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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