WCSD High School Biology Unit Summary
Semester 1 Unit Title: Interdependent Relationships inEcosystemsStudents who demonstrate understandingcan:
HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors thataffectcarrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison oftherelationshipsamonginterdependentfactorsincludingboundaries,resources,climateandcompetition.Examplesofmathematicalcomparisonscouldincludegraphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does notincludederiving mathematical equations to makecomparisons.]Honors Biology may meet or exceed the stated assessment boundary.
HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence aboutfactorsaffecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples ofmathematicalrepresentations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessmentislimited to provideddata.]Honors Biology may meet or exceed the stated assessment boundary.
HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintainrelativelyconsistentnumbersandtypesoforganismsinstableconditions,butchangingconditions mayresultinanewecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such asmoderatehuntingoraseasonalflood;andextremechanges,suchasvolcaniceruptionorsealevelrise.] Honors Biology may meet or exceed the assessment boundary.
HS-LS2-7.Design,evaluate,andrefineasolutionforreducingtheimpactsofhumanactivitiesontheenvironmentand biodiversity.*[Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasivespecies.]
HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species’ chances to surviveandreproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supportingtheoutcomesofgroupbehavior,and(3)developinglogicalandreasonableargumentsbasedonevidence.Examplesofgroupbehaviorscouldincludeflocking,schooling,herding,andcooperativebehaviorssuchashunting,migrating,andswarming.]
HS-LS4-6. Createorreviseasimulationtotestasolutiontomitigateadverseimpactsofhumanactivityonbiodiversity.*
[Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variationoforganisms for multiplespecies.]
TheperformanceexpectationsaboveweredevelopedusingthefollowingelementsfromtheNRCdocumentAFrameworkforK-12ScienceEducation:
Science and EngineeringPractices
Using Mathematics and ComputationalThinkingMathematical and computational thinking in 9-12 builds onK-8experiences and progresses to using algebraic thinkingandanalysis, a range of linear and nonlinear functionsincludingtrigonometric functions, exponentials and logarithms,andcomputational tools for statistical analysis to analyze,represent,and model data. Simple computational simulations are createdandusedbasedonmathematicalmodelsofbasicassumptions.
- Use mathematical and/or computational representationsofphenomena or design solutions to support explanations.(HS-LS2-1)
- Use mathematical representations of phenomena ordesignsolutions to support and revise explanations.(HS-LS2-2)
- Create or revise a simulation of a phenomenon,designeddevice, process, or system.(HS-LS4-6)
- Design, evaluate, and refine a solution to a complexreal-worldproblem, based on scientific knowledge,student-generatedsources of evidence, prioritized criteria, andtradeoffconsiderations.(HS-LS2-7)
Engaging in argument from evidence in 9–12 builds fromK–8experiences and progresses to using appropriate andsufficientevidenceandscientificreasoningtodefendandcritiqueclaimsandexplanations about the natural and designed world(s).Argumentsmay also come from current scientific or historical episodesinscience.
- Evaluate the claims, evidence, and reasoning behindcurrentlyaccepted explanations or solutions to determine the meritsofarguments.(HS-LS2-6)
- Evaluate the evidence behind currently acceptedexplanationsor solutions to determine the merits of arguments.
------ / Disciplinary CoreIdeas
LS2.A: Interdependent Relationships inEcosystems
- Ecosystems have carrying capacities, which are limitstothe numbers of organisms and populations theycansupport. These limits result from such factors astheavailability of living and nonliving resources andfromsuch challenges such as predation, competition,anddisease. Organisms would have the capacity toproducepopulations of great size were it not for the factthatenvironments and resources are finite.Thisfundamental tension affects the abundance (numberofindividuals) of species in any given ecosystem.(HS-LS2-1), (HS-LS2-2)
- A complex set of interactions within an ecosystemcankeep its numbers and types of organismsrelativelyconstant over long periods of time understableconditions. If a modest biological orphysicaldisturbance to an ecosystem occurs, it may return toitsmore or less original status (i.e., the ecosystemisresilient), as opposed to becoming a verydifferentecosystem. Extreme fluctuations in conditions orthesize of any population, however, can challengethefunctioning of ecosystems in terms of resourcesandhabitat availability.(HS-LS2-2),(HS-LS2-6)
- Moreover, anthropogenic changes (induced byhumanactivity) in the environment—includinghabitatdestruction, pollution, introduction of invasivespecies,overexploitation, and climate change—can disruptanecosystem and threaten the survival of somespecies.(HS-LS2-7)
- Group behavior has evolved because membershipcanincrease the chances of survival for individuals andtheirgenetic relatives. (HS-LS2-8)
- Changes in the physical environment, whethernaturallyoccurring or human induced, have thus contributedtothe expansion of some species, the emergence ofnewdistinct species as populations diverge underdifferentconditions, and the decline–and sometimestheextinction–of some species.(HS-LS4-6)
Cause andEffect
- Empirical evidence is requiredtodifferentiate between causeandcorrelation and make claims aboutspecificcauses and effects.(HS-LS2-8),(HS-LS4-6)
- The significance of a phenomenonisdependent on the scale, proportion,andquantity at which it occurs.(HS-LS2-1)
- Using the concept of orders ofmagnitudeallows one to understand how a modelatone scale relates to a model atanotherscale. (HS-LS2-2)
- Much of science deals withconstructingexplanations of how things changeandhow they remain stable.(HS-LS2-6),(HS-LS2-7)
*TheperformanceexpectationsmarkedwithanasteriskintegratetraditionalsciencecontentwithengineeringthroughaPracticeorDisciplinaryCoreIdea.
The section entitled “Disciplinary Core Ideas” is reproduced verbatimfromAFrameworkforK-12ScienceEducation:Practices,Cross-CuttingConcepts,andCoreIdeas. Integrated andreprintedwithpermissionfromtheNationalAcademyofScience. Only unit titles (yellow highlight) and Assessment boundaries in blue have been added to this document. Sept. 2016
WCSD High School Biology Unit Summary
Connections to Nature ofScienceScientific Knowledge is Open to Revision in Light ofNewEvidence
- Most scientific knowledge is quite durable, but is, inprinciple,subject to change based on new evidenceand/orreinterpretation of existing evidence.(HS-LS2-2)
- Biodiversity is increased by the formation ofnewspecies (speciation) and decreased by the lossofspecies (extinction). (secondary toHS-LS2-7)
ETS1.B: Developing PossibleSolutions
- When evaluating solutions, it is important to takeintoaccount a range of constraints, including cost,safety,reliability, and aesthetics, and to considersocial,cultural, and environmental impacts. (secondary toHS-LS2-7),(secondary to HS-LS4-6)
- Both physical models and computers can be usedinvarious ways to aid in the engineering designprocess.Computers are useful for a variety of purposes, suchasrunning simulations to test different ways of solvingaproblem or to see which one is most efficientoreconomical; and in making a persuasive presentationtoa client about how a given design will meet his orherneeds. (secondary to HS-LS4-6)
ConnectionstootherDCIsinthisgrade-band:HS.ESS2.D (HS-LS2-7),(HS-LS4-6);HS.ESS2.E(HS-LS2-2),(HS-LS2-6),(HS-LS2-7),(HS-LS4-6);HS.ESS3.A(HS-LS2-2),
(HS-LS2-7),(HS-LS4-6);HS.ESS3.C(HS-LS2-2),(HS-LS2-7),(HS-LS4-6);HS.ESS3.D(HS-LS2-2),(HS-LS4-6)
Articulationacrossgrade-bands:MS.LS1.B(HS-LS2-8);MS.LS2.A(HS-LS2-1),(HS-LS2-2),(HS-LS2-6);MS.LS2.C(HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7),(HS-LS4-6);
MS.ESS2.E(HS-LS2-6);MS.ESS3.A(HS-LS2-1);MS.ESS3.C(HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7),(HS-LS4-6);MS.ESS3.D(HS-LS2-7)
Common Core State StandardsConnections:ELA/Literacy–
RST.9-10.8Assesstheextenttowhichthereasoningandevidenceinatextsupporttheauthor’sclaimorarecommendationforsolvingascientificortechnicalproblem.(HS-LS2-6),(HS-LS2-7),(HS-LS2-8)
RST.11-12.1Citespecifictextualevidencetosupportanalysisofscienceandtechnicaltexts,attendingtoimportantdistinctionstheauthormakesandtoanygapsorinconsistenciesintheaccount.(HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-8)
RST.11-12.7Integrateandevaluatemultiplesourcesofinformationpresentedindiverseformatsandmedia(e.g.,quantitativedata,video,multimedia)inordertoaddressaquestionorsolveaproblem.(HS-LS2-6),(HS-LS2-7),(HS-LS2-8)
RST.11-12.8Evaluatethehypotheses,data,analysis,andconclusionsinascienceortechnicaltext,verifyingthedatawhenpossibleandcorroboratingorchallengingconclusionswithothersourcesofinformation.(HS-LS2-6),(HS-LS2-7),(HS-LS2-8)
WHST.9-12.2Writeinformative/explanatorytexts,includingthenarrationofhistoricalevents,scientificprocedures/experiments,ortechnicalprocesses. (HS-LS2-1),(HS-LS2-2)
WHST.9-12.5Developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach,focusingonaddressingwhatismostsignificant for a specific purpose and audience.(HS-LS4-6)
WHST.9-12.7Conductshortaswellasmoresustainedresearchprojectstoansweraquestion(includingaself-generatedquestion)orsolveaproblem;narroworbroadentheinquirywhenappropriate;synthesizemultiplesourcesonthesubject,demonstratingunderstandingofthesubjectunderinvestigation.(HS-LS2-7),
(HS-LS4-6)
Mathematics–
MP.2Reasonabstractlyand quantitatively.(HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7)
MP.4Model withmathematics.(HS-LS2-1),(HS-LS2-2)
HSN-Q.A.1Use unitsas a waytounderstand problems andtoguidethe solution of multi-step problems;chooseandinterpretunitsconsistentlyinformulas;chooseandinterpretthescaleandtheoriginingraphsanddatadisplays.(HS-LS2-1),(HS-LS2-2),(HS-LS2-7)
HSN-Q.A.2Defineappropriatequantitiesforthe purpose of descriptive modeling. (HS-LS2-1),(HS-LS2-2),(HS-LS2-7)
HSN-Q.A.3Choose a level of accuracy appropriate tolimitations on measurement when reporting quantities.(HS-LS2-1),(HS-LS2-2),(HS-LS2-7)
HSS-ID.A.1Represent data with plots on thereal number line.(HS-LS2-6)
HSS-IC.A.1Understandstatisticsas a processformakinginferencesabout population parametersbased on a random sample from that population.(HS-LS2-6)
HSS-IC.B.6Evaluate reports based on data.(HS-LS2-6)
Semester 1 Unit Title: Matter and Energy in Organisms andEcosystems
Students who demonstrate understandingcan:
HS-LS1-5.Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.[ClarificationStatement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants andotherphotosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment doesnotinclude specific biochemicalsteps.]Honors Biology may meet or exceed the stated assessment boundary.
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen fromsugarmoleculesmaycombinewithother elementstoformaminoacidsand/orotherlargecarbon-basedmolecules.
[Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does notincludethedetailsofthespecificchemicalreactionsoridentificationofmacromolecules.]Honors Biology may meet or exceed the stated assessment boundary.
HS-LS1-7.Useamodeltoillustratethatcellularrespirationisachemicalprocesswherebythebondsoffoodmoleculesand oxygenmoleculesarebrokenandthebondsinnewcompoundsareformedresultinginanettransferofenergy.
[Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [AssessmentBoundary:Assessmentshouldnotincludeidentificationofthestepsorspecificprocessesinvolvedincellularrespiration.] Honors Biology may meet or exceed this.
HS-LS2-3.Constructandreviseanexplanationbasedonevidenceforthecyclingofmatterandflowofenergyinaerobicand anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration indifferentenvironments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobicrespiration.]
HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energyamongorganisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transferofenergyfromonetrophicleveltoanotherandthatmatterandenergyareconservedasmattercyclesandenergyflowsthroughecosystems.Emphasisisonatomsandmolecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limitedtoproportionalreasoningtodescribethecyclingofmatterandflowofenergy.]Honors Biology may meet or exceed the stated assessment boundary.
HS-LS2-5.Developamodeltoillustratetheroleofphotosynthesisandcellularrespirationinthecyclingofcarbonamongthe biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulationsandmathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis andrespiration.]H. Bio may exceed.
TheperformanceexpectationsaboveweredevelopedusingthefollowingelementsfromtheNRCdocumentAFrameworkforK-12ScienceEducation:
Science and EngineeringPractices
Developing and UsingModels
Modeling in 9–12 builds on K–8 experiences and progressestousing, synthesizing, and developing models to predict andshowrelationships among variables between systems andtheircomponents in the natural and designedworlds.
- Use a model based on evidence to illustrate therelationshipsbetween systems or between components of a system.(HS-LS1-5),(HS-LS1-7)
- Develop a model based on evidence to illustratetherelationships between systems or components of asystem.(HS-LS2-5)
- Use mathematical representations of phenomena ordesignsolutions to support claims.(HS-LS2-4)
- Construct and revise an explanation based on validandreliableevidenceobtainedfromavarietyofsources(includingstudents’ own investigations, models, theories,simulations,peer review) and the assumption that theories and lawsthatdescribe the natural world operate today as they did inthepast and will continue to do so in the future.(HS-LS1-6),(HS-LS2-3)
Connections to Nature ofScience
Scientific Knowledge is Open to Revision in Light ofNewEvidence
- Most scientific knowledge is quite durable, but is, inprinciple,subject to change based on new evidenceand/orreinterpretation of existing evidence.(HS-LS2-3)
LS1.C: Organization for Matter and Energy FlowinOrganisms
- The process of photosynthesis converts light energy tostoredchemical energy by converting carbon dioxide plus waterintosugars plus released oxygen.(HS-LS1-5)
- The sugar molecules thus formed contain carbon,hydrogen,and oxygen: their hydrocarbon backbones are used tomakeamino acids and other carbon-based molecules that canbeassembled into larger molecules (such as proteins orDNA),used for example to form new cells.(HS-LS1-6)
- As matter and energy flow through differentorganizationallevels of living systems, chemical elements are recombinedindifferent ways to form different products.(HS-LS1-6),
- As a result of these chemical reactions, energy istransferredfrom one system of interacting molecules to another.Cellularrespiration is a chemical process in which the bonds offoodmolecules and oxygen molecules are broken andnewcompounds are formed that can transport energy tomuscles.Cellularrespirationalsoreleasestheenergyneededtomaintainbody temperature despite ongoing energy transfer tothesurroundingenvironment. (HS-LS1-7)
- Photosynthesis and cellular respiration (includinganaerobicprocesses) provide most of the energy for life processes.
- (HS-LS2-3)
- Plants or algae form the lowest level of the food web. Ateachlink upward in a food web, only a small fraction of thematterconsumedatthelowerlevelistransferredupward,toproducegrowthandreleaseenergyincellularrespirationatthehigherlevel. Given this inefficiency, there are generallyfewerorganisms at higher levels of a food web. Some matterreactsto release energy for life functions, some matter is storedinnewly made structures, and much is discarded. Thechemicalelements that make up the molecules of organismspassthrough food webs and into and out of the atmosphereandsoil, and they are combined and recombined in differentways.At each link in an ecosystem, matter and energyareconserved.(HS-LS2-4)
- Photosynthesis and cellular respiration areimportantcomponentsofthecarboncycle,inwhichcarbonisexchangedamong the biosphere, atmosphere, oceans, andgeospherethrough chemical, physical, geological, andbiologicalprocesses. (HS-LS2-5)
- The main way that solar energy is captured and storedonEarth is through the complex chemical process knownas
Systems and SystemModels
- Models (e.g., physical,mathematical,computer models) can be usedtosimulate systems andinteractions—including energy, matter,andinformation flows—within andbetweensystems at different scales.(HS-LS2-5)
- Changes of energy and matter inasystem can be described in termsofenergy and matter flows into, outof,and within that system.(HS-LS1-5),(HS-LS1-6)
- Energy cannot be createdordestroyed—it only moves betweenoneplace and another place,betweenobjects and/or fields, orbetweensystems.(HS-LS1-7),(HS-LS2-4)
- Energy drives the cycling ofmatterwithin and between systems.(HS-LS2-3)
Semester 1 Unit Title: StructureandFunction
Studentswhodemonstrateunderstandingcan:
HS-LS1-1. Constructanexplanationbasedonevidenceforhowthestructureof DNAdeterminesthestructureofproteins whichcarry outtheessentialfunctionsoflifethroughsystemsofspecializedcells. [AssessmentBoundary: Assessmentdoesnot include identificationofspecificcellortissue types,wholebodysystems,specificproteinstructures andfunctions, orthebiochemistry ofproteinsynthesis.]Honors Biology may meet or exceed the stated assessment boundary.
HS-LS1-2. Developanduseamodeltoillustratethehierarchical organizationofinteractingsystemsthatprovidespecific functionswithinmulticellularorganisms. [ClarificationStatement: Emphasisisonfunctionsattheorganism systemlevelsuchasnutrientuptake, waterdelivery,andorganism movementinresponseto neuralstimuli. Anexampleofaninteracting systemcouldbeanarterydependingontheproperfunction of elastictissueandsmoothmuscletoregulate anddeliverthe properamountofbloodwithinthecirculatory system.][AssessmentBoundary: Assessmentdoesnot include interactions andfunctions atthemolecularorchemicalreactionlevel.]Honors Biology may meet or exceed the stated assessment boundary.
HS-LS1-3. Planandconductaninvestigationtoprovideevidencethatfeedbackmechanismsmaintainhomeostasis. [Clarification Statement: Examplesofinvestigationscouldinclude heartrateresponse toexercise, stomateresponse tomoisture andtemperature,and rootdevelopmentin response towaterlevels.][AssessmentBoundary: Assessmentdoesnotinclude thecellularprocessesinvolvedinthefeedbackmechanism.]Honors Biology may meet or exceed the stated assessment boundary.
Theperformanceexpectations aboveweredevelopedusingthefollowingelementsfromtheNRC documentA FrameworkforK-12ScienceEducation:
ScienceandEngineeringPractices
DevelopingandUsingModels
Modelingin9–12buildsonK–8experiencesandprogressesto using, synthesizing,anddevelopingmodelsto predictandshow relationships amongvariablesbetweensystemsandtheir componentsinthenaturalanddesignedworld.
- Developanduseamodelbasedonevidencetoillustrate therelationships betweensystemsorbetweencomponentsofa system.(HS-LS1-2)
Planningandcarryingoutin9-12buildsonK-8experiences and progressestoinclude investigationsthatprovideevidenceforand testconceptual, mathematical,physical,andempiricalmodels.
- Planandconduct aninvestigationindividuallyand collaborativelytoproduce datatoserveasthebasisforevidence,andinthe design:decideontypes,howmuch,and accuracy ofdataneededtoproduce reliable measurements andconsiderlimitationsontheprecisionofthedata(e.g., numberoftrials,cost, risk,time),andrefine thedesign accordingly.
ConstructingExplanationsandDesigningSolutions
Constructingexplanationsanddesigningsolutionsin9–12builds onK–8experiencesandprogressestoexplanationsanddesigns thataresupported bymultipleandindependentstudent- generatedsourcesofevidenceconsistentwithscientific ideas, principles, andtheories.
- Constructanexplanationbasedonvalidandreliable evidenceobtainedfromavarietyofsources(including students’owninvestigations,models,theories, simulations,peerreview)and theassumptionthattheoriesandlawsthatdescribe the naturalworldoperate todayastheydidinthepastandwillcontinue todoso inthefuture.
ConnectionstoNatureofScience
ScientificInvestigationsUseaVarietyofMethods
- Scientificinquiry ischaracterized byacommonsetofvalues thatinclude: logicalthinking, precision, open-mindedness, objectivty,skepticism,replicability ofresults, andhonestand ethicalreportingoffindings. (HS-LS1-3)
LS1.A:StructureandFunction
- Systemsofspecializedcellswithinorganismshelpthem perform theessentialfunctions oflife.(HS-LS1-1)
- AllcellscontaingeneticinformationintheformofDNA molecules.GenesareregionsintheDNAthatcontainthe instructions thatcode fortheformationofproteins, whichcarry outmostofthe workofcells. (HS-LS1-1)(Note:This
- Multicellularorganismshaveahierarchical structuralorganization, inwhichanyonesystemismadeupofnumerous partsandisitselfacomponentofthenextlevel.(HS-LS1-2)
- Feedbackmechanismsmaintainalivingsystem’sinternal conditions withincertainlimitsandmediatebehaviors,alloingittoremainaliveandfunctional evenasexternalconditions change withinsomerange.Feedbackmechanismscan encourage (through positivefeedback)ordiscourage (negative feedback)whatisgoingoninsidethelivingsytstem.(HS-LS1-3)
SystemsandSystemModels
- Models(e.g.,physical,mathematical, computermodels)canbeusedto simulatesystemsandinteractions— including energy,matter,and informationflows—withinandbetweensystemsatdifferentscales.(HS-LS1-2)
- Investigatingordesigningnewsystems orstructures requiresadetailed examinationofthepropertiesof differentmaterials,thestructures of differentcomponents, andconnections ofcomponentstorevealitsfunction and/orsolveaproblem.(HS-LS1-1)
- Feedback(negatieorpositive)can stabilize ordestabilize asystem.(HS- LS1-3)
ConnectionstootherDCIsinthisgrade-band: HS.LS3.A(HS-LS1-1)
Articulationacrossgrade-bands: MS.LS1.A(HS-LS1-1),(HS-LS1-2),(HS-LS1-3);MS.LS3.A(HS-LS1-1);MS.LS3.B(HS-LS1-1)
CommonCoreStateStandardsConnections:
ELA/Literacy–
RST.11-12.1Citespecifictextualevidencetosupportanalysisofscience andtechnicaltexts, attendingtoimportantdistinctions theauthormakesandtoanygapsor inconsistencies inthe account.(HS-LS1-1)
WHST.9-12.2Write informative/explanatory texts,including thenarrationofhistorical events,scientificprocedures/ experiments, ortechnical processes. (HS-LS1-1)
WHST.9-12.7Conductshortaswellasmore sustainedresearch projectstoansweraquestion(including aself-generated question)orsolveaproblem;narrow orbroaden theinquiry whenappropriate; synthesizemultiple sourcesonthesubject,demonstrating understanding ofthesubjectunder investigation.(HS-LS1-3)
WHST.11-12.8Gatherrelevantinformationfrommultipleauthoritativeprintanddigitalsources, usingadvancedsearcheseffectively;assessthestrengths andlimitationsof
eachsource intermsofthespecifictask,purpose,and audience;integrate informationinto thetextselectivelytomaintaintheflowofideas,avoiding plagiarism andoverrelianceonanyonesource andfollowingastandardformatforcitation. (HS-LS1-3)
WHST.9-12.9Drawevidencefrominformationaltextstosupportanalysis,reflection, andresearch. (HS-LS1-1)
SL.11-12.5Makestrategicuseofdigitalmedia(e.g.,textual, graphical, audio,visual,andinteractiveelements)inpresentations toenhanceunderstanding offindings, reasoning, andevidenceandtoaddinterest.(HS-LS1-2)
Semester 2 Unit Title: Inheritance and Variation ofTraits
Studentswhodemonstrateunderstandingcan:
HS-LS1-4.Useamodeltoillustratetheroleofcellulardivision(mitosis)anddifferentiationinproducingandmaintainingcomplex organisms. [A ssessmentBoundary : A ssessment does not include specific gene control mechanisms or rote memorization of the steps ofmitosis.] Honors Biology may meet or exceed the stated assessment boundary.
HS-LS3-1.AskquestionstoclarifyrelationshipsabouttheroleofDNAandchromosomesincodingtheinstructionsforcharacteristic traits passed from parents to offspring. [A ssessmentBoundary : A ssessment does not include the phases of meiosis orthebiochemical mechanism of specific steps in theprocess.]Honors Biology may meet or exceed the stated assessment boundary.
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) newgenetic combinationsthroughmeiosis,(2)viableerrorsoccurringduringreplication,and/or(3)mutationscausedbyenvironmental factors. [C larification S tatement: Emphasis is on using data to support arguments for the w ay v ariation occurs.] [A ssessmentBoundary :Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]Honors Biology may meet or exceed this.
HS-LS3-3.Applyconceptsofstatisticsandprobabilitytoexplainthevariationanddistributionofexpressedtraitsinapopulation. [C larification S tatement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmentalfactors in the expression of traits.] [A ssessmentBoundary : A ssessment does not include Hardy -Weinbergcalculations.] Honors Biology may meet or exceed this.
TheperformanceexpectationsaboveweredevelopedusingthefollowingelementsfromtheNRCdocumentAFrameworkforK-12ScienceEducation:
Science and Engineering Practices
Asking Questions and DefiningProblems
Asking questions and defining problems in 9-12 builds onK-8experiences and progresses to formulating, refining, and evaluatingempirically testable questions and design problems using modelsandsimulations.
- Ask questions that arise from examining models or a theorytoclarify relationships. (HS-LS3-1)
Modeling in 9–12 builds on K–8 experiences and progresses to using,synthesizing, and dev eloping models to predict and showrelationshipsamongvariablesbetweensystemsandtheircomponentsin thenaturaland designed worlds.
- Use a model based on evidence to illustrate therelationships
AnalyzingandInterpretingData
Analy zing data in 9-12 builds on K-8 experiences and progressestointroducing more detailed statistical analysis, the comparison ofdatasets for consistency , and the use of models to generate and analyzedata.
- Apply concepts of statistics and probability (includingdeterminingfunction fits to data, slope, intercept, and correlation coefficientfor linear fits) to scientific and engineering questionsandproblems, using digital tools when feasible. (HS -LS3-3)
Engaging in argument from evidence in 9-12 builds on K-8experiencesand progresses to using appropriate and sufficient evidenceandscientific reasoning to defend and critique claims and explanationsabout the natural and designed world(s). Arguments may alsocomefrom current scientific or historical episodes in science.
- Make and defend a claim based on evidence about the naturalworldthatreflectsscientificknowledge,andstudent-generatedevidence.(HS-LS3-2)
LS1.A:StructureandFunction
- All cells contain genetic information in the form ofDNAmolecules. Genes are regions in the DNA thatcontainthe instructions that code for the formationof proteins.(secondarytoHS-LS3-1)(Note:This
LS1.B:GrowthandDevelopmentofOrganisms
- In multicellular organisms individual cells growandthen div ide via a process called mitosis,thereby allowing the organism to grow . The organismbegins
division and differentiation produce and maintainacomplex organism, composed of systems oftissuesand organs that work together to meet the needsofthewholeorganism.(HS-LS1-4)
LS3.A:InheritanceofTraits
- Each chromosome consists of a single very longDNAmolecule, and each gene on the chromosome isaparticular segment of that DNA .The instructionsforforming species’ characteristics are carried in DNA . Allcells in an organism have the same geneticcontent,but the genes used (expressed) by the cell mayberegulatedin differentways.NotallDNAcodesforaprotein;somesegmentsofDNAareinvolvedinregulatory or structural functions, and some havenoas-yetknownfunction.(HS-LS3-1)
- In sexual reproduction, chromosomes cansometimesswap sections during the process of meiosis(cell
- Environmentalfactorsalso affectexpressionoftraits,and hence affect the probability of occurrences oftraitsin a population. Thus the variation and distributionoftraits observed depends on both geneticand
Cause andEffect
- Empirical evidence is requiredtodifferentiate between cause and correlation and make claims aboutspecificcausesand effects.(HS-LS3-1),(HS-LS3-2)
- Algebraic thinking is used toexaminescientific data and predict the effect ofachange in one variable on another(e.g.,lineargrowthvs.exponentialgrowth).(HS-LS3-3)
- Models(e.g.,physical,mathematical,computer models) can be used tosimulatesystemsand interactions—including
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ConnectionstoNatureofScience
Scienceisa HumanEndeavor
- Technologicaladvanceshaveinfluencedthe progress of science and science hasinfluencedadvancesintechnology.(HS-LS3-3)
- Science and engineering are influencedbysociety and society is influenced byscienceand engineering. (HS-LS3-3)
ConnectionstootherDCIsinthisgrave-band: HS.LS2.A(HS-LS3-3);HS.LS2.C(HS-LS3-3);HS.LS4.B(HS-LS3-3);HS.LS4.C(HS-LS3-3)
Articulationacrossgrade-bands:MS.LS1.A(HS-LS1-4);MS.LS1.B(HS-LS1-4);MS.LS2.A(HS-LS3-3);MS.LS3.A(HS-LS1-4),(HS-LS3-1),(HS-LS3-2);MS.LS3.B(HS-LS3-1),
(HS-LS3-2),(HS-LS3-3);MS.LS4.C(HS-LS3-3)
CommonCoreStateStandardsConnections:ELA /Literacy–
RST .11-12.1Cite specific textual e idence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gapsorinconsistenciesintheaccount.(HS-LS3-1),(HS-LS3-2)
RST.11-12.9Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, orconcept,resolvingconflictinginformation whenpossible.(HS-LS3-1)
WH ST .9-12.1Write arguments focused on discipline-specific content. (HS-LS3-2)
SL.11-12.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings,reasoning,andevidenceandtoaddinterest.(HS-LS1-4)
Mathematics–
MP.2Reasonabstractlyand quantitatively.(HS-LS3-2),(HS-LS3-3)
MP.4 Model with mathematics. (HS-LS1-4)
HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases (HS-LS1-4)
HSF-BF.A.1 Write a function that describes a relationship between two quantities. (HS-LS1-4)
*TheperformanceexpectationsmarkedwithanasteriskintegratetraditionalsciencecontentwithengineeringthroughaPracticeorDisciplinaryCoreIdea.