This curriculum unit was developed from the Learning Through Performance in Middle School Math and Science Project. The goal of the project was to develop, pilot, and research the efficacy of a 6th grade math course and science course that are designed to align with 6th grade Common Core Mathematics Standards and Next Generation Science Standards. The curriculum was designed to exemplify the use of project-based learning as the primary instructional approach, and instructionally embedded performance-based assessments as the primary assessment strategy. The rationale for building project-based learning units was to support greater student engagement and deeper learning of rigorous content through authentic, real-world applications of math and science. The rationale for building performance-based assessments into each unit of study was to support more reliable and valid measurement of individual students’ learning and performance on relevant math and science concepts and practices.
All of the curriculum materials were designed to have teachers participate in professional development to help support them in the design approach as well as implementing the materials in their classroom. If you would like further information about professional development services, please contact us.
Unit Overview
This summary is based on information found in the NGSS Framework.
Core Idea LS1 From Molecules to Organisms: Structures and Processes
The performance expectations in LS1: From Molecules to Organisms: Structures and Processes help students formulate an answer to the question, “How can one explain the ways cells contribute to the function of living organisms.” This unit on Body Systems focuses on two of the four NGSS sub-ideas: Structure and Function and Information Processing. It is the goal of this 6th grade Body Systems Unit to look at the human body with a systems approach, by first zooming in on individual cells, then tissues, and then finally on all the body systems working together as one functioning unit. By the end of this unit, students can gather information and use this information to support explanations of the structure and function relationship of cells. They can communicate understanding of cell theory. They will have a basic understanding
of the role of cells in body systems and how those systems work to support the life functions of the organism.
In this 6th grade Body Systems unit, students conduct an investigation to provide evidence that living things are made up of cells, focusing on the observation that different cells have different structures to fit their functions. They then model the structures and functions of parts within a cell. At this point, they zoom outward, gathering data about how exercise affects two body systems to help them make connections on how different body systems interact. At the end of the unit, students diagram a neural pathway to show how humans are able to sense and respond within their environment. Moving into 6th grade curriculum, it is important to know that students have not yet defined the word cell , as well as much of the other anatomical vocabulary. Students may also have a broader understanding of the need for certain body
parts for survival as well as the fact that humans interact with their environment, but knowledge of the internal processes for these phenomena has not been taught yet.
Although students have not specifically discussed the inner workings of the human body, the first mention of related content appears in kindergarten. In kindergarten, students begin to think about living things and what these living things need in order to survive. This is limited to substances such as food and water for animals, or sunlight for plants. However, this sets the stage for later discussions in 6th grade about what defines a living thing and how these are essential substances used by living things. In particular, students will use this idea in the 6th Grade Body Systems Unit as they learn what substances a cell needs in order to function.
