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    Structure, Function, and Information Processing

Students who demonstrate understanding can:

Performance Expectations

  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. MS-LS1-1

    Clarification Statement and Assessment Boundary
  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. MS-LS1-2

    Clarification Statement and Assessment Boundary
  3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. MS-LS1-3

    Clarification Statement and Assessment Boundary
  4. Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. MS-LS1-8

    Clarification Statement and Assessment Boundary

A Peformance Expectation (PE) is what a student should be able to do to show mastery of a concept. Some PEs include a Clarification Statement and/or an Assessment Boundary. These can be found by clicking the PE for "More Info." By hovering over a PE, its corresponding pieces from the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts will be highlighted.

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in 6–8 builds on K–5 experiences and progresses to include investigations that use multiple variables and provide evidence to support explanations or design solutions.

Engaging in Argument from Evidence

Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

By clicking on a specific Science and Engineering Practice, Disciplinary Core Idea, or Crosscutting Concept, you can find out more information on it. By hovering over one you can find its corresponding elements in the PEs.

Planning Curriculum

Common Core State Standards Connections

ELA/Literacy

  • RI.6.8 - Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (MS-LS1-3)
  • RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
  • SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS1-2)
  • WHST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
  • WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. (MS-LS1-1)
  • WHST.6-8.8 - 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. (MS-LS1-8)

Mathematics

  • 6.EE.C.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-1), (MS-LS1-2), (MS-LS1-3)

Model Course Mapping

First Time Visitors

Resources & Lesson Plans

  • More resources added each week!
    A team of teacher curators is working to find, review, and vet online resources that support the standards. Check back often, as NSTA continues to add more targeted resources.
  • This resource is the fourth in a series of interactive simulations that help students make sense of human responses.  In this activity, students are experimenting to see which of their senses (sight, sound, or touch) has the fastest response tim ...

  • This short (1:05 min) slow motion video shows a bat using echolocation to capture a moth.     This phenomenon could stimulate the following driving questions: How do bats locate their prey in the dark? How can bats t ...

  • Bat Echolocation is one of a series of Data Point resources from HHMI Biointeractive. Data Points engage student in analyzing and interpreting data from primary literature in the biological sciences.  The resources are intended to provide authen ...

  • Thermoregulation in Dinosaurs is one of a series of Data Point resources from HHMI Biointeractive. Data Points engage students in analyzing and interpreting data from primary literature in the biological sciences.  The resources are intended to ...

  • This is one of 25 assessment probes from the book,” Uncovering Student Ideas in Life Science, Volume 1: 25 New Formative Assessment Probes”, by Page Keeley. All assessment probes in this collection are aligned to a particular science conc ...

  • This is one of 25 assessment probes from the book,” Uncovering Student Ideas in Life Science, Volume 1: 25 New Formative Assessment Probes”, by Page Keeley. All assessment probes in this collection are aligned to a particular science conc ...

  • Lab 4:  Cell Structure, is one of a series of lab investigations for the middle school student from the book, "Argument-Driven Inquiry in Life Science:  Lab Investigations for Grades 6-8".  Students are introduced to The ...

  • Movement of Molecules Into and Out of Cells is one of a series of activities from "Scientific Argumentation in Biology:  30 Classroom Activities.  Movement of Molecules engages students in planning and carrying out investigations, ...

  • In this lesson, students become bioengineers, trying to effectively and safely restore “blood flow” through a model clogged artery. Background work, including dissection ideas, provides students with an understanding of circulatory system ...

  • This is a sequence of lessons that have been developed to help middle school students learn and argue about the core concept of how a plant root grows at the cellular level. The first part of the sequence begins with a corn seed germination activity ...

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Planning Curriculum gives connections to other areas of study for easier curriculum creation.