NGSS Bundle 3

6thGradeEssentials

Unit 3 Organization of Living Things

Summative and Formative Assessments

Learning checks are given weekly to measure student growth on essential concepts and vocabulary throughout the year.
These are not graded, students are to track their own scores in their notebooks in order to see growth over time.
It is expected that students will see low scores that become higher scores over time.
Students should continue to refer to this page, take the practice learning check often, and play all of the quia games for all units over the year.

Bundle 3 Why are bones so hard?
Summative Project Decription Goes HERE
When I swab inside my cheek and look at it through a microscope, I can see cells.

Tomatoes on the vine split open after a big rainstorm.

Connections between bundle DCIs
All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular) (LS1.A as in MS-LS1-1). Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell (LS1.A as in MS-LS1-2). In multicellular organisms, the body is a system of multiple interacting subsystems, which are groups of cells that work together to form tissues and organs that are specialized for particular body functions (LS1.A as in MS-LS1-3).

Bundle Science and Engineering Practices
Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the practices of developing and using models (MS-LS1-2), conducting investigations (MS-LS1-1), and engaging in argument (MS-LS1-3). Many other practice elements can be used in instruction.

Bundle Crosscutting Concepts Instruction leading to this bundle of PEs will help students build toward proficiency in elements of the crosscutting concepts of Scale, Proportion, and Quantity (MS-LS1-1), Systems and System Models (MS-LS1-3), and Structure and Function (MS-LS1-2). Many other crosscutting concept elements can be used in instruction.

Picture	Assessments
MS-LS1-2. Cell Structures Formative Assessment Goes Here Packet Quia Vocab and Concepts Quizzes practice assessments Packet	MS-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. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell (LS1.A as in MS-LS1-2). In multicellular organisms, the body is a system of multiple interacting subsystems, which are groups of cells that work together to form tissues and organs that are specialized for particular body functions (LS1.A as in MSLS1-3). Planning and Carrying Out Investigations ● Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Students could collaboratively plan a [hypothetical] investigation [to determine whether] all living things are made up of cells and in the plan, students could identify independent and dependent variables and controls and how many data would be needed to support a claim. MS-LS1-2 Constructing Explanations and Designing Solutions ● Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion. Students could apply scientific reasoning to show why the evidence [that] the cell membrane forms the boundary that controls what enters and leaves the cell is adequate for the explanation. MS-LS1-2 Obtaining, Evaluating, and Communicating Information ● Communicate scientific and/or technical information in writing and/or through oral presentations. Students could communicate scientific information through oral presentations [about how] within cells, special structures are responsible for particular functions. MS-LS1-2 Systems and System Models ●Models are limited in that they only represent certain aspects of the system under study. Students could construct an argument that models are limited in that they only represent certain aspects of the system under study, [using as evidence a model of] special structures within cells that are responsible for particular functions. MS-LS1-2
MS-LS1-1. Cell Theory Formative Assessment Goes Here Graded Packet Quia Vocab and Concepts Quizzes practice assessments Graded Packet	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. All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many different numbers and types of cells (multicellular) (LS1.A as in MS-LS1-1). Analyzing and Interpreting Data ● Consider limitations of data analysis (e.g., measurement error), and/or seek to improve precision and accuracy of data with better technological tools and methods (e.g., multiple trials). Students could consider limitations of data analysis, including measurement error, [when determining whether] cells are the smallest unit that can be said to be alive. MS-LS1-1 Using Mathematical and Computational Thinking ● Apply mathematical representations to describe and/or support scientific conclusions and design solutions Students could apply mathematic representations to describe [the relationship between the] numbers and types of cells in an organism. MS-LS1-1 Engaging in Argument from Evidence ● Compare and critique two arguments on the same topic and analyze whether they emphasize similar or different evidence and/or interpretation of facts. Students could compare and critique two arguments that cells are the smallest unit that can be said to be alive, and analyze whether the arguments emphasize similar or different evidence and/or interpretation of facts. MS-LS1-1 Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena ● Theories are explanations for observable phenomena. Students could obtain and communicate information about how theories are explanations for observable phenomena, [including that] all living things are made up of cells. MS-LS1-1 Science Addresses Questions About the Natural and Material World ● Scientific knowledge is constrained by human capacity, technology, and materials. Students could construct an argument for how scientific knowledge is constrained by human capacity and technology, [using as evidence the scientific knowledge that] all living things are made up of cells. MS-LS1-1
MS-LS1-3. Human Body Formative Assessment Goes Here Packet Quia Vocab and Concepts Quizzes practice assessments Packet	MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. In multicellular organisms, the body is a system of multiple interacting subsystems, which are groups of cells that work together to form tissues and organs that are specialized for particular body functions (LS1.A as in MSLS1-3). Asking Questions and Defining Problems ●Ask questions that require sufficient and appropriate empirical evidence to answer. Students could ask questions about how tissues and organs are specialized for particular body functions, [ensuring that their questions] require sufficient and appropriate empirical evidence to answer. MS-LS1-3 Developing and Using Models ● Develop a model to describe unobservable mechanisms. Students could develop a model to describe [that] body subsystems are groups of cells that work together to form tissues and organs. MS-LS1-3 Stability & Change ● Small changes in one part of a system might cause large changes in another part. Students could construct an argument that small changes in one part of a multicellular organism might cause large changes in another part of the organism [because] the body is a system of multiple interacting subsystems. MS-LS1-3 Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure. Students could ask questions about how macroscopic patterns are related to the nature of microscopic and atomic-level structure in multicellular organisms, [where] groups of cells work together to form tissues and organs that are specialized for particular body functions. MS-LS1-3