6TH GRADE EARTH SCIENCE SYLLABUS AND CURRICULUM INFORMATION
Mrs. Pakulski (pakulski.tammy@mail.fcboe.org)
Student Expectations and Grading Policy
Homework: 10%
Class work: 40%
Assessments: 50%
I. Independent Learners
a. Students are expected to be more independent when it comes to the basic
skills such as reading and writing.
b. For the most part, reading assignments should be done at home. Written
assignments will be given as homework to assess knowledge of the required
reading. These homework assignments will be 10% of the student’s grade.
II. Class Work
a. Activities, worksheets, quizzes, and small projects will be assigned to
reinforce student learning of the current unit.
b. All class work assignments will be 40% of the student’s grade.
III. Assessments
a. Tests will require an application of the knowledge learned from reading
assignments, labs, and other assignments.
i. You can expect to see short answer questions on tests in addition to
multiple choice questions.
ii. Essay questions may also be assigned but students will have a chance
to prepare for the essay questions ahead of time.
b. Lab Notebooks: Each student is required to keep a composition notebook in
which all labs will be recorded.
i. Labs should be neatly written.
ii. All labs should be numbered and titled.
iii. Data charts and/or drawings should be accurately completed.
iv. Analysis and Conclusion should be well written in paragraph form
using data to support their statements. In some cases a summary of
what was learned during the lab will be completed in place of the
analysis and conclusion.
c. Assessments will be 50% of the student’s grade.
IV. Make-Up Work Policy:
Students must have work made up within three days after returning to the
classroom unless the absence is extended beyond three days. It is the
responsibility of the child to check for make-up work. One of the best ways is to
send an e-mail to me at school, and I will respond that day. Each child should
also identify a “work buddy”, someone they can contact about what was covered
while absent. I strongly urge parents to not take kids out of class unless
absolutely necessary, for loss of class time is really difficult to make up at
anytime. When a student has received a zero on an assignment for not
completing it, this grade can only be brought up to a 50 by doing the assignment
after the zero has been given.
V. Required Materials: pencil/pen, composition book, calculator
VI. Email: pakulski.tammy@mail.fcboe.org
VII. Website: http://www. voyagerscience.homestead.com
GEORGIA EARTH SCIENCE PERFORMANCE STANDARDS
The following is a breakdown of each unit taught and the content standards that apply to each
unit.
Unit 1 – Exploring Planet Earth (1st 9 Weeks)
S6E5 – How Earth’s surface is formed
b. Investigate the composition of rocks in terms of minerals
c. Classify rocks by their process of formation
d. Describe processes that change rocks and the surface of the earth (rock cycle)
*Introduction to Chemistry*, Ch. 2 Minerals and Ch. 3 Rocks
Unit 2 – Inside Earth (2nd 9 Weeks)
S6E5 – How Earth’s surface is formed
a. Compare and contrast the Earth’s crust, mantle, and core including temperature,
density, and composition.
d. Describe processes that change rocks and the surface of the earth (volcanoes
and earthquakes)
e. Recognize that lithospheric plates constantly move and cause major geological
events on the earth’s surface.
f. Explain the effects of physical processes (plate tectonics, volcanic eruption) on
geological features
g. Describe how fossils show evidence of the changing surface and climate of the Earth.
Ch. 4 Plate Tectonics, Ch. 9 A Trip Through Time, Ch. 5 Earthquakes, Ch. 6 Volcanoes
Unit 3 – Earth’s Changing Surface (2nd 9 Weeks)
S6E5 – How Earth’s surface is formed
f. Explain the effects of physical processes (erosion, deposition, gravity) on
geological features
h. Describe soil as consisting of weathered rocks and decomposed organic material.
i. Explain the effects of human activity on the erosion of Earth’s surface
j. Describe methods for conserving natural resources such as soil.
S6E6 – Describe various sources of energy, their uses and conservation
a. Explain the role of the sun as the major source of energy and the sun’s
relationship to wind and water energy.
b. Identify renewable and nonrenewable resources
Ch. 7 Weathering and Soil Formation, Ch. 8 Erosion and Deposition, Ch. 10 Energy Resource
Unit 4 – Astronomy (3rd 9 Weeks)
S6E1 – Scientific Views of the Universe
a. Basic historical scientific theories (past and present) as they describe our solar
system, and the Big Bang as it describes the formation.
b. Describe the position of the solar system in the Milky Way Galaxy and the Universe.
c. Compare and contrast planets in terms of
a. Size relative to Earth
b. Surface and atmospheric features
c. Relative distance from the sun
d. Ability to support Life
d. Explain the motion of objects in the day/night sky in terms of relative position
e. Explain that gravity is the force that governs the motion in the solar system
f. Describe the characteristics of comets, asteroids, and meteors
S6E2 – Understand the effects of the relative positions of the earth, moon and sun
a. Demonstrate the phases of the moon by showing the alignment of the earth,
moon, and sun
b. Explain the alignment of the earth, moon, and sun during solar and lunar
Eclipses
c. Relate the tilt of the earth to the distribution of sunlight throughout the year and
its effect on climate
Ch. 19 Earth, Moon, and Sun, Ch. 20 Solar System, Ch. 21 Stars, Galaxies and the Universe
Unit 5 – Earth’s Waters (4th 9 Weeks)
S6E3 – Recognize the significant role of water in Earth processes
a. Explain that a large portion of the Earth’s surface is water, consisting of oceans,
rivers, lakes, underground water, and ice.
b. Relate various atmospheric conditions to stages of the water cycle
c. Describe the composition, location, and subsurface topography of the world’s oceans.
d. Explain the causes of waves, currents, and tides.
Ch. 11 Fresh Water, Ch. 13 Ocean Motions, Ch. 14 Ocean Zones
Unit 6 – Weather and Climate (4th 9 Weeks)
S6E4 – How the distribution of land and oceans affects climate and weather
a. Demonstrates that land and water absorb and lose heat at different rates and
explains the resulting effects on weather patterns.
b. Relate unequal heating of land and water surfaces to form large global wind
systems and weather events such as tornados and thunderstorms.
c. Relate how moisture evaporating from the oceans affects the weather patterns and
weather events such as hurricanes.
Ch. 15 Atmosphere, Ch. 16 Weather Factors, Ch. 17 Weather Patterns, Ch. 18 Climate
Science
Lab Safety Contract and Acknowledgement of Syllabus
1. Read or discuss all instructions and ask questions before proceeding with a lab. Follow
directions carefully
2. Know the location and operation of all safety equipment.
3. Do not misuse any equipment.
4. Keep a neat and orderly lab table.
5. Do not taste any lab materials.
6. Never directly inhale to smell vapors from any lab materials.
7. Never handle any equipment that has been heated.
8. Wear goggles when involved in any lab activity requiring them.
9. Any foreign material that enters the eyes must be immediately flushed and the teacher
notified.
10. Be cautious around electrical equipment.
11. Never place any objects into an electrical outlet.
12. Electrical wires may be a tripping hazard and must be placed to avoid this problem.
13. Report to your teacher immediately any equipment that is not working or may appear unsafe
in your judgment.
14. Broken or chipped glassware should not be used.
15. Notify the teacher immediately of any breakage. Also notify the teacher if any material
is spilled.
16. No open flames will be used by students.
17. Be safe! Lab work is serious. No horseplay is allowed.
18. Always use your best judgment when approaching a task in the lab. If you don’t
understand the task then it is your responsibility to ask a teacher.
Animals
19. Some classrooms have live animals in them that students may encounter.
20. Live animals are never to be mistreated in any way.
21. Students will be trained in proper handling techniques before handling any animal.
22. Students will properly wash hands after handling any animal, aquarium, habitat, etc.
23. Students will KNOW and understand how to properly encounter any animal (Refer to
the KNOW handout posted in the classroom).
We have read and reviewed the following safety contract and syllabus and agree to abide by it.
Student’s PRINTED Name ___________________________________________.
Student’s SIGNED Name _____________________________________Date: ______________
Parent’s SIGNED Name _________________________________