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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
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 the spread of disease and then explores how the immune system protects the body from invaders. Students move on to the circulatory system - studying its organs and then gaining an understanding of the organization of the body from cells to tissues to organs and organ systems. Through a hands-on lab, students will tie the circulatory system to the respiratory system, collecting evidence that organ systems work together. They will reinforce this idea by looking at six major organ systems and obtaining information about how they work together. They will return their focus to the immune system and its response to viruses to tie back to the anchor phenomenon in preparation for the unit assessment.
This learning sequence culminates in an assessment that addresses elements of MS-LS1-1 and MS-LS1-2 (which were already assessed earlier in the full unit -Body Invaders) and fully addresses MS-LS1-3. Students are presented with a case of an H5N1 influenza variant and must explain how the virus infected the individual (at the cellular level) and how that infection resulted in the failure of organs and organ systems.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
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