Social Studies
We wrapped up our "Rise of Agriculture" unit by taking a field trip to Harvard's Peabody and Semitic Museums for forager and farmer investigations. We studied food deserts: what they are, why they exist, who is affected, and possible solutions to this very serious problem of affordable and physical accessibility of healthy fruits, vegetables and other necessary foods for all people. We decided that the City of Cambridge does have food deserts: healthy foods are not accessible and affordable to all residents in this
city. Check out what's happening in Minneapolis, MN:
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Link 2
How can our residents be part of the solution? Have you heard of the Tigris and Euphrates Rivers? Our next unit is study the rise of societies and "civilizations," beginning with Mesopotamia, where these two important rivers run. And, the Code of Hammurabi: helpful or not? Students will investigate and determine for themselves.
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-Leslie Kramer Grade 6 History Social Science Teacher
Math
Students are working on learning an efficient algorithm for division and extend their use of other base-ten algorithms to decimals of arbitrary length. Because these algorithms rely on the structure of the base-ten system, students build on the understanding of place value and the properties of operations developed during 5th grade.
-- Heba Abu, Grade 6 Math Teacher
ELA
Students are reading nonfiction books for pleasure, rather than research. They have read a wide range of books and have explored the different types and genres of nonfiction books. They have chosen a topic to dive into more deeply and have spent a week reading one or two books on that topic. They will present a few things they've learned to their classmates. In February, they will read
The Giver, by Lois Lowry, and explore several essential questions about the text: What are the advantages and disadvantages of conformity, or sameness?Is a perfect society possible? Why or why not? and What is the importance of memory in society and for individuals?
--Anna Marsh, Grade 6 ELA Teacher
Science
Students are exploring "What Causes Earth to Change." Many of these concepts were introduced in elementary school however now students are learning "how" and "why" Earth has changed. They are building their "questioning" skills and learning to support their ideas with evidence. Students are exploring fossils and sedimentary rocks and improving the sketching and labeling of scientific observations. They will be completing a Claim Evidence Reasoning assignment using Alfred Wegener's evidence of fossils that told a story of one giant continent also known as Pangea!
--Colleen Barber, Grade 6 Science Teacher