Bring Science Alive! Life Science Review Guide

Review Guide

Life Science Review Guide Adaptations | Cells and Genetics | Ecosystems

Life Science

Get students moving, thinking, and asking big questions. Take a look at how TCI’s resources inspire and engage students as they make relevant connections between content and their everyday lives with phenomena-based storylines and rich case studies.

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Bring Science Alive! Life Science Program Components.............................................................3 Unwrapping a TCI Unit...........................................................4 Program Contents...................................................................5 Unwrapping a TCI Unit

A Phenomena-Rich Program..........................................10

Three-Dimensional Learning..........................................12

Thinking Like an Engineer..............................................14

Checking Student Progress............................................16

Anchoring Phenomenon

Lesson Guide.................................................................18

Interactive Student Notebook........................................20

Handouts.......................................................................22 Three-Dimensional Lesson Investigations

Lesson Planning.............................................................24

Lesson Guide.................................................................26

Student Text..................................................................42

Interactive Student Notebook........................................58

Handouts.......................................................................71 Sample NGSS-Designed Assessment..................................76 Engineering Challenge

Lesson Guide.................................................................83

Interactive Student Notebook........................................89 Handouts.......................................................................95 Performance Assessment

Lesson Guide.................................................................98

Interactive Student Notebook......................................101 Handouts.....................................................................113 Correlations........................................................................115 Unit Progressions...............................................................117 Kit Materials.......................................................................143 Credits ..............................................................................145

Get students moving, thinking, and asking big questions. Take a look at how TCI’s resources inspire and engage students as they make relevant connections between content and their everyday lives with phenomena-based storylines and rich case studies.

Program Components Reference Text

Interactive Student Notebook

Reference Texts provide background and additional context for students as they complete investigations.

During investigations, students record observations, graph data, construct arguments, and more in their Interactive Student Notebooks.

Social Studies Alive!

Social Studies Alive!

History Alive!

History Alive!

Geography Alive!

Geography Alive!

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

Government Alive!

Econ Alive!

Bring Science Alive!

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Adaptations

In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation • show what you have learned

Your Science Investigation Journal

Ecosystems 100% NGSS

100% NGSS

Social Studies Alive!

In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation 100% • show what you have learned

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NGSS

Interactive Student Notebook

Ecosystems

TCI offers programs for elementary, middle, and high school classrooms.

Cells and Genetics

Interactive Student Notebook Your Science Investigation Journal

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

Adaptations

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Bring Learning Alive!

Cells and Genetics

Interactive Student Notebook

Cells and Genetics

Bring Science Alive!

800-497-6138

In the Interactive Student Notebook, you will • think about what you already know • take notes from your reading • record discoveries from each investigation • show what you have learned

Cells and Genetics

Econ Alive!

Adaptations

Government Alive!

Cells and Genetics

TCI offers programs for elementary, middle, and high school classrooms.

Interactive Student Notebook

Bring Learning Alive!

Adaptations

Interactive Student Notebook

Adaptations Bring Learning Alive!

TCI offers programs for elementary, middle, and high school classrooms.

Ecosystems

Interactive Student Notebook 100% NGSS Your Science Investigation Journal

At the end of the school year, you’ll be able to look back at the pages of your notebook to see all the science you have explored!

History Alive!

Geography Alive!

Econ Alive!

Ecosystems

Government Alive!

Bring Science Alive!

Ecosystems

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800-497-6138

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100% NGSS

100% NGSS

Materials Kits Ready-to-use Materials Kits are prepped and organized for you to seamlessly integrate into each lesson.

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Online Resources Simulations, lesson presentations, customizable 3-Dimensional assessments, and more are at your fingertips.

Life Science Lesson Guide Sample 3

Unwrapping a TCI Unit

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Bring Science Alive! Life Science Adaptations Unit 1 - The History of Life on Earth Anchoring Phenomenon: Similar fossils have been found in the same aged rock in fossil digs that are over 100 miles apart.

Storyline: As a paleontologist, students will collect data from one of six fossil sites around the world. They will analyze the data and find patterns between different fossil sites to form a more comprehensive view of the history of life on Earth.

1 Earth’s History

Phenomenon: You would usually find shells by the ocean, but fossilized shells can be found in the middle of the desert.

2 Fossils and the History of Life

Phenomenon: Dinosaurs once roamed the earth, but now we do not find them alive anywhere.

Engineering Challenge: Designing a Fossil Extraction Toolset Description: Design a tool set based on criteria and constraints, then use it to extract a plaster model of a fossil.

Performance Assessment: Analyzing a Fossil Dig Site Anchoring Phenomenon: Similar fossils have been found in the same aged rock in fossil digs that are over 100 miles apart.

Storyline: Act as a paleontologist - obtain and organize information from a fossil dig site. Present your findings and then compare the patterns you found at your dig site to patterns found at other dig sites.

Unit 2 - The Evolution of Life Anchoring Phenomenon: Whales live in water and look like big fish, but they have traits of land-dwelling mammals.

Storyline: As evolutionary biologists, students will collect data about the survival, anatomy, and evolutionary history of whales. They will analyze the data to explain why whales have internal organs more similar to those of mammals that live on land. Finally,they will try to determine which organism is the closest living relative to the whale.

3 Darwin’s Theory of Evolution Through Natural Selection

Phenomenon: Darwin found many kinds of finches with different sized and shaped beaks on the different islands of the Galápagos.

4 Observing Natural Selection in Action

Phenomenon: In only 2 years, the average beak size of finches on Daphne Major got almost 1mm larger.

5 Genes and Natural Selection

Phenomenon: Lovebirds in captivity have unique colorations not found in the wild population.

6 Evolutionary Relationships

Phenomenon: Crayfish, spiders, and dragonflies may seem very different at first glance, but they have many similarities.

Performance Assessment: Evolutionary History of Whales Anchoring Phenomenon: Whales live in water and look like big fish, but they have traits of land-dwelling mammals.

Storyline: You are an evolutionary biologist. Explore real fossil data, the embryological data on whales, the physical structures of whales and other organisms, and genetic data on whales to support an argument about which organism alive today is most like a whale.

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Unit 3 - Human Impacts on Evolution Anchoring Phenomenon: Moreton Bay in Australia is rapidly declining in health due to increases in population around the bay.

Storyline: As part of a bioethics committee, you will research and debate if and how humans should deal with rapid environmental changes that affect the survival and evolution of other organisms. You’ll try to decide whether to mitigate the speed of the environmental changes, use technology to change the rate of evolution, or come to a completely different solution.

7 Artificial Selection

Phenomenon: Bulldog skulls have dramatically changed in shape over the past 150 years.

8 Genetic Engineering and Society

Phenomenon: Before 1922, diabetes was a death sentence. However, by the early 1990s, people with diabetes could live long and relatively normal lives.

9 Human Population and Global Change

Phenomenon: The Aral Sea shrunk to a quarter of its size in only 50 years.

Engineering Challenge: Redesigning “Trash” to Reduce Environmental Impact Description: Design a solution for a local environmental problem using second hand materials.

Performance Assessment: Bioethics Debate Anchoring Phenomenon: Moreton Bay in Australia is rapidly declining in health due to increases in population around the bay.

Storyline: In a bioethics committee session, research and debate if and how humans should deal with problems around a changing environment. Use evidence to support your arguments.

Cells and Genetics Unit 1 - Traits Anchoring Phenomenon: Organisms have unique physical and behavioral traits that help them survive.

Storyline: The island of Madagascar has plants and animals that exist nowhere else on the planet. Plan an eco-tour, highlighting how the unique physical and behavioral traits of these organisms have helped them survive.

1 Traits for Survival

Phenomenon: Humans have opposable thumbs, but turtles do not.

2 Traits for Reproduction

Phenomenon: The blue-footed booby has bright blue feet that the males show off by strutting in front of the females.

Engineering Challenge: Designing a Seed Dispersal Device Description: Design, build, test, and modify a structure for dispersing seeds that mimic the traits that plants have to disperse seeds in nature.

Performance Assessment: Planning a Trait Trek to Madagascar Anchoring Phenomenon: Organisms have unique physical and behavioral traits that help them survive.

Storyline: Plan a Trait Trek to Madagascar and design a brochure for your travelers that demonstrates how each organism’s unique traits help it survive and reproduce.

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Unit 2 - Bodies Anchoring Phenomenon: People become sick when body systems don’t function properly.

Storyline: Everyday, people all over the world get sick. Sometimes they recover; sometimes they don’t. Like a doctor, use evidence from medical charts, test results, and medical fact sheets to “diagnose” problems four patients are experiencing.

3 Interacting Body Systems

Phenomenon: Doctors know generally what is inside a living person’s body without having to cut them open.

Engineering Challenge: Designing a Prosthetic Hand Description: Design, build, test, and modify a prosthetic hand to serve a specific function.

4 Levels of Organization

Phenomenon: Body systems, like the skeletal system, are made of smaller and smaller parts.

5 Controlling Body Systems

Phenomenon: Sometimes people lose their coordination or memory.

Performance Assessment: Diagnosing JJ Anchoring Phenomenon: People become sick when body systems don’t function properly.

Storyline: Diagnose your fourth patient, JJ, using your knowledge of body systems and information processing.

Unit 3 - Cells Anchoring Phenomenon: A bacterial cell, created in a biology laboratory, has no parent.

Storyline: Some scientists believe they are on the verge of creating life itself. Work as a technician in a biology lab to create a model of a synthetic animal or plant cell. Then, devise a test to determine if synthetic organisms are really alive.

6 Cell Theory

Phenomenon: People once believed that mice could be generated from dirty shirts in bags of wheat.

7 Parts of Cells

Phenomenon: Many cells, like this paramecium, can move around and fulfill their needs without legs or body systems.

Performance Assessment: Modeling Synthetic Cells Anchoring Phenomenon: A bacterial cell, created in a biology laboratory, has no parent.

Storyline: Create a model to prototype the development of a synthetic cell and develop an investigation that will determine whether a synthetic cell is a living thing.

Unit 4 -Genes Anchoring Phenomenon: Some organisms look exactly like their parents and others do not.

Storyline: Coral reefs around the world are threatened by rising ocean temperatures. Working as an official at a National Park, you’ll use your understanding of genes and inheritance to devise a management plan to save local coral reefs.

8 Proteins, Genes, and Chromosomes

Phenomenon: Some cats have short, straight hair and some cats have long, wavy hair.

9 Inheriting Genes

Phenomenon: Some organisms, like bacteria, are identical to their parents but other organisms, like dogs, are not.

10 Genes and the Environment

Phenomenon: Identical twins look similar but not exactly alike.

Performance Assessment: Conserving Coral Reefs Using Genetics Anchoring Phenomenon: Some organisms look exactly like their parents and others do not.

Storyline: In order to save coral reefs in a marine park, design a management plan using your knowledge of coral reproduction, allele combinations, and genetic inheritance. www.teachtci.com

Life Science Lesson Guide Sample 7

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Unit 5 - Changes in Genes Anchoring Phenomenon: An organism’s traits can be altered by a change in its genes.

Storyline: Organisms’ traits are altered when their genes are changed by mutations or genetic engineering.

Critique articles about mutations and genetic engineering by assessing the reliability of each article’s source.

11 Genetic Mutations

Phenomenon: Some people have six fingers on one hand and some grapefruit are bright red.

Engineering Challenge: Designing a Dog Breeding Process Description: Design criteria for how to breed a new type of dog using artificial selection techniques.

12 Engineering and Genetics

Phenomenon: Before the 1990s, there were no glow-in-the-dark mice, but now there are many kinds of glow-inthe-dark mice.

Performance Assessment: Investigating Genetic Engineering Anchoring Phenomenon: An organism’s traits can be altered by a change in its genes.

Storyline: Present a news story on genetic engineering techniques and their potential consequences after researching story leads.

Ecosystems Unit 1 - Resources in Ecosystems Anchoring Phenomenon: When various species of cichlid fish are combined in aquariums, some stop eating to the point of dying.

Storyline: The living things on our planet interact with each other and with the nonliving parts of the environment in dynamic ecosystems. Apply what you learn about resources, interactions, and changes in ecosystems to solve a problem in the fish exhibit at a zoo.

1 Resources in Living Systems

Phenomenon: Poison dart frogs kept in captivity lose their toxicity over time so they are no longer poisonous.

2 Interactions Among Organisms

Phenomenon: Acacia trees produce a nectar that does not help the tree itself, but is eaten by stinging ants that live on the tree.

Engineering Challenge: Preserving Frog-Bat Interactions Description: Build a sound shield to protect acoustic interactions from highway noise.

3 Changing Ecosystems

Phenomenon: Although the 1980 eruption of Mt. St. Helens destroyed all life near the eruption, the area is now covered in green and full of life.

Performance Assessment: Changing Resources for Cichlid Fish Anchoring Phenomenon: When various species of cichlid fish are combined in aquariums, some stop eating to the point of dying.

Storyline: Use your understanding of the resources and interactions in dynamic ecosystems to determine what needs changing in the cichlid fish exhibit where some species are unhealthy. Then, present your solution at a conference.

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Unit 2 - Energy and Matter in Ecosystems Anchoring Phenomenon: Over a period of five years, a local park has grown a lot, acquiring an incredible amount of new matter and energy.

Storyline: You will take on the role of science animator to represent the invisible pathway that a single atom of carbon and one unit of energy take as they travel through the world.on land. Finally,they will try to determine which organism is the closest living relative to the whale.

4 Capturing the Sun’s Energy

Phenomenon: Epiphytes, plants that can live high in trees, grow and flower in spite of having no roots that touch the ground.

5 Using Stored Energy

Phenomenon: Antlions use a lot of energy to build sandy pits and then lie in wait until an ant falls in, at which point an antlion pegs the ant with sand until it falls to the very bottom of the pit.

6 Food Webs and Trophic Pyramids

Phenomenon: In Yellowstone National Park, it is very easy to observe hundreds of types of plants but nearly impossible to spot a wolf.

7 Global Cycles of Matter

Phenomenon: Runoff from a fertilized field empties into a pond, triggering the growth of green muck.

Performance Assessment: Animating Global Pathways Anchoring Phenomenon: Over a period of five years, a local park has grown a lot, acquiring an incredible amount of new matter and energy.

Storyline: Become a science animator. Visualize the invisible global pathways of matter and energy by creating claymation videos. Understand how matter and energy can move between nonliving and living things, causing changes like forest growth in a local park.

Unit 3 - Humans and Changing Ecosystems Anchoring Phenomenon: Abalone populations in southern California have been declining steadily since the 1960s.

Storyline: As investigative TV reporters, students will explore the interaction between people and their environment.

Learn how scientists use biodiversity to study ecosystem health, how people depend on ecosystems, and how people design solutions when ecosystems are unhealthy. Finally, they’ll report on a local story about human and ecosystem interactions.

8 Biodiversity

Phenomenon: The kakapo is a flightless parrot that lives in New Zealand. In the 1970s, only 18 individuals were left alive; now there are about 160 living individuals.

9 The Importance of Healthy Ecosystems

Phenomenon: Almond farms in California truck in billions of honey bees from around the nation to pollinate their orchards each spring.

10 Engineering Solutions and Protecting Ecosystems

Phenomenon: The populations of wild animals, such as the lynx and rabbit, tend to rise and fall in cycles, but the global human population is just rising—dramatically.

Engineering Challenge: Designing a Fishing Net Description: Design a fishing net that will help preserve biodiversity by targeting certain species rather than all species.

Performance Assessment: People and Ecosystems Anchoring Phenomenon: Abalone populations in southern California have been declining steadily since the 1960s.

Storyline: Using what you know about human impact on populations, work in groups to research a local story of population growth impacting resources. Present your investigative report to the class.

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Life Science Lesson Guide Sample 9

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A Phenomena-Rich Program TCI believes that phenomena makes science more meaningful for students. Bring Science Alive! provides many opportunities for students to engage with, investigate, and make sense of natural phenomena in their own lives.

Anchoring Phenomenon The anchoring phenomenon encourages students to make connections with the world around them. Students then further explore the phenomenon during the Performance Assessment.

Lesson Phenomenon

Local Phenomenon

Each lesson begins with an investigative phenomenon that is used to pique students’ interest and drive instruction throughout the investigations. At the end of a lesson, students use what they learned to make sense of the phenomenon.

Students build a deeper, personal connection to the phenomenon through direct observation or by conducting research to find out more about the phenomenon in their local area.

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Bring Science Alive! covers a variety of phenomena topics to engage every student.

Multimedia Phenomena

Phenomena are presented through videos, images, and hands-on observations.

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Rich multimedia throughout the program provide easy ways for students to interpret the phenomena.

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Three-Dimensional Learning Students set forth to investigate each lesson’s phenomenon. Each carefully-designed investigation guides students through mastering the lesson’s science practices, crosscutting concepts, and disciplinary core ideas.

Lessons are broken out into modules so that teachers can pick and choose what works for their classroom.

Lessons are presented in an easy-to-use, customizable slideshow format.

Pacing is provided for teachers to plan in advance.

Each and every lesson focuses on at least one Science and Engineering Practice, one Disciplinary Core Idea, and one Crosscutting Concept.

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Investigations are designed to meet Math and ELA Common Core standards as specified by NGSS.

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Material Kits are prepared and organized to seamlessly integrate into each lesson.

Consumable Materials can easily be ordered online.

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Everything needed for one lesson is grouped together into a clearly labeled bag.

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Thinking Like an Engineer Engineering Challenges throughout the program allow for students to think like engineers as they solve real-world problems related to the Anchoring Phenomenon.

Students are assigned roles and come together to solve an engineering problem. This mirrors a real-world engineering team.

Teams develop solutions, conduct iterative testing, and use data (or results) to improve their solutions.

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Students come up with their own metrics to measure the success of their design solution.

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Rubrics detail what is expected at each achievement level.

Engineering Challenge Rubric

Students go through the engineering design process for each challenge.

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Rubrics are provided for the students so that they can thoughtfully answer questions knowing what they will be graded on.

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Checking Student Progress Bring Science Alive! offers a variety of assessments types to evaluate student learning.

Formative Assessment

Lesson Game In a Lesson Game, students answer selectedresponse questions about the lesson. Results are automatically tracked in your gradebook.

Key Science Concepts Videos, diagrams, and detailed illustrations provide an additional check for students’ understanding.

Notebook Monitor students’ progress in their notebooks as they go through the lesson and investigations.

Interactive Tutorials Students can check their own understanding of main ideas with Interactive Tutorials.

Simulations Students explore scientific concepts through an interactive game-like environment, which allows them to check and evaluate predictions.

Wrap-Up Slides Lead a culturally-responsive discussion with carefully designed three-dimensional questions.

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Summative Assessment Assessment items evaluate mastery of all three NGSS dimensions.

Questions range in Depth of Knowledge levels 1-4.

Interactive stimuli engage students and prepare them for digital state tests.

A series of discrete items and performance tasks create a well-rounded assessment.

Performance Assessment

Students work collaboratively or individually to complete the tasks.

Analytical rubrics are provided to assess student work individually.

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Hands-on Performance Assessments provide opportunities to check student understanding of the Performance Expectations.

Life Science Lesson Guide Sample 17

Anchoring Phenomena

ANCHORING

PHENOMENON:

BODIES

Anchoring Phenomenon Bodies

Materials: • Notebook: Anchoring Phenomenon

SLIDE 2

• Let’s find out about the unit phenomenon and storyline.

• Anchoring Phenomenon: People get sick when body systems don’t function properly.

SLIDE 2

SLIDE 3

• Most of the time your body systems just work. You don’t even think about how they are interacting. But sometimes the body malfunctions. In this unit, you’ll help patients by figuring out what their symptoms mean.

• Complete the first two columns of the KWL chart in your Interactive Student Notebook, and then take the unit Self-Assessment.

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BODIES

Interdisciplinary Connections Make connections between life and earth sciences.

Materials: • Notebook: Interdisciplinary Connections Lesson Support: • The Interdisciplinary Connection is meant to enhance learning by helping students to recognize the connections between related areas of content in distinct disciplines.

• After you introduce the Crosscutting Concept, give students an opportunity to answer the Connection Questions. Let them know that they will have an opportunity to return to these questions and revise their answers after they complete the lessons.

• Encourage students to point out interdisciplinary connections they notice throughout the lessons.

SLIDE 5 •

Stability and change are important to every scientific field. In this image, students talk about how they respond to the weather changes that can occur where they live.

• What topics from Life and Earth sciences do you think are connected in this image?

TEACHER NOTES

Lesson Support For now, just have students brainstorm how the sciences are connected in this image as a class. By the end of the lessons, students will have more information to answer the question in detail.

SLIDE 5

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• Discuss the Connection Questions in your notebook as a class.

• Throughout the lessons, pay attention to the connections between Life and Earth sciences.

TEACHER NOTES

Lesson Support Don’t worry if students have trouble with the Connection Questions right now. By the end of the Performance Assessment and Connection Activity they will have learned more about these topics. Have them return to refine their answers after the lessons. If they have already worked on these Connection Questions, ask them to use their prior knowledge in answering the questions.

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Life Science Lesson Guide Sample 19

Anchoring Phenomena

ANCHORING

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ANCHORING PHENOMENON

Anchoring Phenomenon: Very small problems in the structure or function of a subsystem can affect the whole body and a person’s health.

1. Complete the first two columns of this chart.

• List what you think you already know about this unit’s phenomenon.

• Then write at least three questions you have about this phenomenon.

Return to this chart at the end of the unit. Add the key information you learned about this phenomenon. Give evidence!

Know

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INTERDISCIPLINARY CONNECTIONS

Connection Questions 1. Why do different areas around the Earth experience such different weather?

2. How does Earth’s weather impact people?

3. How do our body systems respond to temperature change caused by weather?

4. What kinds of traits help organisms survive in different kinds of weather?

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Life Science Lesson Guide Sample 21

Anchoring Phenomena

I N T E R D I S C I P L I N A R Y

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Developing a Model to Explain a Phenomenon The following steps can help you develop and revise a model to explain a phenomenon.

What is the phenomenon?

Step 1: Make observations and generate questions about the phenomenon.

Complete the T-chart below.

Observations

Testable Questions

Step 2: Develop an initial model.

In the space below, develop an initial model that attempts to explain this phenomenon. Don’t worry about it being “correct,” just add as much detail as possible.

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Step 3: Revise your model based on new data.

Based on what you have learned from the investigations and readings, revise your model. Be sure to label the components of the model, the relationships between those components, and how the components correspond to the real world.

Step 4: Using your model, write an explanation of the phenomenon.

Use your model and the information you have gathered to fill out the CER chart below.

Claim

Evidence

Reasoning

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Life Science Lesson Guide Sample 23

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Lesson Investigations

Interacting Body Systems: Lesson Planning Allow approximately 255 minutes to complete this lesson.

• Observing Phenomena: Students discuss how doctors generally know what is inside the human body without having to cut a person open. [10 min] | Suggested Reading: Introduction and Sections 1-3 • Investigation 1: Dissecting Frogs Students dissect frogs to discover similarities to human organs. They see where each organ is in relationship to one another. [80 min] | Suggested Reading: Sections 4-5 • Investigation 2: Creating a Human Body Model Groups create a life-size model of the human body. They use the model to explain how body systems work together. [90 min] | Suggested Reading: Sections 6-7 • Investigation 3: Diagnosing Mr. T Groups diagnose a patient using evidence from a medical chart, test results, and medical fact sheets. [60 min] | Suggested Reading: Sections 8-9 • Making Sense of Phenomena: Use what you’ve learned to explain how doctors generally know what is inside a person’s body. [10 min] | Suggested Reading: Lesson Summary Objectives • Identify internal organs and body systems.

• Create a model of human body systems.

• Explain how body systems interact.

• Gather information from a variety of sources to diagnose a patient and explain the cause of the symptoms.

Academic Vocabulary • Review the academic vocabulary found in this lesson: accuracy, additional, affect, alternative, common, compile, consult, credibility, design, development, equip, exercise, generally, indicate, intense, objective, productive, require, reserve, reveal, rigid, supported by.

• Consider using TCI’s Vocabulary Development Toolkit to support students as they learn and use certain key terms in your classroom.

Background • Before beginning this lesson, students should have a basic understanding of systems and body structures. This should be a review from Elementary school: In Grade 1 and Grade 4, students found out that all organisms have external parts and different animals use their body parts in different ways. Additionally, students should have an understanding of systems and system models, cause and effect relationships, developing possible solutions, and identifying patterns.

• Students will be dissecting a frog in Investigation 1. It may be helpful to prepare students for what to expect and how to conduct themselves. Be aware that some students may feel strongly about performing the actual dissection and may choose to watch others or view a virtual representation instead. You may wish to check if your state has a dissection choice law or if your district has a policy excusing concerned students from participating.

Differentiating Instruction Quicker Coverage • Frog Dissection In Investigation 1, instead of having students dissect their own frogs, show them the series of videos in the slides that demonstrate how to do the frog dissection. Then have students continue on to the related discussion.

• Cut the Coloring In Investigation 2, students are asked to color the body parts that make up the human body model. To save time, have students cut and place the parts without coloring them in.

• Conduct Investigation 3 as a Class Discussion Rather than having students work in their groups to address the questions in the Lesson Guide and the notebook, conduct the investigation as a class discussion.

Deeper Coverage • Improve the Model The Investigation 2 Wrap Up asks how students could improve the model. Invite them to actually do so— have them create their own improved model. (If students do not have butcher paper to create a life-sized model, suggest that they find a body outline online to print or draw one on a regular piece of paper.) Students write an explanation about how their model is different and how it improves on the one used in class.

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English Learners • Summarize the Videos Investigation 1 includes multiple videos that show the dissection process. Summarize the steps and main ideas in each video in brief sentences or bullet points to help support comprehension. Present them before students watch the video. This will also enable students focus their attention on the actions they must take.

Learners Reading and Writing Below Grade Level • Shorten Answer Length Where students are asked to write paragraphs, allow them to write sentences to summarize their main ideas. In this lesson, this may particularly helpful for the Processing activity.

Learners with Special Education Needs • Identify the Body Parts The first notebook question in Investigation 1 requires students to compare and contrast human and frog body parts. Guide students by identifying the body parts that they should be focusing on. Additionally, it may be helpful to provide pictures of living frogs so that students can see some of the differences.

Advanced Learners • Body Systems As they did during Processing, have students examine the role of each body system. However, this time, they should examine how the body systems react when a person is running. Students should create a grid similar to the one in the first notebook prompt and answer the following question: How is it involved when you are running?

Enhancing Learning Digestive, Circulatory, and Respiratory Systems Worksheets (website) • http://www.it.iitb.ac.in/~vijaya/ssrvm/worksheetscd/getWorksheets.com/Science/sci_digest_circ_respir_systems_v1.pdf • This 30-page packet has brief summaries and various printable activities on the human digestive, circulatory, and respiratory systems. Including vocabulary quizzes, crosswords, and cryptograms, these activities could be used as a review of the reading and concepts prior to Investigation 2, or as follow up homework, since it covers some concepts and vocabulary not included in the lesson. The variety of difficulty for the activities can also be used for differentiating instruction between students.

Human Body 2.0 (website) • http://mariana68.wixsite.com/bl-humanbodyredesign/goal • https://betterlesson.com/lesson/632821/8-systems-blog • “How would scientists go about redesigning the human creature in order to get the most efficiency out of him?” is the central premise of this series of activities. Students are challenged to summarize and analyze each human system, and then think up alterations to make them better. The first link connects students to the challenge, while the second link is directed to teachers and advises how to incorporate the resource into lesson plans. The site has a large number of links to reputable science sites that describe each human system in detail for students to study. The links on the right—“XP” and “The Blog”— contain printable templates for how students should write up their findings and ideas.

• Once students have completed Investigation 2, you could direct students to this site, have them study one or multiple systems, then ask them to implement their “modifications” to their human model, before presenting their ideas to the class.

Or, since this hefty resource may not fit into your lesson plan, you could simply collect the resource links for each system and direct students to them for review.

The Human Body: Organ systems working together (video) • http://www.schooltube.com/video/e13a8af8aaee43479eea/Human%20Biology:%20The%20Human%20body:%20Organ%20 systems%20working%20together • This 14-minute video provides several detailed explanations, along with simple animations, of the organ systems. Students will be able to review the concepts of the reading, as well as learn how the organ systems interact with one another. This video is best directed towards students that might struggle with the reading-heavy review materials above.

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Life Science Lesson Guide Sample 25

Lesson Investigations

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Observing Phenomena

Lesson Investigations

Students discuss how doctors generally know what is inside the human body without having to cut a person open.

Lesson Support: • By the end of the lesson, students should be able to explain the parts and functions of the main body systems, except the nervous system. The nervous system is covered in its own lesson, Controlling Body Systems. The Performance Assessment activity will integrate all of the systems, including the nervous system.

Materials: • Notebook: Observing Phenomena

SLIDE 4

• In this lesson, you will learn about many parts of the body you can’t see, but are important for your body to function.

• Discuss: How do doctors know what is inside the body?

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• In this unit, you will be acting as doctors, using your knowledge of the human body to diagnose patients.

• Explain in your notebook why you think it is important for doctors to understand how structures inside the body function.

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Phenomenon: Doctors know generally what is inside a living person’s body without having to cut them open.

• What questions do you have about this phenomenon?

TEACHER NOTES

Connections to Your Life Find an anatomy book at the library. What are the different parts you see? Are they the same in everyone?

Lesson Support By the end of the lesson, students should be able to explain the parts and functions of the main body systems, except the nervous system. The nervous system is covered in its own lesson, Lesson 5. The Performance Assessment activity will integrate all of the systems, including the nervous system.

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Investigation 1: Dissecting Frogs

Students dissect frogs to discover similarities to human organs. They see where each organ is in relationship to one another.

Lesson Overview: • In this investigation, students dissect frogs to see where each organ is in relationship to one another. Students gain a better understanding of the structure and relative locations of body systems. To perform this investigation: • First, students analyze historical to modern techniques devised to learn about the inside of the human body.

• Next, working in groups, students examine the outside of a frog’s body and compare external body structures in frogs and humans.

• Then, working in groups, students examine the internal structures of the frog and compare internal body structures in frogs and humans.

• Finally, students take turns presenting the similarities and differences between frog and human body systems.

Teacher Prep: • Well in advance, use the coupon in your kit to order preserved frogs for your class. Frog specimens last up to a year. Set up the classroom for groups of 3 with all the dissection equipment needed. Be sure each student can see the screen.

• Alternatively, if you do not wish to conduct the dissection, or if you have students who opt-out of the dissection, use the videos provided on the slides that walk through all the important aspects of the dissection.

Lesson Support: • It may be helpful to prepare students for what to expect when dissecting the frogs and explain how to conduct themselves. Be aware that some students may feel strongly about performing the actual dissection and may choose to watch others or view a virtual representation instead.

Safety Info: • Based on your students’ age and learning readiness, prepare the classroom for a safe experience. Carefully review TCI’s risk assessment for each of the materials listed for this investigation. Make sure to follow all district and state safety protocols for all potential risks. Please take careful note of the safety equipment you’ll need, and ensure that you have trained your students on proper handling and use of materials.

• Preserved frog specimens should be thoroughly washed before being handled by the students. Approved goggles must be worn throughout the dissection. Students should be instructed in the safe use of dissection instruments.

Special care should be taken to avoid cuts or scratches when cleaning scalpels and needles. Properly dispose of the specimens after the investigation.

Materials: • What you need • Apron, vinyl • Forcep • Frog, preserved • Print • Notebook: Investigation 1 www.teachtci.com

• Gloves, nitrile, medium • Gloves, nitrile, small • Goggles, safety

• Pins, dissection • Scissors, dissection • Trays, dissection

Life Science Lesson Guide Sample 27

Lesson Investigations

Misconceptions: • A common misconception is you will get warts if you touch a frog/toad. Explain to students that this is a myth that has been around for a long time. The warty-looking bumps on a frog’s skin are glands that do not secrete anything that causes warts. Instead, warts are caused by viruses.

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Doctors have used a number of techniques to learn about the inside of the human body: • What do you see in this image?

• What do you think is going on here? Explain your thinking.

• What technique is being used to see inside the body?

Lesson Investigations

TEACHER NOTES

SLIDE 8

Find out!

This etching is from 1897. It shows a doctor analyzing an X-ray of a patient’s chest. X-rays were a new invention in the 1890s. They were useful in helping doctors know how to diagnose and treat patients.

SLIDE 9

• What do you see in this image?

• What do you think is going on here? Explain your thinking.

• What technique is being used to see inside the body?

TEACHER NOTES

Find out!

This photograph shows a modern technique in which doctors snake a fiber optic cable into the body. The cable is connected to a video camera that allows the doctors to see inside the body as they perform surgery on a patient.

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• What do you see in this image?

• What do you think is going on here? Explain your thinking.

• What technique is being used to see inside the body?

TEACHER NOTES

Find out!

This image was painted by Rembrandt in 1632. It shows medical students in an anatomy lesson. In the 1500s, dissection of dead bodies was used to help scientists answer questions about the body’s internal parts.

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• We can’t dissect cadavers, but doctors have learned a lot about the human body by dissecting organisms that have simliar structures.

• Frogs share similar body systems to humans. Studying a frog’s anatomy can help us to understand our own.

TEACHER NOTES

SLIDE 11 Lesson Investigations

SEP Toolkits Need more practice with Developing and Using Models? Use this toolkit.

NGSS Developing and Using Models: Develop and/or use a model to predict and/or describe phenomena.

SLIDE 12

• You will work in groups of three for this investigation.

• Each group will need their frog and dissection materials.

• Safety Tip: Be sure to wear your safety equipment whenever you touch the frog. Also, the dissection tools are very sharp, be mindful of where the sharp points are located at all times.

SLIDE 12

TEACHER NOTES

Materials Log in for a complete list of materials.

SLIDE 13

Start by looking at the outside of the frog’s body.

Discuss with your group: • Which structures do both humans and frogs have? List them in your notebook.

• Compare the body structures in frogs and humans. How are they different?

TEACHER NOTES

SLIDE 13

NGSS LS1.A: Structure and Function: 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 for particular body functions.

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Life Science Lesson Guide Sample 29

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Lesson Investigations

• Let’s watch this video to find out more about a frog’s external organs.

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• Skeletal and Muscular Systems • Let’s take a look at the frog’s internal structures. We’ll start by looking at the structures inside the frog’s leg.

• Watch the video to see how to pin the frog in place and cut open its leg.

• Now, choose one person in your group to cut open your frog’s leg in the same way.

• Safety Tip: Be careful not to cut your skin or gloves with scissors.

TEACHER NOTES

Math and ELA Key Ideas and Details: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Employ frequently used verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with substantial support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to familiar topics.

Expanding • Employ a variety of verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with moderate support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to new topics.

Bridging • Employ precise verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with minimal support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to multiple new topics.

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• Skeletal and Muscular Systems • Work together in your group to identify parts of the skeletal and muscular systems. Talk about how the parts are connected.

• Watch the video to see how to the muscular and skeletal systems work together.

Math and ELA Key Ideas and Details: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Employ frequently used verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with substantial support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to familiar topics.

Expanding • Employ a variety of verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with moderate support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to new topics.

Bridging • Employ precise verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with minimal support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to multiple new topics.

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SLIDE 17

• Watch this video to see how to cut open the body of your frog.

• Now choose one person in your group to cut open your frog’s body.

• Work as a group to try to identify the organs in the body.

SLIDE 18

• Watch this video to see how to remove the frog’s fat bodies and eggs.

• Now choose one person in your group to remove the fat bodies and any eggs that might be present. Do not cut through any other organs.

• Work as a group to try to identify the parts of the digestive system.

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Lesson Investigations

• • • •

Digestive system Watch the video on the parts of the digestive system.

Now choose one person in your group to cut out the parts of the digestive system.

What is left in the body? Work as a group to identify the parts of the respiratory and circulatory systems.

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SLIDE 20 • • • •

Circulatory and Respiratory Systems What other internal organs do you think we can find in the frog?

Let’s watch the video.

As a group, discuss the organs you saw and how their structure might be helpful for their function.

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• Congratulations. You’ve dissected a frog!

• Who would like to come up to the presenter and use the pen tool to draw a line between a body part you observed inside the frog and the same body part inside the human?

• Who would like to take the next turn?

• Click the answer button to see which body parts correlate.

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Wrap Up • What can a frog dissection teach you about human anatomy?

• What did you learn from the dissection that would be difficult to learn by just looking at pictures?

TEACHER NOTES

Connections to Your Life Using what you know, take a closer look at other animals or birds. How are their external body systems similar or different to yours? What can you guess about the structure and relative locations of their internal body systems?

Connecting to Phenomenon Students can apply what they learned about body systems to the unit’s Performance Assessment that asks them to include information about the structure, function, and interactions of body systems involved in a diagnosis. Students can also use their knowledge to review their notes about the lesson’s Observing Phenomenon and shape their explanation of how doctors know generally what is inside a living person’s body without having to cut them open.

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Investigation 2: Creating a Human Body Model Misconceptions: • A common misconception is the body systems operate in isolation from each other. Another misconception is when we are not using a certain part of our body, the functions of the organs or system stop. Emphasize to students that although the body systems may serve different functions, they constantly work together to grow and maintain the whole body. Any changes to one system can have effects on other systems.

Investigation Overview: • In this investigation, students create a life-size model of the human body. Students gain a better understanding of how body systems work together. To perform this investigation: • First, working in groups, students trace the outline of one volunteer student.

• Next, students cut out and color the organs from the handout. And glue organs in the correct • places. Students draw a network of blood vessels between the organs.

• Then, post their human body model on the classroom wall and make labels for each body part.

• Finally, students present one body system to the class.

Teacher Prep: • Print out Handout A: Human Body Organs, one copy of the set of organs for each group.

• Plan where you will have groups create their life-size body outlines—in the hallway, for example.

Each group of 5-6 will need a piece of butcher paper about 1.5 meters long.

• Plan where you will have groups post their human body models in the classroom.

• Note that the same groups of students will continue to work on their body models throughout the unit in the lessons, Levels of Organization and Controlling Body Systems.

Safety Info: • Based on your students’ age and learning readiness, prepare the classroom for a safe experience.

• Carefully review TCI’s risk assessment for each of the materials listed for this investigation.

• Make sure to follow all district and state safety protocols for all potential risks. Please take careful note of the safety equipment you’ll need, and ensure that you have trained your students on proper handling and use of materials.

Materials: • What you need • Glue • Index card • Print • Notebook: Investigation 2

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• Marker, assorted colors • Paper, butcher

• Scissors

• Handout A: Human Body Organs

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Lesson Investigations

Groups create a life-size model of the human body. They use the model to explain how body systems work together.

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Lesson Investigations

• Investigation 2: Creating a Human Body Model • In this activity, you will create a full-size model of the human body. Later, you will use the model to explain to your patients their diagnosis.

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• Life-sized Body Models • Get into groups of 5-6.

• Trace the outline of one volunteer student on the butcher paper (the person lying down chooses another student to do the outline).

• Record the names of all the students in your group on the butcher paper, and give your outline a name!

• Cut out and color the organs fromHandout A: Human Body Organs. Some of the larger organs will need to be glued together.

• Place the organs on your body outline in the correct places.

• Glue them into place.

• Draw a network of blood vessels with red and blue markers.

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TEACHER NOTES

SEP Toolkits Need more practice with Developing and Using Models? Use this toolkit.

Materials Log in for a complete list of materials.

NGSS Developing and Using Models: Develop and/or use a model to predict and/or describe phenomena.

SLIDE 26

• Check that each body part is in the right place. Then glue the pieces on your body outline.

• Draw a network of blood vessels with red and blue markers.

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Post your human body model on the classroom wall.

Now work with your group to make a label on an index card for each body part (bones, muscles, lungs, heart, small and large intestine, stomach, liver). Your label should include: • the name of the body part • the body system it is part of • the function of the organ Take turns reading your labels to the group. Ask for feedback on accuracy and clarity.

Then tape the label around the body shape, near the body part it describes.

TEACHER NOTES

SLIDE 27

NGSS Systems and System Models: Systems may interact with other systems; they may have subsystems and be a part of larger complex systems.

LS1.A: Structure and Function: 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 for particular body functions.

SLIDE 28

Get ready to present one body system to the class. Each group will be assigned a different body system card.

You will: • Name your group’s body system.

• Identify and describe the organ or organs in that system that are shown on your human body model.

• Explain the function of the body system.

• Name at least one other body system that interacts with your body system.

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TEACHER NOTES

NGSS MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

SLIDE 29

Let’s listen to each group. After each group presents, take notes in your notebook.

Which group would like to go first? Remember to: • Name your group’s body system.

• Identify and describe the organ or organs in that system that are shown on your human body model.

• Explain the function of the body system.

• Name at least one other body system that interacts with your body system.

SLIDE 30

• Drag each term to the correct system.

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• Let’s assess what you have learned.

• In your notebook explain: How do body systems work together when you eat?

Lesson Investigations

TEACHER NOTES

SEP Toolkits Need more practice with Engaging in Argument from Evidence? Use this toolkit.

NGSS Engaging in Argument from Evidence: Construct, use, and/or present 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.

Systems and System Models: Systems may interact with other systems; they may have subsystems and be a part of larger complex systems.

Math and ELA Text Types and Purposes: Write arguments focused on discipline-specific content.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Express attitudes and opinions, and temper statements with basic modal expressions.

• Justify opinions by providing textual evidence or background knowledge, with substantial support.

• Write in complete sentences and use key words while working collaboratively and independently.

Expanding • Express attitudes and opinions, and temper statements with familiar modal expressions.

• Justify opinions or persuade others by providing textual evidence or background knowledge, with moderate support.

• Write in a concise manner, and organize text appropriately.

Bridging • Express attitudes and opinions, and temper statements with nuanced modal expressions.

• Justify opinions or persuade others by providing detailed textual evidence or background knowledge, with minimal support.

• Write in a clear and coherent manner, and better understand register.

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Wrap Up • How does your human body model help you understand body systems?

• What does your model include? What doesn’t it include?

• What is the advantage of showing muscles on one leg and bones on the other leg?

• Save your work! We will add to the body models in the next two lessons.

TEACHER NOTES

Connecting to Phenomenon Students will use what they know from this investigation to describe how body systems might interact to create symptoms. Students can reflect on this question: “How do you think the structure and function of a subsystem can affect the whole body and a person’s health?” Give students the opportunity to use their knowledge from Investigation 2 to review their notes on the lesson’s Observing Phenomenon and make revisions if necessary.

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Investigation 3: Diagnosing Mr. T

Investigation Overview: • In this investigation, students diagnose a patient using evidence from a medical chart, test results, and medical fact sheets. Students gain a better understanding of the factors used in creating a medical diagnosis. To perform this investigation: • First, students take a look at a patient intake form.

• Next, students listen to the patient’s lungs and heart and record results of the test on the intake form.

• Next, students read a medical fact sheet that describes common disorders of the circulatory system and the associated symptoms.

• Then, students compare the information from the patient intake form and test results to the medical fact sheet to decide which diagnosis best fits the patient.

• Finally, students consult with members of their group and the rest of the class for feedback on whether the evidence they found supports the diagnosis.

Teacher Prep: • Print out Handouts B and C for each student.

• Students will refer to their models of body systems they created in the last investigation.

Lesson Support: • The breathing noises for both the normal lung and Mr. T should be the same. Although some people with this heart condition will often have different breathing noises, we want to direct students into looking at the heart and not focusing on the lungs.

Materials: • Notebook: Investigation 3 • Handout B: Patient Intake Form • Handout C: Medical Fact Sheet

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Life Science Lesson Guide Sample 37

Lesson Investigations

Groups diagnose a patient using evidence from a medical chart, test results, and medical fact sheets.

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SLIDE 34 • • • • •

Investigation 3: Diagnosing Mr. T Remember: In this unit, you will be acting as doctors and diagnosing patients.

Your first patient is Mr. T. Study Handout B: Patient Intake Form. This is the form Mr. T filled out.

What does Mr. T’s Patient Intake Form tell you about what body systems are likely to be involved in his health problem? Why

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Lesson Investigations

TEACHER NOTES

NGSS Stability and Change: Small changes in one part of a system might cause large changes in another part.

SLIDE 35 • • • • • • •

Test Results A stethoscope is a medical instrument for listening to a patient’s lungs or heart.

First listen to a normal lung’s breathing sounds.

Now listen to Mr. T’s lungs.

What do you notice?

Why would a doctor want to listen to Mr. T’s lungs?

Record the results of this test on your handout.

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TEACHER NOTES

Lesson Support The breathing noises for both the normal lung and Mr. T should be the same. Although some people with this heart condition will often have different breathing noises, we want to direct students into looking at the heart and not focusing on the lungs.

SLIDE 36 • • • • •

First, listen to a normal heartbeat.

Now listen to Mr. T’s heartbeat.

What do you notice?

Record the results of this test on your handout.

A fast heart rate can be dangerous. You suspect some kind of heart disease.

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Medical Fact Sheet Handout C is a medical fact sheet that describes common disorders of the circulatory system and their symptoms. Read about each disorder.

• What symptoms appear in more than one disorder? Why is that important?

• How are a heart attack and heart failure different?

• Why is a heart defect most commonly diagnosed in childhood?

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• Diagnosis • Now compare the information from Mr. T’s Patient Intake Form and his test results with the description and symptoms for the three disorders listed on your handout.

• Think about which diagnosis best fits the patient.

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Consult with a group of doctors (the members of your group).

• Which diagnosis best fits Mr. T’s symptoms? Put an ‘X’ next to the diagnosis in the chart in your notebook that your group agrees on.

• Compile a list of evidence for the diagnosis in your notebook.

• Explain your reasoning. Use words likeprobably, likely, might, often, may, or usually to indicate that the evidence doesn’t always mean that the patient has the disorder.

• Share with Mr. T and the class one piece of evidence you collected that supports the diagnosis. Use your body model to point to affected organs and body systems. Explain your reasoning.

• Ask for feedback from the class on whether the evidence supports the diagnosis. Is the reasoning clear? Does it make sense?

TEACHER NOTES

SEP Toolkits Need more practice with Engaging in Argument from Evidence? Use this toolkit.

NGSS Engaging in Argument from Evidence: Construct, use, and/or present 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.

Math and ELA Text Types and Purposes: Write arguments focused on discipline-specific content.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Express attitudes and opinions, and temper statements with basic modal expressions.

• Justify opinions by providing textual evidence or background knowledge, with substantial support.

• Write in complete sentences and use key words while working collaboratively and independently.

Expanding • Express attitudes and opinions, and temper statements with familiar modal expressions.

• Justify opinions or persuade others by providing textual evidence or background knowledge, with moderate support.

• Write in a concise manner, and organize text appropriately.

Bridging • Express attitudes and opinions, and temper statements with nuanced modal expressions.

• Justify opinions or persuade others by providing detailed textual evidence or background knowledge, with minimal support.

• Write in a clear and coherent manner, and better understand register.

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SLIDE 39

Life Science Lesson Guide Sample 39

I N T E R A C T I N G

B O D Y

S Y S T E M S :

I N V E S T I G AT I O N

3

SLIDE 40

Wrap Up • How did you know which body system was affected by Mr.T’s illness without having to cut him open?

• Why does Mr.T’s disease affect his energy level and ability to walk long distances if it is only a problem with his heart and not his muscles?

Lesson Investigations

TEACHER NOTES

Connections to Your Life Have you ever been seen and diagnosed by a doctor for an illness, injury, or condition? What kinds of questions did the doctor ask you? What kinds of tests (if any) were performed?

How did the doctor arrive at your diagnosis? Was the diagnosis correct? What body systems were involved?

Connecting to Phenomenon This investigation gives students practice in gathering and analyzing data to form a diagnosis of a patient. This will be helpful for students to be successful in the unit’s Performance Assessment. Students can see how doctors use their knowledge of internal systems in checking and diagnosing patients.

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SLIDE 40

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INTERACTING BODY SYSTEMS: MAKING SENSE OF PHENOMENA

Making Sense of Phenomena

Use what you’ve learned to explain how doctors generally know what is inside a person’s body.

Materials: • Notebook: Making Sense of Phenomena

Lesson Investigations

SLIDE 42 •

Phenomenon: Doctors know generally what is inside a living person’s body without having to cut them open.

• Use what you have learned to explain this phenomenon.

TEACHER NOTES

Hint How do we know about body systems and their positions in the body?

Sample Explanation All humans have the same basic layout of body systems in their body. This consistency allows doctors to know, generally, where all the parts of the body are located without having to cut someone open. These positions were learned by dissecting cadavers and using technologies, like X-rays, that allow you to see inside the body.

Math and ELA Text Types and Purposes: Write arguments focused on discipline-specific content.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Express attitudes and opinions, and temper statements with basic modal expressions.

• Justify opinions by providing textual evidence or background knowledge, with substantial support.

• Write in complete sentences and use key words while working collaboratively and independently.

Expanding • Express attitudes and opinions, and temper statements with familiar modal expressions.

• Justify opinions or persuade others by providing textual evidence or background knowledge, with moderate support.

• Write in a concise manner, and organize text appropriately.

Bridging • Express attitudes and opinions, and temper statements with nuanced modal expressions.

• Justify opinions or persuade others by providing detailed textual evidence or background knowledge, with minimal support.

• Write in a clear and coherent manner, and better understand register.

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SLIDE 42

Life Science Lesson Guide Sample 41

Lesson Investigations

LESSON 3

Reference Text provides background for students as they conduct investigations.

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Interacting Body Systems Introduction

The lesson introduction clearly explains the purpose and carefully-crafted organization of the lesson.

Suppose you are on a team that is building a robot. You can think of the robot as a system and each part of the robot as a subsystem. The pieces that make up the structure of the robot are one subsystem. The wires that send signals to make the robot move are another subsystem.

The remote control that you use to control the robot’s movements is another subsystem. No single subsystem can make the robot perform all its functions, but it can function if all the subsystems work together.

How is the robot, and all its interacting parts, like a human being?

Like the robot, the human body is a system made up of interacting subsystems that allow it to function. Each part of the human body is part of subsystem called a body system. Each of these body systems performs a certain function for the body. Look at the runner’s heart, blood vessels, and bones. His heart pumps blood through blood vessels and delivers oxygen and nutrients to all parts of his body. His lungs take in oxygen that helps to supply energy to his muscles. Bones that connect to muscles enable him to move. To what body systems do these parts belong? How do you think they interact? What do you think would happen if one of these parts was not working properly?

In this lesson, you will learn how parts of the body work together to allow a person to function and move using the example of a person running. You will begin to learn about the subsystems that make up an organism’s body. These body systems exist in humans and many other animals and plants. Finally, you will learn how scientists can use other organisms’ body systems to model human body systems.

Standards related to each lesson are provided.

Next Generation Science Standards Performance Expectations MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Science and Engineering Practices Engaging in Argument from Evidence Use an oral and written argument supported by evidence

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Crosscutting Concepts Systems and System Models Systems may interact with other systems; they may have subsystems and be a part of larger complex systems.

Science is a Human Endeavor

muscular system a body system made up of all the muscles of the body that cause movement when they contract, or shorten organ a typically self-contained structure that carries out a particular function for the body digestive system the body system made up of organs that break down food into substances that can be absorbed and used for energy and gets rid of the remaining solid waste that cannot be absorbed respiratory system the body system made up of the organs that bring oxygen into the body and remove carbon dioxide waste circulatory system the body system made up of the heart and blood vessels that circulate blood through the body excretory system the body system made up of the organs that get rid of waste

Students preview new science terms and their definitions before they read the lesson. to support or refute an explanation or a model for a phenomenon.

skeletal system a body system made up of the framework of bones that supports an organism’s body, protects its internal structures, and allows the body to move

reproductive system the body system made up of the organs that allow adults to produce offspring

Disciplinary Core Ideas LS1.A. 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 for particular body functions.

Life Science Lesson Guide Sample 43

Lesson Investigations

How do your body systems work together?

Vocabulary

Lesson Investigations

1. The Skeletal and Muscular Systems

The paragraph that begins each section orients and engages the reader.

Figure 3.1A The skeletal system is made up of all the bones in the body. The muscular system is made up of all the muscles in the body. The two systems work together to move the body.

For most of human history, people have had to hunt for meat and search for edible plants to meet their needs for food. Hunting often required running after prey or hiding in trees and carefully throwing weapons at prey as they try to run away. How does the human body allow a person to run, stand, hide, and throw?

The skeletal system is an important body system for allowing a person to move. The skeletal system is the framework of bones that supports an organism’s body, protects its internal structures, and allows the body to move. This framework gives the body its overall structure and general shape. The structures that connect bones with other bones are called ligaments. Some bones, such as the skull and ribs, protect soft internal organs. The skull protects the brain, and the ribs form a cage that protects the heart and lungs. Other bones interact with muscles to cause movement.

The muscular system is also important for allowing a person to move. All the muscles of the body make up the muscular system.

Muscles cause movement when they contract, or shorten. Muscles connect to bones with structures called tendons. Not all muscles are for moving the skeleton, though. The heart is part of the muscular system because it, too, is made of muscle. The heart muscle contracting is what causes the heart to beat. Other muscles in the muscular system help move food or blood through the body.

The Skeletal and Muscular Systems Work Together

Skeletal System

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Muscular System

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Bones Move by Muscle Contraction

Contracting Triceps

The skeletal and muscular systems are examples of body systems.

A body system is a group of organs that works together to perform a particular function in the body. An organ is a typically self-contained structure that carries out a particular function for the body. A bone is an organ of the skeletal system. Tendons and ligaments are other organs in the skeletal system. The brain, heart, and stomach are examples of organs in other body systems. No single organ can do the job of an entire body system.

The skeletal and muscular systems work together to help a person move. As an example, Figure 3.1B shows how the biceps and triceps muscles in the upper arm move bones in the arm to bend at the elbow, like when you want to pick up an object. The biceps and triceps are attached to bones in the arm and shoulder by tendons. Starting with a straight arm, when the biceps muscle contracts, it pulls on the bones it is connected to. At the same time, the triceps relax so that the bone is not pulled in two directions at once. Since the lower part of the arm and the upper part of the arm are connected by a hinge, like a door, the lower part of the arm swings up. To straighten the arm at the elbow, the triceps will contract and the biceps relax. Many muscles attached to bones work in pairs like this to move the bones one direction or another. www.teachtci.com

Figure 3.1B Muscles and bones work together to allow for movement, like when picking up an object. When the biceps muscle contracts, the triceps muscle relaxes and the arm bends at the elbow. When the triceps muscle contracts and shortens, the biceps relaxes and the arm straightens at the elbow.

Captions reinforce the main idea of the section and provide supporting details.

Life Science Lesson Guide Sample 45

Lesson Investigations

Contracting Biceps

Lesson Investigations

2. The Digestive System

Food, like this cheeseburger, provides the body with energy for growth, repair, and life processes. But first, the hamburger must be broken down by the organs in the digestive system into nutrients that the body can use. In the mouth, the large carbohydrates in the bun will be broken down into sugars by chemical digestion.

Most people no longer hunt for their food, but humans still need to eat multiple times a day. All animals need food to survive. Food gives a person energy to run, throw, move, and even sleep. An organism’s body runs on the energy stored in food. How does the body get energy from food?

The body cannot directly use the energy found in food. To be used by the body, food must first be broken down, or digested, into simpler substances. The digestive system is the body system that breaks down food into substances that can be absorbed and used for energy and gets rid of the remaining solid waste that cannot be absorbed. Food is mostly made up of substances called carbohydrates, proteins, and fats.

These are broken up into simpler substances that can be absorbed and used throughout the body for energy.

The digestive system forms a long tube from the mouth to the rectum. Hollow, muscular organs make up different parts of the tube.

The main organs of the digestive system are the mouth, esophagus, stomach, small intestine, large intestine, and rectum. Each one has an important role in digesting food.

The Mouth and Esophagus Digestion occurs in the mouth in two different ways. Large food particles are split into smaller pieces by chewing, grinding, and mashing with the teeth.

Food is also broken down chemically by digestive juices in the saliva. Chemical digestion changes the food into different substances through chemical reactions. Saliva specifically breaks down large carbohydrates into simpler sugars.

Say, for example, you are eating a hamburger. Your teeth break up the pieces of the bun, meat, lettuce, and tomato. Your saliva breaks down the carbohydrates in the bun into sugars.

Your tongue helps by moving the food around in the mouth and then pushing it into the throat. Swallowing moves the food into the next organ, the esophagus.

The esophagus is the part of the digestive tube that connects the mouth to the stomach. Muscles in the esophagus push the food into the stomach.

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Parts of the Digestive System

Mouth Esophagus

The Intestines and Solid Organs The small intestine is the longest organ of Liver the digestive system, measuring more than six meters long in humans. Most of the digestion of proteins and carbohydrates takes place here. The small intestine Small Intestine absorbs most of the digested nutrients Large Intestine that have been broken down and transfers those nutrients to the blood stream. Blood transports the nutrients to all parts of the body, where the energy stored in the nutrients is released.

There are two organs that are not part of the hollow tube that makes up most of the digestive system, but they help in digestion by making digestive juices flow into the small intestine.

The liver produces digestive juices that break down fats, like the fat in the hamburger meat. The pancreas produces digestive juices that continue to break down fats, carbohydrates, and proteins into even smaller substances.

Material that has not been absorbed in the small intestine passes into the large intestine. Here, water is removed. Most of what remains is waste. Waste is stored in the lower part of the large intestine, called the rectum, before it is eliminated from the body.

The trip your hamburger has made through your digestive system has lasted many hours and involved the interaction of many organs and systems. The digestive system breaks down food and the other organ systems transport this digested food to be used for energy all over the body. The muscles in the digestive system move food all the way through the tube, from the mouth to the rectum. Without the aid of muscles, blood, and other parts of the body, the digestive system would not be able to provide energy to the body. www.teachtci.com

Stomach

Rectum

Scientific illustrations are carefully labeled and titled.

Figure 3.2 The digestive system forms a long hollow tube from the mouth to the rectum. Different organs with different functions make up the parts of the tube, but they all work together to create a functional digestive system.

Life Science Lesson Guide Sample 47

Lesson Investigations

The Stomach The stomach is a bag-like organ made of strong muscles. As the muscles in the stomach contract and relax, food is mixed and broken down.

When the food is in smaller pieces, it is easier to digest. Here, all the pieces of your hamburger are being broken apart.

Additionally, several digestive juices made in the stomach chemically digest proteins in the hamburger. From the stomach, the partially digested food moves into the small intestine.

3. The Respiratory and Circulatory Systems

Lesson Investigations

Short sections, each with an informative title, make it easier for readers to understand and remember the main ideas.

You probably don’t pay much attention to the breaths you take every day or whether your heart is beating. If you are a runner, however, you may have noticed that your heart beats faster and you begin to breathe more rapidly when you start to run. Why does this happen?

The Respiratory System When you are running, you start breathing rapidly to take in more oxygen, and push out more carbon dioxide. Your body requires oxygen for the process of releasing energy from broken down food. Running uses a lot of energy, so more oxygen Figure 3.3 is needed. During these chemical reactions, carbon dioxide waste is The main organs of the respiratory formed. Too much carbon dioxide is toxic, so it must be removed from system are the lungs. The circulatory the body before it can cause harm. This causes you to breathe out more system is made up of the heart and to release that carbon dioxide. the blood vessels. Together these two The respiratory system is the body system that brings oxygen into systems transport blood, oxygen, and the body and removes carbon dioxide waste. The main organs of the nutrients throughout the body. Oxygen respiratory system are a pair of lungs. When you inhale, air containing helps to release energy from broken oxygen passes from the environment through your nose and mouth down food, which is essential for and into your lungs through tubes. At the end of the tubes, deep within running or even just surviving. the lungs, are many tiny air sacs that have very thin walls. Oxygen entering the lungs The Respiratory and Circulatory Systems passes from the tubes and through the walls of the air sacs. Here is where the respiratory Heart system interacts with the circulatory system.

Trachea

Lungs Blood Vessels

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The Circulatory System As you run, your heart begins to beat faster. The oxygen that was in your lungs moves into your blood, where it is carried all over the body.

The circulatory system, consisting of the heart and blood vessels, circulates blood throughout the body. The pumping action of the heart muscle is what moves the blood all around the body. Oxygenated blood near the lungs gets to the heart through a vein, a type of blood vessel. Veins carry blood to the heart from the rest of the body. The heart then pumps that blood all over the body through arteries, another type of blood vessel. Arteries carry blood away from the heart. As you run, your heart beats faster to pick up more oxygen from the lungs and transport it to where it is needed. In addition to oxygen, blood can transport nutrients and waste from all over the body to where it can be used or removed. www.teachtci.com

Parts of the Urinary System If you have ever breathed out on a cold Kidney Kidney day, you have observed evidence that your breath contains water vapor. When you exhale you are breathing out wastes, like excess water and carbon dioxide. If you were running, what other ways do you think you might be getting rid of waste from your body?

There are different ways that the body gets rid of waste. In addition to breathing out, you might get rid of some waste by sweating, especially when you’re doing a rigorous activity like running. Most of the body’s liquid waste is removed in the form of urine.

Interestingly, you are less likely to need to urinate when running because much of the excess water in your body will be released through sweat instead of urine.

The excretory system is the body system that gets rid of wastes. Not everything can be organized into clear distinct units in science, and biologists have to accept some amount of Bladder ambiguity, or inexactness, in making a distinction between body systems. For example, some of the organs of the excretory system also belong to other body systems. As you have already learned, the Figure 3.4 digestive system also eliminates waste after the nutrients from digestion The urinary system is part of the are absorbed, so the large intestine, including the rectum, is part of both excretory system. Kidneys filter and the digestive and excretory systems. The lungs are part of the excretory remove waste and excess water from system as well as the respiratory system. They function to take in oxygen, blood. The bladder stores this excess but they also get rid of gas wastes such as water vapor and carbon dioxide. water as urine until it is excreted.

In addition to getting rid of waste, one of the important functions Other parts of the excretory system of the excretory system is to regulate the amount of water in the body. remove water vapor, carbon dioxide, The urinary system, which is part of the excretory system, helps to and solid wastes from foods. get rid of liquid waste by filtering the blood, as well as regulating the amount of water in the body. The major organs of the urinary system are the kidneys and the bladder. As blood flows through the kidneys, they filter out most of the materials that are dissolved in the blood.

Some of the materials, such as nutrients and water, are returned to the blood, but wastes are not. The kidneys keep the amount of water in the body constant by controlling how much water is returned to the blood.

The cleansed blood returns to the heart through veins. The excess water and wastes travel to the bladder, a hollow bag made of muscle that stores the wastes as urine. A tube at the bottom of the bladder carries the urine out of the body. www.teachtci.com

Life Science Lesson Guide Sample 49

Lesson Investigations

4. The Excretory System

Interaction Between the Respiratory and Circulatory Systems To body

To body

From body From body

Lesson Investigations

To lungs To lungs

From lungs

From lungs

Heart

Lung

Lung From body

To body

5. Systems Work Together Figure 3.5 Body systems, like the respiratory and circulatory system, interact to fulfill the needs of the body. In this example, oxygen-poor blood is pumped by the heart into the lungs, where oxygen is added. The blood then travels back to the heart, which pumps the oxygenrich blood to the rest of the body.

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Each body system plays an important role when you run, but no one system on its own can make you run. What makes it possible for your body to run, jump, throw, and even survive?

All the body systems have to interact to make a functional body.

You have learned that to run, the body uses muscles to move bones.

Because muscles need energy, a runner needs to eat food, which is broken up into nutrients by the digestive system. The nutrients are carried from the digestive systems to the muscles using the circulatory system. In the muscles, energy is released from the nutrients in chemical reactions that use oxygen. Oxygen is delivered to the muscles by the respiratory and circulatory systems. The lungs take in oxygen from the air, where it is transferred to the blood. The heart muscle contracts to pump that oxygen-rich blood to the whole body. While traveling through the body, the blood picks up waste, like carbon dioxide, and brings it to the organs of the excretory system, like the lungs, where it can be removed from the body.

Even for a runner to just breathe in and out requires the muscular and skeletal systems working with the respiratory system. The diaphragm is a large flat muscle that stretches below the lungs. When the diaphragm contracts, the ribs move outward, enlarging the chest cavity. This motion pulls air into the lungs. To exhale, the diaphragm relaxes and the ribs move inward. The smaller chest cavity forces the lungs to push air out of the body. These are just some examples of how the body functions through the interactions of the body systems. www.teachtci.com

Key Science Concept

Interactions Among Body Systems

Circulatory and Excretory The runner’s excretory system removes wastes through the runner’s skin, large intestine, and lungs. Many of these waste products are transported to the excretory system through the circulatory system.

Muscular and Skeletal The muscular system works with the skeletal system. Muscles are attached to bones. When the muscles in the runner’s leg contract, the bones in the leg move to a new position and the leg bends.

Key science concepts support visual learners. Students can interact with these key science concepts online. www.teachtci.com

Respiratory and Circulatory The respiratory system works with the circulatory system to take in oxygen from the environment and carry it to all parts of the runner’s body through a network of blood vessels.

Circulatory and Digestive The circulatory system works with the digestive system to transport nutrients to all parts of the runner’s body. Nutrients are produced when food is digested.

Circulatory and Muscular In this runner’s legs, the circulatory system is interacting with the muscular system.

Energy-rich nutrients and oxygen dissolved in the blood travel through arteries to the muscles.

Energy and oxygen allow the muscles to work.

Life Science Lesson Guide Sample 51

Lesson Investigations

Many interactions between the body systems take place in a person’s body. To run, people must move their legs and arms to push their body forward. As they do this, their heart starts to speed up and they breathe more quickly. They are using up energy and losing water as they begin to sweat. Here are just a few examples of how their body systems are working together to make all these things occur.

Lesson Investigations

6. The Reproductive System You have learned that organisms produce offspring. What body systems are needed to produce offspring?

Humans, as well as all other organisms, use a reproductive system to produce offspring. The reproductive system is the body system that allows adults to produce offspring. Unlike most other body systems, the reproductive system is not fully functional as soon as you are born. It must first mature, a process that usually occurs in your teen years. Also unlike other body systems, the male and female reproductive systems are different. However, both make small specialized reproductive structures. The male system produces sperm. The female reproductive system produces eggs. Both kinds of structures contain information needed to create a new organism.

Important new science and engineering vocabulary is in bold type, defined in the same sentence, and used throughout the rest of the text.

The Male Reproductive System The main organs of the male reproductive system are the two testes and the penis. The testes produce sperm, and the penis releases the sperm out of the body. The sperm are produced in tubules within the testes and then mixed with fluid and stored until they are released.

The Female Reproductive System The main organs of the female reproductive system are two ovaries, a uterus, and a vagina.

The female system has two functions, to produce eggs and to protect a developing fetus. Eggs are produced in the ovaries. If a sperm and an egg unite, the fertilized egg can develop into a fetus. The fertilized egg travels through a tube from the ovaries to the uterus. It attaches to the inner wall of the uterus and begins to develop into a fetus. The uterus provides protection and food for the developing fetus. After about nine months of development and growth, the fetus is ready to be born.

The muscles of the uterus contract, and the fetus is pushed out of the mother’s body through the vagina during birth.

Figure 3.6 The reproductive organs in males and females are different. The male testes make sperm that are released from the body through the penis. The female ovaries make eggs. An egg that is fertilized by sperm develops into a fetus in the uterus, where it is protected and nourished.

Parts of the Male and Female Reproductive Systems Uterus

Testes

Testes

Penis

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Ovary

Ovary

Vagina

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Comparing Animal Body Systems

Shell

Exoskeleton

Skeleton

Comparing Circulatory Systems

Heart

Heart

7. Body Systems in Other Animal Species You may not look like a grasshopper or a snail, but there are many ways that your body is similar to theirs. How do human body systems compare to those of other types of animals?

Because other types of animals have similar needs for energy and resources as humans, their body systems can have similar structures and functions to human body systems. For example, even snails, insects, and fish have circulatory systems made up of a heart and blood vessels. This fish’s circulatory system works like a human circulatory system. Other animals, like snails and grasshoppers have an open circulatory system, meaning oxygen and nutrients dissolved in fluid do not have to stay in the tubes of the blood vessels until they reach their destination. Instead, the body is soaked in this fluid. Even though this system is not exactly like the human system, it has the same function of pumping oxygen and nutrients throughout the body.

Although neither a snail nor a grasshopper has bones, it has a form of a skeletal system that gives the body structure, support, and protection. A grasshopper’s exoskeleton is a version of a skeleton on the outside of its body. A grasshopper’s muscles are attached to its exoskeleton in the same way that a human’s muscles are attached to his or her bones. Even a snail’s shell provides similar functions that a skeletal system does in the human body, especially protection. www.teachtci.com

Heart

Figure 3.7 All of these animals have ways to support the body like a skeletal system does in humans. Some have shells, while others have skeletons or exoskeletons. The animals all have a circulatory system that transports oxygen and/or nutrients throughout the body.

Life Science Lesson Guide Sample 53

Lesson Investigations

Comparing Skeletal Systems

8. Plant Body Systems

Lesson Investigations

A Venus flytrap is a plant that catches insects and digests them, using the digested food for growth. Does this plant have a digestive system, like in humans or other animals? Although these plants don’t have a stomach or a small intestine, they have systems that have similar functions to the body systems you have learned about. Even plant species that don’t catch animals for food are in many ways similar to humans and other animals. What systems in plants have similar functions to those in humans?

Structures Like the Human Skeletal System Plants’ stems have a function similar to that of an animal’s skeletal system. Plants don’t have skeletons or shells, but their rigid stems hold a plant upright and give it support. Stems also hold the leaves up to sunlight so that they can make food. In addition, a plant’s root system anchors the plant in soil so that it doesn’t blow over in wind.

A plant’s circulatory system carries food, water, and nutrients between its roots and leaves. The human circulatory system does essentially the same thing. If you look closely at a leaf, you can see these tubes branching off and traveling to the different parts of the leaf.

Structures Like the Human Circulatory System Many species of plants have a circulatory system in their stems that consists of two sets of long hollow tubes. Xylem tubes carry water and dissolved nutrients upward from the roots to the leaves. Phloem tubes carry food from the leaves, where it is made, to all parts of the plant. If you cut a stalk of celery crosswise, you can see tiny bundles of these tubes.

You can also see these branching tubes on the top and bottom surfaces of some leaves. Like blood vessels in humans, these tubes carry food, water, and nutrients all over the body of the plant.

Xylem and Phloem

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Lesson Investigations

Stomata

Structures Like the Human Respiratory System Plants also have a respiratory system, which is responsible for taking in air and releasing waste. However, unlike in animals, plants take in carbon dioxide and get rid of oxygen. Plants need carbon dioxide to make food by a process called photosynthesis. They also must get rid of excess water vapor as well as oxygen, a waste material from photosynthesis. Like the lungs, plants have structures that help regulate this exchange of gases in the air. Plants have stomata, which are tiny openings in leaves that act like a plant’s respiratory system. Stomata are generally too small to be seen by eye, so you need a microscope to take a picture of the stomata on a plant leaf. Stomata open and close to control how much gas passes through. Carbon dioxide enters the plant from the atmosphere, and oxygen and water vapor exit.

This is a very close-up photo of opened and closed stomata on the underside of a plant leaf. Stomata are part of the plant’s respiratory system. They regulate how much carbon dioxide is taken in and how much oxygen and water vapor is released.

Structures Like the Human Reproductive System The function of a plant’s reproductive system is to produce offspring, just like an animal’s reproductive system. Also, like animals, plants make sperm and eggs. Often, sperm can be found within pollen and eggs can be found within flowers. In many plants, a fertilized egg will develop into a seed, in the same way that a fetus can form from a fertilized egg in humans.

Interestingly, some plants are able to make sperm and eggs within the same plant, so not all plants can be distinguished as male or female. www.teachtci.com

Life Science Lesson Guide Sample 55

Lesson Investigations

9. Model Systems for Research

In 1632, Rembrandt attended a dissection for training doctors. Soon after, he painted The Anatomy Lesson of Dr. Nicolaes Tulp. Before model systems were readily used, body systems were learned primarily by dissecting dead bodies.

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How do people know so much about body systems? How is it possible to know how the heart and lungs interact when you cannot see through a person’s skin into their body? And, how can a scientist learn to treat a person that has problems with the interaction between his or her heart and lungs as the result of a disease?

Today, there are lots of different technologies that help doctors see into someone’s body, but people have known about the heart and lungs before these technologies were made. One way that people have learned about body systems is through dissections of the bodies of people who have died. Although body dissections have occurred since around 200 b.c.e., in the 1500s, scientists began to dissect bodies as a way to answer questions about the body and train medical doctors.

Studying the body after death is helpful for learning about structures but not always helpful for developing treatments to diseases that affect body systems.

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Model organisms, like fruit flies, can and have been used to learn about diseases that affect human body systems.

LESSON SUMMARY

Interacting Body Systems

A summary reinforces the key concepts in the lesson.

The Skeletal and Muscular Systems The skeletal and muscular systems work together to provide structure for the body and allow for body movement.

The Digestive System The body gets nutrients and energy from food. The digestive system breaks down food into nutrients from which energy can be released. It also gets rid of solid waste.

The Respiratory and Circulatory Systems The respiratory and circulatory systems work together to get oxygen all over the body and to remove carbon dioxide waste.

The Excretory System The excretory system gets rid of waste. The urinary system is part of the excretory system. It removes liquid waste from the blood and regulates the amount of water in the body.

Body Systems Work Together Body systems work together. Without this cooperation, the body would not function.

The Reproductive System The organs of the male reproductive system produce sperm. The organs of the female reproductive system produce eggs. An egg fertilized by a sperm can form a fetus.

Body Systems in Other Animal Species Non-human animals have needs that are fulfilled by their body systems, like in humans.

Plant Body Systems Plants have body systems with similar functions to those of animals. They help a plant meet its needs.

Model Systems for Research Scientists often use model organisms to understand functions of the body that cannot be understood from direct observation of the human body.

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Life Science Lesson Guide Sample 57

Lesson Investigations

Another way scientists have learned about body systems and diseases is by using model organisms. As you learned, many organisms have similar body systems to humans. Diseases in humans can take many years to develop. But scientists can learn about the disease faster by studying organisms, like mice, that develop a disease or its symptoms in only a few weeks. Similarly, fruit flies have been used to learn about heart failure, problems with body development, and even sleep needs in humans. Other model organisms, even plants, yeasts, or bacteria, are used for different kinds of studies, like understanding cancer.

Using model organisms is a controversial issue in many societies.

Decisions about which species can or cannot be used in scientific research are affected by the values and the needs of the society. In general, scientists are open to new ideas, including good alternatives to living model systems, when they can be used to answer a question.

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Lesson Investigations

Interacting Body Systems OBSERVING PHENOMENA

1. Explain why it is important for doctors and patients to understand how structures inside the body function.

dissection

X-ray

laparoscopic surgery

Phenomenon: Doctors know generally what is inside a living person’s body without having to cut them open.

1. What questions do you have about this phenomenon?

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1 - The Skeletal and Muscular Systems

2. Using the two arm images, label the biceps and triceps muscles. Then, draw a line over the location of the bones from the shoulder to the wrist.

3. Explain how an arm can go from straight to bent. Make sure to explain what is happening to both the biceps and triceps in each position.

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Life Science Lesson Guide Sample 59

Lesson Investigations

1. In your own words, describe the skeletal and muscular systems. How do they work together to move parts of the body?

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2 - The Digestive System

Lesson Investigations

1. In the diagram below, label the organs in the digestive system.

2. Explain what would happen to a bite of food traveling through the digestive system from the mouth to the rectum. Name the organs, in order, that the food would travel through and a short description of what happens to the food in that organ.

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3 - The Respiratory and Circulatory Systems

2. Both the respiratory and circulatory systems are important for providing oxygen to all parts of your body. How do they work together to accomplish this goal? Make sure to mention where in the body the respiratory and circulatory systems interact.

I N V E S T I G AT I O N 1

1. Look at the external structure of a frog. What parts do you see that are similar to the human body? What parts do you see that are different? Using the grid below, list these similarities and/ or differences.

Comparing Frog and Human External Structures External Structure

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Similarities and/or Differences

Life Science Lesson Guide Sample 61

Lesson Investigations

1. What is the main organ of the respiratory system? What organs are part of the circulatory system?

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2. Think about what you know about frogs and the environments in which they live. For one of the structures you listed in question 1, explain why it makes sense that the frog structure is different from the human structure.

Structure:

Lesson Investigations

Reason it is different in a frog:

3. Draw lines to show each internal organ you found when you dissected a frog.

4 - The Excretory System

1. Name three kinds of waste that the body will get rid of through the excretory system.

2. What are the main organs of the urinary system and what do they do?

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5 - Systems Work Together

Lesson Investigations

1. Label the parts of the respiratory system and muscular system that you can see in this image.

2. Describe what is happening on the left and right sides of this illustration. In your description, make sure to mention how the muscular and respiratory systems are working together.

3. A person is sitting and eating dinner. Name all the body systems you think are involved in what they are doing and describe how they are involved.

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Life Science Lesson Guide Sample 63

I N T E R A C T I N G

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I N V E S T I G AT I O N 2

1. As you listen to each group’s body system presentation, fill out the table.

Lesson Investigations

Body System

Structure(s)

Functions

Skeletal System

Muscular System

Digestive System

Circulatory System

Respiratory System

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2. Complete the diagram below.

Draw lines to show where on the body each organ is positioned. The first one is placed in the body for you. Then, determine to which body system each organ belongs. Using the color key, label each organ with the correct color of the corresponding body system. Don’t forget to label the organ that has already been placed inside the body.

Lesson Investigations

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Life Science Lesson Guide Sample 65

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3. In the table below, explain how each system is involved when you consume food. Name the structures involved, and identify their functions.

Body System

How is it involved when you eat food?

Lesson Investigations

Digestive System

Circulatory System

Respiratory System

Skeletal System

Muscular System

Excretory System

4. Make an argument for or against this statement: The human body is a system of interacting subsystems.

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6 - The Reproductive System

2. What can happen when an egg from a female unites with a sperm from a male?

7 - Body Systems in Other Animal Species

1. Below is a picture of a bird skeletal system and a sea star endoskeleton, which is what you see and feel if you have ever picked up a dried sea star. Describe how each of these is like the human skeletal system and how each is different.

2. How is a closed circulatory system that a human has similar to and different from the open circulatory system that grasshoppers, and many other insects, have?

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Life Science Lesson Guide Sample 67

Lesson Investigations

1. What organs are unique to the male reproductive system? What organs are unique to the female reproductive system?

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I N V E S T I G AT I O N 3

Complete the CER chart.

1. Put an X next to the diagnosis you think is the best fit for the patient.

Claim:

Lesson Investigations

The patient has a congenital heart defect.

The patient has heart failure.

The patient is having a heart attack.

2. Record evidence from the handouts that supports your claim. Include evidence that the other two diseases are not the best fit for the diagnosis.

For each piece of evidence you use, explain your reasoning for how that evidence supports your claim.

Evidence

Reasoning

3. Explain your diagnosis to Mr. T using your most convincing arguments supported by evidence.

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8 - Plant Body Systems

The skeletal system is to a human as a plant’s ___________________ is to a plant.

The ____________ and ____________ are to a plant as the parts of the circulatory system are to a human.

2. Both oxygen and carbon dioxide are gasses. How is the gas exchange of oxygen and carbon dioxide different between animals and plants? Why do you think this difference is important?

3. You have previously learned that bees help carry plant pollen from one flower to another. How does this behavior help those plants to reproduce? Use the words sperm and egg in your answer.

9 - Model Systems for Research

1. What is a model organism? Give some examples of model organisms. How do these organisms help in studying human body systems and diseases?

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Life Science Lesson Guide Sample 69

Lesson Investigations

1. Complete the following analogies:

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MAKING SENSE OF PHENOMENA

Phenomenon: Doctors know generally what is inside a living person’s body without having to cut them open.

Lesson Investigations

1. Use what you have learned to explain this phenomenon.

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B O D Y

S Y S T E M S :

H A N D O U T

A

Lesson Investigations

I N T E R A C T I N G

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Life Science Lesson Guide Sample 71

B O D Y

S Y S T E M S :

H A N D O U T

A

Lesson Investigations

I N T E R A C T I N G

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B O D Y

S Y S T E M S :

H A N D O U T

A

Lesson Investigations

I N T E R A C T I N G

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Life Science Lesson Guide Sample 73

I N T E R A C T I N G

B O D Y

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H A N D O U T

B

Patient Intake Form Mr. T

Name:

Age: 72

Lesson Investigations

Did you get a flu shot this year? Yes

P

No

P

P

F

No

Have you been to a foreign country in the last six months? Yes If yes, explain: Do you smoke? Yes

Sex: M

No

P

Number of years:

Have you been hospitalized in the last two years? Yes If yes, explain:

P

No

I had a heart attack two years ago.

What is the reason for today’s visit?

I have been feeling lightheaded lately. I cannot walk more than a few steps before losing my breath.

SECTION BELOW TO BE FILLED OUT BY DOCTOR

Test Results: Breathing:

normal

abnormal

slow

normal

Heart Rate:

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fast

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C

Disorders of the Circulatory System Congenital Heart Disease (CHD) CHD is a problem in the heart’s structure that can affect the function of the heart. The patient is born with a defect. Symptoms usually appear in childhood.

Heart Failure If a patient has heart failure, the heart muscle doesn’t pump blood as well as it should.

Symptoms can appear after an infection or injury to the heart, such as a heart attack.

Symptoms may include: • a fast heart rate • shortness of breath when active • tiredness Heart Attack A heart attack occurs suddenly. It happens when the flow of oxygen-rich blood to a section of heart muscle is blocked and the heart can’t get oxygen. If blood flow isn’t restored quickly, the section of heart muscle begins to die.

Symptoms may include: • sudden chest pain • shortness of breath even when resting • tiredness

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Life Science Lesson Guide Sample 75

Lesson Investigations

Symptoms may include: • a bluish tint to the skin, nails, and lips

S A M P L E

L E S S O N

A S S E S S M E N T

NGSS-Designed Summative Assessment

NGSS Assessments

Each lesson comes with a three-dimensional assessment designed to prepare students for your state’s NGSS test. The assessment items are a mix of discrete items and performance tasks and range from Depth of Knowledge levels 1 through 4.

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L E S S O N

A S S E S S M E N T

NGSS Assessments

S A M P L E

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Life Science Lesson Guide Sample 77

L E S S O N

A S S E S S M E N T

NGSS Assessments

S A M P L E

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L E S S O N

A S S E S S M E N T

NGSS Assessments

S A M P L E

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Life Science Lesson Guide Sample 79

L E S S O N

A S S E S S M E N T

NGSS Assessments

S A M P L E

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L E S S O N

A S S E S S M E N T

NGSS Assessments

S A M P L E

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Life Science Lesson Guide Sample 81

L E S S O N

A S S E S S M E N T

NGSS Assessments

S A M P L E

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ENGINEERING CHALLENGE: DESIGNING A PROSTHETIC HAND

Engineering Challenge: Designing a Prosthetic Hand Materials: • What you need • • • • • • • •

Ball, table tennis Cardboard square Craft stick Cup, paper Elastic Gloves, plastic Glue Glue gun

• • • • • • • •

Rubber band, #54 Scissors Stapler Straw Tape Tube, cardboard Tubing, plastic Yarn

• Print • Handout: Engineer’s Forum • Interactive Student Notebook

• Notebook Answer Key

Teacher Prep: • Set up the engineering design supplies for students to choose their materials. Students might want to look at their body models from Interacting Body Systems for reference.

SLIDE 4

Introduction • The hand is an amazing structure that allows humans to do many things.

• People born without a functioning hand or those who lose the functioning of a hand in an accident could benefit from an engineer-designed substitute—a prosthetic hand.

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SLIDE 4

Life Science Lesson Guide Sample 83

Engineering Challenges

Safety Info: • Based on your students’ age and learning readiness, prepare the classroom for a safe experience.

• Carefully review TCI’s risk assessment for each of the materials listed for this investigation.

• Make sure to follow all district and state safety protocols for all potential risks. Please take careful note of the safety equipment you’ll need, and ensure that you have trained your students on proper handling and use of materials.

ENGINEERING CHALLENGE: DESIGNING A PROSTHETIC HAND

SLIDE 5

SLIDE 5

SLIDE 6

SLIDE 6

• In this engineering challenge, you will be part of an engineering design team invited to submit design ideas for a prosthetic (artificial) hand with movable parts.

• Examine your own hand. Move it into as many different positions as you can.

• What structures within the human hand allow you to move in these ways?

SLIDE 7

Let’s look inside the hand. What body system do you see here?

• Count the long, narrow bones in the hand. How many are there?

• What pattern do you see in the finger bones? How is the thumb different?

Engineering Challenges

TEACHER NOTES

NGSS Systems and System Models: Systems may interact with other systems; they may have subsystems and be a part of larger complex systems.

LS1.A: Structure and Function: 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 for particular body functions.

SLIDE 8

• The blue lines represent joints between these long bones. Ligaments connect these bones around the joint.

• Show on your own hand how the joints allow the fingers and thumb to bend. How is the thumb different from the fingers?

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SLIDE 7

SLIDE 8

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ENGINEERING CHALLENGE: DESIGNING A PROSTHETIC HAND

SLIDE 9

• What body system do you see now?

• Can you identify the tendons, the structures that connect muscle to bone?

SLIDE 9

TEACHER NOTES

Lesson Support You can have students identify the tendons on their screens individually and/or select a volunteer to identify the tendons on the classroom screen.

SLIDE 11

Defining the Engineering Problem • The human hand is extremely complex, allowing it to do many things. When engineers face complex challenges, they often focus on a part of the problem. In this case, they might focus on just one function of the hand.

• What functions of the human hand can you name?

TEACHER NOTES

SLIDE 11

SLIDE 12

You can’t see the tendons and muscles in your own hand, but you can feel them: • Hold one hand tightly around the wrist of your other hand. Now move your fingers, thumb, and palm in as many ways as you can.

• Feel the muscles in your wrist stretching and relaxing. The muscles in your forearm control much of the movement in your hand.

Label the parts of the hand in your notebook.

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Life Science Lesson Guide Sample 85

Engineering Challenges

SEP Toolkits Need more practice with Asking Questions and Defining Problems? Use this toolkit.

NGSS MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

Asking Questions and Defining Problems: Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

ETS1.A: Defining and Delimiting Engineering Problems: The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

ENGINEERING CHALLENGE: DESIGNING A PROSTHETIC HAND

SLIDE 13

• Talk with your engineer partner about which function you want your prosthetic hand to perform. Write your decision in your notebook.

• Answer the questions and then record the criteria and constraints that you agree on in your notebook.

TEACHER NOTES

SEP Toolkits Need more practice with Asking Questions and Defining Problems? Use this toolkit.

NGSS Developing and Using Models: Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

SLIDE 13

SLIDE 14

Developing Possible Solutions • Create a prototype.

• Build and test the prototype.

• Modify your design. Try different materials or change their shapes.

• Record each way the structure or function of your prosthetic hand mimics the structure or function of a real hand.

Engineering Challenges

TEACHER NOTES

NGSS MS-ETS1-4: Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

ETS1.C: Optimizing the Design Solution: The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

ETS1.B: Developing Possible Solutions: A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

ETS1.B: Developing Possible Solutions: Models of all kinds are important for testing solutions.

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SLIDE 14

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ENGINEERING CHALLENGE: DESIGNING A PROSTHETIC HAND

SLIDE 15

Optimizing the Design Solution • Engineers do not work in isolation. They communicate with other engineering teams all over the world who are working on this same challenge.

TEACHER NOTES

SLIDE 15

Engineering Challenges

NGSS Structure and Function: Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

ETS1.B: Developing Possible Solutions: A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

ETS1.B: Developing Possible Solutions: Models of all kinds are important for testing solutions.

Math and ELA Integration of Knowledge and Ideas: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

ELD Tips Based on your students’ proficiency levels, help them to: Emerging • Employ frequently used verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with substantial support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to familiar topics.

Expanding • Employ a variety of verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with moderate support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to new topics.

Bridging • Employ precise verbs to express inferences and conclusions.

• Explain ideas, phenomena, processes, and text relationships with minimal support.

• Use knowledge of morphology, context, reference materials, and visual aids to determine the meaning(s) of words related to multiple new topics.

SLIDE 16

• Read the posts on theHandout: Engineering Forum.

• Study the diagrams and photos that the engineers attached.

• Talk with your partner about whether any of the solution strategies might help your design.

• Use what you have learned from the engineers to improve your design.

• In your notebook, compose a post for the forum, explaining your design. Include a picture labeled with the materials you used.

SLIDE 16

TEACHER NOTES

Materials Log in for a complete list of materials.

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Life Science Lesson Guide Sample 87

ENGINEERING CHALLENGE: DESIGNING A PROSTHETIC HAND

SLIDE 17

Wrap Up • Why was it important to narrow down the engineering goal to one function?

• What did you need to know about the human hand in order to create a successful prosthetic hand?

• How did the shapes, sizes, and properties of the materials you used affect the success of your design?

• Were you able to solve all the design problems you encountered when you tested your design? Do you consider your attempts a failure or a success? Why? • How might your design be combined with other designs produced by our class to create a multi-functional prosthetic hand?

SLIDE 18

SLIDE 18

Engineering Challenges

Assessment Rubric • Use the rubric in your notebook to assess your work.

SLIDE 17

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

ENGINEERING CHALLENGE

Designing a Prosthetic Hand 1. Outline (in red) the bones that you can see. Outline (in black) the muscles that you can see.

Outline (in blue) the tendons and ligaments that you can see.

Engineering Challenges

2. With a blue line, mark the joints that allow the fingers and thumb to move.

3. Why is it important that the muscles and bones are connected?

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Life Science Lesson Guide Sample 89

E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Defining the Engineering Problem 1. Finish the following sentence:

Our goal is to create a prosthetic hand that can . . .

2. Do you think that your prosthetic hand needs to look like a real hand? (For example, does your hand need to have 4 fingers and a thumb? Does it need to have skin?) Why or why not?

3. Does your prosthetic hand need to be the same size as a real hand?

Engineering Challenges

All mechanical hands have some kind of “bone” structure and a means of moving the parts. Talk with your partner: 4. What parts of a real hand do you need to include in your prosthetic hand?

5. What parts of a real hand are not needed for the particular function you have chosen?

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

6. What are the criteria and constraints?

Criteria

Constraints

Examine the materials with your partner.

Engineering Challenges

7. What materials might you use for bones?

8. What materials might you use for muscles or tendons?

9. What materials would you use to test your hand design?

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Life Science Lesson Guide Sample 91

E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Developing Possible Solutions 1. Keep a log of your design attempts below. For each new entry, explain how you modified the design from the previous version.

Design 1:

Design 2:

Design 3:

Design 4:

Design 5:

Design 6:

2. Record each way the structure or function of your prosthetic hand matches the structure or function of a real human hand.

Real Human Hand

Engineering Challenges

Prosthetic Hand

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E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Optimizing the Solution 1. In the space below, compose a post to add to the Engineering Forum. In the post you should: • Describe your design, its features, and how well it performed the function you chose.

• Include at least one sentence about the impact your design could have on people who need a prosthetic hand.

• Explain any problems you feel have yet to be addressed, and ask for suggestions for solving these problems.

• Add a drawing of your prosthetic hand design. Label the materials you used.

To: All Forum members

From: ___________________________

Re: Prosthetic Hand

Engineering Challenges

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Life Science Lesson Guide Sample 93

E N G I N E E R I N G

C H A L L E N G E :

N O T E B O O K

Engineering Challenge Assessment Use the rubric below to evaluate your work on this engineering task. Then record your score in the Score column.

Engineering Process

Achievement Levels Emergent (1 point)

Not Present (0 points)

Defining the Engineering Problem

Narrowed down the engineering problem to an achievable goal using knowledge of the structure and function of the human hand.

Defined an engineering goal for a prosthetic hand but the goal is not connected to the structure and function of a human hand.

Did not define an engineering goal.

Developing Possible Solutions

Designed and built a prosthetic hand taking into account the properties of different materials, and how materials can be shaped and used.

Designed and built a prosthetic hand without considering the shape, size, or the properties of different materials.

Did not create a prototype.

Optimizing the Design Solution

Improved the design based on input from outside sources.

Changed the design but the changes may not have been improvements.

Did not attempt to improve the design.

Score

Engineering Challenges

Proficient (2 points)

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E N G I N E E R I N G

C H A L L E N G E :

H A N D O U T

Engineer’s Forum To: All Forum members From: Hand It To You Hey, all. We focused on the goal of making one finger bend and point. We used a straw for the finger and string to control the movement of the finger. Just cut a slit in the straw for each joint. Make sure it will bend the way you want it to. Tie a bead to one end of the string so that it doesn’t pull through the straw. Thread the string through the straw, and then pull on the string. It’s a pretty cool design.

Reply to: Hand It to You From: N. G. Ears United

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Engineering Challenges

We tried a similar idea but with all four fingers and the thumb. We cut the straws to be the size of each bone, and then glued them to an outline of a hand. When you pull all the strings all the fingers bend. Try it!

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E N G I N E E R I N G

C H A L L E N G E :

H A N D O U T

Reply to: N. G. Ears United From: Helping Hands Our design is like yours, but we found a neat trick—Use a different color string for each finger. That way you can just pull on a color string if you want just one finger to move.

Engineering Challenges

To: All Forum members From: Bionics Limited We created a scooper. We cut a piece of cardboard the shape and size of a real hand and bent the cardboard the way a real hand bends when it scoops things up. It works for the goal we set for ourselves except that if cardboard gets wet, it is no longer strong.

Anyone have ideas for a different material we could use?

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E N G I N E E R I N G

C H A L L E N G E :

H A N D O U T

To: All Forum members From: Pick It Up

Engineering Challenges

Our goal was to create a prosthetic hand to grasp things. Our design has two fingerlike parts and it is made from wooden chopsticks. However, the chopsticks don’t pick things up like a real hand does. Does anyone have a better solution?

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Life Science Lesson Guide Sample 97

P E R F O R M A N C E

A S S E S S M E N T :

D I A G N O S I N G

J J

Performance Assessment: Diagnosing JJ

Use your knowledge of body systems and information processing to argue for a diagnosis of your fourth patient, JJ. Materials: • Print • Handout A: Patient Intake Form • Handout B: Medical Fact Sheet • Interactive Student Notebook • Notebook Answer Key

SLIDE 2

• This is JJ. JJ thinks he has a serious disease. He is half hoping he will need to stay home from school for a very, very long time.

• Does he have one of the diseases he thinks he has? That’s what you, as his doctor, will need to figure out.

SLIDE 2

SLIDE 3

SLIDE 3

Performance Assessment

Performance Assessment Requirements Your diagnosis should include: • information collected from a variety of sources and evaluated for biases • evidence to support the diagnosis • evidence to exclude other diagnoses • information about the structure and function of the body systems involved, explicitly the nervous system and how information processing occurs • the cause and effect relationship between the diagnosis and JJ’s symptoms • how the body systems might interact to create those symptoms

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P E R F O R M A N C E

A S S E S S M E N T :

D I A G N O S I N G

J J

SLIDE 4

To help JJ, you will: • Gather Data • Collect information from your handouts. Answer the questions in your notebook.

• Diagnose JJ • Make a diagnosis. Complete the CER chart.

• Explore the Impacts • Decide which body systems are impacted by JJ’s diagnosis.

• Tell JJ • Explain the diagnosis to the patient.

TEACHER NOTES

SLIDE 4

Materials Log in for a complete list of materials.

NGSS MS-LS1-8: Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

MS-LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

SLIDE 5

Performance Assessment Rubric • Before you get started, read each statement in the Proficient column. What questions do you have?

• If there are no more questions, you may get started diagnosing JJ. • When you are finished, look at the rubric in your notebook. Read each row, and decide which statement best describes your work. Fill in your score in your notebook.

SLIDE 5

SLIDE 6

SLIDE 6 Performance Assessment

Unit Wrap Up • What factors were important in diagnosing JJ? • Were some factors more important than others in your decision?

• When people are skeptical, they have doubts or reservations. Were there some things you learned from JJ that made you skeptical? Explain your thinking.

• How sure are you that your diagnosis is accurate. What could change your mind?

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Life Science Lesson Guide Sample 99

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J J

Interdisciplinary Connections Make connections between life and earth sciences.

Materials: • Notebook: Interdisciplinary Connections Lesson Support: • If students have already seen these questions with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

SLIDE 8

• By learning about stability and change, you build understanding in many areas of science.

• Answer Questions 1 and 2 in your notebook.

TEACHER NOTES

Lesson Support If students have already seen these questions with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

SLIDE 8

SLIDE 9

Connection Activity • Complete the Connection Activity in your notebook.

TEACHER NOTES

SLIDE 9

Performance Assessment

Lesson Support If a connection topic feels advanced for students who have not yet learned the relevant material, just teach the connection with the depth that will work best for your class. If students have already seen this activity with another Performance Assessment, ask them how their understanding has grown with the latest lessons completed.

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PERFORMANCE ASSESSMENT Science and neering Prac Engi tice s

Cr

Diagnosing JJ

o

ss

cu

ttin g Con c e pt s

ry in a Discipl eas Core Id

Throughout this unit, you have been learning about body systems, levels of organization in the body, and how the nervous system controls information processing. You have diagnosed patients and supported their diagnoses with evidence and reasoning.

Now it’s time to show what you know by diagnosing one more patient—JJ. JJ thinks he has a serious disease. He is half hoping he will need to stay home from school for a very, very long time.

Does he have one of the diseases he thinks he has? That’s what you, as his doctor, will need to figure out.

Performance Assessment Requirements Your diagnosis should include: • information collected from a variety of sources and evaluated for biases.

• evidence to support the diagnosis.

• evidence to exclude other diagnoses.

• information about the structure and function of the body systems involved, explicitly the nervous system and how information processing occurs.

• the cause and effect relationship between the diagnosis and JJ’s symptoms.

• how the body systems might interact to create those symptoms. _____ Step 1: Collecting Information Read JJ’s Patient Intake Form (Handout A top), his test results (Handout A bottom), and the Medical Fact Sheet (Handout B).

Performance Assessment

What information might be important for diagnosing JJ?

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Life Science Lesson Guide Sample 101

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_____ Step 2: Making a Diagnosis Complete the CER charts.

Put an X next to the diagnosis you think is the best fit for the patient.

Claim: JJ has cystic fibrosis JJ has the flu JJ has sickle cell anemia

Record the evidence from the handouts you used to make your diagnosis, or claim. Include evidence that the other two diseases are not the best fit for the diagnosis.

For each piece of evidence you use, explain your reasoning for how that evidence supports your claim.

Reasoning

Performance Assessment

Evidence

102 Life Science Lesson Guide Sample

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_____ Step 3: Analyzing Body Systems

For each body system shown below, describe the function of body system and then explain how it might be involved in the way JJ is feeling or his diagnosis.

How is this body system involved in the way JJ is feeling or his diagnosis?

Image:

Body system:

How this body system is involved:

Function:

How is this body system involved in the way JJ is feeling or his diagnosis?

Body system:

Function:

How this body system is involved:

Performance Assessment

Image:

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Life Science Lesson Guide Sample 103

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How is this body system involved in the way JJ is feeling or his diagnosis?

Image:

Body system:

Function:

How this body system is involved:

How is this body system involved in the way JJ is feeling or his diagnosis?

Body system:

Function:

How this body system is involved:

Performance Assessment

Image:

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How is this body system involved in the way JJ is feeling or his diagnosis?

Image:

Body system:

How this body system is involved:

Function:

How is this body system involved in the way JJ is feeling or his diagnosis?

Body system:

Function:

How this body system is involved:

Performance Assessment

Image:

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Life Science Lesson Guide Sample 105

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_____ Step 4: Explaining the Diagnosis Plan how you will explain your diagnosis to JJ in a way he will understand. Write out what you will say in the space below.

Tell JJ what illness you think he probably has and why. Explain using the evidence you collected and your reasoning.

Performance Assessment

Explain how body temperature, blood tests, and sweat tests can help a doctor figure out what illness JJ probably has.

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Explain how different body systems are involved in his symptoms.

Performance Assessment

Explain how you were able to eliminate the diseases JJ thought he might have.

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Life Science Lesson Guide Sample 107

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Performance Assessment Rubric Use the rubric to evaluate your work on this Performance Assessment.

Achievement Levels Dimension Science and Engineering Practices Obtaining, Evaluating, and Communicating Information Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

Engaging in Argument from Evidence Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon.

Crosscutting Concepts Cause and Effect Cause and effect relationships may be used to predict phenomena in natural systems.

Systems and System Models Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.

Disciplinary Core Ideas

Performance Assessment

Structure and Function 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 for particular body functions.

Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories.

Proficient (2 points)

Emergent (1 point)

Not Present (0 points)

Collected, evaluated, and combined information from a variety of sources.

Collected information from a variety of sources, but did not evaluate the information for bias.

Did not collect information from sources.

Presented an argument for how a diagnosis is supported by the evidence and why alternative diagnoses are not supported by the evidence.

Presented an argument for how a diagnosis is supported by the evidence, but did not examine alternative diagnoses.

Did not present evidence to support the diagnosis.

Predicted a likely diagnosis using clearly described cause and effect relationships.

Predicted a diagnosis using cause and effect relationships but not clearly or correctly.

Did not use cause and effect relationships to predict a likely diagnosis.

Explained how more than one system or subsystem of the human body interacted to create the symptoms.

Identified a system or subsystem of the human body involved in the symptoms.

Did not identify a system or subsystem of the human body involved in the system.

Described the specialized functions of different body structures involved in the diagnosis.

Identified the body structures involved in the diagnosis, but did not correctly describe their functions.

Did not describe the specialized functions of different body structures involved in the diagnosis.

Described how sensory neurons send information to the brain for processing.

Described how sensory neurons send information to the brain for processing, but the details may not be correct or clear.

Did not attempt to describe how sensory neurons send information to the brain for processing.

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INTERDISCIPLINARY CONNECTIONS

1. How were stability and change involved in this Performance Assessment?

2. Study the figure. How is it related to Life Science? To Earth Science? Use evidence from the lessons and your prior knowledge.

In Louisiana, we can get strong winds, heavy rains, and storm surges. Once every 3 to 11 years or so, we get a hurricane. To prepare, we gather supplies and board up windows. If it floods, we may evacuate.

In Florida, we can get heat waves. Between 1997 and 2017, we have had five heat waves. When one occurs, I avoid exercising outside, drink lots of water, and stay inside where there is air conditioning.

In Nebraska, we can get lots of snow and ice storms with a 50 percent chance of a blizzard in any given year.

During blizzards, we stock up on supplies and stay inside if possible. We limit our time outside and dress warmly.

Performance Assessment

I live in Oklahoma where about 60 tornadoes occur every year. Some are mild while others are violent.

We have an underground storm shelter where I go when I hear the tornado warning siren.

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Life Science Lesson Guide Sample 109

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Connection Activity 3. Label the eye and eyewall of the hurricane in the image.

I live in Oklahoma where about 60 tornadoes occur every year. Some are mild while others are violent.

We have an underground storm shelter where I go when I hear the tornado warning siren.

In Louisiana, we can get strong winds, heavy rains, and storm surges. Once every 3 to 11 years or so, we get a hurricane. To prepare, we gather supplies and board up windows. If it floods, we may evacuate.

In Florida, we can get heat waves. Between 1997 and 2017, we have had five heat waves. When one occurs, I avoid exercising outside, drink lots of water, and stay inside where there is air conditioning.

In Nebraska, we can get lots of snow and ice storms with a 50 percent chance of a blizzard in any given year.

During blizzards, we stock up on supplies and stay inside if possible. We limit our time outside and dress warmly.

How do conditions on the ground change as the eye and then the eyewall passes?

Performance Assessment

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4. Suppose you were hit on the shoulder by a snowball. The cold shock makes you pull your arm back. You remember that your friend likes to throw multiple snowballs in a row, so you decide to run for cover!

• In yellow, draw an arrow showing the path of information as you sense the stimulus of a cold hard hit.

• In red, draw an arrow showing the path of information as you pull your arm back.

• In blue, draw a circle in the location responsible for processing memories.

• In green, draw another arrow showing the path of information as you begin to run for cover.

Performance Assessment

5. Describe some traits that could help a cactus or another desert animal to survive in extremely hot weather.

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Life Science Lesson Guide Sample 111

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6. How can thinking about stability and change in weather and in our bodies relate to your home, neighborhood, community, or culture? For example: • How does your body respond to changes in the weather?

• Does your community have a plan for when severe weather hits?

Performance Assessment

Write a paragraph describing an important personal or local connection with stability and change in weather and the body.

7. Refine your answers to the Connection Questions based on what you learned in the lessons.

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A

Patient Intake Form JJ

Name:

Age: 8

Did you get a flu shot this year? Yes

No

No

P

P

F

P

Have you been to a foreign country in the last 6 months? Yes If yes, explain: Do you smoke? Yes

Sex: M

No

P

Number of years:

Have you been hospitalized in the last 2 years? Yes If yes, explain:

No

P

What is the reason for today’s visit?

I usually like to run around a lot, but lately I have been too tired to play. I have aches and pains all over my body. I have a cough too. It’s really bad. I can’t eat even my favorite foods.

I think I have cystic fibrosis. My cousin has that, and he coughs a lot. Or maybe I have sickle cell anemia. I saw a show on TV about sickle cell anemia.

SECTION BELOW TO BE FILLED OUT BY DOCTOR

Test Results: Temperature: 38.3°C Sweat test: 28 mmol/L chloride salt

Blood test:

Performance Assessment

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Medical Fact Sheet Cystic Fibrosis (CF) This rare disorder is inherited. It damages the cells that produce fluids such as mucus and sweat and makes those fluids thick and sticky. The thick, sticky fluids plug up passageways.

People with CF have high salt levels (above 60 mmol/L) in their sweat.

Symptoms may include: • cough • salty sweat • tiredness Flu The flu is very common. The virus that causes the flu spreads easily from one person to another through the air and by touching infected surfaces (doorknobs, hands).

Symptoms may include: • fever (above 37.5°C) • muscle aches and pains • cough • runny nose • chills • tiredness • congestion Sickle Cell Anemia With this rare disease, some red blood cells are sickle shaped. Normal cells are disc shaped.

Sickle cells get stuck in the body’s blood vessels, causing aches and pains.

Symptoms may include: • aches and pains • tiredness

This is a blood smear of someone with sickle cell anemia. They have both sickled and normal blood cells.

Sickle cell Performance Assessment

Normal cell

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C O R R E L A T I O N S

Unit Alignment with NGSS Performance Expectations MS-LS1-3

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

MS-LS1-8

Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Science and Engineering Practices Engaging in Argument from Evidence • Construct, use, and/or present 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.

Obtaining, Evaluating, and Communicating Information • Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

Developing and Using Models • Develop and/or use a model to predict and/or describe phenomena.

• Develop and/or use a model to generate data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales.

Asking Questions and Defining Problems • Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Crosscutting Concepts Systems and System Models • Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.

Cause and Effect • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Scale, Proportion, and Quantity • Phenomena that can be observed at one scale may not be observable at another scale.

Structure and Function • Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.

Stability and Change • Small changes in one part of a system might cause large changes in another part.

Patterns • Macroscopic patterns are related to the nature of microscopic and atomic-level structure.

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Life Science Lesson Guide Sample 115

C O R R E L A T I O N S

Disciplinary Core Ideas LS1.A: Structure and Function • 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 for particular body functions.

LS1.D: Information Processing • Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories.

ETS1.B: Developing Possible Solutions • A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

• Models of all kinds are important for testing solutions.

ETS1.A: Defining and Delimiting Engineering Problems • The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

ETS1.C: Optimizing the Design Solution • The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

Connections to Nature of Science Science Is a Human Endeavor • Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism and openness to new ideas.

Common Core ELA Standards Reading Integration of Knowledge and Ideas • 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).

• Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic.

Key Ideas and Details • Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

Writing Production and Distribution of Writing • Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge • Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Text Types and Purposes • Write arguments focused on discipline-specific content.

Speaking and Listening Presentation of Knowledge and Ideas • Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

• Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

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Earth’s History You would usually find shells by the ocean, but fossilized shells can be found in the middle of the desert.

Lesson Phenomenon

What are fossilized sea shells doing in the middle of a desert? Students answer this question by taking a close look at rock strata and the fossil record when exploring the history of planet Earth. Students describe how the environment has changed over time. (ESS1.C)

DCI As they collect and identify fossils, students are challenged to find patterns in data as they compare the similarities and differences in two different fossil dig sites to form a larger timeline of life on Earth.

Students use graphs and models of MS-ESS1-4 radioactive decay to understand the concept of absolute dating and how it is used to tell a fossil’s exact age.

PE

Students can discuss how fossils are collected, identified, and dated. Students develop a model to explain the unit phenomenon.

Connection to Unit Phenomenon

MS-ESS1-4, MS-LS4-1, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how similar fossils have been found in the same aged rock in fossil digs that are over 100 miles apart. Students develop a model to explain this phenomenon and revise their models throughout the unit. Students start out exploring Earth’s history by examining rock strata and the fossil record. Then, students design a tool for extracting fossils and act as paleontologists to analyze a fossil dig site. Can students use what they know about fossils and the history of life on Earth to explain their findings in a scientific conference?

Unit Progression:

CCC

As a paleontologist, students will collect data from one of six fossil sites around the world. They will analyze the data and find patterns between different fossil sites to form a more comprehensive view of the history of life on Earth.

Unit Storyline:

3D Learning Progression

Similar fossils have been found in the same aged rock in fossil digs that are over 100 miles apart.

Anchoring Phenomenon:

Unit Progression: The History of Life on Earth

Adaptations

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Life Science Lesson Guide Sample 117

How do we know that dinosaurs once roamed Earth? Students examine this phenomenon by understanding how the fossil record can be used as evidence to support the theory that life has changed over time since some organisms that once existed long ago no longer exist. (LS4.A)

By designing a tool to extract a plaster model of a fossil, students develop possible solutions and assess their design using a rubric.

(ETS1.B) (ETS1.C) (LS4.A)

Students observe how similar fossils have been found in fossil digs in locations that are far apart.

Students understand the existence of life forms throughout the history of life on Earth as they act as the site director on a fossil site.

Engineering Challenge Design a tool set based on criteria and constraints, then use it to extract a plaster model of a fossil.

Performance Assessment Similar fossils have been found in the same aged rock in fossil digs that are over 100 miles apart.

DCI

Fossils and the History of Life Dinosaurs once roamed the earth, but now we do not find them alive anywhere.

Lesson Phenomenon

118 Life Science Lesson Guide Sample Students draw a picture of the layers of strata and the fossils found there to create a 3D model of their fossil site. Students record patterns they find in the data.

Using their knowledge of structure and function, students optimize the design solution of their extraction tool by switching tools or improving their protocol.

Students analyze patterns in the fossil record to interpret life on Earth and allow them to draw conclusions about mass extinction events, adaptive radiation events, and changes in types of organisms over time.

CCC

PE

Students construct a scientific MS-ESS1-4 explanation based on evidence ob- MS-LS4-1 tained from sources to present their 3D model and fossil site findings at a conference.

Students develop and use a model MS-ETS1-4 that preserves the fossil while extracting the rock and identify criteria and constraints for the solution.

Students use a model to predict and MS-LS4-1 describe phenomena of how fossils in sedimentary rock form. Students draw conclusions about modern day organisms and their environment versus fossilized organisms and their environment.

SEP

Using their unit model and what they know, students explain how similar fossils have been found in the same aged rock in fossil digs that are over 100 miles apart.

Students can compare the tool they designed to extract a plaster model of a fossil to the actual tools paleontologists use in the field to extract real fossils. How are they different? How are they the same?

Students explain where fossils are found and infer as to why dinosaurs are no longer living. Using what they know about fossil formation and the fossil record, students revise their initial model of the unit phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

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Darwin’s Theory of Evolution Through Natural Selection Darwin found many kinds of finches with different sized and shaped beaks on the different islands of the Galápagos.

Lesson Phenomenon

Students construct an explanation for why Darwin might have hypothesized that there was one population of ancestor finches that had arrived to the islands of the Galápagos by understanding that natural selection leads to the predominance of certain traits in a population and the suppression of others. (LS4.B)

DCI

Students examine why very similar finches on the Galapagos Islands have such different beaks and discover phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.

Students construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.

MS-LS4-4

PE

Students examine evidence that describes genetic variations in populations and the role it plays in surviving and being able to reproduce.

Students create a model of the anchoring phenomenon, starting with whale traits.

Connection to Unit Phenomenon

MS-LS3-1, MS-LS4-2, MS-LS4-3, MS-LS4-4, MS-LS4-6

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how although whales live in water and look like fish, they have the traits of land-dwelling mammals. Students develop a model to explain this phenomenon and revise their initial model of the phenomenon throughout the unit. In this unit, students explore Darwin’s theory of evolution through natural selection and observe natural selection in action. Students examine the role genes and mutations have in natural selection and find out about evolutionary relationships by matching fossils with their closest modern-day relative. Using what they know about natural selection, mutations, and common ancestry, can students determine which organism is the closest living relative to the whale?

Unit Progression:

CCC

As evolutionary biologists, students will collect data about the survival, anatomy, and evolutionary history of whales.

They will analyze the data to explain why whales have internal organs more similar to those of mammals that live on land. Finally, they will try to determine which organism is the closest living relative to the whale.

Unit Storyline:

3D Learning Progression

Whales live in water and look like big fish, but they have traits of land-dwelling mammals.

Anchoring Phenomenon:

Unit Progression: The Evolution of Life

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 119

Students examine how adaptation by natural selection acting over generations is one important process by which species change over time by examining the beak size of finches on Daphne Major, playing a natural selection hunting game, and graphing out deer traits across four generations. (LS4.C)

Observing how captive lovebirds have more variety in color than populations in the wild, students find out how genetic mutations result in changes to proteins which can change traits. (LS3.A) (LS3.B)

Students compare embryological development of different species to reveal similarities as they collect data and then create a poster detailing the patterns in anatomical structures they found in various embryonic organisms. (LS4.A)

Genes and Natural Selection Lovebirds in captivity have unique colorations not found in the wild population.

Evolutionary Relationships Crayfish, spiders, and dragonflies may seem very different at first glance, but they have many similarities.

DCI

Observing Natural Selection in Action In only 2 years, the average beak size of finches on Daphne Major got almost 1mm larger.

Lesson Phenomenon

120 Life Science Lesson Guide Sample Students discover how to find patterns in morphology that illustrate the similarities between crayfish, spiders, and dragonflies to understand the evolutionary relationships between different organisms.

Examining cause and effect relationships, students get a better look at mutations as they analyze lab results of bacterial plates gaining antibiotic resistance.

Students predict the changes in fish populations using cause and effect relationships when exploring cichlid sexual selection.

CCC

PE

Students apply scientific principles to construct an explanation for real-world phenomena as they categorize modern-day organisms to find commonalities that indicate the organisms share a common ancestor.

MS-LS4-2 MS-LS4-3

Students develop a model of genes, MS-LS3-1 proteins, and genetic mutations by MS-LS4-4 making paper airplanes to show how genetic mutations can change an organism’s traits and function.

Students plan and carry out MS-LS4-6 investigations that uses guppies in identifying the role of camouflage as a selective advantage in a predation situation.

SEP

Students think about relatedness and levels of relatedness as they discover patterns of anatomical similarities in living things that share a common ancestor. Students infer that the evolutionary ancestors of whales might not look exactly like modern-day whales and reflect on their model of the anchoring phenomenon.

Students understand how changes in an organism’s genes (mutations) can affect the organism’s traits and sometimes even a population of organisms, if the mutation offers a selective advantage.

Students consider mutations in ancient land-based whales and apply this knowledge to revise their model of the anchoring phenomenon.

Students understand natural selection as they examine how environment plays a role in affecting the body structures of organisms and apply it to ancient whales leaving land for water. Students revise their model of the anchoring phenomenon based on what they know.

Connection to Unit Phenomenon

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Performance Assessment Whales live in water and look like big fish, but they have traits of land-dwelling mammals.

Lesson Phenomenon

Students explore evidence of common ancestry and diversity as they complete an organism comparison chart used to compare physical features of whales to those of other ocean organisms.

DCI Students use a diagram to identify patterns and traits of land-dwelling mammals to reveal which modern-day animal is the closest living relative to the whale.

CCC To construct an explanation that describes phenomenon, students gather data about whales and use that data to construct an argument.

SEP MS-LS3-1 MS-LS4-2 MS-LS4-3 MS-LS4-4 MS-LS4-6

PE Students use various data sets to create an evidence-supported argument about which modern-day organism is the closest living relative to a whale. Students utilize their revised model of the anchoring phenomenon to support their argument.

Connection to Unit Phenomenon

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Life Science Lesson Guide Sample 121

122 Life Science Lesson Guide Sample

Artificial Selection Bulldog skulls have dramatically changed in shape over the past 150 years.

Lesson Phenomenon

Students question why bulldog skulls have changed shape so dramatically over the past 150 years as they see how, by using artificial selection, humans have the capacity to influence certain characteristics of organisms through selective breeding. (LS4.B)

DCI Students play a game comparing the natural selection process and the artificial selection process on a population of aurochs while understanding phenomena may have more than one cause.

Students gather, read, and synMS-LS4-5 thesize information from multiple appropriate sources to research and present information on plants or animals that have been bred using artificial selection.

PE

Students make comparisons of how the environment of Moreton Bay used to be to what it is now. Ask students, “Which environmental changes are natural? Which are artificial (caused by humans)?”

Students create a model to explain the unit phenomenon.

Connection to Unit Phenomenon

MS-ESS3-4, MS-LS4-5, MS-ETS1-1

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how the health of populations of certain organisms in Moreton Bay in Australia are rapidly declining due to human population increases around the bay. Students develop a model to explain this phenomenon and revise it throughout the unit. In this unit, students examine the role of human impact on evolution by taking a look at artificial selection. Next, they explore the impact of genetic engineering on society and how the growing human population affects global change. In the Engineering Challenge, students redesign trash by using second-hand materials in effort to reduce environmental impact. Acting as a member of a bioethics committee, can students use what they know to debate the problems of a changing environment due to human impact?

Unit Progression:

CCC

As part of a bioethics committee, you will research and debate if and how humans should deal with rapid environmental changes that affect the survival and evolution of other organisms. You'll try to decide whether to mitigate the speed of the environmental changes, use technology to change the rate of evolution, or come to a completely different solution.

Unit Storyline:

3D Learning Progression

Moreton Bay in Australia is rapidly declining in health due to increases in population around the bay.

Anchoring Phenomenon:

Unit Progression: Human Impacts on Evolution

U N I T P R O G R E S S I O N S

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Students explore treatments that allow people with diabetes to live long and relatively normal lives because of genetic engineering advances that have led to important discoveries. (LS4.B)

Students explore what might have happened to cause the shrinking of the Aral Sea. Students explain human impacts on Earth systems and how the shrinking of the Aral Sea affects the evolution of the local organisms. (ESS3.C)

Students collect second-hand materials and develop a test for determining how well their materials work for their solution. Students test their design solution to see if it fulfills the criteria and constraints knowing that the more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. (ETS1.A)

Students summarize the reasons why human population increases caused the health of Moreton Bay organisms to decline. Using their knowledge on human impacts on Earth systems, students write a recommendation based on what they learn in a debate and from their own opinions.

Human Population and Global Change The Aral Sea shrunk to a quarter of its size in only 50 years.

Engineering Challenge

Performance Assessment Moreton Bay in Australia is rapidly declining in health due to increases in population around the bay.

DCI

Genetic Engineering and Society Before 1922, diabetes was a death sentence. However, by the early 1990s, people with diabetes could live long and relatively normal lives.

Lesson Phenomenon

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Understanding that phenomena may have more than one cause, students act as a member of a bioethics committee and become familiar with the sides of a debate and research their side using reliable resources to support their arguments.

Students use cause and effect relationships to play a game that models how humans impact their environment and how populations are affected by resource competition.

Understanding cause and effect, students explain why a GMO was developed for the treatment of diabetes.

CCC

PE

Students construct, use, and present an oral and written argument for a debate supported by empirical evidence and scientific reasoning.

Students plan out who will say what during the debate and debate the other two teams.

In effort to design a solution for a local environmental problem using second-hand materials, students precisely define a design problem based on information about the needs of organisms in their environment. Then, students identify criteria and constraints of the solution. Students revise and retest their design solutions and present their final design.

MS-ETS1-1

Engaging in argument from eviMS-ESS3-4 dence, students interpret case studies on strange animal occurrences directly related to human impacts and argue how these are different than other environmental influences on populations.

Students discuss the ideas behind MS-LS4-5 transferring one organism’s genes to another and then gather, read, and synthesize information from multiple appropriate sources to research and present on a GMO.

SEP

Students can use their model to support their explanation of the phenomenon when engaging in the debate and explain why human population increases have negatively affected the health of Moreton Bay populations.

Students explore ways in which the humans in Moreton Bay can reduce the harmful impacts on their environment.

Using this new information, students revise their initial model of the unit phenomenon.

Students discuss which problems in Moreton Bay may be directly related to human impact on the local environment. Students make revisions to their initial model of the unit phenomenon.

Students research which organisms are affected and list the problems the populations in Moreton Bay are experiencing. Ask students “What engineering advances can correct some of these problems?” Students use this information to make revisions to their initial model of the unit phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 123

124 Life Science Lesson Guide Sample

Traits for Survival Humans have opposable thumbs, but turtles do not.

Lesson Phenomenon

Students explore how one trait, an opposable thumb, has affected human survival as they examine the growth and development of organisms.

Students choose an organism’s specialized traits and conduct research on their own. (LS1.B) (ETS1.A)

DCI

Students observe videos and identify specialized traits that help organisms survive, applying what they know about cause and effect relationships.

Students critically read scientific MS-LS1-5 texts adapted for classroom use to MS-ETS1-1 obtain evidence about plant and animal survival traits and synthesize the information in a data chart.

PE

Students are introduced to the concept of organisms having physical and behavioral traits that help them survive.

Students create a model to explain this phenomenon.

Connection to Unit Phenomenon

MS-LS1-4, MS-LS1-5, MS-ETS1-1, MS-ETS1-3, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how an organism’s survivability depends on its unique physical and behavioral traits. Students create a model to explain this phenomenon, and revise it throughout the unit. First, students explore traits for survival by gathering evidence about specialized plant and animal traits to explain how the phenomena increase the chances that the organisms will survive. Next, students analyze information about traits that increase the chances that an organism will reproduce and its offspring will survive. Students use this information to compare arguments that explain why one species did not survive. Students meet the Engineering Challenge by designing and building a structure for dispersing seeds that mimics a trait for seed dispersal in nature. In the Performance Assessment, students create a brochure for an eco-tour to Madagascar describing the unique traits visitors will see on the trip. Using what they know, how will students explain how the traits help the organisms survive and reproduce?

Unit Progression:

CCC

The island of Madagascar has plants and animals that exist nowhere else on the planet. Plan an eco-tour, highlighting how the unique physical and behavioral traits of these organisms have helped them survive.

Unit Storyline:

3D Learning Progression

Organisms have unique physical and behavioral traits that help them survive.

Anchoring Phenomenon:

Unit Progression: Traits

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Students observe videos of the traits of different organisms such as the bright blue feet of the blue-footed booby that increase the individual’s ability to attract a mate. Students discover traits that help the organism to reproduce or care for its young and understand animals engage in characteristic behaviors that increase the odds of reproduction. (LS1.B) (ETS1.B) (ETS1.C)

Students help to grow a garden by designing, building, and testing a seed dispersal device that mimics plant traits. Students explore how plants reproduce in a variety of ways, sometimes depending on specialized features for reproduction.

(LS1.B) (ETS1.B) (ETS1.C)

Students summarize the unique physical and behavioral traits that organisms in Madagascar use to survive, using their understanding of growth and development of organisms.

Engineering Challenge Design, build, test, and modify a structure for dispersing seeds that mimic the traits that plants have to disperse seeds in nature.

Performance Assessment Organisms have unique physical and behavioral traits that help them survive.

DCI

Traits for Reproduction The blue-footed booby has bright blue feet that the males show off by strutting in front of the females.

Lesson Phenomenon

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Students plan a Trait Trek to Madagascar by describing a unique trait of each of the organisms they choose and applying their knowledge of cause and effect relationships.

Taking a closer look at structure and function, students observe the different ways that plants disperse seeds. Students select one plant to mimic for their design and create a prototype of a seed dispersal device.

Students identify a variety of physical and behavioral traits for reproduction in plants and animals, and then they gather information and use reasoning to argue for one explanation to a phenomenon. Students explain how cause and effect relationships change the probability of successful reproduction.

CCC

MS-ETS1-3

MS-LS1-4 MS-ETS1-4

PE

Students obtain, evaluate, and com- MS-LS1-4 municate scientific information by creating a brochure that describes what travelers will see on a trip to Madagascar and explains how organisms’ unique traits help them to survive and reproduce.

Students develop a model and decide on a way to test their seed disperser prototypes. Using an iterative process, students use the results of their tests to improve their designs and then choose a seed disperser that best fits the criteria and constraints.

Students engage in an argument based on a number of claims that act as evidence for the elephant bird’s extinction.

SEP

Using their unit model to support their explanation, students discuss what unique physical and behavioral traits they have observed in the unit’s materials and from their own observations that help organisms to survive and reproduce.

Students review the physical traits of plants that are used for reproduction to ensure the survival of the species.

Students reflect on the traits that help an organism attract a mate, reproduce, and care for its young. Ask students if they have observed any of these traits in their own pets or in local wildlife (i.e. building nests, vocalizations, feeding young, etc.). Students use this information to revise their unit model.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 125

126 Life Science Lesson Guide Sample

Interacting Body Systems Doctors know generally what is inside a living person's body without having to cut them open.

Lesson Phenomenon

Students observe how doctors generally know what is inside a living human body. Students create a diagram showing the structures and functions of body systems involved in eating and explain how systems interact. (LS1.A)

DCI Students dissect frogs to discover and compare similarities in a frog’s system to a human system as they see where each organ is in relationship to one another. Students diagnose a patient, using evidence from a medical chart, test results, and medical fact sheets.

Students develop a life-size model of the human body and use the model to explain how body systems work together.

MS-LS1-3

PE

Students are introduced to the body systems and how they work. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-LS1-3, MS-LS1-8, MS-ETS1-1, MS-ETS1-4

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how people become sick when their body systems don’t function properly. Students create a model to explain the unit phenomenon. In this unit, students act as doctors using evidence from patients’ medical charts, test results, and medical fact sheets to diagnose four patients. Students explore body systems and their interactions and then create a model of the human body. In the unit’s Engineering Challenge, students design and build a prosthetic hand to serve a specific function. Students also examine tissues and cells, use tissue samples to help them diagnose another patient, and find out how the nervous system controls other body systems. How will students show what they know by developing and explaining a diagnosis for a fourth patient?

Unit Progression:

CCC

Everyday, people all over the world get sick. Sometimes they recover; sometimes they don’t. Like a doctor, use evidence from medical charts, test results, and medical fact sheets to "diagnose" problems four patients are experiencing.

Unit Storyline:

3D Learning Progression

People become sick when body systems don't function properly.

Anchoring Phenomenon:

Unit Progression: Bodies

Sample Included p. 24

Sample Included p. 18

U N I T P R O G R E S S I O N S

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Students develop and build a prosthetic hand to serve a specific function using the materials provided. They test their design solution to see if it fulfills the function they chose. (LS1.A) (ETS1.A) (ETS1.B) (ETS1.C)

How many specialized cells are in the human body? Students discover the answer as they find out how subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. Students analyze a video that zooms in to reveal levels of organization in the human body. (LS1.A)

Students explore how balance, memory, and coordination are all part of a person’s nervous system as they see the ways each sense receptor responds to different inputs, transmitting them as signals that travel along nerve cells to the brain. Students experience common medical tests of nervous system functioning and predict what body systems are being assessed. (LS1.A) (LS1.D)

Levels of Organization Body systems, like the skeletal system, are made of smaller and smaller parts.

Controlling Body Systems Sometimes people lose their coordination or memory.

DCI

Engineering Challenge Design, build, test, and modify a prosthetic hand to serve a specific function.

Lesson Phenomenon

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Students show how information is processed in the nervous system in an act-it-out. Students examine cause and effect as they investigate the phenomenon of multitasking and how it affects brain functioning.

Students examine human tissue samples under a microscope and draw pictures to show the structures they see and to understand sub-systems are a part of larger complex systems. Students match cards that describe a tissue’s structure and function with cards that show the magnified structure.

Students compare the structure and functions of the prosthetic hand with those of a real hand and identify problems that still need to be solved. Students use design solutions posted by other engineering teams to improve their designs.

CCC MS-ETS1-1 MS-ETS1-4

PE

Students add parts of the nervous MS-LS1-8 system to their human body models.

They use their models to show how information is processed in different situations. Students diagnose a patient, Ms. K, using evidence from a medical chart, test results, and a medical fact sheet.

Students diagnose a patient, and MS-LS1-3 present an argument supported by empirical evidence from a medical chart for the test results (including a tissue sample), and a medical fact sheet. They explain their reasoning to the patient. Students complete a diagram showing how each higher level of organization is involved in Ms. B’s diagnosis.

Students examine the anatomy of the hand in preparation for tackling the engineering challenge. Then students ask questions and define a design problem that incorporates one of the functions of the human hand and identify criteria and constraints.

SEP

Students understand that the nervous system controls information processing. Students explore common disorders of the nervous system that indicate when it isn’t functioning properly.

Students find out which specialized cells help in fighting illnesses (e.g., white blood cells: macrophages, B-cells, and T-cells). Using what they know, they revise their model of the anchoring phenomenon.

Sample Students understand that Included p. 83 different body systems perform different functions. Ask students, “What parts of the body are involved when you feel sick?” (e.g., skin provides barrier to viruses, bodily fluids (mucous, tears) kill or wash away infections, immune system to fight viruses, etc.).

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 127

Performance Assessment People become sick when body systems don't function properly.

Lesson Phenomenon

Students summarize how people become sick when body systems don't function properly. Students use their knowledge of structure and function to decide which body systems are impacted by JJ’s diagnosis.

DCI Using their knowledge of body systems and information processing, students argue for a diagnosis of their fourth patient, JJ. Students examine the cause and effect relationship between the diagnosis and JJ's symptoms and how the body systems might interact to create those symptoms.

CCC Students obtain, evaluate, and communicate information about the patient’s symptoms from a variety of sources and make a diagnosis.

This includes information about the structure and function of the body systems involved, explicitly the nervous system and how information processing occurs.

SEP MS-LS1-3 MS-LS1-8

PE Students can discuss what happens when body systems are not functioning properly and use their model as evidence to support their discussion.

Connection to Unit Phenomenon Sample Included p. 98

U N I T P R O G R E S S I O N S

128 Life Science Lesson Guide Sample

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Cell Theory People once believed that mice could be generated from dirty shirts in bags of wheat.

Lesson Phenomenon

Students discover that people once believed mice were generated from dirty shirts and bags of wheat as they explore and question spontaneous generation. Students illustrate the difference in cell death between a unicellular and multicellular organism. (LS1.A)

DCI Understanding that phenomena that can be observed at one scale may not be observable at another scale, students explore nonliving, unicellular, and multicellular organisms at a microscopic level to learn that all living things are made up of cells.

Students conduct an investigation by designing and carrying out an experiment to be able to see the tiny living things all around them.

MS-LS1-1

PE

Students are introduced to the differences between nonliving, unicellular, and multicellular organisms and use this to create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-LS1-1, MS-LS1-2

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of a bacterial cell that was created in a biology laboratory.

Students create a model describing the anchoring phenomenon and revise it as they gain knowledge. In this unit, students discover though experiments that there are microscopic living things all around them. They also use microscopes to learn that all living things are made of one or more cells. Students also create and interpret models to learn about the different parts of plant and animal cells. In the Performance Assessment for the unit, students create a model of a plant or animal cell. Using what they know, how can students plan an investigation to help determine if something is living or non living?

Unit Progression:

CCC

Some scientists believe they are on the verge of creating life itself. Work as a technician in a biology lab to create a model of a synthetic animal or plant cell. Then, devise a test to determine if synthetic organisms are really alive.

Unit Storyline:

3D Learning Progression

A bacterial cell, created in a biology laboratory, has no parent.

Anchoring Phenomenon:

Unit Progression: Cells

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 129

Students observe how single-celled parameciums use organelles to row in various directions and find out how, within cells, special structures are responsible for particular functions. Students see a unicellular organism and discuss what might be inside it. (LS1.A)

Students determine the difference between a unicellular and multicellular organism and explain which structures and functions of a cell help the cell to survive.

Performance Assessment A bacterial cell, created in a biology laboratory, has no parent.

DCI

Parts of Cells Many cells, like this paramecium, can move around and fulfill their needs without legs or body systems.

Lesson Phenomenon

Students show that microscopic structures can be modeled to describe how they function as they create a model of a plant or animal cell with all of its parts labeled.

Students create notecards about the parts of cells and use them to play a quiz game testing their knowledge of complex natural structures that can be analyzed to determine how they function.

CCC

PE

Students conduct an investigation MS-LS1-1 to plan an experiment that would MS-LS1-2 help to discover if something is living or nonliving with the idea that it could be used to verify if a synthetic cell is really alive.

Students develop a model to explore MS-LS1-2 the types of transport that occur across a cell membrane. Students extend their learning and create an analogy for further understanding cell parts and how they work together.

SEP

Student show what they know by discussing the structure of the bacterial cell and why it has no parent, using their model of the anchoring phenomenon to support their argument.

Students determine that a bacterial cell is a single-celled organism much like the paramecium. Students can research if the bacterial cell has any organelles for specialized functions, and revise their model.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

130 Life Science Lesson Guide Sample

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Proteins, Genes, and Chromosomes Some cats have short, straight hair and some cats have long, wavy hair.

Lesson Phenomenon

Why do cats have different hair color and hair length? Students find out how changes to genes can result in changes to proteins which can change traits. Students design and create museum exhibits explaining how a gene in plankton causes the plankton to glow. (LS3.A)

DCI

Understanding that complex natural structures can be analyzed to determine how they function, students analyze images of cats using a table of traits and allele combinations in order to learn the relationship between alleles and traits. Using what they know, students make a claim about a gene for ear wax texture.

Students review what they already MS-LS3-1 know about DNA, genes, and chromosomes and then develop a model of a complete set of human chromosomes. Students develop analogies for the relationships between DNA, genes, and chromosomes.

PE

Students are introduced to the concepts of traits and allele combinations to understand why some organisms look like their parents. Ask students to describe some of their own traits. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-LS1-5, MS-LS3-1, MS-LS3-2

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how some organisms look just like their parents, yet other organisms do not. Students create a model of the anchoring phenomenon and revise it throughout the unit. To build upon their knowledge of genetics, students describe the gene-to-protein-to-trait relationship, model an entire set of human chromosomes, and use a table of traits and allele combinations to analyze cat genetics. Students predict how asexual and sexual reproduction lead to different inherited trait combinations and model how alleles and traits are inherited using Punnett Squares. Students design experiments to test the roles of genes and the environment in determining plant growth and analyze several factors that influence human height. Finally, students work as Parks and Wildlife Officials at a marine park where understanding genes helps them make conservation management decisions. How will students use their knowledge of coral reproduction, allele combinations, and genetic inheritance to design a management plan to save coral reefs in their marine park?

Unit Progression:

CCC

Coral reefs around the world are threatened by rising ocean temperatures. Working as an official at a National Park, you'll use your understanding of genes and inheritance to devise a management plan to save local coral reefs.

Unit Storyline:

3D Learning Progression

Some organisms look exactly like their parents and others do not.

Anchoring Phenomenon:

Unit Progression: Genes

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 131

Students observe how bacteria offspring are identical to their parents while dogs are not as they discover that variations of inherited traits between parent and offspring arise from genetic differences. (LS3.A) (LS3.B)

What causes identical twins to not look exactly alike? To answer this question, students study images of twins and wildlife, and create a timeline of their own life to identify the influence of genes and the environment on traits as they explore the growth and development of organisms. (LS1.B)

Students summarize why some organisms look like their parents while others do not as they use their knowledge of growth and development of organisms, inheritance of traits, variations of traits, and environmental influence on traits to make a conservation plan for corals in the marine park.

Genes and the Environment Identical twins look similar but not exactly alike.

Performance Assessment Some organisms look exactly like their parents and others do not.

DCI

Inheriting Genes Some organisms, like bacteria, are identical to their parents but other organisms, like dogs, are not.

Lesson Phenomenon

132 Life Science Lesson Guide Sample Demonstrating their understanding of cause and effect relationships, students act as a Parks and Wildlife Official working at a marine park in Hawaii and show what they know about asexual and sexual reproduction, genetic inheritance, and how genes and the environment influence traits to design effective management plans for the park.

Students infer cause and effect relationships as they discover genetic and environmental influences on height. Students gather data about populations and graph them in a scatterplot to see correlations.

Students figure out how to determine if a species uses asexual or sexual reproduction by predicting the traits resulting from inheriting genes, using cause and effect relationships to predict phenomena.

CCC

PE

Students use evidence to make an argument for the best way to preserve offshore reefs and write a scientific explanation in a report announcing the new marine park conservation plan policy.

MS-LS1-5 MS-LS3-2

Students design and conduct an MS-LS1-5 experiment on how genes and the environment influence plant growth to construct a scientific explanation based on valid and reliable evidence obtained from the students’ own experiments.

Students develop a model of how MS-LS3-2 alleles determine traits, and how alleles and traits are inherited.

Students expand their understanding of inheriting genes and traits by examining the genetics of red-green color vision deficiency.

SEP

Students explain organisms' traits and heredity using their model of the anchoring phenomenon to support their argument.

Students explore environmental influences that can impact an organism’s traits and make revisions to their model. Students can reflect on what kinds of environmental influences may affect an organism (e.g., nutrition, exercise, amount of sunlight, health, etc.) and can discuss if/where they have observed this.

Students find out how each parent contributes only half of the genes acquired by the offspring in sexually reproducing organisms. Ask students “Which of your parents do you look more like? In what ways?” Students make revisions to their model.

Connection to Unit Phenomenon

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Genetic Mutations Some people have six fingers on one hand and some grapefruit are bright red.

Lesson Phenomenon

Why do some people have six fingers on each of their hands? Students answer this question by exploring the effects of genetic mutations. Students are exposed to two different examples of mutations and come up with a class definition for mutations as they examine how mutations to genes can affect the structures and functions of the organism and thereby change traits. (LS3.A) (LS3.B) (ETS1.B) (ETS1.C)

DCI Exploring stability and change, students act as rabbits in different environments and learn about how mutations can affect an organism’s survival dependending on its environment. Students demonstrate their understanding of how mutations affect genes, proteins, traits, and an organism’s survival using example stories of mutations.

Students develop and use a model of a protein by following a set of instructions. Occasionally there’s a mutation and the instructions are changed. Students compare their modeled mutations to real-life mutations. Students write a short news article about a mutation they researched.

MS-LS3-1 MS-ETS1-3

PE

Students are introduced to the concept of genetic mutations.

Have students reflect on the popularity of using the word “mutant” in movies and TV shows. Ask them if they think the term is correct according to what they have found out about mutations. Students create a model of the anchoring phenomenon.

Connection to Unit Phenomenon

MS-LS3-1, MS-LS4-5, MS-ETS1-1, MS-ETS1-2, MS-ETS1-3

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how a change in genes can alter an organism’s traits.

Students create a model of the anchoring phenomenon and use what they know to revise it throughout the unit. Students create models of mutations and discover how mutations can affect an organism’s traits and survival in its environment. In the unit’s Engineering Challenge, students design and model a process, based on artificial selection, for developing a new dog breed. Students model, research, and debate genetic engineering techniques. Students learn about their role as an intern in a news agency where they are tasked with researching a potential story lead for a news agency. They will practice the tools to decide which sources are reliable. With that knowledge, students write a news story about a genetic engineering technique they research. Using what they know, what information on genetic mutations will they include?

Unit Progression:

CCC

Organisms' traits are altered when their genes are changed by mutations or genetic engineering. Critique articles about mutations and genetic engineering by assessing the reliability of each article's source.

Unit Storyline:

3D Learning Progression

An organism's traits can be altered by a change in its genes.

Anchoring Phenomenon:

Unit Progression: Changes in Genes

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 133

In an attempt to breed a new type of dog, students learn about the wide variety of traits that different members of the same species can gain because of artificial selection techniques as they develop possible solutions. (ETS1.B)

Students explore how society uses technology to influence the traits of organisms. Students model how GMOs are made and learn how GMOs are used in science today as they discover humans have the capacity to influence certain characteristics of organisms by selective breeding. (LS4.B) (ETS1.A) (ETS1.B)

Students explain how an organism’s traits can be altered by a change in its genes by understanding inheritance and variation of traits.

Students act as a news reporter for BioNews Today and write a story to describe the technology that is discussed in a claim and how it affects genes.

Engineering and Genetics Before the 1990s, there were no glowin-the-dark mice, but now there are many kinds of glow-in-thedark mice.

Performance Assessment An organism's traits can be altered by a change in its genes.

DCI

Engineering Challenge Design criteria for how to breed a new type of dog using artificial selection techniques.

Lesson Phenomenon

134 Life Science Lesson Guide Sample Students prepare a news story about how genetic engineering can alter an organism’s structure and function. Students present the information they obtain from story leads written into the news station from members of the community.

Students try to guess which mutation story is true based on the source of the story, using cause and effect relationships. Students write a letter to their senator about whether or not they think genetic engineering studies should be funded.

Students use cause and effect relationships in creating an algorithm for breeding a new type of dog that fits a set of criteria and constraints, including biological constraints.

CCC

Students gather, read, and synthesize information from multiple appropriate sources by researching a topic in genetic engineering.

Students explain a controversy surrounding the technology and cite and use reliable sources of information.

Students learn about gene therapy and then research and debate, by engaging in an argument from evidence, whether genetic engineering techniques should be used on humans.

Evaluating competing design solutions, students compare their algorithm to two other algorithms.

Students chart how efficient their algorithm was and revise it.

Students learn about the process of artificial selection.

SEP

MS-LS3-1 MS-LS4-5

MS-LS4-5 MS-ETS1-1 MS-ETS1-2

MS-ETS1-2

PE

Using what they know, students discuss the ways an organism’s traits can be altered using their model of the anchoring phenomenon to support their argument.

Students discuss what GMO foods they may have at home.

Students use what they know to revise their models.

Ask students if they have a purebred dog or cat, then ask them to describe the traits the animal has and what they think the traits were developed for (e.g., wooly coat for insulation against cold, short legs for getting into burrows, powerful structure for herding, etc.).

Connection to Unit Phenomenon

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Resources in Living Systems Poison dart frogs kept in captivity lose their toxicity over time so they are no longer poisonous.

Lesson Phenomenon

After students observe how captive poison dart frogs lose their toxicity over time, students set up a simple model pond ecosystem and track resources needed by living things to show that organisms are dependent on their environmental interactions both with other living things and with nonliving factors. (LS2.A)

DCI

Students use patterns to predict how resource availability impacts species distribution by playing a game modeling resource needs.

Students use graphs to analyze and MS-LS2-1 interpret data on how resources MS-LS2-2 impact populations. Students then present case studies and make general statements about the relationship between resources and populations.

PE

Students understand the resource needs of organisms and how competition can influence individuals and populations. Many resource needs are universal and thus are shared by cichlid fish.

Students create their model of the unit phenomenon.

Connection to Unit Phenomenon

MS-LS2-1, MS-LS2-2, MS-LS2-4, MS-ETS1-1

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how some cichlid fish in aquariums starve themselves to death when combined with other species of cichlids. Students develop a model of the unit phenomenon and revise it throughout the unit. To understand the cichlid phenomenon, students first find out about resources in living systems. Next, they use this information to observe interactions among organisms in various ecosystems. In the unit’s Engineering Challenge, students apply their knowledge of interactions between organisms and their potential impacts on nature to build a sound shield to protect acoustic interactions of frog-bats from disruptive highway noise. Last, students discover how the many interactions within an ecosystem cause even small changes to lead to other large changes. Using their understanding of the resources and interactions in dynamic ecosystems, can students determine which changes are necessary to improve the health of populations in a cichlid fish exhibit?

Unit Progression:

CCC

The living things on our planet interact with each other and with the nonliving parts of the environment in dynamic ecosystems. Apply what you learn about resources, interactions, and changes in ecosystems to solve a problem in the fish exhibit at a zoo.

Unit Storyline:

3D Learning Progression

When various species of cichlid fish are combined in aquariums, some stop eating to the point of dying.

Anchoring Phenomenon:

Unit Progression: Resources in Ecosystems

Ecosystems

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 135

Students observe the close relationship between ants and acacia trees and, using their knowledge of interdependent relationships in ecosystems, explain the relationship between the two organisms.

Students choreograph dances to represent the interactions between living things. Students then evaluate each performance to classify interactions. (LS2.A)

Students examine acoustic interactions between frogs and bats and then design a sound shield that preserves those interactions near a noisy highway, as they explore the influence of engineering, technology, and science on the natural world. (LS2.A)

Students observe how ecosystems change over time by seeing how the area devoid of life around Mt. St. Helens from the eruption is now full of life. Students brainstorm different types of ecosystem changes due to ecosystems being dynamic in nature. (LS2.C)

Engineering Challenge Build a sound shield to protect acoustic interactions from highway noise.

Changing Ecosystems Although the 1980 eruption of Mt. St. Helens destroyed all life near the eruption, the area is now covered in green and full of life.

DCI

Interactions Among Organisms Acacia trees produce a nectar that does not help the tree itself, but is eaten by stinging ants that live on the tree.

Lesson Phenomenon

136 Life Science Lesson Guide Sample Students track the impact of a biological and a physical change made to the model ecosystems as they explore how stability might be disturbed by sudden events.

Understanding how structures can be designed to serve particular functions, students create a sound shield using materials provided.

Students test their design solution to see if it meets the criteria they chose.

Examining patterns in predation, students act out the predator-prey relationship to determine why these populations cycle over time.

CCC

PE

Students assess three case studies, MS-LS2-4 present their data analysis, and construct explanations for how changes impact populations while predicting ecosystem changes.

Students ask questions and define MS-ETS1-1 a design problem that preserves the organisms’ interactions and identify criteria and constraints. Students improve their sound shield designs after receiving more scientific information from a rainforest ecologist.

Students construct explanations and MS-LS2-1 design solutions by focusing on an MS-LS2-2 interaction between two organisms MS-ETS1-1 and researching that interaction using reliable resources.

SEP

Students connect with biotic and abiotic changes faced by ecosystems, gaining more insight into potential problems faced by the cichlids.

Students discover how scientists studied the details of frog-bat interactions in order to preserve an ecosystem and its populations. They can use this case study as a model as they try to figure out which cichlid interactions might be causing a problem and make revisions to their model.

Students explore interactions that influence populations: predation, competition, commensalism, mutualism, and parasitism. These factors can all be considered when assessing the cichlid fish tank change. Students make revisions to their model of the unit phenomenon.

Connection to Unit Phenomenon

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Performance Assessment When various species of cichlid fish are combined in aquariums, some stop eating to the point of dying.

Lesson Phenomenon

As students observe captive cichlid behavior, they summarize how populations use resources, how species in interdependent relationships in ecosystems interact, and how ecosystems change over time.

Students use this knowledge to find a solution to save the fish.

DCI Understanding stability and change and cause and effect, students determine why an ecosystem change is causing some fish populations in a zoo to decline. Students figure out how to solve the problem by meeting the fishes’ resource needs and present their solution at a conference.

CCC

PE

Students analyze and interpret data MS-LS2-1 on behavioral changes by examining MS-LS2-2 graphs about the 12 species of cichlid MS-LS2-4 fish in a shared tank. Students compare fish behavior before and after changing tanks.

SEP Students use the data provided to apply their unit knowledge to the cichlid fish case study and model why some species have stopped eating to the point of dying. Students will likely determine that a flowchart is a good way to represent how changes in the environment influence cichlid species. Students use their model to support their explanation of the phenomenon.

Connection to Unit Phenomenon

U N I T

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P R O G R E S S I O N S

Life Science Lesson Guide Sample 137

138 Life Science Lesson Guide Sample

Capturing the Sun’s Energy Epiphytes, plants that can live high in trees, grow and flower in spite of having no roots that touch the ground.

Lesson Phenomenon

Students describe the variety of beautiful bromeliads that live on trees in the rainforest, and explain how these plants grow in spite of having no roots to dig in the soil.

To do this, students examine how plants use the energy from light to make sugars from carbon dioxide and water through the process of photosynthesis. (LS1.C) (PS3.D)

DCI Students test whether access to sunlight influences how a water plant takes up carbon dioxide from its environment as they discover how the transfer of energy drives the motion and cycling of matter.

Students act out the process of photosynthesis and then develop a model that shows the movement of matter and energy during and after the process of photosynthesis.

MS-LS1-6

PE

Students explore how photosynthesis changes carbon dioxide and water into sugars and oxygen, and how they use some sugars to build tissues and store energy. Students create a model to explain the unit phenomenon.

Connection to Unit Phenomenon

MS-LS1-6, MS-LS1-7, MS-LS2-3

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of how a local park grew over five years, acquiring new matter and energy in the process. Students create a model to explain this phenomenon, and revise it throughout the unit.

To explore the energy and matter present in ecosystems, students first take a look at how the sun’s energy is captured through photosynthesis and then examine how organisms use stored energy in food and oxygen. Students track matter and energy moving through a food web and model energy transfer through trophic pyramids, while understanding the matter cycle on a global scale. Last, students act as science animators to explain how matter and energy move through living and nonliving things. Can students use what they know about matter and energy to create claymation videos that explain where the new living material comes from as a forest grows?

Unit Progression:

CCC

You will take on the role of science animator to represent the invisible pathway that a single atom of carbon and one unit of energy take as they travel through the world.

Unit Storyline:

3D Learning Progression

Over a period of five years, a local park has grown a lot, acquiring an incredible amount of new matter and energy.

Anchoring Phenomenon:

Unit Progression: Energy and Matter in Ecosystems

U N I T P R O G R E S S I O N S

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Students observe how antlions use energy to build a pit and then to trap and eat their prey. Students understand the energy in chemical processes and the energy flow in organisms as they summarize that animals need food to make energy with cellular respiration. (LS1.C) (PS3.D)

Students discover why it’s easier to see plants than wolves in Yellowstone National Park as they examine how food webs demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. (LS2.B)

Students consider how fertilizer run off in a lake can lead to an explosion of green muck as they understand the cycle of matter and energy transfer in an ecosystem. (LS2.B)

Students examine the phenomena of a forest gaining in living matter over time and explain the multiple steps of where the matter and the energy that is stored in the trees comes from. Students understand that within individual organisms, food moves through a series of chemical reactions to form new molecules to support growth.

Food Webs and Trophic Pyramids In Yellowstone National Park, it is very easy to observe hundreds of types of plants but nearly impossible to spot a wolf.

Global Cycles of Matter Runoff from a fertilized field empties into a pond, triggering the growth of green muck.

Performance Assessment Over a period of five years, a local park has grown a lot, acquiring an incredible amount of new matter and energy.

DCI

Using Stored Energy Antlions use a lot of energy to build sandy pits and then lie in wait until an ant falls in, at which point an antlion pegs the ant with sand until it falls to the very bottom of the pit.

Lesson Phenomenon

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Acting as science animators, students show how the transfer of energy can be tracked as energy flows through a natural system as they follow a single atom of carbon and a single unit of energy on their pathways.

Students compare open and closed systems when they track how water, carbon, and nitrogen move in their classroom ecosystems and on the planet.

Students compare and draw the paths of matter and energy in a food web to see where matter passes between living and nonliving things and how the paths of matter and energy differ.

Students explore energy and matter and visualize the invisible to understand cellular respiration by conducting an experiment to test whether both plants and animals conduct cellular respiration.

CCC

PE

MS-LS2-3

Students develop and use a model in the form of a claymation video to demonstrate where new living material comes from as a forest grows.

MS-LS1-6 MS-LS1-7 MS-LS2-3

Students use a model to predict MS-LS2-3 matter’s global pathways by playing a game in which they track the steps taken by water, carbon, and nitrogen moving from one step to another in their global cycles.

Students develop a model to demonstrate the movement of energy through trophic levels, and then apply their understanding to make predictions about ecosystem management.

Students develop a model of cellular MS-LS1-7 respiration by acting out the role of a molecule in the process. Students then work in groups to model what happens after cellular respiration produces carbon dioxide, water, and energy.

SEP

Students will likely determine that a flow chart is a good way to model the phenomenon of a park's plant life growing an incredible amount over five years. Building upon this model, students create an animation showing an atom of carbon and a unit of energy on their global pathways.

Students find out about global cycles of water, carbon, and nitrogen, giving context to the cycling that has happened in the park in a larger scheme and use this information to revise their model.

Students track matter and energy in food chains that start with producers like the plants in the park. Students use this knowledge to revise their model.

Students understand that organisms use sugars for energy and growth and using what they know, revise their initial model.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 139

140 Life Science Lesson Guide Sample

Biodiversity The kakapo is a flightless parrot that lives in New Zealand.

In the 1970s, only 18 individuals were left alive; now there are about 160 living individuals.

Lesson Phenomenon

Students observe the flightless kakapo whose numbers rebounded back from 18 individuals to about 160 as they examine ecosystem dynamics and resilience. Students write about what can cause the loss of species and why people work hard to preserve biodiversity. (LS2.C)

DCI

Students analyze patterns in data on biodiversity in ecosystems to learn how scientists use measures of biodiversity to monitor ecosystem health.

In understanding why changes in biodiversity disrupt ecosystems, students examine case studies to construct and present an argument supported by empirical evidence and scientific reasoning about how change in biodiversity can disrupt ecosystems.

MS-LS2-5

PE

Students find out how changes in the biodiversity of an ecosystem can impact its populations. This can help them understand some of the interactions relevant in the abalone ecosystem as they create a model of the unit phenomenon.

Connection to Unit Phenomenon

MS-ESS3-4, MS-LS2-5, MS-ETS1-3

Performance Expectations:

SEP

Students are introduced to the unit's anchoring phenomenon of the steadily declining abalone populations in California and develop a model to explain it. As students gain knowledge, they apply what they know to the model and revise it.

To understand why abalone populations are in decline, students examine humans and changing ecosystems. First they discover what biodiversity is and examine the impacts of changes to biodiversity over time. Students consider the importance of healthy ecosystems as the human population grows and then see which engineering solutions help to protect ecosystems. In the unit’s Engineering Challenge, students design a fishing net that targets certain species rather than all species in effort to preserve biodiversity. Applying what they know about people and ecosystems, students report on how population growth impacts resources. What information on human impact on populations will students include in their investigative report?

Unit Progression:

CCC

As investigative TV reporters, students will explore the interaction between people and their environment. Learn how scientists use biodiversity to study ecosystem health, how people depend on ecosystems, and how people design solutions when ecosystems are unhealthy. Finally, they'll report on a local story about human and ecosystem interactions.

Unit Storyline:

3D Learning Progression

Abalone populations in southern California have been declining steadily since the 1960s.

Anchoring Phenomenon:

Unit Progression: Humans and Changing Ecosystems

U N I T P R O G R E S S I O N S

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Why are almond farmers trucking billions of honey bees from around the nation to pollinate their orchards? Students answer this question as they examine how changes in biodiversity can influence humans’ resources as well as ecosystem services that humans rely on. (LS4.D) (ETS1.B)

Students observe how wild animal populations rise and fall while human populations only rise as they examine how human populations and per-capita consumption of natural resources increase unless the activities and technologies involved are engineered otherwise. (ESS3.C) (ETS1.B) (LS2.C) (LS4.D)

Students design a fishing net that helps to preserve biodiversity by targeting certain species rather than all species. Students develop the best possible solution and use a rubric to evaluate their work on this engineering challenge. (ETS1.B) (ETS1.C)

Engineering Solutions and Protecting Ecosystems The populations of wild animals, such as the lynx and rabbit, tend to rise and fall in cycles, but the global human population is just rising— dramatically.

Engineering Challenge Design a fishing net that will help preserve biodiversity by targeting certain species rather than all species.

DCI

The Importance of Healthy Ecosystems Almond farms in California truck in billions of honey bees from around the nation to pollinate their orchards each spring.

Lesson Phenomenon

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Students present their design solution and test results, and listen to the other engineering teams.

Applying cause and effect, they combine the features that seem most likely to succeed into a new net, and test this one.

Using cause and effect relationships to predict phenomenon, students play a game that models how different rates of population growth and per capita resource use impact ecosystems. They then collect and graph data from the game and analyze the results.

Students understand stability and change as they take the perspective of different stakeholders to design competing solutions to preserve different ecosystem services, then compromise to find one solution.

CCC

PE

Students define an engineering goal that can be solved through the development of a tool, and includes multiple criteria and constraints in the form of a fishing net that maximizes target catch but reduces by-catch.

Students ask questions and define problems when they examine the economic, social, and scientific factors in ecological problems to propose and evaluate solutions.

MS-ETS1-3 MS-LS2-5

MS-ESS3-4 MS-LS2-5

Students evaluate and communicate MS-LS2-5 the costs of providing ecosystem services through other means as they engage in an argument for preserving healthy ecosystems.

SEP

Students test what kind of nets are best for capturing specific types of living things in the ocean. They can apply this knowledge to understanding the interaction between abalone capture and fishing for other organisms.

Students explore several ways that people can act to protect ecosystems and restore threatened populations. This will place the abalone system in a broader context of environmental protection efforts.

Using this knowledge, students revise their unit model.

Students observe how stable ecosystems provide ecosystem services that impact people living nearby. This will give them a broader context for understanding the ecosystem services resulting from coastal California ecosystems.

Students reflect on their unit model.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

Life Science Lesson Guide Sample 141

Performance Assessment Abalone populations in southern California have been declining steadily since the 1960s.

Lesson Phenomenon

Students act as TV investigative reporters focusing on human interactions with ecosystems and how abalone populations have been in steady decline due to the impact of human population growth on them and other Earth systems.

DCI Students examine how changes in one part of a system may cause large changes in another part as they review an investigative report and research population change to generate ideas about what local resources are impacted by the human population.

CCC

PE

Students put a story together by MS-ESS3-4 constructing an argument supported MS-LS2-5 by evidence. Students evaluate two competing solutions and then present their argument. Students compare their findings to those of their classmates.

SEP Students use information and data specific to the abalone case study to prepare them for exploring a local phenomenon from a journalist's perspective.

They will likely determine that a flow chart is a good way to model the chain of events related to abalone population decline and use this model to support their explanation of the phenomenon.

Connection to Unit Phenomenon

U N I T P R O G R E S S I O N S

142 Life Science Lesson Guide Sample

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K I T

M A T E R I A L S

Kit Materials • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Adaptations Beads, blue and green Beakers Bottle, with cap Measuring cup Plastic bags, 6x6” Sand, assorted Soil, potting Cups, 9 oz Plaster of paris Bags, drawstring Fossil models Push pins String Chisel sets Chopsticks, pack Drill bit set Funnels Hand drills Mallets Molds, silicone Nails, pack Paint brushes, assorted Paint powder Sandpaper, pack Toothbrushes Toothpicks, packs Balls, styrofoam Branches, plastic, packs Jars, pack Marbles, pack Nail clippers Pliers Scoops, 20cc Scoops, 5cc Skewers, pack Spoons, assorted Sporks, plastic Teaspoons, plastic Test tubes Tweezers Acetate, red and blue Beans, assorted Boxes LED flashlights Counting chips, packs

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• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Cells and Genetics Rubber bands, wide Construction paper Cotton balls Foil Measuring tape Rubber bands Sticky dots String Thread Tissue paper Twist ties Wax paper Yarn Frogs, preserved Gloves, nitrile, different sizes Cardboard squares Cardboard tubes Craft sticks Cups, paper Elastic Plastic tubing, clear Straws Table tennis balls Microscope slide set, animal tissue (8 slides) Mounting putty Agar, powdered Beaker, 1 L Coverslips Iodine Markers, permanent Methylene blue Microscope slide set, living and non-living things (6 slides)

Life Science Lesson Guide Sample 143

K I T

M A T E R I A L S

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Cells and Genetics continued Microscope slides, blank Saline solution Stirring rod Swabs, sterile cotton Tape, packing Toothpicks Centrifuge tubes, 10 mL, sterile Microcentrifuge tubes, 1.5 mL Petri dishes Pipettes, sterile Spray bottles Container, plastic Dialysis tubing Dialysis tubing clamps Food coloring Glitter Rings, plastic Salt Clay, modeling Bag, plastic Ribbon Embroidery thread set Pots Seeds, brocolli and radish Soil Trays Beads, assorted colors Dice Elastic cord Rulers

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Ecosystems Carpet squares Construction paper Craft sticks Duct tape Sound meter Speaker Straws Test tubes with caps Transparency sheets Yarn Masking tape Modeling clay Beads Pie plates Cork Duct tape Embroidery hoop Fishing line Hex nuts Straws Paint stirrer Toy Fish Twine Air pump Air stone Airline tubing Aquarium thermometer Bromothymol blue (BTB) Coupon for duckweed, elodea, & snails Dissolved oxygen test kit Fish food Light, fluorescent strip Name tags Pipettes Spoons, plastic Test tubes with caps Valve, two-way Water conditioner Aquarium gravel Gloves, different sizes Aquariums (tanks, covers, and light strips)

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144 Life Science Lesson Guide Sample

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C R E D I T S

Cover: T: Stockphoto C: Thinkstock B: Shutterstock

20: Shutterstock 42: Medical RF.COM/Science Source 44: Thinkstock 54: Nevodka/ Dreamstime 55: Dr. Gerald Van Dyke/Visuals Unlimited, Inc 56: Wikimedia 57: Dreamstime 58T: MEDICAL RF.COM/ SCIENCE PHOTO LIBRARY 58L: Wikimedia 58C: Shutterstock 58R: Wikimedia 59: Thinkstock 62: Shutterstock 63: Thinkstock 65: Thinkstock 67L: Mularczyk/ Dreamstime 67R: Joao Virissimo/ Dreamstime 89: Shutterstock

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Life Science Lesson Guide Sample 145

Review Guide

Life Science Review Guide Adaptations | Cells and Genetics | Ecosystems

Life Science

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