Perry County Schools
SCIENCE CURRICULUM FRAMEWORKS
Sixth Grade
Big Idea: Unity and Diversity (Biological Science) Grade 6
All matter is comprised of the same basic elements, goes through the same kinds of energy transformations, and uses the same kinds of forces to move.
Living organisms are no exception. In middle school, students begin to compare, contrast, and classify the microscopic features of organisms—the cells, as
well as investigate reproduction as the essential process to the continuation of all species. Expected patterns of genetic traits are predicted. Distinctions are
made between learned behaviors and inherited traits. Emphasis at every level should be placed upon the understanding that while every living thing is
composed of similar small constituents that combine in predictable ways, it is the subtle variations within these small building blocks that account for both
the likenesses and differences in form and function that create the diversity of life.
Academic Expectations
2.1
Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.2
Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future
events.
2.3
Students identify and analyze systems and the ways their components work together or affect each other.
2.5
Students understand that under certain conditions nature tends to remain the same or move toward a balance.
Big Idea: Unity and Diversity (Biological Science) Grade 6
Program Of
Studies:
Understandings
Program Of
Studies: Skills &
Concepts
SC-6-UD-U-1
SC-6-UD-S-1
Students will
Students will obtain
understand that
information from
cells are the
observations, models
fundamental units
and other sources to
that perform the
explain the functions of
basic functions
cells necessary to
needed to sustain
sustain life.
life. Some
organisms contain
only a single cell,
while others may
have many millions
of specialized cells
grouped together in
cooperative
systems with
specific functions
(tissues and/or
organs).
Core Content For
Assessment
DOK
Essential
Questions/
Content
Level of
Mastery
Essential
Vocabulary
SC-06-3.4.1
Students will
describe the
relationship
between cells,
tissues and organs
in order to explain
their function in
multi-cellular
organisms.
Specialized cells
perform specialized
functions in multicellular organisms.
Groups of
specialized cells
cooperate to form
tissues. Different
tissues are, in turn,
grouped together to
What are the
relationships
between cells,
tissues and
organs?
What are the basic
functions of cells
necessary to
sustain life?
What are examples
of organisms that
contain single cells
(such as a sponge)?
What are examples
of organisms that
are multicellular
(such as frogs,
humans etc.)?
DOK 3
MULTICELLULAR
SPECIALIZED
CELLS
TISSUES
ORGANS
STRUCTURE
FUNCTION
What do specialized
Resources
Assessments
To view an
interactive
website on parts
of plant and
animal cells and
their functions,
see link below:
http://www.ikno
wthat.com/Scien
ceIllustrations/c
ell/science_desk
.html
For information
on the
structures and
functions of
plant and animal
cell parts see
link:
Understandings
Skills
Concepts
Core
Content
Essential
Questions
form larger
functional units
called organs.
Examination of
cells, tissues and
organs reveals that
each type has a
distinct structure
and set of functions
that serve the
organism.
DOK 3
SC-6-UD-U-2
Students will
understand that
every cell within
an organism
contains all of the
information
needed to
completely
replicate that
organism,
regardless of the
function that cell
performs.
SC-6-UD-S-2
Students will use
scientific tools (e.g.,
microscope) to observe
and describe unicellular
and multi-cellular
organisms and the
specialized cells they
contain.
Level of
Mastery
Essential
Vocabulary
cells do?
(Cooperate to form
larger units of
tissue that forms
special organs).
How could the use
of a microscope
help to describe
unicellular and
multi-cellular
organisms?
Same as above
What are the parts
of a cell?
What are the
functions of each of
the parts within a
cell?
SC-6-UD-S-3
Students will describe
and represent (e.g.
construct a chart,
diagram, or graphic
organizer)
relationships between
and among levels of
organization for
structure and
function, including
cells, tissues, organs,
organ systems,
organisms (e.g.,
bacteria, protists,
fungi, plants,
animals) and
How are plant cells
and animal cells
different?
What are the five
kingdoms of living
things? (bacteria,
protists, fungi,
plants, and
animals.)
How can we
describe and
represent the
relationships
among these levels
2
Resources
Assessments
http://sun.menlo
school.org/~cwe
aver/cells/
DOK 2
REPLICATE
FIVE KINGDOMS
Construct a
chart or diagram
showing the
relationships
between
organisms and
ecosystems.
For a
comparison
worksheet on
plant and animal
cells see link
below:
http://www.teac
hnology.com/wor
ksheets/science
/cell/1/
For a
comparison
activity on plant
and animal cells
see link below:
http://www.beac
onlearningcente
r.com/WebLess
ons/MixedUpCel
ls/default.htm#p
age5
Understandings
SC-6-UD-U-3
Students will
understand that
although plants and
animals exhibit a
great variety in
body structures that
contribute to their
survival and
reproduction, the
basic way that
individual cells
function is similar in
all living organisms.
SC-6-UD-U-4
Students will
understand that the
behavior of an
Skills
Concepts
ecosystems
Core
Content
Essential
Questions
Level of
Mastery
Essential
Vocabulary
of organizations for
structure and
function? (e.g.,
construct a chart,
diagram, or graphic
organizer of cells,
tissues, organs, and
organ systems)
For a website
on a close up
look at animal
and plant
cells, see link
below:
http://www.pur
chon.com/biol
ogy/cells.htm
DOK 2
SC-6-UD-S-4
Students will design
and conduct scientific
investigations to make
inferences about
factors influencing the
behavior of organisms,
and compare the
results with those of
investigations done by
others
How are the
functions of
individual cells
similar in all living
organisms?
How is the behavior
of organisms
influenced by
heredity?
SC-6-UD-S-5
Students will
investigate the relative
influence of heredity
and experience on the
behavior of organisms
How do life
experiences affect
the behavior of
organisms?
What are some of
the body structures
3
Resources
Assessments
REPRODUCTION
HEREDITY
For views of
cells in plant
parts-structure
and functions
see link below:
http://www.hcs
.ohiostate.edu/mgo
nline/Botany/pl
a01/00pla01.ht
m
Understandings
Skills
Concepts
Core
Content
Essential
Questions
organism can be
influenced by both
heredity and
experiences. The
relative influence of
these factors can
be inferred by
careful
observation/data
collection over a
period of time.
SC-6-UD-U-5
Students will
understand that the
great diversity of
life is a result of
many factors, both
internal and
external to
organisms.
SC-6-UD-U-6
Students will
understand that
even the most
different of
organisms are
fundamentally more
alike than different.
Their seemingly
great differences
conceal the great
Level of
Mastery
Essential
Vocabulary
Resources
Assessments
of plants and
animals that
contribute to their
survival and
reproduction?
SC-6-UD-S-6
Students will identify
and describe the
cellular structures that
allow for
replication/reproduction
SC-06-3.4.2
Students will make
inferences about
the factors
influencing
behavior based on
data/evidence of
various organism’s
behaviors.
-What are the
cellular structures
that allow
replication/reproduc
tion?
-How does
replication/reproduc
tion take place
within the cell?
-How are organisms
similar at the
cellular level?
-How is behavior
defined? (A
response an
organism may make
to an internal or
environmental
stimulus).
-How do heredity
and experience
together determine
an organism’s
behavioral
response?
-How can
Behavior is one
kind of response an
organism may make
to an internal or
environmental
stimulus.
Observations of
organisms, data
collection/analysis,
support
generalizations/con
clusions that a
behavioral
response is a set of
actions determined
in part by heredity
4
DOK 2
HEREDITY
EXPERIENCE
RESPONSE
INTERNAL
STIMULUS
EXTERNAL
STIMULUS
BEHAVIORAL
RESPONSE
COORDINATION
http://www.bbc.
co.uk/schools/s
cienceclips/age
s/9_10/keeping_
healthy.shtml
Understandings
Skills
Concepts
Essential
Questions
and in part from
experience. A
behavioral
response requires
coordination and
communication at
many levels
including cells,
organ systems and
organisms.
DOK 2
similarities
apparent at the
cellular level.
SC-6-UD-U-7
Students will
understand that
classification
systems do not
exist in nature, but
are created by
scientists to
describe the vast
diversity of
organisms, frame
research questions
and suggest
relationships
among living
things.
Core
Content
Level of
Mastery
Essential
Vocabulary
observations
(data/evidence) of
organism’s
behavior help us
make inferences
about how heredity
and experience
contribute to the
organism’s
behavioral
responses?
SC-6-UD-S-7
Students will classify
organisms into simple
categories and discuss
the limitations of
classification systems
-How do scientists
use classification
systems to
describe the vast
diversity of
organisms?
(frame research
questions, and
suggest
relationships
among living
things).
5
DIVERSITY
FACTORS
CELLULAR
RELATIONSHIPS
Resources
Assessments