The document provides resources and guidance for teaching a unit on cells according to the 6th grade science TEKS in Texas. It includes the state standards, instructional resources like videos and websites, sample lessons, formative assessments, and strategies for differentiation. The goal is to help students understand that all organisms are composed of cells and to identify the basic characteristics used to classify organisms into scientific kingdoms.

1. Science Grade 6: Cells
Core Content Coaching

2. Purpose
To provide support for grade-level, unit content planning

3. Resources for planning
• Teacher Yearly Resource Document (or Yearly Itinerary)
• CRM 8: Life Science
• Blank Pacing Calendar
• 6th
Grade 4th
Six Weeks Lessons: Cells
• Computer with Internet Access

4. Teacher yearly resource document

5. Monday Tuesday Wednesday Thursday Friday
Jan. 5
Force
6 7 8 9
12
Motion & Speed
13 14 15 16
19
Student/Staff Holiday
20
Motion & Speed
21 22 23
26
Motion & Speed
27 28 29 30
Feb. 2
Inclined Planes &
Pulleys
3 4 5 6
9
Cells
10 11 12 13
16
Student Holiday
17
Cells
18 19 20
4th
Six Weeks Planner (33 days)

6. 6.1A-B, 6.2C-D, 6.3D, 6.4A6.12: Organisms & environments. The student knows all
organisms are classified into Domains & Kingdoms.
Organisms within these taxonomic groups share similar
characteristics which allow them to interact with the living &
nonliving parts of their ecosystem. The student is expected
to:
•6.12A: understand that all organisms are
composed of one or more cells.
•6.12D: identify the basic characteristics of
organisms, including prokaryotic or eukaryotic,
unicellular or multicellular, autotrophic or
heterotrophic, & mode of reproduction, that further
classify them in the currently recognized Kingdoms.
TEKS & Student expectations
Content TEKS Skills TEKS
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Understand: to know the meaning of
Identify: to know and say who someone is or what something is
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Understand: to know the meaning of
Identify: to know and say who someone is or what something is

7. CRM 8: TEKS & Acquisition section

8. Teacher Content support
Sexual vs. Asexual Reproduction
http://learn.genetics.utah.edu/content/variation/reproduction/
Autotrophs vs. Heterotrophs
http://www.diffen.com/difference/Autotroph_vs_Heterotroph
Differences between Unicellular and Multicellular Organisms
http://www.majordifferences.com/2013/10/unicellular-organism-vs-multicellular.html#.VL6bc2TF-wk
Types of Cells: http://202.114.65.51/fzjx/wsw/website/cellb/chapter1/cell_chapter1.html
TEDEd Video: The Wacky History of Cell Theory- Lauren Royal-Woods
http://ed.ted.com/lessons/the-wacky-history-of-cell-theory
NSTA Leaning Center- http://learningcenter.nsta.org/
Search Resources & Opportunities: cells
ScienceFusion Grade 6 Teacher Edition: Content Refresher: p. 748

9. Vertical alignment
5th
GRADE
•Observe the way organisms
live and survive in their
ecosystem by interacting
with the living and non-living
elements
6TH
GRADE
•6.12A: understand that all
organisms are composed of one
or more cells.
•6.12D: identify the basic
characteristics of organisms,
including prokaryotic or
eukaryotic, unicellular or
multicellular, autotrophic or
heterotrophic, & mode of
reproduction, that further
classify them in the currently
recognized Kingdoms.
7th
GRADE
•Differentiate between
structure & function in plant &
animal cell organelles,
including cell membrane, cell
wall, nucleus, cytoplasm,
mitochondrion, chloroplast, &
vacuole.
•Recognize that according to
cell theory all organisms are
composed of cells & cells
carry on similar functions
such as extracting energy
from food to sustain life.

10. • Organisms live and survive in an
ecosystem only if their needs are met.
• All the organisms and nonliving things in an
environment and how they interact with
one another form an ecosystem.
• Earth is divided into six areas called
biomes defined by climate: tropical rain
forest, deciduous forest, taiga, tundra,
desert, and grassland.
PRIOR LEARNING

11. 2014 SCA Question: 6.12A

12. 2013 STAAR Question: 6.12D
A 20%
B 18%
C 44%
D 18%

13. Based on the data and distractors, what key points should teachers
emphasize during lessons?
• Living things/organisms are composed of cells.
• Characteristics of each of the kingdoms.
Presence of
Nucleus
1 or 2+ Cells Food
Mode of
Reproduction
Archaebacteria (No) Prokaryotic (1) Unicellular
Autotrophic &
Heterotrophic
Asexual
Eubacteria (No) Prokaryotic (1) Unicellular
Autotrophic &
Heterotrophic
Asexual
Protista (Yes) Eukaryotic
(1 & 2+) Unicellular &
Multicellular
Autotrophic &
Heterotrophic
Asexual
Fungi (Yes) Eukaryotic (2+) Multicellular Heterotrophic Asexual & Sexual
Plantae (Yes) Eukaryotic
(1 & 2+) Unicellular &
Multicellular
Autotrophic Asexual & Sexual
Animalia (Yes) Eukaryotic (2+) Multicellular Heterotrophic Sexual

14. Prokaryotic Eukaryotic Unicellular Multicellular
Unicellular &
Multicellular
Autotrophic Heterotrophic
Autotrophic &
Heterotrophic
Asexual Sexual
Asexual &
Sexual
Archaebacteria Protista Archaebacteria Fungi Protista Plantae Fungi Archaebacteria Archaebacteria Animalia Fungi
Eubacteria Fungi Eubacteria Animalia Plantae Animalia Eubacteria Eubacteria Plantae
Plantae Protista Protista
Animalia
These 2
kingdoms of
organisms do
NOT have a
nucleus.
These 2
kingdoms of
organisms are
unicellular.
Plants make
their own food.
Use process of
elimination when possible
based on these highlights.

15. Components of a good lesson plan
1. Engage Student Interest
2. Review/Scaffold to TEKS
3. Student-Centered Activities directly relating to the depth and complexity of the TEKS
• Labs, Activities, Videos
1. Organize and Practice Vocabulary
2. Reading & Comprehension Strategies
3. Writing Opportunities & Scaffolds
4. Daily Listening & Speaking Opportunities
5. Differentiation
6. Formative Assessment & Reteach

16. Embedded in lessons:
Engage Student Interest
• K-W-L Chart
• The Microscopic Cell & T-chart It!
• Discovery Education Video Clips: Introducing The Cell
• Journal Entry: A space probe sent to Mars has returned with
some rocks. There is a strange coloration on some of the
rocks that some scientists think could be some form of living
material. What characteristics might the scientists look for to
determine if it is alive? Does it matter if it is living or
nonliving? Why or why not?
• Rita Colwell Microbiologist Reading & Simple Solution
Questions
• Mathematical Biologist Reading & Why Cells R Little Question
• Stemscopes (6.12AB) Demonstration Presentation
• Think/Pair/Share: Zacharias Janssen is believed to have
invented the first simple, hand-held microscope in 1590 that
magnified images up to ten times. How do you think the
invention of the microscope has impacted science?

17. Embedded in lessons:
Review / Scaffold to TEKS
• ScienceSaurus: Cells p. 076,
Kingdoms p. 152-157,
Heterotrophs & Autotrophs p. 159,
Prokaryotes & Eukaryotes p. 160
• Study Jams Video: The Kingdoms
of Life
• BrainPop Video: Cells
• BrainPop Video: Classification
• BrainPop Video: Six Kingdoms
• ScienceFusion Unit 10, Lesson 1 &
2: Digital Lesson & Virtual Lab

18. Embedded in lessons:
Student-Centered Activities directly relating to the depth and complexity of the
TEKS (Labs, Activities, Videos)

19. Embedded in lessons:
Organize and Practice Vocabulary
• Microscope Safety & Parts
• Password/Taboo Review Game: Microscope Parts
• Prokaryotic & Eukaryotic Foldable
• Venn Diagram (Prokaryotic Vs. Eukaryotic)
• Modeling Clay A 3-D Representation & Journal Entry
(Unicellular Vs. Multicellular)
• Journal Entry: Root Words (Auto-, Hetero-, Troph-, &
A-)
• Vocabulary Acquisition: Discovery Education Video
Clip (Autotrophs-Heterotrophs) & Labeling A Graphic
• Venn Diagram: Autotrophic vs. Heterotrophic
• Foldable: Cell Concepts
• Kingdoms Presentation & Six Kingdoms Chart

20. Embedded in lessons:
Reading & Comprehension Strategies
• ScienceFusion: My Kingdom For A Eukaryote! P 610-611
• ScienceSaurus: Cells P. 076, Kingdoms P. 152-157,
Heterotrophs & Autotrophs P. 159, Prokaryotes &
Eukaryotes P. 160
• Rita Colwell Microbiologist Reading & Simple Solution
Questions
• Mathematical Biologist Reading & Why Cells R Little
Question
• What’s In A Name Reading & Questions
• Reader/Writer/Speaker Response Triads Students form
groups of three. One student reads the text aloud; one
writes the group’s reactions or responses to questions
about the text, a third reports the answers to the group.
After reporting to the group, the students switch roles.
• Embedded Active Reading Strategies & Visualize It!

21. Embedded in lessons:
Writing Opportunities & Scaffolds
• Cell Concepts Exit Ticket
• Journal Entries/Exit Tickets
• A space probe sent to Mars has returned with some rocks. There is a strange coloration on some of the rocks that some
scientists think could be some form of living material. What characteristics might the scientists look for to determine if it is
alive? Does it matter if it is living or nonliving? Why or why not?
• Students write a paragraph describing the most surprising discovery made while using the microscope.
• Display a prepared slide of a cell on the screen. Students write about what they think they are seeing.
• What was the most interesting thing you saw? How do the terms multicellular and unicellular apply to what you saw today?
What surprised you the most about what you saw today? Could you see any of the components inside the cells? If so,
describe them for us. What was the best magnification to use for viewing the cells? Why?
• What is the difference between sexual and asexual reproduction?
• How do scientists classify living things?
• You and a partner have discovered a new organism deep in an isolated pocket of the Amazon jungle. You think it can be
classified in the Bacteria kingdom, but your partner thinks that it belongs to the Plantae kingdom. How would you go about
gathering evidence to support your argument?
• Scaffolds: Sentence Frames, Word Bank, Think/Share/Write, Write/Share/Revise

22. Embedded in lessons:
Daily Listening & Speaking Opportunities
___tells me that…
___proves this because…

23. • Special Education:
1. Mixed-Ability Partners
2. Class Chart
3. Summarizing
4. Mind Map
5. Sentence Frames
6. Pre-Teach
7. Shared Reading
8. Word Bank
9. 3-D Representation
10. Root Words
11. Modeling
12. Fill-in-the-Blank Chart
• English Language Learners:
1. Mixed-Ability Partners
2. Class Chart
3. T-Chart
4. Mind Map
5. Sentence Frames
6. Anchor of Support
7. Shared Reading
8. Word Bank
9. 3-D Representation
10. Root Words
11. Labeling a Graphic
12. Modeling
13. Essential Questions
Embedded in lessons:
Differentiation

24. • ScienceSaurus: Cells p. 076, Kingdoms p. 152-
157, Heterotrophs & Autotrophs p. 159,
Prokaryotes & Eukaryotes p. 160
• Study Jams Video: The Kingdoms of Life
• BrainPop Video: Cells
• BrainPop Video: Classification
• BrainPop Video: Six Kingdoms
• ScienceFusion Unit 10, Lesson 1 & 2: Digital
Lesson & Virtual Lab
• K-W-L Chart
• Journal Entries
• Exit Tickets
• Class Discussions
• Investigation Conclusions
• Password/Taboo Review Game: Microscope Parts
• Venn Diagram (Prokaryotic vs. Eukaryotic)
• Venn Diagram: Autotrophic vs. Heterotrophic
• Foldable: Cell Concepts
• Which Kingdom Do I Belong?
• BrainPop Video Quizzes
• Cells Quiz
Embedded in lessons:
Formative Assessment & Reteach
Formative Assessment Reteach Opportunities

25. Higher level questions
• “Research shows there’s a link between critical thinking skills and increased student achievement in the
classroom.” (Moore & Stanley, 2010)
• Higher level questions must be planned in order to be implemented effectively in the classroom.
• Levels of Questions
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing
Higher Level Questions.

26. Lower Levels of questions

27. Higher Levels of questions

28. Sample Unit questions
• A sample from this unit using the Daily Guiding Questions.
Knowledge Comprehension Application Analysis Synthesis Evaluate
What is a cell?
Which scientific
equipment is necessary
to view a cell?
How do scientists
classify things?
How do you properly use
and handle this
equipment?
What is the difference
between a prokaryotic
and a eukaryotic cell?
What is the difference
between a multicellular
and a unicellular
organism?
What is the difference
between autotrophic and
heterotrophic?
What is the difference
between sexual and
asexual reproduction?
How can you use the
branching diagram to tell
which plants produce
seeds?
How do organisms
interact with their
environment?
How might the
classification of protists
change in the future?
Find more information on
Euglena and sea spiders.
Hold a class debate on
how scientists should
classify the organisms.

29. Recommended Anchors of Support
• The Microscopic Cell T-Chart
• Microsoft Parts Diagram
• Prokaryotic & Eukaryotic Foldable
• Prokaryotic & Eukaryotic Venn Diagram
• Comparing Cells
• Labeling a Graphic: Autotrophic &
Heterotrophic
• Autotrophic & Heterotrophic Venn Diagram
• Cell Concepts Foldable
• Six Kingdoms Chart

30. Anchors of Support
Other Resources
•Interactive Word Wall- Current, working models with student contributions
• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf
• “Word walls can be arranged on cupboard doors or classroom walls, or hung from
the ceiling with wire and string.”
• “Maximum instructional potential and efficiency are achieved when interactive word-
wall construction is aligned with lessons and students are allowed to participate in
the process. As a result, walls are usually built over many days and are finished as
a unit nears completion. Word walls support units and are changed or replaced as
units change.”
• Interactive Word Walls Rubric: Next Slide
• ScienceFusion Textbook, Science Glossaries, Dual Language Science
Glossaries

32. Academic vocabulary
TEACHER LESSON PAGE
CURRICULUM ROAD MAP