What could be more fun than tracing your friends body and then drawing one of the 6 NGSS (Next Generation Science Standards) body systems inside the tracing. Six body systems are required for understanding at the middle school level in life sciences and then expounded on in high school. During high school Biology students will be able to describe these body systems and discuss how they relate to one another. The BIG question being: "Is the body a system of interacting subsystems made from organs, tissues, and cells? Students will then complete a Gallery Walk and answer questions pertaining to each Body System (circulatory, digestive, excretory, muscular, nervous, and respiratory systems). Once done with the Gallery Walk (which makes your room look great, get an administrator to come in for this activity!) students complete a Claim, Evidence, Reasoning activity which relates to
CCSS.ELA-LITERACY.WHST.6-8.1: Write arguments focused on discipline-specific content. We have hit all the standards in this great lesson!
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 is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Write arguments focused on discipline-specific content.
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
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