6Th Grade Science Scales Unit 3: the Human Body
Reporting Cluster: Structure, Functions and Relationships of the Human Body
Topic / Knowledge: / Assessments:
Body Organization / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
- The relationship between cells, tissues, organs and organ systems.
- Specialized cells perform specialized functions in multi-cellular organisms. (Groups of specialized cells cooperate to form a tissue, such as a muscle).
- Different tissues are, in turn, grouped together to form larger functional units, called organs.
- Organs, in turn, work together to make the system function correctly
- The systems all work together to make a functioning organism
- How living things must maintain a stable internal environment to survive
2 / Students will recognize or recall:
Specific vocabulary such as:
- cell, tissue, organ, organ system, organism, homeostasis
Cell Theory:
- all living things are made of cells
- cells come from other cells
- all cells contain DNA
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Structure, Functions and Relationships of the Human Body
Topic / Knowledge: / Assessments:
Structure and Function of the Musculoskeletal System / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
- the relationship between bones and muscles and how they work together to create movement
- The way the three types of muscles function in the human body
- the way various exercises (aerobic and resistance exercise) benefit some kinds of muscles, and not others, and recommendations of exercises for specific muscles
2 / Students will recognize or recall :
Specific vocabulary such as:
- voluntary, involuntary, aerobic exercise, resistance exercise, marrow, bone, muscle, cardiac, tendon, ligament, cartilage, joints, extensor, flexor
- the functions of the skeletal and muscular systems
- 3 kinds of muscles (skeletal, smooth, cardiac)
- the name and location of some bones in the body (femur, humerus, rib, pelvis, cranium, tibia, radius, ulna, phalanges, vertebrae, clavicle)
- the name and location of some muscles in the body (biceps, triceps, abdominals, pectorals, quadriceps, etc.)
- red blood cells are produced in bone marrow
- types of exercise
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Structure, Functions and Relationships of the Human Body
Topic / Knowledge: / Assessments:
Structure and Function of the Cardiovascular/RespiratorySystem / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
- how blood circulates through the body and what happens in each vessel along the way
- the difference between systemic and pulmonary circulation
- the purpose of respiration in the lungs and at the cellular level
- how and why your heart rate and breathing are affected by exercise
2 / Students will recognize or recall:
Specific vocabulary such as:
Cardiovascular-circulation, artery, vein, capillary, heart, ventricle, atrium, valve, blood pressure, oxygen, carbon dioxide, systemic, pulmonary, diffusion, osmosis
Blood-red blood cell, white blood cell, platelets, plasma
Respiratory-respiration, trachea, bronchi, alveoli, diaphragm, alveoli, bronchi, trachea, mucus, oxygen, carbon dioxide
Basic knowledge such as:
- blood circulates throughout the body in a closed system of arteries, veins and capillaries
- carbon dioxide and oxygen are exchanged at the body cells and also at the lungs via the capillaries
- the heart is a 4 chambered organ that functions as a pump to circulate blood
- arteries take blood away from the heart, veins bring it back
- where you can find your pulse and how to calculate heart rate
- structures and functions of the cardiovascular system and respiratory system
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Structure, Functions and Relationships of the Human Body
Topic / Knowledge: / Assessments:
Structure and Function of the Digestive System / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
- how accessory organs (liver, gall bladder and pancreas) are involved indirectly in digestion
- how the body absorbs and uses nutrients from food
- where and how chemical and mechanical digestion takes place along the pathway
- the importance of waste removal
- the role of saliva, mucus and other fluids in digestion
- structures and functions of the digestive system
2 / Students will recognize or recall :
Specific vocabulary such as:
mechanical, chemical, mouth, esophagus, stomach, small intestine, large intestine/colon, liver, gall bladder, pancreas, rectum, anus, accessory organ, enzyme, acid, villi, nutrient, mucus, saliva, chyme, bile
Basic knowledge such as:
- the pathway food travels through your digestive system
- nutrients come from food (carbohydrates, proteins, fats)
- digestion begins in your mouth
- what happens to the parts of food we don’t use
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Reporting Cluster: Structure, Functions and Relationships of the Human Body
Topic / Knowledge: / Assessments:
Structure and Function of the Nervous System / 4 / In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.
3
Proficient / Students demonstrate they have developed an understanding of:
- the stimulus/response relationship in each of the 5 senses
- how an impulse travels through the nervous system
- the role of the various regions of the brain in relationship to body functions
2 / Students will recognize or recall :
Specific vocabulary such as:
brain, spinal cord, vertebrae, axon, neurons, dendrites, cerebrum, cerebellum, medulla, lobes, memory, stimulus, response, impulse, reflex
Basic knowledge such as:
- the five senses
- nerves control communication between the brain and the body
- sensory neurons vs. motor neurons
- the brain is divided into regions with different jobs
1 / Student’s performance reflects insufficient progress towards foundational skills and knowledge.
Suggested Instructional Resources
Sample Learner Objectives / Topic / Textbook Resources / Labs / PBL Ideas
(projects) / Web Resources – websites or resources on
- I can explain the relationship between cells, tissues, organs and organ systems.
- I can explain the need to maintain a stable internal environment.
- I can identify the main structures and functions of the skeletal system, including blood cell production
- I can recommend appropriate exercise to strengthen muscles, including the heart
- I can compare and contrast voluntary and involuntary muscle responses.
- I can identify the main structures and functions of the muscular system.
- I can explain how bones, joints and muscles work together to create movement
- I can identify the main structures and functions of the cardiovascular system.
- I can identify the four parts of blood and explain the roles they play in the body.
- I can relate the movement of blood in relation to the types of blood vessels
- I can identify the main structures and functions of the respiratory system
- I can compare and contrast gas exchange in the lungs with the body
- I can identify the main structures and functions of the digestive system.
- I can explain why we eat food.
- I can critique food choices for their nutritional value.
- I can identify the main structures and functions of the nervous system
- I can relate a stimulus to the sense that receives it and predict a likely response.