Cells to Organisms

Discovery Education Unit: Healing Cut

Literacy / Driving Question Board Connections

Nonfiction Science Literacy Resources

Graphic Organizers / Thinking Maps

Driving Question Boards

Healing Cut DQB Presentation

Multilingual Learner Language Expectations

Citizen Science Opportunities

MS-LS1-1: Cell Theory

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. (Scale, Proportion, and Quantity)

Clarification & Boundary Statements

Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and understanding that living things may be made of one cell or many and varied cells.

Boundary Statement: none

MS-LS1-2: Cell Parts and Function

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (Structure and Function)

Clarification & Boundary Statements

Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.

Boundary Statement: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.

MS-LS1-8: Information Processing

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

Clarification & Boundary Statements

Clarification Statement: none

Boundary Statement: Assessment does not include mechanisms for the transmission of this information.

MS-LS1-3: Interacting Body Systems

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (Systems and System Models)

Clarification & Boundary Statements

Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning

of those systems.

Boundary Statement: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.

What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices - Disciplinary Core Ideas - Crosscutting Concepts

Anchor Phenomenon / Local Colorado Phenomenon Connections

Healing Cut

DRIVING QUESTION: How do cuts heal?

Anchor

Students observe the phenomenon of a healing cut through reading student narrative and watching a time-lapse video of a cut healing. Students discuss the features of the healing process that they can observe using the naked eye and ideas about components of the process that are too small to see using the naked eye and will require special methods or tools for exploration. Students use their observations to generate questions about the healing process and place their questions on a Driving Question Board (DQB). The Driving Question Board should serve as the foundation of learning throughout the set of lessons in this unit. Teachers should work with students to select student questions from the Driving Question Board to set the purpose for learning in each activity.

Discovery Education Lesson / Connections to Anchor Phenomenon

Healing Cut / How do cuts heal?
What the Eyes Can’t See / What is my skin made of?
Healthy Cells / How do cell structures perform their functions?
Plant Repair / Can plants heal from injury?
How Does It All Connect? / How are parts of my body connected to other parts of my body?
To the Brain and Back / How does my brain know that I have injured my arm?

Local Colorado Phenomena Connections

To address the NGSS standard MS-LS1-2, which focuses on the structure and function of living organisms, here are several local Colorado phenomena you can explore:

Aspen Tree Cloning: The aspen trees in Colorado are known for their cloning ability. Explore how they reproduce asexually and the implications for genetic diversity and forest health.

Rocky Mountain Elk Migration: Investigate the physiological adaptations of elk that allow them to migrate across varying altitudes and climates within Colorado.

Pika Adaptations: Study the physiological and behavioral adaptations of the pika, a small mammal that lives in the alpine tundra, to understand how they survive in extreme conditions.

Beetle Infestations in Pine Forests: Examine how the mountain pine beetle affects tree health and the broader ecosystem, focusing on the beetle's life cycle and adaptation to environmental changes.

Alpine Tundra Plant Diversity: Explore the structural adaptations of alpine plants in places like Rocky Mountain National Park, focusing on how they survive in high-altitude conditions.

These phenomena can provide engaging, real-world contexts for students to understand the structure and function of living organisms.

Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena

Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"

Using SchoolAI

1) Navigate to Assistants

2) Select Curriculum Coach

3) Use the prompt above

Career Connections

Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page.

Local Colorado Career Connections

To connect Colorado-based careers with the topic "Cells to Organisms," consider these options:

Biotechnologist: Focuses on cellular processes to develop new technologies or products. Colorado is home to several biotech companies.

Biomedical Engineer: Works on developing medical devices or systems that interact with cellular structures.

Microbiologist: Studies microorganisms, which can be relevant in research institutions and universities in Colorado.

Healthcare Professional: Nurses and doctors often work with cellular biology in diagnostics and treatments.

Agricultural Scientist: Uses knowledge of cellular biology to improve crop yields and pest resistance.

You can explore partnerships with local universities, biotech firms, and hospitals to find guest speakers or field trip opportunities.

Hands On, Minds On Connections

Discovery

Discovery Hands-On Refurbishments

Refurbishment Order Form

PASCO

Describing Motion

Thermoregulation

St Vrain Science Center

Simulations

GIZMOS

GIZMOS in Science

Nearpod Lessons / Activities / Videos

LabXchange Lessons / Activities / Videos

Environmental Education Connections

Teacher Notes / Assessments

Discovery Hands-On Refurbishments

Refurbishment Order Form

To Extend Student Learning

7) Insensitivity to Pain Additional Remediation, Extension, Differentiation Resources

Teacher Prep: Content Background Unit Storyline Driving Question Boards English Language Learner Support

7th Grade Pilot Teacher Notes & Resources

3 Dimensional Science Assessments

This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 8th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory

CDE: Grade Level Expectations

Prepared Graduates:

2.5: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how individual organisms are configured and how these structures function to support life, growth, behavior and reproduction.
2.7: Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how genetic and environmental factors influence variation of organisms across generations.

Grade Level Expectation:

2-1: All living things are made up of cells, which is the smallest unit that can be said to be alive.
2-3: Sustaining life requires substantial energy and matter inputs.
2-4: Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain.

Colorado Department of Education - Middle School Science Standards

Connecting Thinking Maps to Science Instruction

To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide

Graphic Organizers (Science Practices & Cross-Cutting Concepts)

Thinking Maps Guide Thinking Maps Guide (Spanish)

Thinking Map Resources (Spanish)

Patterns

Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?

Possible Thinking Maps:

Flow or Bridge Maps for analyzing patterns (Page 54)

Tree Map for classifying (Page 42)

Bridge Map for relationships (Page 66)

Multi-flow Map for causes of patterns and making predictions (Page 60)

Double Bubble Map for comparing / contrasting patterns (Page 36)

Cause and Effect

Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Partial Multi-flow Map (Page 60)

Circle Map for Brainstorming (Page 24)

Double Bubble Map for cause and effect (Page 36)

Scale, Proportion, Quantity

Critical Questions: How does this system look at a smaller or larger scale? What is new and what is the same? What is new and what is the same? How does this scale relate to you? What happens if we change the quantity involved?

Possible Thinking Maps:

Multi-flow Map for cause and effect (Page 60)

Tree Map for details at different measures (Page 42)

Double-Bubble Map (Page 36)

Brace Map for analyzing parts at different scales or proportions (Page 48)

Bridge Map for relationships (Page 66)

Systems and System Models

Critical Questions: What parts and sub-systems make up this system? What interactions and processes involve this system? How is this system alike or different from others? What are the effects of modifying one part of the system?

Possible Thinking Maps:

Brace Map for taking systems apart (Page 48)

Flow Map for organization of the system (Page 54)

Double-Bubble Map to systems (Page 36)

Multi-flow Map to analyze impact of modifying systems (Page 60)

Energy and Matter

Critical Questions: How are energy and matter related in this system? Where does the energy for this system come from? Go?

Possible Thinking Maps:

Flow Map for tracking energy (Page 54)

Partial Multi-Flow Map for effects of changes (Page 60)

Bridge Map for relating energy and matter (Page 66)

Partial Multi-flow for causes of energy (Page 60)

Structure and Function

Critical Questions: How does the function depend on the structure? Are there other structures that serve the same function?

Possible Thinking Maps:

Brace Map to analyze structure (Page 48)

Partial Multi-Flow Map to explain how the structure causes the function (Page 60)

Double Bubble Map for different structures (Page 36)

Stability and Change

Critical Questions: What causes change in this system? Stability? Is the stability static or dynamic? What are possible catalysts for changing the stability?

Possible Thinking Maps:

Partial Multi-Flow Map for change (Page 60)

Circle Maps for defining dynamic and static stability (Page 24)

Flow map for evolution of a system (Page 54)

Double Bubble to dynamic and static stability (Page 36)