Idaho's Living Systems: A Cellular Science Exploration

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Idaho's Living Systems: A Cellular Science Exploration

Grade 7Science24 days

This project allows 7th-grade students to explore cellular science through the lens of Idaho's living systems. Students investigate Idaho's diverse organisms, from single-celled life to complex plants and animals, to understand fundamental life principles, including cellular structure and function, interactions within organisms, photosynthesis, and energy transformation. Through hands-on activities, model building, and scientific argumentation, students will demonstrate their understanding of how living things function at a cellular level within Idaho's ecosystems. The project culminates in a portfolio showcasing their investigations and insights into Idaho's living systems.

Cellular StructurePhotosynthesisIdaho OrganismsEcosystemsEnergy TransformationScientific ArgumentCell Function

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How do Idaho's diverse organisms, from single-celled organisms to complex animals and plants, demonstrate the fundamental principles of life, including cellular structure and function, interactions within organisms, evidence of life, photosynthesis, and energy transformation?

Essential Questions

Supporting questions that break down major concepts.

How do Idaho organisms demonstrate that living things are made of cells?
How can we model the function of a cell in Idaho organisms?
How do cells interact within Idaho organisms to form a system?
What evidence supports the claim that specific organisms in Idaho are alive?
How does photosynthesis contribute to the cycling of matter and energy flow in Idaho ecosystems?
How is food rearranged to support growth and energy release in Idaho organisms?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Students will be able to investigate and provide evidence that Idaho's living things are made of cells.
Students will be able to develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function in Idaho organisms.
Students will be able to make a claim supported by evidence for how an Idaho living organism is a system of interacting subsystems composed of groups of cells.
Students will be able to construct a scientific argument based on evidence to defend a claim of life for a specific object or organism found in Idaho.
Students will be able to construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of Idaho organisms.
Students will be able to develop a conceptual model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an Idaho organism.

NGSS

MS-LS-1.1

Primary

Conduct an investigation to provide evidence that living things are made of cells;either one cell or many different numbers and types of cells.Reason: Addresses the fundamental concept of cellular structure in living organisms in Idaho.

MS-LS-1.2

Primary

Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the functionReason: Focuses on understanding cellular function and modeling, applicable to Idaho's organisms.

MS-LS-1.3

Primary

Make a claim supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells.Reason: Explores the interactions within organisms, relevant to Idaho's diverse ecosystems.

MS-LS-1.4

Primary

Construct a scientific argument based on evidence to defend a claim of life for a specific object or organism.Reason: Challenges students to apply evidence-based reasoning to determine if something is alive, using Idaho examples.

MS-LS-1.5

Primary

Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.Reason: Covers photosynthesis and its role in energy and matter cycling within Idaho's ecosystems.

MS-LS-1.6

Primary

Develop a conceptual model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism.Reason: Explains how organisms use food for energy and growth, applicable to Idaho's organisms.

Entry Events

Events that will be used to introduce the project to students

The Great Idaho Food Web Collapse

Simulate a disruption to Idaho's food web (e.g., invasive species, pollution). Students trace the impact from the organism level down to the cellular level, explaining how changes in photosynthesis and cellular respiration affect the entire ecosystem.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Idaho Cell-fie: Observing Cellular Structures

Students will prepare and observe slides of Idaho plant and animal cells (e.g., pondweed, cheek cells) using microscopes. They will document their observations through drawings and written descriptions, identifying key cellular structures.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Collect samples of Idaho plant (e.g., Elodea from a local pond) and animal cells (e.g., cheek cells).

2. Prepare wet mount slides of the samples.

3. Observe the slides under different magnifications of a microscope.

4. Draw and label the observed cells, identifying structures like the cell membrane, nucleus, cytoplasm, and chloroplasts (if present).

5. Write a detailed description of each cell type, noting similarities and differences.

Final Product

What students will submit as the final product of the activityA lab report with detailed drawings and descriptions of Idaho plant and animal cells, including labeled cellular structures.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS-1.1: Providing evidence that living things are made of cells by observing and documenting cellular structures in Idaho organisms.

Activity 2

Cell City: Idaho Organism Model

Students will create a model of a cell (plant or animal) found in Idaho, using analogies to describe the function of each cell part. They can use various materials to represent cell organelles and explain their roles in the cell's overall function.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose an Idaho organism (plant or animal) to focus on.

2. Research the cell structure of the chosen organism.

3. Develop a model of the cell using various materials (e.g., clay, recyclable materials, digital tools).

4. Label each part of the cell and explain its function in relation to the whole cell.

5. Create an analogy comparing the cell and its parts to a city, explaining how each organelle contributes to the cell's function like different parts of a city contribute to its operation.

Final Product

What students will submit as the final product of the activityA physical or digital model of an Idaho organism's cell with detailed labels and analogies explaining the function of each part.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS-1.2: Developing and using a model to describe the function of a cell as a whole and how cell parts contribute to that function, using Idaho organisms as examples.

Activity 3

Idaho Ecosystem Interconnections: System of Cells

Students will investigate how cells interact within an Idaho organism to form a system. They will focus on a specific organism (e.g., trout, pine tree) and describe how different types of cells work together to carry out life processes.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select an Idaho organism (e.g., trout, pine tree).

2. Research the different types of cells found in the chosen organism (e.g., muscle cells, nerve cells, xylem, phloem).

3. Describe the function of each cell type.

4. Explain how these different cell types interact and work together as subsystems to support the organism's life processes (e.g., how muscle and nerve cells work together for movement in trout).

5. Create a diagram or presentation illustrating these interactions.

Final Product

What students will submit as the final product of the activityA presentation or diagram explaining how different types of cells interact within an Idaho organism to form a functional system.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS-1.3: Making a claim supported by evidence for how a living organism is a system of interacting subsystems composed of groups of cells, focusing on Idaho organisms.

Activity 4

Is it Alive? Idaho Edition

Students will choose an object or organism from Idaho and construct an argument, based on evidence, to defend the claim that it is alive. They will use the characteristics of life (e.g., growth, reproduction, response to stimuli) to support their argument.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose an object or organism from Idaho (e.g., a rock, a mushroom, a beaver).

2. Research the characteristics of life (e.g., growth, reproduction, response to stimuli, metabolism).

3. Gather evidence to support or refute the claim that the chosen object/organism is alive based on these characteristics.

4. Construct a scientific argument, including a claim, evidence, and reasoning, to defend your position.

5. Present your argument to the class.

Final Product

What students will submit as the final product of the activityA written scientific argument defending a claim about whether a specific Idaho object or organism is alive, supported by evidence and reasoning.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS-1.4: Constructing a scientific argument based on evidence to defend a claim of life for a specific object or organism found in Idaho.

Activity 5

Idaho's Photosynthesis Powerhouses

Students will investigate the role of photosynthesis in Idaho's plants and ecosystems. They will explain how photosynthesis contributes to the cycling of matter and the flow of energy into and out of organisms, focusing on specific Idaho plant species.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select an Idaho plant species (e.g., Ponderosa Pine, Idaho Fescue).

2. Research how the chosen plant species performs photosynthesis.

3. Explain the process of photosynthesis, including the reactants and products.

4. Describe how photosynthesis contributes to the cycling of carbon, oxygen, and water in Idaho ecosystems.

5. Illustrate the flow of energy from the sun to the plant and then to other organisms in the food web.

Final Product

What students will submit as the final product of the activityA scientific explanation, with diagrams, of the role of photosynthesis in Idaho plants and ecosystems, detailing the cycling of matter and flow of energy.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS-1.5: Constructing a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms, using Idaho ecosystems as a context.

Activity 6

Idaho Food Transformation Factory

Students will develop a conceptual model to describe how food is rearranged through chemical reactions in Idaho organisms. They will explain how these reactions support growth and/or release energy as matter moves through an organism, using specific examples from Idaho's fauna.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Choose an Idaho animal (e.g., elk, salmon).

2. Research how the chosen animal processes food and obtains energy.

3. Develop a conceptual model (e.g., diagram, flowchart) to illustrate how food molecules are broken down and rearranged through chemical reactions.

4. Explain how these chemical reactions support the animal's growth and/or release energy.

5. Describe the movement of matter through the organism during these processes.

Final Product

What students will submit as the final product of the activityA conceptual model illustrating how food is rearranged through chemical reactions in an Idaho organism, explaining energy release and matter movement.

Alignment

How this activity aligns with the learning objectives & standardsAligns with MS-LS-1.6: Developing a conceptual model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as matter moves through an organism, focusing on Idaho organisms.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Idaho Organisms: Life's Processes Portfolio Rubric

Category 1

Cellular Observation & Representation

Focuses on the student's ability to accurately observe, draw, and describe cells from Idaho organisms, identifying key structures and their functions.

Criterion 1

Accuracy of Observations

Evaluates the precision and detail in the student's observation and representation of cellular structures.

Exemplary

4 Points

Drawings and descriptions are exceptionally detailed and accurate, clearly identifying and labeling all major cellular structures with precision. Demonstrates a sophisticated understanding of cell morphology.

Proficient

3 Points

Drawings and descriptions are accurate and detailed, identifying and labeling most major cellular structures correctly. Demonstrates a thorough understanding of cell morphology.

Developing

2 Points

Drawings and descriptions are partially accurate, identifying some major cellular structures, but with occasional errors or omissions. Demonstrates an emerging understanding of cell morphology.

Beginning

1 Points

Drawings and descriptions are incomplete or inaccurate, with significant errors or omissions in identifying and labeling cellular structures. Demonstrates a limited understanding of cell morphology.

Criterion 2

Clarity of Descriptions

Assesses the student's ability to clearly and concisely describe the observed cellular structures and their functions.

Exemplary

4 Points

Descriptions are exceptionally clear, concise, and comprehensive, providing a detailed explanation of the structure and function of each cellular component. Uses precise scientific vocabulary effectively.

Proficient

3 Points

Descriptions are clear, concise, and provide a good explanation of the structure and function of each cellular component. Uses appropriate scientific vocabulary.

Developing

2 Points

Descriptions are somewhat unclear or incomplete, lacking detail in the explanation of the structure and function of cellular components. Scientific vocabulary is limited.

Beginning

1 Points

Descriptions are unclear, incomplete, and lack detail in the explanation of the structure and function of cellular components. Demonstrates a poor understanding of scientific vocabulary.

Category 2

Cellular Modeling & Analogy

Focuses on the student's ability to create a cell model and use analogies to explain the function of each cell part.

Criterion 1

Model Representation

Evaluates the accuracy and clarity of the cell model, including appropriate labeling and representation of organelles.

Exemplary

4 Points

Model is exceptionally well-constructed, accurately representing all major organelles with clear and precise labeling. Demonstrates a sophisticated understanding of cell structure.

Proficient

3 Points

Model is well-constructed, accurately representing most major organelles with clear labeling. Demonstrates a thorough understanding of cell structure.

Developing

2 Points

Model is partially complete, representing some major organelles but with occasional inaccuracies or omissions in labeling. Demonstrates an emerging understanding of cell structure.

Beginning

1 Points

Model is incomplete or inaccurate, with significant errors or omissions in representing and labeling organelles. Demonstrates a limited understanding of cell structure.

Criterion 2

Analogy Effectiveness

Assesses the effectiveness of the analogy used to explain the function of each cell part, demonstrating its role in the cell’s overall function.

Exemplary

4 Points

Analogy is exceptionally creative and effective, providing a clear and insightful explanation of the function of each cell part and its contribution to the cell’s overall function. Demonstrates a sophisticated understanding of cellular processes.

Proficient

3 Points

Analogy is effective, providing a clear explanation of the function of each cell part and its contribution to the cell’s overall function. Demonstrates a thorough understanding of cellular processes.

Developing

2 Points

Analogy is partially effective, providing a basic explanation of the function of each cell part, but lacking detail or clarity in explaining its contribution to the cell’s overall function. Demonstrates an emerging understanding of cellular processes.

Beginning

1 Points

Analogy is ineffective or unclear, failing to provide a coherent explanation of the function of each cell part or its contribution to the cell’s overall function. Demonstrates a limited understanding of cellular processes.

Category 3

Cellular Interactions & Systems

Focuses on the student's ability to explain how different cell types interact within an Idaho organism to form a functional system.

Criterion 1

Description of Cell Types

Evaluates the accuracy and completeness of the student's description of different cell types found in an Idaho organism.

Exemplary

4 Points

Description is exceptionally detailed and accurate, identifying and explaining the function of multiple cell types within the chosen organism. Demonstrates a sophisticated understanding of cellular diversity.

Proficient

3 Points

Description is accurate and complete, identifying and explaining the function of several cell types within the chosen organism. Demonstrates a thorough understanding of cellular diversity.

Developing

2 Points

Description is partially complete, identifying some cell types within the chosen organism but with limited detail or accuracy in explaining their function. Demonstrates an emerging understanding of cellular diversity.

Beginning

1 Points

Description is incomplete or inaccurate, failing to identify or explain the function of different cell types within the chosen organism. Demonstrates a limited understanding of cellular diversity.

Criterion 2

Explanation of Interactions

Assesses the clarity and coherence of the student's explanation of how different cell types interact to support the organism's life processes.

Exemplary

4 Points

Explanation is exceptionally clear, coherent, and insightful, providing a detailed account of how different cell types interact to support the organism’s life processes. Demonstrates a sophisticated understanding of systems biology.

Proficient

3 Points

Explanation is clear and coherent, providing a good account of how different cell types interact to support the organism’s life processes. Demonstrates a thorough understanding of systems biology.

Developing

2 Points

Explanation is somewhat unclear or incomplete, lacking detail in the account of how different cell types interact to support the organism’s life processes. Demonstrates an emerging understanding of systems biology.

Beginning

1 Points

Explanation is unclear, incoherent, and fails to provide a meaningful account of how different cell types interact to support the organism’s life processes. Demonstrates a limited understanding of systems biology.

Category 4

Evidence-Based Claims of Life

Focuses on the student's ability to construct a scientific argument, based on evidence, to defend a claim about whether a specific Idaho object or organism is alive.

Criterion 1

Strength of Evidence

Evaluates the quality and relevance of the evidence used to support the claim about whether the chosen object/organism is alive.

Exemplary

4 Points

Evidence is exceptionally strong, relevant, and comprehensive, providing compelling support for the claim. Demonstrates a sophisticated understanding of the characteristics of life.

Proficient

3 Points

Evidence is strong, relevant, and provides good support for the claim. Demonstrates a thorough understanding of the characteristics of life.

Developing

2 Points

Evidence is partially relevant or incomplete, providing some support for the claim but with gaps or weaknesses. Demonstrates an emerging understanding of the characteristics of life.

Beginning

1 Points

Evidence is weak, irrelevant, or insufficient to support the claim. Demonstrates a limited understanding of the characteristics of life.

Criterion 2

Reasoning & Argumentation

Assesses the clarity and logical soundness of the student's reasoning in connecting the evidence to the claim.

Exemplary

4 Points

Reasoning is exceptionally clear, logical, and persuasive, providing a compelling connection between the evidence and the claim. The argument is well-structured and effectively defends the position.

Proficient

3 Points

Reasoning is clear and logical, providing a good connection between the evidence and the claim. The argument is well-structured and defends the position effectively.

Developing

2 Points

Reasoning is somewhat unclear or incomplete, lacking detail or coherence in connecting the evidence to the claim. The argument is partially structured and defends the position with some weaknesses.

Beginning

1 Points

Reasoning is unclear, illogical, and fails to provide a meaningful connection between the evidence and the claim. The argument is poorly structured and does not effectively defend the position.

Category 5

Photosynthesis & Ecosystem Cycling

Focuses on the student's ability to explain the role of photosynthesis in Idaho plants and ecosystems, detailing the cycling of matter and flow of energy.

Criterion 1

Explanation of Photosynthesis

Evaluates the accuracy and completeness of the student's explanation of the process of photosynthesis.

Exemplary

4 Points

Explanation is exceptionally detailed and accurate, thoroughly describing the process of photosynthesis, including reactants, products, and the role of chlorophyll. Demonstrates a sophisticated understanding of biochemical processes.

Proficient

3 Points

Explanation is accurate and complete, describing the process of photosynthesis, including reactants, products, and the role of chlorophyll. Demonstrates a thorough understanding of biochemical processes.

Developing

2 Points

Explanation is partially complete, describing some aspects of photosynthesis but with limited detail or accuracy. Demonstrates an emerging understanding of biochemical processes.

Beginning

1 Points

Explanation is incomplete or inaccurate, failing to adequately describe the process of photosynthesis. Demonstrates a limited understanding of biochemical processes.

Criterion 2

Cycling of Matter & Energy Flow

Assesses the clarity and coherence of the student's description of how photosynthesis contributes to the cycling of matter and the flow of energy in Idaho ecosystems.

Exemplary

4 Points

Description is exceptionally clear, coherent, and insightful, providing a detailed account of how photosynthesis contributes to the cycling of carbon, oxygen, and water, and the flow of energy through Idaho ecosystems. Demonstrates a sophisticated understanding of ecological relationships.

Proficient

3 Points

Description is clear and coherent, providing a good account of how photosynthesis contributes to the cycling of matter and the flow of energy in Idaho ecosystems. Demonstrates a thorough understanding of ecological relationships.

Developing

2 Points

Description is somewhat unclear or incomplete, lacking detail in the account of how photosynthesis contributes to the cycling of matter and the flow of energy in Idaho ecosystems. Demonstrates an emerging understanding of ecological relationships.

Beginning

1 Points

Description is unclear, incoherent, and fails to provide a meaningful account of how photosynthesis contributes to the cycling of matter and the flow of energy in Idaho ecosystems. Demonstrates a limited understanding of ecological relationships.

Category 6

Food Transformation & Energy Release

Focuses on the student's ability to develop a conceptual model illustrating how food is rearranged through chemical reactions in Idaho organisms, explaining energy release and matter movement.

Criterion 1

Model Representation

Evaluates the clarity and accuracy of the conceptual model in representing the chemical reactions involved in food transformation.

Exemplary

4 Points

Model is exceptionally clear, accurate, and detailed, effectively representing the chemical reactions involved in food transformation and energy release in Idaho organisms. Demonstrates a sophisticated understanding of metabolic processes.

Proficient

3 Points

Model is clear and accurate, representing the chemical reactions involved in food transformation and energy release in Idaho organisms. Demonstrates a thorough understanding of metabolic processes.

Developing

2 Points

Model is partially complete or accurate, representing some of the chemical reactions involved in food transformation but with limited detail or omissions. Demonstrates an emerging understanding of metabolic processes.

Beginning

1 Points

Model is incomplete or inaccurate, failing to adequately represent the chemical reactions involved in food transformation. Demonstrates a limited understanding of metabolic processes.

Criterion 2

Explanation of Energy & Matter

Assesses the clarity and coherence of the student's explanation of how these chemical reactions support growth and/or release energy as matter moves through the organism.

Exemplary

4 Points

Explanation is exceptionally clear, coherent, and insightful, providing a detailed account of how food is rearranged, energy is released, and matter moves through the organism during these chemical reactions. Demonstrates a sophisticated understanding of energy flow and nutrient cycling.

Proficient

3 Points

Explanation is clear and coherent, providing a good account of how food is rearranged, energy is released, and matter moves through the organism during these chemical reactions. Demonstrates a thorough understanding of energy flow and nutrient cycling.

Developing

2 Points

Explanation is somewhat unclear or incomplete, lacking detail in the account of how food is rearranged, energy is released, and matter moves through the organism during these chemical reactions. Demonstrates an emerging understanding of energy flow and nutrient cycling.

Beginning

1 Points

Explanation is unclear, incoherent, and fails to provide a meaningful account of how food is rearranged, energy is released, and matter moves through the organism during these chemical reactions. Demonstrates a limited understanding of energy flow and nutrient cycling.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How has your understanding of the interconnectedness of life, from cells to ecosystems, changed through this project focusing on Idaho organisms?

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Question 2

To what extent did the 'Idaho Cell-fie,' 'Cell City,' 'Ecosystem Interconnections,' 'Is it Alive,' 'Photosynthesis Powerhouses,' and 'Food Transformation Factory' activities enhance your comprehension of the principles of life?

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Question 3

What was the most challenging aspect of applying the principles of life to Idaho-specific organisms and ecosystems? How did you overcome this challenge?

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Question 4

In what ways can the knowledge and skills you gained from studying Idaho's organisms be applied to understanding broader biological concepts or addressing environmental issues in Idaho?

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