SIXTH GRADE
GRADE LEVEL EXPECTATIONS
ƒ
Information and relationships in
various fiction and non-fiction
works (text to text)
Text ideas and the world by
identifying
how
literature
reflects a culture and historic
time frame (text to world)
3.
Knowledge Standard 2:
Develop and apply skills and strategies
to comprehend, analyze and evaluate
fiction, poetry and drama from a
variety of cultures and times
4.
COMMUNICATION ARTS
ƒ
Reading
Knowledge Standard 1:
Develop and apply skills and strategies
to the reading process
1.
2.
3.
4.
5.
6.
7.
Apply decoding strategies to
“problem-solve” unknown words
when reading when needed.
Read grade-level instructional text:
ƒ With fluency, accuracy and
appropriate expression.
ƒ Adjusting reading rate to
difficulty and type of text.
Develop vocabulary through text,
using:
ƒ Roots and affixes.
ƒ Context clues.
ƒ Glossary,
dictionary
and
thesaurus.
Apply pre-reading strategies to aid
comprehension
ƒ Access prior knowledge.
ƒ Preview.
ƒ Predict with evidence.
ƒ Set a purpose for reading.
During reading, utilize strategies to
ƒ Determine
meaning
of
unknown words
ƒ Self-monitor comprehension
ƒ Question the text
ƒ Infer
ƒ Visualize
ƒ Paraphrase
ƒ Summarize
Apply post-reading skills to
comprehend and interpret, analyze,
and evaluate text
ƒ Answer basic comprehension
questions
ƒ Identify and explain the
relationship between the main
idea and supporting details
ƒ Question to clarify
ƒ Reflect
ƒ Analyze
ƒ Draw conclusions
ƒ Summarize
ƒ Paraphrase
Compare, contrast and analyze
connections:
ƒ Text ideas and own experiences
(text to self)
1.
2.
3.
Use grade level text to
ƒ Interpret and analyze
ƒ Recognize and interpret the text
features of fiction, poetry and
drama
Identify and explain literary
techniques, in text emphasizing
ƒ Onomatopoeia
ƒ Alliteration
ƒ Idiom
ƒ Analyze literary techniques
previously introduced
Use details from text to
ƒ Demonstrate
comprehension
skills previously introduced
ƒ Identify
plot,
including
problem/conflict, climax, and
resolution
ƒ Analyze the influence of setting
on characters and plot.
ƒ Explain cause and effect.
ƒ Identify point of view.
ƒ Identify the problem-solving
processes of characters
ƒ Evaluate the effectiveness of
solutions.
5.
***************
Writing
Knowledge Standard 1:
Apply a writing process in composing
text
1.
Knowledge Standard 3:
Develop and apply skills and strategies
to comprehend, analyze and evaluate
non-fiction (such as biographies,
newspapers, technical manuals) from
a variety of cultures and times
1.
2.
Identify and explain text features in
biography and autobiography
Analyze text features to clarify
meaning, emphasizing newspapers
and magazines.
1
Identify and explain literary
techniques and figurative language
in non-fiction text, emphasizing
• Onomatopoeia
• Alliteration
• Idiom
• Literary techniques previously
introduced
Use details from text to
ƒ Demonstrate
comprehension
skills previously introduced
ƒ Paraphrase author’s stated ideas
ƒ Make predictions
ƒ Make inferences
ƒ Evaluate the accuracy of the
information
ƒ Sequence events
ƒ Compare and contrast
ƒ Determine and/or compare
authors’ viewpoints
ƒ Identify and explain cause and
effect
ƒ Identify
problem
solving
processes and explain the
effectiveness of solutions
ƒ Analyze two or more texts
Read
and
follow
multi-step
directions to complete a complex
task.
Follow a writing process to
ƒ Use appropriate pre-writing
strategies
ƒ Generate a draft
ƒ Reread, revise for audience and
purpose, ideas and content,
organization
and
sentence
structure, and word choice
(W2A, W2B, W2C, W2D)
ƒ Edit for conventions (W2E)
ƒ Share writing
Knowledge Standard 2:
Compose well-developed text
1.
Compose text
ƒ Showing awareness of audience
ƒ
2.
3.
4.
5.
Choosing a form appropriate to
topic and specific audience
Compose text with
ƒ Strong controlling idea
ƒ Relevant, specific details
Compose text with
ƒ A clear, beginning, middle, and
end
ƒ A logical sequence of events
ƒ Appropriate paragraphing
ƒ A variety of sentence structures,
including simple and compound
Compose text using
ƒ Precise and vivid language
ƒ Writing techniques, such as
figurative language, sensory
detail, and purposeful dialogue
In written text
ƒ Capitalize proper adjectives,
appropriate words in dialogue,
with assistance
ƒ Use comma in compound
sentences
ƒ Use apostrophe in irregular and
plural possessives, quotation
marks in dialogue, with
assistance
ƒ Punctuate prepositional phrases
and appositives correctly
ƒ Use
standard
spelling,
classroom
resources
and
dictionary to edit for correct
spelling
ƒ Write legibly
Knowledge Standard 3:
Write effectively in various forms and
types of writing
1.
Compose a variety of texts,
ƒ Using narrative, descriptive,
expository, and/or persuasive
features
ƒ Including a summary (narrative
or informational)
2.
1.
Listen
ƒ For enjoyment
ƒ For information
ƒ For directions
ƒ To identify tone, mood and
emotion
of
verbal
and
nonverbal communication
2.
3.
Knowledge Standard 2:
Develop and apply effective speaking
skills and strategies for various
audiences and purposes
1.
2.
In discussions and presentations,
ƒ Speak clearly and stay on topic.
ƒ Use appropriate volume, tone of
voice, rate of speech, fluency/
inflections and eye contact.
Give clear and concise multi-step
oral directions to complete a
complex task.
Information Literacy
Knowledge Standard 1:
Develop and apply effective research
process skills to gather, analyze and
evaluate information
1.
2.
3.
4.
Develop questions and statements of
purpose to guide research.
Locate and use multiple resources to
ƒ Acquire information.
ƒ Answer questions.
ƒ Support purpose.
Record relevant information using a
variety
of
note-taking
and
organizational strategies.
Define “plagiarism” and document
research sources.
(including location on the number
line).
Recognize and generate equivalent
forms of fractions, decimals and
benchmark percents.
Recognize equivalent representations for the same number and
generate them by decomposing and
composing numbers.
Knowledge Standard 2:
Understand meanings of operations
and how they relate to one another
1.
2.
3.
Describe
the
effects
of
multiplication and division on
fractions and decimals.
Apply properties of operations
(including order of operations) to
positive rational numbers.
Identify square and cubic numbers
and determine whole number roots
and cubes.
Knowledge Standard 3:
Compute
fluently
reasonable estimates
1.
2.
3.
and
make
Multiply and divide positive rational
numbers.
Estimate and justify the results of
multiplication and division of
positive rational numbers.
Solve problems using ratios and
rates.
***************
Knowledge Standard 2:
Develop and apply effective skills and
strategies to analyze and evaluate oral
and visual media
Algebraic Relationships
Knowledge Standard 1:
Understand patterns, relations and
functions
1.
1.
***************
Listening and Speaking
Knowledge Standard 1:
Develop and apply effective listening
skills and strategies
Use active-listening behaviors (e.g.,
asks questions of speaker and uses
body
language
and
facial
expressions to indicate agreement,
disagreement or confusion).
Identify and explain viewpoints
conveyed in various media (e.g.,
videos, pictures, websites, artwork,
plays and/or news programs).
MATHEMATICS
Number and Operations
Knowledge Standard 1:
Understand
numbers,
ways
of
representing numbers, relationships
among numbers and number systems
2.
3.
Knowledge Standard 2:
Represent and analyze mathematical
situations and structures using
algebraic symbols
1.
1.
Apply and understand whole
numbers to millions, fractions and
decimals to the thousandths
2
Represent and describe patterns with
tables, graphs, pictures, symbolic
rules or words.
Compare
various
forms
of
representations to identify patterns.
Identify functions as linear or
nonlinear from tables or graphs.
Use symbolic algebra to represent
unknown quantities in expressions
or equations and solve one-step
equations.
2.
Use the commutative, distributive
and associative properties to
generate equivalent forms for simple
algebraic expressions.
Knowledge Standard 3:
Use mathematical models to represent
and understand quantitative relationships
1.
Model and solve problems, using
multiple representations such as
tables, expressions and one-step
equations.
1.
2.
***************
Measurement
Knowledge Standard 1:
Understand measurable attributes of
objects and the units, systems and
processes of measurement
1.
Knowledge Standard 4:
Analyze change in various contexts
2.
1.
Construct
and
analyze
representations
to
compare
situations with constant or varying
rates of change.
***************
Geometric and Spatial Relationships
Knowledge Standard 1:
Analyze characteristics and properties
of two- and three- dimensional
geometric
shapes
and
develop
mathematical
arguments
about
geometric relationships
1.
Identify
shapes.
similar
and
1.
2.
3.
Data and Probability
Knowledge Standard 1:
Formulate questions that can be
addressed with data and collect,
organize and display relevant data to
answer them
1.
Knowledge Standard 3:
Apply transformations and use
symmetry to analyze mathematical
situations
2.
1.
2.
Describe the transformation from a
given pre-image using the terms
reflection/flip, rotation/turn, and
translation/slide.
Create polygons and designs with
rotational symmetry.
Knowledge Standard 4:
Use visualization, spatial reasoning
and geometric modeling to solve
problems
Identify and justify an angle as
acute, obtuse, straight, or right.
Solve problems involving the area
or perimeter of polygons.
Convert from one unit to another
within a system of measurement
(mass and weight).
***************
Use coordinate systems to construct
geometric shapes.
1.
Identify and justify the unit of
measure for area and volume
(customary and metric).
Solve problems involving elapsed
time (hours and minutes).
Knowledge Standard 2:
Apply appropriate techniques, tools
and
formulas
to
determine
measurements
congruent
Knowledge Standard 2:
Specify locations and describe spatial
relationships
using
coordinate
geometry and other representational
systems
Use spatial visualization to identify
isometric representations of mat
plans.
Draw or use visual models to
represent and solve problems.
Formulate questions, design studies
and
collect
data
about
a
characteristic.
Interpret circle graphs; create and
interpret stem-and-leaf plots.
Knowledge Standard 2:
Select and use appropriate statistical
methods to analyze data
1.
Find the range and measures of
center, including median, mode and
mean.
Knowledge Standard 3:
Develop and evaluate inferences and
predictions that are based on data
3
1.
Use observations about differences
between 2 samples to make
conjectures about the populations
from which the samples were taken.
Knowledge Standard 4:
Understand and apply basic concepts
of probability
1.
Use a model (diagrams, list, sample
space, or area model) to illustrate
the possible outcomes of an event.
SCIENCE
Knowledge Standard 1:
Properties and principles of matter
and energy
1.
Changes in properties and states of
matter provide evidence of the
atomic theory of matter.
a. Recognize matter is anything
that has mass and volume.
b. Describe and compare the
volumes (the amount of space
an object occupies) of objects
or substances directly, using a
graduated cylinder, and/or
indirectly, using displacement
methods.
c. Describe and compare the
masses (amounts of matter) of
objects to the nearest gram
using a balance.
d. Classify the types of matter in
an object into pure substances
or mixtures using their specific
physical properties.
e. Describe the properties of each
component
in
a
mixture/solution
and
their
distinguishing properties (e.g.,
salt water, oil and vinegar, pond
water, Kool-Aid)
f. Describe appropriate ways to
separate the components of
different types of mixtures
(sorting, evaporation, filtration,
magnets, boiling, chromatography, screening).
g. Predict how various solids
(soluble/insoluble) behave (e.g.,
dissolve, settle, float) when
mixed with water.
h. Describe
evidence
(e.g.,
diffusion of food coloring in
water, light reflecting off of
dust particles in the air,
condensation of water vapor by
2.
increased pressure or decreased
temperature that supports the
theory that matter is composed
of small particles (atoms,
molecules) that are in constant,
random motion.
i. Describe
the
relationship
between the change in the
volume of water and changes in
temperature as it relates to the
properties of water (i.e., water
expands and becomes less
dense when frozen).
j. Identify and classify changes in
matter as chemical and/or
physical.
k. Identify chemical changes (i.e.,
rusting, oxidation, burning,
decomposition
by
acids,
decaying, baking) in common
objects (i.e., rocks such as
limestone, minerals, wood, steel
wool, plants) as a result of
interactions with sources of
energy or other matter that form
new substances with different
characteristic properties.
l. Identify physical changes in
common objects (e.g., rocks,
minerals, wood, water, steel
wool, plants) and describe the
processes which caused the
change
(e.g.,
weathering,
erosion, cutting, dissolving).
m. Demonstrate
and
provide
evidence that mass is conserved
during a physical change.
Energy has a source, can be
transferred, and can be transformed
into various forms but is conserved
between and within systems.
a. Identify sources of visible light
(e.g., the Sun and others stars,
flint, bulb, flames, lightning).
b. Describe evidence (i.e., cannot
bend around walls) that visible
light travels in a straight line,
using the appropriate tools (i.e.,
pinhole viewer, ray box, laser
pointer).
c. Compare the reflection of
visible light by various surfaces
(i.e., mirror, smooth and rough
surfaces, shiny and dull
surfaces, moon).
d. Compare the refraction of
visible light passing through
different
transparent
and
translucent materials (e.g.,
prisms, water, a lens).
Predict how different surfaces
(transparent,
translucent,
opaque) and lenses (convex,
concave) affect the behavior of
visible light rays and the
resulting image of an object.
f. Identify receivers of visible
light
energy
(e.g.,
eye,
photocell).
g. Recognize that an object is
“seen” only when the object
emits or reflects light to the eye.
h. Recognize
differences
in
wavelength and energy levels
within that range of visible light
that can be seen by the human
eye are perceived as differences
in color.
i. Describe how sound energy is
transferred
by
wave-like
disturbances that spread away
from the source through a
medium.
j. Describe how changes in
energy cause changes in
loudness and pitch of a sound.
k. Predict how the properties of
the medium(e.g., air, water,
empty space, rock) affect the
speed of different types of
mechanical
waves
(i.e.,
earthquake, sound).
l. Recognize and describe how
energy from the Sun is
transferred to Earth in a range
of wavelengths and energy
levels, including visible light,
infrared
radiation,
and
ultraviolet radiation.
m. Recognize and apply the fact
that energy from the Sun is the
source of almost all energy used
to produce the food for living
organisms.
a.
e.
Knowledge Standards 2:
Properties and principles of force and
motion
2.
3.
Knowledge Standard 4:
Changes
in
ecosystems
and
interactions of organisms with their
environments
1.
1.
2.
The motion of an object is described
by its change in position relative to
another object or point.
Forces affect motion.
Knowledge Standard 3:
Characteristics and interactions of
living organisms
1.
There is a fundamental unity
underlying the diversity of all living
organisms.
4
Describe the common life
processes necessary to the
survival of organisms (i.e.,
growth, reproduction, life span,
response to stimuli, energy use,
exchange of gases, use of water,
elimination of waste).
b. Recognize all organisms are
composed
of
cells,
the
fundamental units of life, which
carry on all life processes.
c. Recognize
most
of
the
organisms on Earth are
unicellular
(e.g.,
bacteria,
protists) and other organisms,
including
humans,
are
multicellular.
d. Identify examples of unicellular
(e.g., bacteria, some protists,
fungi)
and
multicellular
organisms (e.g., some fungi,
plants, animals).
e. Compare and contrast the
following plant and animal cell
structures: cell membrane,
nucleus, cell wall, chloroplast,
and cytoplasm.
f. Recognize the chloroplast as the
cell structure where food is
produced in plants and some
unicellular organisms (e.g.,
algae, some protists).
Living organisms carry out life
processes in order to survive.
a. Describe how plants use energy
from the Sun to produce food
and oxygen through the process
of photosynthesis.
There is a genetic basis for the
transfer of biological characteristics
from one generation to the next
through reproductive processes.
Organisms are interdependent with
one another and with their
environment.
a. Identify the biotic factors
(populations of organisms) and
abiotic factors (e.g., quantity of
light and water, range of
temperatures, soil composition)
that make up an ecosystem.
b. Identify populations within a
community
that
are
in
competition with one another
for resources.
c.
2.
Identify the factors that affect
the number and types of
organisms an ecosystem can
support (e.g., food availability,
abiotic factors such as quantity
of light and water, temperature
and temperature range, soil
composition, disease, competetions from other organisms,
predation).
d. Predict the possible effects of
changes in the number and
types of organisms in an
ecosystem on the populations of
other organisms within that
ecosystem.
e. Describe beneficial and harmful
activities
of
organisms,
including
humans
(e.g.,
deforestation, overpopulation,
water and air pollution, global
warming, restoration of natural
environments,
river
bank/
coastal stabilization, recycling,
channelization, reintroduction
of species, depletion of
resources), and explain how
these activities affect organisms
within an ecosystem.
f. Predict the impact (beneficial or
harmful) of a natural environmental change (e.g., forest fire,
flood,
volcanic
eruption,
avalanche) on the organisms in
an ecosystem.
g. Describe possible solutions to
potentially harmful environmental changes within an
ecosystem.
Matter and energy flow through an
ecosystem.
a. Diagram and describe the
transfer of energy in an aquatic
food web and a land food web
with reference to producers,
consumers,
decomposers,
scavengers, and predator/prey
relationships.
b. Classify
populations
of
unicellular and multicellular
organisms
as
producers,
consumers, and decomposers by
the role they serve in the
ecosystem.
c. Identify fossils as evidence
some types of organisms (e.g.,
dinosaurs,
trilobites,
mammoths, giant tree ferns)
that once lived in the past, and
have since become extinct, have
d.
e.
similarities with and differences
from organisms living today.
Relate examples of adaptations
(specialized
structures
or
behaviors) within a species to
its ability to survive in a
specific environment (e.g.,
hollow bones/flight, hollow
hair/insulation,
dense
root
structure/compact soil, seeds/
food, protection for plant
embryo vs. spores, fins/movement in water).
Predict how certain adaptations,
such as behavior, body structure, or coloration, may offer a
survival advantage to an
organisms in a particular
environment.
Knowledge Standard 5:
Process and interactions of the earth’s
systems
1.
2.
Earth’s
systems
(geosphere,
atmosphere, and hydrosphere) have
common components and unique
structures.
a. Describe the components of soil
and other factors that influence
soil texture, fertility, and
resistance to erosion (e.g., plant
roots and debris, bacteria, fungi,
worms, rodents).
b. Identify and describe the
properties of water that make it
an essential component of the
Earth system (e.g., its ability to
act as a solvent, its ability to
remain as a liquid at most Earth
temperatures).
Earth’s
systems
(geosphere,
atmosphere,
and
hydrosphere)
interact with one another as they
undergo change by common
processes.
a. Make inferences about the
formation of sedimentary rocks
from their physical properties
(e.g., layering and the presence
of fossils indicate sedimentation).
b. Explain how the formation of
sedimentary rocks depends on
weathering and erosion.
c. Describe
how
weathering
agents and erosional processes
(i.e., force of water as it freezes
or flows, expansion/contraction
due to temperature, force of
wind, force of plant roots,
5
3.
action of gravity, chemical
decomposition) slowly cause
surface changes that create
and/or change landforms.
d. Describe how the Earth’s
surface and surface materials
can change abruptly through the
activity of floods, rock/mudslides, or volcanoes.
e. Identify events (earthquakes,
volcanic eruptions) and the
landforms created by them on
the Earth’s surface that occur at
different plate boundaries.
f. Explain the types of fossils and
the processes by which they are
formed (i.e., replacement, mold
and cast, preservation, trace)
g. Use fossil evidence to make
inferences about changes on
Earth and in its environment
(i.e., superposition of rock
layers, similarities between
fossils in different geographical
locations, fossils of seashells
indicate the area was once
underwater).
Human activity is dependent upon
and affects Earth’s resources and
systems.
a. Analyze the ways humans
affect
the
erosion
and
deposition of soil and rock
materials (e.g., clearing of land,
planting vegetation, paving
land, construction of new
buildings, building or removal
of dams) and propose possible
solutions.
b. Relate the comparative amounts
of fresh water and salt water on
the Earth to the availability of
water as a resource for living
organisms and human activity.
c. Describe the affect of human
activities (e.g., landfills, use of
fertilizers
and
herbicides,
farming, septic systems) on the
quality of water.
Knowledge Standard 6:
Composition and structure of the
universe and the motion of the objects
within it
1.
2.
The universe has observable
properties and structure.
Regular and predictable motions of
objects in the universe can be
described and explained as the result
of gravitational forces.
Knowledge Standard 7:
Processes of scientific inquiry
1. Science understanding is developed
through the use of science process
skills,
scientific
knowledge,
scientific investigation, reasoning,
and critical thinking.
a. Formulate testable questions
and hypotheses.
b. Identify and describe the
importance of the independent
variable, dependent variables,
control of constants, and
multiple trials to the design of a
valid experiment.
c. Design and conduct a valid
experiment.
d. Evaluate the design of an
experiment
and
make
suggestions for reasonable
improvements or extensions of
an experiment.
e. Recognize different kinds of
questions suggest different
kinds
of
scientific
investigations
(e.g.,
some
involve
observing
and
describing objects, organisms,
or events; some involve
collecting specimens; some
involve experiments; some
involve making observations in
nature; some involve discovery
of new objects and phenomena;
some involve making models).
f. Make qualitative observations
using the five senses.
g. Determine the appropriate tools
and techniques to collect data.
h. Use a variety of tools and
equipment to gather data (e.g.,
microscopes,
thermometers,
computers,
spring
scales,
balances,
magnets,
metric
rulers, graduated cylinders,
stop-watches).
i. Measure length to the nearest
millimeter, mass to the nearest
gram, volume to the nearest
milliliter, temperature to the
nearest degree Celsius, force
(weight) to the nearest Newton,
time to the nearest second.
j. Compare
amounts/
measurements.
k. Judge whether measurements
and computation of quantities
are reasonable.
l.
Use quantitative and qualitative
data as support for reasonable
explanations (conclusions)
m. Use data as support for
observed
patterns
and
relationships, and to make
predictions to be tested.
n. Recognize the possible effects
of errors in observations,
measurements, and calculations
on
the
formulation
of
explanations (conclusions).
o. Evaluate the reasonableness of
an explanation (conclusion).
p. Analyze whether evidence
(data) and scientific principles
support proposed explanations
(hypotheses, laws, theories).
q. Communicate the procedures
and results of investigations
and explanations through:
y
Oral presentations
y
Drawings and maps
y
Data tables (allowing for the
recording and analysis of data
relevant to the experiment, such
as independent and dependent
variables,
multiple
trials,
beginning and ending times or
temperatures,
derived
quantities).
y
Graphs (bar, single line,
pictograph)
y
Writings
Knowledge Standard 8:
Impact of science, technology and
human activity
1.
The nature of technology can
advance, and is advanced by,
science as it seeks to apply
scientific knowledge in ways that
meet human needs.
a. Explain how technological
improvements, such as those
developed for use in space
exploration, the military, or
medicine, have led to the
invention of new products that
may improve lives here on
Earth (e.g., new materials,
freeze-dried foods, infrared
goggles,
Velcro,
satellite
imagery, robotics, lasers).
b. Identify the link between
technological
developments
and the scientific discoveries
made possible through their
development (e.g., Hubble
telescope and stellar evolution,
6
c.
d.
e.
f.
g.
composition and structure of
the universe; the electron
microscope and cell organelles;
sonar and the composition of
the
Earth;
manned
and
unmanned space missions and
space exploration; Doppler
radar and weather conditions;
MRI and CAT-scans and brain
activity).
Describe how technological
solutions to problems (e.g.,
storm water runoff, fiber optics,
windmills, efficient car design,
electronic
trains
without
conductors, sonar, robotics,
Hubble telescope) can have
both benefits and drawbacks
(e.g.,
design
constraints,
unintended
consequences,
risks).
Describe how the contributions
of scientists and inventors,
representing different cultures,
races, and gender, have
contributed
to
science,
technology and human activity
(e.g.,
George
Washington
Carver,
Thomas
Edison,
Thomas
Jefferson,
Isaac
Newton, Marie Curie, Galileo,
Albert Einstein, Mae Jemison,
Edwin
Hubble,
Charles
Darwin, Jonas Salk, Louis
Pasteur, Jane Goodall, Tom
Akers, John Wesley Powell,
Rachel Carson).
Recognize
the
difficulty
science innovators experience
as they attempt to break
through
accepted
ideas
(hypotheses, laws, theories) of
their time to reach conclusions
that may lead to changes in
those ideas and serve to
advance
scientific
understanding (e.g., Darwin,
Copernicus, Newton).
Describe explanations have
changed over time as a result of
new evidence.
Describe ways in which science
and society influence one
another
(e.g.,
scientific
knowledge and the procedures
used by scientists influence the
way many individuals in
society think about themselves,
others, and the environment;
societal challenges often inspire
questions
for
scientific
h.
research; social priorities often
influence research priorities
through the availability of
funding for research).
Identify and evaluate the
physical, social, economic,
and/or environmental problems
that may be overcome using
science and technology (e.g.,
the need for alternative fuels,
human travel in space, AIDS).
e.
f.
Knowledge Standard 4:
Economic concepts & principles
a.
SOCIAL STUDIES
Knowledge Standard 1:
Principles expressed in documents
shaping constitutional democracy in
the United States
a.
b.
Identify responsibilities that governments and citizens need to accept to
become effective in a constitutional
democracy.
Define the following:
ƒ Limited government
ƒ Rule of law
ƒ Majority rule
ƒ Minority rights
Examine and compare the Mayan,
Aztec, and Incan cultures.
Investigate
African
Empires,
including:
ƒ Agriculture, arts, gold production and the trans-Saharan
caravan trade.
ƒ Spread of Islam into Africa
b.
c.
Apply the following economic
concepts:
ƒ Scarcity
ƒ Supply and demand
ƒ Specialization of regions,
nations and individuals (trade)
ƒ Trade-offs (opportunity cost)
ƒ Income, wealth and sources of
wealth
Interpret the past, explain the
present
and
predict
future
consequences
of
economic
decisions.
Identify the consequences of
personal and public economic
decisions.
Knowledge Standard 2:
World History
Knowledge Standard 5:
Elements of geographical study and
analysis
Not assessed at this level
a.
Knowledge Standard 3:
Principles
and
processes
governance systems
a.
b.
c.
d.
of
Examine
River
Civilizations,
including:
ƒ Ancient Egypt in North Africa
(pyramids and mathematics).
ƒ India (religions and culture).
ƒ Mesopotamia (beginnings of
civilization)
ƒ China (technological advances).
Distinguish between Greek civilization and the Roman empire
regarding:
ƒ Origins of democracy
ƒ Rule of law
ƒ Governmental structures
Investigate Europe in the Middle
Ages, including:
ƒ Rise of kingdoms
ƒ Feudalism
ƒ The Crusades
Investigate Feudal Japan, including:
ƒ Rise of war lords
ƒ art
b.
c.
d.
e.
f.
g.
h.
Use geographic research sources to
acquire and process information to
answer
questions
and
solve
problems.
Construct maps.
Locate major cities and nations of
the world.
Locate the world’s continents,
oceans and major topographic
features.
Locate and describe geographic
places, using absolute and relative
location.
Describe physical characteristics,
such as climate, topography,
relationship
to
water
and
ecosystems.
Describe human characteristics,
such
as
people’s
education,
language, diversity, economies,
religions, settlement patterns, ethnic
background and political system.
Describe
major
patterns
of
population distribution, demographics and migrations in the world
and the impact of these patterns on
cultures and community life.
7
i.
Identify world-wide patterns of
resource distribution.
j. Identify how technology and culture
influence resource use.
k. Identify
environmental
consequences of how people use
resources.
l. Identify the effect of natural forces
upon human activities.
m. Describe trade patterns, explaining
how supply and demand influence
movement of goods and services,
human,
natural
and
capital
resources.
n. Compare regions and predict how
human life in one region in the
world differ from that in another.
o. Use geography to interpret the past,
explain the present and plan for the
future.
Knowledge Standard 6:
Relationships of individual and groups
to institutions and traditions
a.
b.
c.
d.
Evaluate how the needs of
individuals are met by families,
friends, groups and organizations,
such as governments, businesses,
schools, religious institutions and
charities in other cultures.
Describe how cultural traditions,
human actions and institutions affect
people’s behavior.
Describe how ideas, concepts and
traditions have changed over time.
Identify how personal and group
experiences influence people’s
perceptions and judgments of
events.
Knowledge Standard 7:
Tools of social science inquiry
a.
b.
c.
d.
e.
Select, investigate and present a
topic using primary and secondary
resources, such as oral interviews,
artifacts,
journals,
documents,
photos and letters.
Use maps, graphs, statistical data,
timelines, charts and diagrams to
interpret, draw conclusions and
make predictions.
Create maps, graphs, timelines,
charts and diagrams to communicate
information.
Use technological tools for research
and presentation.
Distinguish between fact and
opinion and recognize bias and
points of view.
f.
Identify research and defend a point
of view/position.
3.
HEALTH
Functions and Interrelationships of
Systems
Knowledge Standard 1:
Structure and Functions of the Body
1.
2.
3.
4.
5.
6.
7.
8.
9.
Classify the three different types of
muscle tissue (smooth, cardiac,
skeletal) and differentiate between
voluntary and involuntary muscle
movement.
Differentiate among the types of
joints in the skeletal system (e.g.,
ball and socket, hinge, gliding,
pivot, moveable, and immovable).
Illustrate air flow through the
respiratory
system
and
it’s
relationship to the circulatory
system.
Investigate how environment affects
learning.
Distinguish between the CNS and
PNS (Central Nervous System and
Peripheral Nervous System).
Identify the function of each organ
in the digestive system (e.g.,
stomach-digestive juices, pancreasinsulin, gall bladder-storage of bile,
liver-removes
toxins,
small
intestines-absorbs nutrients, large
intestines-removes solid waste) as it
relates to overall health.
Describe how the endocrine system
affects all other body systems.
Describe how hormones are
responsible for the development of
secondary sex characteristics and for
the production and release of
reproductive cells, allowing the
opportunity for fertilization.
Label the major components (i.e.,
lymph nodes, lymph vessels, tonsils,
thymus, spleen) and identify the
functions of the lymphatic system
(e.g., recognizes and destroys
invading pathogens, immunity).
Knowledge Standard 2:
Social, Emotional and Mental Health
1.
2.
4.
friends, and culture have on health
choices and behaviors during
adolescence.
Describe how to constructively
manage
feelings
caused
by
disappointment, stress, separation or
loss.
Model healthy communication skills
through exchange of information,
questions,
and
ideas
while
recognizing the perspective of
others.
Knowledge Standard 3:
Consumer Health and Safety
1.
2.
3.
Recognize that fads, quackery, and
advertising can influence health
behaviors and practices.
Recognize how the collaboration
efforts of individuals, communities,
and government affect the health of
a community (e.g., recycling effort,
pollution centers).
Identify and explore health-related
careers.
***************
Health
Maintenance
Enhancement
Knowledge Standard 1:
Personal and Family Health
1.
2.
3.
and
Identify body changes during
puberty and proper hygiene
practices (e.g., acne).
Identify various health needs during
adolescence
(e.g.,
mental,
emotional, social, and physical,
hygiene).
Compare and contrast factors that
can affect growth and development
which one can alter, enhance, or
adapt (e.g., heredity, family,
environment, physical activity,
hormones, disease).
Knowledge Standard 2:
Nutrition
1.
2.
3.
Describe and differentiate the
contribution specific nutrients make
towards growth repair, and cellular
needs of the body: fats provide the
body with a stored form of energy,
warmth and insulation for body
organs; carbohydrates provides the
body with an immediate source of
energy; proteins help the body grow,
make muscles strong and repair
body tissues; vitamins and minerals
help to release energy and help the
body fight infections making strong
bones and teeth.
Discuss
the
misconceptions
projected by society in regard to
body image.
Identify allergy information on food
labels.
Differentiate between negative and
positive peer pressure and discuss
reversal techniques.
Evaluate ideas and perspectives
regarding the influence that family,
8
Knowledge Standard 4:
Life Management Skills
1.
2.
3.
4.
5.
Recognize that life management
skills (e.g., stress management, goal
setting, decision making, assertive
behavior, resisting peer pressure,
and conflict resolution) can be
applied to personal situations that
adolescents encounter.
Apply and assess conflict/mediation
strategies to a variety of conflict
situations.
Evaluate current assets (positive
influences in one’s life) and
determine ways to enhance those
qualities.
Describe
positive
stress
management skills to reduce stress
related problems.
Formulate a personal and schoolwide plan(s) to address and reduce
bullying.
***************
Risk Assessment and Reduction
Knowledge Standard 1:
Disease Prevention and Control
1. Identify the stages of disease
progression (e.g., incubation).
2. Analyze information about the
transmission and prevention of
communicable diseases.
3. Locate, select, and organize
information
about
noncommunicable diseases that may
impact adolescents such as diabetes,
asthma, joint disease, cancer, mental
disorder).
4. Explain and discuss the relationship
between HIV and AIDS.
Knowledge Standard 2:
Injury Prevention and Safety
4.
1.
5.
2.
3.
Recognize basic aid techniques that
help save lives, reduce the severity
of an injury and enhance recovery.
Apply concepts about weather
safety (recognize and attend to
changing
conditions),
exercise
precautions during activities, and
follow appropriate safety rules and
use of equipment.
Investigate the community agencies
that provide water safety courses.
Knowledge Standard 3:
Substance Education
1.
2.
3.
4.
5.
Describe the short and long-term
effects of performance enhancing
drugs.
Differentiate between over the
counter (OTC) and prescription
drugs, their purpose, precautions
and guidelines for use.
Classify drugs based on their effect
on the body (e.g., stimulant,
depressant, hallucinogen, narcotic).
Differentiate among various types of
drugs and their effect upon the body
including the following: how the
drug enters the body; how the drug
interacts with body chemistry.
Present different opinions and
arguments about the effects of
TAOD on individuals, family, and
society.
6.
*General software refers to a
program like Microsoft Word,
which has paint tools.
Demonstrate a printmaking process
(e.g., monoprint, collagraph, string
print).
Manipulate fibers (e.g., threading
needles, typing simple knots,
sewing,
wrapping,
weaving,
beading).
Knowledge Standard 2:
Select and apply three-dimensional
media, techniques, and processes to
communicate
1.
Create a relief artwork by joining
two or more surfaces (e.g., natural
or manufactured clays, paper pulp,
cardboard, found materials).
Knowledge Standard 3;
Communicate ideas about subject
matter and themes in artworks
created for various purposes
8.
Knowledge Standard 2:
Select and use principles of art for
their effect in communicating ideas
through artwork
1.
2.
3.
2.
3.
Knowledge Standard 4:
Environmental Health
Create original artwork using the
following subjects:
ƒ Realistic portrait
ƒ Abstract portrait
Illustrate text.
Create an original artwork that
communicates ideas about the
following themes:
ƒ Functions of Art in Culture
(e.g., celebrate rites of passage,
teach history and/or religion,
decorate useful objects)
ƒ Personal Identity
Artistic Perceptions (AP)
Knowledge Standard 1:
Investigate the nature of art and
discuss responses to artworks
1.
1.
2.
3.
Not Applicable in Sixth Grade
ART
Product/Performance
Knowledge Standard 1:
Select and apply two-dimensional
media, techniques, and processes to
communicate
ideas
and
solve
challenging visual art problems
1.
2.
3.
Use pencil or marker to draw a
continuous line that describes an
object from observation.
Using opaque paint, overlap brush
strokes to create a smooth and even
area of color.
Create different types of lines using
general software.
1.
2.
3.
4.
5.
6.
7.
Identify and use converging lines.
Identify and use contour lines to
define a complex object.
Identify and use complex shapes
such as people, animals, vehicles.
Identify and use real/actual texture.
Identify and use monochromatic
colors.
Identify and demonstrate color value
(tints and shades).
Identify and demonstrate a value
scale.
9
Discuss how different cultures have
different concepts of beauty.
Explain how responses (feelings or
ideas) to artworks from various
cultures are based on both personal
experience and group beliefs.
Knowledge Standard 2:
Analyze and evaluate art using art
vocabulary
***************
Elements and Principles (EP)
Knowledge Standard 1:
Select and use elements of art for their
effect in communicating ideas through
artwork
Identify and use symmetrical
(formal) balance.
Identify and use shape, line, and size
contrast.
Create facial features in realistic
proportion.
***************
2.
1.
Identify and use positive and
negative shapes in two-dimensional
work.
4.
5.
6.
Identify the type of artwork (e.g.,
painting, drawing, print, sculpture).
Identify and explain symbolism or
message communicated in an
artwork.
Match the artwork with an aesthetic
theory: Showing a real or idealized
image of life. (Imitationalism)
Expressing feelings (Emotionalism
/Expressionism).
Emphasis
on
elements
and
principles (Formalism)
Serving a purpose in the society or
culture (Functionalism)
***************
Interdisciplinary Connections (IC)
Knowledge Standard 1:
Explain connections between visual
art and performing arts
1.
Compare and contrast music and art
from the same culture.
Knowledge Standard 2:
Explain the connections between
Visual Art and Communication Arts,
Math, Science or Social Studies
Knowledge Standard 2:
Responsible Personal and Social
Behavior in the Physical Activity
Setting
1.
1.
Explain how artworks reflect the
cultures in which they were created.
Knowledge Standard 3:
Rhythms and Dance
1.
Explain how rules, safety and
etiquette are important concepts in a
physical activity setting.
2.
Knowledge Standard 3:
Injury Prevention, Treatment and
Rehabilitation
3.
***************
Historical and Cultural Contexts (HC)
Knowledge Standard 1:
Compare and contrast artworks from
different historical time periods
and/or cultures
1.
2.
Identify works of art from:
ƒ Ancient
Greece/Rome/Egypt
Pre-Columbian Amerias (e.g.,
Aztec, Inca, Maya)
ƒ Africa
ƒ Asia
Compare and contrast two artworks
on:
ƒ Time
ƒ Place
ƒ Subject matter
ƒ Theme
ƒ Characteristics
ƒ Cultural context
PHYSICAL EDUCATION
Physical Activity and Lifetime
Wellness
Knowledge Standard 1:
Personal Fitness and Healthy Active
Living
1.
***************
MUSIC
Efficiency of Human Movement and
Performance
Knowledge Standard 1:
Fundamental Movement Skills and
Games
Product Performance
Knowledge Standard 1:
Develop and apply singing skills to
perform and communicate through
the arts
1.
1.
2.
3.
2.
3.
4.
5.
6.
Identify activities that develop skillrelated fitness.
Interpret personal health-related
fitness assessments and determine
which fitness components need
improvement (e.g., pedometers,
heart rate monitors, pulse sticks).
Evaluate decision-making behaviors
as they affect wellness.
Describe target heart rate as it
relates
to
cardio
respiratory
endurance.
Explain how the muscular system
and skeletal system work together to
move the body.
Explain how the circulatory system
and respiratory system respond to
physical activity.
Apply mechanical principles of
force, stability motion, and direction
(e.g., lower the center of gravity).
Identify critical elements to improve
performance in selected skills (e.g.,
throw various objects).
Apply fundamental and sequential
skills in game situations with
increased proficiency.
Knowledge Standard 2:
Sport Skills and Lifetime Activities
2.
3.
4.
5.
1.
1.
Identify and describe reasons for
using proper warm-up, cool-down,
stretching, and appropriate attire in a
physical activity setting.
Describe the benefits of dance as a
lifetime activity as it relates to
fitness (e.g., flexibility, muscle
coordination).
Exhibit basic dance skills and
fundamentals while demonstrating
various dance forms (e.g., folk, line,
square, social).
Demonstrate appropriate social
skills while participating in dance
activities, including etiquette and
courtesies appropriate to various
dance forms.
2.
3.
4.
5.
6.
Demonstrate skills successfully in
modified games of increased
complexity.
identify terminology, list rules and
safety principles appropriate for
individual, dual and team sports.
Demonstrate basic competence in a
variety of individual, dual and team
sports.
Define terminology, list rules and
safety principles appropriate for
outdoor pursuits and recreational
activities
(e.g.,
table
tennis,
orienteering).
Demonstrate basic competence in a
variety of outdoor pursuits and
recreational activities.
Define terminology, list rules and
safety principles appropriate for
specialized activities included in the
instructional program.
10
6.
7.
8.
9.
General
Music
Classes:
Demonstrate singing skills using a
singing voice.
[Reasoning: Some MS classes are
part of an exploratory wheel – may
be keyboards only, world music,
etc.]
Vocal Classes: Demonstrate singing
skills using a singing voice and
match pitch in an appropriate range.
Demonstrate appropriate singing
posture, breath support, and diction.
General Music Classes: Use
dynamics
and
phrasing
to
communicate an interpretation of a
given style.
Vocal Performance Classes: Apply
vocal techniques required for
expressive performance of varied
literature.
General Music Classes: Apply
stylistic elements needed to perform
the music of various *genres and
cultures.
Vocal Performance Classes: Apply
stylistic elements needed to perform
the music of various genres and
cultures.
General Music Classes: Perform
simple harmonic songs
ƒ Rounds
ƒ Canons
ƒ Partner songs
ƒ Two-part
10. Vocal
Performance
Classes:
Perform *harmony in songs of two
and three parts.
11. General
Music
Classes:
Demonstrate characteristic timbre,
dynamics and rhythmic accuracy in
time while singing in an ensemble.
12. Respond expressively to conductor’s
cues.
13. Vocal Performance Classes: Apply
techniques
for
expressive
performance of vocal literature of
Level 1-2 in a choral ensemble
(refer to glossary for *Level of
Difficulty).
Knowledge Standard 2:
Develop and apply instrumental music
skills to perform and communicate
through the arts
1.
2.
3.
4.
5.
6.
7.
8.
9.
General Music Classes: Read and
perform at least five (5) pitches on a
melodic instrument.
Read and perform rhythms in simple
meter
ƒ Whole note/rest
ƒ Quarter note/rest
ƒ Half note/rest
ƒ Eighth note/rest
ƒ Dotted half note
ƒ Sixteenth notes
ƒ Dotted quarter followed by
eighth
ƒ Syncopation
Read and perform a short song/piece
using effective expression and
characteristic timbre.
Instrumental Performance Classes:
Demonstrate instrumental technique
(e.g., fingerings, bowings, stickings,
playing position, tone quality,
*articulation).
Demonstrate
instrument
maintenance and care.
Instrumental Performance Classes:
Read and perform music notation at
a “beginning” to 2 grade-level (refer
to glossary for Level of Difficulty).
Read and perform a short song/piece
using effective expression and
characteristic timbre.
General Music Classes: Perform a
varied repertoire of music including
instrumental
accompaniments
representing
diverse
cultures,
genres, and styles.
Instrumental Performance Classes:
Perform a varied repertoire of music
representing diverse cultures, genres
and styles.
10. Apply stylistic elements needed to
perform the music of various
cultures, genres and styles.
11. General Music Classes: Echo
rhythmic and melodic patterns of
increasing complexity on classroom
instruments.
12. Instrumental Performance Classes:
Play by ear simple melodies on a
melodic instrument or simple
accompaniments on a harmonic
instrument.
13. General
Music
Classes:
Demonstrate characteristic timbre,
tempo,
and
dynamics
on
classroom/percussion instruments
for group performance, responding
expressively to the cues of the
conductor.
14. Instrumental Performance Classes:
Demonstrate characteristic timbre,
tempo, and dynamics independently
for group performance, responding
expressively to the cues of the
conductor.
Elements of Music
Knowledge Standard 1:
Develop and apply the knowledge and
skills to read and notate music
Knowledge Standard 3:
Develop and apply improvisation skills
in music to communicate through the
arts
3.
1.
2.
4.
1.
2.
3.
4.
5.
General Music Classes: Improvise
short rhythmic and melodic patterns.
Improvise simple rhythmic, melodic
and/or harmonic accompaniments.
Improvise
simple
rhythmic
variations on familiar melodies.
Improvise
short
songs
and
instrumental pieces, using a variety
of sound sources.
Vocal and Instrumental Performance
Classes: Improvise simple rhythmic
variations in a consistent style and
meter.
Knowledge Standard 4:
Develop and apply skills to *compose,
*arrange, and create music to
communicate through the arts
1.
2.
General Music Classes: Create and
notate a rhythmic and/or melodic
ostinati accompaniment within
teacher’s specified guidelines.
Vocal and Instrumental Performance
Classes: Create or arrange a short
song/piece or phrases using a variety
of sound sources within specified
guidelines.
***************
11
5.
6.
General Music Classes: Interpret
standard rhythmic notation in 2/4,
3/4, 4/4, and 6/8 meter signatures
using bar lines consisting of:
ƒ Whole note/rest
ƒ Quarter note/rest
ƒ Half note/rest
ƒ Eighth-note pairs
ƒ Dotted half note
ƒ Sixteenth notes
ƒ Dotted quarter followed by
eighth
ƒ Dotted quarter note/rest
ƒ 3 eighth notes beamed together
in 6/8
ƒ Syncopation
Vocal and Instrumental Performance
Classes: Perform standard rhythmic
notation in 2/4, 3/4, 4/4, and 6/8
meter signature with bar lines using
all rhythm and note values above.
General Music Classes: Identify
standard pitch notation in the treble
clef, including one ledger line above
and below the staff.
Identify accidentals
ƒ Sharps
ƒ Flats
ƒ Natural signs
Vocal and Instrumental Performance
Classes: Employ standard pitch
notation in the clef appropriate to
student’s instrument or voice in an
appropriate range and *keys.
General Music Classes: Identify
standard symbols for dynamics,
tempo and articulation
ƒ P for piano
ƒ F for forte
ƒ Mp for mezzo piano
ƒ Mf for mezzo forte
ƒ Pp for pianissimo
ƒ Ff for fortissimo
ƒ Cresc or < for crescendo
ƒ Decres or > for decrescendo
ƒ Dim for diminuendo
ƒ *accelerando
ƒ *ritardando
ƒ *allegro
ƒ *moderato
ƒ *andante
ƒ *largo
ƒ *a tempo
ƒ Accent
ƒ Fermata
ƒ Ties
ƒ Slurs
ƒ *staccato
ƒ *legato
7. Vocal and Instrumental Performance
Classes: Apply standard listed for
General Music classes.
8. General Music Classes: Use
standard notation for rhythm, pitch,
and expressive elements to record
musical ideas of 2 to 4 measures
(See Elements of Music).
9. Vocal and Instrumental Performance
Classes: Use standard notation for
rhythm, pitch, and expressive
elements to record musical ideas of
2 to 4 measures for instruments or
voice (See Elements of Music).
10. Vocal and Instrumental Performance
Classes: Sight read standard musical
notation at level 2 difficulty [Level
2 – Easy; may include changes of
tempo, *key, and meter; modest
ranges].
7.
Knowledge Standard 2:
Develop and apply the knowledge and
skills to evaluate music and musical
performance
1.
***************
Artistic Perceptions
Knowledge Standard 1:
Develop and apply the knowledge and
skills to listen to, analyze, and describe
music and musical performance
1. General Music Classes: Identify and
analyze forms and composition
techniques
ƒ AB/*binary
ƒ ABA/*ternary
ƒ Rondo
ƒ First and second endings
ƒ Repeat signs
ƒ Coda
ƒ Two-part songs
ƒ Theme and variation
ƒ DC /Fine
ƒ DS al coda/Fine
ƒ AABA/song form
ƒ Fugue
2. Vocal and Instrumental Performance
Classes: Identify forms used in
selected ensemble repertoire.
3. General Music Classes and Vocal
Instrumental Performance Classes:
Determine the musical means
(source) and size of group of an
aural example.
4. Describe the musical expression
(mood) of an aural example.
5. Determine
the
order
and
organization of an aural example.
6. Determine the possible origin of an
aural example (e.g., location and
time).
Characterize the use of music by its
intended function (purpose) and its
intended audience.
2.
3.
General Music Classes and Vocal
and
Instrumental
Performance
Classes: Develop criteria to
distinguish between quality and
non-quality performance through
listening and self-assessment with
regard to the following musical
elements:
ƒ Tone quality
ƒ Expression/phrasing
ƒ Rhythmic accuracy
ƒ Pitch accuracy
ƒ Part acquisition
ƒ Blend/balance
ƒ Diction/articulation
ƒ Style
ƒ Posture/stage presence
General
Music
Classes:
Demonstrate
the
ability
to
distinguish between quality and
non-quality performance through
listening.
Vocal and Instrumental Performance
Classes: Demonstrate the ability to
distinguish between quality and
non-quality performance through
listening,
performing,
selfassessment, and offer suggestions
for improvement.
***************
Interdisciplinary Connections
Knowledge Standard 1:
Develop and apply knowledge and
skills to understand the relationships
between music, the other arts and
disciplines outside the arts
1.
2.
General
Music/Vocal
and
Instrumental Performance Classes:
Compare in two or more arts how
the characteristic materials of each
art (sound in music, visual stimuli in
visual arts, movement in dance,
human interrelationships in theatre)
can be used to transform similar
events, scenes, emotions, or ideas
into works of art.
Compare characteristics of two or
more arts within a particular
12
3.
4.
5.
6.
historical period or style and cite
examples from various cultures.
Discuss ways that each of the arts
can enhance understanding and
communication globally.
General
Music/Vocal
and
Instrumental Performance Classes:
Describe ways in which the
principles and subject matter of
other disciplines are interrelated
with those of music.
Explain the importance of group
participation, perseverance, and
commitment in musical and nonmusical settings.
Describe the similarities between
other subject areas and the arts,
(e.g., talk about the relationships
between interpreting music notation
and interpreting written language).
***************
Historical and Cultural Contexts
Knowledge Standard 1:
Develop and apply the knowledge and
skills to understand works of art in
time and place
1.
2.
3.
4.
5.
6.
General Music Classes: Identify
music from various styles and
historical periods by comparing and
contrasting selected elements of
music
ƒ Jazz
ƒ *Orchestral
ƒ Classical/contemporary
ƒ American/world
ƒ Musical Theater
Vocal and Instrumental Performance
Classes: Identify genre or style from
various historical periods through
listening to selected ensemble
repertoire.
General Music Classes: Conclude
possible origin and/or historical
period of an aural example by
applying artistic perceptions to
selected musical examples.
Vocal and Instrumental Performance
Classes: Conclude possible origin
and/or historical period of an aural
example by applying artistic
perceptions to selected musical
examples.
Describe the function of music in
various settings and cultural events.
Attend and describe live musical
experiences.
7.
Compare and contrast a variety of
music and music-related vocations
and avocations.
LIBRARY SKILLS
1.
2.
3.
4.
5.
6.
7.
8.
9.
Select a book from the media center
independently.
Follow circulation procedures.
Demonstrate proper care of books.
Demonstrate appropriate library
behavior.
Students will read, view, listen to,
recognize and evaluate a wide
variety of genres.
Demonstrate that non-fiction books
are organized by the Dewey
Decimal System.
Use the online catalog to locate:
ƒ Author
ƒ Subject
ƒ Call number
ƒ Illustrator
ƒ Copyright
ƒ Publisher
Demonstrate the use of call slips.
Organize library books by the
following:
ƒ Fiction books by the author’s
last name.
ƒ Non-fiction books by the
Dewey classifications.
13