COURSE NAME: Science Gr6
UNIT 2: Systems in organisms and Earth—7 weeks
Stage 1 Desired Results
Transfer
NGSS Performance Expectation(s): Students will be able to independently use their learning to…
MS-LS1-1. Conduct an investigation Transdisciplinary Transfer Goals (TTGs): Disciplinary Transfer Goals (DTGs)
to provide evidence that living things are Students will be able to apply their understanding of cells, Students will be able to design investigations, construct scientific
made of cells; either one cell or many energy flow through photosynthesis, and sensory response explanations, and synthesize information to understand how the
different numbers and types of cells systems to explain how living organisms survive, grow, and structures and functions of cells, energy processes like
interact with their environments. They will transfer this photosynthesis, and sensory responses work together to support life in
MS-LS1-6. Construct a scientific knowledge to real-world contexts such as health sciences, living organisms. They will apply these concepts to explain how
explanation based on evidence for the environmental sustainability, food security, and technological systems in plants and animals operate, interact, and respond to
role of photosynthesis in the cycling of innovation, making informed decisions that support individual internal and external conditions.
well-being and global ecological balance.
matter and flow of energy into and out of
organisms
MS-LS1-8. Gather and synthesize
information that sensory receptors
respond to stimuli by sending messages
to the brain for immediate behaviour or
storage as memories
Meaning
Phenomena: ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS
Students will understand that: 1. How do different plant structures
● Models Help Scientists Study
● 1. Identify the structure and function of plant contribute to their growth?
Natural Systems 2. In what ways do plant systems
systems found in UAE's traditional and
● Cells Are Living Systems adapt and function collectively to
modern agriculture. (DOK 2) 2. Analyze how
support sustainable agriculture?
plant structures work together as systems to
● Plants Are Living Systems
support UAE's desert farming heritage and
● Animals Are Living Systems Vision 2071 food security. (DOK 3) 3. Use
argument supported by evidence for how
understanding plant systems advances UAE's
agricultural self-sufficiency and cultural
preservation goals. (DOK 4)
Acquisition
Students will know… Students will be skilled at…
Disciplinary Core Ideas (DCIs): Science & Engineering Practices (SEPs): Crosscutting Concepts (CCCs):
LS1.A: Structure and Function Developing and Using Models Cause and Effect
§ All living things are made up of cells, Modeling in 6–8 builds on K–5 experiences and § Cause and effect relationships may be used
which is the smallest unit that can be progresses to developing, using, and revising models to predict phenomena in natural systems. (MS-
LS1-8)
said to be alive. An organism may to describe, test, and predict more abstract phenomena Scale, Proportion, and Quantity § Phenomena
consist of one single cell (unicellular) or and design systems. § Develop and use a model to that can be observed at one scale may not be
many different numbers and types of describe phenomena. (MS-LS1-2) § Develop a model observable at another scale. (MS-LS1-1)
cells (multicellular). (MS-LS1-1) to describe unobservable mechanisms. (MS-LS1-7) Systems and System Models
LS1.C: Organization for Matter and Planning and Carrying Out Investigations § Systems may interact with other systems;
they may have sub-systems and be a part of
Energy Flow in Organisms Planning and carrying out investigations in 6-8 builds larger complex systems. (MS-LS1-3)
§ Plants, algae (including on K5 experiences and progresses to include Energy and Matter
phytoplankton), and many investigations that use multiple variables and provide § Matter is conserved because atoms are
microorganisms use the energy from evidence to support explanations or solutions. § conserved in physical and chemical processes.
(MS-LS1-7) § Within a natural system, the
light to make sugars (food) from carbon Conduct an investigation to produce data to serve as transfer of energy drives the motion and/or
dioxide from the atmosphere and water the basis for evidence that meet the goals of an cycling of matter. (MS-LS1- 6)
through the process of photosynthesis, investigation. (MS-LS1-1)
which also releases oxygen. These Constructing Explanations and Designing
sugars can be used immediately or stored Solutions Constructing explanations and designing
for growth or later use. (MS-LS1- 6) solutions in 6–8 builds on K–5 experiences and
progresses to include constructing explanations and
designing solutions supported by multiple sources of
evidence consistent with scientific knowledge,
principles, and theories. § Construct a scientific
explanation based on valid and reliable evidence
obtained from sources (including the students’ own
experiments) and the assumption that theories and
laws that describe the natural world operate today as
they did in the past and will continue to do so in the
future. (MS-LS1-5),(MS-LS1-6)
Stage 2 - Evidence
Assessment Evidence
Evaluative Criteria
Assessments through the SEPs:
Are all of the desired Performance Tasks
results being Performance Tasks
appropriately
addressed? ● DOK Level: 4 (Extended Thinking)
What criteria will be ● Description: Students research and obtain information about the structures and functions of the body that are
used in each affected by dehydration.
assessment to ● Expectations: Students are expected to evaluate this information to determine a solution. They then communicate
evaluate the
their solution and the evidence that supports it to the class.
attainment of the
desired results?
Laboratory Reports
Regardless of the
format of the ● DOK Level: 3 (Strategic Thinking)
assessment, what ● Description: Students will design a method to measure their bodies’ responses to exercise.
qualities are most
important? ● Expectations: Students should use their collected data, they develop an understanding of the relationship between
breathing rate and heart rate and the connectedness of two body systems
●
Unit Test
● DOK Level: 2-3 (Skill/Concept and Strategic Thinking)
● Description: A comprehensive written test that covers all topics discussed in the unit, including multiple-choice,
short-answer, and essay questions to assess understanding of complex systems and their applications.
● Expectations: Students should demonstrate thorough knowledge of living systems, accurately describe how these
systems are modeled in science and technology, and articulate how such models can be applied to address real-
world challenges.
OTHER EVIDENCE:
Formative Assessments
● Quizzes
o DOK Level: 1-2 (Recall and Skill/Concept)
o Description: Short quizzes covering fundamental concepts of
o Expectations: Students are expected to correctly define key terms, identify basic functions of each
organelles in cell and describe how systems work together.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Week 1: Models help scientists study natural systems
Students investigate how cells build progressively into tissues, organs, organ systems, and organisms, exploring how these levels work
together to support life.
Emerging tasks include identifying and sequencing the levels of organization using diagrams and models; developing tasks involve
comparing plant and animal systems and explaining the role of each level; proficient students analyze how breakdowns at the cellular or
tissue level affect the whole organism’s function.
Lessons integrate labeled diagrams, hands-on model-building, organ system simulations, and student-created flowcharts and presentations.
Week 2 -3: Cells are living systems
Students explore how cells function as living systems that carry out essential life processes, responding to internal and external signals to
maintain balance and survival.
Emerging tasks include labeling cell parts and identifying their functions through visual aids and interactive notebooks; developing tasks
involve comparing plant and animal cells and modeling how organelles contribute to cell function; proficient students investigate how cell
processes (like respiration or waste removal) contribute to system-wide health, using data and simulations.
Lessons integrate microscope observations, cell structure models, guided lab activities (e.g., observing onion or cheek cells), and analysis
of how cells interact with their environment as part of larger living systems.
Week 4-5: Plants are living systems
Students investigate how plants function as living systems made up of cells, tissues, and organs that work together to support growth,
reproduction, and survival.
Emerging tasks include identifying plant parts and their functions (roots, stems, leaves) through diagrams and simple experiments;
developing tasks focus on modeling how plant systems like vascular tissues transport water and nutrients; proficient students analyze how
environmental factors affect plant system functions and explore how plant structures adapt to different environments.
Lessons integrate labeled plant diagrams, hands-on experiments (e.g., celery in colored water to observe xylem), observation of real plants
or plant cells under microscopes, and group investigations into how plant systems maintain balance and respond to change.
Week 6-7: Animals are living systems
Students investigate how animals are made of interacting systems—such as the circulatory, respiratory, and digestive systems—that work
together to maintain life and respond to the environment.
Emerging tasks include identifying major animal organs and their functions using diagrams and matching activities; developing tasks
involve tracing how materials (like oxygen or nutrients) move through body systems and comparing animal system functions; proficient
students analyze how disruptions in one system (e.g., respiratory) affect the others, using case studies, models, and real-world examples.
Lessons integrate system diagrams, guided dissections or virtual simulations, system interaction models, multimedia presentations, and
student-designed investigations exploring system balance and survival.
