Unit Overview

The big picture stuff:

Cells combine to make tissues. Tissues combine to make organs. Organs work together to make organ systems and systems specialize to do the work of individual organisms. After looking at the micro, this unit focuses on the larger pieces of plants, their unique structures and how this physiology allows the organs to do their specialized work for the benefit of the organism.

Next Generation Science Standards – Middle School (NGSS-MS):

LS1-1: Conduct an investigation to provide evidence that living things are made of cells, either one cell or many different numbers and types of cells.

Emphasize: living things are made of cells, living things can be made of one or more than one cell or type of cell

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

Emphasize: the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions.

Core ideas: 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.

LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

Emphasize: tracing movement of matter and flow of energy.

Core ideas: Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen.

LS3-2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Core Ideas: Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes inherited. In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring.

Emphasize: using models such as Punnett squares, diagrams, and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring and resulting genetic variation.

LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.

Core idea: In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring.

Emphasize: synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy)

Science and Engineering:

• Oral and written argument supported by evidence to support or refute an explanation or model
• Develop and use a model to describe phenomena.
• Science knowledge is based upon logical connections between evidence and explanations.

Crosscutting concepts:

• Systems may interact with other systems; they may have sub-systems and be a part of larger complex systems.
• Phenomena that can be observed at one scale may not be observable at another scale.
• Cause and effect relationships may be used to predict phenomena in natural systems.
• Engineering advances have led to important discoveries in virtually every field of science; these have led to development of industries and engineered systems.
• Science knowledge can describe consequences of actions but does not make the decisions that society takes.

California Science Standards:

Life Science Standards:

5a. Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems, and the whole organism.

5f. Students know the structures and processes by which flowering plants generate pollen, ovules, seeds, and fruit.

Investigation and Experimentation Standards:

7a. Select and use appropriate tools and technology (including calculators, computers, balances, spring scales, microscopes, and binoculars) to perform tests, collect data, and display data.

7c. Communicate the logical connection among hypotheses, science concepts, tests conducted, data collected, and conclusions drawn from the scientific evidence.

7d. Construct scale models, maps, and appropriately labeled diagrams to communicate scientific knowledge (e.g., motion of Earth’s plates and cell structure).