it
Cells, Tissues, and Body Systems Unit
Cells, Tissues, and Body Systems
Grade Level
m Area
Life Science
Time Frame
d by
Barbara Pennington
6
Desired Results
nce Expectations:
ho demonstrate understanding can:
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
tandard(s) and DCI(s)
MS-LS1 From Molecules to Organisms: Structures and Processes
A: Structure and Function
ng Understanding #1:
Integrated Instructional Sequence and Assessment Evidence
Understand that all living things are made up of one or more cells, by studying that phenomena that observed at one scale may not be observable at another scale.
nce Expectation:
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living and understanding that living things may be made of one cell or many and varied cells.]
e from DCI(s) will know . . .
Skills from Science and Engineering Practices Students will be able to. . . .
tructure and Function
Planning and Carrying Out Investigations
iving things are made up of cells, which is the smallest unit t can be said to be alive. An organism may consist of one gle cell (unicellular) or many different numbers and types of s (multicellular). (MS-LS1-1)
Planning and carrying out investigations in 6-8 builds on K-5 experiences and progresses to include investigations that use m variables and provide evidence to support explanations or solut ●
Conduct an investigation to produce data to serve a basis for evidence that meet the goals of an investig (MS-LS1-1)
Related Misconceptions
Instructional Sequence
Guiding Questions
Tiers 2-3 Vocabulary
7 E Activities
Assessment: PEs Formative, Summ
What is made out of cells?
cells
Elicit: Students complete the “Is it Made of Cells?” probe.
Formative Assess Monitor probe for misconceptions an knowledge about o and materials that made up of cells.
Does a candle show signs of life? Engage: Teacher lights a small candle. Students sit quietly and make observations. Note the behavior. What does the flame do? What happens to the wax?
What are all living things made of?
What is “The Cell Theory?”
What are all living things made of?
What is “The Cell Theory?”
How does a lit candle seem alive? What evidence supports that it is not alive? cells Cell Theory organism structure function
Explore: Students complete the “Cell Theory Webquest” and answer the questions in their science notebooks. Students watch the video: “Single-celled Organisms” and then write on a separate sheet of paper (with no name on it), one thing they learned, one thing that surprised them, and one question they still have. Then, they will do an internet search to answer their question in less than two sentences.
Formative Assess Monitor student res to include the follow information: All livin are made of cells. T Theory states that organisms are com of one or more cell cell is the basic uni structure, function, organization in all organisms, and all come from preexis living cells.
Formative Assess Monitor student res to the video to inclu something they lea something that sur them, one question still have, and an a the question. Cell Theory organism structure function
Explain: During a scientists’ meeting, students will share what they learned during their Webquest. Then, using the “Commit and Toss” technique, students will take their paper from the video response, crumple up their paper into a ball and, upon signal from the teacher, toss the paper balls around the room until the teacher tells them to stop and pick up or hold on to one paper. Students
Formative Assess Monitor student res to include the follow information: All livin are made of cells. T Theory states that organisms are com of one or more cell cell is the basic uni structure, function, organization in all organisms, and all come from preexis living cells.
take the paper they end up with and share the ideas and thinking that are described on their “caught” paper, not their own ideas.
Formative Assess Monitor student res to the video to inclu something they lea something that sur them, one question still have, and an a the question.
What evidence can you provide to support an argument that all living hings are made of cells?
investigation evidence cells organism
Elaborate & Extend: Students will use online or print resources to conduct an investigation to provide evidence of one organism that is made of one cell and a second organism that is made of many different number and types of cells. A written argument should be accompanied by a picture or drawing of the organism.
Summative Asses MS-LS1-1. Condu investigation to p evidence that livin things are made o either one cell or different numbers types of cells.
What is made out of cells?
cells
Evaluate: Students are handed back their original probe from Lesson #1. They will use a different color pen to make corrections and show their growth as they complete the “Is It Made of Cells?” assessment probe a second time.
Summative Asses Monitor probe for th correct understand about objects and materials that are m of cells.
ng Understanding #2:
Integrated Instructional Sequence and Assessment Evidence Understand that within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.
nce Expectation:
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways pa cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the func the other organelles is limited to their relationship to the whole cell. Assessment does not include th biochemical function of cells or cell parts.]
e from DCI(s) will know . . .
Skills from Science and Engineering Practices Students will be able to. . . .
tructure and Function
Developing and Using Models
hin cells, special structures are responsible for particular ctions, and the cell membrane forms the boundary that trols what enters and leaves the cell. (MS-LS1-2)
Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and pr more abstract phenomena and design systems. ● Develop and use a model to describe phenomena. (M 2)
Related Misconceptions
Instructional Sequence
Guiding Questions
Tiers 2-3 Vocabulary
7 E Activities
Assessment: PEs Formative, Summ
What is the basic unit of both structure and function in the human body?
cells tissues organs structure function
Elicit & Engage: Students complete the “Human Body Basics” probe.
Formative Assess Monitor probe for misconceptions an knowledge about c the basic unit of bo
How do materials enter a cell?
What is the function of the cell membrane?
What are the principles of diffusion and osmosis?
processes
cell cell membrane semipermeable membrane concentration diffusion osmosis circumference
structure and funct carrying out basic l processes. Explore: Teacher demonstrates “Warm-Up #1” to show an example of osmosis. Student observations will be recorded in science notebooks. Teacher demonstrates “Warm-Up #2” to show an example of diffusion. Student observations will be recorded in science notebooks. In small groups or pairs, students conduct the investigation, “Eggsperiment” to understand one way that materials enter a cell, to understand the function of the cell membrane, and to understand the principles of diffusion and osmosis. All data and observations will be recorded in science notebooks. Investigations link
cell cell membrane cell wall semipermeable membrane concentration diffusion osmosis circumference organelle (list organelles here)
Explain: During the scientists’ meeting, students will share their data and observations. Teacher will help students to make connections with the investigation and the function of the cell membrane and to understand the principles of diffusion and osmosis. After the scientists’ meeting students will be assigned an
Formative Assess Teacher monitors s notebooks for deta observations and r data.
ng Understanding #3:
organelle and individually research online about the structure and function of the organelle. Upon completion of research, students will share information with classmates. Students will record information about all organelles in their science notebooks.
Elaborate & Extend: Using Summative Asses information from their research, students will compare the parts of something from everyday life, such as a school, home, factory, shopping or amusement park to the organelles of a cell in a typed written piece. Included in each comparison, must be the actual function of the organelle and how that is similar to their real-life example. Evaluate: Students create a 3dimensional model, with materials from home, or a detailed diagram on a poster board, of a cell. Their writing analogy from Lesson #4 will accompany their model.
Summative Asses MS-LS1-2. Develo use a model to de the function of a c whole and ways p cells contribute to function.
Integrated Instructional Sequence and Assessment Evidence
Understand that in multicellular organisms, the body is a system of multiple interacting subsystems groups of cells that work together to form tissues and organs that are specialized for particular body functions.
nce Expectation:
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptu understanding that cells form tissues and tissues form organs specialized for particular body functio Examples could include the interaction of subsystems within a system and the normal functioning of systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, mu and nervous systems.]
e from DCI(s) will know . . .
Skills from Science and Engineering Practices Students will be able to. . . .
tructure and Function
Engaging in Argument from Evidence
multicellular organisms, the body is a system of multiple racting subsystems. These subsystems are groups of cells t work together to form tissues and organs that are cialized for particular body functions. (MS-LS1-3)
Guiding Questions
Engaging in argument from evidence in 6–8 builds on K–5 expe and progresses to constructing a convincing argument that sup refutes claims for either explanations or solutions about the natu designed world(s). ● Use an oral and written argument supported by evid support or refute an explanation or a model for a phenomenon. (MS-LS1-3)
Related Misconceptions
Instructional Sequence Tiers 2-3 Vocabulary
7 E Activities Elicit & Engage:
Assessment: PEs Formative, Summ
Explore: Explain: Elaborate & Extend: Evaluate:
MS-LS1-3. Use arg supported by evid for how the body system of interac subsystems comp of groups of cells
Integrated Instructional Sequence and Assessment Evidence
ng Understanding #4:
nce Expectation:
e from DCI(s) will know . . .
Skills from Science and Engineering Practices Students will be able to. . . .
Related Misconceptions
Guiding Questions
Instructional Sequence Tiers 2-3 Vocabulary
7 E Activities Elicit & Engage: Explore: Explain: Elaborate & Extend: Evaluate:
Assessment: PEs Formative, Summ
