and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.] HS-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.] certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. organs, and systems it is associated with. After: Create comic strip, story, or movie portraying a germ/virus journey through the body as it attacks different cells. Students should indicate changes with DNA, homeostasis, tissues, organs, etc. Teacher graded rubric will include core discipline and literacy standards. Posttest Science Pacing Guide Time Frame: November – December Biology Unit 2: Matter and Energy in Organisms and Ecosystems Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Developing and Using Models Modeling in 9–12 builds on K–8 Systems and System Models Models (e.g., physical, mathematical, RST.11-12.1 Cite specific textual evidence to support analysis of science MP.2 Reason abstractly and quantitatively. (HS-LS2-4)
Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS1-6),(HS-LS2-3) Connections to Nature of Science Scientific Knowledge is Open to Revision in Light of New Evidence Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. (HS-LS2-3) Next Generation Science Standards Disciplinary Core Ideas Essential Questions Assessments Vocabulary Resources Students who demonstrate understanding can: HS-LS1-5 Use a model to illustrate how photosynthesis LS1.C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts How do organisms obtain and use energy they need to live and grow? Before: Pretest (This is the same as the Posttest) Concept map to Aerobic Amino Acid Anaerobic ATP ATP synthase Good resources for labs, worksheets, and activities: Interactive animation demonstrating
respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] HS-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.] HS-LS2-4 Use mathematical representations to support claims for the cycling of matter molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.(HS-LS1-7) LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HS-LS2-3) Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels reaction with yeast and heat in flask causing balloon to expand. Teachers will evaluate lab reports, reflection journals and observation logs for understanding. Photosynthesis Inquiry Lab Using spinach leaves and adjusting amount of light to measure rate of photosynthesis. Teacher created rubric will evaluate student understanding of science and engineering practices as well as literacy standards. After: Students will use the diagram created throughout the unit to calculate
and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.] HS-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved. (HS-LS2-4) Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5) PS3.D: Energy in Chemical Processes The main way that solar energy is captured and stored on Earth is through the complex chemical inputs and outputs required to obtain energy. Students will calculate energy input given a variety of carbon based molecules. Graphical analysis will also be incorporated. Posttest
organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.] HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.] HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical habitat availability. Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7) LS2.D: Social Interactions and Group Behavior Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. LS4.C: Adaptation Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under population changes given scenarios of changes to ecosystems. Provide each student with a major natural disaster and have students predict effects and changes within that ecosystem Posttest
Environmental factors can also cause mutations in genes, and viable mutations are inherited. (HS-LS3-2) Environmental factors also affect expression of traits, and hence affect the probability of occurrences of traits in a population. Thus the variation and distribution of traits observed depends on both genetic and environmental factors. (HS-LS3-2),(HS-LS3-3) Science Pacing Guide Time Frame: May – June Biology Unit 5: Natural Selection and Evolution Science & Engineering Practices Crosscutting Concepts Literacy Standards Mathematics Standards Analyzing and Interpreting Data Analyzing data in 9–12 builds on K–8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-LS4-1),(HS-LS4-3) Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about RST-11.12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST-11.12.8 Evaluate the hypotheses, data, analysis, and MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. (HS-LS4-2)
adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.] HS-LS4-3 Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.] HS-LS4-4 Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term LS4.C: Adaptation Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment. (HS-LS4-2) Natural selection leads to adaptation that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have recombination, plays in natural selection. What evidence can be found to support the theory of evolution? Students will identify the possible physical/genetic traits of humans that could decrease their population. They will explain possibilities to increase the population. Given a graphical analysis of a decreasing species population students will construct a possible explanation and a possible solution to prevent extinction. Posttest