Level 4 Level 3 Level 2 Level 1 Student’s Students will: Students will: and In addition applications Conduct an investigation to provide evidence that living things are made of 1. Describe evidence that would support that all living knowledge. performance cells. () things are made of one or more cells (cell theory) to 2. Describe how the tools and methods included in score experimental design will provide the evidence that necessary to that all living things are made of cells 3.0 go reflects performance, 3. Distinguish between living and non-living things beyond Develop and use a model to describe the function of a cell as a whole and insufficient 1. Describe how different parts of a cell, separately ways parts (structures) of cells contribute to the function. () what and together, provide energy for the cell’s internal process. the was 2. Describe how different parts of a cell, separately progress student taught. and together, contribute to maintaining the structure of the cell and controlling what enters and leaves the demonstrates towards cell. 3. Describe how plant cells are different from animal cells. foundational in-depth Recognize or recall specific vocabulary such as: skills inferences Cell, organelle, mitochondria, chloroplast, cell wall, cell membrane, nucleus, DNA, unicellular, multicellular, cell and theory, cytoplasm Topic: Body Organization Driving Questions: How do parts of the body work together? Crosscutting Concept: Systems and System Models Science and Engineering Practices: Engaging in an Argument from Evidence Performance Expectation:
Level 4 Level 3 Level 2 Level 1 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught. Students will: Conduct an investigation to provide evidence that living things are made of cells. () Develop and use a model to describe the function of a cell as a whole and ways parts (structures) of cells contribute to the function. () Students will: 1. Describe evidence that would support that all living things are made of one or more cells (cell theory) 2. Describe how the tools and methods included in experimental design will provide the evidence necessary to that all living things are made of cells 3. Distinguish between living and non-living things 1. Describe how different parts of a cell, separately and together, provide energy for the cell’s internal process. 2. Describe how different parts of a cell, separately and together, contribute to maintaining the structure of the cell and controlling what enters and leaves the cell. 3. Describe how plant cells are different from animal cells. Recognize or recall specific vocabulary such as: Cell, organelle, mitochondria, chloroplast, cell wall, cell membrane, nucleus, DNA, unicellular, multicellular, cell theory, cytoplasm Student’s performance reflects insufficient progress towards foundational skills and knowledge. Topic: Body Organization Driving Questions: How do parts of the body work together? Crosscutting Concept: Systems and System Models Science and Engineering Practices: Engaging in an Argument from Evidence Performance Expectation:
6th_grade_overview-2018-2019.docx