The student is expected to describe the historical development of cell theory and explain how organisms are composed of one or more cells, which come from pre-existing cells and are the basic unit of structure and function;
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Vertical alignment shows student expectations in the same subject area at different grade levels that are related to or build upon one another.
S.6.13.A
describe the historical development of cell theory and explain how organisms are composed of one or more cells, which come from pre-existing cells and are the basic unit of structure and function;
identify the function of the cell membrane, cell wall, nucleus, ribosomes, cytoplasm, mitochondria, chloroplasts, and vacuoles in plant or animal cells;
relate the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids, to the structure and function of a cell;
compare and contrast prokaryotic and eukaryotic cells, including their complexity, and compare and contrast scientific explanations for cellular complexity;
explain how matter is conserved and energy is transferred during photosynthesis and cellular respiration using models, including the chemical equations for these processes; and
Recurring themes and concepts — Connections to the content
Recurring themes and concepts provide a connective structure for scientific ideas across disciplines. The connection(s) below show some ways that teachers can help students understand how the content they are learning fits into the broader understanding of science. These connections do not represent all possible connections that might be made but highlight some that are appropriate for this grade level.
Scale, proportion, and quantity in systems
It is important to consider how changes in scale, proportion, or quantity affect a system’s structure or performance. Scale refers to the size of an object in relation to another object or its environment. Proportion is the ratio of one quantity to another. Quantity is a count of a set of objects or a measurement of a substance.
Different scales are used to describe organisms (macro) and their cells (micro).
Model the interdependence and parts of a system
A system is a whole made of parts that work together. It has components and boundaries. It can interact with or be part of other systems.
In a multicellular organism (system), each cell (part) depends on the others for existence.
Relationship between structure and function
A structure is an organized arrangement of particles, parts, or elements in a substance, body, or entity. A function is the purpose or reason for something to exist in a system. The function of a structure depends on the shapes of and relationships among its essential parts.
The cell (structure) is the smallest functional unit of a living organism.
Cross-curricular Connections
The cross-curricular connections are designed to help educators make content connections between the science TEKS and math, English language arts and reading, social studies, and technology applications. The standards below illustrate alignment between grade level content areas which may help educators develop cross-curricular lessons. These connections do not represent all possible connections that might be made.
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Social Studies
SS.6.18.A identify examples of scientific discoveries, technological innovations, and scientists and inventors that have shaped the world
Technology Applications
TA.6.4.A discuss how changes in technology throughout history have impacted various areas of study