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- 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$75.00$114.00Save $39.00
n 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 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 considered 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.
This learning sequence culminates in an assessment that addresses MS-LS1-1 and MS-LS1-2. This learning sequence is a part of the full unit - Body Invaders).
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 the parts of cells contribute to the function.
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