Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)

Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)
Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)
Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)
Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)
Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)
Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)
Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)
Body Systems Assessment: Body Invaders (NGSS MS-LS1-3)
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Standards
NGSSMS-LS1-3
Also included in:
  1. 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
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  2. In this learning sequence, students explore the circulatory system to understand how the body works together to carry out complex functions. Students apply their understanding to a phenomenon related to "body invaders" like viruses and bacteria.Students first participate in a simulation that models
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  • Product Description
  • StandardsNEW

In this three dimensional NGSS assessment, students first apply their understanding of cells, tissues, organs, and organ systems to specific phenomena related to "body invaders" -- viruses that cause disease.  Specifically, the assessment focuses on a fictional pandemic -- the emergence of a mutated version of H5N1 Avian Flu that is able to be transmitted from human to human.  Then, students prepare a press conference to address fears of the reemergence of this flu years later, combining evidence gathered throughout the unit with their own reasoning and synthesis to reassure the public that when the body is working as it should, it can defend itself against body invaders like the flu virus. 

This activity is part of the middle school unit Organization of Living Things: Body Invaders.

This activity bundle is part of a complete unit that builds towards these standards:

MS-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.

MS-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.

MS-LS1-3

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

5E Model Phase: Evaluate

Learning Target:

>> Students will develop models to explain how viruses invade the body, including all and only relevant components.

>> Students will support the claim that the body is a system of interacting subsystems composed of groups of cells. These cells work together as tissues, organs, and organ systems to carry out the functions necessary for life. One of these functions is to defend the body against pathogens (body invaders like viruses and bacteria).

>> Students will use evidence collected throughout the unit to support their claim.

>> Students will evaluate the strengths and weaknesses of the evidence.

Success Criteria:

>> I can develop a model to illustrate how viruses invade the body.

>> I can support a claim that the body works as a system to protect itself from body invaders.

>> I can use evidence to support my claim.

>> I can evaluate the strengths and weaknesses of the evidence.

Science and Engineering Practices:

Engaging In Argument From Evidence

Crosscutting Concepts:

Systems and System Models

Prior Knowledge:

This resource is the culminating assessment for the middle school science unit Organization of Living Things: Body Invaders that addresses MS-LS1-1, MS-LS1-2, and MS-LS1-3.  As such, students should have been introduced to the content relevant to those standards. In the complete unit, students have already explored the characteristics of living things, identified the cell as the basic unit of life, and discovered the structures within the cell that support its healthy functioning. The nucleus and cell membrane are particularly relevant to this assessment. 

They have also been introduced to the cells, tissues, and organs of the circulatory system specifically, red blood cells, white blood cells, platelets, blood, the heart, and blood vessels (arteries, veins, and capillaries).  Students are also familiar with the types of tissue and where they can be found in the circulatory system.  All of this information was covered in the activity bundle, Exploring The Circulatory System. 

Students have furthermore discovered how systems - like the circulatory and respiratory systems - interact in Investigating The Body As A System. Likewise, students were introduced to the immune system early in the unit in the activity - Infectious Disease and Body Systems. 

All of this learning occurred through the lens of “body invaders” viruses that cause disease by invading cells and interrupting normal function. Students discovered this content through the activities in the bundle, Is It Alive?: A Closer Look At Viruses. 

While it is not necessary to complete all of these activities to use this assessment, students WILL need much of the content knowledge explored in these activities.  That said, resources that present this information (texts, videos, etc.) have been linked in the file to provide some background knowledge students may be missing. You can find additional resources in the iExploreScience store on TeachersPayTeachers or at the Science Teacher Tribe.

Resource Includes:

Teacher Guide (10 pages)

Student Activity Sheets - Assessment 1 (7 pages)

Student Activity Sheets - Assessment 1 Differentiated Version (7 pages)

Student Activity Sheets - Assessment 2 (4 pages)

Q&A Discussion Prompt Cards (36 cards)

includes Answer Key and Rubrics

For related resources, don’t forget to check out…

Life Science

Cells and Body Systems

Explore (5E Model)

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Copyright © iExploreScience LLC. All pages of this product are copyrighted, and all rights are reserved by the author. You may not create anything to sell or share based on this packet. The product is created for the use of ONE teacher. Please do not share with colleagues. If they like the product, please send them to my TpT store. I appreciate your support with this request! You are permitted to share ONLY the cover image of this product on your blog or via social media as long as you link back to my product on TpT. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use ONLY.

Log in to see state-specific standards (only available in the US).
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.
Total Pages
25+
Answer Key
Included with rubric
Teaching Duration
3 hours
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