6th+Grade+Science+Day+1

[6th Grade] [6th Grade Assignment Sheets] Language Arts] Math] Science] Social Studies] Science Unit Plan] Day [1] 2] 3] 4] 5] 6] 7] 8] 9] 10]

by Mallory Markert  **Lesson Plan ** **Subject ** Science **Topic **  Organisms **Grade Level **  Sixth **Time Frame **  45 minutes **IL Correlated Sets **  -- || GOAL: Understand the fundamental concepts, principles, and interconnections of the life, physical and earth/space sciences. || STANDARD: Know and apply concepts that explain how living things function, adapt, and change. || > Explain how cells function as || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;"> <span style="color: black; font-family: 'Verdana','sans-serif';"> The students will be able to know that organisms within Earths biosphere interact with each other and the environment by answering questions in their science journals. <span style="color: black; font-family: 'Verdana','sans-serif';"> **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Materials **<span style="color: black; font-family: 'Verdana','sans-serif';"> <span style="color: black; font-family: 'Verdana','sans-serif';"> Cactus plant and any other house plant <span style="color: black; font-family: 'Verdana','sans-serif';">Science journals <span style="color: black; font-family: 'Verdana','sans-serif';">Science Textbooks **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Procedures ** <span style="color: black; font-family: 'Verdana','sans-serif';">1. Have students observe a cactus plant and another kind of houseplant. Ask students to record observations in a compare and contrast chart, then ask students why the plants have different features. Tell <span style="color: black; font-family: 'Verdana','sans-serif';">2. Have students open their science books to page 6. Have them read the page quietly to themselves, making sure to take notes as they read. <span style="color: black; font-family: 'Verdana','sans-serif';">3. As students read, put questions up on the board to assess their understanding of the reading, have them answer the questions in their science notebooks. <span style="color: black; font-family: 'Verdana','sans-serif';">4. As a class, go over pages 8 and 9, making sure to focus on animal adaptations and have students identify the different adaptations that help the organisms in the photos survive in their environments. <span style="color: black; font-family: 'Verdana','sans-serif';">Closure: Have students answer the questions on page 9 of their textbooks as an "exit slip" at the end of class.
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 19.5pt;">Day 1 - Where on Earth do organisms live? **
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">State Standards **<span style="color: black; font-family: 'Verdana','sans-serif';">
 * <span style="color: black; font-family: 'Verdana','sans-serif';">IL.12 ** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif';">IL.12 ** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif';">IL.12.A ** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif';">IL.12.A ** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif';">IL.12.A.3a ** ||
 * <span style="color: black; font-family: 'Verdana','sans-serif';">IL.12.A.3a ** ||
 * <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13pt;">Instructional Objectives **