High School Science Priority Expectations Document

Transcription

1 High School Science Priority Expectations Document A Collaboration to Encourage State of the Art Practice in Science Education, in an Era of High Stakes Accountability Based on the MDE Science Companion Document Physics Chemistry Biology Earth Science ISD/ESA Collaborative Priority Expectation Partners Allegan AESA Alpena-Montmorency-Alcona ESD Bay-Arenac ISD Branch ISD Calhoun ISD Charlevoix-Emmet ISD Cheboygan-Otsego-Presque Isle ESD Clare-Gladwin RESD Clinton County RESA C.O.O.R. ISD Eaton ISD Genesee ISD Gratiott Isabella RESD Huron ISD Ingham ISD Ionia County ISD Iosco RESA Kalamazoo RESA Kent ISD Lewis Cass ISD Livingston ISD Macomb ISD Manistee ISD Mason-Lake ISD Mecosta-Osceola ISD Midland County ESA Montcalm Area ISD Muskegon Area ISD Newaygo County RESA Oakland Schools Oceana ISD Ottawa Area ISD Saginaw ISD Shiawassee RESD St. Joseph ISD Traverse Bay ISD Van Buren ISD Washtenaw ISD Wayne RESA Wexford-Missaukee ISD ISD/RESA/RESD Collaborative High School Science Expectations Introduction i

2 Table of Contents Overview of the Science Priority Expectations Document iv Physics Priority Expectations 8 The Big Ideas in the Physics s... 9 Energy Transformations Motion Dynamics Momentum Periodic Motion Gravity Mechanical Energy Mechanical Waves Electromagnetic Waves, Visible Light, and Optics Electric Forces Electric Current Nuclear Physics Chemistry Priority Expectations 38 The Big Ideas in the Chemistry s Atomic Theory Periodic Table Quantum Mechanics Introduction to Bonding Nomenclature & Formula Stoichiometry Equations & Stoichiometry States of Matter Advanced Bonding Concepts Thermochemistry & Solutions Acid/Base Redox/Equilibrium Thermodynamics ii ISD/RESA/RESD Collaborative High School Science Priority Expectations Introduction

3 Biology Priority Expectations 64 The Big Ideas in the Biology s Chemistry & Biochemistry Cells Structure & Function Cell Energetics Comparative Structure & Function of Living Things Human Systems Homeostasis & Health Matter & Energy in Ecosystems Population Ecology & Human Impacts on Ecosystems Cell Division DNA/RNA & Protein Synthesis Mendelian & Molecular Genetics (includes Biotechnology) Evolution Earth Science Priority Expectations 92 The Big Ideas in the Earth Science s Organizing Principles of Earth Science Rock Forming Processes Earthquakes and Earth s Interior Plate Tectonics & Volcanoes Discerning Earth s History Severe Weather Oceans & Climates Climate Change Hydrogeology Resources & Environment Challenges Cosmology & Earth s Place in the Universe The Sun & Other Stars ISD/RESA/RESD Collaborative High School Science Expectations Introduction iii

4 Overview of the Science Priority Expectations Document Why another document about Michigan science standards? In recent years, Michigan educators of all subjects have been grappling with the challenges of revising district programs in response to new state standards and assessment designs. Despite clear and well supported recommendations to identify and focus deeply on fewer core concepts in science, Michigan s new standards are numerous and vast in breadth. As a consequence, the imposing enormity of the content expectation obscures critical interrelationships among important core concepts. It promotes an erroneous impression that science literacy is about mastery of a dizzying array of facts and proficiency in discrete skills disconnected from science content. There are exemplary educators, proficient in highly effective instructional practices who are dismayed that they face the difficult trade-off between covering all science content expectations in the standards and teaching in a manner that is known to be effective and inspiring. Also, the incentives that result from common interpretations of our accountability systems (Michigan Merit Exam (MME) and high school graduation requirements) have locked the very aims of our science programs in an outdated mode: emphasizing vast content coverage. In order to best assure quality educational programming, numerous districts and ISD s had independently embarked upon efforts to identify the content expectations that are recognized as most important, and therefore deserving of an enhanced focus. Despite the fact that purposes varied to some degree, it was recognized that a collaborative endeavor would be greatly preferable to several efforts that inevitably would produce different lists of expectations to emphasize. Therefore, a statewide ISD collaboration was initiated and has committed to producing this document. The effort has been encouraged by Michigan s state Superintendent Flanagan who also echoed the sentiments of the ISD collaboration in a June 2009 memo by saying that the high school content expectations should not be viewed as a list of items that must be checked off one by one. With only so many instructional hours available each year, we know that there is no way for schools to cover in depth every HSCE, nor should districts make that attempt. What principles guided the design of the priority expectations document? In keeping with research, national leadership in science education and modern, high quality curriculum design these documents are meant to encourage a deep treatment of a limited number of important big ideas and core concepts, explored in a manner that promotes an understanding of the nature of science and the proficiencies that are central to the scientific enterprise. It built in large part on the structure of the science companion documents because they are widely disseminated and utilized. To emphasize the critical interrelationships and intended prominence of big ideas, core concepts and student inquiry the actual list of priority expectations are located at the bottom of each unit. The prominent and close positioning of the big ideas, core concepts and student inquiry is meant to bring a teacher s focus to the intrinsic interrelationship of these elements of our standards. The graphic organizer ties them together in a single display. This approach provides an intellectual organizational structure (or framing) of the standards which provides invaluable guidance in how ideas are related and how to integrate the practices of science with the overriding big ideas and important core concepts. The criteria to select the priority expectations were developed to serve these principles. Which HSCE s should be priorities? Those that: best point to central ideas of the discipline (big ideas and core concepts) lend themselves to rich student investigations readily connect to critical societal concerns Which HSCE s should not be priorities? Those that are: redundant with other, better worded HSCE s arbitrarily, specific tasks (i.e., reads like a NAEP expectation) not strongly connected to core concepts overly esoteric, as though part of a bachelor of science program in a science major iv ISD/RESA/RESD Collaborative High School Science Priority Expectations Introduction

5 These criteria served the process well and interestingly revealed that many decisions were made on the basis of redundancy where one selected expectation sufficiently captured the essence of others or where the expectation was an application of an understanding or concept. Additionally, in depth study of the recommended priority expectations will result in an understanding of the non priority expectations related to that unit. How should the new high school priority expectations document be used? 1. To assure quality, state-of-the-art science curriculum and instruction By focusing on fewer, more important science concepts teachers can afford more time to teach in a manner known to be effective and meaningful for students. Curriculum built to provide students well-structured opportunities to investigate scientific questions and embark on problemsolving endeavors puts core knowledge to use and develops proficiencies central to science. These proficiencies happen to largely overlap with the College Readiness Standards of the ACT and most iterations of currently touted 21 st Century Skills necessary for individual success in a globally competitive economy. New insights on learning call for the integration of writing, collaborative discourse and structured activities that reveal frameworks of knowledge and self reflection on thinking. With a limited focus on more important content as suggested in this document, science teachers will be able to utilize the strategies critical for promoting student success and enthusiasm for science. 2. To define course graduation credit in a deliberate and informed way Properly interpreted, Michigan s high school graduation requirements do not have to thwart state-of-the-art instructional practice in science. While legislation directs districts to base high school credit on proficiencies of the high school content expectations, school districts retain the prerogative to make choices on what central ideas in our standards are emphasized and which ones ought to be de-emphasized. Also, districts still possess the authority to determine how proficiency is defined and what proficiencies warrant the granting of credit. Courses defined around proficiencies related to fewer, more important core concepts and skills will more likely meet the aims of their design. Such a basis for district decisions will be a great improvement over what can be capricious reasons, (such as a surprisingly early arrival of the end of a year). 3. To improve the reliability of assessments The best way to give teachers, students and parents more accurate and actionable feedback is to bear down on a limited set of important core concepts and proficiencies with a number of assessment items of varying difficulty and type. This document can make this possible by providing a foundation for refining the focus of district, building and classroom assessments. Assessments that target the most critical outcomes of a strong science program will encourage instructional decisions that support those aims. Rather than targeting each and every high school content expectation, assessments can focus on those that serve the core concepts and student proficiencies that best support the big idea of each unit. 4. To better prepare students for the MME By far, most points earned on the MME come from the ACT portion. For an individual student, the ACT score is in fact more personally important than the MME score as a whole. Because the ACT is based on College Readiness Standards, students who score well are highly proficient at interpreting scientific data, parsing and evaluating scientific experiments and arguments and reading and interpreting advanced text that describes scientific investigations. The education that prepares students for these challenges is one that involves them both directly and reflectively in scientific investigations. That is exactly the kind of science programming these documents are trying to encourage. By focusing on the fewer more important scientific concepts and big ideas, classroom time can be dedicated to the writing, discussion, analysis and reflection necessary to develop these advanced skills. By suggesting that students engage these ideas through investigation and experimentation these documents encourage a practice that will enable students to draw from more relevant and personal experiences when demonstrating their competencies on the ACT portion of the MME. ISD/RESA/RESD Collaborative High School Science Expectations Introduction v

6 Title The units and their titles are those of the MDE Companion. 5 Discerning Earth s History discerning Earth s history Big Picture Graphic: This area depicts the unit content as a concept map with reference to the disciplinary processes and patterns of reasoning used in science. IS ABOUT the application of age-dating techniques TO INFER APPLYING USING APPLYING CONSTRUCTING sequences of geologic events relative age dating principles index fossils to establish stratigraphic correlations radiometric age dating methods for absolute ages the geologic time scale Big Idea The application of age dating techniques provides evidence for a 4.6 billion year old Earth and allows for the interpretation of Earth history and biological evolution, which has been the basis of the design and refinement of the geologic time scale. Core Concept E 1.1C E 1.1g Inquiry, Reflection and Social Implications: Conduct scientific investigations Critique reasoning based on evidence Students use relative and absolute age dating techniques to construct a well reasoned geologic history of an area. Big Idea and Core Concept: This area describes the central, big ideas and core concepts of the unit. They should be learned in depth as the focus of instruction and assessment. Gradual and catastrophic change has occurred over the vastness of geologic time (and our lifespans). Relative age dating techniques are used to discern sequencing of geologic events. Isotopic age dating techniques are used to deduce absolute ages of materials and place them within earth history. E1.2i E1.2k 96 ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations Explain progressions of ideas Students explain how the invention and improvement of technology in addition to emerging geologic data aids in the continual refinement of the geologic time scale. Analyze how science and society interact Students relate the effects of the discovery that Earth is ancient to the science of biology and major elements of society. Inquiry, Reflection and Social Implications: This area identifies the HSCE s from Standard 1 that are well served by the content of the unit. It includes some excellent suggestions of ways to engage students in the practices of science as they relate to the unit content. The inquiry HSCE s should be part of the instructional design in all of the units. vi ISD/RESA/RESD Collaborative High School Science Priority Expectations Introduction

7 Content Expectations (Priority Expectations are highlighted in gray.) 5 E5.3B Describe the process of radioactive decay and explain how radioactive elements are used to date the rocks that contain them. E5.3C Relate major events in the history of the Earth to the geologic time scale, including formation of the Earth, formation of an oxygen atmosphere, rise of life, Cretaceous-Tertiary (K-T) and Permian extinctions, and Pleistocene ice age. E5.3D E5.3e E5.3f E5.3g Describe how index fossils can be used to determine time sequence. Determine the approximate age of a sample, when given the half-life of a radioactive substance (in graph or tabular form) along with the ratio of daughter to parent substances present in the sample. Explain why C-14 can be used to date a 40,000 year old tree but U-Pb cannot. Identify a sequence of geologic events using relative-age dating principles. Content Expectations: All of the content expectations of the MDE Companion Document are listed in this area. The Priority Expectations are identified by bolding the text. These should be the focus of instruction and assessment, as depicted by the Big Ideas and Core Concepts. ISD/RESA/RESD Collaborative High School Earth Science Priority Expectations 97 ISD/RESA/RESD Collaborative High School Science Expectations Introduction vii

8 Biology Priority Expectations 10 RNA 11 Genetics 7 Ecosystems 8 Population Ecology and Human Impacts interactions and interdependence SYSTEMS AND THE ENVIRONMENT genetic continuity and reproduction PASSING OF GENETIC INFORMATION BIOLOGY growth, development and differentiation INFLUENCED BY A PLAN AND THE ENVIRONMENT 9 Cell Division 5 Human Systems evolution CHANGE THROUGH TIME SYSTEMS ARE STABLE COMPLEX AND HIGHLY ORGANIZED energy, matter, and organization 4 Comparative Structure and Function 12 Evolution 3 Cell Energetics equilibrium 6 Homeostasis and Health 1 Biochemistry 2 Cell Structure and Function Unifying Principles of Biology (Biology Teachers Handbook, NSTA Press) 1. Evolution 2. Equilibrium 3. Energy, Matter and Organization 4. Growth, Development and Differentiation 5. Genetic Continuity and Reproduction 6. Interactions and Interdependence 64 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

9 The Big Ideas in the Biology s Chemistry and Biochemistry Living things are energy rich complex chemical structures. Cells Structure and Function Cells are the unit of structure and function of all living things. Cell Energetics Organisms store, transfer and transform the energy needed to live. Comparative Structure and Function of Living Things Organisms have specialized structures to carry out life functions Human Systems The functions of the human body rely upon multiple body systems whose functions are interdependent. Homeostasis and Health Organisms maintain an internal balance while the external environment changes. Matter and Energy in Ecosystems Matter and energy are transformed as they are transferred through an ecosystem. 8 Population Ecology and Human Impacts on Ecosystems Ecosystems are characterized by both stability and change on which human populations can have an impact Cell Division Through cell division, mitosis explains growth and specialization while meiosis explains genetic continuity. DNA/RNA and Protein Synthesis DNA carries the coded recipes for building proteins. Mendelian and Molecular Genetics (includes Biotechnology) All cells contain a complete set of genes for the organism but not all genes are expressed in each cell. 12 Evolution Evolution provides a scientific explanation for the history of life on Earth. ISD/RESA/RESD Collaborative High School Biology Priority Expectations 65

10 1 Chemistry & Biochemistry biochemistry IS ABOUT the energy-rich, complex chemical structures of things RELATING CORRELATING DETERMINED BY CALCULATING four types of macromolecules to biochemical structure of organisms macromolecular structure to function energy is stored in compounds Big Idea Living things are energy rich complex chemical structures. Core Concepts Living systems are made up of four major types of organic molecules: carbohydrates, lipids, proteins and nucleic acids. B1.1C B1.1E Inquiry, Reflection and Social Implications: Generate questions for investigations Give evidence to support conclusions Students measure stored energhy in foods using a calorimeter and use evidence from food labels to reach conclusions about the chemical make-up of foods and diet. Organisms are made up of different arrangements of these molecules, giving all life a biochemical framework. Carbohydrates and lipids contain many C-H bonds that store energy. B1.2B B1.2C Apply science to social issues Access information from multiple sources Students study the problems of obesity based on scientific evidence and relate information on nutrient intake to weight gain and loss. Students relate information on nutrient deficiencies to their role in defining dietary needs. 66 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

11 Content Expectations (Priority Expectations are highlighted in gray.) 1 B2.2A B2.2B B2.2C B2.2D B2.2E B2.2f Explain how carbon can join to other carbon atoms in chains and rings to form large and complex molecules. Recognize the six most common elements in organic molecules (C, H, N, O, P, S). Describe the composition of the four major categories of organic molecules (carbohydrates, lipids, proteins, and nucleic acids). Explain the general structure and primary functions of the major complex organic molecules that compose living organisms. Describe how dehydration and hydrolysis relate to organic molecules. Explain the role of enzymes and other proteins in biochemical functions (e.g., the protein hemoglobin carries oxygen in some organisms, digestive enzymes, and hormones). B2.4f Recognize and describe that both living and nonliving things are composed of compounds, which are themselves made up of elements joined by energy-containing bonds, such as those in ATP. B2.5A Recognize and explain that macromolecules such as lipids contain high energy bonds ISD/RESA/RESD Collaborative High School Biology Priority Expectations 67

12 2 Cells Structure & Function cell structure and function IS ABOUT cells COMPARING MODELING RELATING COMPRISE viruses and bacterial, plant and animal cells cell structure organelle function to cell function organisms in a variety of ways Big Idea Cells are the unit of structure and function of all living things. Core Concepts All cells have important similarities, but significant differences in cell structure/function allow for life s great diversity. Cells combine to form more complex structures. B1.1E. B1.2E B1.2h B1.2i Inquiry, Reflection and Social Implications: Give evidence to support conclusions Students observe cell structure to help determine cell function. Be aware of careers in science Distinguish between theories, hypotheses and observations Explain progressions of ideas Students research the progression of discoveries that led to the cell theory and explain why it is a scientific theory and not a hypothesis or law. Students evaluate the future career opportunities in cellular biology. 68 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

13 Content Expectations (Priority Expectations are highlighted in gray.) 2 B2.4g B2.4h B2.4i B2.5g B2.5h B2.5i Explain that some structures in the modern eukaryotic cell developed from early prokaryotes, such as mitochondria, and in plants, chloroplasts. Describe the structures of viruses and bacteria. Recognize that while viruses lack cellular structure, they have the genetic material to invade living cells. Compare and contrast plant and animal cells. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, and active transport). Relate cell parts/organelles to their function. ISD/RESA/RESD Collaborative High School Biology Priority Expectations 69

14 3 Cell Energetics cell energetics IS ABOUT energy conversions STARTING WITH TRANSFORMED BY CONVERTED TO photosynthesis cellular repiration ATP for cell usage Big Idea Organisms store, transfer and transform the energy needed to live. Core Concepts Photosynthesis converts the sun s energy into the chemical potential energy of food. Cell respiration converts the chemical potential energy stored in food to the chemical potential energy stored in ATP. ATP supplies the energy to do cell work. B1.1C B 1.1E B1.1f B1.2k Inquiry, Reflection and Social Implications: Conduct scientific investigations Give evidence to support conclusions Predict results of changes in variables Students conduct scientific investigations using Elodea to compare cellular respiration rates in changing conditions. Students also predict how oxygen production would change if plants were exposed to different levels of light. Analyze how science and society interact. Students analyze how changing levels of oxygen and carbon dioxide impact our lives. 70 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

15 Content Expectations (Priority Expectations are highlighted in gray.) 3 B2.4e B2.5D B2.5e B2.5f B3.1B Explain how cellular respiration is important for the production of ATP (build on aerobic vs. anaerobic). Describe how individual cells break down energy-rich molecules to provide energy for cell functions. Explain the interrelated nature of photosynthesis and cellular respiration in terms of ATP synthesis and degradation. Relate plant structures and functions to the process of photosynthesis and respiration. Illustrate and describe the energy conversions that occur during photosynthesis and respiration. (Also repeated in 8 Ecology) ISD/RESA/RESD Collaborative High School Biology Priority Expectations 71

16 4 Comparative Structure & Function of Living Things comparative structure and function of living things IS ABOUT biological specialization PRODUCES OBSERVED BY RESULTS IN interdependency of cells integration of systems in an organism efficient life functions Big Idea Organisms have specialized structures to carry out life functions. Core Concept The same or similar functions are accomplished through different structures in different organisms. B1.1C B1.1E Inquiry, Reflection and Social Implications: Conduct scientific investigations Give evidence to support conclusions Students do comparative scientific investigations of basic life functions (respiration, excretion, food getting, locomotion) as accomplished in different species. Systems work together physiologically to support the needs of the entire organism and the cells of which it is composed. B1.2C Access information from multiple sources Develop an understanding of how a given organism is dependent upon all body systems. 72 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

17 Content Expectations (Priority Expectations are highlighted in gray.) 4 B2.4B Describe how various organisms have developed different specializations to accomplish a particular function and yet the end result is the same (e.g., excreting nitrogenous wastes in animals, obtaining oxygen for respiration. B2.4C Explain how different organisms accomplish the same result using different structural specializations (gills vs. lungs vs. membranes). B2.5B Explain how major systems and processes work together in animals and plants, including relationships between organelles, cells, tissues, organs, organ systems, and organisms. Relate these to molecular functions. ISD/RESA/RESD Collaborative High School Biology Priority Expectations 73

18 5 Human Systems human systems ARE ABOUT interdependence RESULTS FROM RESULTS IN PRODUCING specialization systems working together healthy bodies Big Idea The functions of the human body rely upon multiple body systems whose functions are interdependent. Core Concept Human systems work together to maintain the short and long term health of the organism. B1.1A B1.1C B1.1D Inquiry, Reflection and Social Implications: Generate questions for investigations Conduct scientific investigations Relate patterns in data to theories Students generate questions, conduct scientific investigations and identify patterns about how the respiratory, muscular, and circulatory systems interact during exercise (running in place, reaction time, body fitness). B1.2j Predict effects of technology Students relate technological design of exercise equipment to human systems. 74 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

19 Content Expectations (Priority Expectations are highlighted in gray.) 5 B2.1e Predict what would happen if the cells from one part of a developing embryo were transplanted to another part of the embryo. B2.3d Identify the general functions of the major systems of the human body (digestion, respiration, reproduction, circulation, excretion, protection from disease, and movement, control, and coordination) and describe ways that these systems interact with one another. B2.3g Compare the structure and function of a human body system or subsystem to a nonliving system (e.g., human joints to hinges, enzymes and substrate to interlocking puzzle pieces). ISD/RESA/RESD Collaborative High School Biology Priority Expectations 75

20 6 Homeostasis & Health homeostasis and health ARE ABOUT maintaining internal balance AS A DYNAMIC PROCESS CONTROLLED BY RESULTS IN homeostasis regulating mechanisms healthy organism Big Idea Organisms maintain an internal balance while the external environment changes. Core Concept Body systems function together to maintain homeostasis as conditions inside and outside the body change. B1.1C B1.1h Inquiry, Reflection and Social Implications: Conduct scientific investigations Design and conduct investigations; draw conclusions Students conduct scientific investigations relating exercise to pulse and repiratory rates and draw conclusions from recorded data in charts or tables. Regulatory mechanisms are responsible for many of the homeostatic control systems in living organisms. Human body systems work together to maintain human health. B1.2C B1.2D Access information from multiple sources Use peer review to evaluate explanations Students develop an understanding of the link between obesity and diabetes by accessing information from multiple sources. In a peer review format, students evaluate a variety of diseases and explain the homeostatic imbalance. 76 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

21 Content Expectations (Priority Expectations are highlighted in gray.) 6 B2.3A B2.3B B2.3C B2.3e B2.3f B2.6a Describe how cells function in a narrow range of physical conditions, such as temperature and ph (acidity) to perform life functions. Describe how the maintenance of a relatively stable internal environment is required for the continuation of life. Explain how stability is challenged by changing physical, chemical, and environmental conditions, as well as the presence of disease agents. Describe how human body systems maintain relatively constant internal conditions (temperature, acidity, and blood sugar). Explain how human organ systems help maintain human health. Explain that the regulatory and behavioral responses of an organism to external stimuli occur in order to maintain both short and long term equilibrium. ISD/RESA/RESD Collaborative High School Biology Priority Expectations 77

22 7 Matter & Energy in Ecosystems matter and energy in ecosystems IS ABOUT transfer and transformation COMPARING MODELING RELATING COMPRISE photosynthesis respiration food webs an organism s growth and repair Big Idea Matter and energy are transformed as they are transferred through an ecosystem. Core Concept Photosynthesis is the process of trapping solar energy in matter that is then transferred and transformed throughout an ecosystem. Respiration is the core process for energy release in an ecosystem. Through the transfer of matter, living organisms obtain materials for growth and repair, from living and non-living organisms. B1.1A B1.1C B1.1f B1.2C B1.2i Inquiry, Reflection and Social Implications: Generate questions for investigations Conduct scientific investigations Predict results of changes in variables Students generate new questions about food webs that can be investigated in the lab and conduct scientific investigations by constructing a microcosm (terrariums, aquariums, and bottle biology) to model sustainable ecosystems. Students use snails and elodea in sealed test tubes to predict what would happen when variables are changed. Access information from multiple sources Explain progressions of ideas Students watch the Private Universe series From Thin Air to develop an understanding of the science concept of where wood comes from. Students explain the progression of ideas and explanations, regarding plant growth, from Von Helmont to current understandings. 78 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

23 Content Expectations (Priority Expectations are highlighted in gray.) 7 B2.1A Explain how cells transform energy (ultimately obtained from the sun) from one form to another through the processes of photosynthesis and respiration. Identify the reactants and products in the general reaction of photosynthesis. B2.1B B2.5C B3.1A B3.1B B3.1C B3.1D B3.1e B3.2A B3.2B B3.2C B3.3A B3.3b Compare and contrast the transformations of matter and energy during photosynthesis and respiration. Describe how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. Describe how organisms acquire energy directly or indirectly from sunlight. Illustrate and describe the energy conversions that occur during photosynthesis and respiration. (Repeat from 3) Recognize the equations for photosynthesis and respiration and identify the reactants and products for both. (Repeat from 3) Explain how living organisms gain and use mass through the processes of photosynthesis and respiration. Write the chemical equation for photosynthesis and cellular respiration and explain in words what they mean. Identify how energy is stored in an ecosystem. Describe energy transfer through an ecosystem, accounting for energy lost to the environment as heat. Draw the flow of energy through an ecosystem. Predict changes in the food web when one or more organisms are removed. Use a food web to identify and distinguish producers, consumers, and decomposers and explain the transfer of energy through trophic levels. Describe environmental processes (e.g., the carbon and nitrogen cycles) and their role in processing matter crucial for sustaining life. ISD/RESA/RESD Collaborative High School Biology Priority Expectations 79

24 8 Population Ecology & Human Impacts on Ecosystems population ecology IS ABOUT stability and change in ecosystems OBSERVED IN INFLUENCED IMPACTED BY dynamic population equalibrium abiotic and biotic factors habitat destruction and invasive species Big Idea Ecosystems are characterized by both stability and change on which human populations can have an impact. Core Concept Ecosystems usually establish equilibrium between their biotic inhabitants and abiotic factors. These relationships typically are stable for long periods of time. Unless population growth is disrupted, the growth will follow a predictable pattern. Humans impact populations through habitat destruction, invasive species, greenhouse effect, and global warming. B1.1C B1.1D B1.1E Inquiry, Reflection and Social Implications: Conduct scientific investigations Relate patterns in data to theories Give evidence to support conclusions Students describe reasons for given conclusions about water quality using evidence from macroinvertebrate stream studies. Students conduct population studies of protists in classroom microcosms. Students identify patterns in data and relate them to theoretical models using the Oh Deer activity from Project Wild. B1.2B Apply science to social issues Students identify and critique arguments about personal or societal issues based on scientific evidence related to global warming, habitat destruction, invasive species and species extinction. 80 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

25 Content Expectations (Priority Expectations are highlighted in gray.) 8 B3.4A Describe ecosystem stability. Understand that if a disaster such as flood or fire occurs, the damaged ecosystem is likely to recover in stages of succession that eventually result in a system similar to the original one. B3.4C B3.4d B3.4e B3.5A B3.5B B3.5C B3.5e B3.5f B3.5g Examine the negative impact of human activities. Describe the greenhouse effect and list possible causes. List the possible causes and consequences of global warming. Graph changes in population growth, given a data table. Explain the influences that affect population growth. Predict the consequences of an invading organism on the survival of other organisms. Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of population dynamics within ecosystems. Graph an example of exponential growth. Then show the population leveling off at the carrying capacity of the environment. Propose how moving an organism to a new environment may influence its ability to survive and predict the possible impact of this type of transfer. ISD/RESA/RESD Collaborative High School Biology Priority Expectations 81

26 9 Cell Division cell division IS ABOUT mitosis and meiosis PRODUCING PRODUCING growth and specializaiton (mitosis) gamete production (meiosis) Big Idea Through cell division, mitosis explains growth and specialization while meiosis explains genetic continuity. Core Concept The process of mitosis produces new cells needed for growth of an organism and these cells differentiate into specific cells with specialized functions. Meiosis ensures genetic continuity, by producing sex cells for sexual reproduction, which passes on genes to the next generation. B1.1C B1.2C Inquiry, Reflection and Social Implications: Conduct scientific investigations Students conduct investigations to determine the duration and sequence of each mitotic stage in onion root tip cells. Students also use pollen grains to compare meiosis to mitosis. Access information from multiple sources Students develop an understanding of genetic continuity by accessing scientific information from multiple sources. 82 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

27 Content Expectations (Priority Expectations are highlighted in gray.) 9 B2.1C B2.1d B3.5d Explain cell division, growth, and development as a consequence of an increase in cell number, cell size, and/or cell products. Describe how, through cell division, cells can become specialized for specific function. Describe different reproductive strategies employed by various organisms and explain their advantages and disadvantages. B4.2A Show that when mutations occur in sex cells, they can be passed on to offspring (inherited mutations), but if they occur in other cells, they can be passed on to descendant cells only (non-inherited mutations). B4.3A Compare and contrast the processes of cell division (mitosis and meiosis), particularly as those processes relate to production of new cells and to passing on genetic information between generations. B4.3B B4.3C B4.3d B4.3e B4.3f Explain why only mutations occurring in gametes (sex cells) can be passed on to offspring. Explain how it might be possible to identify genetic defects from just a karyotype of a few cells. Explain that the sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations from the offspring of two parents. Recognize that genetic variation can occur from such processes as crossing over, jumping genes, and deletion and duplication of genes. Predict how mutations may be transferred to progeny. B4.4b Explain that gene mutation in a cell can result in uncontrolled cell division called cancer. Also know that exposure of cells to certain chemicals and radiation increases mutations and thus increases the chance of cancer. B4.3g Explain that cellular differentiation results from gene expression and/or environmental influence (e.g., metamorphosis, nutrition). ISD/RESA/RESD Collaborative High School Biology Priority Expectations 83

28 10 DNA/RNA & Protein Synthesis protein synthesis IS ABOUT DNA coded instructions PASSED ON BY WRITTEN IN TRANSCRIBED TO TRANSLATED BY ERRORS RESULT IN replication triplet base coding mrna trna mutation Big Idea DNA carries the coded recipes for building proteins. Core Concept The central dogma of biology states that DNA codes for proteins. Proteins determine the capabilities of the cell and the structure of the cell. The processes by which proteins are made from DNA are transcription and translation with RNA being the message carrier. DNA must replicate itself faithfully in order to pass all genetic information on to descendent cells, including sex cells. B1.1C B1.1D B1.1E B1.1g B1.2i Inquiry, Reflection and Social Implications: Conduct scientific investigations Relate patterns in data to theories Give evidence to support conclusions Critique reasoning based on evidence Students conduct investigations using appropriate tools to extract DNA from human cheek cells. Students identify patterns of amino acid sequence in a protein molecule and determine the DNA codon sequence that produced it. Students view the evidence supporting the triplet code. Explain progressions of ideas Students explain the progression of ideas that led to the discovery of DNA triplet codes. 84 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

29 Content Expectations (Priority Expectations are highlighted in gray.) 10 B4.1B Explain that the information passed from parents to offspring is transmitted by means of genes that are coded in DNA molecules. These genes contain the information for the production of proteins. B4.2B B4.2C B4.2D B4.2E B4.2f B4.2g B4.4c Recognize that every species has its own characteristic DNA sequence. Describe the structure and function of DNA. Predict the consequences that changes in the DNA composition of particular genes may have on an organism (e.g., sickle cell anemia, other). Propose possible effects (on the genes) of exposing an organism to radiation and toxic chemicals. Demonstrate how the genetic information in DNA molecules provides instructions for assembling protein molecules and that this is virtually the same mechanism for all life forms. Describe the processes of replication, transcription, and translation and how they relate to each other in molecular biology. Explain how mutations in the DNA sequence of a gene may be silent or result in phenotypic change in an organism and in its offspring. ISD/RESA/RESD Collaborative High School Biology Priority Expectations 85

30 11 Mendelian & Molecular Genetics (includes Biotechnology) Mendelian genetics IS ABOUT inherited traits PASSED DOWN AS OBSERVED AS GOVERNED BY ANALYZED BY ALTERED BY genotype phenotype dominance, segregation, indepenedent assortment Punnet Square, statistics mutation Big Idea All cells contain a complete set of genes for the organism but not all genes are expressed in each cell. Core Concept Each cell of an organism contains all of the genes of the organism but not all genes are used in all cells. Traits are gene expressions which may be produced by a single gene pair or more than one gene pair. Mutations in the DNA code may lead to advantageous or disadvantageous or no noticeable effect. B1.1D B1.1E B1.1g Inquiry, Reflection and Social Implications: Relate patterns in data to theory Give evidence to support conclusions Critique reasoning based on evidence Students use Mendel s pea plants to predict -phenotype, genotype, traits-dominance-recessive-codominant. Using a human karyotype, students identify the sex of the sample, identify the homologous chromosome pairs.using a Drosophila karyotype, students demonstrate Mendel s Laws of Segregation and Independent Assortment 86 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

31 Content Expectations (Priority Expectations are highlighted in gray.) 11 B4.1A B4.1c B4.1d B4.1e B4.2h Draw and label a homologous chromosome pair with heterozygous alleles highlighting a particular gene location. Differentiate between dominant, recessive, co-dominant, polygenic, and sex-linked traits. Explain the genetic basis for Mendel s laws of segregation and independent assortment. Determine the genotype and phenotype of monohybrid crosses using a Punnett Square. Recognize that genetic engineering techniques provide great potential and responsibilities. B4.4a Describe how inserting, deleting, or substituting DNA segments can alter a gene. Recognize that an altered gene may be passed on to every cell that develops from it and that the resulting features may help, harm, or have little or no effect on the offspring s success in its environment. ISD/RESA/RESD Collaborative High School Biology Priority Expectations 87

32 12 Evolution evolution IS ABOUT changes through time AS EVIDENCED BY AS MEASURED BY OBSERVED THROUGH RESULTING IN common characteristics of all organisms variation within species natural selection survival of the fittest Big Idea Evolution provides a scientific explanation for the history of life on Earth. Core Concept The millions of different species of plants, animals, and microorganisms that live on earth today are related by descent from common ancestors. Evolution of species is,in part, the result of the process of natural selection. Genetic variation is preserved or eliminated from a population through natural selection. B1.1E B1.2C B1.2i Inquiry, Reflection and Social Implications: Give evidence to support conclusions Conduct scientific investigations Students investigate fossil evidence to provide evidence for a given conclusion. Students develop an understanding of natural selection by accessing information from multiple sources and evaluate the scientific accuracy and significance of the information. Explain progressions of ideas Students explain the progression of ideas and explanations that lead to the theory of natural selection, a part of the current scientific consensus or core knowledge. 88 ISD/RESA/RESD Collaborative High School Biology Priority Expectations

33 Content Expectations (Priority Expectations are highlighted in gray.) 12 B2.4A B2.4d B3.4B B5.1A B5.1B Explain that living things can be classified based on structural, embryological, and molecular (relatedness of DNA sequence) evidence. Analyze the relationships among organisms based on their shared physical, biochemical, genetic, and cellular characteristics and functional processes. Recognize and describe that a great diversity of species increases the chance that at least some living organisms will survive in the face of cataclysmic changes in the environment. Summarize the major concepts of natural selection (differential survival and reproduction of chance inherited variants, depending on environmental conditions). Describe how natural selection provides a mechanism for evolution. B5.1c Summarize the relationships between present-day organisms and those that inhabited the Earth in the past (e.g., use fossil record, embryonic stages, homologous structures, chemical basis). B5.1d Explain how a new species or variety originates through the evolutionary process of natural selection. B5.1e Explain how natural selection leads to organisms that are well suited for the environment (differential survival and reproduction of chance inherited variants, depending upon environmental conditions). B5.1f B5.1g B5.2a B5.2b Explain, using examples, how the fossil record, comparative anatomy, and other evidence supports the theory of evolution. Illustrate how genetic variation is preserved or eliminated from a population through natural selection (evolution) resulting in biodiversity. Describe species as reproductively distinct groups of organisms that can be classified based on morphological, behavioral, and molecular structures. Explain that the degree of kinship between organisms or species can be estimated from similarity of their DNA and protein sequences. Continued, next page ISD/RESA/RESD Collaborative High School Biology Priority Expectations 89

34 Content Expectations (Priority Expectations are highlighted in gray.) B5.2c Trace the relationship between environmental changes and changes in the gene pool, such as genetic drift and isolation of subpopulations. B5.3A Explain how natural selection acts on individuals, but it is populations that evolve. Relate genetic mutations and genetic variety produced by sexual reproduction to diversity within a given population. B5.3B B5.3C B5.3d B5.3e B5.3f Describe the role of geographic isolation in speciation. Give examples of ways in which genetic variation and environmental factors are causes of evolution and the diversity of organisms. Explain how evolution through natural selection can result in changes in biodiversity. Explain how changes at the gene level are the foundation for changes in populations and eventually the formation of a new species. Demonstrate and explain how biotechnology can improve a population and species. 90 ISD/RESA/RESD Collaborative High School Biology Priority Expectations