We’ve gotten off to a great start with lots of interesting and intriguing projects, activities, and learning!

As we’ve studied North America in the modern era, we’ve been deeply engaged in research and conversation about the presidential election process. Students have participated in their own “presidential campaigns,” and have published their work and their reflections about that work on these webpages:

http://danielgroup1.blogspot.com/
http://danielgroup2.blogspot.com/
http://danielgroup3.blogspot.com/
http://danielgroup4.blogspot.com/
http://danielgroup5.blogspot.com/
http://danielgroup6.blogspot.com/

Science has been interesting. We planted our socks to help us understand the way seeds are dispersed. Mapping where the various seeds came from in our neighborhoods helped to show the ways that seeds are spresd. Moving on to the study of cells, students made magnifiers from a safety pin and a drop of water – a good introduction to the way a microscope works. Students also made cell models from plastic sandwich bags. Doing this allows students to “touch” the organelles that are the functional parts of their cells. The three dimensional aspect to these models helps to illustrate the relationships between all the cell organelles. We are just beginning an experiment that will allow the exploration of the processes of osmosis and diffusion. Ask a 6th grader about the “Egg-speriment.”

Math classes have examined methods of problem solving and some basic numeric literacy topics. We’ve made factor trees and factor rainbows as we’ve considered topics like divisibility and prime factorization. Students used “Hands-on-Equations” to begin working with algebraic problem solving. Now we are on to data and graphing. We’ve graphed our eye colors and we are using graphing to help us understand how the mass of chewing gum changes when it is chewed over a period of time. We’ll look at lots of different ways that we use data over the next few weeks, ending with a project that focuses on major league baseball’s great homerun hitters.

Welcome to the 2008-2009 school year! I hope you have had a wonderful and relaxing summer. My name is Sue Daniel and I am beginning my 18th year of teaching. I am looking forward to an exciting and growth-filled year with each of you.

Course Description
A major goal for my work with 6th grade students is the development and maintenance of a classroom “society” that encourages and supports each student in learning and growing. I will focus on kindness, respect, and an attitude of welcoming for each member of the class community. Students will be regularly asked to reflect on what they are doing to make our classroom society a safe and supportive place for each class member.

The academic goals in mathematics will be to expand students’ confidence and competence across all the strands of mathematics. I use a primarily constructivist approach to help students explore and develop deeper understandings in mathematical topics from algebra to geometry, graphing, data analysis, measurement, and probability. Students will be expected to show all their work, and to write and discuss their findings and understandings.

The course of study in 6th grade science begins a three-year rotation through the major scientific disciplines. Our work is focused on life science. I encourage students to experiment and explore through a variety of projects and hands-on activities. Students will also be led to deeper and more independent scientific inquiry as the year progresses.

Social studies course work in the 6th grade year focuses on world cultures and world history. We will work backwards, chronologically, beginning with an investigation of the elements of culture, and focusing on current issues and events in US history and government. We’ll move back in historical time, exploring and enquiring into the linkages that lead from one event to another throughout human history. As we work, I’ll hope that students develop a sense of connection between themselves and their own lives, and the lives of other people across cultures and times. The culminating event of our year will be an International Festival that will focus students on nations with significant Islamic populations.

Classroom Rules and Expectations
The classroom is a small society within which each person is a citizen who acts in accordance with expected goals of behavior. Expected classroom goals are:

A. To keep our classroom/society a safe and pleasant place to be, by:
  • Doing our best at all times.
  • Trying to follow directions.
  • Being prepared and ready to work at the beginning of each class.
  • Keeping the classroom environment neat and clean.

B. To maintain a positive and productive learning environment, by:
  • Doing our work.
  • Not talking to our neighbors.
  • Raising our hands for questions or help.
  • Remaining in our seats as much as possible.

C. To respect the rights and feelings of others, by:
  • Trying to be kind at all times.
  • Caring for one another’s feelings and property.
  • Listening and following directions of all teachers and adults.
  • Helping whenever we can.

D. To be thoughtful of others, by:
  • Walking quietly in the halls.
  • Finding opportunities to include others.
  • Behaving in the restrooms.
  • Thanking people who help us.

Grading
Grades are based on a “total points” system. Students earn points for all work, and individual assignments are graded depending on how many points are earned out of a “total points possible.” Points are accumulated for every assignment and activity. Final grades are calculated based on the percentage of points earned for the work completed during the grading period. For example: in a grading period where 1000 points are possible, a student who had accumulated 900 points would earn a grade of 90% (B). Each point is valuable in this scenario, and it is important that students give their best effort on each and every assignment. Work is weighted as follows:
  • Outside / Independent work 25%
  • Class and Lab Activities 25%
  • Tests/Quizzes 25%
  • Participation (contribution to class discussions, collaboration with group work, care for materials and learning environment, etc.) 25%

Homework Policy
  • Students are expected to work at home to complete assignments that provide practice, prepare for additional study, or give students      the opportunity to explore a topic more deeply.
  • Math work is assigned on most days. Work in science and social studies is generally assigned 2-3 times per week, and may include      long-term projects.
  •  Students are expected to prepare for scheduled geography “map” tests on an on-going basis.
  • Work is due on the date specified in the assignment. Work that is not turned in by the end of the week in which it is due will not be      given any credit.
  • When/if a student does not have an assignment to turn in when it is due, they will be required to fill out a “missing assignment form”      telling why the assignment is missing. These forms will be included with the weekly “graded work” packets and must be returned to      school signed by a parent.
  • Late assignments will not be accepted and no immediate credit will be given for missing work. Consideration will be given on final      average for the quarter.

Classroom Management
  •  Rewards are not given for expected behavior- just as a community does not give rewards for behaving properly.
  • Irresponsible behavior is seen as an opportunity for growth, rather than for punishment.

Students in the 6th grade will be encouraged to evaluate their own behavior and choices on a regular basis. Students will be encouraged and guided to make appropriate choices and decisions, and to grow toward becoming self-disciplined, responsible citizens. Students may be referred to the office if it becomes clear that their behavior choices are consistently (or immovably) beyond the expected limits. The following levels of Social Development will be used as the measurement for each student to use for self-reflection and evaluation (the goal for each student would be to achieve level C or D on a consistent basis):

Levels of Social Development
D Highest level of social development
   *Develops self-discipline
   *Shows kindness to others
   *Does good because it is the right thing to do
     The motivation to be responsible is INTERNAL. Student decides to be responsible because it is the right thing to do - without being      asked or told

C Appropriate and acceptable level of behavior
  *Listens
  *Practices self-discipline
  *Cooperates
     The motivation to be responsible is EXTERNAL. A person of authority is present.

B Neither appropriate nor acceptable level
  *Bosses others
  *Bothers others
  * Breaks classroom goals
     Student only obeys when confronted with greater authority.

A Lowest level of behavior
  *Noisy
  *Out of control
  *Unsafe
     No one is safe or happy!

Communication
One vital key to student success is the partnership between school and home. There are several communication tools that are a part of making that partnership work:

I can be reached through the school office. Simply call and leave a message, and I’ll get back to you at the first opportunity.

Weekly Parent Memos are sent with each week’s graded work. Typically, graded student work is returned on Monday. A short memo delineating what work is included will be part of the packet of materials. Parents are asked to use the memo to verify that all the work for the week is included in the student’s packet. A parent signature on this form indicates that parents have seen and reviewed their student’s work.

I maintain a Weblog page that includes information about our classroom activities, student work pages, useful and interesting links, and daily assignment information. The address for my Blogger page is www.msdanielspage.blogspot.com You and your student are encouraged to use the information there to help keep up with our classroom “doings.”


Contact Information
The simplest way to reach me is by email. Please feel free to email me at suzannedan2@cs.com.
I can be reached through the school office. Simply call and leave a message, and I’ll get back to you at the first opportunity.

Textbooks
Math – Mathematics – Applications and Concepts, Course 1, Melissa Balko, et al (Ohio Teacher Advisory Board), McGraw Hill/Glencoe, 2005.
Science – Scott Foresman Science, Dr. Timothy Cooney, et al, Pearson/Scott Foresman, 2008.
Health -- Health, Susan C. Giarratano-Russell and Donna Lloyd-Kolkin, McGraw Hill, 1999.
Social Studies – Discover Our Heritage, Sarah Bednarz, et al, Houghton Miflin, 2003.