Body Invaders: Organization of Living Things (NGSS MS-LS1-1, MS-LS1-2, MS-LS1-3)

Created ByiExploreScience
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Zip (185 MB|200+)
Standards
NGSSMS-LS1-1
NGSSMS-LS1-3
NGSSMS-LS1-2
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    Bonus
    Storyline Summary - Order of Activities, Phenomena & Formative Assessments
    • Bundle Description
    • Standards

    Students will generate questions about viruses and their effects on the body by exploring the 1918 Spanish Flu via a teacher-provided text or video (suggestions included in Storyline Summary file).  Then they will dive deeper into what viruses are and how they “invade” to determine if they could be considered “alive.”  Students will develop their understanding of the characteristics of living things before focusing on the cell as the smallest unit said to be alive.  They will identify the differences between prokaryotic and eukaryotic cells and then focus on the structures in eukaryotic cells and their functions.

    Students will then move on to body systems -- first participating in a simulation that models the spread of disease and then exploring how the immune system protects the body from invaders.  Students move on to the circulatory system - studying its organs and then gaining an understanding of the organization of the body from cells to tissues to organs and organ systems. Through a hands-on lab, students will tie the circulatory system to the respiratory system, collecting evidence that organ systems work together. They will reinforce this idea by looking at six major organ systems and obtaining information about how they work together.  They will return their focus to the immune system and its response to viruses to tie back to the anchor phenomenon in preparation for the unit assessment.

    The unit assessment addresses elements of MS-LS1-1 and MS-LS1-2 (which were already assessed earlier in the unit) and fully addresses MS-LS1-3.  Students are presented with a case of an H5N1 influenza variant and must explain how the virus infected the individual (at the cellular level) and how that infection resulted in the failure of organs and organ systems.

    **See an overview of the storyline in the PREVIEW.

    to see state-specific standards (only available in the US).
    NGSSMS-LS1-1
    Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.
    NGSSMS-LS1-3
    Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
    NGSSMS-LS1-2
    Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.
    Total Pages
    200+
    Answer Key
    Included with rubric
    Teaching Duration
    1 month
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