List of 11 items.

• Mathematics

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  Students learn how to develop the upper-level skills of arithmetic and begin to explore more abstract concepts. This course is developed to meet the goals and objectives of the math department, which correlates with the Mathematics Common Core Concepts. Students can access an online math textbook and other online resources. Sixth grade topics include review of basic math facts, fraction and decimal operations, ratios, proportions, percents, graphing on the coordinate plane, basic geometry concepts, and integers. Students also begin to use basic numeric and algebraic equations. Throughout the curriculum, 6th grade students practice decoding and mastering word problems and continue to make connections to real life math concepts through various projects. The overall goal of the sixth grade math curriculum is to foster independence and critical thinking skills. Throughout the year, students are encouraged to become more individually responsible for themselves and their learning.

• Humanities

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  "Who tells the story?" is the central question that drives 6th grade Humanities.
  
  Students will grow as critical thinkers, readers, and writers as they analyze text and form opinions through formal writing such as argumentative, informative, research, and creative papers.
  
  Throughout the class, students will explore a variety of topics including the printing press and ancient civilizations. Through these topics students will delve into the cultural impact of various groups and explore symbols and traditions that represent beliefs and principles. The course will focus on developing research skills and critical thinking abilities as well as enhancing writing skills through journal writing, graphic organizers, annotation, peer editing, and collaborative activities.
  
  Students will have opportunities to read literature, such as The Giver and The Reason I Jump, that help to deepen their understanding of the course material. The curriculum also utilizes a mix of textbook, web-based/adaptive learning tools, and technology such as the Google Suite to provide a well-rounded education for students.

• Science

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  Science in Middle School is designed to spiral, which helps students explore connections across the four domains of science and engineering every single year: Physical Science, Life Science, Earth and Space Science, and Engineering Design. Students use the science and engineering practices that actual scientists and engineers use as they investigate the natural world and design and build systems respectively. Students are learning actively through inquiry.
  
  Each science unit has an overarching essential question that is particularly relevant and appropriate to the age group. These questions are meant to inspire wonder and by the end of the unit, provide opportunities for students to practice solving problems.
  
  

  6th Grade Essential Questions and other relevant additions

  
  Sources: Amplify Science
  
  

  The Amplify Science Grade 6 Integrated Course includes nine units that support students in meeting the NGSS. The following unit summaries demonstrate how students engage in three-dimensional learning to solve real world questions and problems.
  
  

  Microbiome
  
  Essential Question: How can having 100 trillion microorganisms on and in the human body keep us healthy?
  
  

  Students take on the role of student researchers to investigate the human microbiome at multiple scales—from molecules to bacteria to the human body. They construct scientific arguments about how a surprising treatment—fecal transplants—can cause a patient infected with harmful bacteria to recover.
  
  

  Metabolism
  
  Essential Question: What is causing a young patient to feel tired all the time? 
  
  

  Students take on the role of medical students to diagnose a patient by figuring out how body systems work together to provide molecules to the body’s cells. They obtain information from articles, system models, videos, and hands-on investigations about macroscale and microscale body processes.
  
  

  Metabolism Engineering Internship
  
  Essential Question: How can we design health bars that meet the metabolic needs of patients or rescue workers?
  
  

  Students take on the role of interns at a health bar company to analyze data from tests to design a nutrition bar that meets the metabolic needs of rescue workers and patients in disaster areas. They consider how molecules in ingredients affect people at cellular and whole-body scales.
  
  

  Traits and Reproduction
  
  Essential Question: Why do Darwin’s bark spider offspring have different silk flexibility traits even though they have the same parents? 
  
  

  Students take on the role of student genetic researchers to write arguments about why the silk of closely related spiders can vary. From models and articles, they gather evidence about traits, the structure and function of protein molecules, gene combinations, and inheritance.
  
  

  Thermal Energy
  
  Essential Question: Which heating system will best heat a school? 
  
  

  Students take on the role of student thermal scientists to use mathematical thinking and evidence from articles, experiments, and models to decide which of two heating systems will best heat a fictional school. They construct explanations for what causes stability or change in thermal energy and temperature.
  
  

  Ocean, Atmosphere, and Climate
  
  Essential Question: During El Niño years, why is Christchurch, New Zealand’s air temperature cooler than usual?
  
  

  Students take on the role of climatologists to construct explanations about why regional climates change during El Niño years. They gather evidence from experiments, articles, maps, and more to explain causes and effects between the atmosphere, ocean, and regional climates.
  
  

  Weather Patterns
  
  Essential Question: Why have recent rainstorms in a town been so severe? 
  
  

  Students take on the role of student forensic meteorologists to create visual models showing why a fictional town has experienced an increase in extreme rainstorms. They conduct a variety of investigations about how the energy in air changes and becomes stable, and how this affects weather patterns.
  
  

  Earth’s Changing Climate
  
  Essential Question: Why is the ice on Earth’s surface melting? 
  
  

  Students take on the role of climatologists for a fictional research institute to ask questions about climate change and figure out how human activities add greenhouse gasses to the atmosphere, altering the energy flow into and out of Earth’s systems. They explain how specific solutions could reduce climate change.
  
  

  Earth’s Changing Climate Engineering Internship
  
  Essential Question: How can we design rooftops to reduce a city’s impact on climate change? 
  
  

  Students take on the role of civil engineering interns at a fictional engineering company to analyze patterns in data as they design and test a roof modification system that reduces climate impact. They also define new engineering problems.

• Religion

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  The trajectory of 6-8th Religion begins with studying the Old Testament and its dialogue with the New, continues in 7th grade with the New Testament and Church History, and culminates in 8th grade with application of Catholic Social Teachings.   
  
  In sixth grade, the goal of our studies is to provide students with knowledge that strengthens their personal relationship with God and their commitment to a life of faith. To that end, each student begins the year by receiving their own Bible (NRSV) that they will use in Religion classes for the duration of Middle School. Academically, the sixth grade course of study involves reading the great stories of the Old Testament and the theology around them for their spiritual truths. Major units of study are Structure of the Bible, Genesis, the Patriarchs, Prophets, and smaller units of study are Psalms, Proverbs. Each unit of study explores the dialogue between the Old and New Testaments and how they inform the Seven Principles of Catholic Social Teachings, inspiring service projects to the community.  

  
  Giving time in the week for spiritual growth is also a major value of the course.  Each month students experience a different style of prayer within the Catholic tradition and begin with it each class for a month.  As they participate in masses as liturgical ministers, they dive into the symbolism present in the mass and elements in it that directly connect to the Bible, celebrate the seasons of the church and understand the holy days.
  
  

  One of the beloved traditions of 6th grade Religion is preparing for the presentation of a living Stations of the Cross. Student written reflections are used for a grade level performance remembering the Passion of Christ each year before Holy Week.

   
  Sources:
  Bible (NRSV), The Catholic Connections Handbook for Middle Schoolers (St. Mary’s Press), and The Bible in a Year Podcast (Ascension Press), The Bible in a Year Companion (Ascension Press) .

• Health and Personal Development

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  The middle school health and personal development program builds on what the students have learned in the lower school and expands their knowledge in the areas of physical, emotional and social health. Areas of focus include: interpersonal relationship and communication skills, understanding who they are as individuals as well as citizens of their community and world, learning about various aspects of health, including sexuality education, being physically fit, understanding body image and eating disorders, drug and alcohol education, learning about the impact of media and technology and how to be good digital citizens, and how to exercise effective and educated decision-making skills in all aspects of their lives. Students leave Mayfield confident in their life skills and with a deeper understanding of their personal development and physical, emotional, and social health.

• Art

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  The art curriculum is divided into three units: sculpture, ceramics, and drawing in sixth grade. In the first unit, sixth graders create a Christmas Elf. Sixth grade is usually referred as “the year of the Elf,” a tradition at Mayfield that sixth graders and parents look forward to in art. Students design, construct, out of newspaper, paper towel rolls, cardboard, masking tape, and plaster cloth, and then paint their elves in unique colors. Attention to balance, proportion, and design are embedded in this project. The ceramics unit consists of creating a set of tableware, dinner plate, salad/dessert plate, mug, and water goblet using the slab method. The clay projects are enhanced with simple glazing techniques. In this unit, students are exposed to the history of ceramics and the principles of ceramic glazes. Sixth graders end the school year with a drawing unit. They work on drawings using soft lead pencils, colored pencils, oil pastels, chalk pastels, and charcoal sticks. Students are challenged to “really look” at objects they draw, see, understand, and create using Elements of Art such as line, texture, and especially value. Students also look at “still life” paintings/artists as a major component of western art history.

• Drama: New Perspectives

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  Students collaborate to create plays that reflect multicultural traditions and recreate significant moments in history and literature. The origins of theatre in ancient Greece and dramatizing Greek mythology is a cornerstone of the sixth grade year. Sixth graders are able to critically view a performance and speak intelligently about production values, perspective, and overall message. In addition, they work intensely on their public speaking skills, including speech-writing, impromptu speaking, and using a microphone. In the spring, they lead a meaningful prayer service for Stations of the Cross.

• Music

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  Students learn to read at sight simple melodies in both the treble and bass clefs. They can identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression. They learn to sing with expression and technical accuracy, alone and in small and large ensembles, and improvise simple melodies. Students can explain how various aesthetic qualities convey images, feeling, or emotion, and they can conduct an in-depth evaluation of their improvement in personal musical performances after practice or rehearsal through active listening to Christmas and Spring Concerts and regular class recording sessions. Sixth graders learn how to describe how knowledge of music connects to learning in other subject areas, such as science, physics, language, history, drama, dance, etc., and are able to identify career pathways in music. Students perform musical selections at the Christmas and Spring Concerts for the school community, as well as a leading a meaningful prayer service for the Stations of the Cross.

• World Languages: Spanish

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  This course is taught using comprehensible input, making vocabulary building the primary focus. Students acquire the language by listening and reading at their comprehension level to support their eventual output of writing and speaking. The course is taught using TPRS: Teaching Proficiency through Reading and Storytelling and the SOMOS 1 curriculum, supplemented by reading novels and texts written specifically for this level of language student. We also explore cultural and historical events of Spanish-speaking countries such as Cumbia Music Origins, the Christmas Lottery in Spain, and the Human Towers of Tarragona.

• Computer Science and Technology

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  6th Grade Computer Science and Technology students expand and practice productivity and creativity skills on the iPad that specifically support their success in the iPad 1:1 program in middle school. Students gain competency in their knowledge of hardware & troubleshooting, advance their word processing, email etiquette, spreadsheet, presentation, video editing and production skills.
  
  The course is designed to ensure that sixth grade students actively participate in a collaborative and integrated approach to digital citizenship with Health and Drama, expanding digital citizenship content across the curriculum.
  
  In addition, 6th graders expand their knowledge of robotics using the Lego Mindstorm EV3 robots and curriculum. Students work collaboratively to create solutions to real world problems.
  
  Students continue to document their classroom learning on their digital portfolio.

• Physical Education

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  In sixth grade physical education, students will continue to build on the foundation established in earlier grades, as they engage in a variety of individual and team sports and fitness activities. The curriculum will focus on developing fundamental motor skills and teamwork, as well as promoting healthy habits and physical fitness. Sixth grade students will participate in sports such as basketball, volleyball, and soccer, with an emphasis on good sportsmanship and positive behavior. The curriculum will also place an emphasis on game strategy and tactics, helping students to make informed decisions and understand the intricacies of the sport. 
  
  

  To further develop their skills and knowledge, students will have the opportunity to participate in competitive tournaments in team sports, promoting a spirit of friendly competition and giving them a chance to apply what they have learned in real-world scenarios. By the end of the year, sixth grade students will have a well-rounded understanding of physical fitness and the confidence to participate in a variety of physical activities with skill and enjoyment.