Site Feedback

Utah Science

Curriculum Consortium

Tyson Grover 

tgrover@dsdmail.net

Annette Nielson

afonnesbeck@dsdmail.net

Standard 7.3.1
 

Plan and carry out an investigation that provides evidence that the basic structures of living things are cells. Emphasize that cells can form single-celled or multicellular organisms and that multicellular organisms are made of different types of cells.

Practices

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.

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).

Cross Cutting Concepts

Structure and function

  • Phenomena that can be observed at one scale may not be observable at another scale.

All living things are made of cells.

Big Idea
Standard 7.3.2
 

Develop and use a model to describe the function of a cell in living systems and the way parts of cells contribute to cell function. Emphasize the cell as a system, including  the interrelating roles of the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.

Practices

Developing and using models

  • Develop and use a model to describe phenomena.

Disciplinary Core Ideas

LS1.A: Structure and 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.

Cross Cutting Concepts

Structure and function

  • Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.

Big Idea

Cells are systems that complete the functions necessary for life.

Standard 7.3.3
 

Construct an explanation using evidence to explain how  body systems have various levels of organization. Emphasize understanding that cells form tissues, tissues form organs, and organs form systems specialized for particular body functions. Examples could include relationships between the circulatory, excretory, digestive, respiratory, muscular, skeletal, and nervous systems. Specific organ functions will be taught at the high school level.

Practices

Constructing explanations and designing solutions

  • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments).

Disciplinary Core Ideas

LS1.A: Structure and Function  

  • 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.

Cross Cutting Concepts

Structure and function

  • Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.

Big Idea

Body systems complete the functions necessary for life.