Grade 6 Science
Unit: Structure & Function of Organisms: Cells
Suggested Length: 4 weeks
Big Idea(s) &
Essential
Question
The cell is the basic
unit of structure
and function for all
living things.
How can one cell
function as an
organism?
Concepts
 All living things are made up
of smaller units called cells.
 Cells carry out the many
functions needed to sustain
life.
 Cells take in nutrients that
they use to provide energy to
carry out their life functions.
 Cells grow and divide thereby
producing more cells.
 There are defining structures
of cells for both plants and
animals.
 Some organisms are made up
of only one cell.
 There are structural and
functional similarities and
differences that characterize
diverse living things.
 Every organism has a set of
genetic instructions that
determines its inherited
traits.
 The gene is the basic unit of
inheritance.
 Describe the structures of
living things that help them
function effectively in
specific ways (e.g.,
adaptations, characteristics).
 Identify the levels of
organization from cell to
Competencies
 Identify examples of the
relationship(s) between
structure and function in
the living world.
 Use appropriate
technologies to make
precise quantitative
measurements and
observations and to
organize and analyze the
data.
 Design, implement,
record, explain, and
justify safe and effective
laboratory procedures to
determine the
relationship between
two variables, controlling
for other factors that
might also affect the
relationship.
Standards
& Eligible
Content
Key Vocabulary
Suggested activities/labs
and assessments
(formative & summative)
S8.B.3.1.1
S8.B.3.1.3
S8.C.2.1.1
S8.C.2.1.3
S8.C.2.2.1
S8.B.1.1.1
S8.B.1.1.3
S8.B.1.1.4
Cell
Organism
Organelle
Structure
Function
Multicellular
Unicellular
Characteristics
Pre-assessment
 KWL
 Cells Are Us
Labs


Elodea/Cheek Cell
Lab
Potato Cell Lab
Activities
 Cell City
 Cells Alive (computer)
Post-assessments
 Cell organelles test
organism and describe how
specific structures (parts),
which underlie larger
systems, enable the system
to function as a whole.
Unit: Structure & Function of Organisms: Classification
Suggested Length: 4 weeks
Big Idea(s) &
Essential Questions
The cell is the basic
unit of structure and
function for all living
things.
How can one cell
function as an
organism?
Concepts
 All living things are made
up of smaller units called
cells.
 Cells carry out the many
functions needed to
sustain life.
 Cells grow and divide
thereby producing more
cells.
 Some organisms are made
up of only one cell.
 There are structural and
functional similarities and
differences that
characterize diverse living
things.
 Disease affects the
structures and/or functions
of an organism.
 Describe the structures of
living things that help them
function effectively in
specific ways (e.g.,
adaptations,
characteristics).
 Compare similarities and
differences in internal
structures of organisms
(e.g.,
invertebrate/vertebrate,
vascular/nonvascular,
single-celled/multi-celled)
and external structures
(e.g., appendages, body
Competencies
 Identify examples of the
relationship(s) between
structure and function in the
living world.
 Describe and compare
structural and functional
similarities and differences
that characterize diverse
living things.
 Apply knowledge of
characteristic structures to
identify or categorize
organisms (i.e., plants,
animals, fungi, bacteria, and
protista).
Standards &
Eligible
Content
Key Vocabulary
Suggested activities/labs
and assessments (formative
& summative)
S8B.1.1.1
S8B.1.1.2
S8B.1.1.3
S8B.1.1.4
S8B.3.2.1
Invertebrate
Vertebrate
Vascular *
Non-vascular *
Body Segments*
Appendages*
Plants
Animal
Fungi
Protista
Bacteria
Body Tissues
Organs
Multi-cellular
Pre-assessment
 T/F Quiz
Labs

Protists Lab
Activities
 Animal
Classification
 Microbe
Magazine
 Unknown
World video
 Hand washing
activity
* covered in the
Adaptations unit Assessments
 Infectious
Disease Project
 Shape Poem
segments, type of covering,
size, shape).
 Identify the levels of
organization from cell to
organism and describe how
specific structures (parts),
which underlie larger
systems, enable the system
to function as a whole.
Unit: Continuity of Life: Adaptations
Suggested Length: 4 weeks
Big Idea (s) and
Essential
Questions
Populations of
organisms evolve by
natural selection.
What allows some
populations of
organisms to change
and survive while
others cannot?
The survival of living
things is dependent
upon their
adaptations and
ability to respond to
natural changes in
and human
influences on the
environment.
How do adaptations
enable an organism
to survive?
Concepts
 Plants and animals are
uniquely adapted to their
environment.
 Adaptations develop over
time and are passed from
one generation to the next.
 One species may adapt to
environmental change
while another may not,
making it more susceptible
to becoming endangered.
 Species can be classified as
threatened, endangered,
and extinct.
 Laws exist to protect plant
and animal species.
 Animal populations change
over time.
 Use evidence to explain
factors that affect changes
in populations (e.g.,
deforestation, disease,
land use, natural disaster,
invasive species).
 Use evidence to explain
how diversity affects the
ecological integrity of
natural systems.
 Describe the response of
organisms to
environmental changes
(e.g., changes in climate,
Competencies
 Identify evidence of change
to infer and explain the ways
different variables may affect
change in natural or humanmade systems.
 Describe the flow of energy
within an ecosystem.
 Discuss how one species may
adapt to environmental
change while another may
not.
 Compare and contrast
organisms with very specific
needs with those organisms
that have more general
requirements.
 Identify PA plants and
animals that are threatened
and endangered, and
describe ways to protect
them.
 Use evidence to explain
factors that affect changes in
populations. (e.g.,
deforestation, disease, land
use).
Standards
& Eligible
Content
Key
Vocabulary
Suggested
activities/labs and
assessments
S8.A.1.2
S8.A.1.3
S8.B.1.1
S8.B.2.1
S8.B.3.1
S8.B.3.2.1
S8.B.3.2.2
S8.B.3.2.3
Adaptation
Endangered
Energy Flow
Extinction
Population,
Animal/Plant
Threatened
Biomes
Ecosystems
Deforestation
Disease
Land use
Invasive species
Migration
Hibernation
Climate Change
Coloration
Pre-assessment
 Give One, Get
One
Labs

Elephant walk
Activities
 RAFT
plant/animal
 Adaptation Card
Activity
 Fish lab
Assessments
 Endangered
Species Project
 Eco-scenario
project
hibernation, migration,
coloration) and how those
changes affect survival.
Unit: Continuity of Life: Genetics & Natural Selection
Suggested Length: 8 weeks
Big Idea(s) &
Essential Questions
Populations of
organisms evolve by
natural selection.
What allows some
populations of
organisms to change
and survive while
others cannot?
The survival of living
things is dependent
upon their
adaptations and
ability to respond to
natural changes in
and human
influences on the
environment.
How do adaptations
enable an organism
to survive?
The cell is the basic
unit of structure and
function for all living
things.
How can one cell
function as an
organism?
Concepts
 Explain how inherited
structures or behaviors
help organisms survive and
reproduce in different
environments.
 Explain how different
adaptations In individuals
of the same species may
affect survivability or
reproduction success.
 Explain that mutations can
alter a gene and are the
original source of new
variations.
 Describe how selective
breeding or biotechnology
can change the genetic
makeup of organisms.
 Explain that adaptations
are developed over long
periods of time and are
passed from one
generation to another.
 Identify and explain
differences between
inherited and acquired
traits.
 Recognize that the gene is
the basic unit of
inheritance, that there are
dominant and recessive
genes, and that traits are
inherited.
 Every organism has a set of
Competencies
 Design, implement, record,
explain, and justify safe and
effective laboratory
procedures to determine the
relationship between two
variables, controlling for
other factors that might also
affect the relationship.
 Use appropriate technologies
to make precise quantitative
measurements and
observations and to organize
and analyze the data.
 Provide examples of when it
is correct to use the terms
“scientific theory” as
opposed to an opinion.
 Describe ways technology
extends, enhances, and
potentially challenges human
abilities for specific purposes.
 Use models and patterns to
make predictions, draw
inferences, or explain
scientific and technological
concepts.
Standards &
Eligible
Content
Key Vocabulary
Suggested activities/labs
and assessments
S8.A.1.1.1
S8.A.1.1.2
S8.A.1.1.3
S8.A.1.1.4
S8.B.2.1.5
S8.A.2.2.1
S8.A.2.2.2
S8.A.2.2.3
S8.A.3.2.1
S8.A.3.2.2
S8.A.3.2.3
S8.B.2.1.1
S8.B.2.1.2
S8.B.2.1.3
S8.B.2.1.4
S8.B.2.1.5
S8.B.2.2.2
S8.B.3.2.3
Evolve
Natural
Selection
React
Traits
Genes
Generations
Off-Spring
Mutate
Species
Descendents
Ancestors
Extinction
Adaptations
Survivability
Variations
Inherited traits
Acquired traits
Dominant
Recessive
Pre-assessment
 Numbered Heads
Together
 CPS Genetics Pretest
Labs






Elephant Walk
DNA Extraction Lab
Trait Lab
Mouse Genetics
Gizmo
Karyotype Gizmo
Woolybugger Lab
Activities
 Gene Scene
 Punnett Square
Pets
Assessments
 Punnett Square
quiz
 Genetics Test
 DNA Project
genetic instructions that
determined its inherited
traits.
 The gene is the basic unit
of inheritance.
 Individual organisms with
certain traits are more
likely than others to
survive and have offspring.
 Hereditary information (set
of instructions) is
contained in genes, located
on chromosomes in cells.
 Organisms reproduce and
pass their genes to the
next generation.
 Genes can randomly
change or mutate, causing
changes in certain traits of
the offspring.
 Changes in environmental
conditions can affect the
survival of populations and
entire species.
 Inherited traits can
increase their frequency in
successive generations so
that descendents are very
different from their
ancestors.
 Extinction of a species
occurs when the
environment changes and
the adaptive characteristics
of a species are insufficient
to allow its survival.
 Plants and animals are
uniquely adapted to their
environment.
 Adaptations develop over
time and are passed from
one generation to the next.
 One species may adapt to
environmental change
while another may not,
making it more susceptible
to becoming endangered.
 Animal populations change
over time.
Unit: Ecological Behavior & Systems: Natural Resources
Suggested Length: 3 weeks
Big Idea(s) &
Essential Questions
Sustainable use of
natural resources is
essential to provide
for the needs and
wants of all living
things now and in the
future.
Why is the
sustainable use of
natural resources
necessary?
Concepts
 Raw materials come from
natural resources.
 Natural resources are
found in specific locations
on the earth.
 Resources are either
renewable or
nonrenewable.
 Recycling and waste
management have an
effect on the available
resources.
 Sustainable use of natural
resources is essential for
the survival of humans and
other organisms.
 Technological
advancements impact our
use of resources.
Competencies
 Identify renewable and
nonrenewable resources and
describe their uses in
providing humans with
energy, food, housing, water,
and the waste derived from
them.
 Identify the locations of
different concentrations of
fossil fuels and mineral
resources, their time spans
for renewability, and how
consumption affects their
availability.
 Explain society’s standard of
living in terms of
technological advancements
and how these
advancements impact our
use of resources (e.g.,
agriculture, transportation,
energy, production).
 Analyze the effects of
management practices on
natural resources.
 Explain how a dynamically
changing environment
provides for the
sustainability of living
systems.
 Explain society’s standard of
living in terms of
technological advancements
Standards &
Eligible
Content
Key Vocabulary
Suggested
activities/labs and
assessments
S8.A.1.1.1
S8.A.1.1.2
S8.A.1.1.3
S8.A.1.1.4
S8.B.3.2.1
S8.B.3.2.2
S8.B.3.2.3
S8.B.3.3.1
S8.B.3.3.2
S8.B.3.3.3
Deforestation
Disease
Land Use
Invasive Species
Renewable
resources
Nonrenewable
resources
Recycling
Composting
Landfills
Incineration
Natural
resources
Sustainable
Fossil Fuel
Energy
Agriculture
Diversity
Pre-assessment
 Anticipation
guide
Labs

Forest &
Fisheries Lab
Activities
 Renewable &
Nonrenewabl
e Activity
 Disposable
Island
Activity
Assessments
 Natural
Resources
Test
and how these
advancements impact our
use of resources (e.g.,
agriculture, transportation,
energy, production).
 Use evidence to explain
factors that affect changes in
populations (e.g.,
deforestation, disease, land
use, natural disaster, invasive
species).
 Use evidence to explain how
diversity affects the
ecological integrity of natural
systems.
Unit: Ecology: Populations & Ecosystems
Suggested Length: 12 weeks
Big Idea (s) and
Concepts
Essential Questions
Living things depend
on their habitat to
meet their basic
needs.
What factors affect
an organism's ability
to meet its needs?
 Organisms have basic
needs for survival.
 Habitats can be lost or
altered through natural
processes or human
activities.
 Habitat loss effects both
the interaction among
species and the population
of a species.
 Physical components of
aquatic systems influence
the organisms that live
there in terms of size,
shape, and physical
adaptations.
 Water is an integral part of
the life cycles and stages of
life for some organisms.
 Predator/prey
relationships have a role in
an ecosystem.
 Producers, consumers, and
decomposers have niches
in an ecosystem.
 Limiting factors affect
ecosystems.
 There should be a balance
between living and nonliving components of the
ecosystem (e.g., enough
food to support the
number of animals).
Competencies
 Describe the response of
organism to environmental
changes and how those
changes affect survival (e.g.,
habitat loss, climate change).
 Describe the life cycle of
organisms that depend on
water for all or part of its life
cycle and describe the
limiting factors which affect
its cycle.
 Explain predator/prey
relationships and the unique
roles of
producers/consumers and
decomposers.
 Describe how changing the
balance of living and
nonliving things can affect
the ecosystem.
Standards
& Eligible
Content
Key
Vocabulary
Suggested
activities/labs and
assessments
S8.A.3.1
S8.A.3.2
S8.B.3.1
S8.B.3.2
S8.D.1.3
Adaptation
Endangered
Energy Flow
Extinction
Population
Animal/Plant
Threatened
Biomes
Ecosystems
Deforestation
Disease
Land use
Invasive species
Migration
Hibernation
Climate Change
Coloration
Habitat Loss
Life Cycle
Consumer
Decomposer
Producer
Pre-assessment
 Give One,
Get One
 CPS Game
Labs

Predator/Pre
y Lab
Activities
 Vocabulary
Card Sort
 Mono Lake
Food Web
 Hoot
Assessments
 Endangered
Species
Project
 Eco-scenario
project
 Ecology Test