for the Thursday quiz and / or other assessments. Since progress in math depends upon previously mastered skills - no child should leave school if he/she does not understand the concept taught that day. We will stay and help any child who takes the initiative to stay. ALL assignments are to be kept in your child’s notebook, which is to go home every night. Assignments not turned in or turned in incomplete will result in lowering your child’s math grade and will affect their work habits grade. Colina’s math policy states that no credit will be given for late work. B.B.Q. / GROUNDWORKS The Building Block Quizzes are math warm-ups that review current and previously learned computational skills. The quizzes review grade level work and also provide Stanford 9 review. Groundworks develop an understanding of the six big ideas of algebra: representation, variables, proportional reasoning, balance, functions, and inductive/deductive reasoning. ASSESSMENTS Thursday quizzes or assessments that cover the concepts are usually given every other Thursday. Review material can also be included on each quiz. Assessments are graded and returned as quickly as possible. PROBLEM SOLVING Every month strategies are taught and practiced for solving word problems. A problem solving test will be given the last week of each month. Our plan is to teach the following problem solving strategies during the months noted. Be assured that even if your child does not solve a homework problem correctly, credit will be given for all attempts made as long at their work is shown!! Strategies to be taught include: 1. Draw a picture / September
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| Teachers: Mr. Braaten, Ms. Brayer, Mr. Johnson, Ms. Klinger, Unit 1 Science Fair 1. Foil Boats 2. Pop Secret (elasticity of gum) 3. Airplanes (distances of planes flown) 4. Penny drop (surface tension of water) Unit 2 Changing Earth 1. Ocean Mapping 2. Time line of Earth 3. Earthquake fault model 4. Earthquake Mapping Activity 5. Model of Earth 6. Classification and identification of rocks Unit 3 Earth's Ecosystems 1 Food chain 2. Create biomes triarama Unit 4 Electricity 1. create circuits 2 createcompass 3. static electricity (puffed cereal) 4 conductors and insulators Outdoor School zoology biology botany hydrology geology |
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Sixth Grade Science: Essential Standards
from Conejo Valley Unified School District, Instructional Services Division |
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| Earth Science Plate tectonics accounts for important features of Earth's surface and major geologic events. As a basis for understanding this concept: (6E1) a. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones. (6E1a) b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core. (6E1b) c. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle. (6E1c) d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface. (6E1d) e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions. (6E1e) f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics. (6E1f) g. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region. (6E1g) Physical Science Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept: (6P3) a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects. (6P3a) b. Students know that when fuel is consumed, most of the energy released becomes heat energy. (6P3b) c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter). (6P3c) d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space). (6P3d) Energy/Earth Science Many phenomena on Earth's surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept: (6E4) a. Students know the sun is the major source of energy for phenomena on Earth's surface; it powers winds, ocean currents, and the water cycle. (6E4a) b. Students know convection currents distribute heat in the atmosphere and oceans. (6E4d) c. Students know differences in pressure, heat, air movement, and humidity result in changes of weather. (6E4e) Life Science Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: (6L5) a. Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs. (6L5a) b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. (6L5b) c. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. (6L5e) Investigation and Experimentation Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. (6I7) a. Students develop a hypothesis. (6I7a) b. Students select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data. (6I7b) c. Students construct appropriate graphs from data and develop qualitative statements about the relationships between variables. (6I7c) d. Students communicate the steps and results from an investigation in written reports and oral presentations. (6I7d) e. Students recognize whether evidence is consistent with a proposed explanation. (6I7e) |
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