JT Reddick Middle School 6th Grade Earth Science Course Syllabus 2014-2015
Teacher:
Email Address:
School Phone: 229-387-2435
Dear Parents and Students,
Welcome to sixth grade Earth Science! We will explore Earth from the center of the earth and travel “to infinity and beyond”
throughout this school year. Enclosed is a description of the curriculum, grading, and classroom expectations. My electronic
grade book can be accessed through Infinite Campus. You can access and sign up for Infinite Campus by visiting the school website
at www.tiftschools.com.
In an effort to truly assess student performance based on the CCGPS (Common Core Georgia Performance Standards), I will be
aligning each assignment, lab, and test with the specific standard. This alignment will be visible to you via notebook assignments
and benchmarks. I’ve included the Georgia Department of Education’s Earth Science standards for you to keep at home. The
standards are also posted in my classroom at J.T. Reddick.
I will keep my grade book updated weekly. However, it is up to the parent(s) to be aware of their child’s grades. Again, please sign
up for Infinite Campus to view my electronic grade book. Communication through the JT Reddick Facebook page, school/teacher
websites, Remind-101, and our Team Newsletter will be key components to providing you with up-to-date information regarding
the happenings in our classroom and school. If you have ANY concerns or questions throughout the year regarding your child’s
performance in my class, please feel free to contact me! I am available to e-mail, call, or have a face-to-face conference with
you. We are partners with the same goal – student success!
Sincerely,
Cut, sign, and send back AFTER reviewing the attached syllabus with your child.
Student Name: _______________________________
Homeroom ___________________
I have reviewed the syllabus and understand the requirements to pass this course. I will participate and work hard
every day in class. I will study science 15 minutes each night. I understand that at J.T.R. I am to Just Think
Responsibly by being Respectful, Responsible, and Ready! I will ask for help if there is ever a problem or concern.
I understand that if any time I have concerns about my child’s performance that I can contact _______________
at school or by e-mail.
Student Signature: _____________________________________Date ____________________________
Parent Signature: _______________________________________Date ____________________________
Yes/No (circle one): My child has internet access at home for academic purposes.
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Course Description and Goals
This year we will be focusing on Earth Science — the study of the Earth! This course is designed to give all students
an overview of common strands in earth science including, but not limited to geology, ocean subsurface topography,
hydrology, meteorology, astronomy, natural resources, and human impact on the earth. The following is a summary of
what students will come to understand.
 Geology (units 1-3): students will understand the patterns of change and constancy in the Earth and its
history, including plate tectonics, weathering and erosion of landforms, minerals, rocks and rock layers.
 Hydrology (unit 4): students will understand and be able to explain the types of water on Earth, how it is
distributed (sources of where each type is found), how the movement of water from the surface to
atmosphere results from the transfer of energy around the planet, and how the movement of water affects
climate and weather.
 Meteorology (unit 5): students will understand the patterns of change and constancy in the Earth's
atmosphere and climate, including composition and structure, wind systems and ocean currents, energy
transfer, moisture content, weather patterns and predictions.
 Astronomy (unit 6): students will understand Earth's position and its interaction in the solar system and its
place in the universe, including the Sun, Moon, rotation and seasons.
My curriculum calendar for Earth Science is as follows (See CCGPS Standards on the last page for more details of
what will be covered in each unit):
 First nine weeks
Characteristics of Science: all year
Unit 1 - Inside the Earth (Geology)
Unit 2 - Rocks and minerals (Geology)
1st Nine Weeks Science Benchmark Test*

Second nine weeks
Unit 2 – Rocks and Minerals (continued from 1st nine weeks)
Unit 3 - Weathering and Erosion (Geology)
Unit 4 Water in Earth’s Processes (Hydrology)
2nd Nine Weeks Science Benchmark Test*
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Third nine weeks
Unit 5 - Weather and Climate (Meteorology)
Unit 6 – Space (Astronomy)
3rd Nine Weeks Science Benchmark Test*

Fourth nine weeks
4th Nine Weeks Science Benchmark Test*
Georgia Milestones Assessment System Review (This test replaced the CRCT.)
Unit 7 – Human Impact and Earth Awareness (Earth Day)
7th Grade Life science preview
Students will also receive a list of vocabulary words for each unit, which they should review nightly as we go
through the unit. A vocabulary quiz will be given each week to assess student’s level of understanding.
 Students will also be maintaining a science journal as part of their course work. This will help to better
prepare your child for the new testing system, which will include open-ended questions to better gauge
students’ content mastery.
Helpful Tips to Further Ensure Success in My Class AND Promote Literacy Standards:

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Students are will be given a recommended reading list of books that go along with each of the Earth Science
topics discussed throughout the year (separated by unit/topic of study). These books are available for check
out at both the school library and the Tifton Public Library.
Encourage your child to also read news articles (from the newspaper, magazines, or online sources) to become
more familiar with what we’re studying in class as well as news and weather broadcasts.
Grading Policy
The completion of all work is ESSENTIAL to being successful in Earth Science. I have high expectations for all
students and expect everyone’s personal best. In addition to class time, please plan to stay with me during Blue Devil
Block, lunch, and/or after school study hall until content is mastered; failure is NOT an option!
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Formative Assessments 65% - Homework, Classwork, Warm-ups, Labs, science Journals, Quizzes
Summative Assessments 35% - Unit Tests, Culminating Projects, Science Benchmark Test*
Grading Scale

90 -100 = A
Outstanding level of performance
Indicates that the student has done excellent work and has mastered the course objectives, consistently does
excellent work with skill and thoroughness; and consistently has applied knowledge gained to new situations.

80 - 89 = B
High level of performance
Indicates that the student has done above average work, mastered almost all of the course objectives; and has applied
knowledge gained to new situations.

70 - 79 = C
Satisfactory level of performance
Indicates that the student has done average work and has mastered many of the objectives of the course.

69 – and Below= F
Unsatisfactory level of performance
Indicates that the student’s work fell below a level of acceptance for the course and was unsatisfactory.
Homework
Students will do better on the assessments if the prior work and studying have taken place. I expect students to
do all homework assignments and be ready to go over it in class. Students have an OFFICIAL STANDING HOMEWORK
ASSIGNNMENT each night – STUDY and REVIEW 15 MINUTES!
Test Retakes
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Each summative test (end of unit test) retake is required if a student receives a grade below 70. In order
to retake the summative test, students must to show that they have relearned the material. Students must
complete a retake form, which includes answering specific questions, reading in the science book, studying at
home, signing of parent-student-teacher signatures, etc. During this “remediation/relearning” time, students
are also encouraged to come to me with any questions. Test retakes will be done during Blue Devil Block
Time.
There are NO retakes on formative assessments. YOU are responsible for 15 minutes of study time each
night. 15 minutes will make a world of difference in your grades. Trust me; it works!
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Make-up Work
It is the student’s responsibility to make sure they check for assignments they missed while they were out. Students
will be allowed 2 days to complete work for each day absent. Assignments can be completed during Blue Devil Block.
Online Resources
Students learn by using a variety of tools and resources. Online resources are available for students to use both at
school and home (with internet access):
1. www.usatestprep.com
2. www.explorelearning.com
3. www.phschool.com (correlates with the hard cover textbook used in class)
Classroom Expectations
Students are expected to ALWAYS observe the standards set forth within the J.T. Reddick Student and Parent
Handbook as well as the Tift County Student Conduct Code. At J.T. Reddick, we have a simple motto for behavior:
J.T. Reddick - Just Think Responsibly!
Be Respectful.
Be Responsible.
Be Ready.
Thank-you!
Class
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Materials required to Be Ready for class.
Guided Reading and Study Workbook
Adapted Study Workbook
Science Journal
Science textbook - Prentice Hall Science Explorer – Georgia Earth Science
o
Each student will have a book to use at school. Because students also have workbooks, they rarely need a
science textbook for homework, so textbooks will not be issued. However, you may check-out a textbook to
take home at any time during the school year if you feel it is needed.
Additional Required Supplies to Be Ready for class:
 Pencils (if lead pencils are used PLEASE make sure you have enough lead!)
 Erasers
 Colored pencils and hand-held pencil sharpener
 Glue Sticks
 Notebook paper
 Three-prong folders with pockets
 2 Composition Books
Needed Classroom Supplies:
 Kleenex
 Hand Sanitizer
 Copy Paper
Common Core Georgia Performance Standards (CCGPS)
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S6E1. Students will explore current scientific views of the universe and how those views evolved. (Unit 6)
a. Relate the Nature of Science to the progression of basic historical scientific models (geocentric, heliocentric) as
they describe our solar system, and the Big Bang as it describes the formation of the universe.
b. Describe the position of the solar system in the Milky Way galaxy and the universe.
c. Compare and contrast the planets in terms of
 Size relative to the earth
 Surface and atmospheric features
 Relative distance from the sun
 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. Students will understand the effects of the relative positions of the earth, moon and sun. (Units 6)
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. (unit 5)
S6E3. Students will recognize the significant role of water in earth processes. (Unit 4)
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.
S6E4. Students will understand how the distribution of land and oceans affects climate and weather. (Unit 5)
a. Demonstrate that land and water absorb and lose heat at different rates and explain 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.
S6E5.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Students will investigate the scientific view of how the earth’s surface is formed. (Units 1-3)
Compare and contrast the Earth’s crust, mantle, and core including temperature, density, and composition.
Investigate the contribution of minerals to rock composition.
Classify rocks by their process of formation.
Describe processes that change rocks and the surface of the earth.
Recognize that lithospheric plates constantly move and cause major geological events on the earth’s surface.
Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption, gravity) on
geological features including oceans (composition, currents, and tides).
Describe how fossils show evidence of the changing surface and climate of the Earth.
Describe soil as consisting of weathered rocks and decomposed organic material.
Explain the effects of human activity on the erosion of the earth’s surface.
Describe methods for conserving natural resources such as water, soil, and air.
S6E6. Students will describe various sources of energy and with their uses and conservation.
a. Explain the role of the sun as the major source of energy and its relationship to wind and water energy.
4-5)
b. Identify renewable and nonrenewable resources. (throughout the year)
(Units
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