Download 6th Grade – Unit 8: Structure and Functions of Living Organisms

6th Grade – Unit 8: Structure and Functions of Living Organisms (Plants) Unit Plan
Introduction: In this unit basic structure and function of plants will be explained. This unit will also address the
processes of respiration, transpiration, and photosynthesis and soil stewardship.
Grade Level:
Science and
Engineering
Practices
Conceptual
Overview(inform
ation for parents)
Essential
Understandings(
information for
students)
NC Essential
Standards
Essential
Standard
Clarifying
Objectives
Clarifying
Objectives
Clarifying
Objectives
Suggested Unit Pacing (# of days):
The K-12 Scientific and
Engineering Practices are based
on those that scientists and
engineers actually engage in as
part of their work. Teachers of
scienceshould intentionally
provide opportunities for students
to immerse themselves in these
practices and to explore why they
are central to their respective
fields of study.
P1
P2
P3
P4
P5
P6
P7
P8
Asking questions (for science) and defining problems (for
engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing
solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
During this unit students will…
Animals and plants have a great variety of body systems and internal structures.
The process of sexual reproduction in flowering plants takes place in the flower.
One of the most general distinctions among organisms is between plants and animals.
Photosynthesis and cellular respiration are complementary processes.
Good health of individuals requires monitoring the soil, air, and water and stewardship including latest
technologies and agricultural practices.
By the end of this unit students will be able to…
Label the parts of a flower.
Balance the photosynthesis equation.
Create a Venn diagram of differences and similarities of plants and animals.
Draw a diagram showing the photosynthesis process.
6. L.1Understand the structures, processes and behaviors of plants that enable them to survive and
reproduce.
6. L.1.1 Summarize the basic structures and functions of flowering plants required for survival,
reproduction and defense.
6. L.1.2 Explain the significance of the processes of photosynthesis, respiration, and transpiration to the
survival of green plants and other organisms.
6. E.2.4 Conclude that the good health of humans requires: monitoring the lithosphere, maintaining soil
quality and stewardship.
These suggested learning targets were determined based on the intentions of the CCSS and/or NCES. Teachers
will need to add the criteria for success in order to create outcome-based targets.
Learning
Targets
Essential
Terminology
Literacy
I can explain the parts of a flower and their functions.
I can compare and contrast how a flower uses its parts for survival, reproduction, and defense..
I can describe how plants and animals differ.
I can summarize photosynthesis and cellular respiration.
I can evaluate ways in which human activities have affected pedosphere.
internal, structure, reproduce, flowering plants, seed production, pollination, petal, stem, sepals, sterile,
tissue, leaf, stamens, male, anther, pollen, sperm, pistil, female, ovary, ovule, egg, flowering, organism,
fertilization, photosynthesis, energy-rich foods, cellular respiration, complementary processes, energy,
product, glucose, carbon dioxide, oxygen, water, chlorophyll, epidermis, waxy cuticle, stomata, guard
cells, transpiration, evaluate, pedosphere, contour plowing, conservation plowing, nutrient balance, crop
rotation, vector, technology, remote sensing, erosion, stewards, sustainable agriculture
Literacy
Determine the central ideas or conclusions of a text; provide an accurate summary of
Integration
Standards
Literature
Connections
Technology
Standards
Technology
Integration
Technology
Resources
Additional
Resources
the text distinct from prior knowledge or opinions.
Follow precisely a multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks.
Compare and contrast the information gained from experiments, simulation, video, or
multimedia sources with that gained from reading a text on the same topic.
Evidence of Photosynthesis Article and Questions
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary%20science/ms%20science/6th%20grade%20science/evidence_of_photo
synthesis.pdf
6.SI.1: Analyze resources to determine their reliability, point of view, bias, and
relevance for particular topics and purposes.
6.TT.1: Use technology and other resources for the purpose of accessing, organizing,
and sharing information.
6.SE.1: Apply responsible behaviors when using information and technology resources.
Parts of Plants SMART Notebook
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary%20science/ms%20science/6th%20grade%20science/Final%20%20Flow
er%20.notebook
Photosynthesis SMART Notebook
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary%20science/ms%20science/6th%20grade%20science/Photosynthesis%20
final.notebook
Plant Vocab SMART Notebook
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/sec
ondary%20science/ms%20science/6th%20grade%20science/Plant%20vocabular
y.notebook
Planet Vocab EC
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/secondary%20scie
nce/ms%20science/6th%20grade%20science/PLANT%20VOCABULARY%20EC.docx
Planet Vocab Reg
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/secondary%20scie
nce/ms%20science/6th%20grade%20science/PLANT%20VOCABULARY%20Reg.docx
Photosynthesis Vocab Squares
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/secondary%20scie
nce/ms%20science/6th%20grade%20science/vocab_squares_photo.pdf
Soil Permeability Lab
http://www.abss.k12.nc.us/cms/lib02/NC01001905/Centricity/domain/1580/secondary%20scie
nce/ms%20science/6th%20grade%20science/Soil%20Permeability%20Lab.docx
Cross
Curricular
Integration
Assessment
Pre-/Postassessment and
probes
On-going/
Formative
Assessment
Summative
Considerations
for the Learning
Plan
Teachers determine the learning plan while reflecting on the range of abilities, styles, interests and needs of
students. How will the work be personalized and differentiated in order to achieve the desired learning targets?
Re-teaching
Enrichment