High School - Life Science

High School - Life Science

Created
Mar 28, 2024 12:46 AM
Curriculum
NGSS

Topics

HS-LS1-1 - Genes, Proteins, and Tissues

Construct a model that demonstrates the relationship between genes, proteins, and tissues, and how they interact in the functioning of an organism.

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What should students learn? (Disciplinary Core Ideas) The roles of genes, proteins, and tissues in the body are interconnected and essential to the functioning and survival of an organism.
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How should students learn it? (Science and Engineering Practices) Construct a model to illustrate and describe the phenomena.
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How should students think? (Crosscutting Concepts) In systems and system models. A system can be described in terms of its components and their interactions.

HS-LS1-2 - Interacting Body Systems

Develop and use a model to illustrate the interaction between body systems in carrying out essential life processes.

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What should students learn? (Disciplinary Core Ideas) The body is a system of multiple interacting subsystems that carry out essential life processes. These subsystems are groups of cells that work together to form tissues and organs.
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How should students learn it? (Science and Engineering Practices) Develop and use a model to describe phenomena.
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How should students think? (Crosscutting Concepts) In systems and system models. A system can be described in terms of its components and their interactions.

Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.

HS-LS1-3 - Feedback Mechanisms and Homeostasis

Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

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What should students learn? (Disciplinary Core Ideas) Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors.
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How should students learn it? (Science and Engineering Practices) Plan and conduct an investigation to produce data to serve as the basis for evidence.
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How should students think? (Crosscutting Concepts) In cause and effect. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.

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.

HS-LS1-4 - Cellular Division and Differentiation

Construct an explanation based on evidence for how cell division and differentiation produce complex multicellular organisms.

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What should students learn? (Disciplinary Core Ideas) Cell division and differentiation result in the emergence of complex multicellular organisms over time.
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How should students learn it? (Science and Engineering Practices) Construct an explanation based on valid and reliable evidence obtained from a variety of sources.
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How should students think? (Crosscutting Concepts) In 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-LS1-5 - Photosynthesis and Energy Transformation

Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

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What should students learn? (Disciplinary Core Ideas) Photosynthesis is a process that converts light energy into chemical energy which is stored in the bonds of sugar molecules.
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How should students learn it? (Science and Engineering Practices) Use a model to illustrate a scientific concept or design solution.
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How should students think? (Crosscutting Concepts) In energy and matter. Matter is conserved because atoms are conserved in physical and chemical processes.

Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models

HS-LS1-6 - Formation of Carbon-Based Molecules

Use a model to illustrate how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

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What should students learn? (Disciplinary Core Ideas) Carbon, hydrogen, and oxygen from sugar molecules and nitrogen from the atmosphere can become parts of amino acids and other large carbon-based molecules.
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How should students learn it? (Science and Engineering Practices) Use a model to illustrate a scientific concept or design solution.
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How should students think? (Crosscutting Concepts) In matter and energy. Matter is conserved because atoms are conserved in physical and chemical processes.

HS-LS1-7 - Cellular Respiration and Energy Transfer

Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles.

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What should students learn? (Disciplinary Core Ideas) Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed.
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How should students learn it? (Science and Engineering Practices) Use a model to illustrate a scientific concept or design solution.
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How should students think? (Crosscutting Concepts) In energy and matter. Energy can be transferred in various ways and between objects.

HS-LS2-1 - Carrying Capacity of Ecosystems

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

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What should students learn? (Disciplinary Core Ideas) The carrying capacity of ecosystems is affected by factors such as available resources and the size of the population.
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How should students learn it? (Science and Engineering Practices) Use mathematical and computational thinking to represent and explain phenomena.
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How should students think? (Crosscutting Concepts) In systems and system models. A system can be described in terms of its components and their interactions.

HS-LS2-2 - Biodiversity and Populations in Ecosystems

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

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What should students learn? (Disciplinary Core Ideas) Biodiversity and populations in ecosystems can be affected by factors such as habitat diversity, climate, and changes in population size.
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How should students learn it? (Science and Engineering Practices) Use mathematical representations to support and revise explanations.
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How should students think? (Crosscutting Concepts) In scale, proportion, and quantity. The significance of a process or model can be dependent on the scale at which it occurs.

HS-LS2-3 - Aerobic and Anaerobic Cycling of Matter

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

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What should students learn? (Disciplinary Core Ideas) The cycling of carbon in ecosystems involves both photosynthesis and cellular respiration, and occurs among different spheres of the Earth.
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How should students learn it? (Science and Engineering Practices) Develop a model to illustrate a scientific concept or design solution.
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How should students think? (Crosscutting Concepts) In energy and matter. Matter is conserved because atoms are conserved in physical and chemical processes.

HS-LS2-4 - Biomass and Trophic Levels

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

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What should students learn? (Disciplinary Core Ideas) The cycling of matter and flow of energy in ecosystems occurs among organisms at different trophic levels.
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How should students learn it? (Science and Engineering Practices) Use mathematical representations to support claims and evidence.
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How should students think? (Crosscutting Concepts) In energy and matter. Energy can be transferred in various ways and between objects.

HS-LS2-5 - Cycling of Carbon in Ecosystems

Develop a model to illustrate the cycling of carbon through an ecosystem, taking into consideration the roles of photosynthesis, cellular respiration, decomposition, and the combustion of fossil fuels.

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What should students learn? (Disciplinary Core Ideas) The cycling of carbon in ecosystems involves a complex interaction of processes, including photosynthesis, cellular respiration, decomposition, and human activities such as the burning of fossil fuels.
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How should students learn it? (Science and Engineering Practices) Develop a model to illustrate a scientific concept or design solution.
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How should students think? (Crosscutting Concepts) In energy and matter. Matter is conserved because atoms are conserved in physical and chemical processes.

HS-LS2-6 - Ecosystem Dynamics, Functioning, and Resilience

Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

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What should students learn? (Disciplinary Core Ideas) Ecosystems are dynamic and complex, with interactions among organisms and the environment leading to overall stability under stable conditions. However, changing environmental conditions can lead to changes in the ecosystem.
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How should students learn it? (Science and Engineering Practices) Evaluate the merits of a solution to a problem, weighed against its limitations and implications.
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How should students think? (Crosscutting Concepts) In stability and change. For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand.

HS-LS2-7 - Human Impact Reduction Solution

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

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What should students learn? (Disciplinary Core Ideas) Human activities can have a significant impact on the environment and biodiversity. It is important to develop solutions to reduce these impacts.
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How should students learn it? (Science and Engineering Practices) Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
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How should students think? (Crosscutting Concepts) In influence of science, engineering, and technology on society and the natural world. Science and engineering can provide solutions to many societal challenges, especially when such solutions are informed by a thorough understanding of the science at hand.

HS-LS2-8 - Social Interactions and Group Behavior

Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

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What should students learn? (Disciplinary Core Ideas) Group behavior can increase the chances of survival for individuals and the entire species.
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How should students learn it? (Science and Engineering Practices) Evaluate empirical evidence to develop an evidence-based argument.
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How should students think? (Crosscutting Concepts) In cause and effect. Cause and effect relationships can be used to predict phenomena in natural systems.

HS-LS3-1 - Chromosomal Inheritance

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

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What should students learn? (Disciplinary Core Ideas) DNA and chromosomes play a key role in the inheritance of characteristic traits from parents to offspring.
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How should students learn it? (Science and Engineering Practices) Ask questions to clarify relationships and distinctions among scientific concepts and ideas.
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How should students think? (Crosscutting Concepts) In patterns. Different patterns can be observed at each scale and can provide evidence for causality in explanations of phenomena.

HS-LS3-2 - Inheritable Genetic Variation

Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

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What should students learn? (Disciplinary Core Ideas) Inheritable genetic variations can result from new genetic combinations, errors in DNA replication, or mutations caused by environmental factors.
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How should students learn it? (Science and Engineering Practices) Make and defend a claim based on evidence about natural phenomena.
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How should students think? (Crosscutting Concepts) In cause and effect. Cause and effect relationships may be used to predict phenomena in natural or designed systems.

HS-LS3-3 - Variation and Distribution of Traits

Ask questions to clarify relationships about the role of natural selection and sexual selection in the distribution of traits.

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What should students learn? (Disciplinary Core Ideas) Natural selection and sexual selection can affect the distribution of traits in a population.
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How should students learn it? (Science and Engineering Practices) Ask questions to clarify relationships and distinctions among scientific concepts and ideas.
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How should students think? (Crosscutting Concepts) In cause and effect. Cause and effect relationships can be used to predict phenomena in natural systems.

HS-LS4-1 - Evidence of Common Ancestry and Diversity

Analyze and interpret data to provide evidence for the theories of evolution and the diversity of life on earth.

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What should students learn? (Disciplinary Core Ideas) The theories of evolution and the concept of common ancestry explain the diversity of life on earth.
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How should students learn it? (Science and Engineering Practices) Analyze and interpret data to provide evidence for phenomena.
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How should students think? (Crosscutting Concepts) In patterns. Different patterns can be observed at each scale and can provide evidence for causality in explanations of phenomena.

HS-LS4-2 - Four Factors of Natural Selection

Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

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What should students learn? (Disciplinary Core Ideas) The process of evolution results from the potential for a species to increase in number, heritable genetic variation, competition for limited resources, and the survival and reproduction of organisms that are better adapted to the environment.
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How should students learn it? (Science and Engineering Practices) Construct an explanation based on valid and reliable evidence obtained from a variety of sources.
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How should students think? (Crosscutting Concepts) In cause and effect. Cause and effect relationships can be used to predict phenomena in natural systems.

HS-LS4-3 - Adaptation of Populations

Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

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What should students learn? (Disciplinary Core Ideas) In specific habitats, the ability of an organism to survive can range from thriving to not surviving at all. This variation is based on the organism's adaptations to that particular environment.
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How should students learn it? (Science and Engineering Practices) Construct an argument with evidence, data, and/or a model.
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How should students think? (Crosscutting Concepts) In cause and effect. Cause and effect relationships can be used to predict phenomena in natural systems.

HS-LS4-4 - Natural Selection Leads to Adaptation

Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

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What should students learn? (Disciplinary Core Ideas) Natural selection can lead to adaptation, affecting a population's physical and behavioral traits and is a driving force in the evolution of a species.
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How should students learn it? (Science and Engineering Practices) Construct an explanation based on valid and reliable evidence obtained from a variety of sources.
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How should students think? (Crosscutting Concepts) In cause and effect. Cause and effect relationships can be used to predict phenomena in natural systems.

HS-LS4-5 - Environmental Change - Speciation and Extinction

Evaluate data to support the claim that disruptions to an ecosystem can lead to shifts in populations, speciation, and even extinction.

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What should students learn? (Disciplinary Core Ideas) Environmental changes can cause significant shifts in ecosystems that can lead to speciation or extinction of species.
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How should students learn it? (Science and Engineering Practices) Evaluate empirical evidence to develop an evidence-based argument.
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How should students think? (Crosscutting Concepts) In stability and change. Stability might be disturbed either by sudden events or gradual changes that accumulate over time.

HS-LS4-6 - Human Impact on Biodiversity Solution

Design, evaluate, and refine a solution for reducing human impacts on biodiversity.

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What should students learn? (Disciplinary Core Ideas) Human activities can have a significant impact on biodiversity, and it is essential to develop and improve solutions to reduce these impacts.
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How should students learn it? (Science and Engineering Practices) Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
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How should students think? (Crosscutting Concepts) In influence of science, engineering, and technology on society and the natural world. Science and engineering can provide solutions to many societal challenges, especially when such solutions are informed by a thorough understanding of the science at hand.