biology curriculum overview - dmps science -...

Biology Curriculum Overview 2017-2018http://science.dmschools.org

http://science.dmschools.org/

Biology Curriculum Overview 2017-2018

Biology Course Description

There are four life science disciplinary core ideas in high school biology: 1) From Molecules to Organisms: Structures and Processes, 2) Heredity: Inheritance and Variation of Traits, 3) Biological Evolution: Unity and Diversity, 4) Ecosystems: Interactions, Energy, and Dynamics. While the performance expectations in high school life science couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices underlying the performance expectations.

The performance expectations in LS1: From Molecules to Organisms: Structures and Processes help students formulate an answer to the question, “How do organisms live and grow?” The LS1 Disciplinary Core Idea from the NRC Framework is presented as three sub-ideas: Structure and Function, Growth and Development of Organisms, and Organization for Matter and Energy Flow in Organisms. In these performance expectations, students demonstrate that they can use investigations and gather evidence to support explanations of cell function and reproduction. They understand the role of proteins as essential to the work of the cell and living systems. Students can use models to explain photosynthesis, respiration, and the cycling of matter and flow of energy in living organisms. The cellular processes can be used as a model for understanding of the hierarchical organization of organism. Crosscutting concepts of matter and energy, structure and function, and systems and system models provide students with insights to the structures and processes of organisms.

The performance expectations in LS3: Heredity: Inheritance and Variation of Traits help students formulate answers to the questions: “How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have different characteristics?” The LS3 Disciplinary Core Idea from the NRC Framework includes two sub-ideas: Inheritance of Traits, and Variation of Traits. Students are able to ask questions, make and defend a claim, and use concepts of probability to explain the genetic variation in a population. Students demonstrate understanding of why individuals of the same species vary in how they look, function, and behave. Students can explain the mechanisms of genetic inheritance and describe the environmental and genetic causes of gene mutation and the alteration of gene expression. Crosscutting concepts of patterns and cause and effect are called out as organizing concepts for these core ideas.

The performance expectations in LS4: Biological Evolution: Unity and Diversity help students formulate an answer to the question, “What evidence shows that different species are related? The LS4 Disciplinary Core Idea involves four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and Biodiversity and Humans. Students can construct explanations for the processes of natural selection and evolution and communicate how multiple lines of evidence support these explanations. Students can evaluate evidence of the conditions that may result in new species and understand the role of genetic variation in natural selection. Additionally, students can apply concepts of probability to explain trends in populations as those trends relate to advantageous heritable traits in a specific environment. The crosscutting concepts of cause and effect and systems and system models play an important role in students’ understanding of the evolution of life on Earth.

The performance expectations in LS2: Ecosystems: Interactions, Energy, and Dynamics help students formulate an answer to the question, “How and why do organisms interact with their environment, and what are the effects of these interactions?” The LS2 Disciplinary Core Idea includes three sub-ideas: Interdependent Relationships in Ecosystems, Cycles of Matter and Energy Transfer in Ecosystems, Ecosystem Dynamics, and Functioning, and Resilience. High school students can use mathematical reasoning to demonstrate understanding of fundamental concepts of carrying capacity, factors affecting biodiversity and populations, and the cycling of matter and flow of energy among organisms in an ecosystem. These mathematical models provide support of students’ conceptual understanding of systems and their ability to develop design solutions for reducing the impact of human activities on the environment and maintaining biodiversity. Crosscutting concepts of systems and system models play a central role in students’ understanding of science and engineering practices and core ideas of ecosystems.

Modified from: June 2013 ©2013 Achieve, Inc. All rights reserved.


Standards-Referenced Grading BasicsThe teacher designs instructional activities that grow and measure a student’s skills in the elements identified on our topic scales. Each scale features many such skills and knowledges, also called learning targets. These are noted on the scale below with letters (A, B, C) and occur at Levels 2 and 3 of the scale. In the grade book, a specific learning activity could be marked as being 3A, meaning that the task measured the A

item at Level 3.

When identifying a Topic Score, the teacher looks at all evidence for the topic. The table to the right shows which Topic Score is entered based on what the Body of Evidence shows.

Only scores of 4, 3.5, 3, 2.5, 2, 1.5, 1, and 0 can be entered as Topic Scores.

Multiple OpportunitiesIt’s not about going back to do a retake, or back

to redo something; it’s about going forward, continually scaffolding student learning through multiple opportunities, and noting that improved learning. Our curriculum builds on itself. “Multiple opportunities” are about taking an assessment and connecting it to past topics. It’s about allowing students to demonstrate their learning multiple times in units subsequent to their current unit, or when learning is scaffolded into future units.

Multiple Opportunities will be noted in the guide to the right of the scales. Here you will see initial thinking of connections to other topics. This is also a place where teachers can add connections through their PLCs.

Guiding Practices of Standards-Referenced Grading

1. A consistent 4-point grading scale will be used.

2. Student achievement and behavior will be reported separately.

3. Scores will be based on a body of evidence.

4. Achievement will be organized by learning topic and converted to a grade

at semester’s end. 5. Students will have multiple opportunities to demonstrate

proficiency.

Evidence shows the student can... Topic Score

Demonstrate all learning targets from Level 3 and Level 4 4.0Demonstrate all learning targets from Level 3 with partial success at Level 4 3.5Demonstrate all learning targets from Level 3 3.0Demonstrate some of the Level 3 learning targets 2.5Demonstrate all learning targets from Level 2 but none of the learning targets from Level 3

2.0

Demonstrate some of the Level 2 learning targets and none of the Level 3 learning targets

1.5

Demonstrate none of the learning targets from Level 2 or Level 3 1.0Produce no evidence appropriate to the learning targets at any level 0


Rough Timeframe Content Topics Connected NGSS Performance Expectations

3-4 weeks Structure and Function HS-LS1-2

HS-LS1-34-5 weeks Matter and Energy Flow in Organisms HS-LS1-5

HS-LS1-6HS-LS1-7

4-5 weeks Inheritance of Traits HS-LS1-1HS-LS1-4 HS-LS3-1

3-4 weeks Variation of Traits HS-LS3-2HS-LS3-3

Semester Break

4 weeks Common Ancestry and Natural Selection HS-LS4-1 HS-LS4-2HS-LS4-3

4 weeks Adaptation HS-LS4-4HS-LS4-5HS-LS2-8

4 weeks Interdependent Relationships in Ecosystems HS-LS2-1HS-LS2-2HS-LS2-7

4 weeks Cycles of Matter and Energy in Ecosystems HS-LS2-3HS-LS2-4HS-LS2-5


Topic: Structure and FunctionDriving Questions: How do systems work in a multi-celled organism and what happens if there is a change in a system? How do organisms survive even when there are

changes in their environment?Crosscutting Concept: Systems and System Models, Structure and Function, and Stability and Change

Science and Engineering Practices: Developing and using models, planning and carrying out investigationsPerformance Expectation: HS-LS1-2, HS-LS1-3

Level 4 Level 3 Level 2

In addition to score 3.0 performance, the student dem

onstrates in-depth inferences and applications that go beyond w

hat was taught.

Students will:

A. Develop and use a model to illustrate how the interactions between systems (examples: cardiovascular, nervous, endocrine) provides specific functions in multicellular organisms. HS-LS1-2

B. Plan, conduct, and analyze an investigation to provide evidence that feedback mechanisms maintain homeostasis within an organism (see evidence statements for rubric design) . HS-LS1-3

Students will:

A. 1. Identify and describe the relevant parts and functions of at least two major organ systems.

2. Describe how the organ systems impact each other and the overall system.

B. 1. Describe feedback mechanisms which maintain homeostasis in response to environmental change.

2. Conduct and analyze an investigation to explore the relationships between feedback mechanisms and homeostasis within an organism.

specific vocabulary is underlined and bolded in the learning targets:


Topic: Matter and Energy Flow in OrganismsDriving Questions: How do living things acquire energy and matter for life? How do organisms store energy? How are photosynthesis and cellular respiration connected?

What components are necessary to build more complex molecules?Crosscutting Concept: Energy and Matter

Science and Engineering Practices: Developing and using models, Constructing explanationsPerformance Expectation: HS-LS1-5, HS-LS1-6, HS-LS1-7

Level 4 Level 3 Level 2 Level 1



hat was taught.

Students will:

A. Use a model to illustrate the rearrangement of matter, flow of energy, and inputs/outputs of photosynthesis. HS-LS1-5

B. Construct an explanation based on evidence that explains how organisms break down molecules and rearrange them to make other essential molecules according to the Law of conservation of matter. HS-LS1-6

C. Use a model to illustrate the release of energy in bonds, including the inputs and outputs of cellular respiration. HS-LS1-7

Students will:

A. 1. Identify the inputs and outputs of photosynthesis.2. Trace the flow of energy and matter through the model of photosynthesis.

B. 1. Identify where energy is stored in molecules 2. Identify the atomic components of sugars, amino acids, and other larger carbon based compounds.3. Describe the Laws of conservation of matter and energy.

C. 1. Identify the inputs and outputs of cellular respiration.2. Trace the flow of energy and matter through the model of cellular respiration.3. Describe the relationship between the Law of conservation of matter and energy to photosynthesis and cellular respiration.

specific vocabulary is underlined and bolded in learning targets:

Student’s performance reflects insuffi

cient progress towards foundational skills

and knowledge.


Topic: Inheritance of TraitsDriving Questions: How are characteristics of one generation passed to the next? What allows traits to be transmitted from parents to offspring?

Crosscutting Concept: Cause and EffectScience and Engineering Practices: Asking questions and defining problems

Performance Expectation: HS-LS1-4, HS-LS1-1, HS-LS3-1 , Level 4 Level 3 Level 2 Level

1



hat was taught.

Students will:

A. Use a model to illustrate the role of the cell cycle and differentiation in producing and maintaining complex organism. HS-LS1-4

B. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins. HS-LS1-1

C. Create a model of meiosis to demonstrate how characteristics of one generation are passed to the next with variation

D. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for traits passed during meiosis. HS-LS3-1

Students will:

A. 1. Describe the steps of the cell cycle2. Explain how cells differentiate to create different cell types

B. Describe the relationship between the following: o Cells and DNAo DNA and Geneso Genes and Proteins

C. 1. Explain how DNA is passed from parent to offspring2. Explain why the offspring is not an exact copy of the parents3. Describe how meiosis creates genetic variation

D. Describe the characteristics of an empirically testable questions



cient progress towards foundational skills and

knowledge.

https://www.nextgenscience.org/sites/default/files/evidence_statement/black_white/HS-LS1-1%20Evidence%20Statements%20June%202015%20asterisks.pdf





Topic: Variation of TraitsDriving Questions: What is the chance of a trait being passed from one generation to another? What happens if there is a mutation in that gene? What combinations of

alleles are possible? What contributes to phenotype?Crosscutting Concept: Scale, Proportion, and Quantity; Cause and Effect

Science and Engineering Practices: Analyzing and Interpreting Data, and Engaging in Argument from EvidencePerformance Expectation: HS-LS3-2, HS-LS3-3




hat was taught.

Students will:

A. Make and defend a claim based on evidence suggesting the sources of genetic variation through mutations. HS-LS3-2

B. Apply concepts of statistics to predict the probability of inheriting a given trait. HS-LS3-3

C. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. HS-LS3-3

Students will:

A. 1. Explain how mutations result from errors during replication.2. Explain how mutations result from environmental factors.3. Describe how variations produced by mutation and meiosis can be inherited.4. Connect mutations to changes in DNA and the resultant changes in protein synthesis.

B. Create a Punnett square to predict the probability of genotypes and phenotypes of offspring.

C. Describe the frequency of traits in a population.




knowledge.

End of Semester 1

Topic: Common Ancestry and Natural Selection


Driving Questions: What processes influence natural selection? What evidence did Darwin provide that became the foundation for the study of Evolution? What do changes in patterns in phenotypes mean? How do organisms ensure that their gene pool gets passed on? What affects a population’s chance of survival?

Crosscutting Concept: Patterns, Cause and EffectScience and Engineering Practices: Analyzing and Interpreting Data, Construction Explanations and Designing Solutions, Engaging in Argument from Evidence

Performance Expectation: HS-LS4-2, HS-LS4-3, HS-LS4-1Level 4 Level 3 Level 2 Level

1



hat was taught.

Students will:

A. Construct an argument for evolution based on common ancestry and communicate how multiple lines of evidence support these explanations. HS-LS4-1

B. Construct an explanation based on evidence that evolution through the process of natural selection primarily results from a combination of four factors. HS-LS4-2

C. Apply concepts of statistics and probability to support explanations of change in heritable traits over time. HS-LS4-3

Students will:

A. 1. Describe how commonalities between DNA sequences or amino acid sequences support the idea of a common ancestry.2. Create inferences of possible lines of evolutionary descent based on the fossil record.3. Compare and contrast anatomical (homologous and vestigial) and embryological structures to suggest evolutionary relationships.

B. 1. Describe why variation is necessary for the process of evolution to occur.2. Describe why reproduction is necessary for the process of evolution to occur.3. Describe how competition drives the process of evolution to occur.4. Provide reasons for the trend of an advantageous trait in a population over time.

C. Identify changes in the distribution of traits in a population




knowledge.

Topic: Adaptation


Driving Questions: How does natural selection lead to adaptation in populations? How do changes in ecosystems influence populations? What are the cause and effect criteria for changes in populations?

Crosscutting Concept: Patterns, Cause and EffectScience and Engineering Practices: Analyzing and Interpreting Data, Constructing Explanations and Designing Solutions, Engaging in Argument from Evidence, Using

Mathematical and Computational ThinkingPerformance Expectation: HS-LS4-4, HS-LS4-5 , HS-LS2-8




hat was taught.

Students will:

A. Evaluate evidence to create a logical argument that changes in environmental conditions may result in the change, development, or extinction of species over time. HS-LS4-5

B. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-4

C. Evaluate the evidence for the role of group behavior adaptations on individual and species chances to survive and reproduce. HS-LS2-8

Students will:

A. 1. Identify and describe specific situations where a change in the environment causes the number of individuals in a species to change (increases vs extinction).2. Identify and describe specific situations where a change in the environment may cause speciation.

B. Discuss how advantageous traits results in an adaptation in a population to a particular environment.

C. Identify the pros and cons of cooperative behaviors (examples: flocking, schooling, herding, hunting, migrating, and swarming).




knowledge.

Topic: Interdependent Relationships in Ecosystems


Driving Questions: How and why do populations change over time? What happens if a population uses up its resourcesCrosscutting Concept: Scale, proportion, and quantity

Science and Engineering Practices: Using Mathematical and Computational ThinkingPerformance Expectation: HS-LS2-1, HS-LS2-2 , HS-LS2-7




hat was taught.

Students will:

A. Use mathematical representations to explain factors that affect carrying capacity of ecosystems at different scales. HS-LS2-1

B. Use mathematical representations to support explanations based on evidence about biotic and abiotic factors affecting biodiversity and populations. HS-LS2-2

C. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. HS-LS2-7

Students will:

A. 1. Understand the difference between logistic and exponential growth.

2. Describe the role/availability of resources and their impact on the carrying capacity of ecosystems.

3. Describe how limiting factors (boundaries, resources, climate, and competition) are impacted by the scale of the system.

B. Use mathematical representations to identify changes over time in the number and types of organisms.

C. Explain how a proposed solution will decrease the negative effects of human activity on the environment and biodiversity.




knowledge.

Topic: Cycles of Matter and Energy in Ecosystems


Driving Questions: Why is the cycling of matter and energy important? How is matter and energy linked in ecosystems?Crosscutting Concept: Systems and System Models, Energy and Matter

Science and Engineering Practices: Developing and using models, Constructing Explanations, and Using mathematical and computational thinkingPerformance Expectation: HS-LS2-3, HS-LS2-4, HS-LS2-5




hat was taught.

Students will:

A. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. HS-LS2-3

B. Use mathematical representations (10% rule) to support claims for the cycling of matter and energy among organisms in an ecosystem. HS-LS2-4

C. Develop a model (incorporating photosynthesis and cellular respiration) to illustrate the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. HS-LS2-5

Students will :

A. Compare how the inputs and outputs of cellular respiration differ in aerobic vs anaerobic respiration.

B. 1. Describe the relative quantities of organisms, matter, and energy in an ecosystem’s food web.

2. Calculate the relative amount of matter and energy available at different trophic levels in an energy pyramid.

C. 1. Describe the exchange of carbon between living organisms and the environment.

2. Describe the role of storing carbon in organisms and non-living components as a part of the carbon cycle.




knowledge.

biology curriculum overview - dmps science -...

Documents