The following is a list of links you might find helpful. You can copy and paste them.
Prentice Hall Website for Math, Science, & History: http://www.phschool.com/
Wednesday, October 28, 2009
Thursday, October 22, 2009
Market Day Guidelines
Sixth Grade Market Day Guidelines
What to Sell:
• Handmade Crafts
• Handmade Greeting Cards
• Handmade Bookmarks
• Handmade Jewelry
• Handmade Snow Globes
• Bead Crafts
• Homemade Baked Goods
• Homemade Candy
• Homemade Pretzels & Goodies
• Homemade Desserts
• Homemade Ice Cream
• Foam Art Crafts
• Handmade Wood Crafts
• Handmade Snow Globes
• Handmade Soaps
• Hand Decorated Pencils
• Handmade Yarn Crafts
• Handmade Ceramic Crafts
• Handmade Rice Pillows
• Handmade Stationary
• Chocolate Spoons
• Handmade Refrigerator Magnets
• Origami
• Handmade Candles
• Hand Decorated Gift Bags
• Homemade Jams
• Egg Carton Crafts
• Handmade Wallets or Purses
• Personal Artwork
• Homemade Drinks (lemonade, friendship tea, etc.)
• Musical Craft Projects
• Homemade Blankets or Pillows
What Not to Sell:
• Store Bought Candy
• Store Bought Baskets
• Store Bought Ice Cream
• Store Bought Baked Goods
• Store Bought Chips or Pretzels (Unless dipped in chocolate or flavor)
• Store Bought Crafts
• Store Bought Boxes or Containers
• Pop, Milk, Prepared Fruit Juices, Hot Liquids
• Fruit (Unless it is creatively mixed, like dipped in chocolate.)
Dear 6th Grade Parents & Students,
You may be wondering what Market Day is all about and what is appropriate for the children to sell. The following lists are a set of guidelines to help your children and you decide what is appropriate. Market Day is designed as part of our economic program to develop responsible students and future entrepreneurs.
Parents are encouraged to attend, but the students must run the businesses. Parents are to be shopping only; this will encourage the students to do the job for which Market Day was designed. We would like your child to gain as much independence in the process as we can. We will provide you with money to shop. You are required to return any left over money you have not used at the end of the sale.
The students are required to fill out the following simple form for teachers to approve. The idea must be described and submitted no later than the day before Market Day. The teacher has the right to approve or disapprove the project. Projects will not be denied if they are appropriate and completely homemade or hand crafted. If a student does not turn in their paper the day before Market Day and they show up with products that do not meet homemade approval, they will not be allowed to sell their product.
If at any time you have a question about a product your child wants to sell, please contact your homeroom teacher.
Thank you,
6th Grade
Tear Off Sheet
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1. Student Name:
2. Product Selling:
3. Give a brief description of how you will make it:
Please return this slip by Thursday before Market Day.
What to Sell:
• Handmade Crafts
• Handmade Greeting Cards
• Handmade Bookmarks
• Handmade Jewelry
• Handmade Snow Globes
• Bead Crafts
• Homemade Baked Goods
• Homemade Candy
• Homemade Pretzels & Goodies
• Homemade Desserts
• Homemade Ice Cream
• Foam Art Crafts
• Handmade Wood Crafts
• Handmade Snow Globes
• Handmade Soaps
• Hand Decorated Pencils
• Handmade Yarn Crafts
• Handmade Ceramic Crafts
• Handmade Rice Pillows
• Handmade Stationary
• Chocolate Spoons
• Handmade Refrigerator Magnets
• Origami
• Handmade Candles
• Hand Decorated Gift Bags
• Homemade Jams
• Egg Carton Crafts
• Handmade Wallets or Purses
• Personal Artwork
• Homemade Drinks (lemonade, friendship tea, etc.)
• Musical Craft Projects
• Homemade Blankets or Pillows
What Not to Sell:
• Store Bought Candy
• Store Bought Baskets
• Store Bought Ice Cream
• Store Bought Baked Goods
• Store Bought Chips or Pretzels (Unless dipped in chocolate or flavor)
• Store Bought Crafts
• Store Bought Boxes or Containers
• Pop, Milk, Prepared Fruit Juices, Hot Liquids
• Fruit (Unless it is creatively mixed, like dipped in chocolate.)
Dear 6th Grade Parents & Students,
You may be wondering what Market Day is all about and what is appropriate for the children to sell. The following lists are a set of guidelines to help your children and you decide what is appropriate. Market Day is designed as part of our economic program to develop responsible students and future entrepreneurs.
Parents are encouraged to attend, but the students must run the businesses. Parents are to be shopping only; this will encourage the students to do the job for which Market Day was designed. We would like your child to gain as much independence in the process as we can. We will provide you with money to shop. You are required to return any left over money you have not used at the end of the sale.
The students are required to fill out the following simple form for teachers to approve. The idea must be described and submitted no later than the day before Market Day. The teacher has the right to approve or disapprove the project. Projects will not be denied if they are appropriate and completely homemade or hand crafted. If a student does not turn in their paper the day before Market Day and they show up with products that do not meet homemade approval, they will not be allowed to sell their product.
If at any time you have a question about a product your child wants to sell, please contact your homeroom teacher.
Thank you,
6th Grade
Tear Off Sheet
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
1. Student Name:
2. Product Selling:
3. Give a brief description of how you will make it:
Please return this slip by Thursday before Market Day.
Market Day Rules
Market Day
• Students are not allowed to sell items prior to market day.
• Parents will be given money to spend, but they must return any unspent money to the homeroom teacher.
• Students are responsible for their own money and giving change to customers.
• One class will shop at a time while the other one is selling, and then they will switch.
• We will announce the switch.
• Plastic bags will be available if needed.
• The cafeteria needs to be COMPLETELY clean and all tables need to be put away at the end of market day. Students are responsible for their own area. Do not leave until your area is checked and approved by your classroom teacher.
• Running and goofing off will not be permitted.
• Playing with food will not be permitted.
• Market Day is a privilege, which can be taken away from individuals or the entire class. Please follow all the rules.
• Keep your money out of plain sight at all times. You may deposit your money into the bank again next week.
• Students are not allowed to sell items prior to market day.
• Parents will be given money to spend, but they must return any unspent money to the homeroom teacher.
• Students are responsible for their own money and giving change to customers.
• One class will shop at a time while the other one is selling, and then they will switch.
• We will announce the switch.
• Plastic bags will be available if needed.
• The cafeteria needs to be COMPLETELY clean and all tables need to be put away at the end of market day. Students are responsible for their own area. Do not leave until your area is checked and approved by your classroom teacher.
• Running and goofing off will not be permitted.
• Playing with food will not be permitted.
• Market Day is a privilege, which can be taken away from individuals or the entire class. Please follow all the rules.
• Keep your money out of plain sight at all times. You may deposit your money into the bank again next week.
Classroom Rules
Classroom Rules
#1 I will stay on task without disturbing or distracting others.
#2 I will refrain from using ‘put downs’ or harassing & bullying others.
#3 I will use appropriate language.
#4 I will silently raise my hand to speak.
#5 I will keep my hands, feet, and other objects to myself.
#6 I will enter and exit the room quietly.
#7 I will bring all materials to class and be in my seat when class begins.
#8 I will complete all assignments on time.
#9 I will actively listen while the teacher is speaking.
#10 I will follow directions the first time.
#1 I will stay on task without disturbing or distracting others.
#2 I will refrain from using ‘put downs’ or harassing & bullying others.
#3 I will use appropriate language.
#4 I will silently raise my hand to speak.
#5 I will keep my hands, feet, and other objects to myself.
#6 I will enter and exit the room quietly.
#7 I will bring all materials to class and be in my seat when class begins.
#8 I will complete all assignments on time.
#9 I will actively listen while the teacher is speaking.
#10 I will follow directions the first time.
End of the Day Routine
End of the Day Routine
1. Mrs. Kreh will ask the class to clean up.
2. Write assignments in your planner.
3. After your planner is complete, take what you need out of your crate and organize your crate.
4. Put your chair away.
5. Do your job.
6. When you are ready, raise your hand, and when you are called please come to Mrs. Kreh’s desk.
7. You sign Mrs. Kreh’s sheet as she signs your planner.
8. Go to your seat and organize your homework, signed sheets for Mrs. Kreh, and put your books away.
9. Walk to the door and wait in line to go to your locker. (FIVE ALIVE)
10.Return to your desk and stand behind it until dismissal.
1. Mrs. Kreh will ask the class to clean up.
2. Write assignments in your planner.
3. After your planner is complete, take what you need out of your crate and organize your crate.
4. Put your chair away.
5. Do your job.
6. When you are ready, raise your hand, and when you are called please come to Mrs. Kreh’s desk.
7. You sign Mrs. Kreh’s sheet as she signs your planner.
8. Go to your seat and organize your homework, signed sheets for Mrs. Kreh, and put your books away.
9. Walk to the door and wait in line to go to your locker. (FIVE ALIVE)
10.Return to your desk and stand behind it until dismissal.
Morning Routine
Morning Routine
1. Stop at your locker to hang your coat.
2. Empty what you need for class and place your backpack in your locker.
3. Take off any hoodies or non-CCA sweatshirts.
4. Enter the classroom.
5. Place your books & items on your desk.
6. Sign the clipboard under the correct column for lunch.
7. Go to your seat and organize your homework, give signed sheets to Mrs. Kreh, and put your books away.
8. Have a seat and look for directions on the board. (If there are no directions, please AR read, read Open Court, or write in your journal.)
9. Smile and have a great day!!!
1. Stop at your locker to hang your coat.
2. Empty what you need for class and place your backpack in your locker.
3. Take off any hoodies or non-CCA sweatshirts.
4. Enter the classroom.
5. Place your books & items on your desk.
6. Sign the clipboard under the correct column for lunch.
7. Go to your seat and organize your homework, give signed sheets to Mrs. Kreh, and put your books away.
8. Have a seat and look for directions on the board. (If there are no directions, please AR read, read Open Court, or write in your journal.)
9. Smile and have a great day!!!
History Curriculum
This Year in Sixth Grade Social Studies
LATIN AMERICA
Latin America: Physical Geography
• Land & Water
• Climate & Vegetation
• Resources & Land Use
Latin America: Shaped by Its History
• Early Civilizations of Middle America
• The Incas: People of the Sun
• European Conquest
• Independence
• From Past to Present
Cultures of Latin America
• The Cultures of Mexico & Central America
• The Cultures of the Caribbean
• The Cultures of South America
Mexico & Central America
• Mexico: Moving to the City
• Guatemala: Descendants of Ancient People
• Panama: An Important Crossroads
The Caribbean
• Cuba: Clinging to Communism
• Haiti: A Struggle for Democracy
• Puerto Rico: An American Commonwealth
South America
• Brazil: Geography Shapes a Nation
• Peru: An Ancient Land Looks to the Future
• Chile: Land of Contrasts
• Venezuela: Oil Powers the Economy
UNITED STATES & CANADA
The United States & Canada: Physical Geography
• Land & Water
• Climate & Vegetation
• Resources & Land Use
The United States & Canada: Shaped by History
• The Arrival of the Europeans
• Growth & Conflict in the United States
• The United States on the Brink of Change
• The History of Canada
• The United States Today
Cultures of the United States & Canada
• A Heritage of Diversity & Exchange
• The United States: A Nation of Immigrants
• The Canadian Mosaic
The United States
• The Northeast: An Urban Center
• The South: The Growth of Industry
• The Midwest: Leaving the Farm
• The West: Using and Preserving Resources
Canada
• Ontario & Quebec: Bridging Two Cultures
• The Prairie Provinces: Canada’s Breadbasket
• British Columbia: Economic & Cultural Changes
• The Atlantic Provinces: Relying on the Sea
• The Northern Territories: New Frontiers
*Social Studies and Science will be taught on alternate quarters. We have added more time into the schedule each day for the subject, so we will be able to teach the required curriculum throughout the year.
For example:
• 1st Quarter-Science
• 2nd Quarter-Social Studies
• 3rd Quarter-Science
• 4th Quarter-Social Studies
OR
• 1st Quarter-Social Studies
• 2nd Quarter-Science
• 3rd Quarter-Social Studies
• 4th Quarter-Science
LATIN AMERICA
Latin America: Physical Geography
• Land & Water
• Climate & Vegetation
• Resources & Land Use
Latin America: Shaped by Its History
• Early Civilizations of Middle America
• The Incas: People of the Sun
• European Conquest
• Independence
• From Past to Present
Cultures of Latin America
• The Cultures of Mexico & Central America
• The Cultures of the Caribbean
• The Cultures of South America
Mexico & Central America
• Mexico: Moving to the City
• Guatemala: Descendants of Ancient People
• Panama: An Important Crossroads
The Caribbean
• Cuba: Clinging to Communism
• Haiti: A Struggle for Democracy
• Puerto Rico: An American Commonwealth
South America
• Brazil: Geography Shapes a Nation
• Peru: An Ancient Land Looks to the Future
• Chile: Land of Contrasts
• Venezuela: Oil Powers the Economy
UNITED STATES & CANADA
The United States & Canada: Physical Geography
• Land & Water
• Climate & Vegetation
• Resources & Land Use
The United States & Canada: Shaped by History
• The Arrival of the Europeans
• Growth & Conflict in the United States
• The United States on the Brink of Change
• The History of Canada
• The United States Today
Cultures of the United States & Canada
• A Heritage of Diversity & Exchange
• The United States: A Nation of Immigrants
• The Canadian Mosaic
The United States
• The Northeast: An Urban Center
• The South: The Growth of Industry
• The Midwest: Leaving the Farm
• The West: Using and Preserving Resources
Canada
• Ontario & Quebec: Bridging Two Cultures
• The Prairie Provinces: Canada’s Breadbasket
• British Columbia: Economic & Cultural Changes
• The Atlantic Provinces: Relying on the Sea
• The Northern Territories: New Frontiers
*Social Studies and Science will be taught on alternate quarters. We have added more time into the schedule each day for the subject, so we will be able to teach the required curriculum throughout the year.
For example:
• 1st Quarter-Science
• 2nd Quarter-Social Studies
• 3rd Quarter-Science
• 4th Quarter-Social Studies
OR
• 1st Quarter-Social Studies
• 2nd Quarter-Science
• 3rd Quarter-Social Studies
• 4th Quarter-Science
Science Curriclum
This Year in Sixth Grade Science
SOLID EARTH
How do physical & chemical weathering lead to erosion & the formation of soils & sediments?
• Weathering & Soil Formation
• Chemical Weathering
• Mechanical Weathering
How does soil form & how are soils classified?
• Soil Formation & types
• Soil Conservation
How do the agents of erosion shape & reshape the land surface of the Earth?
• Erosion (5 Agents)
• Deposition (Landforms)
How are rocks formed?
• Introduction to Minerals & how they relate to rocks
• Classifying Rocks
• Igneous Rocks
• Metamorphic Rocks
• Sedimentary Rocks
• The Rock Cycle
What is the theory of plate tectonics and how are major geological events a result of it?
• Earth’s Interior
• Convection & Mantle
• Drifting Continents
• Sea-Floor Spreading
• The Theory of Plate Tectonics
• Earthquakes & Seismic Waves
• Volcanoes & Eruptions/Landforms
EARTH IN SPACE & TIME
How are rocks & fossils used to understand the age & geological history of the Earth? How old is the Earth? How are erosion, mountain building, & glacier movement used for the measurement of geologic time through observing rock layers? How do fossils provide important evidence of how life & environmental conditions have changed?
• Fossils
• Relative Age of Rocks
• Radioactive Dating
• Geologic Time Scale
• Early Earth
Why is the Earth considered a magnet?
• Earth’s Interior & the Core as Magnetic Field
ENERGY
What is energy? What are the basic forms of energy, and how are they related?
What is life on Earth like because of energy or energy transformation?
Energy
• Kinetic Energy
• Potential Energy and Gravitational Potential Energy
• Elastic Potential Energy
• Mechanical Energy
• Other Forms of Energy (Thermal, electrical, chemical, nuclear, & electromagnetic)
Energy Transformations and Conservation
• Single
• Multiple
• Transformation Between Potential and Kinetic Energy
• Conservation of Energy (Friction and Matter) Law States: Energy cannot be created or destroyed.
Energy and Fossil Fuels
• Formation of Fossil Fuels
• Uses of Fossil Fuels
• Fossil Fuels
Changes is State
• Thermal Energy & Changes in State
• Solid
• Liquid
• Gas
• Uses of Heat
ENVIRONMENTAL SCIENCE
What are producers, consumers, & decomposers, and how do they obtain energy? What interactions take place between organisms, populations, and communities?
What are biotic and abiotic factors, and how do they influence population?
• Living Things & the Environment
• Biotic & Abiotic Factors
• Studying Populations
• Interactions Among Living Things
• Changes in Community
• Energy Flow in Ecosystems
• Cycles of Matter
• Biogeography
• Biomes
• Aquatic Ecosystems
Environmental Impact
• Environmental Issues
• Forest & Fisheries
• Biodiversity
• Waste Disposal & Recycling
• Water Pollution & Solutions
• Air Pollution & Solutions
SOLID EARTH
How do physical & chemical weathering lead to erosion & the formation of soils & sediments?
• Weathering & Soil Formation
• Chemical Weathering
• Mechanical Weathering
How does soil form & how are soils classified?
• Soil Formation & types
• Soil Conservation
How do the agents of erosion shape & reshape the land surface of the Earth?
• Erosion (5 Agents)
• Deposition (Landforms)
How are rocks formed?
• Introduction to Minerals & how they relate to rocks
• Classifying Rocks
• Igneous Rocks
• Metamorphic Rocks
• Sedimentary Rocks
• The Rock Cycle
What is the theory of plate tectonics and how are major geological events a result of it?
• Earth’s Interior
• Convection & Mantle
• Drifting Continents
• Sea-Floor Spreading
• The Theory of Plate Tectonics
• Earthquakes & Seismic Waves
• Volcanoes & Eruptions/Landforms
EARTH IN SPACE & TIME
How are rocks & fossils used to understand the age & geological history of the Earth? How old is the Earth? How are erosion, mountain building, & glacier movement used for the measurement of geologic time through observing rock layers? How do fossils provide important evidence of how life & environmental conditions have changed?
• Fossils
• Relative Age of Rocks
• Radioactive Dating
• Geologic Time Scale
• Early Earth
Why is the Earth considered a magnet?
• Earth’s Interior & the Core as Magnetic Field
ENERGY
What is energy? What are the basic forms of energy, and how are they related?
What is life on Earth like because of energy or energy transformation?
Energy
• Kinetic Energy
• Potential Energy and Gravitational Potential Energy
• Elastic Potential Energy
• Mechanical Energy
• Other Forms of Energy (Thermal, electrical, chemical, nuclear, & electromagnetic)
Energy Transformations and Conservation
• Single
• Multiple
• Transformation Between Potential and Kinetic Energy
• Conservation of Energy (Friction and Matter) Law States: Energy cannot be created or destroyed.
Energy and Fossil Fuels
• Formation of Fossil Fuels
• Uses of Fossil Fuels
• Fossil Fuels
Changes is State
• Thermal Energy & Changes in State
• Solid
• Liquid
• Gas
• Uses of Heat
ENVIRONMENTAL SCIENCE
What are producers, consumers, & decomposers, and how do they obtain energy? What interactions take place between organisms, populations, and communities?
What are biotic and abiotic factors, and how do they influence population?
• Living Things & the Environment
• Biotic & Abiotic Factors
• Studying Populations
• Interactions Among Living Things
• Changes in Community
• Energy Flow in Ecosystems
• Cycles of Matter
• Biogeography
• Biomes
• Aquatic Ecosystems
Environmental Impact
• Environmental Issues
• Forest & Fisheries
• Biodiversity
• Waste Disposal & Recycling
• Water Pollution & Solutions
• Air Pollution & Solutions
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