TECHNOLOGY AND APPLIED SCIENCES IN THE

 MEDIA CENTER COLLECTION AT BALDWIN MIDDLE SCHOOL IN GUILFORD

 

Pamela Dear

ILS 680-01

Spring 2003

 

TABLE OF CONTENTS:

 

ABSTRACT…………………………………………………………………………..3

 

INTRODUCTION…………………………………………………………………….4

 

METHODS……………………………………………………………………………5

 

DISCUSSION…………………………………………………………………………9

 

CONCLUSIONS…………………………………………………………………….15

 

REFERENCES………………………………………………………………………18

 

APPENDICES:

          Appendix A – Sample of Research Data Spreadsheet………………………..19

          Appendix B – Procedural Summaries………………………………………..20

          Appendix C – Curriculum Map Subjects…………………………………….23

 

 

 

 

LIST OF FIGURES:

FIGURE 1 – Example of Bias………………………………………………………..8
FIGURE 2 – Collection Currency.……….………………………………………….10
FIGURE 3 – Time-Sensitive Materials..…………………………………………….11
FIGURE 4 – Collection Condition………………………………………………….12
FIGURE 5 – Multicultural and Gender Bias………………………………………..13
FIGURE 6 – Age Appropriateness………………………………………………….14
FIGURE 7 – Curriculum Content…………………………………………………...15

FIGURE 8 – Percentage Met Standards..…………………………………………...16

Abstract

ILS 680-01 - Spring 2003

Pamela Dear

 

Technology and Applied Sciences in the Media Center Collection at

Baldwin Middle School in Guilford

 

Baldwin Middle School is a 5th and 6th grade middle school with a media center collection of about 12,000 volumes.  As of 2003, the media center collection had never had a formal inventory or assessment performed to determine what was really on the shelves and whether it met standards for a 5th and 6th grade media center.  The Dewey Decimal “600 section” of the collection contains the technology and applied sciences subjects.  The Baldwin Middle School catalog lists 972 volumes in its technology and applied sciences collection. The time sensitive nature of the technology and applied science subjects made this section a good candidate for assessment.

 

Before beginning any assessments, it was necessary to inventory the shelves and determine standards for a middle school media center collection.  Published standards were found and divided into five categories: currency, condition, multicultural and gender bias, age appropriateness, and curriculum content. At this point each book was touched and assessed, entering the data into a spreadsheet, using a scale of 1 to 5, with 1 for the best and 5 for the worst.

 

Assessing the collection for currency was easy and startling since 100% of the copyright data for the 972 books was available from the catalog.  The analysis showed that 42% of the 600 collection was printed before 1977.  The standards designate two sections as time sensitive: 610-619 for Medical Sciences and 620-629 for Engineering and Allied Operations. Books older than 12 years in these sections are not supposed to be included in the media center collection count according to the standards.  The Baldwin collection had 470 books or 48% of its 600 collection in the two time sensitive categories.  Incredibly, 340 or 72% of the time sensitive collection did not meet the standards. Each of the other four areas of assessment (condition, bias, age appropriateness, and curriculum conduct) was conducted using 84%, or 819 of the 972 books in the catalog.  These areas could only be assessed by examining the book itself and many of the books were missing from the shelves.  The standards indicate that a media center collection should rate in the top two levels of each category. With this in mind, 60% of the collection met the standards for condition; 68% of the collection met the standards for multicultural and gender bias; 71% of the collection met the standards for age appropriateness, and 16% for curriculum content. Clearly the results show that there is room for improvement and the collection will need attention to bring it up to standards.  The first recommended course of action for the media specialist is to concentrate collection acquisition in the time sensitive areas and the areas of high curriculum content containing books that are aging and falling apart. Time sensitive areas need constant attention to maintain standards.  The second recommendation is to examine the books that do not meet standards and determine if they should be weeded and replaced, kept for personal interest and updated as money allows, or just thrown out.  The Baldwin collection needs an infusion of attention from the library media specialist.

 

Introduction

 

        Baldwin Middle School in Guilford, Connecticut serves about 600 5th and 6th grade students.  The media center has about 12,000 books, periodicals, and videos in its collection.  For the past eighteen years the media center had the same media specialist collecting, organizing, and disseminating the information.  The one thing she did not manage in the eighteen years was a complete inventory and assessment of the collection.  In the interest of time for this study, a complete inventory and assessment was not possible, but a partial assessment would accomplish the research goals as well as begin the process of verifying that the entire collection met standards.  Looking at the collection, the catalog showed that the Technology and Applied Science section (“600” section of the Dewey Decimal System) contained 994 volumes.  Assessing an area with time sensitive subjects like technology and applied sciences seemed like an effective place to begin. 

            The first step in an assessment is to verify the items that need to be assessed.  Since a complete inventory had never been done, the first objective was to compare what the catalog listed in the “600’s” with the items actually on the shelves.  The results were illuminating.  There were about 40 books on the shelves that were in the catalog twice.  The duplicate entries were left over from a catalog crash that had taken place several years ago. There were an additional 20 volumes that were not in the catalog at all.  This was very mysterious since they all had bar codes and spine labels that showed that they had been cataloged.  It was also interesting to find so many books completely missing from the shelves, particularly in the “our changing bodies” and “household gardening” sections.  The missing books on changing bodies were understandable with an audience of pre-teens, but the absent gardening books remained an unsolved mystery.  When the inventory was completed, the 994 volumes turned into 972 volumes with 8 books checked out and 145 presumed lost. 

Methods

 

        With the inventory complete, it was time to assess the collection to see if it met standards for a 5th and 6th grade library media center.  The first problem was that there were no published standards for the Guilford Public School District or for the State of Connecticut.  Many other states and school districts maintain their standards on the Internet.  This was tremendously helpful.  Two sets of standards or criteria that were especially helpful were from Baltimore County Public Schools and the Missouri State Department of Education.  Between the two documents, there were twelve standards listed for library media center collections:

 

Dewey

Classification Category

320-329

Political Science

330-339

Economics

360-369

Social Problems and Services

370-379

Education

380-389

Commerce, Communications, Transportation

520-529

Astronomy and Allied Sciences

550-559

Earth Sciences

560-569

Paleotology; Paleozoology

570-579

Life Sciences

610-619

Medical Sciences; Medicine

620-629

Engineering and Allied Operations

 

The twelve criteria from the Baltimore County Public Schools and the Missouri School Library Media Centers easily broke into four areas of assessment, except for the cost effectiveness of the resource. Time did not permit the assessment of the materials for their cost effectiveness during this study.  The four categories for assessment were currency, multicultural and gender bias, age appropriateness, and curriculum content.  These categories evaluated the content of the collection, but a fifth category was needed to assess the physical condition of the collection.

The only standards for the physical condition of a collection were discussed in evaluating a collection for weeding.  MUSTY is the weeding acronym “coined by the American Library Association in cooperation with the Texas State Library in 1976” (California Dept. of Ed., p. 2).  The “U” in MUSTY stands for “ugly” and refers to the physical condition of the book.  Specifically, MUSTY suggests weeding if the book has an antiquated appearance; is worn-out, frayed, or dirty; and/or is impossible to mend.  Deducing that if MUSTY’s suggestions work for weeding a book, the opposite of MUSTY should be standards for keeping a book.  Rearranging the standards and criteria into the five categories, provided standards for the collection assessment:

Standard for Currency:

Dewey

Classification Category

320-329

Political Science

330-339

Economics

360-369

Social Problems and Services

370-379

Education

380-389

Commerce, Communications, Transportation

520-529

Astronomy and Allied Sciences

550-559

Earth Sciences

560-569

Paleotology; Paleozoology

570-579

Life Sciences

610-619

Medical Sciences; Medicine

620-629

Engineering and Allied Operations

 

 

Standard for Physical Condition:

Standard for Multicultural and Gender Bias:

Standard for Age Appropriateness:

Standard for Curriculum Content:

 

Assigning a Leikert scale of 1 to 5 to each assessment category (one representing the best and five representing the worst), made it easy to rate the books numerically to determine whether or not it met the standards.  Touching each volume in the collection would ensure accuracy, but with a collection of 972 books, evaluating them all was ambitious.  In the event that there was not enough time to touch each book, assessing every fifth book on the shelves provided a sample of the entire “600” collection and guaranteed moderate accuracy in the results.  If time allowed additional data gathering could begin with every fourth book, and continue until the whole “600” section was touched.  The objective remained to evaluate each volume because it would provide invaluable knowledge of the collection in addition to data accuracy.  In the final count, there were 819 books touched, or 84% of the collection, but this was 100% of the books on the shelves.  The addition of the 8 books checked out and the 145 presumed lost, totaled the 972 books in the technology and applied sciences section.

Collecting the data for the currency of the collection was a simple task because the online catalog contained copyright date information on every volume.  Consequently the currency data were based on 100% of the technology and applied sciences collection, or 972 books.  The research data for the other four categories were based on all of the books that were touched and individually evaluated.  As each book was pulled off the shelf, it was rated for its physical condition.  If the book was new or in mint condition, it received the rating of a “1.”  If the book was completely falling apart, it received a “5.” The ratings in between were based on the severity of missing, torn or yellowed pages, graffiti, water damage, and loose or damaged covers. 

After rating the condition, the contents of the books were examined to determine the ratings for multicultural and gender bias, age appropriateness, and curriculum content.   Key indicators for multicultural and gender bias were whether the author made an effort to include illustrations reflecting the pluralistic nature of society in positions of authority.  Books did not rate highly if the only pictures of women or African-Americans displayed them in menial positions. One book in the collection showed pictures of all white, male engineers.  One of the only pictures of a woman displayed her standing in the doorway holding a teapot on a tray for her husband, the white, male engineer (see Figure 1).  To make matters worse, the caption underneath the picture alluded to the wife and said, “An understanding wife is a help, too.”

Figure 1:  Example of Bias

This fine example of both multicultural and gender bias rated a “5” for the worst bias.

Similarly, the contents of the books were rated for age appropriateness.  It was not possible to test each book for its readability and still have the time to analyze all 819 books, so each book was looked at for its appropriateness in reading and interest levels for 5th and 6th grade students. If the books were aimed at the right reading level, but had outdated or uninteresting illustrations, it did not rate as well as if it presented the material in a way that grabbed attention.

Assessing the books for their curriculum content required an understanding of the subjects taught in the 5th and 6th grades.  Rating each book on the amount of content pertaining to the curriculum was greatly simplified with the subject list from the curriculum map (see curriculum map subjects in Appendix C). The books were rated into categories of core curriculum, related curriculum subject, tangential curriculum subject, potential curriculum connection, and not taught in the curriculum (usually personal interest).  For instance, the cookbooks from other countries (section 641.5 in the Dewey Decimal System) were assigned a “3” for tangential curriculum subject.  Although cooking is not actually taught in the curriculum, the teachers frequently assign projects that include preparing food from another country. 

 

Discussion

 

        As each of the 819 books were touched and evaluated, the four category ratings were entered into an Excel spreadsheet next to the copyright information and the currency rating for the 972 books.  The currency rating was calculated using a formula in Excel that rated the book with a 1 through 5 depending on the copyright date.  The formula looked like this:

=IF(E7>1997,1,IF(E7>1990,2,IF(E7>1983,3,IF(E7>1977,4,IF(E7<1978,5)))))

The results of the formula looked like this:

Published Between Years = Rating

2003 – 1998 = 1

1997 – 1991 = 2

1990 – 1984 = 3

1983 – 1978 = 4

1977 – older = 5

 

Employing a second formula to count the number of volumes with each rating, the results were startling.  The formula and the generated results are as follows:

=COUNTIF(F7:F995,1)   resulted 106 books

=COUNTIF(F7:F995,2)   resulted 160 books

=COUNTIF(F7:F995,3)   resulted 134 books

=COUNTIF(F7:F995,4)   resulted 170 books

=COUNTIF(F7:F995,5)   resulted 402 books

TOTAL:  972 books

As shown in Figure 2, 42% of the technology and applied sciences collection was published before 1978.  In some sections of the library, like the history section, a dated and aging collection is less consequential.  This is true even in portions of the “600 section” like the cookbooks.  Recipes do not become outdated.  However there are two divisions of the “600 section” which fall into the standards’ list of time sensitive materials.  These sections are 610-619, the medical

Figure 2:


sciences and medicine; and 620-629, engineering and allied operations.  Checking these two divisions in the collection, 48% or 470 of the 972 books fell into the time sensitive category.  Unfortunately, 72% of the 470, or 340 books failed the standards of being more than 12 years old, as shown in Figure 3. 

Figure 3:

The fact that almost half of the “600” collection fell into the two time sensitive divisions indicated that the subject matter was important to the school audience.  The subject importance only intensified the shock of the collection age. 

            The condition of the technology and applied sciences collection fared better in the assessment than the currency of the collection.  Using the same formula to count the ratings in the condition column, the results looked like this:

=COUNTIF(G7:G995,1)   resulted 249 books

=COUNTIF(G7:G995,2)   resulted 244 books

=COUNTIF(G7:G995,3)   resulted 150 books

=COUNTIF(G7:G995,4)   resulted  71 books

=COUNTIF(G7:G995,5)   resulted 105 books

TOTAL:  819 books

As shown in Figure 4, 60% of the books were rated as good or mint condition.  With the currency of the collection as bad as it was, the surprisingly good condition raised questions of use and circulation.  Although the collection was very old, it was still in excellent condition.  An analysis of the circulation records would probably show that many of the books did not connect with the curriculum even tangentially, rarely moved off the shelf and consequently maintained good physical condition.  However, since circulation records are better for collection development than collection assessment, they were not part of this study.

Figure 4:

   Multicultural and gender bias or the lack of bias in a library media center has become a huge issue over the past 30 years.  Publishers weigh every word and picture very carefully before they include it in a new book because they know that products that do not reflect the pluralistic nature of the global society will not sell in school systems.  Knowing the publishing trend as well as the age of the collection, the results of the multicultural and gender bias rating were surprising.  The Excel spreadsheet formula and results looked like this:

=COUNTIF(H7:H995,1)   resulted 329 books

=COUNTIF(H7:H995,2)   resulted 234 books

=COUNTIF(H7:H995,3)   resulted 202 books

=COUNTIF(H7:H995,4)   resulted  46 books

=COUNTIF(H7:H995,5)   resulted   8 books

TOTAL:  819 books

As shown in Figure 5, 68% of the books showed little or no bias.  Since 42% of the books in the collection were published before the trend for culturally conscious material, the library media specialists developing the collection over the years had chosen well. 

Figure 5:

            The results of the age appropriate assessment of the collection were very favorable. As Figure 6 illustrates, 71% of the technology and applied sciences collection was very appropriate.  One book that was completely inappropriate was a book about drug addiction.  Every single pair of facing pages included a photograph of a person doing drugs and enjoying it immensely.  There was even a picture of a grandmother smoking opium with a toothless grin from ear to ear.  For a school district advocating Drug Abuse Resistance Education (D.A.R.E.), this book was extremely inappropriate. Another inappropriate book was a consumer’s guide to prescription drugs, which more closely resembled something a trained pharmacist would use than a fifth or sixth grade student. In general, however, the collection met the standards for age appropriateness, including some lower reading level volumes for students with special needs.

Figure 6:

       The next biggest surprise after the age of the collection came with the assessment of the curriculum content.  Although the curriculum map could have been compared to the “600” subjects at the beginning to reveal the minor curriculum correlation and generate anticipated results, it was not compared.  Consequently the research data found the results shown in Figure 7.  Only 16% of the books were taught as subjects in or related to the core curriculum.  Nearly half of the books contained subjects that were not taught at all but in the collection for personal interest, like books on pets.  The low percentage results of the curriculum content certainly shed a different light on the age and condition of the collection.  Further massaging of the data showed that 151 books rated a condition of 4 or 5 (bad condition or falling apart) and had high curriculum content (rating of 1 or 2).  Since only 176 books rated a condition 4 or 5, the sub-total 151 meant that 86% of the books in bad condition were heavily used in the curriculum.

Figure 7:

 

Conclusions

 

Over half of the technology and applied sciences section of the Baldwin library media center collection met the standards for a fifth and sixth grade collection with the exception of its age and the percentage of books related to the curriculum.  Figure 8 displays the specific percentages that met the middle school media center standards. Although the standards indicated that the top two in each category met the standards, the curriculum content of a collection should be viewed a little differently. Books that were not taught in the curriculum failed the standard for curriculum content but generally continued to hold an important place in the collection for personal interest.  However, the currency and condition data point to the possibility that many of the books were not being used and had become outdated. An additional study could be undertaken to determine the circulation


Figure 8:

Category

Percentage Met Standards

Collection Currency

27% met

Time Sensitive Materials

28% met

Collection Condition

60% met

Multicultural and Gender Bias

68% met

Age Appropriateness

71% met

Curriculum Content

16% met

 

activity and usefulness of some of the volumes on the shelves. Determining the usefulness of a resource in tandem with a standards assessment provides support for the collection developer to weed from the collection and purchase additional volumes that contain core curriculum content.  The combination of weeding the useless and purchasing the useful will raise the percentage of books that meet the curriculum content standard.  At the outset of the research it was thought that totaling the ratings across the five categories would provide ample support for collection development recommendations.  Unfortunately the total score for currency, condition, bias, age appropriateness and curriculum content did not accurately factor the unknown “personal interest” quantity.  That quantity could only be generated from the circulation activity.

The real failure in the standards assessment was the currency of the collection. The low percentage of the curriculum content provided some explanation.  Historically school budgets are notoriously small and the media center collection development budget is one of the first to be cut. Consequently collection development needs to be prioritized, and time sensitive subjects outside the core curriculum, seldom get a high priority.  In the case of the Baldwin collection, it is reasonable to conclude that the media specialist probably did not prioritize the time sensitive areas in the “600” section since very few of these subjects were taught in the core curriculum. 

In conclusion there are three recommendations that can be drawn from this research.  The first is that the books in bad condition that have high curriculum content should be replaced or supplemented.  Obviously the demand for these resources is high and the media specialist’s job function is to develop and evaluate the school’s collection to meet the learning needs of the students.  If 86% of the books that are falling apart have high curriculum content, the media specialist has all the proof needed to support expenditure. 

The second recommendation generated from this assessment is to add circulation activity to the data to aid in the determination of resource usefulness.  Careful weeding of the collection, particularly the outdated material, will do more for the percentage of the collection meeting the standards than a few carefully chosen acquisitions.  Knowing that media center budgets are unlikely to experience a sudden windfall, concentrating a little time and effort, combined with well spent cash, will produce terrific results.

Thirdly the media specialist should carefully examine the usefulness and cost effectiveness of printed resources in the time sensitive areas.  Time sensitive areas need constant attention to maintain standards.  It is very likely that electronic media could provide the necessary information for little or no cost while keeping the time sensitive portion of the collection current up to the minute.  A 72% currency standard failure for half of the technology and applied sciences collection is not easy to overcome without an infusion of cash.  Electronic media may provide a quick and simple solution.

Assessing the entire technology and applied sciences collection was an invaluable experience.  It provided knowledge of the books on the shelves and identified missing volumes.  The assessment clarified collection needs and provided support for recommendations for future action.  Now the tools are available for a complete inventory and assessment of the entire media center collection.

References

American Association of School Librarians. Information Power: Building Partnerships for Learning. Chicago: American Library Association. 1998.

 

Baltimore County Public Schools. Selection Criteria For School Library Media Center Collections. Retrieved 2/21/03 from http://www.bcps.org/offices/lis/office/admin/selection.html

 

California Department of Education. Curriculum Frameworks and Instructional Resources Division.  Retrieved 2/21/03 from http://www.cde.ca.gov/library

 

Collins, A. Frederick. The Radio Amateur’s Handbook. New York: Thomas Y. Crowell Company. 1970.

 

Jaffe, Jerome, Robert Petersen, and Ray Hodgson. Addictions: Issues & Answers. New York: Harper and Row. 1980.

 

Missouri Department of Elementary and Secondary Education. Standards for Missouri School Library Media Centers. July 2002. Retrieved 2/21/03 from http://www.dese.state.mo.us/divimprove/curriculum/standards/02standards.pdf

 

 

 

Appendix A:  Sample of Research Data Spreadsheet

 

 

 

 

RANGE

1 to 5

1=best, 5=worst

 

 

 

 

CALL NUMBER

 

TITLES

 

AUTHOR

 

COPYRIGHT

 

CURRENCY

 

CONDITION

 

BIAS

AGE APPROPRIATE

CURRICULUM CONTENT

 

RANK

600 HOW

How things work

Nat'l Geo. Society

1983

4

2

4

1

2

13

600 MAC

The new way things work /

Macaulay

1998

1

1

1

1

2

6

607.34 HIL

Here today and gone tomorrow: the story of worl

Hilton

1978

4

1

2

3

4

14

608 AME

Men of science and invention

Blow

1961

5

2

5

3

1

16

608 CAN

Steven Caney's invention book.

Caney

1985

3

 

 

 

 

3

608 CAR

Put a fan in your hat! : Inventions

Carrow

1997

2

1

1

1

1

6

608 COO

The inventions of Leonardo da Vinci /

Cooper

1965

5

3

2

2

1

13

608 CRO

Amazing pop-up house of inventions.

Crowther

2000

1

1

3

1

1

7

608 GAR

Why didn't I think of that? : From alarm clocks

Garrison

1977

5

5

3

2

1

16

608 JON

Accidents may happen /

Jones

1996

2

1

1

1

1

6

608 LAM

The World of science: Great Discoveries & Inventions

Lambert

1986

3

4

3

1

1

12

608.7 INV

The Inventive genius : Foundation of scientifi

 

1966

5

3

4

3

1

16

608.9 SUL

Black stars: African American women scientists

Sullivan

2002

1

1

1

1

1

5

609 AAS

The inventors : Nobel prizes in chemistry

Aaseng

1988

3

3

4

1

1

12

609 AMA

Breakthroughs in science : Inventions /

Amato

1992

2

1

1

1

1

6

609 BEN

Invention /

Bender

1991

2

3

1

1

1

8

609 CRO

Technology in the time of ancient Egypt /

Crosher

1998

1

1

3

1

1

7

609 CRO

Technology in the time of ancient Egypt /

Crosher

1998

1

1

3

1

1

7

609 DUN

The children's atlas of scientific discoveries

Dunn

1997

2

2

1

1

1

7

609 END

Discovery & inventions /

Endacott

1991

2

1

2

1

1

7

609 FLA

They all laughed: from light bulbs to lasers

Flatow

1992

2

2

4

3

1

12

609 HAR

Imaginative Inventions: the who

Harper

2001

1

1

1

1

1

5

609 JAM

Ancient inventions /

James

1994

2

2

2

3

1

10

609 JON

Mistakes that worked /

Jones

1991

2

2

2

1

1

8

 

 

       


Appendix B:  Procedural Summaries

PROCEDURAL SUMMARY I:

 

Technology and Applied Sciences in the Media Center Collection at

 Baldwin Middle School in Guilford

 

 

  1. INVENTORY the section of the collection
  2. DETERMINE the number of volumes to be assessed
  3. EVALUATE the need for sample instead of whole
  4. CONSULT the standards for a middle school library media collection
  5. RATE each volume against the standards
  6. COMPILE the data in a spreadsheet
  7. TABULATE the results for each criteria assessed
  8. ASSESS the percentage standards met
  9. DETERMINE strengths and weaknesses of the collection
  10. RECOMMEND future collection development actions

 

 

PROCEDURAL SUMMARY II:

 

Technology and Applied Sciences in the Media Center Collection at

 Baldwin Middle School in Guilford

 

 

  1. COMPARE curriculum guidelines with the subjects within the technology and applied sciences collection. 

 

  1. ADJUST the curriculum content rating when applicable.

 

  1. GENERATE formulas in Excel that will TABULATE results for all of the fields.

 

  1. CALCULATE percentages for age, condition, bias, appropriateness, and curriculum relevancy of the collection.

 

  1. COMPARE the percentage results for related categories.  For instance the percentage of volumes in the worst condition that rate highly in curriculum content.

 

  1. CREATE charts and graphs to visually display the results.

PROCEDURAL SUMMARY III:

 

Technology and Applied Sciences in the Media Center Collection at

 Baldwin Middle School in Guilford

 

 

  1. CREATE charts and graphs in Excel to visually display the results of the data analysis.

 

  1. DISPLAY pie charts for the currency, condition, multicultural and gender bias, age appropriateness, and curriculum content of the collection.

 

  1. GENERATE bar graphs to indicate the currency of the “time sensitive” portions of the collection.

 

  1. COMBINE data for curriculum content and condition to determine if there is a correlation.

 

  1. ASSESS the results of the data analysis to DETERMINE if the collection meets the standards.

 

  1. PREPARE recommendations for future actions based on the results of the assessment.

 

Appendix C:  Curriculum Map

 

Fifth Grade Subject Areas:

Animals

Plants

Trees

Composers

Biographies (U. S. Presidents)

Weather

Civil War

Electricity

Invertebrates

Cultures

American Government

 

 

Sixth Grade Subject Areas:

Ancient Civilizations (Egypt, Greece, Rome)

Middle Ages

Mythology

Force

Motion

Gravity

Leonardo da Vinci

Heat and Light

Atoms and Molecules

Chemistry

Simple Machines

Energy

Inventions

Artists and Composers