Overview

This 45-minute lesson introduces 6th grade students to how animals and plants obtain energy and remove waste, focusing on the digestive and excretory systems in animals and energy acquisition in plants. The lesson connects body system functions and explores similarities and differences in energy processes between plants and animals.

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Standards Alignment

This lesson addresses the following relevant Common Core and Next Generation Science Standards (NGSS) connections for 6th grade Life Science:

NGSS MS-LS1-3:
Develop a model to describe the function of a cell as a whole and ways parts of cells contribute to the cell’s function.

NGSS MS-LS1-6:
Construct a scientific explanation based on evidence for the role of the digestive and excretory systems in energy intake, transformation, and waste elimination.

Common Core ELA Literacy in Science and Technical Subjects (CCSS.ELA-LITERACY.RST.6-8.3):
Follow precisely a multistep procedure when carrying out experiments or technical tasks.

Common Core Math Standards (CCSS.MATH.CONTENT.6.RP.A.3):
Use ratio reasoning to solve problems, where appropriate (e.g., understanding proportions of organ systems).

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Learning Objectives

By the end of the lesson, students will be able to:

• Identify and label the major organs of the digestive and excretory systems and describe their functions.
• Explain how these systems work together to help animals obtain energy and remove waste.
• Compare and contrast how plants and animals obtain energy, supporting or refuting that they obtain energy in the same way.
• Demonstrate understanding of the levels of biological organization (cells → tissues → organs → systems) through a labeling and coloring activity.

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Materials

• Projector and images/diagrams of digestive and excretory systems and plant energy processes
• Printed worksheets for labeling and coloring levels of organization (one per student)
• Colored pencils/crayons (assorted colors)
• Whiteboard and markers
• Timer

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Lesson Sequence

1. Introduction & Engagement (5 minutes)

• Begin with the question: “How do animals get the energy they need to move and grow? And how do plants get energy?”
• Show simple animated diagram illustrating food consumption, digestion, waste elimination in animals, and photosynthesis in plants.
• Briefly highlight that animals and plants get energy differently but both depend on sources to survive.
• State today’s goals: To learn how the digestive and excretory systems obtain and process energy in animals, and how plants get their energy.

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2. Mini Lecture & Discussion (10 minutes)

• Using a large diagram on the projector/board, walk through the digestive system: mouth, esophagus, stomach, intestines, and role in breaking down food into nutrients.
• Discuss the excretory system: kidneys, bladder, and how waste like urine is removed. Emphasize the interconnectedness of these systems for energy and health.
• Ask targeted questions to maintain engagement: “What do you think happens if waste builds up in the body?”
• Compare briefly to plants: introduce photosynthesis and how leaves convert sunlight into chemical energy—no digestion required!

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3. Group Activity: Label & Color Organization Worksheet (15 minutes)

• Hand out worksheets where students:

  1. Label parts of the digestive and excretory systems.
  2. Color-code levels of biological organization: cells, tissues, organs, systems.

• Instructions:

  • Use colors for each level of organization (e.g., blue for cells, green for tissues, yellow for organs, red for systems).
  • Label organs shown on diagram.
  • Discuss in pairs what organs do and how they contribute to energy and waste removal.

• Teacher circulates to assist and ask probing questions — e.g., “Can you tell me how the stomach helps the body get energy?”

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4. Think-Pair-Share Discussion (8 minutes)

• Prompt: “Do plants and animals obtain energy the same way? Why or why not?”
• Students reflect individually (2 minutes), then discuss with a partner (3 minutes), then share key ideas with class (3 minutes).
• Highlight key scientific points: animals ingest food; plants produce food; both convert it to energy for life processes but via different mechanisms.

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5. Wrap-Up & Exit Ticket (7 minutes)

• Review learning objectives quickly, reemphasizing the collaboration of digestive and excretory systems, and the differences between plants and animals energy sources.
• Exit Ticket: On a small piece of paper, students write:
  • One way animals obtain energy.
  • One way plants obtain energy.
  • Why it is important for animals to remove waste.
• Collect responses for quick formative assessment.

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Assessment & Reflection

• Formative: Observation during group activity, participation in discussion, exit ticket responses.
• Summative ideas: Use worksheet completion and exit tickets to gauge understanding. Optionally extend with quizzes or model-building projects.

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Differentiation

• Provide simplified diagrams or labeled versions for students needing support.
• Encourage advanced students to research an additional organ system (like circulatory) and explain its role briefly to peers.

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Teacher Notes

• Emphasize vocabulary such as digestion, nutrient absorption, excretion, photosynthesis, and energy transformation.
• Reinforce the scientific method by encouraging evidence-supported claims during think-pair-share.
• Use student pairs strategically to support language learners or peer tutors.

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Worksheet: Label & Color Levels of Organization

Instructions:

• Label the organs of the digestive and excretory systems shown.
• Use the color key below to color each biological level:
  • Cells: Blue
  • Tissues: Green
  • Organs: Yellow
  • Systems: Red
• Write one sentence about what each system does to help your body get energy and remove waste.

(Worksheet to include a clear diagram with organs like mouth, stomach, intestines, kidneys, bladder, and plant leaf illustrating photosynthesis.)