Allen Edman

Welcome to 6th Grade Physical Science and Minnesota History!

My name is Allen Edman and I will be teaching your child 6th grade Physical Science and Minnesota History. I am very excited to have this opportunity.  I grew up at the Northwest Angle, and attended the Angle Inlet School. I graduated from Warroad High School and went on to the University of North Dakota  to obtain my teaching degree.  I also have a master's degree in curriculum and  technology from the University of St. Thomas.  I also have almost completed a Specialist's license in administration from St. Mary's University.  I have been married and have three children.  When I am not teaching I love to go fishing, hunting, snowmobiling, golfing, and anything else outdoors.  I am looking forward to  another successful school year and getting to know your child.

Please feel free to contact me at 386-1472 or through email:

~ Class Schedule ~
8:00 - 9:00 - Block 1 
9:00 - 10:00 - PE/Indian Ed./Music
10:00 - 10:30 - Block 1 continued
10:30 - 11:30 - Block 2
11:30 - 12:25 - Recess/Lunch
12:25 - 2:25 - Block 3
2:25 - 2:55 - Band/Enrichment time

~6th Grade Physical Science Scope and Sequence~

Introduction to Science

State Standards/Benchmarks: 

These standards are measured throughout the course. - I can determine and use safe procedures, tools, measurements, graphs, and math in a physical science context. - I can demonstrate the conversion of units in the SI system and estimate the magnitude of common objects using metric units.

Unit 1:  Matter 

State Standards/Benchmarks: - I can explain density, dissolving,  compression, diffusion, and thermal expansion using the particle model of matter. - I can identify evidence of physical changes, including changing phase or shape, and dissolving in other materials. - I can describe how mass is conserved during a physical change in a closed system. - I can use the relationship between heat and the motion and arrangement of particles in solids, liquids and gases to explain melting, freezing, condensation and evaporation. - I can distinguish between open and closed systems. - I can distinguish between mass and weight. 

Unit 2: Motion

State Standards/Benchmarks: - I can measure and calculate the speed of an object that is traveling in a straight line. - I can graph an object’s position as a function of time and its speed as a function of time, and explain how graphs describe the object’s motion.

Unit 3: Force

State Standards/Benchmarks: - I can recognize when the forces acting on an object are balanced, that object remains at rest or continues to move at a constant speed in a straight line, and that unbalanced forces cause a change in the speed or direction of the motion of an object. - I can identify the forces acting on an object and describe how the sum of the forces affects the motion of the object. - I can recognize that some forces between objects act when the objects are in direct contact and others, such as magnetic, electrical and gravitational forces can act from a distance. - I can distinguish between mass and weight.

Mid-January Halfway point of the year

Unit 4: Energy

State Standards/Benchmarks: - I can differentiate between kinetic and potential energy and analyze situations where kinetic is converted to potential energy and vice versa. - I can trace the change of energy forms, including thermal, electrical, chemical, mechanical or others as energy is used in devices. - I can describe how energy is transferred in conduction, convection, and radiation.

Catapult Activity: - I can apply and document an engineering design process that includes identifying criteria and constraints, making representations, testing, and evaluation, and refining the design as needed to construct a product or system that solves a problem. - I can describe a system in terms of its subsystems and parts, as well as inputs, processes, and outputs. - I can determine and use appropriate safety procedures, tools, measurements, graphs and mathematical analyses to describe and investigate natural and designed systems in a physical science context.

Unit 5: Waves

State Standards/Benchmarks: - I can describe properties of waves, including wavelength, speed, frequency, and amplitude. - I can calculate the speed of an object traveling in a straight line. - I can explain how the vibration of particles in air and other materials result in the transfer of energy through sound waves. - I can use wave properties of light to explain reflection, refraction, and the color spectrum. 

Unit 6: Engineering Design

State Standards/Benchmarks: - I can identify a common engineered system and evaluate its impact on the daily life of humans. - I can recognize there is no perfect design and that new technologies have consequences that may increase some risks decrease others. - I can describe trade-offs in using manufactured products in terms of features, performance, durability and cost. - I can explain the importance of learning from past failures, in order to inform future designs or products of similar products or systems.

~6th Grade MN History Scope and Sequence~

MN Geography

Pre-1800 MN

Expansion and Reform

MN Government

Civil War and Reconstruction

Development and Industrialization 1860-1920

Great Depression and World War II 1920-1945

Post World War II 1945-1989

MN in a New Global Age 1980-present


6th Grade Expectations

Teachers: Mr. Edman (Physical Science and MN History), Mrs. Johnston(Language Arts), and Mrs. Kennedy(Math)

1. Classroom rules and expectations:

  • ●  Comply with the school dress code.

  • ●  Come to school prepared with a notebook, pencil and paper.

  • ●  Avoid behaviors that can contribute to a disruptive environment.


  • ●  Follow all directions of the classroom teacher and other school staff.

  • ●  Complete assigned work and make up work missed due to absences.

  • ●  Respect the rules of each classroom and the rights of other students.

  • ●  Demonstrate acceptable behavior in the classroom, in the hallways, and on school grounds.

    2. Homework:

    Homework contributes toward building responsibility, self­discipline and lifelong learning habits. It is the intention of the 6th grade teachers to assign relevant, challenging and meaningful homework assignments that reinforce classroom learning objectives. Homework should provide students with the opportunity to apply information they have learned, complete unfinished class assignments, and develop independence. Homework may be modified based on students’ individual needs. Actual time required to complete assignments will vary with each student’s study habits and academic skills. If your child is spending an inordinate amount of time doing homework, you should contact your child’s teachers.

    Students who miss homework because of an absence will receive the opportunity to make up missed work. It’s the students’ responsibility to get work missed due to illness or absence. Students who turn in late assignments on a consistent basis will receive any of the following based upon individual teacher discretion:

  • ●  partial credit

  • ●  no credit

  • ●  missed reward activity

  • ●  communication with parents

    ***Standing Homework for all 6th graders is reading at least 20 minutes nightly.***

3 . Student supplies for sixth grade: One box of Kleenex, colored pencils, calculator, 2 notebooks , 2 packages of loose­leaf paper, pencils, eraser, 2 glue sticks, 2 two­pocket folders, 2 3­ring binders(1 inch), 2 pkg. subject dividers, 4 fine tip dry erase markers, 1 watercolor paint set with brush, 1 ruler, 1 container of Clorox wipes, and tennis shoes

4. Teacher Contact Information: Mr. Edman

Contact time...
before 8 a.m./after 2:45

5. Opportunities for parents to volunteer: We welcome parents who might be available to assist in our classrooms. Volunteers might assist with reading groups, art projects, or special activities. Please contact your child’s homeroom teacher if you are interested.

6. What can parents do to best support their child in sixth grade:

Responsibilities of Parents:

Attend parent conferences
Establish a quiet, well­lit study area
Be positive about school and their efforts
Set a regular, uninterrupted study time each day
Help student work to find the answer, not just get it done
Be supportive when the student gets frustrated with difficult assignments Contact teacher to stay well informed about the student’s learning process Monitor student’s organization and daily list of assignments in their agenda Check your child’s grades weekly (Parent Portal on School Website)

Responsibilities of Students:

Put forth your best effort
Find a quiet, well­lit study area
Set aside a regular time for studying
Bring communication folder to all classes
Be sure all assignments are clear, don’t be afraid to ask questions if necessary
Work on homework independently whenever possible, so that it reflects student ability Make sure assignments are done according to the given instructions and completed on time Check grades weekly and take care of missing work (Student Portal on School Website)