Science Grade 6: Cells

Core Content Coaching

PurposeTo provide support for grade-level, unit content planning

Resources for planning

• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 8: Life Science

• Blank Pacing Calendar

• 6th Grade 4th Six Weeks Lessons: Cells

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday

Jan. 5

Force

6 7 8 9

12

Motion & Speed

13 14 15 16

19

Student/Staff Holiday

20

Motion & Speed

21 22 23

26

Motion & Speed

27 28 29 30

Feb. 2

Inclined Planes & Pulleys

3 4 5 6

9

Cells

10 11 12 13

16

Student Holiday

17

Cells

18 19 20

4th Six Weeks Planner (33 days)

6.1A-B, 6.2C-D, 6.3D, 6.4A6.12: Organisms & environments. The student knows all organisms are classified into Domains & Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living & nonliving parts of their ecosystem. The student is expected to:

•6.12A: understand that all organisms are composed of one or more cells.

•6.12D: identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, & mode of reproduction, that further classify them in the currently recognized Kingdoms.

TEKS & Student expectations

Content TEKS Skills TEKS

1. What are the state standards for this unit?

2. Deconstruct the TEKS: Verb, Noun, and Context

Understand: to know the meaning ofIdentify: to know and say who someone is or what something is

1. What are the state standards for this unit?

2. Deconstruct the TEKS: Verb, Noun, and Context

Understand: to know the meaning ofIdentify: to know and say who someone is or what something is

CRM 8: TEKS & Acquisition section

Teacher Content support

Sexual vs. Asexual Reproductionhttp://learn.genetics.utah.edu/content/variation/reproduction/

Autotrophs vs. Heterotrophshttp://www.diffen.com/difference/Autotroph_vs_Heterotroph

Differences between Unicellular and Multicellular Organismshttp://www.majordifferences.com/2013/10/unicellular-organism-vs-multicellular.html#.VL6bc2TF-wk

Types of Cells: http://202.114.65.51/fzjx/wsw/website/cellb/chapter1/cell_chapter1.html

TEDEd Video: The Wacky History of Cell Theory- Lauren Royal-Woodshttp://ed.ted.com/lessons/the-wacky-history-of-cell-theory

NSTA Leaning Center- http://learningcenter.nsta.org/

Search Resources & Opportunities: cells

ScienceFusion Grade 6 Teacher Edition: Content Refresher: p. 748

Vertical alignment

5th GRADE

•Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements

6TH GRADE

•6.12A: understand that all organisms are composed of one or more cells.

•6.12D: identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, & mode of reproduction, that further classify them in the currently recognized Kingdoms.

7th GRADE

•Differentiate between structure & function in plant & animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, & vacuole.

•Recognize that according to cell theory all organisms are composed of cells & cells carry on similar functions such as extracting energy from food to sustain life.

• Organisms live and survive in an ecosystem only if their needs are met.

• All the organisms and nonliving things in an environment and how they interact with one another form an ecosystem.

• Earth is divided into six areas called biomes defined by climate: tropical rain forest, deciduous forest, taiga, tundra, desert, and grassland.

PRIOR LEARNING

2014 SCA Question: 6.12A

2013 STAAR Question: 6.12D

A 20%

B 18%

C 44%

D 18%

Based on the data and distractors, what key points should teachers emphasize during lessons?

• Living things/organisms are composed of cells.

• Characteristics of each of the kingdoms.

Presence of Nucleus

1 or 2+ Cells FoodMode of

Reproduction

Archaebacteria (No) Prokaryotic (1) UnicellularAutotrophic & Heterotrophic

Asexual

Eubacteria (No) Prokaryotic (1) Unicellular Autotrophic & Heterotrophic

Asexual

Protista (Yes) Eukaryotic(1 & 2+) Unicellular &

MulticellularAutotrophic & Heterotrophic Asexual

Fungi (Yes) Eukaryotic (2+) Multicellular Heterotrophic Asexual & Sexual

Plantae (Yes) Eukaryotic(1 & 2+) Unicellular &

MulticellularAutotrophic Asexual & Sexual

Animalia (Yes) Eukaryotic (2+) Multicellular Heterotrophic Sexual

Prokaryotic Eukaryotic Unicellular MulticellularUnicellular & Multicellular

Autotrophic HeterotrophicAutotrophic & Heterotrophic

Asexual SexualAsexual &

Sexual

Archaebacteria Protista Archaebacteria Fungi Protista Plantae Fungi Archaebacteria Archaebacteria Animalia Fungi

Eubacteria Fungi Eubacteria Animalia Plantae Animalia Eubacteria Eubacteria Plantae

Plantae Protista Protista

Animalia

These 2 kingdoms of organisms do NOT have a nucleus.

These 2 kingdoms of organisms are unicellular.

Plants make their own food.

Use process of elimination when possible based on these highlights.

Components of a good lesson plan

1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

1. Organize and Practice Vocabulary

2. Reading & Comprehension Strategies

3. Writing Opportunities & Scaffolds

4. Daily Listening & Speaking Opportunities

5. Differentiation

6. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest• K-W-L Chart

• The Microscopic Cell & T-chart It!

• Discovery Education Video Clips: Introducing The Cell

• Journal Entry: A space probe sent to Mars has returned with some rocks. There is a strange coloration on some of the rocks that some scientists think could be some form of living material. What characteristics might the scientists look for to determine if it is alive? Does it matter if it is living or nonliving? Why or why not?

• Rita Colwell Microbiologist Reading & Simple Solution Questions

• Mathematical Biologist Reading & Why Cells R Little Question

• Stemscopes (6.12AB) Demonstration Presentation

• Think/Pair/Share: Zacharias Janssen is believed to have invented the first simple, hand-held microscope in 1590 that magnified images up to ten times. How do you think the invention of the microscope has impacted science?

Embedded in lessons:Review / Scaffold to TEKS

• ScienceSaurus: Cells p. 076, Kingdoms p. 152-157, Heterotrophs & Autotrophs p. 159, Prokaryotes & Eukaryotes p. 160

• Study Jams Video: The Kingdoms of Life

• BrainPop Video: Cells

• BrainPop Video: Classification

• BrainPop Video: Six Kingdoms

• ScienceFusion Unit 10, Lesson 1 & 2: Digital Lesson & Virtual Lab

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

Embedded in lessons:Organize and Practice Vocabulary• Microscope Safety & Parts

• Password/Taboo Review Game: Microscope Parts

• Prokaryotic & Eukaryotic Foldable

• Venn Diagram (Prokaryotic Vs. Eukaryotic)

• Modeling Clay A 3-D Representation & Journal Entry (Unicellular Vs. Multicellular)

• Journal Entry: Root Words (Auto-, Hetero-, Troph-, & A-)

• Vocabulary Acquisition: Discovery Education Video Clip (Autotrophs-Heterotrophs) & Labeling A Graphic

• Venn Diagram: Autotrophic vs. Heterotrophic

• Foldable: Cell Concepts

• Kingdoms Presentation & Six Kingdoms Chart

Embedded in lessons:Reading & Comprehension Strategies

• ScienceFusion: My Kingdom For A Eukaryote! P 610-611

• ScienceSaurus: Cells P. 076, Kingdoms P. 152-157, Heterotrophs & Autotrophs P. 159, Prokaryotes & Eukaryotes P. 160

• Rita Colwell Microbiologist Reading & Simple Solution Questions

• Mathematical Biologist Reading & Why Cells R Little Question

• What’s In A Name Reading & Questions

• Reader/Writer/Speaker Response Triads Students form groups of three. One student reads the text aloud; one writes the group’s reactions or responses to questions about the text, a third reports the answers to the group. After reporting to the group, the students switch roles.

• Embedded Active Reading Strategies & Visualize It!

Embedded in lessons:Writing Opportunities & Scaffolds• Cell Concepts Exit Ticket

• Journal Entries/Exit Tickets

• A space probe sent to Mars has returned with some rocks. There is a strange coloration on some of the rocks that some scientists think could be some form of living material. What characteristics might the scientists look for to determine if it is alive? Does it matter if it is living or nonliving? Why or why not?

• Students write a paragraph describing the most surprising discovery made while using the microscope.

• Display a prepared slide of a cell on the screen. Students write about what they think they are seeing.

• What was the most interesting thing you saw? How do the terms multicellular and unicellular apply to what you saw today? What surprised you the most about what you saw today? Could you see any of the components inside the cells? If so, describe them for us. What was the best magnification to use for viewing the cells? Why?

• What is the difference between sexual and asexual reproduction?

• How do scientists classify living things?

• You and a partner have discovered a new organism deep in an isolated pocket of the Amazon jungle. You think it can be classified in the Bacteria kingdom, but your partner thinks that it belongs to the Plantae kingdom. How would you go about gathering evidence to support your argument?

• Scaffolds: Sentence Frames, Word Bank, Think/Share/Write, Write/Share/Revise

Embedded in lessons:Daily Listening & Speaking Opportunities

___tells me that… ___proves this because…

• Special Education: 1. Mixed-Ability Partners2. Class Chart3. Summarizing4. Mind Map5. Sentence Frames6. Pre-Teach7. Shared Reading8. Word Bank9. 3-D Representation10. Root Words11. Modeling12. Fill-in-the-Blank Chart

• English Language Learners: 1. Mixed-Ability Partners2. Class Chart3. T-Chart4. Mind Map5. Sentence Frames6. Anchor of Support7. Shared Reading8. Word Bank9. 3-D Representation10. Root Words11. Labeling a Graphic12. Modeling13. Essential Questions

Embedded in lessons:Differentiation

• ScienceSaurus: Cells p. 076, Kingdoms p. 152-157, Heterotrophs & Autotrophs p. 159, Prokaryotes & Eukaryotes p. 160

• Study Jams Video: The Kingdoms of Life

• BrainPop Video: Cells

• BrainPop Video: Classification

• BrainPop Video: Six Kingdoms

• ScienceFusion Unit 10, Lesson 1 & 2: Digital Lesson & Virtual Lab

• K-W-L Chart

• Journal Entries

• Exit Tickets

• Class Discussions

• Investigation Conclusions

• Password/Taboo Review Game: Microscope Parts

• Venn Diagram (Prokaryotic vs. Eukaryotic)

• Venn Diagram: Autotrophic vs. Heterotrophic

• Foldable: Cell Concepts

• Which Kingdom Do I Belong?

• BrainPop Video Quizzes

• Cells Quiz

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample Unit questions

• A sample from this unit using the Daily Guiding Questions.

Knowledge Comprehension Application Analysis Synthesis Evaluate

What is a cell?

Which scientific equipment is necessary

to view a cell?

How do scientists classify things?

How do you properly use and handle this

equipment?

What is the difference between a prokaryotic and a eukaryotic cell?

What is the difference between a multicellular

and a unicellular organism?

What is the difference between autotrophic and

heterotrophic?

What is the difference between sexual and

asexual reproduction?

How can you use the branching diagram to tell

which plants produce seeds?

How do organisms interact with their

environment?

How might the classification of protists change in the future?

Find more information on Euglena and sea spiders. Hold a class debate on how scientists should

classify the organisms.

Recommended Anchors of Support

• The Microscopic Cell T-Chart

• Microsoft Parts Diagram

• Prokaryotic & Eukaryotic Foldable

• Prokaryotic & Eukaryotic Venn Diagram

• Comparing Cells

• Labeling a Graphic: Autotrophic & Heterotrophic

• Autotrophic & Heterotrophic Venn Diagram

• Cell Concepts Foldable

• Six Kingdoms Chart

Anchors of SupportOther Resources

•Interactive Word Wall- Current, working models with student contributions • Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide

• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries

Academic vocabularyTEACHER LESSON PAGE

CURRICULUM ROAD MAP