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LS1.B: Growth and Development of Organisms (HS-LS1 From Molecules to Organisms: Structures and Processes)

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Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms

• In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4)

 

Use the Template and Resource Links to Fulfill NGSS

l. Goals:

  1. Understand that in multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.

Essential Questions:

  1. How does each parent contribute to the genetic whole of their offspring?

NGSS Note: Think, question, entertain ideas.

ll. Introductory Activities to Assess Prior Knowledge

A. Simple Activities - that assess students’ understanding of mitosis.

 

lll. New Knowledge - Text

A. Read about mitosis:

 

B. Examples of Models (depicts the concept expressed in the reading):

Ask students to look at the models and explain how each illustrates the concepts they've read about.

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 B. Authentic Performance - Understanding by Design (UbD) assessment tool.
Use critical thinking to complete thse Authentic Performance Activities and deepen your understanding about the above topics.

V. Summarize Knowledge - Enduring Understandings

  1. In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism.

Vl. Next Generation of Science Standards (NGSS) - High School Life Science

Disciplinary Core Ideas
LS1.B: Growth and Development of Organisms

• In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. (HS-LS1-4)

Science and Engineering Practices

Developing and Using Models
Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.
• Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-LS1-2)
• Use a model based on evidence to illustrate the relationships between systems or between components of a system. (HS-LS1-4),(HS-LS1-5),(HS-LS1-7)

Planning and Carrying Out Investigations
Planning and carrying out in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.
• Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-LS1-3)

Constructing Explanations and Designing Solutions
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.
•  Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS1-1)
• Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS1-6)

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods
• Science knowledge is based upon logical connections between evidence and explanations. (MS-LS1-6)

Crosscutting Concepts

Systems and System Models
• Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (HS-LS1-2),(HS-LS1-4)

Energy and Matter
• Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. (HS-LS1-5), (HS-LS1-6)
• Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (HS-LS1-7)

Structure and Function
• Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. (HS-LS1-1)

Stability and Change
• Feedback (negative or positive) can stabilize or destabilize a system. (HS-LS1-3)

Performance Expectations

Students who demonstrate understanding can:

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.[Assessment Boundary: [Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.]

 

Grade 9-12 - HS-LS1 From Molecules to Organisms: Structures and Processes
Grade 9-12 - HS-LS1 From Molecules to Organisms: Structures and Processes
Grade 9-12 - HS-LS1 From Molecules to Organisms: Structures and Processes

Citing Research References

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When citing a WEBSITE the general format is as follows.
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Here is an example of citing this page:

Amsel, Sheri. "LS1.B: Growth and Development of Organisms (HS-LS1 From Molecules to Organisms: Structures and Processes)" Exploring Nature Educational Resource ©2005-2022. December 5, 2022
< http://www.exploringnature.org/db/view/LS1B-Growth-and-Development-of-Organisms-HS-LS1-From-Molecules-to-Organisms-Structures-and-Processes >

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