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Sixth Grade Performance Standards, 3rd Nine Weeks

English/Language Arts

ELA6R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.

For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
Identifies and analyzes the author’s use of dialogue and description.
Relates a literary work to historical events of the period.
Compares traditional literature and mythology from different cultures.
Identifies and analyzes similarities and differences in mythologies from different cultures.

Writing

ELA6W2 The student demonstrates competence in a variety of genres.

The student produces technical writing (friendly letters, thank-you notes, formula poems, instructions) that:
Creates or follows an organizing structure appropriate to purpose, audience, and context.
Excludes extraneous and inappropriate information.
Follows an organizational pattern appropriate to the type of composition.
Applies rules of Standard English.
The student produces a response to literature that:
Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest.
Demonstrates an understanding of the literary work.
Advances a judgment that is interpretive, analytic, evaluative, or reflective.
Organizes an interpretation around several clear ideas, premises, or images.
Supports a judgment through references to the text.
Provides a sense of closure to the writing.

Conventions

ELA6C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

Identifies and uses the eight basic parts of speech and demonstrates that words can be different parts of speech within a sentence.
Identifies and uses adjectives – common, proper, and demonstrative.
Identifies and uses prepositional phrases (preposition, object of the preposition, and any of its modifiers).
Recognizes basic parts of a sentence (subject, verb, direct object, indirect object, predicate noun, predicate adjective).

Math

Geometry

M6G1. Students will further develop their understanding of plane figures.

Determine and use lines of symmetry.
Investigate rotational symmetry, including degree of rotation.
Use the concepts of ratio, proportion and scale factor to demonstrate the relationships between similar plane figures.
Interpret and sketch simple scale drawings.
Solve problems involving scale drawings.

Measurement

M6M3. Students will determine the volume of fundamental solid figures (right rectangular prisms, cylinders, pyramids and cones).

Determine the formula for finding the volume of fundamental solid figures.
Compute the volumes of fundamental solid figures, using appropriate units of measure.
Estimate the surface areas of simple geometric solids.
Solve application problems involving surface area of right rectangular prisms and cylinders.

M6M4. Students will determine the surface area of solid figures (right rectangular prisms and cylinders).

Find the surface area of right rectangular prisms and cylinders using manipulatives and constructing nets.
Compute the surface area of right rectangular prisms and cylinders using formulae.
Estimate the surface areas of simple geometric solids.
Solve application problems involving surface area of right rectangular prisms and cylinders.
Solve problems involving scale drawings.

M6D1. Students will pose questions, collect data, represent and analyze the data, and interpret results.

Formulate questions that can be answered by data. Students should collect data by using samples from a larger population (surveys), or by conducting experiments.
Using data, construct frequency distributions, frequency tables, and graphs.
Choose appropriate graphs to be consistent with the nature of the data (categorical or numerical). Graphs should include pictographs, histograms, bar graphs, line graphs, circle graphs, and line plots.
Use tables and graphs to examine variation that occurs within a group and variation that occurs between groups.
Relate the data analysis to the context of the questions posed.

M6D2. Students will use experimental and simple theoretical probability and understand the nature of sampling. They will also make predictions from investigations.

Predict the probability of a given event through trials/simulations (experimental probability), and represent the probability as a ratio.
Determine, and use a ratio to represent, the theoretical probability of a given event.
Discover that experimental probability approaches theoretical probability when the number of trials is large.

Science

Inside the Earth; Water in Earth’s Processes

S6E3. Students will recognize the significant role of water in earth processes.

Explain that a large portion of the Earth’s surface is water, consisting of oceans, rivers, lakes, underground water, and ice.
Relate various atmospheric conditions to stages of the water cycle.
Describe the composition, location, and subsurface topography of the world’s oceans.
Explain the causes of waves, currents, and tides.

S6E5: Students will investigate the scientific view of how the earth’s surface is formed

Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on geological features including oceans (composition, currents, and tides).
Describe how fossils show evidence of the changing surface and climate of the Earth.
Explain the effects of human activity on the erosion of the earth’s surface.

S6E6: Students will describe various sources of energy and with their uses and conservation.

Explain the role of the sun as the major source of energy and its relationship to wind and water energy.

Climate and Weather

S6E2. Students will understand the effects of the relative positions of the earth, moon and stars.

Relate various atmospheric conditions to stages of the water cycle.

S6E4: Students will understand how the distribution of land and oceans affects climate and weather.

Demonstrate that land and water absorb and lose heat at different rates and explain the resulting effects on weather patterns.
Relate unequal heating of land and water surfaces to form large global wind systems and weather events such as tornados and thunderstorms.
Relate how moisture evaporating from the oceans affects the weather patterns and weather events such as hurricanes.

S6E6: Students will describe various sources of energy and with their uses and conservation.

Explain the role of the sun as the major source of energy and its relationship to wind and water energy.

Earth, Moon, and Sun

S6E1. Students will explore current scientific views of the universe and how those views evolved.

Explain the motion of objects in the day/night sky in terms of relative position.
Explain that gravity is the force that governs the motion in the solar system.

S6E2. Students will understand the effects of the relative positions of the earth, moon and stars.

Demonstrate the phases of the moon by showing the alignment of the earth, moon, and sun.
Explain the alignment of the earth, moon, and sun during solar and lunar eclipses.
Relate the tilt of the earth to the distribution of sunlight throughout the year and its effect on climate.

Social Studies

SS6H2 The student will explain the development of Latin America and the Caribbean and Canada as colonies of European nations and on through their independence.

Explain the colonization of Canada by the French and later the English.
Explain how Canada became an independent nation.

SS6H3 The student will analyze important 20th century issues in Latin America and the Caribbean and in Canada.

Describe Quebec’s independence movement.

SS6G1 The student will be able to describe and locate the important physical and human characteristics of Latin America and the Caribbean and Canada.

Describe and locate major physical features; include the Pacific Ocean, Gulf of Alaska, Hudson Bay, Caribbean Sea, Gulf of Mexico, the Great Lakes, Panama Canal, Amazon River, Andes Mountains, Rocky Mountains, Sierra Madre Mountains, St. Lawrence River, Patagonia, Atacama Desert, and Rio de la Plata.
Describe and locate Canada and the nations of Latin America; include Cuba, Mexico, Guatemala, Honduras, Nicaragua, Costa Rica, Panama, Columbia, Venezuela, Brazil, Chile, Ecuador, Argentina, Bolivia, Uruguay, Paraguay, Peru, Haiti, and Jamaica.

SS6G2 The student will discuss the impact of government policies and individual behaviors on Latin American and the Caribbean and Canadian environments.

Describe Canadian policies concerning pollution; include acid rain and pollution of the Great Lakes, the extraction and use of natural resources on the Canadian Shield, and timber resources.

SS6G3 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Latin America and the Caribbean and Canada.

Describe how Canada’s location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trade, especially the importance of the St. Lawrence Seaway and the Great Lakes.

SS6G4 The student will describe the cultural characteristics of Latin America and the Caribbean and Canada.

Identify the reasons Canada has two official languages, English and French, and the traditions, customs, and religions of the English and French-speaking areas.
Describe the traditions, customs, religion, and life style of the Native Americans who inhabit the Northern territories of Canada.
Explain how the literacy rate in Canada, Mexico, Brazil, and Chile affects each nation’s development in the modern world.

SS6CG1 The student will explain the structure of national governments in Latin America and the Caribbean and Canada.

Describe the structure of the Canadian government; include the type of government, form of leadership, type of legislature, and role of the citizen.
Describe Canada’s relationship to the United Kingdom.

SS6E1 The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Canada, Mexico, Cuba, and Argentina.

SS6E2 The student will give examples of how voluntary trade benefits buyers and sellers in Latin America and the Caribbean and Canada.

Analyze how Canada, Mexico, Venezuela, and Brazil benefit from trade.
Define types of trade barriers, both physical barriers, such as Bolivia as a landlocked country, and economic barriers, such as tariffs.
Analyze the development and impact of trade blocks such as the North American Free Trade Agreement (NAFTA), the Common Market of the South (MERCOSUR), and Free Trade Area of the Americas (FTAA).
Describe why international trade requires a system for exchanging currency between and among nations and name currencies from nations such as Canada, Mexico, Brazil, Chile; and explain why Ecuador, El Salvador, and Panama chose to adopt the U.S. dollar as their currency.

SS6E3 The student will describe the factors that influence economic growth and examine their presence or absence in countries such as Canada, Mexico, Brazil, and Argentina.

Describe investment in human capital; include the health, education and training of people, and the impact of poverty on economic development.
Describe investment in capital goods; include factories, machinery, and new technology.
Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.
Describe the role of entrepreneurs who take the risks of organizing productive resources.

SS6H8 The student will discuss the impact of important 20th century events on Australia and Oceania.

Describe the importance of tourism on the region.

SS6G9 The student will be able to describe and locate the important physical and human characteristics of Australia and Oceania.

Describe and locate the major features; include the Great Barrier Reef, Great Sandy Desert, Great Victoria Desert, Antarctica, and Coral Sea.
Locate the nations of Australia, New Zealand, Papua New Guinea, Solomon Islands, Fiji, and Vanuatu.
Locate the three sub-regions of Oceania: Melanesia, Micronesia, and Polynesia.

SS6G10 The student will discuss the impact of government policies and individual behaviors on the environments of Australia and Oceania.

Explain major environmental concerns Australians have regarding issues such as protection of the Great Barrier Reef, ozone depletion, and global warming, as well as the actions taken by the government and individuals regarding these issues.
Explain major environmental concerns of Oceania; include over-fishing, climate change, freshwater resources, and pollution, as well as the actions taken by the government and/or citizens regarding these issues.

SS6G11 The student will explain the impact of location, climate, physical characteristics, natural resources, and population size on Australia and Oceania.

Describe how Australia’s location, climate, and natural resources have affected where people live and where agricultural and industrial regions are located; and describe their impact on trace, especially the importance of deserts, the river system, and the many good harbors.
Explain the unique challenges in Oceania as a collection of islands and how that has affected where people live, development of agriculture, and types of industry or jobs.

SS6G12 The student will describe the cultural characteristics of Australia and Oceania.

Explain the aboriginal culture that existed in Australia prior to the arrival of Europeans; include aboriginal art, religious beliefs, customs, and traditions and how that culture is still evident in Australia today.
Describe the modern culture of Australia; include prominent Australian authors, musicians, and artists.
Describe the culture of Oceania; include the customs, traditions, and religious beliefs of the original population and how they have influenced modern Oceania.

SS6CG3 The student will describe the political structure of Oceania.

Explain the structure of the national government of New Zealand; include the type of government, form of leadership, type of legislature, and role of the citizen.
Describe the national government of the Federated States of Micronesia.
Describe the Australian national government include the type of government, form of leadership, type of legislature, and role of the citizen.
Describe the relationship of Australia to the United Kingdom.

SS6E8 The student will describe different economic systems (traditional, command, market, mixed) and how they answer the basic economic questions (What to produce? How to produce? For whom to produce?) and explain the basic types of economic systems found in Australia and the Federated States of Micronesia.

SS6E9 The student will give examples of how voluntary trade benefits buyers and sellers in Australia and Oceania.

Explain the impact of trade and tourism on Australia and the Federated States of Micronesia.
Define types of trade barriers, both physical and economic, for countries located in Oceania, such as distances to other trading partners and restrictions of island nations.

SS6E10 The student will describe the factors that influence economic growth and examine their presence of absence in Australia and Oceania.

Describe investment in human capital; include the health, education, and training of people.
Describe investment in capital goods; include factories, machinery, and new technology.
Describe the role of natural resources; include land, air, water, minerals, time, and other gifts of nature.
Describe the role of entrepreneurs who take the risks of organizing productive resources.

Tift County Schools