Body Invaders: Cells and Body Systems Storyline - MS-LS1-1 MS-LS1-2 MS-LS1-3

​​Discover cells and understand human body systems through the lens of viral invaders in this NGSS-aligned storyline! Students investigate the organization of living things as they dig into the smallpox virus and smallpox infections as an anchoring phenomenon and authentic real-world context.

The anchor experience in this unit is designed to spark questions related to foundational life science topics like characteristics of living things, cells, and body systems. It also opens doors into topics like the impact of technology and synthetic materials as students consider the development of medical technology like vaccines.

**See an overview of the storyline in the BONUS FILE or watch this video: https://vimeo.com/594776728/24dc090a80

>> You can choose to use the traditional storyline approach suggested in the 2018 storyline outline, OR you can use the more student-driven pathways approach presented in the 2021 pathways map. The choice is yours!

This Bundle Includes:

1 Smallpox Virus Epidemics Phenomenon - Cells, Body Systems, & Infectious Disease

Spark student curiosity and launch your storyline into cells and body systems with this anchor phenomenon activity that engages students in

• exploring a variety of documents (primary resources, graphics, data, texts, and videos) to develop a preliminary understanding of smallpox, the Variola virus, and its impact on human cells and the human body system
• activating prior knowledge related to cells, viruses, body systems (most relevant to the phenomenon, the immune system) 
• generating questions to launch a student-driven storyline into cells and body systems (MS-LS1-1, MS-LS1-2, and MS-LS1-3)

In this comprehensive activity, students 

• first draw information from and generate questions about each resources individually
• create a timeline to reflect on how the information is connected, and finally
• develop an initial model of the cause of smallpox, its effects on the body, and our response to it -- tying to science topic ideas like pathogens, cells, body systems (focus: immune system, circulatory system, and respiratory system), and synthetic materials (focus: vaccines and treatments for infectious disease).

2 Cells & Body Systems Phenomenon - Smallpox Virus & Historical Epidemics Novel

Spark student curiosity, create an emotional connection and student buy-in, and launch your storyline into cells and body systems with this anchor phenomenon activity that engages students in

• reading/listening to excerpts from a historical fiction novel (The Birchbark House) that brings to life the connection between the science of cells, body systems, and infectious disease and the human experience
• making observations and asking questions to create a student-driven learning experience into a unit on cells, body systems, pathogens (most relevant to this phenomenon, viruses) and synthetic materials (vaccines)
• activating prior knowledge related to cells, viruses, body systems (most relevant to the phenomenon, the immune system) 
• responding to text-based questions that require students to dig into the text and reflect on their own existing understandings, experiences, and wonderings

The Birchbark House tells the story of a young Ojibwa girl named Omakayas. Her story begins on an island in Lake Superior in 1847 and follows Omakayas through the arrival of smallpox and a deadly winter. The excerpts selected for students to experience highlight Omakayas experiences with smallpox -- her first exposure as a baby and later, as one of the few unaffected by the virus during the winter epidemic.

3 Is It Alive?: A Closer Look At Viruses And The Characteristics Of Life

Explore the characteristics of life (and whether or not viruses fit the bill) in this NGSS-aligned 5E lesson bundle that engages students in

• a picture-based card sort to activate prior knowledge about the characteristics of life
• four video stations that utilize web resources (videos) to gather evidence about the characteristics of viruses, as well as the defined characteristics of living things
• a text-based card sort to evaluate information about viruses in light of the characteristics of life
• a formative assessment C-E-R writing task that asks students to compile evidence collected from all of the activities to answer the question, Are viruses alive? 

To help students complete the writing task, a graphic organizer is provided as well as a rubric designed for student use. 

4 Investigating Viruses: Characteristics of Living Things - Distance Learning

Explore the characteristics of life (and whether or not viruses fit the bill) in this 5E lesson bundle that engages students in

• a picture-based card sort to activate prior knowledge about the characteristics of life
• four video stations that utilize web resources (videos) to gather evidence about the characteristics of viruses, as well as the defined characteristics of living things
• a text-based card sort to evaluate information about viruses in light of the characteristics of life
• a formative assessment C-E-R writing task that asks students to compile evidence collected from all of the activities to answer the question, Are viruses alive? 

To help students complete the writing task, a graphic organizer is provided as well as a rubric designed for student use.

**This lesson is the digital version of Is It Alive?: A Closer Look At Viruses And The Characteristics Of Life**

5 Discovering Prokaryotic and Eukaryotic Cells (NGSS MS-LS1-1)(5E Model)

In this lesson, students explore the concept that all living things are made of cells by investigating the similarities and differences between prokaryotic and eukaryotic cells. First, they examine different types of cells to identify similarities and reinforce the concept that all living things are made of cells. Then, students participate in a card sort to create “rules” to characterize prokaryotic and eukaryotic cells. Finally, students utilize a web resource (video) to reinforce the differences between these types of cells by sorting characteristics and examples into three categories: prokaryotic cells, eukaryotic cells, and both prokaryotic and eukaryotic cells. Lastly, students will apply their understanding to evaluate claims presented and evaluate what evidence they have collected to support modern cell theory.

6 Plant Cells & Animal Cells - Exploring Differences

In this activity, students observe plant and animal cells in order to explore their differences and develop an understanding of the relationship between the structure of cells and their overall function. In the first exploration, students investigate cell structures using microscopes. They then use a web resource to understand the structures within cells. 

7 Function Of The Cell Membrane Engineering Task - Passive and Active Transport

In this activity, students develop a model of the cell membrane to illustrate how it, as a semipermeable membrane, allows some substances through while preventing others from entering the cell. Students will apply this understanding to explain how the cell membrane contributes to maintaining the cell's function and its structure.

8 Cell Theory & Cell Structure Assessment - Basic Unit Of Life & Cell Organelles

Assess student understanding of characteristics of life, cells as the basic unit of life, and cell organelles in this three-dimensional assessment bundle. Five NGSS-aligned assessment prompts are included that ask students to

• carry out an investigation to provide evidence for the claim that all living things are made of cells and cells are the basic unit of life
• develop a model to explain a phenomenon (the death of a houseplant after exposure to saltwater)
• develop a model to explain a phenomenon (the death of a houseplant deprived of sunlight)
• develop a model to explain a phenomenon (the infection of a human cell by the influenza virus)
• engage in argument from evidence to craft a written response (CER essay) to the question, are viruses alive? 

To help students complete the modeling tasks, an additional scaffolded version is included. This adapted version provides a basic outline of a plant/animal cell and a checklist of items to identify and explain using the model. For the writing task, a graphic organizer is provided as well as a rubric designed for student use. 

9 Infectious Disease Spread and Immune System Response To Viruses - Body Systems

Launch learning into body systems in this engaging simulation to observe the spread of disease, such as a virus, and explore why some individuals become infected and fall ill, others become infected and remain asymptomatic, and some go on unscathed. 

After engaging in the hands-on whole-class simulation, students obtain information from a web video to discover the basics of how the immune system works in preparation for further unit activities that explore how the body is a system of interacting subsystems made of cells (MS-LS1-3). 

10 The Circulatory System & Its Components - Card Sort, Modeling, and Text Review

Develop understanding of the components of the cardiovascular system - from cells to tissues to organs - and how they work together as a body system in this three-part lesson sequence that engages students in

• a card sort to explore the components of the circulatory system and their functions (heart, blood, white blood cells, red blood cells, platelets, arteries, veins, and capillaries)
• a paper-based modeling task to represent how these components work together to carry out the function of the cardiovascular system
• station rotations in which students explore the meaning of “organ” through an analysis of the tissues that make up the heart as well as collect evidence to support the claim that the heart is an organ
• a web-based text to review the organization of living things (cells, tissues, organs, and organ systems)
• a simple formative assessment that asks students to apply their understand to two unique phenomena (included as prompts in the third activity)

11 Blood Components - Cells and Tissues Of The Circulatory System Data Analysis Lab

Guide students toward the discovery of the components of blood (red blood cells, white blood cells, platelets, and plasma), their structure and function, and how they work together as specialized cells to carry out the function of blood, making blood a fluid tissue. Dig into the cardiovascular system in this three-part lesson, in which students

• create initial models of what they think blood looks like on a microscopic level to activate prior knowledge and reveal initial understandings
• obtain information from a short video to identify what blood is made of (red blood cells, white blood cells, platelets, and plasma)
• analyze and interpret several data sets to discover the function of each component of blood
• finally, engage in a class discussion to review the components of blood and discuss the relationships between their structures and functions - ultimately understanding that blood is a tissue composed of cells that work together to carry out the function of blood.

This lesson helps students answer the questions, how do cells work together? And what are tissues?

12 Cells & Tissues CER Writing Assessment - Blood & The Circulatory System MS-LS1-3

Assess student understanding of the concept that the body is a system of interacting subsystems composed of groups of cells (MS-LS1-3) while integrating literacy in this C-E-R (Claim Evidence Reasoning) writing task. In this formative/summative assessment, students

• utilize data sets (from Components Of Blood: How Do Cells Work Together?) to support the claim that blood is a bodily tissue
• demonstrate their understanding of the concepts of cells and tissues
• engage in a writing task utilizing the CER (Claim Evidence Reasoning) format

13 Modeling Tissues, Organs, and Organ Systems - The Circulatory System (MS-LS1-3)

Reinforce and expand understanding of the organization of living things by focusing on the circulatory system (blood as a tissue, and the working of the cardiovascular system as a whole). Students will understand that

• tissues are made of specialized cells that work together to carry out a specific purpose, and
• tissues work together to form organs, and finally
• organs must function together as organ systems to support life

In this two-activity bundle, students engage in

• developing a model of blood that best represents it as a tissue in the circulatory system
• creating a simple model of a heart (using basic supplies like balloons, straws, and mason jars) to investigate what happens to the human body system when tissues and organs do not function properly
• collecting evidence from their model to support a claim that organs must work together as organ systems to support life

14 Immune System Game - Pathogens Attack! - Cells & Body Systems Simulation

Dig into the immune system and how pathogens invade the body’s cells and tissues in this gamified exploration of a pathogen attack, addressing NGSS MS-LS1-3! In this data-analysis task (where students won’t even realize they’re working!), students take on the perspective of a pathogen with the mission to infiltrate and infect a human body. At each level, they encounter and document the human body’s immune system’s lines of defense and work to devise a counter-attack. By the end of the activity, students will understand how the immune system works to fight infection. 

This activity engages students in

• analyzing and interpreting data in an engaging, game-based simulation
• developing a model of the immune system and its response to pathogens (like viruses and bacteria)

15 Human Body & Interacting Organ Systems - MS-LS1-3 Circulatory & Respiratory Lab

Engage students in Planning and Carrying Out Investigations in this two-part lesson that digs into the concept that the body is a system of interacting subsystems made of groups of cells (MS-LS1-3). In this activity, students

• carry out an investigation from given methods to provide evidence that organ systems interact (focusing on the circulatory system and respiratory system)
• design their own investigation to better understand the function of and interactions between the circulatory and respiratory systems

Specifically, in the first task, students track changes to heart rate and respiratory rate before and after exercise to establish that the activity of one system affects the activity of another. Detailed instructions are provided for both the exercise actions as well as collecting the data on heart rate and respiratory rate.

• In the second task, students are asked to explore what factors might affect the activity of each system. As an example, students may investigate
• the impact of temperature on respiratory and/or heart rate
• the impact of strength-training activities on respiratory and/or heart rate

16 Organ System Interactions Speed Dating (MS-LS1-3) (5E Model)

Introduce students to each body system and develop the idea that the body is a system of interacting subsystems in this engaging elaboration activity bundle (two activities). Students will

• carry out research on one organ system using the text and linked resources provided (and any supplemental materials you may add)
• use this research to create a "dating profile" that summarizes their body system
• participate in classroom speed dating to understand how each system interacts with others
• In the second activity, students rotate through "dates" with other students who represent other organ systems.  They discuss the components and functions of these systems and the ways the systems interact.  They use this information to make and defend claims about which systems are most interdependent

17 Pandemic Project Assessment + PBL Cells, Organelles & Body Systems MS-LS1-3

Assess student understanding of cells, cell organelles, and body systems (specifically the circulatory system and its relationship to the respiratory and immune systems) in this classroom simulation in which students respond to a fictional pandemic – the emergence of a mutated version of H5N1 Avian Flu that is able to pass from human to human. The included three dimensional, NGSS-aligned assessment tasks ask students to

• evaluate and use evidence to explain why the pandemic’s cause (a virus) is not considered a living organism
• demonstrate their understanding of cell structure (organelles) and function by developing a model of a cell to illustrate how viruses infect eukaryotic organisms [for students unfamiliar with viruses, resources are linked to support their work]
• describe the structure and function of relevant components of the circulatory system, explaining how they work together to support the function of the immune system as it works to fight disease
• combine information from a one-paragraph text with their existing understanding of the circulatory and immune systems to explain how the nervous system, immune system, and circulatory system work together to fight pathogen invaders
• predict how the failure of certain body systems would impact the cells, tissues, and organs of an individual, demonstrating their understanding of the body as a system 
• participate in a “press conference” to share evidence gathered throughout the unit (combined with their own reasoning and synthesis) that when the body is working as it should, it works to defend itself against pathogens that cause infectious diseases

**Note: This assessment was developed in January 2019, well before the emergence of COVID-19. However, there are many striking similarities between the fictional pandemic described in the simulation and the realities of COVID-19 and its impacts on global communities. Please keep the mental health and well-being of your students in mind if/when you choose to utilize this assessment. 

18 Body Systems Assessment - Investigating A Meningitis Outbreak - Distance Included

In this assessment task, students investigate a meningitis outbreak and apply their understanding of the characteristics of living things, cells, and human body systems to explain the phenomenon. 

19 Cells & Body Systems Workbook - Smallpox Virus & Pathogens Phenomena-Based

Reinforce student understanding of the characteristics of living things, cells, body systems, pathogens and infectious disease, and synthetic materials (via vaccines) through this comprehensive, engaging, and interactive student workbook. Engage students in

• three-dimensional tasks as they work through the an engaging text that presents a phenomenon (smallpox virus and its impacts on the human body system) and makes connections to it throughout
• developing their understanding of the characteristics of living things, pathogens, cells, and body systems
• integrating literacy skills as students respond to text-based prompts and analysis questions

This text workbook covers

• the smallpox virus, its impact on the human body, how it is transmitted, and how it is treated
• an overview of four major pathogens (viruses, bacteria, fungi, and protozoa)
• the characteristics of living things
• modern cell theory
• prokaryotes and eukaryotes
• plant vs animal cells
• major cell organelles (nucleus, cytoplasm, cell membrane, chloroplasts, cell wall) 
• organization of living things (cells to tissues to organs to organ systems)
• human body systems research task
• deep dive: circulatory system and immune systems
• When Systems Fail analysis task
• vaccines and synthetic materials
• vaccine research task
• phenomenon-based formative assessment task (MS-LS1-2 and MS-LS1-3)

20 Vaccines As Synthetic Materials - Analyzing Texts MS-PS1-3 - Distance Compatible

Explore how synthetic materials are made from natural resources by taking a close look at vaccines and their development in this science literacy and text-based analysis task. In this activity, students

• obtain information from several sources to describe that synthetic materials come from natural resources and impact society (MS-PS1-3)
• read scientific publications adapted for student use and respond to text-based analysis questions

This lesson includes:

• 100+ student pages
• detailed teacher lesson guides
• complete answer keys + rubrics

*While this bundle was not designed for virtual learning, some of the included resources are compatible with distance learning and include Google Slides digital workbooks. (Links can be found in the Teacher’s Guides.)

How can this lesson be used?

• engage students in explorations to uncover the science content
• follow-up explorations with the text workbook to clarify and reinforce understanding and make connections back to real-world phenomena
• these resources can be used by students individually or in small groups

How much class time will this take?

• provided material may take up to four to six weeks to work through, although students who work quickly may move through the material at a faster pace
• this time frame does not account for additional resources and activities you may incorporate into your unit storyline
• storyline length can always be adapted to meet your needs

Is this NGSS-aligned?

Body Invaders is designed to work toward the tagged Next Generation Science Standards. Because Performance Expectations are designed to assess learning by the end of the grade band, unit material may not fully assess every Performance Expectation tagged in the post. This bundle does fully address and assess MS-LS1-1, MS-LS1-2 and MS-LS1-3.

• 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. 
• 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. 
• MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
• MS-PS1-3 Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

⭐️ What Other Teachers Are Saying ⭐️

⭐️ "I love how thoughtful these lessons are and that a storyline was created for me. Love the use of the 5E model. Thank you!”

⭐️ "This is truly a gem of a curriculum, highly recommend! It's very hard to find true NGSS resources on TpT. This curriculum is so well organized and the storyline is very well developed. I've adapted this to meet the needs of my 11th and 12th graders attending a continuation high school, and it's had them very engaged. The phenomena are truly interesting and relevant, and the course materials are really aesthetically pleasing and professional. I used Pear Deck to make these lessons "come alive" over distance learning and found that my planning time was minimal thanks to all the forethought from this product :)”

What if I have questions?

You can email me at nvantassel@iexplorescience.com with questions about resources or implementation. I'm happy to help!

Check Out These Related Resources

• CER Blood Is A Tissue
• Plant & Animal Cells Differences
• What Are Vaccines + Synthetic Materials
• Components Of Blood - Cells and Tissues
• Immune System Challenge - Pathogens Attack!
• Body Systems Assessment - Investigating A Meningitis Outbreak
• Discovering Prokaryotic and Eukaryotic Cells (NGSS MS-LS1-1)(5E Model)
• Body Wars Anchor Phenomenon - Cells, Body Systems, and Infectious Disease
• Function Of The Cell Membrane Engineering Task - Passive and Active Transport
• Body Wars Text Workbook - Cells, Body Systems, Pathogens, & Synthetic Material
• Body Wars Anchor Phenomenon - Smallpox Epidemics + The Birchbark House Novel

Terms Of Use:

Copyright © 2019 iExploreScience LLC. All pages of this product are copyrighted, and all rights are reserved by the author. You may not create anything to sell or share based on this packet. The product is created for the use of ONE teacher. Please do not share with colleagues. If they like the product, please send them to my TpT store. I appreciate your support with this request! You are permitted to share ONLY the cover image of this product on your blog or via social media as long as you link back to my product on TpT. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA). Clipart and elements found in this PDF are copyrighted and cannot be extracted and used outside of this file without permission or license. Intended for classroom and personal use ONLY.

*Note: NGSS is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.