Computer Technology
6th Grade Computer Technology
Standard 1
Students will understand basic operations and concepts of technology.
Learning Expectations
⎯Students will demonstrate an understanding of the nature and operation of
technology systems.
⎯Students will be proficient in the use of technology.
⎯Students will apply the touch system of keying when using the computer
keyboard for input.
__ Students will assemble a basic computer system including a monitor, mouse, keyboard, speakers, and printers
__ Students will use video cameras as supplements to academic subjects
__ Students will learn the numbers and symbol keys of the keyboard
__ Students will demonstrate proficiency in keying alphabetic keys with accuracy
__ Students will understand individual login procedures in related technology: username and password
__ Students will identify sound files by extension: .wav, .mid, and .mp3
__ Students will identify video files by extension: .mov and .mpeg
__ Students will identify database files based on extensions
__ Students will use file management to delete files from specific locations
__ Students will understand the term database and related concepts such as table, field, record, and form
__ Students will apply the FIND and REPLACE feature in various programs
__ Students will define the following terms: RAM/ROM, chip, and modem
__ Students will understand the concept of operating systems and the differences between WIN/DOS, OS X, etc.
__ Students will understand the differences in types of computers such as: mini, macro, micro, notebook, and PDAs
Standard 2
Students will understand the importance of social, ethical, and human issues associated with technology.
Learning Expectations
⎯Students will understand the ethical, cultural, and societal issues related to
technology.
⎯Students will practice responsible use of technology systems, information,
and software.
⎯Students will develop positive attitudes toward technology uses that
support lifelong learning, collaboration, personal pursuits, and productivity
__ Students will understand the concept of hacking and the use of spyware
__ Students will practice ethical and legal behaviors when using information and technology and discuss ramifications of misuse
__ Students will identify key characteristics associated with Internet predators
__ Students will discuss copyright issues and cite sources using established methods
__ Students will demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet or Intranet
__ Students will review concepts of cyber-bullying and netiquette and discuss the concern about these issues
__ Students will discuss the cultural impact of global communication
__ Students will discuss current changes in information technologies and how those changes affect society and the workplace
Standard 3
Students will use technology productivity tools.
Learning Expectations
⎯Students will use technology tools to enhance learning, increase
productivity, and promote creativity.
⎯Students will use productivity tools to collaborate in constructing
technology-enhanced models, prepare publications, and produce other
creative works.
__ Students will use age appropriate multimedia hardware and software to develop creative products
__ Students will incorporate multiple sources of text, sound, and graphics into multimedia group presentations
__ Students will integrate various media (video, CD-ROM, Internet) into group presentations
__ Students will create and format documents using style, headers, footers, bullets, and hyperlinks
__ Students will insert a chart or table into a document
__ Students will use appropriate technology tools to collect, analyze, and present data and insert a simple graph for illustrated information
__ Students will use a variety of technological tools: digital cameras, scanners, printers, CD-ROMs, and other appropriate devices
__ Students will change column and row sizes, insert a row or column, and hide a row or column
__ Students will insert headers and footers
__ Students will insert a cell
__ Students will format a range of cells
__ Students will use “fill down” and “fill right” insert functions
__ Students will understand the use of database
__ Students will save a new database
__ Students will create a table
__ Students will scan an image using a scanner and view it
__ Students will customize a desktop publishing document by resizing textboxes, changing color schemes and backgrounds
Standard 4
Students will use technology communications tools.
Learning Expectations
⎯Students will use telecommunications to collaborate, publish, and interact
with peers, experts, and other audiences.
⎯Students will use a variety of media and formats to communicate
information and ideas effectively to multiple audiences.
__ Students will identify junk mail by sender and subject line
Standard 5
Students will select and use appropriate technology research tools.
Learning Expectations
⎯Students will use technology to locate, evaluate, and collect information
from a variety of sources.
⎯Students will use technology tools to process data and report results.
⎯Students will evaluate and select new information resources and
technological innovations based on the appropriateness for specific tasks.
__ Students will independently access a variety of electronic sources of information
__ Students will independently apply appropriate electronic search strategies to obtain information
__ Students will independently navigate a search engine using basic Boolean search strategies
__ Students will independently locate and download materials needed for projects
__ Students will use appropriate software packages to process and report data
Standard 6
Students will utilize technology problem-solving and decision-making tools.
Learning Expectations
⎯Students will use technology resources for solving problems and making
informed decisions.
⎯Students will employ technology in the development of strategies for
solving problems in the real world.
Visual Arts
Sixth Grade Visual Arts
Standard 1 Media, Techniques, and Processes
Students will understand and apply media, techniques, and processes.
Learning Expectations:
The student will:
⎯Demonstrate the use of knowledge in select media, techniques and processes.
⎯Compare and contrast the effective use of communication of ideas through the use of media, tools, techniques, and processes.
⎯Reflect upon the effectiveness of a variety of media.
Standard 2 Structures and Functions
Students will use knowledge of both structures and functions.
Learning Expectations:
The student will:
⎯Develop an awareness of the elements of design and the principles of composition through their application.
⎯Create and evaluate art works that exhibit various sensory and expressive qualities.
⎯Develop an awareness of the function or intrinsic purposes of works of art.
⎯Apply problem-solving skills that lead to solutions to specific visual art tasks.
Standard 3 Evaluation
Students will chose and evaluate a range of subject matter, symbols, and ideas.
Learning Expectations:
The student will:
⎯Evaluate subjects, themes and symbols and their origins.
⎯Use subjects, themes and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meanings in artworks.
Standard 4 Historical and Cultural Relationships
Students will understand the visual arts in relation to history and cultures.
Learning Expectations:
The student will:
⎯Describe and place a variety of art objects in historical and cultural contexts.
⎯Know and compare the characteristics of artworks in various eras and cultures.
⎯Analyze, describe, and demonstrate how factors of time and place influence visual characteristics that give meaning and value to a work of art.
⎯Recognize the role of artists in our community and society.
⎯Explain/evaluate aesthetic qualities in art.
Standard 5 Reflection and Assessment
Students will reflect upon and assess the characteristics and merits of their work and the work of others.
Learning Expectations:
The student will:
⎯Compare multiple purposes for creating works of art.
⎯Analyze contemporary and historic meanings in specific artworks, including mass media, through cultural and aesthetic inquiry.
⎯Describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures.
⎯Investigate and design works of art that communicate sensitivity to the natural and manmade environment.
⎯Explain art concepts/conceptual art as it relates to what is happening in the world, politically, environmentally, socially, etc.
Standard 6 Interdisciplinary Connections
Students will make connections between visual arts and other disciplines.
Learning Expectations:
The student will:
⎯Recognize the characteristics of works in two or more art forms that share similar subject matter, historical periods, or cultural context.
⎯Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts.
Physical Education
Sixth Grade Physical Education
Standard 1 Motor Skill Development
The student will demonstrate competency in many movement forms and proficiency in a few movement forms.
Learning Expectations
The student will
⎯demonstrate mature form for all basic manipulative (throwing, catching, etc), locomotor (run, skip, gallop, etc.), and non-locomotor (twist, turn, bend, etc.) skills.
⎯select and use knowledge, skills, and strategies to participate in a variety of planned/unplanned sports and game activities.
⎯show increasing competence in more advanced specialized skills.
⎯demonstrate competence in modified versions of a variety of movement forms.
⎯utilize knowledge and skills related to lifetime physical activities.
⎯develop and perform in both artistic (creative) and recreational(square, folk, social, line, classical, ethnic) dance representing a variety of cultures.
⎯practice various forms of rhythmic expression.
⎯design and perform basic gymnastic skills appropriate to individual ability and confidence level (se town goals to achieve) in a non-competitive situation.
Standard 2 Movement Concepts and Principles
The student will apply movement concepts and principles to the learning and development of motor skills.
Learning Expectations
The student will
⎯identify the characteristics of highly skilled performance in different movement forms.
⎯analyze the critical elements of more advanced movement skills.
⎯develop and apply more advanced movement and game strategies especially when using equipment.
⎯understand and use the rules of safety in gymnastics.
⎯understand and apply balance and weight transfer concepts in educational gymnastic sequences.
⎯design and perform individual and group routines to music (e.g., jump rope, ball, dance, and ribbons), using the concepts of space, effort, time, and relationships.
Standard 3 Personal and Social Responsibility
The student will demonstrate responsible personal and social behavior in physical activity settings.
Learning Expectations
The student will
⎯understand the role of games and sports in establishing behaviors in social interaction.
⎯perform a variety of activities that promote social interaction, self-expression, and encourage aesthetic appreciation.
⎯design and play small group games that involve cooperating with others.
⎯work cooperatively with a group to achieve group goals in competitive as well as cooperative settings.
⎯recognize in playing team sports that rules are designed to be fair and to foster safe participation for all.
⎯understand the value of rhythmic activities in social development and expression.
⎯consider the influence of peer pressure in physical activity -teamwork.
⎯analyze potential consequences when confronted with a behavior choice.
⎯solve problems, in physical activity, by analyzing causes and potential solutions.
⎯willingly join others of diverse culture/ethnicity during physical activity -teamwork.
Standard 4 Fitness
The student will understand, achieve, and maintain a health-enhancing level of fitness leading to a physically active lifestyle.
Learning Expectations
The student will
⎯explore and participate in a variety of health-related fitness activities in both school and non-school settings.
⎯understand and apply basic principles of training to develop personal goals and improve physical fitness.
⎯demonstrate and understand the importance of daily plans of activity in maintaining fitness
⎯understand the relationship of fitness to body systems.
⎯identify and decide which factors affect the status of health and fitness.
⎯identify proper warm-up, conditioning, and cooling down techniques and the reasons for doing them.
⎯participate in moderate to vigorous activity for a sustained period of time while maintaining a target heart rate.
⎯demonstrate activities to improve and maintain muscular strength and endurance, flexibility, and cardio respiratory functioning.
⎯recognize the components of body composition.
⎯appraise fitness products (food, equipment, clothing, clubs, etc.) to become a wise consumer.
⎯understand how growth in height and in weight influences the mechanical nature of performance in physical activities.
⎯describe long-term physiological, psychological, and other benefits that may result from regular participation in physical activity.
Standard 5 Understanding Physical Activity
The student will understand that physical activity provides opportunities for enjoyment, challenge, self-expression and social interaction.
Learning Expectations
The student will
⎯recognize the social and lifelong benefits of participation in physical activity.
⎯recognize physical activity as a vehicle for self-expression through individual choice of activity/sport.
⎯enjoy participation in physical activity.
⎯determine the social benefits of participation in physical activity.
⎯demonstrate and understand the reflection of feelings, development of attitudes, and values through games and sports.
⎯evaluate and demonstrate the ways individuals maintain a degree of fitness throughout life.
⎯engage in activities that provide for problem solving, decision making, and risk-taking.
⎯assess the role of games, sports, and dance in understanding people of diverse cultures.
⎯try new and challenging activities.
⎯develop competence in knowledge and attitudes for survival skills and water safety.
⎯demonstrate, understand, and analyze the social, mental, and physical benefits of outdoor education activities.
⎯explore and participate in a variety of outdoor education activities.
Health
Sixth Grade Health
Personal Health and Wellness
Standard 1
The student will understand the role of personal hygiene practices as related to healthful living.
Learning Expectations:
The student will:
⎯evaluate basic personal hygiene habits;
⎯analyze the changes in health and hygiene needs related to adolescence.
Standard 2
The student will understand the role of body systems as related to healthful living.
Learning Expectations:
The student will:
⎯describe and analyze the basic body systems and functions of the human body;
⎯explain the functions of the human body;
⎯explain the impact of personal health behaviors on the functioning of human body systems.
Standard 3
The student will understand the relationship of physical activity to healthful living.
Learning Expectations:
The student will:
⎯identify the necessary components for physical fitness;
⎯determine the benefits of exercise in relation to improved health during all stages of life;
⎯assess the relationship of physical activity to other areas of personal health (social, mental, and emotional well-being).
Nutrition
Standard 4
The student will understand the relationship of nutrition to healthful living.
Learning Expectations:
The student will:
⎯explain the relationship of a balanced nutrition program and essential nutrients to appropriate weight, appearance, energy level and total wellness;
⎯evaluate how individual food choices are influenced by multiple factors;
⎯describe body composition and eating disorders;
⎯practice principles of food safety.
Family Life
Standard 5
The student will understand the contributions of family relationships to healthful living.
Learning Expectations:
The student will:
⎯identify family influences in the development of personal values and beliefs and how they will affect future decisions;
⎯analyze changing roles and responsibilities throughout the life cycle as members of families;
⎯evaluate the influence of attitudes and behaviors on healthy family relationships.
Standard 6
The student will understand the stages of human growth and development.
Learning Expectations:
The student will:
⎯describe and demonstrate understanding of the developmental characteristics of adolescence including physical and emotional changes;
⎯exhibit respect for others as physical changes occur during adolescence;
⎯identify abstinence from sexual activity as the responsible and preferred choice for adolescents.
Standard 7
The student will understand the need and process of setting personal goals and standards for healthful living.
Learning Expectations:
The student will:
⎯analyze the effectiveness of personal decision-making as it relates to future health and wellness outcomes;
⎯describe individual goals and aspirations for healthful living;
⎯determine how setting healthful living goals can promote lifetime wellness.
Emotional, Social, and Mental Health
Standard 8
The student will understand the importance of positive self-concept and interpersonal relationships for healthful living.
Learning Expectations:
The student will:
⎯demonstrate healthy ways to express needs, wants, and feelings;
⎯demonstrate respect for individual and cultural differences that help develop healthy relationships.
Standard 9
The student will understand how positive social, emotional, and mental health practices promote healthful living.
Learning Expectations:
The student will:
⎯demonstrate skills to cope with attitudes and behaviors appropriately as related to social health;
⎯demonstrate strategies for managing pleasant and unpleasant situations;
⎯evaluate attitudes and behaviors as related to personal and mental health.
Disease Prevention and Control
Standard 10
The student will understand attitudes and behaviors for preventing and controlling disease.
Learning Expectation:
The student will:
⎯describe signs, symptoms, and risk factors related to communicable and non-communicable diseases;
⎯evaluate how heredity, environment and lifestyle impact both the wellness and disease process.
Injury Prevention and Safety
Standard 11
The student will understand attitudes and behaviors for preventing accidents and injuries.
Learning Expectations:
The student will:
⎯evaluate ways to reduce the risks of accidents and injuries;
⎯analyze the importance of safety rules.
Standard 12
The student will understand appropriate care for injuries and sudden illness.
Learning Expectations:
The student will:
⎯demonstrate appropriate actions for emergency and non-emergency situations;
⎯demonstrate first aid techniques.
Standard 13
The student will understand the appropriate action to take when personal safety is threatened.
Learning Expectations:
The student will:
⎯identify situations that should be reported to a trusted adult;
⎯formulate a plan for self-protection skills and identify appropriate resources for help.
Substance Use and Abuse Prevention
Standard 14
The student will understand appropriate and inappropriate uses of chemical substances.
Learning Expectations:
The student will:
⎯distinguish between appropriate use and misuse of chemical substances for healthful living;
⎯assess the influences of family, peers, and community on chemical substance use and abuse.
Standard 15
The student will understand the effects of substance use and abuse.
Learning Expectations:
The student will:
⎯identify how substance (e.g. tobacco, alcohol, and drugs) use and abuse affects people physically, emotionally, socially, financially, and legally;
⎯practice decision-making and refusal skills;
⎯explain how choices relate to consequences.
Environmental and Community Health
Standard 16
The student will recognize environmental practices and products that affect personal and community health.
Learning Expectations:
The student will:
⎯identify major environmental health concerns;
⎯demonstrate ways to reduce, reuse, and recycle;
⎯evaluate and critique products and their effects on the environment.
Standard 17
The student will be aware of and appropriately use community services that promote healthful living.
Learning Expectations:
The student will:
⎯assess various health care facilities and services;
⎯analyze the importance of community organizations to healthful living.
Consumer Health
Standard 18
The student will understand how culture, media, and technology impact consumer decisions about healthful living.
Learning Expectations:
The student will:
⎯analyze how cultural diversity enriches and challenges individual and community health behaviors;
⎯evaluate the effect of media and technology on individual, family, and community health.
Standard 19
The student will demonstrate the ability to access valid health information and health-promoting products and services.
Learning Expectations:
The student will:
⎯identify and analyze valid reliable health information, products, and services;
⎯analyze the use of various health products, services, and health resources.
Music
Sixth Grade Music
Content Standard 1 Singing
Students will sing, alone and with others, a varied repertoire of music.
Learning Expectations:
The student will
⎯Demonstrate the ability to sing alone selected musical examples.
⎯Demonstrate the ability to sing in an ensemble selected musical examples.
Content Standard 2 Playing Instruments
Students will perform on instruments, alone and with others, a varied repertoire of music.
Learning Expectations:
The student will
⎯Demonstrate the ability to perform appropriate instrumental musical examples alone.
⎯Demonstrate the ability to perform an appropriate instrumental part in an ensemble.
Content Standard 3 Improvising
Students will improvise melodies, variations, and accompaniments.
Learning Expectations:
The student will
⎯Improvise a simple melody.
⎯Improvise a simple variation.
⎯Improvise a simple accompaniment.
Content Standard 4 Composing
Students will compose and arrange music within specified guidelines.
Learning Expectations:
The student will
⎯Compose simple pieces of music within specified guidelines.
⎯Create simple arrangements within specified guidelines..
Content Standard 5.0 Reading and Notating
Students will read and notate music.
Learning Expectations:
The student will
⎯Demonstrate skills in interpreting notated musical examples that include rhythm, melody, harmony, and symbols of musical expression.
⎯Demonstrate skills in notating musical examples using standard notation that include rhythm, melody, and symbols of musical expression.
Content Standard 6 Listening and Analyzing
Students will listen to, analyze, and describe music.
Learning Expectations:
The student will
⎯Demonstrate knowledge of the technical vocabulary of music (e.g., tempo, form, pitch, texture).
⎯Analyze aural examples of a varied repertoire of music representing diverse genres and cultures.
Content Standard 7 Evaluating
Students will evaluate music and music performances.
Learning Expectation:
The student will
⎯Evaluate the quality and effectiveness of works of music.
⎯Evaluate the quality and effectiveness of music performances.
Content Standard 8 Interdisciplinary Connections
Students will understand relationships between music, the other arts, and disciplines outside the arts.
Learning Expectations:
The student will
⎯Compare characteristics of two or more arts.
⎯Demonstrate ways in which the principles and subject matter of other disciplines are interrelated with those of music.
⎯Demonstrate an understanding of the role of technology in creating, producing and listening to music.
Content Standard 9 Historical and Cultural Relationships
Students will understand music in relation to history and culture.
Learning Expectations:
The student will
⎯Distinguish characteristics of representative music genres and styles from a variety of historical periods and cultures.
⎯Examine the evolution of American musical genres and cite well-known musicians associated with them.
⎯Compare the function music serves, roles of musicians, and conditions under which music is typically performed in several world cultures.
Guidance and Counseling
Sixth Grade Counseling and Guidance
Academic Development
Standard 1 Skills for Academic Self-confidence, Learning and Success
Student will acquire the attitudes, knowledge, and skills that contribute to effective learning in school and across the life span.
Learning Expectations
The student will
⎯demonstrate academic self-confidence.
⎯demonstrate pride in work and achievement.
⎯apply study skills for academic success.
⎯accept responsibility as part of the learning process.
⎯demonstrate working both independently and cooperatively.
⎯practice regular school attendance.
⎯identify attitudes and behaviors that lead to successful learning.
⎯explore a broad range of interests and abilities.
Standard 2 Improve Learning and Achieve Challenging Goals
Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
Learning Expectations
The student will
⎯apply critical thinking skills in academic decision making.
⎯apply self-directed and independent learning techniques.
⎯develop an annual plan of study based on academic goals.
⎯apply interest, achievement, aptitude, and abilities to academic options.
⎯analyze academic information from a variety of sources.
⎯analyze the relationship between classroom performance and success in school.
Standard 3 Relate School to Life Experiences
Students will understand the relationship of academics to the world of work, and to life at home and in the community.
Learning Expectations
The student will
⎯demonstrate the ability to balance school, extracurricular activities, leisure time.
⎯explore how school success and academic achievements enhances future career and extracurricular opportunities in the community.
⎯recognize that learning is a life-long process.
⎯seek extra-curricular and community experiences to enhance the school experience.
Career Development
Standard 4 Career Awareness and Employment Readiness Skills
Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
Learning Expectations
The student will
⎯demonstrate awareness of personal abilities, work habits, skills, and interests.
⎯locate, evaluate, and utilize skills to interpret career information based on interests.
⎯practice planning, decision-making and goal setting.
⎯explore and relate personal interests and hobbies to career options.
⎯demonstrate responsibility, dependability, punctuality, integrity, and positive attitude expected in the workplace.
⎯identify and practice employment skills (e.g. teamwork and problem solving).
⎯use time management skills for work and leisure.
⎯demonstrate respect for diversity.
Standard 5 Career Information and Career Goals
Students will employ strategies to achieve future career success and satisfaction.
Learning Expectations
The student will
⎯explore various occupations and classify into career clusters.
⎯use technology and other resources to research and obtain career information.
⎯identify how societal changes influence employment trends and future training.
⎯apply decision-making skills to career planning, course selection and educational transition.
⎯maintain and update a career portfolio.
⎯analyze the education and training required to achieve career goals.
⎯assess and modify educational plans to support career goals.
⎯select coursework related to career interests.
⎯demonstrate job readiness skills for achieving career goals.
Standard 6 Knowledge and Skills to Achieve Career Goals
Students will understand the relationship between personal qualities, education and training, and the world of work.
Learning Expectations
The student will
⎯demonstrate how interests, abilities and achievement relate to personal, social, educational, and career goals.
⎯apply listening and teamwork skills in the academic setting and career exploration.
⎯apply mediation skills to resolve interpersonal conflicts.
⎯employ academic and job readiness skills in career related activities.
⎯analyze the relationship between educational and career achievement.
⎯use technology and other sources to examine how career choices can help achieve personal goals.
⎯explore the seven career clusters as related to the world of work.
⎯examine the changing workplace and the necessity for lifelong learning and acquisition of new skills.
⎯assess how course selections impact career options.
⎯identify tech prep programs that relate to academic and career choices for all student populations.
Personal and Social Development
Standard 7 Self Knowledge and Interpersonal Skills
Students will acquire the attitudes, knowledge, and interpersonal skills to help them understand and respect self and others
Learning Expectations
The student will
⎯discover personal interests, abilities, and skills.
⎯identify and express feelings in an appropriate manner.
⎯examine behavior and exhibit self-control.
⎯explore change as a part of growth.
⎯develop effective communication skills.
⎯establish meaningful relationships.
⎯recognize and respect differences in various family configurations.
⎯recognize, respect, and appreciate individual and cultural diversity .
Standard 8 Self Knowledge Application
Students will make decisions, set goals, and take necessary action to achieve goals.
Learning Expectations
The student will
⎯modify and apply decision-making and problem solving models for personal use.
⎯set goals relative to one’s interests and abilities.
⎯develop a plan to achieve realistic short and long term goals.
Standard 9 Acquire Personal Safety Skills
Students will understand safety and survival skills.
Learning Expectations
The student will
⎯implement techniques for resolving conflict and reducing stress within a school setting.
⎯investigate school and community resources for assistance with personal concerns.
⎯apply effective problem-solving and decision-making models to make safe and healthy choices.
⎯utilize skills to recognize, report, and protect against threats to personal safety.
