4th GP - San Antonio Independent School District

Fourth Grading Period – Weeks 1 - 4 (20 days)

Science – Grade 6

Unit of Study: Living Organisms

Enduring Understandings (Big Ideas)



The cell is the smallest unit of life. All organisms are composed of cells and cells carry on similar functions to sustain life.



Some organisms are composed of one cell while other organisms are multicellular.



All cells fall into two main categories: prokaryotic and eukaryotic.



Domains: Archaea, Bacteria and Eukaryote.



The scheme most often used currently divides all living organisms into six kingdoms:

Eubacteria, Archaebacteria, Protista, Fungi, Plantae, and Animalia.

Essential Questions



Why is something as small as a cell so important to your life?



How are some bacteria beneficial to humans?



Why are protists vital to so many living organisms?



How do people use classification in their everyday lives?

TEKS

Organisms & Environment

6.12 The student knows all organisms are classified into Domains and Kingdoms.

Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

(A) understand that all organisms are composed of one or more cells;

(B) recognize that the presence of a nucleus determines whether a cell is

prokaryotic or eukaryotic;

CURRICULUM OVERVIEW

Unit Rationale

Students will learn that all living things are composed of cells, scientists who led to the development of the cell theory, and how to use a microscope to determine that organisms are composed of cells. Cells could be either prokaryotic or eukaryotic.

There are three large clusters of related organisms, called domains from which living things have evolved. These domains are archaea, bacteria and eukaryota. Archaea and bacteria are prokaryotes. They are small simple cells surrounded by a membrane and a cell wall. They have a circular strand of DNA that contains their genes. Almost all of the everyday things that we see and notice everyday belong to the third domain, which includes plants and animals. This domain is eukaryota. The cells in eukaryota are much more complex then prokaryotes.

Lessons for this Unit

Lesson 1: Prokaryotic Cells Lesson 3: Domains & Kingdoms

Lesson 2: Eukaryotic Cells

Guiding Questions



What are all living things made?



Which scientists contributed to the cell theory?



What is the cell theory?



How would you distinguish prokaryotic from eukaryotic cells?



Can you recognize the nucleus in a prokaryotic cell? Why?



What cell structures are found only in prokaryotic cells? Eukaryotic cells?



What are the parts of cell visibly seen under the compound microscope?



What is classification? Why do scientists classify living things?



What is a taxon? Who were the early taxonomists?



Identify the hierarchy-taxonic groups that are currently beginning used in Science.

Which is the broadest taxon? Which is the most specific taxon?



Which three domains are currently being used in Science? Which are prokaryotic?

Which are Eukaryotic?



How do eubacteria differ from archaea bacteria? Can you identify characteristics and provide examples of specific organisms for each?



How many Kingdoms are in the domain Eukarya? Identify characteristics such as cell type, number of cells, mode of nutrition, and the mode of reproduction, and give examples of organisms for each Kingdom.



What is a dichotomous key?

TEKS Specificity - Intended Outcome

” I CAN” statements highlighted in yellow and italicized should be displayed for students.

I can:



Understand that all organisms are made up of one or more cells (6.12A)



Recognize that prokaryotic cells do not have a nucleus, and eukaryotic cells have a nucleus (6.12B)

SAISD © 2010-2011 – Fourth Grading Period Subject - Grade 6 Page 1 of 23

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All student expectations at the High School level are to be considered Power Standards.

(C) recognize that the broadest taxonomic classification of living organisms is

divided into currently recognized Domains;

(D) identify the basic characteristics of organisms, including prokaryotic or

eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and

mode of reproduction, that further classify them in the currently recognized

Kingdoms;

TEKS

Scientific Investigation & Reasoning

6.1 The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.

6.2 The student uses scientific inquiry methods during laboratory and field investigations.

6.3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

6.4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.



Recognize that the Domains ( Archaea, Bacteria and Eukaryote) are the broadest taxonomic classification of living organisms (6.12C)



Identify characteristics including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic and mode of reproduction that classify organisms into the recognized Kingdoms (6.12D)




Identify lab safety symbols, and demonstrate safe practices during lab investigations

(6.1A)



Describe and implement the steps of the scientific method, including making observations and asking well-defined questions when performing an investigation

(6.2A,B)



Use appropriate tools to collect and record qualitative and quantitative data and information (6.2C; 6.4A)



Organize data from repeated trails in tables and graphs (6.2D)



Collect, record, and analyze information using various tools (6.4A)

ELPS Student Expectations

ELPS 1A - use prior knowledge and experiences to understand meanings in

English.

ELPS 1B - monitor oral and written language production and employ self-corrective techniques or other resources.

ELPS 1C - use strategic learning techniques such as comparing and contrasting to acquire basic and grade-level vocabulary.

ELPS 3E - share information in cooperative learning interactions.

ELPS 5B - write using newly acquired basic vocabulary and content-based gradelevel vocabulary.

College Readiness Student Expectations

Science Standards

I

– C2: Understand and apply safe procedures in the laboratory and field, including chemical, electrical, and fire safety and safe handling of live or preserved organisms.

I-D2: Use computer models, applications, and simulations

I - D3: Demonstrate appropriate use of a wide variety of apparatuses, equipment, techniques, and procedures for collecting quantitative and qualitative data.

I - E2: Use essential vocabulary of the discipline being studied.

V - E1: Use models to make predications.

VI

– A1: Know that although all cells share basic features, cells differentiate to carry out specialized functions.

VI

– A2: Explain in your own words how cells can be categorized into two major types: prokaryotic and eukaryotic.

VI

– E1: Know ways in which living things can be classified based on each organism’s internal and external structure, development, and relatedness of

DNA sequences.

ELPS Specificity - Intended Outcome



Compare and contrast prokaryotic to eukaryotic cells. (1C)



Use zoology mnemonic to remember the biological classification. (1C)



Write about the cell theory and elaborate on the three scientists who contributed evidence toward it. (5B)



Use prior knowledge and experiences about models to understand prokaryotic cells.

(1A)



Monitor oral and written language when discussing the classification of living organisms. (1B)



Share information in cooperative groups when observing prokaryotic and eukaryotic cell slides. (3E)

College Readiness - Intended Outcome



Demonstrate safe laboratory practices.



Use computer models, simulations, databases, visualizations, spreadsheets, and other applications to describe, analyze, and synthesize data and explanatory descriptions of natural phenomena.



Use measurement devices that are appropriate for data collection.



Define and use a set of technical terms correctly and in context for the discipline studied.



Create a model and use that model to predict behavior.



Recognize and describe major features that distinguish bacteria, protista, plant,

animal, and fungal.



Describe or recognize major features that distinguish prokaryotic from eukaryotic

cells.



Determine the correct classification and taxonomy of organisms from narrative or pictorial descriptions.

Evidence of Learning (Summative Assessment)

1. In cooperative teams, have students prepare a wet mount of prokaryotic organisms including anabaena, and Streptococcus thermophilus and use a microscope to observe the cells and their parts. Have students record their observations and write a brief description of their findings with at least 80% accuracy.



2. Given prepared slides of eukaryotic organisms, students will be able to classify organisms into a kingdom based on certain features, such as cell walls, plastids, and cell membrane with least 80% accuracy.

3. Given a description of prokaryotic and eukaryotic cells, students will be able to compare these types of cells by creating a Venn diagram with at least 80% accuracy.

4. Given a dichotomous key, students will be able to classify organisms based on characteristics such as cell type, number of cells, mode of nutrition, and mode of reproduction with at least 80% accuracy.





Week 1 - Lesson 1 – Prokaryotic Cells (5 days)




What are all living things made?



Which scientists contributed to the cell theory?



What is the cell theory?



How would you distinguish prokaryotic from eukaryotic cells?



Can you recognize the nucleus in a prokaryotic cell? Why?



What cell structures are found only in prokaryotic cells?









How are some bacteria beneficial to humans?

CURRICULUM GUIDE

Essential Pre-requisite Skills

The student can:



No pre-requisites in Elementary Science TEKS. This will be the first time that students will be introduced to this concept.

The Teaching Plan

Instructional Model & Teacher Directions

The teacher will…

5E Model of Instruction (link)

So students can….

Engage



Facilitate students as they investigate What do “Eye” spy?

(link) In this activity, students will observe non-living items with their eyes and a hand lens in order to draw inferences about the composition of living organisms. (6.2A,D; 6.12A)

Explore



Students will construct a Cell Theory - Timeline using the information presented in the Cell Theory PowerPoint (link) . Ask students: (1) These scientists provided evidence for which theory? (2) What tool do scientists use to prove that organisms are composed of cells? (3) Which three scientists directly contributed evidence for the cell theory? (4) How did the earlier scientists directly affect the discoveries of the cell theory? In other words, what had to come first? (6.3D;

6.12A)



Facilitate students as they investigate Prokaryotic Cells (link) or Bacteria Cultures in Yogurt (link) . The labs will all students to observe blue-green algae and/or bacteria species found in plain yogurt (6.2A,C;6.12B)

Preparation Note: The Prokaryotic Cell lab requires that you order

Anabaena (blue-green algae) from Region 20 Living Science Center.

Explain



Show students the Prokaryote Cell PowerPoint (link) and have them use the

Cornell Method of Note Taking. Ask students: (1 ) What are prokaryotic cells?

(2)What are some organelles found in prokaryotic cells? (3) Are prokaryotic cells unicellular or multicellular? (6.12B)



Have students complete Prokaryote Coloring and Worksheet in order to introduce prokaryotes as bacteria that are classified into two kingdoms: Archaebacteria and

Eubacteria (6.12B, D).



Work in pairs to perform activity, share inferences, observations and conclusion with other groups. Debrief with class.



Create a timeline of the Cell Theory and answer the questions.



Work in groups of 2 -3 to perform investigations and complete questions that are provided with the activity.



Use the Cornell Method of Note Taking (Strong, Silver, Perini, & Tuculescu,

2003)

– summarize main ideas and details

Questions Details Main Idea

Journaling -

Discuss questions about prokaryotes and record in their science journal.





Monitor as students read Chapter 7 - Section 1 (p. 183-190). Ask students :

(1) What basic structure carries out functions to sustain life?

(2) Why are cells so small?

(3) What are the tree basic types of cells, and how are they different?(6.12B,C)



Reinforce The Cell Theory (p.185) (6.12A,B)

Elaborate



Have students construct a three-dimensional model of a prokaryotic cell

(bacteria). Their model must include the following structures: cell wall, plasma membrane, cytoplasm, chromosome, ribosome, pili, and capsule. Their model should include labels for the structures, and at a paragraph that describes the function of each part, as well as limitations of their model. Allow students to use the Cells Alive Internet Site (link) and/or BIOdotEDU (link) as resources (6.3B;

6.12A).

Evaluate



Quiz with the following as possible questions (6.12A,B,D)

(1) What is the smallest unit of structure and function in any living organism?

(2) In your own words, describe the Cell Theory.

(3) What type of cell has no nucleus?

(4) Make a sketch of a prokaryotic cell and label the parts of the cell you

recognize.

(5) Prokaryotes are classified into what two kingdoms?



Review the guiding and essential questions for this lesson. ( 6.12A,B,D )

Content Vocabulary

Vocabulary Cards (link)



Prokaryote



Bacteria



Eubacteria



Archaebacteria



Cell Wall



Plasma Membrane



Pili



Flagella



Cytoplasm



Ribosome



Capsule

Academic Vocabulary



Understand



Recognize



Identify

Graffiti Board

Students work in small groups and use a large piece of butcher paper, a book cover, or piece of poster board to sketch or write their ideas on a subject based on a text or other form of information.

Create a type of 3-dimensional model to reinforce knowledge of prokaryotic cell.

Record their answers in their science journal. Debrief with class.

Answer the guiding and essential questions in their science journal.

Resources

Holt Science & Technology

6 th grade Textbook

Chapter 7:



Section 1 pp. 183-190

Chapter 11:



Sections 2 p. 301

Internet Sites

Cells Alive Internet Site

BIOdotEDU

Ignite! Learning -

Unit: Life Science - Lesson: Cell Biology

Topic # 11 Single-Celled and Multi-Celled Organisms



Kinds of Living Things



Unicellular and Multicellular




level vocabulary.

English Proficiency Standards (ELPS)

ELPS 1A - use prior knowledge and experiences to understand meanings in English.

ELPS 5B - write using newly acquired basic vocabulary and content-based grade-

ELPS Student Sentence Stems

 An example of a ____ is…



A ___ can be rep resented with a…



_____ best represents the cell theory.



The scientist _______ describes _____.

Evidence of Learning

Formative Mini Assessments

No FMA Question available

TAKS

No 8 th

grade TAKS Release Question available

College-Readiness

Anticipated Skills for SAT/ACT/College Board/Career/Life

College Readiness Objectives Addressed:


I - C2: Understand and apply safe procedures in the laboratory

and field, including chemical, electrical, and fire safety

and safe handling of live or preserved organisms.


I-E2: Use essential vocabulary of the discipline being studied.

V-E1: Use models to make predictions.

VI-A1: Know that although all cells share basic features, cells differentiate to carry out specialized functions.

VI-A2: Explain in your own words how cells can be categorized

into two major types: prokaryotic and eukaryotic.

2

Prokaryotic cells differ from eukaryotic cells in that eukaryotic cells —

F

have a nucleus

G

have DNA but not ribosomes

H

lack organelles

J

are smaller than prokaryotic cells

10 th grade FMA 2010-2011

Correct Answer: F



Week 2 - Lesson 2 – Eukaryotic Cells (5 days)

Science

– Grade 6





What cell structures are found only in eukaryotic cells?









Why are protists vital to so many living organisms?



The student can:








Engage



Show students the Cell Overview PowerPoint (link) and have them use the

Cornell Method of Note Taking. Ask students: (1 ) What makes up all living things? (2) What are prokaryotic cells? (3) What are eukaryotic cells? (4) What are two examples of eukaryotic cells? (5) How are these cells similar, and how are

they different? (6.12A, B)


Use the Cornell Method of Note Taking (Strong, Silver, Perini, & Tuculescu,

2003)

– summarize main ideas and details

Questions Details Main Idea



In order to review the proper use of a compound microscope, allow students to conduct the virtual lab, Parts of Compound Microscope & Cells (link) . This site will also provide the students with a preview of eukaryotic cells, such as elodea, onion, epithelial and euglena cells. In addition, it will help students review prokaryotic cells. Ask students: (1) What is needed to calculate the total magnification? (2) What is elodea? (3) What type of squamous epithelium was used as an example of an animal cell? (4) Is euglena a single-celled or multicellular eukaryote? (5) What three types of bacteria (prokaryotes) were used in the virtual lab? (6.4 A; 6.12B)

Explore



Facilitate students as they investigate Eukaryotic Cells (link) . Tell students that the next two days they are going to work through stations using a microscope to observe four different types of eukaryotic cells: (1) Protists, (2) Fungi, (3) Plants, and (4) Animal. Walk through each part of the lab with the class pointing out important features they should identify and label. Allow students to have about 20 minutes per station; they should complete two stations a day (6.2A, C; 6.12B).

Preparation Note: The Eukaryotic Cell lab requires that you order various specimens from Region 20 Living Science Center. In addition, various

animal cell slides and the membrane of certain plants will be needed.



In order to reinforce the Eukaryotic Cells Lab, allow students to conduct the Virtual

Electronic Microscope (link) , which consists of various human slides such as red blood cells, immune system cells, skeletal muscle cells and bone cells. Glands &

Secretion Virtual Lab (link) allows students to click on various exocrine and endocrine glade slides. (6.12B,D)

Journaling -

Discuss questions about compound microscope, eukaryotic and prokaryotic cells, and record in their science journal.

Work in groups of 2 -3 to perform investigations and complete questions that are provided with the activity.

Journaling -

Discuss questions about eukaryotic cells, and record in their science journal.



Explain



Show students the Eukaryotic Cell PowerPoint (link) and have them complete the cloze notes, Eukaryotic Cell – Organelles (link) .

Emphasize that these cells are eukaryotic, because they consists of a nucleus. Even though these cells consist of numerous organelles, only the cytoplasm, vacuoles, nuclear membrane, and nucleus were visible in both plant and animal cells during the Eukaryotic Cell Lab.

Finally, point out that animal cells lack cell wall and chloroplasts. (6.12B)



To provide students with a reinforcement the organelles found within animal cells, allow complete Animal Cell Interactive (link) . Students will identify the parts of the animal cell and read about the function of its organelles (6.12B)

Journaling -

Discuss organelles found within eukaryotic cells, and record responses in their cloze notes.



Monitor as students read Chapter 7 - Section 2 (p. 191-199). Ask students:

(1) What organelles do all organisms have? What organelles do only eukaryotic organisms have?

(2) What is DNA and where is it found?

(3) Plant and animal cells are both eukaryotic. However, they do not have the same types of organelles. Explain.

(4) Refer to figure 21, how are eukaryotic cells from different Kingdoms similar to each other, and how might they vary? (6.12B,D)

Differentiation (Additional Support):



Have students create an illustration of vocabulary terms used in this unit.

Emphasis should be place on prokaryotic, eukaryotic, unicellular, mutlicellular, autotrophic, heterotrophic, sexual and asexual reproduction (6.12B,C,D)

Elaborate



Have students create a Venn diagram (link) or Venn diagram II (link) that compares prokaryotic and eukaryotic cells. Categories for comparison may include size, DNA structure, types of organisms, and organelles. Allow students to use their notes and labs on prokaryotic and eukaryotic cells (6.12B). Sample

Responses: Prokaryotes and Eukaryotes Venn Diagram I (link) or Prokaryotes and Eukaryotes Venn Diagram II (link)

Evaluate



Have students participate in the following quiz, Get Ready to Test Your Cell IQ

(link) . The PowerPoint consists of several questions about the cell theory, prokaryote, eukaryote and cell organelles (6.12A, B)

 In order to evaluate students’ understanding of a prokaryote and eukaryote

(6.12B), have them complete the Cell Overview Concept Map (link) .



Quiz with the following as possible questions (6.12B)

(1) What is the main difference between prokaryotes and eukaryotes?

(2) What is the difference between unicellular and multicelluar?

(3) Reflecting to the labs that you have conducted, which organisms are autotrophic? Heterotrophic?

Explain your responses.



Review the guiding and essential questions for this lesson. (6.12A,B,D )

Discuss questions about organelles found within animal cells, and record in their science journal

Mix - Pair - Discuss

Pair with a classmate to read information, summarize the information, and discuss questions posed by the teacher.

Frayer Model -

Create an illustration of vocabulary terms used in this unit. Use the Frayer

Model for each word.

Create a Venn diagram comparing and contrasting prokaryotic and eukaryotic cells.

Demonstrate understanding of key concepts of cells by participating in a class discussion, and recording their responses in their Science journal.








Eukaryotes



Protists




Understand



Recognize



Identify

Resources



Chapter 7:





Fungi



Plant



Animal



Unicellular



Multicellular



Autotrophic



Heterotrophic



Organelles



Nucleus



Cell Wall



Nuclear Membrane



Cytoplasm



Vacuoles



Ribosome



Chloroplasts



Plastids



Section 1 pp. 183-190

Chapter 11:



Sections 2 p. 302

Internet Sites

Parts of Compound Microscope & Cells

Virtual Electronic Microscope

Glands & Secretion Virtual Lab

Animal Cell Interactive


Unit: Life Science - Lesson: Cell Biology

Topic # 9 The Cell Nucleus



The Nucleus: Genetic Home



Getting to the Core of Nucleus

Unit Life Science – Lesson: Diversity of Life

Topic #7 Comparing Plant and Animal Cells



Plant Cells vs. Animal Cells



Comparing Plant and Animal Cells



ELPS 1C - use strategic learning techniques such as comparing and contrasting to acquire basic and grade-level vocabulary.

ELPS 3E - share information in cooperative learning interactions.




______ is different from _____ because…



I think they are the same/different because….



I think …



What

I know about ____ is…




TAKS

No 8 th

grade TAKS Release Question available





I - C2: Understand and apply safe procedures in the laboratory

and field, including chemical, electrical, and fire safety

and safe handling of live or preserved organisms.



VI-A1: Know that although all cells share basic features, cells differentiate to carry out specialized functions.

VI-A2: Explain in your own words how cells can be categorized

into two major types: prokaryotic and eukaryotic.

TAKS Spring 2003 10 th Grade Released Question



Answer: J



Weeks 3 & 4 - Lesson 3

Science

– Grade 6


– Domains & Kingdoms (10 days)




What is classification? Why do scientists classify living things?



What is a taxon? Who were the early taxonomists?



Identify the hierarchy-taxonic groups that are currently beginning used in Science.

Which is the broadest taxon? Which is the most specific taxon?



Which three domains are currently being used in Science? Which are prokaryotic?

Which are Eukaryotic?



How do eubacteria differ from archaea bacteria? Can you identify characteristics and provide examples of specific organisms for each?



How many Kingdoms are in the domain Eukarya? Identify characteristics such as cell type, number of cells, mode of nutrition, and the mode of reproduction, and give examples of organisms for each Kingdom.



What is a dichotomous key?



How do people use classification in their everyday lives?



The student can:








Engage



Ask students to think about the different ways humans classify things. Ask them to list in their journals at least five things that humans classify. You may want to give them examples, such as library books, department-store merchandise, etc. (6.12C)


Journaling –



Record their answers in their science journal. Have students share their responses and list them on the board. Debrief with class.



When Linnaeus developed his system of classification, there were only two kingdoms, plants and animals. With the discovery of the latest technology, scientists have discovered new organisms and the identification of differences in cells. As a result, today the system of classification includes Six Kingdoms (link) . (6.12D)



Have students come up with a zoology mnemonic to remember the biological classification (Domain, Kingdom, Phylum, Class, Order, Family, Genus, and

Species). For example, Delightful King Phillip Came Over For Gooseberry Soup!

 Explain the tem dichotomous as “divided into two parts,” therefore, at each stage of a dichotomous key, two choices are presented. Allow students to work independently on A Dichotomous Key to Some Geometric Objects (link) . Each student will need a copy of Table 1 – Dichotomous Key to Some Geometric Objects (p. 8), and a

Dichotomous Key Worksheet (p. 7).



Allow students another opportunity to use a dichotomous key to identify Items from a

Hardware Store (link) . Provide each group with the Hardware Dichotomous Key

(Figure 2, p. 52), plastic bag or container with hardware items, and a hardware identification sheet, which includes a picture of the hardware items.

Preparation Note: You will need to fill plastic bag or containers (one per group of three) with a variety of items, such as different types of screws, nails, nuts, and bolts. If you are unsure of the name of each i tem, refer to “On the web,” p.

54. You will also need to provide a hardware identification sheet with a picture of the hardware items

Journaling -



Write the zoology mnemonics for the biological classification in Science journals, and share with class.

Journaling

–






Work in groups of 2 -3 to perform investigations and complete hardware identification sheet.



(See Figure 3, p. 52).

Safety Note: When working with sharp hardware, students use thick gloves and safety glasses. Plastic props should be used if possible.

Explore



Explain to students that scientists have attempted to classify organisms in order to understand them and their relationships to other forms of life. To classify things means to arrange them into groups based upon some similarity. Provide each student with Exploring Classification (link) , worksheet (link) . Have students group the items in any way they choose; reflect on other characteristics, which could have been used to group the items. (6.12C)



To familiarize students with organisms found with each kingdom, print and cut out a class set of the Kingdom Sorting Images (link) . Facilitate students as they complete the exploration, Kingdom Sorting (link) .



Facilitate as students conduct activity 1 in Classification of Living Things - Lab

Investigation from Neo/SCI. The kit covers the life characteristics of 60 life forms, representing 6 kingdoms, 30 major phyla, 5 subphyla and 37 major classes. There are enough materials for 10 groups of students. Activity 1 introduces students to the major kingdoms by using simple, dichotomous keys. (6.12D)



Allow students to use their textbook, library, and internet to research each kingdom.

If you allow the students to work in groups of three, each student will be required to research two kingdoms. They are going to obtain information on the cell type, number of cells, mode of nutrition, mode of reproduction and various examples of organisms for each kingdom. They will display this information on a Kingdom Cube

(link) . (6.4A,6.12D)




Have students work together in small groups to find pictures in magazines of flowering plants that grow in Texas. Provide resource books for the students to use to identify the flowers. Then have students mount the plant pictures on poster board and label them. (6.12D)

Explain



After completing the Exploring Classification activity, show and discuss with the students the Classification Power Point (link) . This will help introduce vocabulary terms and concepts for this unit. (6.12C,D)



After students are given the opportunity to discuss their Kingdom Cubes, show and discuss the Six Kingdom Power Point (link) . Have students complete the Domains &

Kingdoms Overview (link) , or create a “Tree Map,” for classifying the different

Domains and Kingdoms. The purpose is to provide students with an overview of the basic characteristic of organisms within each currently recognized Kingdoms.

Emphasize to students that these characteristics is evidence used by modern taxonomist to classify organisms.

(6.12D)

Journaling -



Describe characteristics used to group the items, and reflect on other ways these items could have been grouped.



Work with a partner to classify organisms into 5 kingdoms – Bacteria,

Protista, Fungi, Plantae, and Animalia. List these organisms in their journal.



Work with in a small group to classify organisms into 5 kingdoms –

Bacteria, Protista, Fungi, Plantae, and Animalia. Empahsize basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic and mode of reproduction. List these organisms and their basic characteristics in their journal.



After researching the assigned kingdom, display the cell type, number of cells, mode of nutrition, mode of reproduction, and examples in a threedimensional cube. After discussing each cube with the class, display around the classroom.



Create a poster with magazines pictures that represent flowering plants within Texas.

Cornell Note Taking (link)

Journaling -



Describe characteristics of the six Kingdoms: Eubacteria,

Archaebacteria, Protista, Fungi, Plantae, and Animalia.





Monitor as students read Chapter 11 - Section 1 (pp. 293-299). Ask students:

(1) Why do scientists use scientific names for organisms?

(2) List the seven levels of classification.

(3) Describe how a dichotomous key helps to identify unknown organisms.

(6.12C)



Divide Chapter 11

– Section 2 into two groups.

Group one will focus on the reason for a six kingdom classification, and prokaryotes

(Kingdoms: Archaebacteria and Eubacteria) on pp.300-301.

Ask students:

(1) Why did scientists add more Kingdoms? Name the six kingdoms.

(2) Explain the difference between archaebacteria and eubacteria. (6.12B, D)

Group two focus on the eukaryotes (Kingdoms: Protista, Plantae, Fungi and

Animalia) on pp. 302- 305. Ask students:

(1) Explain the different ways that plants, fungi, and animals obtain nutrients.

(2) Why are protists placed in their own kingdom?

(3) Which kingdom do humans belong to? Explain your answer. (6.12B, D)

Elaborate



Facilitate students as they complete the Animal Classification Activity (link) .

Students will use a simple dichotomous key to identify various animals. Provide each student with a dichotomous key and a copy of animal sheet. (6.2E,6.12C)



Facilitate as students perform the Start-Up Activity (Classifying Shoes) on p. 293. In this activity, students will develop a system of classification for shoes. Ask students :

(1) Could you identify the shoes using another person’s key? Explain. (2) How helpful was it to list the shoe features before making a key?

(6.3A,6.12C)



Facilitate students as they complete the activity, Interpreting Graphics

– Taxonomy

(link) . This activity requires students to interpret a concept map of the Kingdom

Animalia to draw inferences on the similarities and/or differences of various organisms based on their family, order, class, or phylum. (6.2C,E;6.12C, D)

Expert Groups -



Divide students into groups of three. Have each student decide what they will become an expert on. Students assigned the same material, for example Chapter 11 - Section 1, group together, read and discuss the material. Students will return to their home group and teach the other members the information in which they are an expert.

Journaling -



Demonstrate their ability to use a dichotomous key to classify animals.

Journaling -

 Create a table listing shoes’ features; use this table to construct a shoe identification key. Trade you key with another student, and check to see if their key helps you identify the shoes correctly. Record responses in your science journal. Debrief with class.

Journaling -



Use concept map and scientific reasoning to draw conclusions about various organisms. Debrief with class in order to clarify any misconceptions.




Facilitate students as they learn more about sorting living organisms in the interactive activity, Living Thing Sort (link) . In this activity, there are various organisms, such as birds, insects, mammals, and plants, which are displayed on a conveyor belt and students, need to clip on each organism and drag them in to the correct category. An interactive quiz is also available at the end of the game (6.2A, 6.12D)



Design a poster that reflects the various groups. Include characteristics such as the cell type, number of cells, and mode of nutrition. Present their findings with the class and display posters throughout the classroom.




To provide students with the opportunity to distinguish among different plants and animals, facilitate them as they conduct Classifying Living Things (link) be many correct answers, or there might just be one or two. When they are finished making their se lection (s), click on the “go” button on the bottom of the screen. It will review their responses; students are to complete the 3-2-1 process.

. At the start of each round, students will see the name of a category flash across the top of the screen. Their job is to click on everything that belongs in that category. There might

Pre-AP/LTF Lesson:



Module 5 - Foundation Lesson 13 - Caminalcules Discovery Classifying Imaginary

Animals by Analysis of Shared Characteristics pp. 4-11;

In this activity students reinforce the concept of classification by grouping imaginary organisms with similar characteristics (6.3A,6.12C,D)

3-2-1 Process - Students… (link)

 write 3 thing they know



write 2 questions

 1 paragraph summarizing



Practice assigning scientific names to the organisms to indicate the degree of relatedness based on similarities and differences in their physical traits.



Differentiation (Mastery):



During class discuss the process of creating a graphical form, and dichotomous key for a specific list of items. Inform students that they will be Making a Dichotomous

Key (link) , and a Diagram (link) for classifying laboratory equipment. Ask students:

(1) Which two main groups was the laboratory equipment divided into? (2) Were there other ways to divide the equipment? (6.2D,E;6.12C)




To provide students with another opportunity to explore dichotomous keys, facilitate as they use a dichotomous key to identify a collection of plastic frogs (part 1) in the activity, What is it?

(link) . Next, have them design and test a dichotomous key that could be used to identify a collection of plastic lizards (part 2). To provide students with the opportunity to apply what they have learned, allow them to complete part 3, which looks a six insect species. (6.2D,E; 6.12C)

Evaluate



Have students participate in the following quiz, Classification - Jeopardy (link) . The

PowerPoint consists of several categories: classification, kingdoms, key vocabulary, dichotomous keys, and miscellaneous concepts (6.12 C,D)



Have students complete the assessment, Classification & Dichotomous Key (link) .

(6.12C,D) This assessment focuses on characteristics that taxonomist use to classify organisms into the six kingdoms.



Set up several microscopes around the classroom with different slides of prokaryotic and eukaryotic cells (provide the common name for each slide). Have students determine the kingdom they belong to, and provide characteristics such as the cell type, number of cells, and mode of nutrition.



Develop a diagram and a dichotomous key as a means to classify laboratory equipment into two major groups.



Using the lizard collection and the Classification Graphic Organizer, students will create and then test their dichotomous key.



Demonstrate understanding of key concepts of classification of living organisms by participating in a class discussion, and recording their responses in their Science journal.

Journaling -






Demonstrate understanding of key concepts by have students identify different slides of prokaryotic and eukaryotic; write a brief description for each slide that reflects on the kingdom, cell type, number of cells, and mode of nutrition.



Review the guiding and essential questions for this lesson. ( 6.12C,D)





Classification



Taxonomy



Domain



Bacteria



Arcahaea



Eukarya



Kingdom



Eubacteria



Archaebacteria



Protista



Fungi



Plantae



Animalia



Sexual reproduction



Asexual reproduction



Dichotomous key




Understand



Recognize



Identify


Unit Life Science

– Lesson: Diversity of Life

Topic #9 Linnaeus



Classifying Organisms



Ordering Taxonomic Categories




Resources



Chapter 11:



Sections 1 & 2 pp. 293-305

Internet Sites

Classifying Living Things

Living Things Sort

Laying The Foundation

Module 5 - Foundation Lesson 13

Caminalcules Discovery Classifying Imaginary Animals





ELPS 1B - monitor oral and written language production and employ self-corrective techniques or other resources.

ELPS 1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary.


 The word (unicellular; heterotrophic; autotrophic) I am thinking of looks like…



How do you pronounce this word (prokaryotic; eukaryotic) ?



I memoriz ed the ______ by remembering…

 The mnemonic I used for the biological classification is…




TAKS

No 8 th grade TAKS Release Question available





I-D2: Use computer models, applications, and simulations.

I-D3: Demonstrate appropriate use of a wide variety of

apparatuses, equipment, techniques, and procedures for

collecting quantitative and qualitative data.


VI-E1: Know ways in which living things can be classified based on each organism’s internal and external structure, development, and relatedness of DNA sequences.

TAKS Fall 2005 Exit Level Released Question

Answer: C



Fourth Grading Period

– Weeks 6 - 9 (23 days)


Unit of Study: Environment

Enduring Understandings (Big Ideas)



Abiotic part of the environment is all of the physical things such as water, rock, light,

 and temperature that affect organisms living in a certain area.

Biotic part of the environment is all of the organisms and the organic matter they produce, such as dead leaves and molten skin.



The different hierarchical levels of organization in ecological systems include individual, population, community, ecosystem, biome, and biosphere.

Essential Questions



In your neighbor ecosystem, what are some biotic and abiotic components?



Where do you fit in the levels of organization?

CURRICULUM OVERVIEW

Unit Rationale

An ecosystem is a specific area in which non-living factors such as climate and landscape and living factors (plants, animals, and other organisms) are constantly interacting. The study of ecology has many layers, ranging from the individual organism, to the population, to the community, to the ecosystem, to the planet.

Lessons for this Unit



Lesson 1: Parts of an Ecosystem



Lesson 2: Levels of Organization




What is an ecosystem?



What is the difference between abiotic and biotic?



How do the biotic and abiotic components of an ecosystem interact?



What are the different levels of organization within the biosphere, from smallest to largest?



How can you distinguish between the five levels of environmental organization?

TEKS Specificity - Intended Outcome TEKS

Organisms & Environment

6.12 The student knows all organisms are classified into Domains and Kingdoms.

Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

(E) describe biotic and abiotic parts of an ecosystem in which organisms interact; and

(F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

I can:



 describe the biotic and abiotic parts of an ecosystem (6.12E) diagram the levels of environmental organization - organism, population, community, and ecosystem (6.12F)

” I CAN” statements highlighted in yellow and italicized should be displayed for students.



TEKS

Scientific Investigation & Reasoning

6.1 The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.

6.2 The student uses scientific inquiry methods during laboratory and field investigations.

6.3 The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists.

6.4 The student knows how to use a variety of tools and safety equipment to conduct science inquiry.


I can:



Know and use safe practices and safety equipment during investigations. (6.1A;

6.4B)



Practice appropriate disposal of materials. (6.1B)



Implement descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment. ((6.2A)



Collect and record qualitative and quantitative data using appropriate tools. (6.2C;

6.4A)



Analyze data to formulate reasonable explanations and valid conclusions. (6.2E)


ELPS 2E - use visual, contextual, and linguistic support to enhance and confirm understanding.

ELPS 2F- Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment.

ELPS 3E - share information in cooperative learning groups.

ELPS 4D - use pre-reading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.

ELPS Specificity - Intended Outcome



Use visual, contextual, and linguistic support to enhance understanding about

Ecology, biotic, abiotic, ecosystem, and biomes (2E)



Using a variety of media such as computer simulations and websites, listen to and derive meaning about biotic and abiotic components about ecosystem (2F)



Share information about levels of organization in cooperative learning groups. (3E)



Use pretaught vocabulary and exploration activities to enhance comprehension of written text. (4D)

College Readiness Student Expectations




I - E2: Use essential vocabulary of the discipline being studied.


VIG1: Identify Earth’s major biomes, giving their locations, typical climate conditions, and characteristic organisms.

College Readiness - Intended Outcome



Use computer models, simulations, databases, visualizations, spreadsheets, and other applications to describe, analyze, and synthesize data and explanatory descriptions of natural phenomena.



Use measurement devices that are appropriate for data collection.



Define and use a set of technical terms correctly and in context for the discipline studied.



Create a model and use that model to predict behavior.

 Name and describe Earth’s major biomes including their typical organisms found in each, and important physical factors (abiotic: temperature, rainfall rates).

Evidence of Learning (Summative Assessment)

1. Using the internet and other resources, students will create a bottle ecosystem. Their model will include information on biotic and abiotic components within the bottle ecosystem with at least 80% accuracy.

2. Create a mural of neighborhood ecosystem, and diagram the levels of organization with at least 80% accuracy.



Science

– Grade 6


Weeks 6 & 7 - Lesson 1 – Parts of an Ecosystem (9 days)





What is an ecosystem?



What is the difference between abiotic and biotic?



How do the biotic and abiotic components of an ecosystem interact?



In your neighbor ecosystem, what are some biotic and abiotic components?



The student can:



Observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements (5.9A)





Engage



Ask students to make a list of all the things they can think of that are found in a pond ecosystem. After students have written their list in their science journal, lead a discussion about objects in the pond ecosystem that are living and objects that are nonliving. Have students operationally define "biotic" and "abiotic".

(6.12E)



Have students ponder on the following question and answer it in their journal: What is the difference between a rock and a wooden plank? Include such things as physical make up and how it was made. Accept all answers, but try to steer them toward the idea that a rock has never lived and a wooden plank was living at one time. (6.12E)

Journaling -



List objects that are found in a pond ecosystem. After class discussion, students define the vocabulary terms, "biotic" and "abiotic".

Journaling -



Use the writing process and critical thinking to respond to prompt.

Talk about the concept that a wooden plank is biotic because it was once living, where a rock is abiotic because it has never lived.

Explore



Provide students with a List of Items (link) , and have them create a Venn diagram



Create a Venn diagram comparing and contrasting biotic and abiotic

(link) for biotic and abiotic components. (6.12E) Discuss problems that might have components. occurred when entering the items into the Venn diagram, and generate a list of that could go into the intersection of these two circles.



Facilitate students as they work independently to complete Abiotic and Biotic Factors

Worksheet (link) ; Answer Key (link) .

Once students have complete the T-chart, review items such as corpse, steak, pork chops, salad, bread, hair, and fingernail. Pose the following question: Would these items be considered biotic or abiotic? Explain (6.12E)

Journaling -






Allow students to use their library, and internet sites such as World Biomes (link) to research abiotic and biotic factors. Assign three biomes to each group of two students, and have them complete Abiotic and Biotic Factors of Different Biomes

Worksheet (link) . Provide students with a clear expectation of the assignment by explaining a Completed Form (link) and informing them that they are expected to present their findings to the class.

(6.4A;6.12E)



Facilitate students as they investigate the interactions that take place among several variables of a Bottle Ecosystem (link) : Handout 1(contains instructions on the ecosystem assembly and observation), Handout 2 (diagrams of both the manner in which to cut the bottles and assemble the ecosystem), and The Bottle Ecosystem

Worksheet (Part II, only; save Part I – Lesson 2, Levels of Organization) (6.3B; 6.12E)



Work in small groups to research and identify abiotic and biotic components of three biomes. Discuss with their learning partner.

Debrief with class.



Create a bottle ecosystem, and describe the role each biotic and abiotic variable plays within this model. Display models throughout the classroom; observe, record, and interpret how different components of an ecosystem change as they interact with each other and the environment



Explain



Show and discuss with the students the Introducing – Ecology Power Point (link) . This will help introduce key concepts: biotic, abiotic, biomes, and levels or organization.

(6.12E)



Use the Short Course E

– Environmental Science

(thin green book), allow students to study Figures 2, 3, 4, 7, and 10. Allow them to work in pairs in order to provide information about the biotic and abiotic components for each figure.




Have students create an illustration of vocabulary terms used in this unit. Emphasize:

Ecology, biotic, abiotic, ecosystem, and biomes (6.12E)

Elaborate



In the Biotic vs. Abiotic Investigation (link) , students will distinguish between abiotic and biotic factors in an ecosystem. They will use their senses, without an emphasis on sight to identifying and classifying various biotic and abtiotic objects.

(6.2A,C,E;6.3A;6.12E) Safety Note: When working with dry ice, do not touch!

Make sure that it is cover with a towel if you decide to use it in this investigation.



Take a virtual tour,

“A Walk in the Woods,”

(link) , and have the students identify the biotic and abiotic components. Ask students: (1) What are some abiotic and biotic components in the woods? (2) Are there any components that do not fit into your list of biotic and abiotic factors? Explain (6.4A;6.12E)




Have students choose an ecosystem, such as a pond, marsh, forest, prairie, or desert.

Have students identify the key biotic and abiotic parts of their ecosystem.

Have students create and label a 3-D shoe box diorama. (63B,C; 6.12E)




Have students create an Ecosystem Power Point, and present it to the class. Provide them with the Tutorial Power Point Site (link) , and explain the Rubric (link) . It should include slides that illustrate a minimum of ten biotic and ten abiotic components of their ecosystem. During their presentation, the audience (students at their desk) will create a T-Chart (Biotic vs. Abiotic) in their journals and place each component in the correct side. (6.6.2A; 6.4A; 6.12E)

Evaluate



Have students complete the assessment, Biotic vs. Abiotic - Ecosystem (link) . (6.12E)

This assessment includes an ecosystem, and students are required to list as many biotic and abiotic components.



Quiz with following as possible questions:

(1) What is an ecosystem? (2) What are two examples of biotic and abiotic factors in a forest ecosystem? (3) What are two examples of biotic and abiotic factors in a desert ecosystem?



Review the guiding and essential questions for this lesson.





Pair with a classmate to read information, and summarize the biotic and abiotic components for each of the bimes: temperate deciduous forest, coniferous forest, tropical rain forest, desert, and marine.

Frayer Model -





Work in groups of 2 - 3 to perform activity. Students record observations, analysis, and conclusions in their science journal.

Journaling -



Identify the area's biotic and abiotic features. Students also summarize how the biotic and abiotic factors affect one another.



Design a three-dimensional model of an ecosystem, and identify the key biotic and abiotic components.



Create a PowerPoint using images of biotic and abiotic factors.

Journaling -




Journaling -













Ecology



Abiotic



Biotic



Ecosystem



Biome


 describe

Resources


Short Course E – Environmental Science

Chapter 3:

Sections 1 & 2 pp.49-57

(Figures 2,3,4,7, and 10)

Internet Sites

World Biomes

A Walk in the Woods


Unit: Life Science - Lesson: Ecosystem

Topic # 2 Abiotic and Biotic Resources



Biotic and Abiotic Resources



Resources: Biotic and Abiotic

ELPS 2F- Listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment



ELPS 2E - use visual, contextual, and linguistic support to enhance and confirm understanding.


 The graphic organizer (Venn diagram) shows…



The word ____ is on the word wall (Frayer model).

 The virtual tour, “Walk in the Woods,” helps me understand…



I heard

/observed ____ which makes me think…



Organisms respond to components found within an ecosystem. Components of an ecosystem can be classified as abiotic or biotic. All of the following are considered abiotic components of an ecosystem to which organisms may respond except -

A sunlight

B water

C rocks

D plants

7 th grade District Interim 2005

Correct Answer: D

TAKS






I-D2: Use computer models, applications, and

simulations


I - E2: Use essential vocabulary of the discipline being

studied.


VIG1: Identify Earth’s major biomes, giving their locations, typical climate conditions, and characteristic organisms.




Science

– Grade 6


Weeks 7 & 8 - Lesson 2 – Levels of Organization (8 days)




What are the different levels of organization within the biosphere, from smallest to largest?



How can you distinguish between the five levels of environmental organization?



Where do you fit in the levels of organization?



The student can:









Engage



Write the following words on the board: Library, paragraphs, sentences, letter, books, chapters, and letter. Have students create a “Flow Map,” in their journal or give them a copy of Levels of Organization (link) . Have students arrange the list of words from simple to most complex. Next, introduce the following terms: organ system, organism, organs, tissues, species, population, and cells. Students will arrange these works from simple to most complex. Inform students that they will be taking a closer look at the hierarchical levels of organization in ecological systems. (6.12F)



In order to preassess students’ understanding of ecosystems, provide them with a copy of Lesson 1: Urban Ecology Pre-assessment (link) , and have them complete these questions prior to conducting Lesson 2: Ecosystem Breakdown. (6.12F)



Use a Flow Map to process the information of the hierarchical levels of organization in ecological system.



Using prior knowledge, reflect and record their answers in their science journal. Debrief with class.




Pair with a classmate to match the illustrations to the correct description and levels of organization label. Debrief with class.

Explore



Allow students to work in pairs when completing the investigation, Levels of

Organization (link) . Prior to the investigation, make enough copies, cut the pieces, and place them in baggies for each group. Each set should include: organism

(gazelle), population (gazelles), community (zebras, lions, and wildebeests), ecosystem (leopards, gazelles, grassland) and biome. (6.12F)



Facilitate as students as they conduct Lesson 2: Ecosystem Breakdown (link) . In session 1, students will be given a butcher paper sheet with an ecosystem title, and they are to illustrate biotic and abiotic components. Each group will be allowed to rotate to each of the pictures and add details. As the teacher reinforces vocabulary, students will use different colored markers, to circle the following: organism, population, community and ecosystem. In session 2, students will research an ecosystem in their schoolyard, and complete the Schoolyard

Ecosystem Investigation, worksheet (6.2A,C;6.3B; 6.12F)



Students will apply what they learned in Lesson 2: Ecosystem Breakdown to design a mural of their neighborhood ecosystem, Lesson 3: Neighborhood

Ecosystem (link) . (6.2A,C; 6.12F) Emphasize that the biotic components in their ecosystem interact and depend on abiotic components such as water, sunlight, and atmosphere (oxygen for animals, and carbon dioxide for plants) in order to survive.



Design, and identify organisms, population, and community for each ecosystem. Research schoolyard ecosystem, and complete Schoolyard

Ecosystem Investigation, worksheet. Debrief with class.



Brainstorm the things that are present in neighborhood ecosystem, and identify abiotic and biotic components. Design a mural that illustrate this information, and display it in the hall.

SAISD © 2010-2011 – Fourth Grading Period

Subject - Grade 6 Page 21 of 23





Have students create their own fictitious ecosystem. Have students use drawing and descriptions to feature a representative organism; a population of these organisms and the resources they must compete for; a community of populations and some of the interactions between these populations; and a description of the abiotic factors that make up their ecosystem. (6.12F)



Facilitate students as they conduct Lesson 4: Stewardship Project (link) . Have students reflect on things they would like to improve in their neighborhood ecosystem and organize a project to make the improvement. Consider the following ideas: (1) organize a schoolyard clean-up (2) plant new plants or trees in the schoolyard (6.1A,B; 6.4B;6.12F)

Safety Note: Disposable gloves and trash bas will be needed if students participate in a trash clean up in their schoolyard or neighborhood. If they decide to plant plants and/or trees, be aware of utility lines: gas, electricity, etc.

Explain

 • Show and discuss with the students the What Is Ecology? – Power Point

(link) . This will help introduce key concepts: individual, population, community, ecosystem, biome, and biosphere. (6.12F)



Have students complete Pyramid Foldable (link) . Each student will need a pyramid; you may write the table (levels of organization, definition, and examples) on the board and have students write this information in the pyramid. (6.12F)



Monitor as students read Chapter 15 - Section 1 (p. 372-375). Ask students:

(1)What are two examples of biotic and abiotic factors in a salt-marsh ecosystem?

(2) Using a salt marsh as an example, distinguish between populations, communities, ecosystems, and the biosphere. (3) What do you think would happen

to the other organisms in a salt-marsh ecosystem if the cord grass died suddenly?




Have students create an illustration of vocabulary terms used in this unit. Emphasis should be place on organism, population, community and ecosystem (6.12F)

Elaborate



After reviewing key vocabulary for this lesson, introduce them to the word habitat ; inform them that a habitat is the physical location where plants and animals live.

Certain physical characteristics that describe a habitat include the amount of precipitation, a range of temperatures, and the quality of the soil. Determine students’ understanding by having them complete the

Ecosystem Worksheet (link) .

(6.12F)

Evaluate



Quiz with following as possible questions:

(1) What is an ecosystem? (2) How do the biotic and abiotic components of an ecosystem interact? (3) Who/what makes up a population in your middle school?

(4) Who/what make up a community at your middle school? (5) Explain how your middle school can be considered an ecosystem. (6) Draw a diagram that shows the levels of organization within your middle school ecosystem. You must include and label the following: organism, population, community, and ecosystem. (6.12F)



Create a fictitious ecosystem and diagram the levels organization including organism, population, community and ecosystem.



Improve neighborhood ecosystem by either cleaning-up, planting plants or trees, etc. While cleaning up trash in their neighborhood/schoolyard is helpful, students should understand that true stewardship is maintaining their schoolyard by picking up trash on a regular basis.




Correctly match the level of organization to its definition and examples.

Debrief with class.




Pair with a classmate to read information, summarize the information, and discuss questions posed by the teacher.

Frayer Model -








Journaling -



Using acquired knowledge on the levels of organization, respond and record responses to the questions in their science journal. Debrief with class.






Have students complete the assessment, Levels of Organization (link) . (6.12F)

This assessment includes matching, and labeling of diagram: organism, population, community, ecosystem, biome, and biosphere.

Journaling -



Using acquired knowledge on the levels of organization, respond and record responses to the questions. Debrief with class.



Review the guiding and essential questions for this lesson. (6.12F)





Organism





Population



Community



Ecosystem



Biome

Biosphere




Diagram




Resources



Chapter : 15

Sections 1 pp.372-375

Internet Sites

Lesson 1: Urban Ecology Pre-assessment

Lesson 2: Ecosystem Breakdown

Lesson 3: Neighborhood Ecosystem

Lesson 4: Stewardship Project


Unit: Life Science - Lesson: Ecosystem

Topic # 1 Populations



The Frog on the Log



Populations within Ecosystems



ELPS 3E - share information in cooperative learning groups.

ELPS 4D - use pre-reading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text.


 The levels of organization can be represented with…





What I know about the levels of organization is…



The graphic organizer (flow map; pyramid foldable) is about ….

The ecosystem diagrams tell me the ____ is about…




TAKS






I-D2: Use computer models, applications, and

simulations


I - E2: Use essential vocabulary of the discipline being

studied.


VI-G 1: Identify Earth’s major biomes, giving their locations, typical climate conditions, and characteristic organisms.





4th GP - San Antonio Independent School District

Fourth Grading Period – Weeks 1 - 4 (20 days)

Science – Grade 6

Science – Grade 6

Week 1 - Lesson 1 – Prokaryotic Cells (5 days)

Prokaryotic cells differ from eukaryotic cells in that eukaryotic cells —

have a nucleus

have DNA but not ribosomes

lack organelles

are smaller than prokaryotic cells

Week 2 - Lesson 2 – Eukaryotic Cells (5 days)

Science

– Grade 6

Weeks 3 & 4 - Lesson 3

Science

– Grade 6

– Domains & Kingdoms (10 days)

Fourth Grading Period

– Weeks 6 - 9 (23 days)

Science – Grade 6

Science

– Grade 6

Weeks 6 & 7 - Lesson 1 – Parts of an Ecosystem (9 days)

Science

– Grade 6

Weeks 7 & 8 - Lesson 2 – Levels of Organization (8 days)

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4th GP - San Antonio Independent School District

Fourth Grading Period – Weeks 1 - 4 (20 days)

Science – Grade 6

Science – Grade 6

Week 1 - Lesson 1 – Prokaryotic Cells (5 days)

Prokaryotic cells differ from eukaryotic cells in that eukaryotic cells —

have a nucleus

have DNA but not ribosomes

lack organelles

are smaller than prokaryotic cells

Week 2 - Lesson 2 – Eukaryotic Cells (5 days)

Science

– Grade 6

Weeks 3 & 4 - Lesson 3

Science

– Grade 6

– Domains & Kingdoms (10 days)

Fourth Grading Period

– Weeks 6 - 9 (23 days)

Science – Grade 6

Science

– Grade 6

Weeks 6 & 7 - Lesson 1 – Parts of an Ecosystem (9 days)

Science

– Grade 6

Weeks 7 & 8 - Lesson 2 – Levels of Organization (8 days)

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