Investigating The Body As A System (MS-LS1-3) (5E Model)

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Grade Levels
6th - 8th, Homeschool
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Description

In this elaborate activity bundle (two activities!), students first carry out an investigation to provide evidence that organ systems interact.  By tracking changes to heart rate and respiratory rate before and after exercise, students establish that the activity of one system affects the activity of another.  In the second activity, students design their own investigation to better understand what factors affect the function and interaction between the circulatory and respiratory systems. This activity is focused on developing the Science and Engineering Practice of Planning and Carrying Out Investigations

This activity is part of the middle school unit Organization of Living Things: Body Invaders and is designed to follow the engage activity that launches MS-LS1-3, Infectious Disease and Body Systems. It is preceded by Is It Alive?: A Closer Look At Viruses, Discovering Prokaryotic and Eukaryotic Cells, Exploring Plant and Animal Cellsand Cell Assessment: Cell Theory and Cell Structure. These resources are not included in this activity but can be found in the Life Science section of the iExploreScience TeachersPayTeachers store.

This activity is part of a complete unit that builds towards these standards:

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.

MS-LS1-3

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

5E Model Phase: Explore and Explain

Learning Target:

Activity 1: Connecting Systems

>> Students will carry out an investigation to gather evidence that organ systems interact.

Activity 2: Investigating How Systems Interact

>> Students will design an investigation to examine the factors that contribute to the function of the circulatory and respiratory systems.

Success Criteria:

Activity 1: Connecting Systems

>> I can use evidence to illustrate the connection between the respiratory and circulatory systems.

Activity 2: Investigating How Systems Interact

>> I can ask questions about the factors that contribute to the function of the circulatory and respiratory systems.

>> I can design an investigation to examine the factors that contribute to the function of the circulatory and respiratory systems. 

Science and Engineering Practices:

Planning and Carrying Out Investigations

Analyzing and Interpreting Data

Crosscutting Concepts:

Systems and System Models

Prior Knowledge:

This activity is designed to follow the elaborate activity (Modeling Organ Systems) for the last instructional sequence in the complete middle school unit, Organization of Living Things: Body Invaders.  This sequence addresses the body’s systems and subsystems made of cells as described in MS-LS1-3.

In the complete unit, students have already explored the characteristics of living things, identified the cell as the basic unit of life, and discovered the structures within the cell that support its healthy functioning.  They have also been introduced to the cells, tissues, and organs of the circulatory system.

If you are interested in the complete Organization of Living Things: Body Invaders unit, you can find the relevant activities at iExploreScience on TeachersPayTeachers or in the sample resource library at the Science Teacher Tribe. The unit begins with Is It Alive?: A Closer Look At Viruses, moves on to Discovering Prokaryotic and Eukaryotic Cells, and wraps up with Exploring Plant and Animal Cells. These two instructional sequences are assessed in the NGSS-aligned three-dimensional assessment, Cells Assessment: Cell Theory and Cell Structure. These activities are not included in this resource. You can find additional resources in the iExploreScience store on TeachersPayTeachers or at the Science Teacher Tribe.

Resource Includes:

Teacher Guide (10 pages)

Student Activity Sheets (8 pages)

Class Activity Resources (4 pages)

includes Answer Key for Activity 1

For related resources, don’t forget to check out…

Life Science

Cells and Body Systems

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Total Pages
20+
Answer Key
Included
Teaching Duration
2 days
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Standards

to see state-specific standards (only available in the US).
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.

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