GRADE 6

RELIGION

By the end of grade 6, students will be able to

1. Plan for their own personal devotional use of Scripture.

2. Determine when and how to apply Law or Gospel in various

situations.

3. Identify Jesus as the central character of the Bible.

4. Recognize that God's faithfulness to His covenant people is

the unifying theme of all the historical books.

5. Identify and appreciate various themes and moods found in the

poetry and wisdom literature of the Old Testament books of Job

through Ecclesiastes.

6. Describe the themes found in the prophetic books in terms of

Law and Gospel.

7. Identify the purpose and primary theme of each of the four

gospels and Acts.

8. Recognize that through His Word God strengthens their faith in

time of danger and testing.

9. Identify the work of the Holy Spirit in inspiring the biblical

books and preserving Holy Scripture for them.

10. Confess that the Bible is divinely inspired, inerrant, and

the infallible Word of God.

11. Recognize that Baptism's power to forgive sins and create

faith comes from the Holy Spirit working through the Word of God

that accompanies the water.

12. Use the power the Holy Spirit offers them through their

Baptism daily to put to death their sinful selves and live

God-pleasing lives.

13. Recognize the real presence of Christ's body and blood in,

with, and under the bread and wine in the Lord's Supper.

14. Confess their faith in the promise of forgiveness, life, and

salvation that Jesus gives with His body and blood.

15. Explain that God offers all people peace through the

forgiveness and salvation that Jesus won on the cross.

16. Regularly study God's Word so that their life-preserving

faith might be strengthened.

17. Daily remember their Baptism as they repent of their sin and

receive the full assurance of God's forgiveness.

18. Acknowledge that God seeks to redeem all people and values

each person as one for whom Christ has died.

19. Describe Jesus' willingness to suffer humiliation,

excruciating pain, and death at the hand of earthly rulers in

order to earn our forgiveness, life, and salvation.

20. Identify key Scripture passages that affirm God's message of

justification by grace through faith.

21. Acknowledge God's Word as the source and norm by which all

matters of faith and Christian life should be measured.

22. Describe how cultural barriers can separate and hinder the

sharing of the Gospel.

23. Seek opportunities to share their faith in Christ Jesus.

LANGUAGE ARTS

By the end of grade 6, students will be able to

1. Preview, skim, and formulate questions on new selections.

2. Adjust their rate of reading to suit the designated purpose

for reading.

3. Identify cause-and-effect relationships in stories.

4. Describe connections or similarities between Bible characters

and their own lives.

5. Explore varieties of prose and poetry in literature and in the

Bible.

6. Identify the author's possible purposes for writing a story or

article.

7. Use the setting of a story to determine when and where a story

takes place.

8. Recognize propaganda techniques in written selections and

speeches.

9. Identify the use and purpose of symbolism in a selection.

10. Plan and conduct interviews using a list of prepared

questions and report on them using an established format.

11. Use critical thinking skills in analyzing and discussing

television programs as to their subject matter, nature of

advertisements, and non-Christian elements.

12. Write an outline of a topic.

13. Speak or write for a particular purpose: seek information,

give directions, explain, give information, express feelings or

opinions, persuade, request, comply with social amenities,

provide entertainment, pleasure, or comfort.

14. Write headlines for news stories.

15. Write limericks and Haiku according to established patterns.

16. Write creative stories of four to six paragraphs.

17. Explore the effectiveness of different placements of

subordinate clauses in complex sentences and defend their

choices.

18. Punctuate written composition appropriately.

19. Correctly spell the words they use when they revise their

writing.

20. Use personal language appropriate to the occasion, content,

and audience.

21. Explore and appreciate differences in regional dialects.

22. Choose to read books in leisure time which are age

appropriate and ability appropriate.

23. Identify and explain the function of various types of

language: figurative language, similes, metaphors, euphemisms,

idioms.

24. Use volume, pitch, rate, and tone appropriate to the audience

and the occasion along with suitable gestures and facial

expression while making verbal presentations.

25. Recognize bias or stereotyping in what they read or hear.

MATHEMATICS

By the end of grade 6, students will be able to

1. Read, write, round, compare, order, and use whole numbers,

decimals, fractions, and mixed numbers.

2. Estimate and find the sum, difference, or product of any two

whole numbers or decimals.

3. Estimate and find the quotient of a decimal divided by a whole

number or by a decimal with two digits.

4. Express a number which has repeated factors in exponential

form and evaluate expressions written in exponential form.

5. Find the greatest common factor and the least common multiple

of two or more numbers.

6. Estimate and find sums and differences of fractions and mixed

numbers.

7. Find the products of mixed numbers and fractions.

8. Demonstrate the meaning of percent with concrete models and

express a given percent as a decimal fraction or decimal and vice

versa.

9. Use the concepts of ratio, proportion, and percent to solve

application problems.

10. Express large numbers in scientific notation and rewrite

numbers written in scientific notation in regular decimal

notation.

11. Use a calculator to find a given power of a given number and

a given percent of a given number.

12. Simplify expressions that include symbols of inclusion.

13. Approximate the area of irregular figures by using grids;

compute the area of common polygons (triangle, trapezoid,

parallelogram, square, and rectangle) by using formulas; and

compute the circumference and the area of a circle of a given

radius.

14. Determine and describe the effect changing the linear

dimensions of a figure has on the area of the figure.

15. Use formulas to find the volume of a rectangular prism, a

cube, a cylinder, a prism, and a pyramid.

16. Convert from one unit of measure to another unit of measure

within the same measurement system.

17. Interpret and use scale drawings.

18. Find the sum of any two integers using various models.

19. Represent situations and number patterns with tables, graphs,

verbal rules, and equations.

20. Analyze tables and graphs to identify properties and

relationships.

21. Plot integers on a number line and solve simple linear

equations.

22. Systematically collect, organize, and summarize data;

construct, read, and interpret tables, charts, and graphs; and

compute measures of central tendency (mean, median, and mode) and

the range.

23. Determine the empirical probability of simple events by

conducting experiments and the theoretical probability of a

simple event by constructing a sample space for the set of all

possible outcomes. (Students should be able to express the

probability as a fraction, a ratio, a decimal, or a percent.)

24. Make and refine predictions by determining probabilities for

different sample sizes.

25. Classify angles, pairs of lines, triangles, quadrilateral,

and polygons.

26. Identify congruent, similar, or symmetric figures.

27. Identify transformations of given figures.

28. Build models of three-dimensional figures such as pyramids,

cones, or prisms with polygonal bases and determine some of the

properties of these solids.

29. Use a compass and a straightedge to locate the midpoint of a

segment and to construct perpendicular lines, congruent angles,

and angle bisectors.

SCIENCE

By the end of grade 6, students will be able to

1. Observe objects through colored filters and find the order

present.

2. Show that all the colors together make white light and use

this idea to explain color phenomena.

3. Build an adding and subtracting model for color to explain

beams and paints respectively, using a basic set of filters

(dark red, green, blue; light cyan [blue], yellow, and magenta).

4. Discover the laws of reflection for plane mirrors: object

distance equals image distance (Do = Di) and angle of incidence

equals angle of reflection (<I = <r).

5. Draw ray diagrams to show the lines of sight and explain why

we see what we do in plane mirrors.

6. Use the ray diagram idea to explain images in convex and

concave mirrors. Compare the drawings to observations.

7. Explain what chromosomes are and how the chromosomes of sperm

and egg cells are different from other cells.

8. Describe what happens during and after fertilization.

9. Use insect cards or similar to practice using the laws of

inheritance as they apply to dominant and recessive

characteristics. Distinguish between a hybrid and a mutant.

10. Use the cell model to explain the activities of cells (life

processes, structure, reproduction).

11. Explain the activities of flowering plants (transport,

photosynthesis, growth, and development).

12. Investigate changes through time (fossils, changes in living

things, endangered species, extinct species).

13. Observe the behavior of charged objects (static electricity)

and discover the laws of charge (the two fluid theory): two

kinds, plus and minus, like charges repels, unlike charges

attract.

14. Use the laws of attraction and repulsion to explain the

effects possible with an electroscope. Distinguish conductors

from insulators.

15. Build simple circuits for current electricity. Distinguish

series and parallel circuits. Measure volts, amperes, and

resistance with a multimeter. Calculate energy in kilowatt hours.

Use batteries, wires, and bulbs to construct a parallel circuit

and a series circuit.

16. Describe an electric generator. Tell how magnetism is used to

produce electricity. Make an electromagnet.

17. Classify and identify minerals according to hardness,

cleavage, luster, streak, color, and specific gravity

18. Explain how crystals, minerals, igneous, sedimentary, and

metamorphic rocks are formed.

19. Identify and name common rocks such as sandstone,

conglomerate, shale, granite, basalt, marble, and coal.

20. Explain how the position of rock formations can give clues to

history. Compare the methods of dating rocks.

21. Explain the everyday observation of the motion of sun, moon,

and stars using the heliocentric model.

<*dv_0*>22. Describe a model as the idea used to make sense of the world

observed either directly or indirectly. Do a box experiment.

SOCIAL STUDIES

By the end of grade 6, students will be able to

1. Use source documents in a research project.

2. Locate and describe the seven continents.

3. Explain how literature and art may express cultural values.

4. Define the relationship between cohesion and diversity within

a culture.

5. Describe how history may be explained in various ways by

different scholars.

6. Interpret the past using valid historical tools.

7. Apply historical facts and concepts to current decision

making.

8. Relate how culture influences daily life.

9. Describe how communication and technology affect society.

10. Describe how conditions contribute to both conflict and

cooperation between nations and cultures.

11. Understand how communications and technology affect the

nation in a new, more global, world.

12. Explain how values and beliefs affect economic decisions.

13. Seek ethical solutions to technological and social issues.

14. Describe how conflict affects decisions and modern life.

15. Recognize differences between political systems in different

nations.

16. Discuss the power of the media in influencing public opinion.

17. Recognize major world landforms (i.e., oceans, rivers).

18. Explain how climate influences life in a place.

19. Identify functions of the national government.

20. Explain the benefit of laws and our legal system.

21. Identify how basic needs are met in underdeveloped nations.

22. Describe the impact of illustrations and visual information

on understanding.

23. Review the history of other nations or cultures.

24. Evaluate why some cities grow and others do not (i.e.,

London, Chicago, Kansas City, Mexico City).

25. Compare and differentiate between different cultures.

26. Create a historical mural of an era or period.

27. Distinguish between fact and opinion.

ART

By the end of grade 6, students will be able to

Art History

1. Discuss how artists throughout history have depicted biblical

subject matter.

2. Refine their skills in describing the characteristics of

styles and periods of art.

3. Describe and discuss the art of a given set of

African American, Native American, and Hispanic artists.

The Creation of Art

4. Show increased skill in using drawing and painting techniques

to create compositions, depict space, and communicate feelings.

5. Show increased skill in using printmaking techniques to create

compositions, depict space, and communicate feelings.

6. Describe and give graphic illustration of facial proportions.

7. Draw a self-portrait using a soft drawing pencil, drawing

paper, and a mirror.

8. Develop skills of creative lettering, font design, and

calligraphy.

9. Develop skill in hand-building with clay to include slab

construction, tile-making, and press molds.

10. Create a composition in scratchboard.

11. Demonstrate an increased ability to construct and model

sculptural forms.

12. Create a work of art that will synthesize the qualities of a

particular style of art (i.e., expressionism, cubism,

pointillism, impressionism) and demonstrate an understanding of

that style by creating their own original works.

13. Create graphic illustrations of the design concepts: rhythm,

movement, and positive and negative space.

14. Replicate in line, shape, and color a given section or

portion of a master work of art.

15. Research Christian symbols and use a style of art to

reinterpret one or more graphically.

16. Create a banner or wall hanging that utilizes a specific

design.

17. Design a linoleum block print after studying exemplars by

master printmakers.

18. Create a paper quilt sampler, using the various styles of

Early American and contemporary quilts, noting the design, use of

color, and division of space.

19. Develop social skills and Christian character as they work

with others.

Art Criticism

20. Compare the similarities and differences between two works of

art.

21. Describe how the elements of art and the principles of design

are used in a given work of art to represent ideas, feelings, and

moods.

22. Demonstrate an increased ability to describe, examine, and

analyze works of art.

Aesthetics

23. Discuss the importance of seeing, thinking, and imagining in

art.

24. Discuss how art is a reflection of a society's time and

place.

25. Consider the meaning and definition of art from a Christian

perspective.

26. Discuss the function and intent of Christian symbols.

27. Understand and appreciate the role of art in everyday life

(consumer purchasing, selecting clothing, room decoration/design,

landscaping, etc.).

MUSIC

By the end of grade 6, students will be able to

Singing

1. Sing increasingly advanced quality music from various

cultures, styles, and genres in two-part and three-part harmony.

2. (For changing voices), continue to use their light voices as

they explore the lower notes (possibly only one or two notes that

harmonize a song.).

3. Sing Asian and Oceanian songs.

4. Sing alone and in ensembles with expression, good breathing,

and good posture evenly throughout the singing range.

5. Sing whole and half steps and octaves in tune (add chromatic

sol-fa syllables [i.e., di is 1/2 above do; ri is 1/2 step above

fa; fi is 1/2 step above fa; si is 1/2 step above sol; li is 1/2

step above la; te is 1/2 below ti; le is 1/2 below la; se is 1/2

step below sol; me is 1/2 step below mi, ra is 1/2 step below

re]).

Playing (Instruments)

6. (Those in band or orchestra) continue with instruction on

band/orchestra instruments, performing with the ensemble

occasionally in public.

7. Find treble clef and bass clef pitches on a keyboard.

8. Play whole steps, half steps, and octaves on a keyboard.

9. Continue with recorders (music in A major and E-flat major, a

minor, d minor), Orff-type instruments and rhythm instruments

(increasingly complex rhythmic patterns).

10. Explore Asian and Oceanian instruments.

Moving

11. Participate in square and folk dances (in conjunction with

physical-education class).

12. Conduct with a steady tempo, use cuing and cutoff motions to

start and stop music.

13. Dance in simple group choreography to a musical theater song.

Listening

14. Identify Asian and Oceanian music.

15. Listen to musical-theater and opera excerpts (after studying

the story and hearing parts of the music, watch an entire

production live or on videotape.).

16. Identify simple chord progressions (I-IV-V7-I) at cadences of

music heard.

Improvising

17. Make up free melodies on the recorder.

18. Sing improvised embellishments and descants to a familiar

melody and accompaniment.

19. Harmonize a familiar melody in thirds, sixths, and chord

tones.

Reading

20. Know and understand bass clef, note key signatures, and names

in bass clef. Also know and understand slur and phrase markings.

Be able to identify half steps, whole steps, and octaves on a

music staff.

21. Know and understand eighth-dotted quarter, eighth rest-dotted

quarter, dotted eight sixteenth, syncopated

sixteenth-eight-sixteenth, two and four sixteenth note groupings.

Composing

22. Write a class operetta (possibly based on a biblical story or

on a folk tale). The class could write a script, write or choose

lyrics for songs to existing tunes or new melodies they write,

assign voices and instruments to perform the music to accompany

the play, and use various sound sources to create sound effects.

Comparing

23. Distinguish between monophonic (one unison line, no

accompaniment), homophonic (a melody and accompaniment texture),

and polyphonic (two or more separate melodies weaving

independently together) textures in music.

24. See how musical forms based on texture give structure to

music (e.g., chant, fugue, canon, concerto).

25. Experience the music and learn about the lives of several

major composers (Monteverdi, Verdi, Copland, Stravinsky),

comparing their music.

PHYSICAL EDUCATION

By the end of grade 6, students will be able to

Acquire Movement Concepts

1. Consistently use mature form components when performing

rolling, balancing, and transferring weight.

2. Consistently use mature form components when batting,

striking, volleying, and dribbling.

3. React with/to the correct hand, foot, direction, and person in

response to basic square dance cues.

4. Strike objects with longer implements, incorporating distance,

accuracy, and flight factors.

5. Dribble a ball with control while evading an opponent.

6. Consistently volley a ball while in a group setting.

7. Pass/throw and catch/receive and object while guarded.

Acquire Fundamental Movement Patterns/Skills

8. Cooperate in small groups to maintain "team" possession of an

object in lead-up games with active opponents.

9. Combine locomotor and manipulative skills to move an object

toward and into a designated goal.

10. Create and perform a repeatable rope jump routine to music.

Acquire Fitness Skills and Behavior

11. Participate in vigorous activity for a sustained period of

time while maintaining a target heart rate of 150 beats per

minute (25 beats for a 10-second count).

12. Monitor recovery from vigorous physical activity (heart rate

below 100 bpm after 10 minutes).

13. Regularly monitor heart rate during and after activity.

14. Participate in games, sports, dance, and outdoor pursuits,

both in and outside of school, based on individual interests,

skill, and fitness level.

15. Correctly demonstrate activities designed to improve and/or

maintain muscular strength and endurance, flexibility, and

cardiorespiratory function.

16. Demonstrate specific relaxation techniques for use during

short and long rest periods.

Acquire Cognitive Elements Related to Movement Experiences

17. Describe ways to use the body and movement activities to

communicate ideas and feelings.

18. Recognize appropriate images of the human body and movement

performance and contrast these with the "idealized" images as

portrayed in the media.

19. Recognize that time and energy (effort) are prerequisites for

skill improvement and fitness benefits.

20. Recognize the role of games, sports, and dance in getting to

know and understand others of like and different cultures.

21. Identify opportunities in the school and community for

regular participation in physical activity.

22. Identify principles of training and conditioning ("F-I-T-T")

for physical activity.

23. Identify proper warmup, conditioning, and cool-down

techniques, and the reasons for using them.

24. Identify benefits resulting from participation in different

forms of physical activity.

25. Detect, analyze, and correct errors in personal movement

patterns.

Demonstrate Responsible Personal and Social Attitudes and

Behavior for Movement Experiences

26. Accept the decisions made by game officials, whether they are

students, teachers, or officials outside of school.

27. Seek out, participate with, and show respect for persons of

similar and different skill levels.

28. Choose to exercise outside of school for personal enjoyment

and benefit.

29. Practice with correct form and technique, even though success

with the movement may be inconsistent.

30. Demonstrate courtesy, self-control, loyalty, truthfulness,

and Christian conduct.