Science
SCI.III.1.2
Grade: 6
Strand III:
Using Scientific Knowledge in Life Science
Standard 1:
Cells - All students will apply and understanding of cells to the
functioning of multicellular organisms, including how cells grow, develop
and reproduce.
Benchmark 2:
Explain why and how selected specialized cells are needed by plants and
animals.
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 Concepts
Context
Specialized functions of cells:
• reproduction
• photosynthesis
• transport
• movement
• disease-fighting
Specialized plant cells:
• root cells
• leaf cells
• stem cells
Specialized animal cells:
• red blood cells
• white blood cells
• muscle cells
• bone cells
• nerve cells
• egg/sperm cells
Knowledge and Skills
Students will explain that plants and animals are
made of specialized cells that make up different
tissues, organs, and organ systems. Each organ or
organ system is made of specialized cells that carry
out the functions of that organ or system.
Examples:
• Reproduction: egg (ovule) and sperm (pollen)
carry instructions for creating a new organism
• Transport: root and stem cells transport water,
minerals, and food
• Photosynthesis: leaf cells are where this occurs
• Disease-fighting: White blood cells fight disease
• Movement: Muscles and bones are specialized
for movement and support
Resources
Coloma Resources
CO2 & O2 meters from Vernier Software –
located in the classroom
Laser Disk on Diversity of Life – in Library
The Power Plant (booklet) written by K
Roth and C Anderson
Other Resources:
•
Microworlds – NSRC – p. 67 “Looking
Inside an Onion”
•
The Lives of Plants – MDE, New Directions
Unit – p. 79
•
Magnificient Microworld Adventures – AIMS
•
The Budding Botanist – AIMS
•
Kids Growlab – National Gardening
Association
•
The Private Eye
•
Franklin Institute online – Anatomy and
Physiology - EXCELLENT cell and plant
links
•
Life Science - Plants
http://www.utm.edu/departments/ed/cece/fif
th/5F2.shtml
•
Scope Unit - Cell Theory and Biological
Organization
6th Grade Science Curriculum
Technology Resources
III.1.MS.2 Explain why and how selected
specialized cells are needed by plants and
animals.
Instruction
Focus Question: Why are specialized cells needed
by plants?
Working in small groups, students will examine a
common small plant, such as a marigold. Looking at
the plant, students will draw the entire plant and
label the three basic organs (leaf, stem and roots).
Next to each organ, the students will:
• describe the function/purpose of each part
• draw what the cells might look like in each part
Students will continue investigating plant cells by:
• collecting actual cell samples
• examining cell samples to determine their
functions
• analyzing the similarities/differences between
their predicted and actual drawings
Assessment
Optional Assessment
Students will select an organism and one of
its specialized cells to research. They will
prepare a summary of their research,
including information about its structure
(visual representation) and function (written
summary) that could be used on a class web
site.
(Give students rubric before activity.)
Scoring Rubric
Criteria: Accuracy of visual
representation:
Apprentice - Shows a sketchy visual of a
cell.
Basic - Displays a visual of a cell structure.
Meets - Designs an accurate visual of
specialized cells.
Exceeds - Designs a detailed,
comprehensive visual(s) of several
specialized cells.
Criteria:
Completeness of description:
Apprentice - Provides a vague description of
cell function.
Basic - Describes briefly the cell’s function.
Meets - Describes the function(s) accurately
of the specialized cell.
Exceeds - Describes in detail the function(s)
of several specialized cells.
Criteria:
Correctness of format:
Apprentice - Explains with inappropriate
vocabulary or grammar.
Basic - Explains with partially correct
vocabulary and grammar.
Meets - Explains with appropriate vocabulary
and grammar.
Exceeds - Explains with extended
vocabulary and exceptional grammar.
Teacher Notes:
See III.2.MS.4 (link) Systems and processes functioning to provide/remove materials to/from cells