South Dakota Science MS-LS1-3
The Standard
Construct an evidence-based argument for how the body is a system of interacting subsystems composed of groups of cells, tissues, and organs. (SEP: 7; DCI: LS1.A; CCC: Systems)
South Dakota Science Standards (2024) · From Molecules to Organisms: Structures and Processes
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students show how cells form tissues, tissues form organs, and organs work in body systems. They use evidence to explain how body systems work together to meet cells' needs.
What Mastery Looks Like
- A student can trace oxygen from the lungs, through blood pumped by the heart, to muscle cells. They can identify cells, tissues, and organs along that path and use breathing and pulse data to support their explanation.
Common Misconceptions
- Some students think an organ is a single cell or that one organ does the work of a whole system. Others think the heart makes oxygen, rather than pumping blood that carries oxygen from the lungs.
How to Assess It
- Exit ticket: A runner's breathing rises from 14 to 28 breaths per minute, and pulse rises from 70 to 120 beats per minute. Explain how lung cells form tissue in the lungs, then use both changes to show how the lungs and heart help supply muscle cells.
Lesson moves
Ways to Teach It
On a paper body outline, place lung cell, lung tissue, lung, heart, and muscle cell labels; connect oxygen's path with yarn.
Ask: Why does a runner breathe faster when leg muscles work harder? Use lungs, heart, blood, and cells in your answer.
Play a card relay: teams order cell, tissue, organ, and system cards, then name the systems that carry oxygen to muscles.
Have students count breaths and pulse for 30 seconds before and after marching in place, then explain why both counts change.
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Printable MS-LS1-3 Worksheet
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Related Standards
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Construct an evidence-based explanation for how the structure of DNA determines the structure of proteins which carry out the essential functions of life throug...
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