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Cells: The Basic Unit of Life (MS-LS1-1, MS-LS1-2)

iExploreScience
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Grade Levels
6th - 8th
Standards
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    Description

    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).

    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.


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    Total Pages
    Answer Key
    Included with rubric
    Teaching Duration
    2 Weeks
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    Standards

    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-LS1-2
    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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