NGSS Life Science Unit Bundles

Unit 1: Body Invaders

In this life science focused storyline for the middle school science curriculum, students dig into the idea that living things are made of cells and that the body is a system of interacting subsystems. This storyline addresses topics like living versus non-living, the characteristics of life, cells, cell theory, and the human body. This unit also opens the door to health science topics like pathogens and infectious disease, as well as public health initiatives.

Phenomenon

In an average year in the United States, there are 15.5 million visits to primary care physicians caused by infectious and parasitic diseases. These diseases are responsible for an additional 3.3 million visits to emergency rooms, and of those, 523,000 result in admission into the hospital.

Infectious disease is part of the “human experience” and it has been for millenia. That said, advances in science and medicine have made most infectious diseases preventable and/or treatable. And one feat stands out among the rest — the eradication of the smallpox virus. The last case of naturally-occurring smallpox was reported in Somalia in 1977, and after eradication campaigns were scaled back with no new infections occurring, health officials declared the virus eradicated in 1980. [Eradication is defined by the World Health Organization the “permanent reduction to zero of the worldwide incidence of infection caused by a specific agent as a result of deliberate efforts.” Essentially, there are no longer any naturally occurring cases of smallpox as a result of worldwide efforts to control the disease.]

Smallpox is only one of two viruses to ever reach “eradication” status. You may begin to wonder, Why is it so difficult to eradicate infectious disease? What does it take? Are all infectious diseases worth the effort? Are all infectious diseases “candidates” for eradication?

Excerpt from “A Most Deadly Disease” lesson; ©2021 iExploreScience

Essential Questions

• What are pathogens? What are viruses? What are bacteria? How are they different?
• What are cells?
• Are there different kinds of cells? How are some cells different than others?
• What is inside a cell? How do cells work?
• How do cells work together to carry out functions?
• How do tissues and organs work together to carry out more complex functions?
• How are the body’s systems interconnected?
• How do we treat disease?
• How do we prevent disease? How are diseases spread?
• How does our body protect us from disease?
• What are antibiotics? What are antivirals? What are vaccines?

This Anchor Experience Invites Students To Investigate:

• cells
• the human body/body systems
• synthetic materials
• pathogens
• infectious disease

Disciplinary Core Ideas

• LS1.A: Structure and Function 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). Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. 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.
• PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
• PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

Performance Expectations (NGSS-Aligned Middle School Science Curriculum)

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. [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.]

MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways the 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.]

MS-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.]

MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. [Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.] [Assessment Boundary: Assessment is limited to qualitative information.]

MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Unit 2: Endangered Genomes

In this life science focused storyline for the middle school science curriculum, students dive into the topics of heredity and genetics through the lens of conservation and endangered species.

This storyline also sets students up to investigate artificial selection, endangered species and conservation, resource availability and human impacts, and sensory receptors and the brain.

Phenomenon

In the unprecedented 2019-2020 bushfire season in Australia, as many as 60,000 of the country’s estimated population of 330,000 koalas were killed. As iconic figures representative of the Australian eucalyptus forests, Australian environmentalists have rallied to save the koala population — beginning with their unique biology (like the fact they survive on a diet of poisonous plants!) and its genetic roots. This storyline centers on advancements in our understanding of koala genetics and the impact of that growing knowledge on conservation efforts.

The San Diego Zoo’s Frozen Zoo is another example of the importance of genetic science in the conservation of Earth’s biodviersity.

Essential Questions

• What explains the traits we can observe?
• How are traits passed on?
• How do new traits and/or adaptations emerge? 
• What happens to organism health when genetic diversity declines? 
• How does resource availability affect populations?
• How do environmental and genetic factors affect growth and reproduction?
• How can we help maintain biodiversity?

This Anchor Experience Invites Students To Investigate:

• genetics
• mutations
• heredity
• artificial selection
• conservation
• resource availability
• human impacts
• climate change
• sensory receptors

Disciplinary Core Ideas

• LS3.A: Inheritance of Traits Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits. Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.
• LS3.B: Variation of Traits In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other. In addition to variations that arise from sexual reproduction, genetic information can be altered because of mutations. Though rare, mutations may result in changes to the structure and function of proteins. Some changes are beneficial, others harmful, and some neutral to the organism.
• LS1.D: Information Processing Each sense receptor responds to different inputs (electromagnetic, mechanical, chemical), transmitting them as signals that travel along nerve cells to the brain. The signals are then processed in the brain, resulting in immediate behaviors or memories.
• LS4.B: Natural Selection Natural selection leads to the predominance of certain traits in a population, and the suppression of others.
• LS2.C: Ecosystem Dynamics, Functioning, and Resilience Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
• LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources.
• ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.

Performance Expectations (NGSS-Aligned Middle School Science Curriculum)

MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.] [Assessment Boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.]

MS-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. [Clarification Statement: Emphasis is on 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.]

MS-LS1-8 Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]

MS-LS4-5 Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.]

MS-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 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.]

MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]

MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

The following standards are tangential to the anchor phenomenon and could be incorporated into this unit.

MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]

MS-LS4-6 Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]

MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]

Unit 3: Pollinators & Plants

In this life science focused storyline for the middle school science curriculum, students explore ecosystems, the interactions within them, and the consequences of disruptions to their delicate balance. This storyline sets students up to dig into concepts like ecosystem roles, ecosystem services, plant reproduction, pollinators and ecosystem interactions, human population growth and changes in ecosystems. The unit opens the door to examine environmental issues like invasive species, land use, modern agricultural practices, and habitat loss.

Phenomenon

While it probably seems like ages and ages ago, in early 2020 the threat of a unique invasive species – the Giant Asian Hornet – arrived in North America. While the following video might explain a bit too much to use in your anchor experience with your students, you can explore the issue yourself below. (And if you don’t believe the video “gives too much away,” get started planning your anchor experience yourself!)

Essential Questions

• How do organisms interact?
• What are invasive species?
• What happens when species are introduced into ecosystems?
• How are organisms adapted to their communities?
• Why are pollinators so important? What is the relationship between pollinators and plant growth?
• How do plants reproduce?
• What is the relationship between human population growth and human impacts on ecosystems?

This Anchor Experience Invites Students To Investigate:

• pollinators
• plants
• plant reproduction
• changes in ecosystems
• human impacts
• ecosystem services
• agriculture
• land use/habitat loss

Disciplinary Core Ideas

• LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
• ESS3.C: Human Impacts on Earth Systems Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
• LS2.C: Ecosystem Dynamics, Functioning, and Resilience Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
• LS1.B Growth and Development of Organisms Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
• LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling.

Performance Expectations (NGSS-Aligned Middle School Science Curriculum)

MS-LS2-2 Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]

MS-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.]

MS-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 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.]

MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. [Clarification Statement: Examples of evidence include grade-appropriate databases on human populations and the rates of consumption of food and natural resources (such as freshwater, mineral, and energy). Examples of impacts can include changes to the appearance, composition, and structure of Earth’s systems as well as the rates at which they change. The consequences of increases in human populations and consumption of natural resources are described by science, but science does not make the decisions for the actions society takes.]

MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).]

MS-ETS1-1 Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.