Teaching+Objectives+(6th)


 * Note: Chapters covered are designated by a hyphen after the abbreviation for each book in the table.**
 * The following are my abbreviations for the 6 books used in the 6th grade at Christ King Middle School:**
 * **Prentice Hall __Science Explorer__ book title** || **Book abbreviation in the 1st column of the table below** ||
 * __Nature of Science and Technology__ || ** NST ** ||
 * __Motion, Forces and Energy__ || ** MFE ** ||
 * __Electricity and Magnetism__ || ** EM ** ||
 * __Cells and Heredity__ || ** CH ** ||
 * __Inside Earth__ || ** IE ** ||
 * __Weather and Climate__ || ** WC ** ||
 * Note in the last column of the following table, the first letters of the abbreviations are from the Archdiocesan Exit Expectations:**
 * LS = a Life Science exit expectation**
 * PS = a Physical Science exit expectation**
 * ES = an Earth Science exit expectation**
 * SI = a Scientific Inquiry exit expectation**
 * HNS = a History and Nature of Science exit expectation**
 * ST = a Science and Technology exit expectation**
 * CST = a Catholic Social Teaching exit expectation**


 * Anything designated by the following are from the Health or the Social Justice Curriculums:**
 * HC = a Health Curriculum exit expectation**
 * SJ = a Social Justice curriculum exit expectation**


 * **Book** || **Qtr** || **Archdiocesan Standard/Exit Expectation** ||
 * **All books** || 1-4 || SI#1: Identify questions that can be answered through scientific investigations. ||
 * || 1-4 || SI#3: Use appropriate tools and techniques to gather, analyze, interpret, and present data. ||
 * || 1-4 || SI#5: Communicate scientific procedures and explanations, as well as the importance and implications of experimental results to peers, teachers, and other adults. ||
 * || 1-4 || SI#8: Use the metric system for all scientific measurements. ||
 * || 1-4 || HNS#4: Understand that safety is the most important aspect of lab work and follow the safety rules. ||
 * || 1-4 || HNS#6: Develop science process skills (observation, organization of data, comparison, making predictions, etc.). ||
 * || 1-4 || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **NST-1,2** || 1 || SI #1: Identify questions that can be answered through scientific investigations. ||
 * || 1 || SI#2: Design and safely conduct a controlled experiment using the Scientific Method. ||
 * || 1 || SI #3: Use appropriate tools and techniques to gather, analyze, interpret, and present data. ||
 * || 1 || SI #4: Recognize and analyze alternative explanations and predictions and raise questions for further research. ||
 * || 1 || SI #5: Communicate scientific procedures and explanations, as well as the importance and implications of experimental results to peers, teachers, and other adults. ||
 * || 1 || SI #6: Use inferences to help decide possible results of investigations and use observations to check inferences. ||
 * || 1 || SI#8: Use the metric system for all scientific measurements. ||
 * || 1 || HNS#4: Understand that safety is the most important aspect of lab work and follow the safety rules. ||
 * || 1 || HNS #6: Develop science process skills (observation, organization of data, comparison, making predictions, etc.). ||
 * || 1 || HNS: #7: Use mathematical formulas in scientific problem solving. ||
 * || 1 || ST#1: Identify the needs and values of society that influence the direction of technological development. ||
 * || 1 || ST #2: Realize that technology cannot solve all human problems or meet all human needs. ||
 * || 1 || ST #3: Understand that the frontiers in technological development provide many career opportunities. ||
 * || 1 || ST #4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * || 1 || ST #7: Illustrate the impact that science and technology have had on society. ||
 * || 1 || ST #8: Show evidence of how science and technology are interdependent. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **MFE-1,2** || 1 || PS:FME#1: Investigate the motion of objects and explain motion in terms of speed, velocity, acceleration, momentum, friction, and Newton's Laws of Motion and their application to real-life situations. ||
 * || 1 || PS:FME#3: Explain how gravitational force is applied. ||
 * || 1 || PS:FME #8: Describe and investigate the properties of light, heat, gravity, magnetic fields, electrical fields and sound waves and their interactions with common objects. ||
 * || 1 || HNS #5: Make and use graphs and data tables to analyze data. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **MFE-3,4** || 1 || PS:FME#5: .Demonstrate how the 6 simple machines and complex machines can be used to do work more efficiently. ||
 * || 1 || PS:FME#6: Identify how devices have been designed to convert energy from one form to another; explain that energy is the ability to do work; identify the many different types of energy. ||
 * || 1 || PS:FME#7: Give a basic explanation of the gas laws, Archimedes Principle, and Bernoulli's Principle and recognize their real-life applications. ||
 * || 1 || SI#1: Identify questions that can be answered through scientific investigations. ||
 * || 1 || SI#3: Use appropriate tools and techniques to gather, analyze, interpret, and present data. ||
 * || 1 || SI#5: Communicate scientific procedures and explanations, as well as the importance and implications of experimental results to peers, teachers, and other adults. ||
 * || 1 || SI#8: Use the metric system for all scientific measurements. ||
 * || 1 || ST#8: Show evidence of how science and technology are interdependent. ||
 * || 1 || ST#9: Design/develop a process to create a product or solution to a problem. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **MFE-5,6** || 2 || PS:FME#2: Identify the Law of Conservation of Energy. ||
 * ||  || PS:FME#6: Identify how devices have been designed to convert energy from one form to another; explain that energy is the ability to do work; identify the many different types of energy. ||
 * ||  || PS:FME#8: Describe and investigate the properties of light, heat, gravity, magnetic fields, electrical fields and sound waves and their interactions with common objects. ||
 * ||  || PS:FME#9: Infer that as energy transformations occur, some energy escapes as heat, sound, or light; identify heat conductors and insulators and know how heat can move. ||
 * ||  || SI#1: Identify questions that can be answered through scientific investigations. ||
 * ||  || SI#5: Communicate scientific procedures and explanations, as well as the importance and implications of experimental results to peers, teachers, and other adults. ||
 * ||  || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * ||  || ST#5: Discover that many different people in varied cultures have made significant contributions to the advancement of technology. ||
 * ||  || ST#7: Illustrate the impact that science and technology have had on society. ||
 * ||  || ST#8: Show evidence of how science and technology are interdependent. ||
 * ||  || ST#9: Design/develop a process to create a product or solution to a problem. ||
 * ||  || HNS#1: Describe how scientific knowledge and concepts have changed over time in the various fields as new evidence is found. ||
 * ||  || HNS#2: Recognize the major changes that occurred in the sciences and identify the people, cultures, and conditions that led to these developments. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **EM-1** || 2 || PS:EM#1: .Know that electricity produces positive and negative charges: like charges repel, opposites attract; explain that electric currents can produce magnetic forces and magnets can produce electric currents. ||
 * || 2 || PS:EM#2: Explain the relationship between magnetic forces and electric forces. ||
 * || 2 || PS:M#3: . Model how all matter is composed of atoms, consisting of protons, neutrons, and electrons. ||
 * || 2 || PS:M#4: Describe physical and chemical interactions among molecules, compounds, and other substances; substances can form solutions. ||
 * || 2 || PS:FME#8: Describe and investigate the properties of light, heat, gravity, magnetic fields, electrical fields and sound waves and their interactions with common objects. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **EM-2,3** || 2 || PS:EM#1: Know that electricity produces positive and negative charges: like charges repel, opposites attract; explain that electric currents can produce magnetic forces and magnets can produce electric currents. ||
 * || 2 || PS:EM#2: Explain the relationship between magnetic forces and electric forces. ||
 * || 2 || PS:EM#3: Identify the role of electromagnetic forces in electric motors, generators, radio, television, and other technologies. ||
 * || 2 || PS:EM#4: Observe that different materials act as insulators and conductors of electric current; discover that electricity travels in simple circuits or is static. ||
 * || 2 || PS:EM#5: . Explain safety rules regarding the use of electricity. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **CH-1,2** || 2 || LS:CHC#3: Identify the levels of organization in living things: cells, tissues, organs, systems, and organisms. ||
 * || 2 || LS:CHC#4: Know the structure and function of the different parts of a cell. ||
 * || 2 || LS:CHC#9: Know the characteristics of the three domains of life and the 6 kingdoms of life. ||
 * || 2 || LS:CHC#10: Use the Cell Theory to explain our present understanding of the cell. ||
 * || 2 || LS:CHC#11: Explain the process of mitosis. ||
 * || 2 || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * || 2 || HNS#3: Explain how the general rules of science apply to the development and use of evidence in science investigations, model making, and applications. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **CH-3,4** || 3 || LS:CHC#1: Realize that both heredity and the environment contribute to the development of living things. ||
 * || 3 || LS:CHC#2: Know that organisms are classified based on similarities that reflect their evolutionary relationships and by their DNA. ||
 * || 3 || LS:CHC#6: Know how to use a dichotomous key. ||
 * || 3 || LS:CHC#7: Model how an inherited trait is determined by one or more genes using a Punnett Square. ||
 * || 3 || LS:CHC#8: Know the chemical and structural properties of DNA and its role in specifying the characteristics of an organism. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **IE-1** || 3 || ES:CE#1: Know that successive layers of sedimentary rock are affected by folding, breaking, and uplifting of layers. ||
 * || 3 || ES:CE#2: Know that landforms are created through constructive (volcanoes and earthquakes) and destructive forces (erosion and weathering). ||
 * || 3 || ES:CE#3: Know that the Earth's crust is divided into plates that move in response to mantle movement of convection currents. ||
 * || 3 || ES:CE#4: Know how features on the Earth’s surface are constantly changing. ||
 * || 3 || ES:CE#5: Explain the Theory of Plate Tectonics. ||
 * || 3 || ES:ESC#2: Communicate that the Earth is comprised of layers including a core, mantle, lithosphere, asthenosphere, hydrosphere, and atmosphere. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **IE-2** || 3 || ES:CE#2: Know that landforms are created through constructive (volcanoes and earthquakes) and destructive forces (erosion and weathering). ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **IE-3** || 4 || ES:CE#1: Know that successive layers of sedimentary rock are affected by folding, breaking, and uplifting of layers. ||
 * || 4 || ES:CE#2: Know that landforms are created through constructive (volcanoes and earthquakes) and destructive forces (erosion and weathering). ||
 * || 4 || ES:CE#3: Know that the Earth's crust is divided into plates that move in response to mantle movement ofconvection currents. ||
 * || 4 || ES:CE#4: Know how features on the Earth’s surface are constantly changing. ||
 * || 4 || ES:CE#5: Explain the Theory of Plate Tectonics. ||
 * || 4 || ES:ESC#2: Communicate that the Earth is comprised of layers including a core, mantle, lithosphere, asthenosphere, hydrosphere, and atmosphere. ||
 * || 4 || ES:ESC#6: List and explain the properties of minerals. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **IE-4,5** || 4 || ES:ESC#3: Identify the characteristics of sedimentary, igneous, and metamorphic rocks and know the formation process of each. ||
 * || 4 || ES:ESC#4: Know the interrelationships involved in the processes of the rock cycle. ||
 * || 4 || ES:ESC#6: List and explain the properties of minerals. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **WC-1,2** || 4 || ES:W#1: Explain how heat, moisture, and air movement determine weather and how to measure each. ||
 * || 4 || ES:W#2: Understand that the Sun's energy drives the water cycle and that the water cycle is a continuous process of recycling water on the Earth. ||
 * || 4 || ES:W#3: Explain wind flow from high-pressure areas to low-pressure areas. ||
 * || 4 || ES:W#4: Analyze how temperature, pressure, and the Coriolis effect cause wind and water currents. ||
 * || 4 || ES:W#5: Describe how global atmospheric movement influences local weather and be able to interpret a weather map and predict the weather. ||
 * || 4 || ES:W#6: Examine how geographic features affect climates and explain the uneven heating of the Earth by the sun. ||
 * || 4 || ES:W#7: Know the composition and structure of the Earth's atmosphere. ||
 * || 4 || ES:W#8: Investigate how the greenhouse effect leads to global warming. ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **WC-3** || 4 || ES:W#1: Explain how heat, moisture, and air movement determine weather and how to measure each. ||
 * || 4 || ES:W#3: Explain wind flow from high-pressure areas to low-pressure areas. ||
 * || 4 || ES:W#5: Describe how global atmospheric movement influences local weather and be able to interpret a weather map and predict the weather. ||
 * || 4 || ES:W#9: Explain standard safety procedures used regarding various natural disasters (tornadoes/storms/ lightning). ||
 * || 4 || HC: Know safety procedures for bad weather (tornadoes, hurricanes, lightning, etc.). ||

**Exit Expectation** ||
 * **Book and Chapters covered** || **Qtr** || **Archdiocesan Standard/**
 * **WC-4** || 4 || ES:W#3: Explain wind flow from high-pressure areas to low-pressure areas. ||
 * || 4 || ES:W#4: Analyze how temperature, pressure, and the Coriolis effect cause wind and water currents. ||
 * || 4 || ES:W#6: Examine how geographic features affect climates and explain the uneven heating of the Earth by the sun. ||
 * || 4 || ES:W#8: Investigate how the greenhouse effect leads to global warming. ||
 * || 4 || ES:W#10: Explain how the tilt of the Earth determines seasons and length of day. ||


 * Exit Expectations of the __computer work__ in 6th grade: **

** Exit Expectation ** ||
 * ** Topics ** || ** Qtr ** || ** Archdiocesan Standard/ **
 * The World in 10 Seconds (Internet video) || 1 || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * ||  || CST#1: Analyze social issues based on whether human dignity is valued or harmed. ||
 * ||  || CST#3: Articulate basic human rights and responsibilities. ||
 * ||  || CST#6: Display an awareness of responsibility to others around the world. ||
 * ||  || CST#7: Discover that every individual shares stewardship of the Earth, directly affecting the quality of life. ||
 * ||  || HC: Express compassionate behavior toward others, including the disabled and handicapped. ||
 * ||  || SJ: Can articulate the causes of poverty and the systems which prevent people from overcoming poverty. ||
 * Inventor Report || 2 || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * ||  || CST#5: Realize that many different people of varied cultures have made contributions that benefit both science and society. ||
 * Volcano Report || 3 || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * ||  || ES:CE#2: Know that landforms are created through constructive (volcanoes and earthquakes) and destructive forces (erosion and weathering). ||
 * ||  || ES:CE#4: Know how features on the Earth’s surface are constantly changing. ||
 * History of Science Report || 4 || ST#4: Utilize technological tools in the study of science (as computers and calculators) and laboratory equipment (as microscopes, etc.). ||
 * ||  || CST#5: Realize that many different people of varied cultures have made contributions that benefit both science and society. ||
 * Exit Expectations of __Lab Activities__ in 6th grade: **


 * || ** Health Exit Expectations ** ||
 * Create proper attitudes for good health || 1. Value/Respect self ||
 * || a. Work toward improving self-esteem ||
 * || b. Have confidence in ones ability to make good decisions. ||
 * || 2. Value/Respect others ||
 * || a. Have compassion for others suffering from ill health, disabilities, etc. ||
 * || b. Value no teasing, etc. of others. ||
 * || 3. Improve intra-personal knowledge. ||
 * || 4. Improve interpersonal knowledge. ||
 * General Safety || 1. Know safety procedures for bad weather (tornadoes, hurricanes, lightning, etc.). ||
 * || 2. Know and use proper safety procedures in the science lab. ||
 * || 4. Follow family, school and society’s rules, making reasonable and moral choices. ||
 * Mental and Emotional Health || 2. Express compassionate behavior toward others, including the disabled and handicapped. ||
 * || 12. Value behaviors, which contribute to good health or prevent disability. ||
 * || ** Social Justice Exit Expectations ** ||
 * Dignity of Human Person || Uses conflict resolution skills ||
 * Responsibilities of Human Person || Articulates the component parts of human dignity//.// ||
 * || Practices peaceful conflict resolution strategies within the family, school, and community. ||
 * Poor and Vulnerable || Practices behaviors that help others. ||
 * || Can articulate the causes of poverty and the systems which prevent people from overcoming poverty ||
 * Rights of Workers || Can articulate the importance of intrinsic values. ||
 * || Demonstrates putting forth the best effort in school, recreation, and work ||
 * || Demonstrates respect for the basic rights and responsibilities at school and neighborhood. ||
 * Human Family || Models attitudes and behaviors that accept and value differences (racial, ethnic, economic, etc.) ||
 * || Displays an awareness of responsibility to others throughout the world ||
 * || Demonstrates the policies, and behaviors that support a peaceful world ||
 * God’s Creation || Takes an active role in programs and laws that support and help all forms of life ||
 * God’s Creation || Takes an active role in programs and laws that support and help all forms of life ||