Body Wars Anchor Phenomenon - Smallpox Epidemics + The Birchbark House Novel

iExploreScience
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Grade Levels
6th - 8th
Standards
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Pages
15+
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Description

In this lesson, students read and/or listen to excerpts from The Birchbark House, a historical fiction novel that tells the story of a young Ojibwa girl named Omakayas. Her story begins on an island in Lake Superior in 1847 and follows Omakayas through the arrival of smallpox and a deadly winter. The excerpts selected for students to experience highlight Omakayas experiences with smallpox -- her first exposure as a baby and later, as one of the few unaffected by the virus during the winter epidemic.

This resource includes -- 8 student pages + a teacher lesson guide and an answer key.

Disciplinary Core Ideas:

LS1.A: Structure and Function

All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular). 

Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. 

In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. 

Science and Engineering Practices:

Asking Questions and Defining Problems

Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

Crosscutting Concepts:

Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

This resource is part of a storyline designed to target the following Next Generation Science Standards:

*Unit material may not fully assess every standard listed below. 

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. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied 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. [Clarification Statement: 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 Boundary: 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.]

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 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 Boundary: 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.]

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.]

Check Out These Related Resources:

CER Blood Is A Tissue

Plant & Animal Cells Differences

What Are Vaccines + Synthetic Materials

Components Of Blood - Cells and Tissues

Immune System Challenge - Pathogens Attack!

Body Systems Assessment - Investigating A Meningitis Outbreak

Discovering Prokaryotic and Eukaryotic Cells (NGSS MS-LS1-1)(5E Model)

Body Wars Anchor Phenomenon - Cells, Body Systems, and Infectious Disease

Function Of The Cell Membrane Engineering Task - Passive and Active Transport

Body Wars Text Workbook - Cells, Body Systems, Pathogens, & Synthetic Material

Terms Of Use:

Copyright © 2021 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.

Total Pages
15+
Answer Key
Included
Teaching Duration
90 minutes
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Standards

to see state-specific standards (only available in the US).
NGSSMS-PS1-3
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels. Assessment is limited to qualitative information.
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.

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