This unit builds towards the following NGSS Performance Expectations (PEs): 
    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 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.

The unit expands students’ understanding of cells, systems, and structure and function which include these Grade 6-8 DCI elements: 
    LS1.A: 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).
    LS1.A: Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell.
    LS1.A: 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
    MS-LS1-8.* Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

*PEs marked with an asterisk are partially developed in this unit and shared with other units

This unit also develops the following scientific practices outlined by the NGSS
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Engaging in Argumentation 
Asking Questions and Defining Problems
Constructing Explanations and Designing Solutions
Obtaining, Evaluating, and Communicating Information

This unit incorporates the following "cross-cutting concepts" listed by the NGSS
Scale, Proportion and Quantity
Systems and System Models
Structure and Function
Patterns
Cause and Effect

At East Tennessee State University I completed the following courses receiving near-perfect grades and completing all extension and academic work: 
Integrated Stem for Education Majors, which I applied to the development and teaching of this course through the inclusion of math, technology and engineering principles and which prepares me well to teach them. 
Concepts in Biology this course was designed for those wishing to teach Biology at a K-8 level and included teaching demonstrations, standards, and preparation for the K-6 Praxis exam for science concepts on which I scored in the 96%. 
Life in the Universe this course was an exploration of life science using an inquiry based model and which inspired my adaptation for this course. It covered a variety of life-science topics. Based on my performance in this course, I was nominated for nationally competitive research internships. 
Science Education: Wildife Conservation: As part of a science education track, I took an honor’s section of this senior course focusing on wildlife conservation which included a variety of life science skills and strategies for those teaching kindergarten through eighth grade. 
In terms of practical experience, I have been working in science-based museums doing curriculum, programming, and education for students in a variety of settings for over twelve years. I worked at the Creative Discovery Museum on a pilot program which involved biological science and dissections for home educated students. I served as a peer tutor for the biology class listed above and helped college level students with a variety of backgrounds and support needs obtain content mastery. 
 I led programming on a variety of inclusive science based summer camps including those partnering with the local zoo and aquarium. 
During my graduate degree, I worked on projects with the Seattle Aquarium and Burke Museum on science education concepts. I collaborated on the design of virtual field trips which supported concept standards in earth and life sciences and applied science through museum evaluation. 
I have been teaching science to students in grades k-8 online for over two years in a variety of settings and have seen significant success. Last year, many of my students achieved above the 90th percentile on nationally standardized tests. 

This course is based on an open source science curriculum which is licensed under creative commons attribution license for commercial use. This curriculum has won awards for it's alignment to the NGSS. It has been adapted by Malikai Bass for home learning and for neurodiverse and twice exceptional students including reading, writing, communication and fine motor supports. Additionally, the discussions on disability have been revised to come from an identity and human rights perspective and carefully reviewed with the understanding that students with disabilities will be present in the unit. 

"All OpenSciEd units are designed as open educational resources that are licensed as CC-BY-4.0. This license allows educators to use, modify, and reuse all of our resources to meet their students’ needs. This license does require appropriate attribution, which means you must give credit to the author, provide a link to the license, and indicate if changes were made."

It was written by: 
Dawn Novak, Unit Lead, BSCS Science Learning
Jamie Deutch Noll, Field Test Unit Lead, Northwestern University
Sue Gaspar, Writer, University Of Illinois Extension
Gail Housman, Writer, Northwestern University
Ari Jamshidi, Writer, University of California, Berkeley
Meghan McCleary, Writer, University Of Illinois Extension
Tracey Ramirez, Writer, The Charles A. Dana Center, The University of Texas at Austin
Wayne Wright, Writer, BSCS Science Learning
The license can be found here: https://creativecommons.org/licenses/by/4.0/ 

This class is not affiliated with or endorsed by the creators of this curriculum nor does it used their trademarks.