Download Page 07-LS1-1. Conduct an investigation to provide evidence that

Unit 1: Life
Grade: 7th
Standard/Performance Expectation
07-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. [Clarification
Statement: Emphasis is on developing evidence
that living things are made of cells,
distinguishing between living and non-living
cells, and understanding that living things may
be made of one cell or many and varied cells.]
Instructional Resources
http://www.pinterest.com/pin/368732288215345426/
Intro to cells video-awesome to begin unit with
Cell structure and function overview Major concepts and learning activities
http://microscopy4kids.org/Osmosis
LS1-1, LS1-2 lesson
http://www.mysciencebox.org/book/export/html/432
Is it alive
http://www.d123.org/olhms/dedie/documents/Cells1.1A.pdf
What
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Students Need to Know:
Characteristics of living things
What a cell is
Living things may be made of one cell or of
many and varied cells
Is it alive? NASA
Plant vs Ice Cube prompt Is it alive?
Living or nonliving…that is the question
It’s alive I think
What Students Need to be able to Do:
 Conduct an investigation to provide evidence
How Students will Learn :Practice
Planning and Carrying Out Investigations
Conduct an investigation to produce data to serve as
the basis for evidence that meet the goals of an
investigation.
Is it alive? Family astro
Characteristics of living things
http://www.sciencegamecenter.org/games/build-a-cell
build a cell interactive game
http://betterlesson.com/common_core/browse/2214/ngss-ms-ls-life-sciences
Asking Questions and Defining Problems
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Critical Vocabulary for Word Wall
http://betterlesson.com/common_core/browse/2218/ngss-ms-ls1-3-use-argumentsupported-by-evidence-for-how-the-body-is-a-system-of-interacting-subsystemscomposed-of-groups-of-ce
http://www.ck12.org/ngss/middle-school-life-sciences/from-molecules-to-organisms:structures-and-processes
http://www.lewiscenter.org/documents/AAE/Science/Teaching%20Science/Sample%20
NGSS%20Lesson%20Plan%20ver.%201.pdf LS1-1
http://educade.org/lesson_plans/learn-science-concepts-and-game-mechanics-withvirulent LS1-1
http://www.clemson.edu/iim/lessonplans/public1.php
various lessons for LS1
http://pgsci.weebly.com/lessons.html
lessons for LS1-1 through LS1-8
http://www.paterson.k12.nj.us/11_curriculum/science/GRADE%206/6%20UNIT%203.p
df
LS1-1, LS1-2, LS1-3, LS1-4
https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf
Scroll to standard Lessons for all standards
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07-LS1-2. Develop and use a model to
describe the function of a cell as a whole
and ways parts of cells contribute to the
function. [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.]
[Assessment Boundary: 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.]
http://microscopy4kids.org/Osmosis
LS1-1, LS1-2 lesson
What Students Need to Know:
 What a cell is and the function of a cell
as a whole
 The primary role of a cell’s nucleus,
chloroplast, mitochondria, cell membrane,
and cell wall and how each contributes to
the function of the cell as a whole
http://www.cellsalive.com/cells/cell_model.htm
What Students Need to be able to Do:
 Develop and use a model to describe
How Students will Learn: Practice
http://www.biologycorner.com/2012/10/27/5-creative-ways-to-teach-the-cell/
Cell Model lesson
Cell Activity
Cell-ebrate science without worksheets
Cell exploration activities
Outbreak
http://sciencenetlinks.com/lessons/cells-1-make-a-model-cell/
http://www.schools.manatee.k12.fl.us/072JOCONNOR/celllessonplans/lesson_plan__c
ell_structure_and_function.html
http://www.neok12.com/Cell-Structures.htm
http://learn.genetics.utah.edu/content/cells/insideacell/
http://www.teachengineering.org/view_activity.php?url=collection/van_/activities/van
_membrane2/van_membrane_activity2.xml
http://www.cpalms.org/Public/PreviewResource/Preview/37958
http://pgsci.weebly.com/lessons.html
lessons for LS1-1 through LS1-8
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Developing and Using Models
Develop and use a model to describe
phenomena.
http://middleschoolscience.com/tag/ms-ls1-2/
LS1-2
http://www.paterson.k12.nj.us/11_curriculum/science/GRADE%206/6%20UNIT%203.p
df
LS1-1, LS1-2, LS1-3, LS1-4
https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf
Scroll to standard Lessons for all standards
07-LS1-3. Use argument supported by
evidence for how the body is a system of
interacting subsystems composed of groups
of cells. [Clarification Statement: Emphasis is
on the 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.] [Assessment Boundary: 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 Students Need to Know:
Kinesthetic digestive system activity scroll down from balancing equations activity
http://www.clemson.edu/iim/lessonplans/lesson.php?lessonid=MjQ0NQ==&viewtype=
cHVibGljMQ==
digestive and excretory systems
http://pgsci.weebly.com/lessons.html
lessons for LS1-1 through LS1-8
http://www.aha-nflplay60challenge.org/sites/ahanflplay60.discoveryeducation.com/files/assets/NFLPLAY60Challenge_Lesson_How%20P
hysical%20Activity%20Makes%20You%20Healthier_FNL.pdf
LS1-3, LS1-7. LS1-8
http://www.paterson.k12.nj.us/11_curriculum/science/GRADE%206/6%20UNIT%203.p
df
LS1-1, LS1-2, LS1-3, LS1-4
https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf
Scroll to standard Lessons for all standards
4|Page
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The organization of multicellular
organisms
How subsystems of circulatory,
excretory, digestive, respiratory,
muscular, and nervous systems interact
and the normal function of those
systems
Role of organs with in a body system
Systems of the body work together
What Students need to be able to Do:
 Support an argument with evidence
Leaves are the Place to Be
http://www.einsteinproject.org/for-educators/unit-offerings/human-body-(middleschool)/
http://www.ngsslifescience.com/biology_lesson_plans_human_body_systems.html
https://www.pinterest.com/explore/human-body-lesson/
http://www.educationworld.com/a_lesson/lesson065.shtml
http://www.lessonplansinc.com/science.php?/biology/lessonplans/C133
http://www.scholastic.com/teachers/activity/human-body-14-studyjams-interactivescience-activities
http://www.most.org/curriculum_project/life_sciences/high/post/travel_the_body.pdf
Body Systems Activities
How Students will Learn: Practice:
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
07-LS1-5. Construct a scientific explanation
based on evidence for how environmental and
genetic factors influence the growth of
organisms. [Clarification Statement: Examples
of local environmental conditions could include
availability of food, light, space, and water.
Examples of genetic factors could include large
breed cattle and species of grass affecting
growth of organisms. Examples of evidence
Life with Limited Resources 07-LS1-5
For the Love of Infographics 07-LS1-5, 07-LS1-4
The Surprising Patterns of Health and Disease 07-LS1-5
http://pgsci.weebly.com/lessons.html
lessons for LS1-1 through LS1-8
https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf
Scroll to standard Lessons for all standards
5|Page
could include drought decreasing plant growth,
fertilizer increasing plant growth, different
varieties of plant seeds growing at different
rates in different conditions, and fish growing
larger in large ponds than they do in small
ponds.] [Assessment Boundary: Assessment
does not include genetic mechanisms, gene
regulation, or biochemical processes.]
http://betterlesson.com/next_gen_science/browse/2220/ngss-ms-ls1-5-construct-ascientific-explanation-based-on-evidence-for-how-environmental-and-genetic-factorsinfluence-the-growt
http://participatoryscience.org/standard/ms-ls1-5
http://ngss.nsta.org/Classroom-Resources.aspx
http://ambitiousscienceteaching.org/wp-content/uploads/2014/09/5-MicroworldsUnit-All-in-One.pdf
What Students Need to Know:
 Environmental and genetic factors that
influence the growth of organisms
 How identified environmental and
genetic factors can influence the growth
of organisms
How Students will Learn: Practice:
Constructing Explanations and Designing
Solutions
Construct a scientific explanation based on
valid and reliable evidence obtained from
sources (including the students’ own
experiments) and the assumption that
theories and laws that describe the natural
world operate today as they did in the past
and will continue to do so in the future.
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07-LS1-4. Use argument based on empirical
evidence and scientific reasoning to support
an explanation for how characteristic animal
behaviors and specialized plant structures
affect the probability of successful
reproduction of animals and plants
respectively. [Clarification Statement:
Examples of behaviors that affect the
probability of animal reproduction could include
nest building to protect young from cold,
herding of animals to protect young from
predators, and vocalization of animals and
colorful plumage to attract mates for breeding.
Examples of animal behaviors that affect the
probability of plant reproduction could include
transferring pollen or seeds, and creating
conditions for seed germination and growth.
Examples of plant structures could include
bright flowers attracting butterflies that
transfer pollen, flower nectar and odors that
attract insects that transfer pollen and hard
shells on nuts that squirrels bury.]
For the Love of Infographics 07-LS1-4, 07-LS1-5
Let’s Play that Again! 07-LS1-4
http://www.clemson.edu/iim/lessonplans/lesson.php?lessonid=NDY1&viewtype=c
HVibGljMQ LS1-4 lesson Animal Adaptations
http://pgsci.weebly.com/lessons.html
lessons for LS1-1 through LS1-8
https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf
Scroll to standard Lessons for all standards
What Students Need to Know:
 Animal behaviors that affect the probability
of successful reproduction of animals
 Specialized plant structures that affect the
probability of successful reproduction of
plants
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What Students Need to be able to Do:
Construct an argument based on evidence
How Students will Learn : Practice
Engaging in Argument from Evidence
Use an oral and written argument supported by
empirical evidence and scientific reasoning to
support or refute an explanation or a model for a
phenomenon or a solution to a problem
07-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.
[Clarification Statement: Emphasis is on tracing
movement of matter and flow of energy.]
[Assessment Boundary: Assessment does not
include the biochemical mechanisms of
photosynthesis.]
What Students Need to Know:
 The process of photosynthesis
 The role of photosynthesis in the cycling of
mater and energy flow into and out of
organisms
What Students Need to be able to Do:
 Construct an explanation based on evidence
How Students will Learn : Practice
Constructing Explanations and Designing Solutions
http://pgsci.weebly.com/lessons.html
lessons for LS1-1 through LS1-8
https://www.glbrc.org/education/classroom-materials/exploring-energytransformations-plants-0
LS1-6
https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf
Scroll to standard Lessons for all standards
https://www.opened.com/search?category=from-molecules-to-organisms-structuresand-processes-6-8&grade_group=middle-school-lifesciences&license=free&offset=0&standard=MS.LS1.6&standard_group=nextgeneration-science-standards scroll to standard
https://www.teachchemistry.org/content/aact/en/classroom-resources/middleschool/reactions/photosynthesis/building-blocks-of-photosynthesis.html
http://www.blackrocksolar.org/wp-content/uploads/2014/09/M.S.-PhotosynthesisTeacher-Guide-Part-1-of-3.pdf
http://www.tbi.montana.edu/eye/lessons/lesson_1thru5/3_Microbial%20Mats_TEACH
ER%20GD-PRINT.pdf
https://sites.google.com/site/sciencemrshardt/life-science/cells
8|Page
Construct a scientific explanation based on valid and
reliable evidence obtained from sources (including
the students’ own experiments) and the assumption
that theories and laws that describe the natural
world operate today as they did in the past and will
continue to do so in the future.
Critical Vocabulary for Word Wall
07-LS1-7. Develop a model to describe how
food is rearranged through chemical
reactions forming new molecules that support
growth and/or release energy as this matter
moves through an organism. [Clarification
Statement: Emphasis is on describing that
molecules are broken apart and put back
together and that in this process, energy is
released.] [Assessment Boundary: Assessment
does not include details of the chemical
reactions for photosynthesis or respiration.]
http://pgsci.weebly.com/lessons.html
lessons for LS1-1 through LS1-8
http://www.aha-nflplay60challenge.org/sites/ahanflplay60.discoveryeducation.com/files/assets/NFLPLAY60Challenge_Lesson_How%20P
hysical%20Activity%20Makes%20You%20Healthier_FNL.pdf
LS1-3, LS1-7. LS1-8
https://www.glbrc.org/sites/default/files/file-upload/GLBRC-NGSS-Standards.pdf
Scroll to standard Lessons for all standards
What Students need to know:
What a chemical reaction is and its results
How food is rearranged through chemical
reactions and new molecules are formed
supporting growth and/or how energy is
9|Page
released as the matter moves through an
organism
Photosynthesis and respiration
What a model in science is
What Students need to be able to do:
Develop a model to describe a process
Science and Engineering Practice:
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