SOUTH CAROLINA SUPPORT SYSTEM INSTRUCTIONAL PLANNING GUIDE
Content Area:
Sixth Grade Science
Recommended Days of Instruction: 1
(one day equals 55 min)
Standard(s) addressed: 6-2
Students will demonstrate an understanding of structures, processes, and responses of plants that allow them to survive and
reproduce.
Characteristics of Organisms
Indicator
6-2.1 Summarize
the characteristics
that all organisms
share (including
the obtainment
and use of
resources for
energy, the
response to
stimuli, the ability
to reproduce,
and process of
physical growth
and development).
August 2010
Recommended Resources
SC Science Standards Support
Document
https://www.ed.sc.gov/apps/cso/
standards/supdocs_k8.cfm?
Suggested Instructional Strategies
See module 6-2.1
SC ETV Streamline
http://etv.streamlinesc.org
“The Basics of Biology: What
is Life?
http://player.discoveryeducation.
com/index.cfm?guidAssetId=C89
EB32E-B59D-4719-9108E9FB29890072&blnFromSearch=
1&productcode=US
Get your junior scientists off to a
good start as they learn that the
science of biology is the study of
life. Viewers will see and hear
about the characteristics of all
living things and how they
contrast to characteristics of
nonliving things. Learn how all
living organisms are made up of
cells.
Science S3 Sixth Grade Module 6-2.1
1
Assessment Guidelines
From the SC Science
Support Document:
The objective of this The
objective of this indicator
is to summarize
characteristics that all
organisms share;
therefore, the primary
focus of assessment
should be to generalize
the major points about
characteristics that all
organisms share.
However, appropriate
assessments should also
require student to recall
or exemplify the
characteristics of
organisms; or compare
how organisms obtain
food or reproduce.
Additional Resources
Living and Non-living Things
http://www.learner.org/channel/
courses/essential/life/session1/in
dex.html
This website helps students to
increase their understanding of
living and nonliving organisms
and the characteristics of life
Science Online
http://classroom.jcschools.net/sci-units/plantsanimals.htm#5
This website identifies the
characteristics that enable a
specific plant and/or animal to
Survive.
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Science S3 Sixth Grade Module 6-2.1
2
Sixth Grade
Science
Module
6-2.1
Structures, Processes and
Responses of Plants
Lesson A
Standard 6-2: Students will demonstrate an understanding of
structures, processes, and responses of plants that allow them to
survive and reproduce.
Indicator 6-2.1: Summarize the characteristics that all organisms
share (including the obtainment and use of resources for energy, the
response to stimuli, the ability to reproduce, and process of physical
growth and development).
Other indicator addressed:
6-1.1 Differentiate between observation and inference during the
analysis and interpretation of data.
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Science S3 Sixth Grade Module 6-2.1
3
From the South Carolina Science Support Documents:
Indicator 6.2.1: Summarize the characteristics that all organisms share
(including the obtainment and use of resources for energy, the response to stimuli,
the ability to reproduce, and process of physical growth and development).
Taxonomy level:
Understand Conceptual Knowledge 2.4-B
Previous/Future knowledge:
In kindergarten (K-2.2), students identified examples of organisms and nonliving
things. Students have explored the basic needs (food, shelter, water, space, and
shelter) of plants in 1st grade and of animals in 2nd grade.
It is not essential for students to know the characteristics that separate living
organisms from nonliving things. All living organisms share the following
characteristics:
They obtain and use resources for energy
 All organisms must obtain resources, such as food, oxygen, and water, which
provide required energy to perform the basic processes of life, such as
growing and developing, or repairing injured parts.
 Autotrophs (for example plants) provide their own food for energy through
the process of photosynthesis, while heterotrophs (for example animals)
must find an external source for food.
 Energy is released from food in most organisms through the process of
respiration.
They respond to stimuli
 A stimulus is any change in an organism’s surroundings that will cause the
organism to react.
 Examples of environmental stimuli may be changes in the amount of light
present, changes in temperature, sound, amount of water, space, amounts
or types of food, or other organisms present.
 The reaction to the stimulus is called a response. It can be an action or
behavior performed by the organism.
They reproduce
 Organisms have the ability to reproduce, or produce offspring that have
similar characteristics as the parents. There are two basic types of
reproduction:
o Asexual reproduction: a reproductive process that involves only one
parent and produces offspring that is identical to the parent.
o Sexual reproduction: a reproductive process that involves two parents.
The egg (female reproductive cell) and sperm (male reproductive cell)
from these two parents combine to make an offspring that is different
from both parents.
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Science S3 Sixth Grade Module 6-2.1
4
They grow and develop
 Growth is the process whereby the organism becomes larger.
 Development is the process that occurs in the life of the organism that
results in the organism becoming more complex structurally.
 Organisms require energy to grow and develop.
It is not essential for students to know about the origins of life, mitosis or
meiosis, or the chemical equations for photosynthesis and respiration.
Assessment Guidelines:
The objective of this indicator is to summarize characteristics that all organisms
share; therefore, the primary focus of assessment should be to generalize the
major points about characteristics that all organisms share. However, appropriate
assessments should also require student to recall or exemplify
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Science S3 Sixth Grade Module 6-2.1
5
Teaching Indicator 6-2.1: Lesson A- Basic Needs of Organisms
Instructional Considerations:
This lesson is an example of how a teacher might address the intent of this
indicator. Living things are identified by some basic characteristics.
The lesson allows students to distinguish between living and nonliving things.
Over time, students will begins to understand that all living things grow, breathe,
reproduce, excrete, respond to stimuli, and have similar basic needs like
nourishment. Page Keeley, author of Uncovering Student Ideas in Science. Vol 1.
(NSTA Press. 2005) suggests a mnemonic to help students remember these
characteristics. MRS GREN: M = movement, R=respiration, S=stimuli response,
G=growth, R=reproduction, E=elimination of waste (excretion), N=nutrition
(acquiring or making food)
Preparation for the Lesson:
Obtain and prepare picture cards of living and nonliving things
Misconceptions: Students have difficulty characterizing things as living or
nonliving. For example, they tend to describe anything that moves as alive. The
cycle of life (birth, growth, death), and therefore they often classify living as
nonliving because it has died. In science, living is used to describe anything that is
or has ever been alive; nonliving is used to describe anything that is not now nor
has ever been alive. Over time, students will begin to understand that all living
things grow, breathe, reproduce, excrete, respond to stimuli, and have similar basic
needs like nourishment.
Safety:
Safety must be emphasized at the beginning of the school year and reinforced with
every lab activity. Students should understand that safety is everyone’s
responsibility.
Lesson time:
1 day (1 day equals 55 minutes)
Materials



Needed:
SC Streamline Video
Overhead and student copies of graphic organizer
Picture cards of living and nonliving things (pages 7-15)
Focus Question:
What are the characteristics of living organisms?
Engage:
1. Have students think about a time they have had to sort, arrange, or classify
different types of things (Examples: laundry, groceries, dishes, etc)? Ask
them what they were actually doing when they sorted or classified (arranged
things into smaller groups).
2. Ask students to suggest ways they might classify different things in the
classroom? Take their suggestions, and then tell them: Today we’re going to
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Science S3 Sixth Grade Module 6-2.1
6
classify things in the classroom as living and nonliving. Allow students time
to make two lists in their personal notebooks and list the items in the
appropriate list.
3. Ask students to share the characteristics, special features or qualities they
used when classifying the items in the classroom as living and nonliving.
4. Pair students and have them talk about those characteristics that the items
that are living have in common. Have them develop a list of the
characteristics that all living things possess.
Explore:
1. Explain that the process of arranging or classifying into classes or a group by
their similarities is called classification.
2. Provide the students with a set of picture cards including living and nonliving
things. Allow time for groups of students to classify cards into the two
distinct groups.
Note to Teacher: You can print these out on cardstock and laminate them
for future use. You do not have to have the identification words on the
cards, they are there for you to identify the picture if a student asks.
3. Provide time for students to use the living things cards and discuss and list
the characteristics and basic needs of organisms featured on the cards.
4. Compile a class list of the features of living things. (See list below) Once
they have shared their features, discuss with them the definitions of
response, stimulus, energy, growth and development and
reproduction as they apply to living things.
Response-all organisms react to changes in their environment; react to a
stimulus with a response.
Stimulus - a change in the environment that causes organisms to react.
Reponses - an action or change in behavior.
Energy- all cells in the body need energy to grow, repair, and carry out life
functions.
Growth and Development- the process of increasing in size and
development is the process of change that happens as an organism become
more complex.
5. Ask students to illustrate examples of the features of living things in their
notebooks:
 Living things respond
 Living things use energy
 Living things grow and develop
 Living things reproduce
6. Show the SC Streamline Video: “The Basics of Biology: What is Life? “ (7:44)
and ask students to add other significant information or questions they may
have about the characteristics of living organisms.
7. Have students draw the graphic organizer (chart) below in their notebooks.
Instruct them to select four living cards from the set of living organism cards
and use them to complete the graphic organizer/data chart from below.
Discuss each heading, provide examples and add them to the graphic
organizer. If this is the first time students have worked with this organizer,
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Science S3 Sixth Grade Module 6-2.1
7
you may want to model the process by completing it for one of the
organisms. (Use the science support document to develop each concept
listed below)
 Obtain Resources
 Response to stimuli
 Grow and Develop
 Reproduce
8. Allow time for students to complete the data chart below using the four living
organism cards they selected.
Characteristics of Organisms
Organism
Obtain
Resources
Response to
Stimuli
Energy use
Reproduce
Explain:
1. Divide students into groups and have them complete a claims and evidence
chart on their assigned question. Example: We claim that one of the
features of living things is growth because we know that all the living things
on the cards we examined have a life cycle.
2. Have students post their charts.
3. Allow time for class discussion/discourse.
4. Ask each group to share their poster and be ready to answer any questions
other classmates may have.
5. Questions to pose during class discussion might include:
 What are the features of living things?
 What do all living things need?
 What are two ways organisms obtain resources?
 Discuss different ways organisms respond to stimuli.
 What are two ways that organisms reproduce?
 Discuss and explain the difference between growth and development.
Growth is the process whereby the organism increases in size.
Development is the process that results in the organism changing and
becoming more complex structurally.
 Assess student understanding by having them reflect by answering the focus
question in their notebooks and then sharing their thoughts with cooperative
group members.
Extend:
1. Allow the students to reflect in cooperative groups using text information,
data charts and any other resources they have available. Each group will
share information on two living organisms with the class.
2. Anderson School District Five Grade 6 Science Plants – The Plant ProjectIndividual and group projects are completed after all experimental data has
August 2010
Science S3 Sixth Grade Module 6-2.1
8
been collected. How did each of the variables (light, water, fertilizer, and
space) affect the plants? (This could be set up and data collected throughout
the unit. If using STC kit Experiments with Plants, you might also want to
set it up for data collection in the coming weeks.
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Science S3 Sixth Grade Module 6-2.1
9
Living Things
Rattlesnake
Lion
Squirrel
Elephant
Giraffe
Buffalo
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Science S3 Sixth Grade Module 6-2.1
10
Living Things
Shark
Clams
Dolphin
Starfish
Desert Tortoise
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Science S3 Sixth Grade Module 6-2.1
Camel
11
Living Things
Duck
Turtle
Gila Monster
Scorpion
Great Horned Owl
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Sidewinder
Science S3 Sixth Grade Module 6-2.1
12
Living Things
Bullfrog
Polar Bear
Seal
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Beaver
Arctic Fox
Penguin
Science S3 Sixth Grade Module 6-2.1
13
Non Living Things
American Flag
Newspapers
Sunset
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Manhole
Cover
Cars and Bridge
Plaque
Science S3 Sixth Grade Module 6-2.1
14
Non Living Things
City View
Fire Escapes
Street Sign
San Francisco Bridge
View Binocular
Statue of Liberty
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Science S3 Sixth Grade Module 6-2.1
15
Non Living Things
Fireworks
Wind Surfing
Canoes
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Bicycle
Tennis
Railroad Crossing
Science S3 Sixth Grade Module 6-2.1
16
Non Living Things
Columns
Lighthouse
Windmill
School Sign
Tennis
Air Force Base B-52 Bombers
Lincoln Memorial
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Science S3 Sixth Grade Module 6-2.1
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