Fulton County Schools · Where Students Come First

LEARNING OBJECTIVES

Dear Parents/Guardians:

As part of our commitment to you as our stakeholders, the Curriculum

Department of the Fulton County School System has identified learning objectives for

all content areas taught in our schools. These learning objectives specify what a learner

should know and be able to do at each grade level.

The learning objectives are organized by grade and reflect the Georgia

Performance Standards (GPS) from the State of Georgia as appropriate (i.e., Language

Arts, Math, Science, and Social Studies), as well as national standards. We hope this

will be helpful to you as you support your child’s success in school. Please let us know

how this document can be improved to best meet your needs.

Sincerely,

K-12 Curriculum Staff

Grade 6

Language Arts Reading and Literature

• Determine the meaning of unfamiliar words by using word, sentence, or paragraph clues, and Greek and Latin affixes

• Reflect on literary and informational texts to draw conclusions and to make inferences and generalizations

• Identify explicit and implicit main ideas and supporting details in informational text

• Read different kinds of traditional

• and contemporary texts (fiction, nonfiction, poetry, drama and myths)

• Analyze elements of literature including plot, conflict, tone, voice, character, and figurative language

• Identify various organizational structures of informational text including cause-effect, narrative, problem-solution, and comparison/ contrast

• Read aloud familiar texts in various genres with 95% accuracy making the meaning clear to the listeners

Writing • Use steps in the writing process

• Write paragraphs that include a unifying idea, supporting details, appropriate transitional devices within and between paragraphs, and closing sentences

• Write to communicate with different audiences for a variety of purposes: narratives, multi-

paragraph expository, technical writing (letters, thank-you notes, web pages) responses to literature, and persuasive essays

• Produce brief research projects

• Cite references in research

Conventions • Revise to vary sentence types

(interrogative, declarative, imperative, and exclamatory), sentence structure (compound and complex), and diction (word choice)

• Apply grammatical rules and conventions of language in the writing process: identify and use subjects, predicates, and complements in simple and compound sentences; identify and use coordinating conjunctions to write compound sentences; identify and use compound subjects and predicates in simple sentences; identify and use correct pronouns; identify and use correct forms of verbs; identify and use adjectives and adverbs; identify and use prepositional phrases

• Edit by correcting for standard conventions of spelling, capitalization, and punctuation (quotations, dialogue, comma, and semi-colons)

Listening, Speaking and Viewing

• Ask and respond to questions

• Confirm understanding by paraphrasing

• Employ group decision-making techniques

• Give reasons in support of opinions

• Identify persuasive and propaganda techniques

• Identify tone, mood and emotion in oral communication

• Give oral presentations with changes in delivery and language for dramatic effect

• Use electronic media in presentations

• Participate in oral presentations

Research and Technology

• Propose a research topic and narrow with assistance

• Develop a plan for gathering information independently

• Find information in more than one source

• Evaluate and use sources appropriate to the inquiry

• Paraphrase and present the results of inquiry orally and in writing using visual aids (short story, drama, speech, presentation, radio play, report)

Mathematics Numbers and Operations

Students will understand the meaning of the four arithmetic operations as they relate to positive rational numbers and will apply these concepts and associated skills in real world situation.

• Apply factors and multiples

• Decompose numbers into their prime factorization

2

Grade 6 • Determine the Greatest Common

Factor and Least Common Multiple for a set of numbers

• Add, subtract, multiply and divide fractions and mixed numbers with unlike denominators

• Use fractions, decimals and percents interchangeably

• Solve problems involving fractions, decimals and percents

Measurement

Students will understand how to determine the volume and surface area of solid figures. They will understand and use the customary and metric systems of measurement to measure quantities efficiently and to represent volume and surface area appropriately.

• Convert from one unit to another within one system of measurement (customary or metric) by using proportional relationships

• Use appropriate units of measure for finding length, perimeter, area, and volume and express each quantity using the appropriate unit

• Determine the volume of fundamental solid figures (right rectangular prisms, cylinders, pyramids and cones)

• Determine the surface area of solid figures (right rectangular prisms and cylinders)

Geometry Students will further develop their understanding of plane and solid geometric figures, incorporating the use of appropriate technology and use

this knowledge to solve authentic problems. • Further develop their

understanding of plane figures

• Further develop their understanding of solid figures

Algebra Students will investigate relationships between two quantities. They will write and solve proportions and simple one-step equations that result from problem situations.

• Understand the concept of ratio and use it to represent quantitative relationships

• Consider relationships between varying quantities

• Evaluate algebraic expressions, including those with exponents, and solve simple one-step equations using each of the four basic operations

Data Analysis and Probability

Students will demonstrate understanding of data analysis by posing questions to be answered by collecting data. They will represent, investigate, and use data to answer those questions. Students will understand experimental and theoretical probability.

• Pose questions, collect data, represent and analyze the data, and interpret results

• Use experimental and simple theoretical probability, understand the nature of sampling, and make predictions from investigations

Process Standards Each topic studied in this course should be developed with careful

thought toward helping every student achieve the following process standards.

• Solve problems (using appropriate technology)

• Reason and evaluate mathematical arguments

• Communicate mathematically

• Make connections among mathematical ideas and to other disciplines

• Represent mathematics in multiple ways

Science Characteristics of Science • Record and write information

about investigations clearly, precisely, and accurately

• Use the tools of science appropriately and safely

• Appropriately organize, use, and interpret graphs, tables, charts, and scientific units of measurement

• Use appropriate calculations to analyze and make inferences from scientific data

• Use models and technology in developing and analyzing investigations

Earth Science • Explore current scientific views of

the evolution of the universe

• Understand the effects of the relative positions of the earth, moon, and sun

• Recognize the role of water in earth processes

3

Grade 6 • Understand how the distribution

of land and water affects climate and weather

• Investigate the scientific view the earth’s formation

• Describe various sources of energy, their uses, and their conservation

Social Studies Geography

• Identify and locate key geographic features (mountains, oceans, landforms) and characteristics of Latin America, Canada, Europe, and Australia

• Utilize case studies to apply geographic skills (distinguish among political, cultural, and natural features on earth; use maps and globes to interpret data) to selected countries within each region

• Explain the impact of location, climate, distribution of natural resources, and population distribution on Canada, Latin America, Europe, and Australia

• Identify and locate climatic (tropical, dry, continental, desert) zones on maps

• Use grid systems, cardinal, and intermediate directions (letter/ number and latitude/longitude) to determine specific locations

History • Outline the important historical

developments (political development, growth and expansion, wars) of the selected regions of the Latin America, Canada, Europe, and Australia

• Categorize the important social and cultural development of the Latin America, Canada, Europe, and Australia (population development, distinctive culture, language)

Economics • Illustrate ways in which people

engage in basic economic activities (imports/exports) in Latin America, Canada, Europe, and Australia

• Examine key people (leaders, inventors, native peoples), places, events, movements, and issues (social, political, economic) of Latin America, Canada, Europe, and Australia

• Determine the factors of important economic developments and technological advances of the regions (how technology has made trading easier in the regions)

• Compare and contrast economic systems (type of economy, for example, capitalist) of the regions

• Describe how unequal distribution of limited resources leads to specialization and interdependence among people (each country relies on another for certain goods)

• Identify the three basic economic questions asked by any society (what to produce, how to produce, for whom to produce)

Civics and Government • Describe ways (voting,

volunteering) in which citizens participate in various types of government in the regions of Latin America, Canada, Europe, and Australia

• Evaluate important political developments (military, coups, free elections) of the regions

• Compare and contrast the political systems (democracy, communism) of the regions

Health Education Safety and Injury Prevention • Identify factors contributing to

bicycle and water-related injuries

• Explain basic fire safety rules Nutrition • Identify the function of nutrients

in the body

• Distinguish between saturated/ unsaturated fats (saturated fats come from animal sources; unsaturated fats come from other sources)

Personal Health • Describe the relationship between

improper diet and disease, such as dental diseases and diseases associated with obesity

• Identify factors that promote mental and social health

• Analyze the causes and effects of stress

Family Living/ Growth and Development • Identify basic anatomy (body

parts in the reproductive system and endocrine system) and pattern of growth and development during adolescence

4

Grade 6 • Identify abstinence as the most

effective method of preventing pregnancy and HIV/AIDS/STDs

• Identify forms of business ownership

• Explain the causes and consequences of HIV/AIDS/STDs and the effectiveness of all methods of prevention

• Describe how sexual decisions are influenced by group pressures, community, media, and peers; and how refusal and negotiating skills can help in making good choices

Alcohol, Tobacco, Other Drugs • Identify the consequences of drug

abuse and the illegal use of drugs

Physical Education Fitness

• Participate in fitness activities that maintain health-related fitness (muscular strength and endurance, flexibility, cardio respiratory endurance, body composition)

Movement Awareness

• Perform/acquire/refine basic skills in team sport lead-up games, lifetime sports, recreational games

• Acquire/refine/perform basic skills in tumbling, gymnastics, and rhythms/dance (line dances, balance beam, vault, creative movement

• Identify/apply/refine basic skills and procedures for outdoor pursuits (camping, orienteering, safety rules)

• Acquire/refine the more complex skills (batting a pitched ball, serving a volleyball) needed for success in sports

Cognitive Understanding

• Display appropriate etiquette, interactions, care of equipment, and safety during each activity or sport

• Identify mental and physical benefits of exercise/activity (strength, relaxation, less depression, endurance)

• Demonstrate an understanding of rules, strategies, protocol, terminology, safety practices, and basic officiating techniques

• Identify the influence of participation in physical activities on the appreciation of cultural, ethnic, gender, and physical diversity

Affective and Social Understanding (Emotions/ Feelings/ Group Planning) • Exhibit through appropriate

behavior an understanding of responsibility, cooperation, competition, fair play, and leadership

• Analyze the value of physical activity as a worthwhile use of leisure time throughout life

Art Production

• Understands and applies media, techniques, and processes.

• Creates artwork reflecting a range of concepts, ideas, and subject matter.

• Incorporates an understanding of the language of art (elements and principles of design) to develop and organize own ideas, resolve specific visual arts problems, and create works of art.

• Keeps a visual/verbal sketchbook journal to collect, develop and preserve ideas in order to produce works of art.

Meaning and Creative Thinking

• Engages in the creative process to generate and visualize ideas.

• Identifies and works to solve visual problems through creative thinking, planning, and/or experimenting with art materials, tools and techniques.

• Interprets how artists communicate meaning in their work.

• Engages in dialogue about his or her artwork and the artwork of others.

Assessment and Reflection

• Develops and maintains an individual portfolio of artworks.

• Critiques personal artworks as well as artwork of others using visual and verbal approaches.

• Reflects and expands the use of visual language throughout the artistic process.

• Plans and participates in appropriate exhibition(s) of artworks.

5

Grade 6

Contextual Understanding

• Discovers how the creative process relates to art history.

• Investigates and discovers personal relationship to community, culture, and the world through making and studying art.

Connections

• Applies information from other disciplines to enhance the understanding and production of artworks.

• Develops fluency in visual communication.

• Expands knowledge of art as a profession and/or avocation. Meaning and Creative Thinking

Music Performing • Sing/play on a difficulty level of

1-2 (on a 1-6 scale) with technical accuracy, proper posture, tone production and expression

• Sing accurately, with good breath control, and attention to tone quality throughout their ranges

• Sing music of diverse genres and cultures, with appropriate representation of culture and style

• Perform on at least one instrument accurately and independently or in a small or large ensemble with appropriate posture, playing position, technique, and expression

• Perform music of diverse genres and cultures, with appropriate representation of culture and style

Listening, Responding, and Creating • Identify and define standard

notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression (< louder, > softer)

• Improvise short melodies with existing accompaniments, consistent to given style, meter, and tonality

• Use a variety of traditional and nontraditional sound sources and electronic media when composing and arranging

Critical Analysis/Investigation • Describe way in which the

principles and subject matter of other disciplines are interrelated with those of music (fractions and different rhythm values)

• Recognize characteristics of musical elements in music, which represent diverse genres and cultures

• Assess musical performances and compositions, when given specific criteria

• Assess the quality and effectiveness of their own and other’s performances, compositions, and arrangements, implementing constructive suggestions for improvement

• Identify various uses of music in daily experiences

Historical and Cultural Context

• Describe way in which the principles and subject matter of other disciplines are interrelated with those of music (fractions and different rhythm values)

• Compare two art forms and summarize their common characteristics

• Recognize the interrelated principles and subject matter between music and other core curriculum

• Identify distinguishing characteristics of representative music genres and styles from a variety of cultures

• Demonstrate appropriate performance etiquette as a performer and a listener in a variety of performance settings

Relationship to Other Subjects • Compare and contrast music to

architecture or literature in a particular style period (Baroque Period-highly ornamental music and highly ornamental buildings

Career and Technical Education Basic Skills • Locate, understand, and interpret

written information in a variety of formats

6

Grade 6 • Communicate thoughts, ideas,

information, and messages in writing and technologically in a variety of formats

• Perform and apply numerical concepts and calculations

• Solve problems by choosing appropriately from a variety of mathematical techniques using mental, manual and technological methods

• Receive, interpret, and respond to verbal and nonverbal messages in a manner appropriate to a given situation

• Organize ideas and communicate orally in a clear, concise, and courteous manner

Thinking Skills • Specify goals, objectives,

constraints, and supporting factors

• Identify problems, alternative solutions, consequences of alternative solutions, and use appropriate techniques to resolve given problems

• Implement a plan of action making modifications as needed to achieve stated objectives

• Use effective learning techniques to acquire and apply new knowledge and skills.

Personal Qualities

• Assess self accurately, set personal goals, monitor progress, and exhibit self-control

• Choose ethical courses of action

• Take initiative to accomplish tasks in a timely manner

• Exert a high level of effort and perseverance towards goal attainment

• Demonstrate adaptability, dependability, and responsibility and such social behaviors as tolerance, honesty, empathy, and courtesy

Interpersonal Skills

• Participate and interact as a team member and leader

• Share knowledge and skills with others

• Perform effectively in various environments with people of different ages, genders, cultures, socioeconomic backgrounds, attitudes, and abilities

• Work to satisfy customer/client expectations

• Use strategies appropriate to a given situation to prevent and resolve conflicts

Resources

• Select goal-relevant activities, prioritize them, manage time, and prepare and follow schedules

• Use or prepare budgets, make projections, keep records, and make adjustments to meet objectives

• Acquire, store, allocate, and use materials and space efficiently

Technology

• Prevent, identify, or solve problems with technical or electronic equipment

• Operate and maintain technical equipment and the work

environment safely following applicable industry regulations and guidelines

• Utilize a variety of computer applications and technologies

Business Aspects

• Demonstrate understanding of basic economic concepts and how they are applied in business functions and activities scope of a business, its place within an industry, and the interrelationship of its parts

• Demonstrate understanding of the individual’s role, responsibilities, and relationships in the organizational structure of a business

• Maintain safety, health, and environmental standards, and address ergonomic concerns

Career Development

• Make potential career decisions based upon interests, abilities, and values and formulates appropriate plans to reach career goals

• Demonstrate understanding of the relationship between educational achievement and career planning and how career choices impact family patterns and lifestyle

• Demonstrate effective skills for seeking and securing employment

• Demonstrate understanding of education and career development as a lifelong learning process which requires preparation for change

7

Grade 6

Technology Literacy Ethics • Use proper computer etiquette

(i.e., no food or drinks, tidiness, etc.)

• Observe locally established policies and procedures for acceptable use of resources (when and how to save information to the appropriate source (e.g., external drive, jump drive, file, etc.)

• Use information ethically, and use social tools responsibly and safely

Communication

• Use format: tabs, margins, simple tables, page set-up, page break, page numbers, headers and footers, pre-designed templates

• Access database

• Recognize terms: spreadsheet cells, columns, rows, enter data, access spreadsheet

• Develop skills in sharing knowledge and learning with others, both face-to-face and through technology

Information Processing

• Recognize terms: downloading files, graphic file types

• Identify scientific probe ware (thermometers, ph meters, EKG) to collect and analyze data

• Draw conclusions

• Make informed decisions

• Apply knowledge to new situations

• Create new knowledge

Productivity

• Identify components: LAN and WAN

• Use keyboarding skills

• Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess

• Demonstrate teamwork by working productively with others

Media Services: Information Literacy Access Information

(Inquire, Think Critically, and Gain Knowledge)

Recognize the need for information

• Identify the information question or problem (based on classroom assignment or expectations

• State what is known about the topic, problem or question (based on information learned in class)

• Refine the question or problem (based on instructions provided)

• Identify what further information is needed (based on feedback provided)

• Seek diverse perspectives

Evaluate Information

(Critically and Competently)

Determine if the information collected is useful (based on criteria developed in the classroom)

• Review information need and adjust search strategies (e.g., electronic or print data sources)

• Extract information from the source (e.g., picture, video or print)

Use Information

Organize and integrate information from limited sources (based on criteria develop in the classroom

• Draw conclusions

• Develop new understandings

• Seek information to enrich understanding of career, community, health, leisure and other personal situations

• Save electronic information using a social bookmark (e.g., Del.icio.us)

Appreciate Literature

Read independently to understand self, others and the world

• Explore genres

• Select favorite authors, subjects and series to guide independent reading

• Explore cultural diversity

• Respect others’ ideas and backgrounds

Strive for Excellence

Access the quality of the process and products of personal

8

Grade 6 information seeking (with teacher assistance)

• Retrace steps taken to find information

• Devise strategies for revising, improving and updating work with assistance

World Languages Communication

• Follow simple instructions to participate in classroom activities (stand up, sit down, jump)

• Ask and answer questions on a variety of simple topics, such as self, school, colors, numbers

• Respond with basic descriptions to questions about various topics (describe Mary’s clothes; name your science teacher)

• Respond to greetings and leave-takings

• Read and comprehend brief messages, such as a short note or phone message

• Sing songs and recite target culture rhymes

• Present simple information such as date, day of the week, and weather

Cultures

• Observe and identify simple patterns of behavior and family celebrations

• Use simple expressions and/ or gestures for greetings and leave-takings

• Participate in cultural activities, such as simple games and celebrations

• Recognize products of culture, such as foods and clothing

• Recognize examples of music and dance of various cultures (crepes in France, paella in Spain)

Connections

• Demonstrate an understanding of simple concepts learned in other subject areas in the target language, such as simple science concepts

• Listen to and talk about simple songs and poems in the target language

• Identify geographic locations where the target language is spoken

Comparisons

• Demonstrate an understanding of the concept of culture through comparisons between cultures studied and one’s own

• Recognize simple words and cognates in both languages

• Recognize differences and similarities between the sound and writing systems of one’s own language and target language

• Demonstrate the importance of simple gestures in communication

Communities

• Begin to identify professions in which a world language is useful or necessary

• Communicate basic knowledge about the language and culture to others

• Play simple games from the target culture

• Listen to music and sing songs in the target culture

Talented and Gifted

Advanced Communication Skills

• Use written, spoken, and technological media to convey new learning or challenge existing ideas

• Produce written and/or oral work that is complex, purposeful, and organized, includes relevant supporting examples and manipulation of language

• Create products and/or presentations that synthesize information from diverse sources and communicate expertise to a variety of authentic audiences

• Use a variety of multi-media and innovative technology to create illustrations, models, charts, tables and graphs as tools for

• Communication

• Apply interviewing techniques for a variety of purposes

• Anticipate and address potential misunderstandings, biases, and expectations in communication with others

• Respond to contributions of others, considering all available information

• Participate in small group discussions to argue persuasively or reinforce others’ good points

9

Grade 6 • Maintain a journal or log for self-

reflection and/or self-evaluation

• Support and defend one’s own opinions while respecting the opinions of others

Advanced Research Skills

• Use a variety of print and non-print resources to investigate a topic of interest

• Formulate original and appropriate questions to test the limits of an existing body of knowledge

• Use concepts within and across disciplines to develop valid hypotheses, thesis statements, or alternative interpretations of data

• Select appropriate research tools and methodologies (e.g., historical, descriptive, developmental, case, field, correlational, action, survey, interview) to conduct scientific investigations

• Gather, organize, analyze, and synthesize data from multiple sources to support or disprove a hypothesis

• Develop and use systematic procedures for recording and organizing information

• Evaluate research methodologies and data to detect validity, bias, reliability, and applicability to real world problems and/or solutions

• Allow for and accept alternative interpretations of data

• Use APA or MLA style to document/cite references,

resources, quotations, notes, and bibliographies

• Defend research findings in a presentation or exhibit

• Apply ethical standards to research and analyses

Creative Thinking & Creative Problem Solving Skills

• Question accepted practices, rules, and existing principles to discover new knowledge

• Design, apply, evaluate, and adapt a variety of innovative strategies when problem solving (e.g., recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and evaluates solution)

• Incorporate brainstorming and other idea-generating techniques (synectics, SCAMPER, etc.)

• Demonstrate skills in fluency and flexibility to solve problems or create new products

• Develop original ideas, presentations, or products through synthesis and evaluation

• Clarify, illustrate, or elaborate on an idea for product improvement

• Use analogies, metaphors, illustrations, and/or models to explain complex concepts

• Tolerate ambiguity when solving problems

• Recognize and assume risks as a necessary part of problem solving

• Monitor and reflect on the creative process of problem solving for future applications

Higher Order Critical Thinking Skills

• Ask probing, insightful and relevant questions

• Respond to questions with supporting information that reflects an in-depth knowledge of a topic

• Conduct comparisons using criteria

• Make and evaluate decisions using criteria

• Predict probable consequences of decisions

• Extrapolate verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g., tessellations) to determine relationships

• Examine an issue from more than one point of view

• Separate one’s own point of view from that of others

• Identify stereotypes, biases, and prejudices in one’s own reasoning and that of others

• Distinguish between assumptions, inferences, and conclusions

• Draw conclusions based upon relevant information while discarding irrelevant information

• Evaluate conclusions based upon relevance, depth, breadth, logic and fairness

• Trace the source of any large disparity in data and resolve the disparity

10

Grade 6 • Identify and illustrate basic

principles and the foundational concepts that are central to understanding the essence of a field of study

• Recognize that the responsibility to examine and challenge existing ideas and theories is an ongoing process

11

Grade 6

We welcome your comments and suggestions. Please forward them to: Amy Krause, Ed.S., Assistant Superintendent, Curriculum and Support

Fulton County Board of Education Linda P. Bryant, President

Linda Schultz, Vice President Julia C. Bernath

Gail Dean Catherine E. Maddox

Katie Reeves Ashley Widener

Cindy Loe, Ph.D., Superintendent

786 Cleveland Avenue SW • Atlanta, GA 30315 • 404-768-3600 • www.fultonschools.org

Produced by the Curriculum Department, 404-669-4943 July, 2010

It is the policy of the Fulton County School System not to discriminate on the basis of race, color, sex, religion, national origin, age, or disability in any employment practice, education program, or any other program, activity, or service. If you wish to make a complaint or request accommodation or modification due to discrimination in any program, activity, or service, contact the Human Resources Department at 786 Cleveland Avenue, SW, Atlanta, GA 30315, or phone 404-763-4585. TTY 1-800-255-0135.