Grassy Fork School
6th Grade Science/Social Studies
School Year Syllabus: 2022-2023
Teacher: Mr. Mark Tocholke
School Telephone: (423)487-5835
E-mail: [email protected]
Course Description
6th grade science:
Sixth grade science is designed to involve the students in applying reading, writing, speaking, listening, and conducting skills in an independent manner through meaningful labs and applied technologies.
6th grade social studies:
Sixth grade students will study the beginnings of early civilizations through the fall of the Western Roman Empire. Students will analyze the cultural, economic, geographical, historical, and political foundations for early civilizations, including Mesopotamia, Egypt, Israel, India, China, Greece, and Rome. The sixth grade will conclude with the decline and fall of the Western Roman Empire. This course will also teach students about the historical context of ancient and major world religions and will follow a common template for major world religions so as to not promote any religion. Major world religions are introduced in both 6th and 7th grade.
Textbook & Course Materials
Required Texts
*World History & Geography Ancient Civilizations Author- Jackson J. Speilvogel ISBN: 978-0-07-687164-3
*Integrated Science Grade 6 Authors-Michelle Anderson et al. ISBN: 978-0-07-893385-1
Online Link to Textbooks: upcoming
Student Learning Outcomes and Topic Outline
Social Studies:
1st Nine Weeks-
Assignments and Projects: Essay, Oral Presentation, Student Project (to be determined collaboratively)
2nd Nine Weeks-
Assignments and Projects: Essay, Oral Presentation, Student Project (to be determined collaboratively)
3rd Nine Weeks-
Assignments and Projects: Essay, Oral Presentation, Student Project (to be determined collaboratively)
4th Nine Weeks-
Science:
1st Nine Weeks-
Assignments and projects: unit lab, essay, and oral presentation
2nd Nine Weeks-
Biological Change: Unity and Diversity
Assignments and projects: unit lab, essay, and oral presentation
3rd Nine Weeks-
Earth and Human Activity
1- Students will differentiate between renewable and nonrenewable resources by asking questions about their availability and sustainability.
2- Students will investigate and compare existing and developing technologies that utilize renewable and alternative energy resources.
Engineering and Design
4th Nine Weeks-
B = 85 - 92
C = 75 - 84
D = 70 - 74
F = 0 – 69
I = Incomplete
40%- All tests, quizzes, and student projects
35%-Class work (lab assignments, daily assignments or activities
25%-Essays and oral presentations
Academic Dishonesty
Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show possession of a level of knowledge or skill that he/she does not possess. A FAILING GRADE WILL BE ASSIGNED TO ALL CASES OF ACADEMIC DISHONESTY AND BE ASSIGNED OTHER APPROPRIATE ACADEMIC PENALTIES DEEMED NECESSARY BY TEACHER AND PRINCIPAL.
Attendance Policy: See student handbook
Please Note** Course policies are subject to change. It is the student’s responsibility to check for corrections or updates to the syllabus. Any changes will be posted in the cl
6th Grade Science/Social Studies
School Year Syllabus: 2022-2023
Teacher: Mr. Mark Tocholke
School Telephone: (423)487-5835
E-mail: [email protected]
Course Description
6th grade science:
Sixth grade science is designed to involve the students in applying reading, writing, speaking, listening, and conducting skills in an independent manner through meaningful labs and applied technologies.
6th grade social studies:
Sixth grade students will study the beginnings of early civilizations through the fall of the Western Roman Empire. Students will analyze the cultural, economic, geographical, historical, and political foundations for early civilizations, including Mesopotamia, Egypt, Israel, India, China, Greece, and Rome. The sixth grade will conclude with the decline and fall of the Western Roman Empire. This course will also teach students about the historical context of ancient and major world religions and will follow a common template for major world religions so as to not promote any religion. Major world religions are introduced in both 6th and 7th grade.
Textbook & Course Materials
Required Texts
*World History & Geography Ancient Civilizations Author- Jackson J. Speilvogel ISBN: 978-0-07-687164-3
*Integrated Science Grade 6 Authors-Michelle Anderson et al. ISBN: 978-0-07-893385-1
Online Link to Textbooks: upcoming
Student Learning Outcomes and Topic Outline
Social Studies:
1st Nine Weeks-
- Foundations of Human Civilization: c. 10,000-3500 BCE Overview: Students will learn proper time designations and analyze the development and characteristics of civilizations, including the effects of the Agricultural Revolution.
- Ancient Mesopotamia: c. 3500-1700 BCE Overview: Students will analyze the geographic, political, economic, and cultural structures of the civilization of ancient Mesopotamia.
- Ancient Egypt: c. 3000-700 BCE Overview: Students will analyze the geographic, political, economic, and cultural structures of ancient Egypt.
Assignments and Projects: Essay, Oral Presentation, Student Project (to be determined collaboratively)
2nd Nine Weeks-
- Ancient Israel: c. 2000-500 BCE Overview: Students will analyze the geographic, political, economic, and cultural structures of ancient Israel.
- Ancient India: c. 2500-400 BCE Overview: Students will analyze the geographic, political, economic, and cultural structures of ancient India.
- Ancient China: c. 2500 BCE-200 CE Overview: Students will analyze the geographic, political, economic, and cultural structures of ancient China.
Assignments and Projects: Essay, Oral Presentation, Student Project (to be determined collaboratively)
3rd Nine Weeks-
- Ancient Greece: c. 800-300 BCE Overview: Students will analyze the geographic, political, economic, and cultural structures of ancient Greece.
- Ancient Rome: c. 500 BCE-500 CE Overview: Students will analyze the geographic, political, economic, and cultural structures of ancient Rome
Assignments and Projects: Essay, Oral Presentation, Student Project (to be determined collaboratively)
4th Nine Weeks-
- TCAP Review
- Finish Study Island Modules
- Remediation
Science:
1st Nine Weeks-
- Students will analyze the properties and compare various sources of energy.
- Students will construct a scientific explanation of the transformations between potential and kinetic energy.
- Students will analyze and interpret data to show the relationship between kinetic energy and the mass of an object in motion and its speed.
- Students will conduct an experiment demonstrating the movement of heat among objects.
- Students will evaluate and communicate the impact on environmental variables.
- Students will determine impact of interactions in an ecosystem.
- Students will draw conclusions about the transfer of energy through a food web and energy pyramid.
- Students will examine climate data and draw conclusions about patterns in various biomes.
- Students will analyze impacts of invasive species on native populations.
- Students will research the ways in which an ecosystem has changed over time in response to changes in physical conditions, population balances, human interactions, and natural catastrophes.
- Students will compare and contrast forms of communication in relation to survival strategies.
Assignments and projects: unit lab, essay, and oral presentation
2nd Nine Weeks-
Biological Change: Unity and Diversity
- Students will explain how biodiversity impacts stability and natural resources.
- Students will design possible solution for maintaining biodiversity of ecosystems while still providing necessary human resources without disrupting environmental equilibrium.
- Students will gather evidence to justify that oceanic convection currents are caused by the sun’s transfer of heat energy and differences in salt concentration leading to global water movement.
- Students will diagram convection patterns that flow due to uneven heating of the earth.
- Students will construct an explanation for how atmospheric flow, geographic features, and ocean currents affect the climate of a region through heat transfer.
- Students will apply scientific principles to design a method to analyze and interpret the impact of humans and other organisms on the hydrologic cycle.
- Students will analyze and interpret data from weather conditions, weather maps, satellites, and radar to predict probable local weather patterns and conditions.
- Students will explain how relationships between the movement and interactions of air masses, high and low pressure systems, and frontal boundaries result in weather conditions and severe storms.
Assignments and projects: unit lab, essay, and oral presentation
3rd Nine Weeks-
Earth and Human Activity
1- Students will differentiate between renewable and nonrenewable resources by asking questions about their availability and sustainability.
2- Students will investigate and compare existing and developing technologies that utilize renewable and alternative energy resources.
- Students will assess the impacts of human activities on the biosphere including conservation, habitat management, species endangerment, and extinction.
Engineering and Design
- Students will evaluate design constraints on solutions for maintaining ecosystems and biodiversity.
- Students will design and test different solutions that impact energy transfer.
4th Nine Weeks-
- TCAP Review
- Finish Study Island Modules
- Remediation
- Viewing Grades in Aspen-Points you receive for graded assignments will be posted to Aspen Grade Book weekly. Log in information to be given to parents at the beginning of the school year.
- Late Assignments-10 points will be deducted each day an assignment is late. A score of 0 will be assigned for all missing work…no exceptions!
- Grade Scale-
B = 85 - 92
C = 75 - 84
D = 70 - 74
F = 0 – 69
I = Incomplete
- Final grades assigned for the courses will be based on the following percentage of total points earned and are assigned as follows:
40%- All tests, quizzes, and student projects
35%-Class work (lab assignments, daily assignments or activities
25%-Essays and oral presentations
Academic Dishonesty
Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism and helping someone else commit an act of academic dishonesty. It usually involves an attempt by a student to show possession of a level of knowledge or skill that he/she does not possess. A FAILING GRADE WILL BE ASSIGNED TO ALL CASES OF ACADEMIC DISHONESTY AND BE ASSIGNED OTHER APPROPRIATE ACADEMIC PENALTIES DEEMED NECESSARY BY TEACHER AND PRINCIPAL.
Attendance Policy: See student handbook
Please Note** Course policies are subject to change. It is the student’s responsibility to check for corrections or updates to the syllabus. Any changes will be posted in the cl