Download 6th Grade Science Scales * Unit 1: The Human Body

21 Weeks
6th Grade Science Scales – Unit 1: The Human Body
2013-2014
Reporting Cluster: Structure, Functions and Relationships of the Human Body
Topic
Body
Organization
4
3
Proficient
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students demonstrate they have developed an understanding of:


2
Structure and
Function of the
Musculoskeletal
System
4
3
Proficient
The relationship between cells, tissues, organs and organ systems.
Specialized cells perform specialized functions in multi-cellular organisms. (Groups of specialized cells cooperate to
form a tissue, such as a muscle).
 Different tissues are, in turn, grouped together to form larger functional units, called organs.
 How living things must maintain a stable internal environment to survive
Students will recognize or recall:
Specific vocabulary such as:
 cell, tissue, organ, organ system, organism, homeostasis
Basic knowledge such as:
 all living things are made of cells
 cells come from other cells
 all cells contain DNA
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was
taught.
Students demonstrate they have developed an understanding of:



2
the relationship between bones and muscles and how they work together to create movement
The way the three types of muscles function in the human body
the way various exercises benefit some kinds of muscles, and not others, and recommendations of exercises for
specific muscles
Students will recognize or recall :
Specific vocabulary such as:
 voluntary, involuntary, marrow, bone, muscle, cardiac, tendon, ligament, cartilage, joints
Basic knowledge such as:
 the functions of the skeletal and muscular systems
 3 kinds of muscles (skeletal, smooth, cardiac)
 the name and location of main bones in the body (femur, humerus, rib, pelvis, cranium, tibia, radius, ulna, phalanges,
vertebrae, clavicle)
 red blood cells are produced in bone marrow
http://science.dmschools.org
Assessments:
21 Weeks
6th Grade Science Scales – Unit 1: The Human Body
2013-2014
Reporting Cluster: Structure, Functions and Relationships of the Human Body
Topic
Structure and
Function of the
Cardiovascular
/Respiratory
System
4
3
Proficient
2
Structure and
Function of the
Digestive System
4
3
Proficient
Knowledge:
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what
was taught.
Students demonstrate they have developed an understanding of:
How
 how blood circulates through the body and what happens in each vessel along the way
 the difference between systemic and pulmonary systems
 the purpose of respiration in the lungs and at the cellular level
 how and why your heart rate and breathing are affected by exercise
Students will recognize or recall:
Specific vocabulary such as:
artery, vein, capillaries, red blood cell, platelets, white blood cell, plasma, heart, atrium, ventricle, valve, alveoli,
bronchi, trachea, respiration, oxygen, carbon dioxide, circulation, blood pressure, mucus
Basic knowledge such as:
 blood circulates throughout the body in a closed system of arteries, veins and capillaries
 carbon dioxide and oxygen are exchanged at the body cells and also at the lungs via the capillaries
 the heart is a 4 chambered organ that functions as a pump to circulate blood
 arteries take blood out of the heart, veins bring it back
 where you can find your pulse and how to calculate heart rate
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what
was taught.
Students demonstrate they have developed an understanding of:





http://science.dmschools.org
how accessory organs (liver, gall bladder and pancreas) are involved indirectly in digestion
how the body absorbs and uses nutrients from food
where and how chemical and mechanical digestion takes place along the pathway
the importance of waste removal
the role of saliva, mucus and other fluids in digestion
Assessments:
21 Weeks
2
6th Grade Science Scales – Unit 1: The Human Body
2013-2014
Students will recognize or recall :
Specific vocabulary such as:
mechanical, chemical, mouth, esophagus, stomach, colon, small intestine, liver, gall bladder, pancreas, rectum, anus,
enzyme, acid, villi, nutrient, mucus, saliva, chyme, bile
Basic knowledge such as:
 the pathway food travels through your digestive system
 nutrients come from food
 digestion begins in your mouth
 what happens to the parts of food we don’t use
Structure and
Function of the
Nervous System
4
3
Proficient
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what
was taught.
Students demonstrate they have developed an understanding of:



2
the stimulus/response relationship in each of the 5 senses
how an impulse travels through the nervous system
the role of the various regions of the brain in relationship to body functions
Students will recognize or recall :
Specific vocabulary such as:
brain, spinal cord, vertebrae, axon, neurons, dendrites, cerebrum, cerebellum, medulla, lobes, memory, impulse, reflex
Basic knowledge such as:
 the five senses
 nerves control communication between the brain and the body
 sensory neurons vs. motor neurons
 the brain is divided in to regions with different jobs
Growth and
Development
4
3
Proficient
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what
was taught.
Students demonstrate they have developed an understanding of:




http://science.dmschools.org
how a fertilized egg develops into an embryo, fetus and baby
that chromosomes in the sperm and egg combine to form a viable cell
how the menstrual cycle regulates fertility
why the body changes during puberty
21 Weeks
2
6th Grade Science Scales – Unit 1: The Human Body
2013-2014
Students will recognize or recall:
Specific vocabulary such as:
puberty, hormones, gestation, reproduction, uterus, testes, vagina, penis, fallopian tubes, vas deferens, urethra, ovaries,
egg, sperm, zygote, fetus, embryo, fertilization, ovulation, menstruation, hygiene
Disease and
System
Breakdown
4
3
Proficient
Basic knowledge such as:
 the differences between the male and female reproductive systems
 the changes of puberty (social, emotional, physical)
 the process of fertilization
 menstrual cycle
 the number of chromosomes contained in each sperm and egg
In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what
was taught.
Students demonstrate they have developed an understanding of:






2
the body’s response to disease (immune system)
how vaccines prevent disease
the role of antibiotics in fighting infections
how epidemics occur and influence society
how outside chemicals affect body system functions
how lifestyle choices influence the probability of acquiring disease
Students will recognize or recall :
Specific vocabulary such as:
white blood cells, T-cells, antibodies, virus, bacteria, cancer, antibiotics, cholesterol, heart disease, disability, stroke,
sexually transmitted infection, high blood pressure, depressant, stimulant, hallucinogen, inhalants, autoimmune,
diabetes, vaccine, immune
Basic knowledge such as:
 ways to prevent infectious disease
 the difference between infectious and non-infectious disease
 the effects of the various classes of drugs on the body
 the difference between over the counter, prescription and illicit drugs
 the way that lifestyle choices affect health
http://science.dmschools.org
21 Weeks
6th Grade Science Scales – Unit 1: The Human Body
2013-2014
Suggested Instructional Resources
Learner Objectives
Topic
Textbook Resources
Labs
PBL Ideas
(projects)
Web Resources – websites or
resources on
http://science.dmschools.org

I can explain the relationship
between cells, tissues,
organs and organ systems.

I can explain the need to
maintain a stable internal
environment.
I can identify the main
structures and functions of
the skeletal system,
including blood cell
production


I can recommend
appropriate exercise to
strengthen muscles,
including the heart

I can compare and contrast
voluntary and involuntary
muscle responses.

I can identify the main
structures and functions of
the muscular system.

I can explain how bones,
joints and muscles work
together to create
movement
http://science.dmschools.org
Body
Organization
Structure and
Function of the
Musculoskeletal
System
definedstem.com
21 Weeks

I can identify the main
structures and functions of
the cardiovascular system.

I can identify the four parts
of blood and explain the
roles they play in the body.

I can relate the movement of
blood in relation to the types
of blood vessels

I can identify the main
structures and functions of
the respiratory system

I can compare and contrast
gas exchange in the lungs
with the body

I can identify the main
structures and functions of
the digestive system.

I can explain why we eat
food.

I can critique food choices
for their nutritional value.

I can identify the main
structures and functions of
the nervous system

I can relate a stimulus to the
sense that receives it and
predict a likely response.
http://science.dmschools.org
6th Grade Science Scales – Unit 1: The Human Body
Structure and
Function of the
Cardiovascular
and Respiratory
System
Structure and
Function of the
Digestive
System
Structure and
Function of the
Nervous System
2013-2014
21 Weeks

I can identify the social,
physical and cognitive
changes that occur during
puberty.

I can identify the main
structures and functions of
the reproductive system.

I can describe the basic steps
of pregnancy and birth

I can explain the difference
between infectious and noninfectious diseases and give
an example of each

I can identify ways the
immune system responds to
infection

I can explain the
transmission and prevention
of common STIs

I can identify the effects of
stimulants, depressants,
hallucinogens and inhalants.
http://science.dmschools.org
6th Grade Science Scales – Unit 1: The Human Body
Growth and
Development
Disease and
System
Breakdown
2013-2014