it
Cells, Tissues, and Body Systems Unit
Cells, Tissues, and Body Systems
Grade Level
m Area
Life Science
Time Frame
d by
Barbara Pennington
6
Desired Results
nce Expectations:
ho demonstrate understanding can:
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
tandard(s) and DCI(s)
MS-LS1 From Molecules to Organisms: Structures and Processes
A: Structure and Function
ng Understanding #1:
Integrated Instructional Sequence and Assessment Evidence
Understand that all living things are made up of one or more cells, by studying that phenomena that
observed at one scale may not be observable at another scale.
nce Expectation:
MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells;
one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on
developing evidence that living things are made of cells, distinguishing between living and non-living
and understanding that living things may be made of one cell or many and varied cells.]
e from DCI(s)
will know . . .
Skills from Science and Engineering Practices
Students will be able to. . . .
tructure and Function
Planning and Carrying Out Investigations
iving things are made up of cells, which is the smallest unit
t can be said to be alive. An organism may consist of one
gle cell (unicellular) or many different numbers and types of
s (multicellular). (MS-LS1-1)
Planning and carrying out investigations in 6-8 builds on K-5
experiences and progresses to include investigations that use m
variables and provide evidence to support explanations or solut
●
Conduct an investigation to produce data to serve a
basis for evidence that meet the goals of an investig
(MS-LS1-1)
Related Misconceptions
Instructional Sequence
Guiding Questions
Tiers 2-3 Vocabulary
7 E Activities
Assessment: PEs
Formative, Summ
What is made out of cells?
cells
Elicit: Students complete the “Is
it Made of Cells?” probe.
Formative Assess
Monitor probe for
misconceptions an
knowledge about o
and materials that
made up of cells.
Does a candle show signs of life?
Engage: Teacher lights a small
candle. Students sit quietly and
make observations. Note the
behavior. What does the flame
do? What happens to the wax?
What are all living things made of?
What is “The Cell Theory?”
What are all living things made of?
What is “The Cell Theory?”
How does a lit candle seem
alive? What evidence supports
that it is not alive?
cells
Cell Theory
organism
structure
function
Explore: Students complete the
“Cell Theory Webquest” and
answer the questions in their
science notebooks.
Students watch the video:
“Single-celled Organisms” and
then write on a separate sheet of
paper (with no name on it), one
thing they learned, one thing that
surprised them, and one question
they still have. Then, they will do
an internet search to answer their
question in less than two
sentences.
Formative Assess
Monitor student res
to include the follow
information: All livin
are made of cells. T
Theory states that
organisms are com
of one or more cell
cell is the basic uni
structure, function,
organization in all
organisms, and all
come from preexis
living cells.
Formative Assess
Monitor student res
to the video to inclu
something they lea
something that sur
them, one question
still have, and an a
the question.
Cell Theory
organism
structure
function
Explain: During a scientists’
meeting, students will share what
they learned during their
Webquest.
Then, using the “Commit and
Toss” technique, students will
take their paper from the video
response, crumple up their paper
into a ball and, upon signal from
the teacher, toss the paper balls
around the room until the teacher
tells them to stop and pick up or
hold on to one paper. Students
Formative Assess
Monitor student res
to include the follow
information: All livin
are made of cells. T
Theory states that
organisms are com
of one or more cell
cell is the basic uni
structure, function,
organization in all
organisms, and all
come from preexis
living cells.
take the paper they end up with
and share the ideas and thinking
that are described on their
“caught” paper, not their own
ideas.
Formative Assess
Monitor student res
to the video to inclu
something they lea
something that sur
them, one question
still have, and an a
the question.
What evidence can you provide to
support an argument that all living
hings are made of cells?
investigation
evidence
cells
organism
Elaborate & Extend: Students
will use online or print resources
to conduct an investigation to
provide evidence of one
organism that is made of one cell
and a second organism that is
made of many different number
and types of cells. A written
argument should be
accompanied by a picture or
drawing of the organism.
Summative Asses
MS-LS1-1. Condu
investigation to p
evidence that livin
things are made o
either one cell or
different numbers
types of cells.
What is made out of cells?
cells
Evaluate: Students are handed
back their original probe from
Lesson #1. They will use a
different color pen to make
corrections and show their
growth as they complete the “Is It
Made of Cells?” assessment
probe a second time.
Summative Asses
Monitor probe for th
correct understand
about objects and
materials that are m
of cells.
ng Understanding #2:
Integrated Instructional Sequence and Assessment Evidence
Understand that within cells, special structures are responsible for particular functions, and the cell
membrane forms the boundary that controls what enters and leaves the cell.
nce Expectation:
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways pa
cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a
system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts,
mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle
structure/function relationships is limited to the cell wall and cell membrane. Assessment of the func
the other organelles is limited to their relationship to the whole cell. Assessment does not include th
biochemical function of cells or cell parts.]
e from DCI(s)
will know . . .
Skills from Science and Engineering Practices
Students will be able to. . . .
tructure and Function
Developing and Using Models
hin cells, special structures are responsible for particular
ctions, and the cell membrane forms the boundary that
trols what enters and leaves the cell. (MS-LS1-2)
Modeling in 6–8 builds on K–5 experiences and progresses to
developing, using, and revising models to describe, test, and pr
more abstract phenomena and design systems.
● Develop and use a model to describe phenomena. (M
2)
Related Misconceptions
Instructional Sequence
Guiding Questions
Tiers 2-3 Vocabulary
7 E Activities
Assessment: PEs
Formative, Summ
What is the basic unit of both
structure and function in the human
body?
cells
tissues
organs
structure
function
Elicit & Engage: Students
complete the “Human Body
Basics” probe.
Formative Assess
Monitor probe for
misconceptions an
knowledge about c
the basic unit of bo
How do materials enter a cell?
What is the function of the cell
membrane?
What are the principles of diffusion
and osmosis?
processes
cell
cell membrane
semipermeable membrane
concentration
diffusion
osmosis
circumference
structure and funct
carrying out basic l
processes.
Explore:
Teacher demonstrates “Warm-Up
#1” to show an example of
osmosis. Student observations
will be recorded in science
notebooks.
Teacher demonstrates “Warm-Up
#2” to show an example of
diffusion. Student observations
will be recorded in science
notebooks.
In small groups or pairs, students
conduct the investigation, “Eggsperiment” to understand one
way that materials enter a cell, to
understand the function of the
cell membrane, and to
understand the principles of
diffusion and osmosis. All data
and observations will be recorded
in science notebooks.
Investigations link
cell
cell membrane
cell wall
semipermeable membrane
concentration
diffusion
osmosis
circumference
organelle
(list organelles here)
Explain: During the scientists’
meeting, students will share their
data and observations. Teacher
will help students to make
connections with the investigation
and the function of the cell
membrane and to understand the
principles of diffusion and
osmosis.
After the scientists’ meeting
students will be assigned an
Formative Assess
Teacher monitors s
notebooks for deta
observations and r
data.
ng Understanding #3:
organelle and individually
research online about the
structure and function of the
organelle. Upon completion of
research, students will share
information with classmates.
Students will record information
about all organelles in their
science notebooks.
Elaborate & Extend: Using
Summative Asses
information from their research,
students will compare the parts of
something from everyday life,
such as a school, home, factory,
shopping or amusement park to
the organelles of a cell in a typed
written piece. Included in each
comparison, must be the actual
function of the organelle and how
that is similar to their real-life
example.
Evaluate: Students create a 3dimensional model, with
materials from home, or a
detailed diagram on a poster
board, of a cell. Their writing
analogy from Lesson #4 will
accompany their model.
Summative Asses
MS-LS1-2. Develo
use a model to de
the function of a c
whole and ways p
cells contribute to
function.
Integrated Instructional Sequence and Assessment Evidence
Understand that in multicellular organisms, the body is a system of multiple interacting subsystems
groups of cells that work together to form tissues and organs that are specialized for particular body
functions.
nce Expectation:
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 conceptu
understanding that cells form tissues and tissues form organs specialized for particular body functio
Examples could include the interaction of subsystems within a system and the normal functioning of
systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system
independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, mu
and nervous systems.]
e from DCI(s)
will know . . .
Skills from Science and Engineering Practices
Students will be able to. . . .
tructure and Function
Engaging in Argument from Evidence
multicellular organisms, the body is a system of multiple
racting subsystems. These subsystems are groups of cells
t work together to form tissues and organs that are
cialized for particular body functions. (MS-LS1-3)
Guiding Questions
Engaging in argument from evidence in 6–8 builds on K–5 expe
and progresses to constructing a convincing argument that sup
refutes claims for either explanations or solutions about the natu
designed world(s).
● Use an oral and written argument supported by evid
support or refute an explanation or a model for a
phenomenon. (MS-LS1-3)
Related Misconceptions
Instructional Sequence
Tiers 2-3 Vocabulary
7 E Activities
Elicit & Engage:
Assessment: PEs
Formative, Summ
Explore:
Explain:
Elaborate & Extend:
Evaluate:
MS-LS1-3. Use arg
supported by evid
for how the body
system of interac
subsystems comp
of groups of cells
Integrated Instructional Sequence and Assessment Evidence
ng Understanding #4:
nce Expectation:
e from DCI(s)
will know . . .
Skills from Science and Engineering Practices
Students will be able to. . . .
Related Misconceptions
Guiding Questions
Instructional Sequence
Tiers 2-3 Vocabulary
7 E Activities
Elicit & Engage:
Explore:
Explain:
Elaborate & Extend:
Evaluate:
Assessment: PEs
Formative, Summ