SIXTH GRADE

Sixth Grade Learning Objectives

Sixth grade at Our Lady of Victory School will focus on developing our skills as Christians, readers, writers, speakers, mathematicians, scientists, and problem solvers. 

Objective: learn more about our faith, ourselves, each other, and how to learn, plan and organize. 

Outcome: a growing faith, a desire to bless others, more independence, and preparation to leave OLV ready to change the world! ♥

 - - - - - -   A little about Mrs. Parker  - - - - - -

Education

I am the wife of a musician and mama to two incredible boys. As a family, we love to camp, attend sporting events, and enjoy movies together on the couch. Being a teacher has long been a dream of mine, and I am thrilled to be fulfilling my passion at OLV! I love the family feel of the school and that I can share my faith with my students everyday! 


What We're Doing in...

Science

Sun, Moon, & Planets

6E.4.2.2.1 Communicate how a series of models, including those used by Minnesota American Indian Tribes and communities and other cultures, are used to explain how motion in the Earth-Sun-Moon system causes the cyclic patterns of lunar phases, eclipses and seasons 

6E.3.1.1.3 Develop a model, based on observational and experimental evidence, to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

 6E.3.1.1.1 Develop and use scale models of solar system objects to describe the sizes of objects, the location of objects, and the motion of the objects; and include the role that gravity and inertia play in controlling that motion. 

IMG_9223.mov

Where is the sun when our shadows face North?

Can you recreate the angle of your shadow at 1:00pm this afternoon?

MATH

Topic B: Collections of Equivalent Ratios

6.1.2.1 Identify and use ratios to compare quantities; understand that comparing quantities using ratios is not the same as comparing quantities using subtraction. 

6.1.2.2 Apply the relationship between ratios, equivalent fractions and percents to solve problems in various contexts, including those involving mixtures and concentrations 

Below: Students are working to create ratio relationships using unifix cubes. Each form is built with a ratio of one color to another. 

CHALLENGE: Build an object with a color ratio of 4:3

Can you see what Isaac spelled?

Owen is working on a movable block person. 

Drae was able to build a tower AND get it to balance. 

Language Arts

Reading Strategies: Fiction and Non-Fiction Elements

Many of the reading strategy lessons involve picture books, then practicing the skill we learned. Picture books allow for quick, direct examples from text and who doesn't love to be read to? Especially on a grass green rug...

Art

We learned about the history of the Japanese art for of Notan and learned about positive and negative space. We also reviewed symmetry and worked on detailed cutting skills. 

5.6.2.2.1

Standard: Generate and develop original artistic ideas.

Benchmark: Elaborate upon an initial concept for art making.

5.6.2.3.2

Standard: Create original artistic work.

Benchmark: Demonstrate awareness of environmental implications of art materials, tools, studio space, and equipment.

Social Studies

Fur Trade

6.3.1.1.1 Create and use various kinds of maps, including overlaying thematic maps, of places in Minnesota; incorporate the “TODALSS” map basics, as well as points, lines and colored areas to display spatial information.

6.3.3.6.1 Locate, identify and describe major physical features in Minnesota; explain how physical features and the location of resources affect settlement patterns and the growth of cities in different parts of Minnesota.

6.3.4.10.1 Describe how land was used during different time periods in Minnesota history; explain how and why

land use has changed over time. 6.4.1.2.1 Pose questions about a topic in Minnesota history, gather a variety of primary and secondary sources related to questions, analyze sources for credibility, identify possible answers, use evidence to draw conclusions, and present supported findings.

6.4.4.15.1 Compare and contrast the Dakota and Anishinaabe

nations prior to 1800; describe their interactions with

each other and other indigenous peoples. (Before

European Contact)

6.4.4.16.1 Describe European exploration, competition and

trade in the upper Mississippi River region; describe

varied interactions between Minnesota’s indigenous

peoples and Europeans in the seventeenth and

eighteenth centuries. (Colonization and Settlement:

1585-1763)

6.4.4.18.1 Describe how and why the United States claimed and

settled the upper Mississippi River region in the early

nineteenth century; explain the impact of steamboat

transportation and settlement on the physical, social

and cultural landscapes. (Expansion and Reform:

1792-1861)

6.4.4.18.2 Analyze how and why the United States and the

Dakota and Anishinaabe negotiated treaties; describe

the consequences of treaties on the Anishinaabe,

Dakota and settlers in the upper Mississippi River

region. (Expansion and Reform: 1792-1861)

To wrap up our chapter on the Fur Trade and really bring it to life, we had our own trade in the classroom. Students handmade items and were challenged to find the value of their items based on effort and supplies. As fur traders once did, students had to decide what they were interested in and what they needed to trade for in order to get their items. They learned a lot about the value of items and the process of trading. 

Happy Birthday Owen!