Science
SCI.III.1.1
Grade: 6
Strand:
Using Scientific Knowledge in Life Science
Standard:
Cells - All students will apply an understanding of cells to the functioning of
multicellular organisms, including how cells grow, develop and reproduce
Benchmark:
Demonstrate evidence that all parts of living things are made up of cells
Constructing and Reflecting Benchmarks:
SCI.I.1.1 Generate scientific questions about the world based on observation.
• Generate questions about microorganisms and various human cells observed under a microscope.
SCI.I.1.3 Use tools and equipment appropriate to scientific investigations.
SCI.I.1.5 Use sources of information in support of scientific investigations.
SCI.II.1.1 Evaluate the strengths and weaknesses of claims, arguments, or data.
• Provide evidence that all parts of living things are composed of cells.
• Evaluate the claims of various medical treatments that rely on strengthening the disease-fighting response of
specialized cells in the human body.
Vocabulary / Key Concept
Context
Types of living things:
• Plants (Review)
• Animals (Review)
• Tissues
• Organs
• Organ systems
•
•
Parts of organisms:
• all functions of organisms are carried out by
cells (Review)
Tools:
• microscope
• hand lens
Common plant or animal cells
Pond Organisms
Knowledge and Skills
All living things / organisms are made of cell(s),
the simplest unit of life. Students will observe and
describe cells in a variety of organisms using
microscopes and hand lenses.
Resources
Coloma Resources
Windows on Science – Laser Disk
Use Rooting for Plants Laser Disk (See
attached directory)
Other Resources:
Common plant or animal cells:
• Elodea leaf cells
• onion skin cells
• human cheek cell
paramecium
amoeba
Tools:
• microscope
• hand lens
•
Cells Alive – micro photography
•
ThinkQuest – Interactive Tour of the Cell
•
Microworlds – NSRC – p. 67 “Looking Inside
an Onion”
•
The Lives of Plants – MDE, New Directions
Unit – p. 79Ro
The Private Eye – Kerry Ruef, The Private
Eye Project
Magnificient Microworld Adventures – AIMS
•
•
•
Connecting with Learning: An Equity Toolkit
– MDE and NCRE
Videoconferences Available
For more information, see
www.remc11.k12.mi.us/dl or call Janine Lim
471-7725x101 or email jlim@remc11.k12.mi.us
III.1.MS.1
Inner Factory: The Working Lives of Cells from
HealthSpace Cleveland
6th Grade Science Curriculum
Technology Resources
III.1.MS.1 Demonstrate evidence that all parts of
living things are made up of cells
Instruction
The class will brainstorm what they already know
about cells (KWL, small group, large group
discussion). Students will use a variety of scientific
tools, such as microscopes and hand lenses.
Students will observe microorganisms found in pond
water.
The teacher should help students expand their
understanding of scientific contributions by
introducing scientists from diverse populations
(cultures, ethnicity, gender).
• Ernest E. Just
• Katherine Esau
• Frank Young
• Barbara McClintock
Assessment
Optional Assessment
Students will be able to provide a brief explanation
that living things are made up of cells.
Students will be able to draw a diagram while
observing a cell through a microscope or hand
lens.
Based on all the cell samples they have observed,
students will create a product providing evidence
that all living things are made of cells. This
presentation should also highlight one scientist
from the timeline and explain his or her
contributions. Students may select from a variety
of presentation mediums, including illustrations,
multimedia presentations, models, posters,
prepared slides, or informational books. Students
will present their product to the class and explain
characteristics of the different cells.
Criteria: Explanation of cells:
Apprentice - Provides a vague explanation.
Basic -Provides a brief explanation.
Meets - Provides an accurate, detailed
explanation.
Exceeds - Provides an extensive, detailed
explanation.
Criteria: Evidence of cells:
Apprentice - Shows an example of a single cell.
Basic -Shows one or two examples of cells.
Meets - Shows multiple examples of cells.
Exceeds - Shows detailed examples of a variety
of cells.
Criteria: Explanation of scientific
contribution:
Apprentice - Selects a scientist, but omits the
explanation of his or her contribution.
Basic -Selects a scientist and vaguely explains
his or her contribution.
Meets - Selects a scientist and explains his or her
contribution.
Exceeds - Selects more than one scientist and
gives a detailed analysis of their contributions
Teacher Notes:
“All living things are composed of cells, from just one to many millions, whose details usually are visible only through a
microscope. Different body tissues and organs are made up of different kinds of cells. The cells in similar tissues and
organs in other animals are similar to those in human beings but differ somewhat from cells found in plants. ” (BSL)
“Cells carry on the many functions needed to sustain life. They grow and divide, thereby producing more cells. This
requires that they take in nutrients, which they use to provide energy for the work that cells do. Specialized cells perform
specialized functions in multicellular 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. Each type of cell, tissue, and
organ has a distinct structure and set of functions that serve the organism as a whole. ” (NSES)
The structures within cells are introduced in the corresponding high school benchmarks (III.1.HS.2). Middle school
students are not required to differentiate between plant cells and animal cells in terms of their inner structure, or explain
how various structures within cells help them carry out their functions (also III.1.HS.2). Rather, they are supposed to
become familiar with a variety of animal cells and plant cells, and explain how each cell is needed by the organism.
(JCISD)