Download ESTABLISHED GOALS: Idaho State Content

Subject/Grade or Course: Science 6
Weeks
Pocatello/Chubbuck School District #25
G6 Unit 1A: Life Science - The Nature of Science and Cells
Pacing: Trimester 1- 1st 6
ESTABLISHED GOALS: Idaho State Content Standards Standard 1:​
Nature of Science 6.S.1.1.2 Understand Concepts and Processes of Evidence, Models and Explanation 6.S.1.1.3 Understand, Constancy, Change, and Measurement 6.S.1.1.5 Understand Concepts of Form and Function 6.S.1.1.6 Understand Scientific Inquiry and Develop Critical Thinking Skills Standard 3:​
Biology 6.S.3.3.1 Identify the different structural levels of which an organism is comprised (cells, tissues, organs, organ systems, and organisms). 6.S.3.3.2 Analyze the structural differences between plant and animal cells. Corresponding NGSS MS.LS­SFIP Structure, Function, and Information Processing Students who demonstrate understanding can: a. Investigate and present evidence that the structure of cells in both unicellular and multicellular organisms is related to how cells function. ​
[Assessment Boundary: Students conduct, not design, investigations.] b. Investigate and generate evidence that unicellular and multicellular organisms survive by obtaining food and water, disposing of waste, and having an environment in which to live. c. Construct an explanation for the function of specific parts of cells including: nucleus, chloroplasts, and mitochondria and the structure of the cell membrane and cell wall for maintaining a stable internal environment. d. Construct models and representations of body systems to demonstrate how multiple interacting subsystems and structures work together to accomplish specific functions. [Clarification Statement: Representations are specific to the interactions of the systems and focus on the following systems: excretory, digestive, respiratory, and nervous systems.] [Assessment Boundary: The focus is on the interaction of subsystems within the system, not the mechanism of each body system itself.] ICS ELA R.S. 6­8.1​
Cite specific textual evidence to support analysis of science and technical texts. R.S 6­8.4​
Determine the meaning of symbols, key terms, and other domain­specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics. R.S 6­8.7​
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). R.S 6­8.9​
Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. R.S 6­8.10​
By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. W.S. 6­8.1​
Write arguments focused on discipline­specific content​
. W.S. 6­8.4​
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Subject/Grade or Course: Science 6
Weeks
Pocatello/Chubbuck School District #25
G6 Unit 1A: Life Science - The Nature of Science and Cells
f. Communicate an explanation for how the storage of long­term memories requires changes in the structure and function of millions of interconnected nerve cells in the brain. Pacing: Trimester 1- 1st 6
W.S. 6­8.6​
Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. W.S. 6­8.8​
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.S. 6­8.9​
Draw evidence from informational texts to support analysis reflection, and research. W.S. 6­8.10​
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline­specific tasks, purposes, and audiences. Subject/Grade or Course: Science 6
Weeks
Pocatello/Chubbuck School District #25
G6 Unit 1A: Life Science - The Nature of Science and Cells
Pacing: Trimester 1- 1st 6
TRANSFER Students will be able to independently use their learning to… ● Evaluate scientific claims, analyze data, offer prediction(s), explain pattern(s), and examine current issues involving Science and Technology; ● Write arguments to support claims with clear reasons and relevant evidence; ● Draw evidence from literary or informational texts to support analysis, reflection, and research. MEANING Essential Questions: ● Why do scientists use the Scientific Method? ● What other situations could the application of the Scientific Method be useful? ● How would our world be different if organisms were not systems­based? ● How can an organism survive without a system? ● How do multiple interacting subsystems and structures work together to accomplish specific functions? Overarching Understandings(s): Students will… ● Identify and apply the Scientific Method and Science Process skills. ● Identify real­world situations, in which the Scientific Method would be applicable. ● Understand that systems are everywhere in life. ● Recognize why systems are important to understanding life. ● Analyze how the understandings of systems help us improve life. ACQUISITION OF KNOWLEDGE AND SKILL STUDENT­FRIENDLY LEARNING TARGET STATEMENTS Knowledge, ● I can apply the steps of the scientific method to a real­world situation. Reasoning, or ● I can utilize the scientific process skills of observation, inference, prediction, measurement, controlling variables, Skill Targets communicating, classifying. “What I need to ● I can use the metric system, and I can convert measurements within the metric system. know.” ● I can define and discuss: cell, tissue, organ, organ system, and organism. “What I can do ● I can compare and contrast cell, tissue, organ, organ system, and organism. with what I ● I can compare and contrast a plant cell and an animal cell. know” Subject/Grade or Course: Science 6
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“What I can demonstrate” ASSESSMENT EVIDENCE: Performance Targets: “What I can make to show my learning.” Pocatello/Chubbuck School District #25
G6 Unit 1A: Life Science - The Nature of Science and Cells
Pacing: Trimester 1- 1st 6
● I can explain the function of cell structures of both plant and animal cells (cell wall, cell membrane, vacuole, chloroplast, nucleus, mitochondria, nuclear membrane, organelles). ● I can create a complete report to communicate my procedures and findings throughout a Laboratory Activity. ● I can use a graphic organizer to chart the similarities and differences of a plant and animal cell. ● I can create a diagram or model showing a plant/animal cell, and label the parts with their basic functions. Subject/Grade or Course: Science 6
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Required Performance Task “The Case of the Mysterious Martian Cells” Pocatello/Chubbuck School District #25
G6 Unit 1A: Life Science - The Nature of Science and Cells
Pacing: Trimester 1- 1st 6
As the foremost authority on cell biology, your goal is to assist a team of astronauts sent to Mars who may have discovered cells. However, they are not one hundred percent sure. The President needs you to explain Goal to the astronauts the characteristics of plant and animal cells so that they can figure out whether the samples they found are cells and if so, which kind. Role Audience You are the most famous cell biologist alive today and oversee important research at your science labs, aka the “Ex’cell’ent Corporation,” located in Washington, DC. Your audience is the President of the United States of America and the team of astronauts on a secret mission to Mars. While working in one of your science labs at Ex’cell’ent Corporation, located in Washington, DC, a group of government officials interrupts you with an important message from the President. You are asked to go with these “men in black” to the White House for a special meeting. After arriving at the White House, you find out that, unknown to the public, a secret mission to Mars sent a team of astronauts to investigate life on the Situation “red planet”. The President shares top secret information with you ­ the astronauts sent to Mars have discovered what they believe to be are cells, but they are not one hundred percent sure. Because of your popularity of being the most famous cell biologist alive today, you have been chosen to help with this investigation. The President needs you to explain to the astronauts the characteristics of plant, animal, and bacteria cells so that they can figure out whether what they found are cells and if so, which kind. You will begin by creating a detailed diagram of a plant cell and an animal cell. Once the astronauts are able send pictures back to Earth of the cells they have discovered, you will study the images and using your Product/ knowledge, determine whether the samples are plant or animal cells. In order to support your findings, you Performance will complete a detailed lab report, including the evidence you used to identify the samples and present your findings to the President and their advisors. You will also complete the attached letter of explanation to be transmitted to the astronauts. Subject/Grade or Course: Science 6
Weeks
Pocatello/Chubbuck School District #25
G6 Unit 1A: Life Science - The Nature of Science and Cells
Pacing: Trimester 1- 1st 6
Your detailed lab report must be completed using the appropriate format. It must include all parts of the Scientific method, including the Science Process Skills and evidence you used to identify the samples. You Standards will also prepare an oral presentation to present your findings to the President and their advisors. You will also complete the attached letter of explanation to be transmitted to the astronauts on Mars. Materials/ Resources ●
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Content Vocabulary Teacher Notes Common Assessment Ideas: MATERIALS FOR LESSON PLANNING Textbook Resource: Houghton Mifflin Science, 2000 (Unit A) Activities­ ​
http://undsci.berkeley.edu/teaching/912_activities.php 3 min. Intro to Cells (trailer) https://www.youtube.com/watch?v=gFuEo2ccTPA&list=PLISBHwlJXpn2bmLjfiShKcIHpBPcov24O&index=10 Scientific Process Activities­ ​
http://science.education.nih.gov/Supplements/NIH6/Inquiry/guide/nih_doing­science.pdf Performance Assessments­ ​
http://www.rand.org/content/dam/rand/pubs/monograph_reports/2006/MR660.pdf Observation and Inference Activity­ https://docs.google.com/presentation/d/1A4LrUIKTEwh2mTIPbFsFv5XQW1lG8W­whpe3oWYJAgY/edit#slide=id.p13 Cells Reference with Online Quiz: ​
http://www.biology4kids.com/files/cell_main.html Enrichment Material: ​
http://publications.nigms.nih.gov/insidethecell/insidethecell.pdf Nature of Science Vocabulary: meter­length, liter­ liquid volume, gram­mass, degrees celsius, density, metric tools( meter stick, graduated cylinder, balance/scale). 6 steps of scientific method: state the problem, gather information, form a hypothesis, experiment/test (control group, Experimental group), record and analyze data, state a conclusion. Observation, inference, predictions, controlled variable/independent variable,, experimental variable/Dependent variable, theory, qualitative data vs quantitative data. Cell Vocabulary: unicellular, multicellular, organelle, cell membrane, cell wall, cytoplasm, nucleus, mitochondria, chloroplasts, vacuoles, and chromosomes Standard 1 (the Nature of Science) will be imbedded in this and other units. 1. Application of Scientific Method to “REAL LIFE” Scenario: While traveling with your family by car, your family makes a stop at a Convenience Store. Upon entering the store you locate the machine that makes hot cocoa. After placing the cup under the dispenser, you push the button and see the cocoa filling your cup. Is the cocoa too hot to drink at the moment? From your previous experience with making cocoa from these types of machines, you believe the cocoa to be Subject/Grade or Course: Science 6
Weeks
Pocatello/Chubbuck School District #25
G6 Unit 1A: Life Science - The Nature of Science and Cells
Pacing: Trimester 1- 1st 6
too hot at the moment. You decide to wait to take a sip. You move your hand gradually closer to the top of the cup to get an idea of the warmth of your cocoa. You gently blow at the surface prior to taking a sip. After your mini experiment above, you notice your cup is not quite as warm as it was initially coming out of the machine, thus the cocoa in not as hot as was previously. The cocoa is most likely safe and ready to drink. You may drink the cocoa without getting burned. 2. Using a Venn diagram or other appropriate graphic organizer, compare and contrast an animal and a plant cell. The following terms must be used in your organizer: unicellular, multicellular, organelle, nucleus, chloroplasts, mitochondria, cell wall, cell membrane, vacuoles, chromosomes