Next Generation Curriculum-embedded Science Performance Task
Grade/ Course
Task Name
Task Summary
NGSS PE (s)
NGSS DCI(s)
NGSS Practices
CT Science
Standards
Middle School/ Life Science
THE LINKAGE OF DIFFUSION AND HUMAN BODY SYSTEMS
In this performance task students will use demonstrations of osmosis
and diffusion experiments to observe the movement of water, sugars
and starches across artificial and natural membrane systems. Students
will develop schematic drawings to model and explain the movement of
molecules across the cell membrane as an essential component of cell
function. Students will use their understanding of simple membrane
functions at the cellular level, combined with online & literature research
to write a paper on the topic, ”Importance of Diffusion in the human
body”. In their paper student groups will use arguments, supported by
their schematic drawing models, and evidence from their research and
experimental findings to explain how cell-based organ systems depend
on diffusion as an important part of their normal functioning.
MS-LS1-2. Develop and use a model to describe the function of a cell as a
whole and ways 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.
for particular body functions.
(MS-LS1-1)Within cells, special structures are responsible for
particular functions, and the cell membrane forms the boundary that
controls what enters and leaves the cell.
(MS-LS1-2) In multicellular organisms, the body is a system of
multiple interacting subsystems. These subsystems are
groups of cells that work together to form tissues and
organs that are specialized
2. Developing and using models. A simulation is one type of model that
can be used to understand complex systems and generates predictions.
6. Developing explanations. Students need to develop an explanation of
how cell-based organ systems depend on osmosis and diffusion as an
important part of their normal functioning.
7.Use an oral and written argument supported by evidence to support or
refute an explanation or a model for a phenomenon. (MS-LS1-3)
Use an oral and written argument supported by empirical evidence and
scientific reasoning to support or refute an explanation or a model for a
phenomenon or a solution to a problem. (MS-LS1-4)
7.2 — Many organisms, including humans, have specialized organ
systems that interact with each other to maintain dynamic internal
balance.
GRADE-LEVEL CONCEPT 7.2.a.
The cell is filled with a fluid called cytoplasm; cells contain discrete
membrane-enclosed structures called organelles that perform specific
functions that support the life of the organism. The structure of the
organelle is related to its function. The entire cell is surrounded by the
plasma membrane that controls the flow of materials into and out of the
cell.
GRADE-LEVEL CONCEPT 7.2.b.
1. Systems consist of parts that interact with and influence each other.
Parts of a system work together to make the whole entity work.
Similarly, each part of an animal body has a specific job to do, and all the
different parts work together to support life.
CCSS.ELA-LITERACY.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical
texts.
CCSS.ELA-LITERACY.RST.6-8.2
Determine the central ideas or conclusions of a text; provide an accurate
CCSS/Literacy in
Science &
Technology
Skill Objective
Addressed
Context and
Alignment
Task
Characteristics
summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments,
taking measurements, or performing technical tasks.
CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a
text with a version of that information expressed visually (e.g., in a
flowchart, diagram, model, graph, or table).
NGSS practices as listed above
This task is embedded into middle school life science unit after students
have completed their learning of human body systems.
The task includes three main activities
1. Anticipation Guide
Watching a video on “osmosis experiment” to engage students in
the inquiry followed by student’s coming up with their notices
and wonders. The video will get student’s excited and increase
their curiosity about the topic and also get them thinking about
the phenomenon (5 min). Each group will then share their
wonders with the rest of the class to further increase the inquiry
about the topic.
Students will then read an article on “Diffusion and human body”
to understand the process of diffusion and osmosis and how
these processes relate to the functions of human organ system at
the cellular level.
Task Materials
This article will also allow teachers to assess the students on
CCSS, RST. 6-8.1,8.2.
2. Hands on diffusion/osmosis experiment using dialysis tubing and
two solutions to observe the movement of water, sugars and
starches across artificial membrane systems, and later on
students will use the results of their experiment to draw a
schematic model.
This assignment will help teachers to assess CCSS, RST,6-8.3 , 8.7.
3. Research on the phenomenon of diffusion and osmosis with
respect to different body processes, (absorption, gas exchange,
and filtration etc.)
4. Write a paper on the topic , “Importance of Diffusion in human
body systems”
This performance task requires the use of the following materials
Test tubes, beakers, stirrers, dialysis tubing, ties, molasses, starch,
Lugol’s iodine, water, and computers/ reading materials.
Student Learning Objectives
What do students need to understand about the function of cell membranes with respect to
the organ systems





Process of osmosis and diffusion
Role of cell membranes in the organ system
Role of osmosis and diffusion in the functions of organ system
Developing a schematic model for the phenomenon of osmosis and diffusion.
Use the schematic model to explain how a single cell contributes to the functioning of
the organ system.
Task Administration Overview
Session 1
Overall Assessment Structure
Introduction/Anticipation- Introduce students to
the concept of Diffusion and Osmosis by showing
a you tube video. The video shows the effect of
placing two different eggs in hypo and
hypertonic solutions demonstrating the process
of osmosis. Students will fill in the chart on I
notice/ I wonder after watching the video and
share their wonders with the class. Then
students will read an article on “Diffusion and
human body” to reinforce the concepts and
vocabulary related to the topic, and also use the
skill on “citing textual evidence “/ “author’s
NGSS Connection
Getting the background
knowledge to develop
a model of the concept
on processes of
osmosis and diffusion
through cell
membranes.
Session 2
Session 3
purpose” to show their understanding. (ccss)
Performing an experiment on
diffusion/osmosis to observe the movement of
water, sugars and starches across the artificial
cell membrane, (dialysis tubing). Students will
analyze the results of the experiment to answer
the questions at the end of the experiment. Then
students will show their understanding by
drawing a schematic model on how diffusion
works in the body processes.
Provide students with time and access to the
internet to perform their research about the
movement of molecules across cell membranes
in various organ systems. Students will be
provided with a resource of websites and some
guiding questions to help them focus their
research.
Students will now use their schematic drawing
as well as the resources from their reading,
experiment and research to write a paper on
the topic
“Importance of Diffusion in the human body
systems.”
The paper should have five paragraphs with an
introduction, three paragraphs for the body,
and finally a conclusion. Students should cite
the sources of their research at the end of the
paper.
Designing the
schematic models of
the processes of
diffusion and osmosis
in the human body
organ systems.
Use argument
supported by evidence
in their presentations
to explain how the
processes of diffusion
and osmosis work in
different organ
systems.