Grade 6 Science, Human Body Unit
Duration: @ 6 weeks
Overview
View the
Video
Introduction. This unit focuses on applying
the
Scientific Process in
one major scientific concept, which is developed
through a thematic approach. The major concepts include the Human Body and
Health Topics, including the Endocrine, Skeletal, and Muscular Systems,
Diseases, and Health-related Careers. Students construct their own
understanding through an inquiry-based approach. Activities include
open-ended investigations, small-group discussions, exploratory writing and
reflective reading tasks, and long-range projects. Assessment activities are
varied and teach as well as evaluate comprehension and performance.
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Enduring Understandings
- important ideas that students should carry with them years beyond the
instruction received this year.
- Scientists investigate the world around them and
communicate to others through the scientific process.
- The scientific process is the basis of an integrated
approach to understanding our world. (topic/problem, testable question,
hypothesis, procedure)
- Scientists use a plan to carry out an investigation
(variables, control, data, observations, investigations).
- Scientists select, appropriate tools to collect,
organize, and record data using the metric system in tables, charts, and
graphs. Scientists analyze data for reliability, validity to form
conclusions. Scientists analyze data to infer past and predict future
events.
- Scientists ask questions based on their investigations
and these questions can lead to new investigations.
- Scientists communicate the results of their
investigations in many formats and appropriate ways.
Experiments must be controlled and have reproducible results.
- Scientists identify, determine, compare, and control
variables. Scientists must be objective and bias free when examining their
work. Scientists communicate their results using various methods.
- Scientists use models to predict change.
- Safety is a primary concern with all laboratory
techniques.
Essential Questions
- most important “big picture” questions students should be able to answer
after completing learning activities.
- What is a testable question that leads to a proposed
hypothesis? How is a testable question developed
- How do scientists design a plan for investigating a
testable questions? How is an investigation organized?
- How do scientists develop and perform a scientific
investigation? What are the independent/manipulated and
dependent/responding variables? What is the standard of control?
- What are the appropriate tools, technologies, and
measurement systems used by scientists?
- How do scientists interpret and evaluate data? How do
scientists infer/predict past and future events?
- What new questions have arisen based on unexpected
results of the investigation?
- How is scientific information effectively
communicated to specific audiences?
- How do controlled/uncontrolled variables affect the
outcomes of experiment
- How do you identify, compare, and control variables
in an investigation?
- How does bias, opinion, and evidence affect the way
science is communicated in various media?
- What are some different sources and methods a
scientist uses to collect and record data?
- How can models help us predict future outcomes?
- What are safe laboratory practices?
Standards
Highest
Frequency Standards
 High
Frequency Standards,
 Other
Standards & E-skills
Standard 1: Students understand the processes of
scientific investigations and design, conduct, communicate about, and
evaluate such investigation.
Standard 2: Physical Science: Students know and
understand common properties, forms, and changes in matter and energy.
Students know that matter has characteristic properties which are
related to its composition and structure. Students understand that
energy appears in different forms and can move (be transferred) and
change (be transformed). Students understand that interactions can
produce changes in a system, although the total quantities of matter and
energy remain unchanged.
Standard 5: Students know and understand
interrelationships among science, technology, and human activity and how
they affect the world.
Standard 6: Students understand that science involves a
particular way of knowing and they understand common connections among
scientific disciplines.
Resources
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Infection Detection, Protection - Play this
Virtual Infection Game
as you learn how to prevent infection.
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Anatomy in Clay - view the video and learn how to construct a muscular
system with different colored clay as you discover how muscles work with the
nervous and skeletal system to control movement. This product is provided by
AnatomyinClay.com.
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Inside the Human Body - a Discovery Channel site that allows students to
construct a virtual eye, nervous system, and muscular system. Discover how
an average human can become superhuman in strength under certain
circumstances.
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Mighty Muscles - Muscles are strong, flexible tissues that help us
run, dance, and even blink! Watch how muscles work in pairs to move our
bodies, and how one very special muscle keeps our blood pumping.
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Bones on the Move - Your ability to bend, stretch, twist, and turn
is all thanks to your joints. Try to figure out where different joints
are located and how each type moves.
Teacher's Guide (PDF 232KiB)
Student Worksheet (PDF 110KiB)
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Bones: Strong and Flexible Video
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Technology:
www.eskeletons.org , Skeleton Project, Comparative Anatomy
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Virtual
Body Narrated Simulation
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Parents
When parents ask their teenagers what happened at school, they often get very
vague responses. You can demonstrate your support of your child's learning
by asking specific questions like, "What topic are you studying this week in
science? Share the topics you are interested in and why. While driving
together, there are games you can play to foster good communication.
Ask your teen to pick a science topic and quiz you by posing questions for
you to answer. Don't be intimidated if your child outscores you. Teaching
information to someone else is the best way to remember information.
You will be giving your teen an opportunity to demonstrate his or her
understanding of science information, and boost his or her confidence in
learning. |
