Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Standards/
CPI’s
Lessons and Activities
The learning experiences that will facilitate
engagement and achievement
A. Organization and Development
Model the interdependence of the human
body’s major systems in regulating its internal
environment.
-Create simulations and models of how human body
systems (digestive, respiratory, reproductive, and
circulatory) work together to perform functions
necessary for life
-Homeostasis Gizmo
Body Works Interactive
-All systems Go interactive demonstrating the
connection between the skeletal and muscular
systems
Evidence of
Learning
Formative and
Summative measures
Journal about food
travel through the
body
Quiz on vocabulary
and systems of the
body
In class activities
Guided Reading
Worksheets
Enrich worksheets
-Simon says game on the muscular and skeletal
system
Review and reinforce
worksheets
-Smart board activity comparing the skeletal
and muscular systems in a Venn diagram
Brain Pop Quiz
-Smart board activity demonstrating the levels
of organization in the body
Resources
Books, articles, text, etc.
http://www.scien
cenetlinks.com/int
eractives/systems
.html
Brain Pop.com
Textbook
chapters 14
explorelearning.com
http://www.teacher
sdomain.org/resour
ce/tdc02.sci.life.reg.
bodycontrol/
Middle Science
Grades Book
http://www.science
world.ca/flash_gam
es/bodyworks/musc
le_hustle.html
1
-Body control center interactive
Page
5.3.6.A.1
Unit Learning Targets
As a result of this segment of learning, students
will…
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
http://teamnutrition
.usda.gov/resources
/game/BlastOff_Ga
me.html
Journal: Describe in detail the systems that are
involved when you prepare a sandwich and eat
it.
Bill Nye Video on body
system
Magic School Bus
Video on the
digestive process
Smart board
http://www.teacher
sdomain.org/resour
ce/tdc02.sci.life.reg.
bodycontrol/
www.explorelearni
ng.com
Activity comparing the jobs of people in a
school and cell parts jobs
Compare and contrast animal cells to plant
cells in Venn diagram activity
Cell structure and function video clip
Animal and plant cells smart board question
set
Journals
Quiz on vocabulary
and living things
Chapter Test
In class activities
http://www.teach
ersdomain.org/res
ource/lsps07.sci.li
fe.stru.celldiagra
m/
Worksheets
Guided Reading
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
2
Model and explain ways in which organelles
work together to meet the cell’s needs.
Page
5.3.6.A.2
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Photosynthesis smart board question set
Worksheets
Brain pop quiz
Alien classification activity
Classmate Taxonomy Key
Textbook chapter
2 and 3
Bill Nye Video on
cells
Classification Brain Pop
Video clips that
go along with text
Compare and contrast autotrophs and
heterotrophs
Brainpop.com
Smart board
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
Page
http://express.sm
arttech.com/?url=
http://exchanged
ownloads.smartte
ch.com/public/co
ntent/a4/a4c68f9
6-94fa-4f6db052aaa940c8e209/Ph
3
http://exchange.s
marttech.com/det
ails.html?id=c692
997d-4f3e-4c5ca1d143ae0082b7df
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
otosynthesisSente
oUS.notebook#
5.3.8.A.1
Compare the benefits and limitations of
existing as a single-celled organism and as a
multicellular organism.
How Many Cells Are Born in a Day? Activity
Journals
Worksheets
Microscopes Brain pop
Chapter Test
Cell Structure and Function Video Clip
Quiz on vocabulary
Textbook
chapters 2 & 3
Journal: describe why a car is not considered
living even though it van move and make noise
Guided Reading
worksheets
Brain pop quiz
Bill Nye Videos
http://artsedge.ke
nnedycenter.org/educat
ors/lessons/grade
-68/How_Many_Cell
s_Born.aspx
Relate the structures of cells, tissues, organs,
and systems to their functions in supporting
life.
Compare and contrast tissues and organs, cells and
body systems
Get Inside a Cell! Investigate how form and function
are related in cells through scientific illustration. How
can illustration show us the relationship between form
and function in a cell?
Make a model cell
Cell explorer internet activity
Journals
Worksheets
Chapter Test
Bill Nye video on
the muscular
system
Quiz on vocabulary
In class activities
Guided Reading
worksheets
http://www.explo
ratorium.edu/trait
s/cell_explorer.ht
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
Page
5.3.8.A.2
4
Brainpop.com
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Compare a cell to a factory activity
Skin as an Organ. Interactive
Diagram a plant cell Smart board activity
Cell process and energy video clip
Brain pop Quiz
ml
http://artsedge.ke
nnedycenter.org/educat
ors/lessons/grade
-6-8/What_IsInside_a_Cell.asp
x
http://www.scien
cenetlinks.com/le
ssons.php?DocID
=101
http://www.scien
cenetlinks.com/le
ssons.php?DocID
=446
video Exploration
Brainpop.com
Page
5
Smarttech.com
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Journal Topic Your class has been asked to help
green engineering firm design portable solar panels
that mimic the action of plants to create sugar. They
are looking to create portable solar panels for people
who need access to food in extreme conditions
(people in the military, field scientists, astronauts or
serious hikers).
Pollination Brain Pop
Journals
Chapter Test
Quiz on vocabulary
Illustrate the flow of energy (food) through a
community.
Worksheets
In class activities
Bill Nye Video on
plants
Guided Reading
worksheets
Book CD video clips
Brain pop Quiz
5.3.6.B.2
Textbook Chapter
8
Brainpop.com
Food chain Mobile
Journals
Brain Pop.com
Owls: Top of a Food Chain Activity
Chapter Test
Worksheets
Energy Resources video clip
Quiz on vocabulary
Food Chain Smart board simulation
In class activities
Food chain smart board question set
Brain pop quiz
Journal: Chlorophyll is the green substance that
allows plants to make their own food. Imagine
scientists found a way to allow humans to
produce chlorophyll within their bodies. How
would this change your appearance? How
would our lives change?
Textbook chapter
22
Bill Nye Video on
food chains
http://www.scien
cenetlinks.com/le
ssons.php?DocID
=90
Brainpop.com
www.smarttech.c
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
6
B.Matter and Energy Transformation
Describe the sources of the reactants of
photosynthesis and trace the pathway to the
products.
Page
5.3.6.B.1
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
om
http://express.sm
arttech.com/?url=
http://exchanged
ownloads.smartte
ch.com/public/co
ntent/70/7029942
0-33cc-47c98896735a65afeb77/Fo
odChainQuestionS
etUS.notebook#
Analyze the components of a consumer’s diet
and trace them back to plants and plant
products.
Model or simulate the flow of energy
through relationships between
organisms expressed in food webs,
and explain how energy and matter are
both acquired and used by each
organism in a food web.
Your class has been invited to compete in a school
science-fiction film festival. The theme of this year’s
festival is “A World Without Light.” Using concepts
related to photosynthesis and food webs, respond to
Journals
Worksheets
Chapter Test
Quiz on vocabulary
In class activities
Textbook
Chapters 21 & 22
Bill Nye Videos
Guided Reading
worksheets
Brainpop.com
Brain pop Quiz
Journals
Worksheets
Test
Textbook
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
7
5.3.8.B.2
Relate the energy and nutritional needs of
organisms in a variety of life stages and
situations, including stages of development
and periods of maintenance.
Page
5.3.8.B.1
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
a journal depicting the consequences of a world
without solar energy. Focus first on the effects on
the plant and non-human animal world, and then
explore how humans might respond
C. Interdependence
Explain the impact of meeting human needs
and wants on local and global environments.
Jean Engineering
Chapters 21 & 22
In class activities
Bill Nye Videos
Guided Reading
worksheets
Journals
Worksheets
Test
Chemical exchange question smart board
question set
Textbook
chapters 23
Quiz
In class activities
Bill Nye Videos
http://express.sm
arttech.com/?url=
http://exchanged
ownloads.smartte
ch.com/public/co
ntent/cf/cfad3288
-8756-4a09-ad556bf8c48b94cf/Che
micalChangeSent
eoUS.notebook#
8
http://www.scien
cenetlinks.com/sci
_update.php?Doc
ID=16
Page
5.3.6.C.1
Quiz
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Weather and Whooping Cranes laboratory
investigation
5.3.8.C.1
Describe how one population of organisms
may affect other plants and/or animals in an
ecosystem.
Model the effect of positive and negative
changes in population size on a symbiotic
pairing.
Textbook Chapter
22
Test
Journal topic A builder is proposing a new housing
5.3.6.C.3
Journals
Worksheets
development in a coastal area of New Jersey.
Construction of the housing development will
destroy the wetland habitat in the area. What will this
affect?
Quiz
WHO PAYS THE PRICE WHEN A SEA
DISAPPEARS? WEBQUEST
Guided Reading
worksheets
http://www.natio
nalgeographic.co
m/xpeditions/less
ons/14/g68/disap
pear.html
Journal topic: Describe what would happen if
insects suddenly couldn’t fly and how it would
affect the ecosystem
Journals
Textbook
chapters 21
Journal Topic: Explain why moving organisms
Quiz on vocabulary
from their native ecosystem to a new ecosystem may
upset the balance of the new ecosystem
In class activities
Earthworm invaders podcast
Guided Reading
worksheets
http://www.scien
cenetlinks.com/sci
_update.php?Doc
ID=53
Impostor Caterpillars Activity
Journals
Worksheets
Coral Reef Adventure Fun Zone
Test
Populations and communities video clip
Quiz
Textbook Chapter
23
In class activities
Chapter Test
In class activities
Bill Nye Videos
BrainPop.com
Bill Nye Videos
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
9
Predict the impact that altering biotic and
abiotic factors has on an ecosystem.
Page
5.3.6.C.2
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Guided Reading
worksheets
http://www.scien
cenetlinks.com/sci
_update.php?Doc
ID=371
http://www.coralf
ilm.com/fun.html
Genetics: The science of heredity video clip
Journals
Worksheets
Journal Topic: A rabbit population has increased
Chapter Test
noticeably in the past ten years. Describe a
reasonable hypothesis to explain this population
growth?
Quiz on vocabulary
Textbook
Chapters 4-6
Life functions smart board question set
In class activities
Guided Reading
worksheets
Bill Nye Videos
http://express.sm
arttech.com/?url=
http://exchanged
ownloads.smartte
ch.com/public/co
ntent/90/902172c
5-e283-479b89773872c22394a6/Lif
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
10
D. Heredity and Reproduction
Predict the long-term effect of interference
with normal patterns of reproduction.
Page
5.3.6.D.1
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
eFunctionsSenteo
US.notebook#
Explain how knowledge of inherited variations
within and between generations is applied to
farming and animal breeding.
Journals
Worksheets
Chapter Test
Textbook
chapters 4-6
Quiz on vocabulary
Distinguish between inherited and acquired
traits/characteristics.
Bill Nye Videos
Design a DNA instruction book
Journals
Worksheets
Gene Puzzles Activity
Chapter Test
Determine your skin type activity
Quiz on vocabulary
Textbook
chapters 4-6
Plant Parents activity
In class activities
You and me Smart board simulation Students
discuss and record the similarities and
differences between people by looking at
photographs of children from different races and
cultures.
Guided Reading
worksheets
Bill Nye Videos
Classroom
complete press
book
http://www.scien
cenetlinks.com/le
ssons.php?DocID
=96
Page
5.3.6.D.3
In class activities
11
5.3.6.D.2
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
http://www.scien
cenetlinks.com/pd
fs/skin_behav3_a
ctsheet.pdf
5.3.6.E.1
Defend the principle that, through
reproduction, genetic traits are passed from
one generation to the next, using evidence
collected from observations of inherited traits.
E. Evolution and Diversity
Describe the impact on the survival of species
during specific times in geologic history when
environmental conditions changed.
Journals
Worksheets
Chapter Test
Textbook
chapters 4-6
Quiz on vocabulary


Journal Topic:
Explain how the
extinction of a species occurs when
the environment changes and the
adaptation of a species is insufficient
to allow for its survival.
What Happened to the Dinosaurs
In class activities
Bill Nye Videos
Guided Reading
worksheets
Journals
Worksheets
Chapter Test
Quiz on vocabulary
In class activities
Textbook
Chapters 21-23
Bill Nye Videos
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
Page
5.3.8.D.1
12
http://www.scien
cenetlinks.com/le
ssons.php?Bench
markID=5&DocID
=91
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Web Quest
Guided Reading
worksheets
Smart board
www.smarttech.c
om
Compare the anatomical structures of a living
species with fossil records to derive a line of
descent.
Journals
Worksheets
Chapter Test
Textbook
chapters 21-23
Quiz on vocabulary
Hollywood dinosaurs activity
In class activities
Bill Nye Videos
Guided Reading
worksheets
Journals
Worksheets
Chapter Test
Quiz on vocabulary
In class activities
Crocs, then and now
Students consider the things they can learn
about one species by studying the other. They
create Venn diagrams to compare and contrast
one modern species with Super Croc. They
conclude by writing paragraphs describing this
comparison and explaining how each species
helps us learn about the other
Textbook
chapters 21-23
Bill Nye Videos
http://www.scien
cenetlinks.com/le
ssons.cfm?DocID
=128
http://www.natio
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools
13
5.3.8.E.2
Organize and present evidence to show how
the extinction of a species is related to an
inability to adapt to changing environmental
conditions using quantitative and qualitative
data.
Page
5.3.8.E.1
Content Area Science
Target Course/Grade level 6 Unit Title The Living World
Essential Questions What do all living things have in common? How is matter transformed, and energy transferred/transformed in living systems? In what
ways do organisms interact within ecosystems? How do organisms change as they go through their life cycle? In what ways are organisms of the same kind
different from each other? How does this help them reproduce and survive?
Unit Overview Serves as an abstract; a brief paragraph summarizing the unit or project
Page
14
nalgeographic.co
m/xpeditions/less
ons/08/g68/crocst
hennow.html
NOTE: Learning Targets in BOLD will be shared by two grade levels.
North Arlington Public Schools