What do bacteria

10.B Construct a written argument using cause-and-effect relationships to conclude that the cells that make up multicellular organisms need food to make more cells, as do the cells of unicellular organisms.

10.B Construct a written argument using cause-and-effect relationships to conclude that the cells that make up multicellular organisms need food to make more cells, as do the cells of unicellular organisms.

The purpose of this assessment is to see if students can use evidence for what they have figured out about bacterial cells and apply it back to the healing phenomenon. If students struggle to support the claim with evidence, encourage them to look back at what they figured out in Lesson 9 about how cells make new cells. Then, students should think about what they figured out about what happened with the bacteria in this lesson when they were given food and nutrients. Using these pieces of data, ask them what they think: Do human cells need similar things to the bacteria to grow and split to make more of themselves? What do we know about human cells and bacteria or other single-celled organisms cells?

Additionally, if students struggle to use cause-and-effect language to state a claim, consider using the self-assessment and peer feedback as described in the alternative callout.

This assessment encourages students to demonstrate their understanding of key skills and concepts from the unit so far through multiple modalities, as they construct an argument. Some students may benefit from using multiple modalities to show their thinking for any or all of the questions on this assessment. You may consider allowing some students to present their answers verbally with you, with another student acting as a scribe to record their thinking on paper, or through the use of a recording device such as those freely available on most smartphones. Other students may benefit from using gestures rather than images to describe parts of their models. Some students might also benefit from using manipulatives to support a written or verbal argument. In each case, encouraging students to use multiple modalities to show their thinking creates a clear, accessible, equitable pathway for all students to demonstrate proficiency.