Next Generation Science Standards
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1 Pearson Biology Foundations Series Miller & Levine 2010 To the Next Generation Science Standards Life Science Standards DRAFT, MAY 2012
2 Dear Educator, As we embark upon a new and exciting science journey, Pearson is committed to offering its complete support as classrooms transition to the new Next Generation Science Standards (NGSS). Ready-to-use solutions for today and a forward-thinking plan for tomorrow connect teacher education and development, curriculum content and instruction, assessment, and information and school design and improvement. We ll be here every step of the way to provide the easiest possible transition to the NGSS with a coherent, phased approach to implementation. Pearson has long-standing relationships with contributors and authors who have been involved with the development and review of the Next Generation Science Frameworks and subsequent Next Generation Science Standards. As such, the spirit and pedagogical approach of the NGSS initiative is embedded in all of our programs, such as Miller & Levine Biology. The planning and development of Pearson s Miller & Levine Biology was informed by the same foundational research as the NGSS Framework. Specifically, our development teams used Project 2061, the National Science Education Standards (1996) developed by the National Research Council, as well as the Science Anchors Project 2009 developed by the National Science Teachers Association to inform the development of this program. As a result, students make connections throughout the program to concepts that cross disciplines, practice science and engineering skills, and build on their foundational knowledge of key science ideas. Authors Ken Miller and Joe Levine have created a bold, comprehensive on-level program to inspire students with trusted and up-to-date biology content. The authors unique storytelling style engages students in biology, with a greater focus on written and visual analogies. Study Workbook A and Laboratory Manual A offer leveled activities for students of varying abilities. Teachers can choose to differentiate activities within a classroom or select from various labs to choose one that best fits the whole class profile. Miller & Levine Biology: Foundations Series, Study Workbook B, and Laboratory Manual B: Reading Foundations is the option for below-level students to receive the mastery key biology concepts, with embedded reading support. Biology.com, the latest in digital instruction technology, provides a pedagogically relevant interface for your biology classroom. Complete Student Edition online with audio Complete Teacher s Edition Untamed Science videos (also on DVD) Lesson review presentations Editable worksheets Test preparation, online assessments, and remediation Games, animals, and simulations Chapter mysteries from the textbook Interactive study guides The following document demonstrates how, supports the first draft of the Next Generation Science Standards (NGSS) for. Correlation references are to the Student Editions, Teacher Editions, and Teacher Lab Resources
3 Table of Contents HS.LS-SFIP Structure, Function, and Information Processing... 4 HS.LS-MEOE Matter and Energy in Organisms and Ecosystems HS.LS-IRE Interdependent Relationships in Ecosystems HS.LS-IVT Inheritance and Variation of Traits HS.LS-NSE Natural Selection and Evolution SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 3
4 LIFE SCIENCE HS.LS-SFIP.a Structure, Function, and Information Processing a. Obtain and communicate information explaining how the structure and function of systems of specialized cells within organisms help them perform the essential functions of life. [Assessment Boundary: Limited to conceptual understanding of chemical reactions that take place between different types of molecules such as water, carbohydrates, lipids, and nucleic acids.] MILLER & LEVINE BIOLOGY FOUNDATION: Students explore specialized cells and systems of specialized cells in Chapter 7, Lesson 4 of and Chapter 10, Lesson 4, Various types of systems of specialized cell systems are described in later chapters. Students learn about specialized cell systems in fungi in Chapter 21, Lesson 4, Instructional content on systems in plants is located in Chapter 23, In Chapters 27 and 28, , students obtain information about specialized cell systems in animals. Content on specialized cell systems in humans is located in Chapters 30-35, Students communicate information about the structure and function of systems of specialized cells within organisms in Foundations for Learning, 159. In Write to Learn, 183, students write how cells in an organism are like teammates on a sports team. In Check Understanding, 186, students use index cards to build on and communicate knowledge by presenting chapter concepts to a classmate. In Build Understanding, 248, students create a compare/contrast table about cell differentiation. On TE: 249, Active Reading/Science Support, students summarize lesson content in their notebooks. In Transfer the Big Idea, 253, students list and discuss types of cell regeneration in humans and other organisms. Students obtain information about unspecialized cells in Key Question and Figure, 555. Students communicate information in Check Understanding lesson assessments; 183, #8-9; 251, #17; 555, #4-6; 559, #4, 5; 649, #4-5; 652, #3, 5, 7; 655, #4-6; 659, #4-6 and Build Understanding Chapter Assessments; 256, #15, 17, 19. Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9-12 builds on 6-8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. Critically read scientific literature adapted for classroom use to identify key ideas and major points and to evaluate the validity and reliability of the claims, methods, and designs. LS1.A: Structure and Function Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates, lipids, and nucleic acids. Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. Generate, synthesize, communicate, and critique claims, methods, and designs that appear in scientific and technical texts or media reports. 159, Foundations for Learning 182, Cell Specialization; 248, Cell Differentiation 185, Chapter Summary 253, Transfer the Big Idea 514, What Are Fungi?; 552, Structure of Seed Plants; 646, Feeding and Digestion; 674, Movement and Support; 714, Organization of the Human Body 182, Levels of Organization; 515, Structure and Function; 552, Figure, Main Organs of Plants; 554, Figure, Vascular Tissue; 555, Figure, Apical Meristems; 556, Root Structure and Growth, 558, Root Functions; 715, Figure, Types of Tissues; 716, Build Connections: Human Body Systems SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 4
5 HS.LS-SFIP.b Structure, Function, and Information Processing b. Communicate information about how DNA sequences determine the structure and function of proteins. MILLER & LEVINE BIOLOGY FOUNDATION: Students obtain information about nucleic acids and proteins in Chapter 2, Lesson 3, They learn how DNA sequences determine the structure of proteins and how proteins are created Chapter 7, Lesson 2, The role of DNA and RNA in protein synthesis is taught in Chapter 13 Lesson 1, , and Chapter 13, Lesson 2, Students obtain and communication information about DNA and synthesis of proteins by creating Facts Envelopes in Foundations for Learning, 307. These facts are categorized and an informational collage is created on 328. Students communicate information about DNA sequences in Build Connections, TE: 315. In the Wrap-Up Activity, students write codons complementary to DNA bases. Build Understanding lesson assessments allow students to communicate and demonstrate knowledge as they review, explain, and apply concepts: 41, #2; 173, #6, 8; 310, #3-6; 315, #2-4. Chapter assessments provide further opportunities to communicate knowledge; 328, Assess the Big Idea, #1; 329, #5, 6, 7, 8, 9. Students investigate and communicate information in 77-82, From DNA to Protein Synthesis and page 268, #3, 4, The Discovery of RNA Interference. Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9-12 builds on 6-8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. Critically read scientific literature adapted for classroom use to identify key ideas and major points and to evaluate the validity and reliability of the claims, methods, and designs. Generate, synthesize, communicate, and critique claims, methods, and designs that appear in scientific and technical texts or media reports. LS1.A: Structure and Function All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells , Proteins; 165, The Nucleus; , Organelles That Build Proteins; , Build Connections; 307, Foundations for Learning , RNA; , Ribosomes and Protein Synthesis; 325, Inquiry into Scientific Reasoning; 326, Pre-Lab; 328, Assess the Big Idea; 165, Build Connections; 169, Hands-On Learning; , Connect to the Big Idea; 315, Build Connections Lab Book B: 77-82, From DNA to Protein Synthesis 268, The Discovery of RNA Interference, #3, 4 Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials , Build Connections; The Cell as a Factory; , Build Connections: Making Proteins; Build Connections: , Comparing Typical Cells; 308, Build Connections: Master Plans and Blueprints; 311, Reading Codons; , Translation Diagram Lab Book B: 77-82, From DNA to Protein Synthesis 268, The Discovery of RNA Interference, #3, 4 SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 5
6 HS.LS-SFIP.c Structure, Function, and Information Processing c. Develop and use models to explain the hierarchical organization of interacting systems working together to provide specific functions within multicellular organisms. MILLER & LEVINE BIOLOGY FOUNDATION: Students obtain information about the hierarchical organization of systems in Chapter 7, Lesson 4, 182. Plant structure, function, and the organization of plant systems are addressed throughout Chapter 23, SE: Specific systems within the animal body are addressed throughout in Chapters 27 and 28, SE: Organization of the human body is presented in Chapter 30, Lesson 1, Human body systems that include the digestive, excretory, nervous, skeletal, muscular, integumentary, circulatory, respiratory, and immune systems are presented in Chapters 30-35, SE: Students use models to explain the hierarchical organization of interacting systems working together to provide specific functions within multicellular organisms on 182, Figure, Levels of Organization. In TE: 182, ELL, students create multi-level diagrams. On 713, Foundations for Learning, students create models of systems, detailing organs and their functions within each model. In Build Connections: Human Body Systems, 716, students use models to answer questions in the TE: Visual Summary. Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. Use multiple types of models to represent and explain phenomena and move flexibly between model types based on merits and limitations. LS1.A: Structure and Function Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions including energy, matter, and information flows within and between systems at different scales. 182, Levels of Organization; 713, Foundations for Learning 716, Build Connections: Human Body Systems 182, Active Reading, Use Visuals; 716, Build Connections Construct, revise, and use models to predict and explain relationships between systems and their components. 713, Foundations for Learning 716, Build Connections 182, Levels of Organization; 713, Foundations for Learning , Organization of Body; 716, Build Connections: Human Body Systems 182, Active Reading, Use Visuals; 714, Preview the Pages; 716, Build Connections 182, Levels of Organization; 713, Foundations for Learning 716, Build Connections: Human Body Systems 182, Active Reading, Use Visuals; 716, Build Connections SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 6
7 HS.LS-SFIP.d Structure, Function, and Information Processing d. Use modeling to explain the function of positive and negative feedback mechanisms in maintaining homeostasis that is essential for organisms. [Assessment Boundary: The focus is on conceptual models explaining examples of both types of feedback systems.] MILLER & LEVINE BIOLOGY FOUNDATION: Students obtain information about the function of feedback mechanisms in maintaining homeostasis in Chapter 25, Lesson 1, 608. Chapter 28, Lesson 4 discusses the necessary homeostasis of systems and how animals handle maintain it, Students learn about homeostasis and feedback mechanisms in humans are addressed in Chapter 30, Lesson 1, Feedback mechanisms involved in the endocrine system are taught in Chapter 34, Lesson 2, Chapter 38 describes the immune system's role in maintaining homeostasis, Students use modeling to explain the function of positive and negative feedback mechanisms in maintaining homeostasis in: 717, Figure, Feedback Inhibition. In TE: 717, ELL, students model homeostasis and other concepts using a bowl of water. Students use the figure on 718, Getting Warm and Staying Cool, to comprehend homeostasis. In TE: 718, Wrap-Up Activity, students use water and ice to model homeostasis. In Foundations for Learning, 809, students collect notes and create images about each homeostatic lesson. Students use the model on 814, Figure, Blood Glucose Control to understand blood glucose levels. They use the model on 816, to comprehend water balance in homeostasis. On SE/TE; 832, Foundations for Learning Wrap-up, students create and label a chart that will be used to share related facts with a partner. In , Maintaining Temperature, students model maintaining a stable body temperature. Developing and Using Models Stability and Change Modeling in 9 12 builds on K 8 and Much of science deals with constructing progresses to using, synthesizing, and explanations of how things change and how constructing models to predict and explain they remain stable. Change and rates of relationships between systems and their change can be quantified and modeled over components in the natural and designed very short or very long periods of time. world. Some system changes are irreversible. Use multiple types of models to Feedback (negative or positive) can represent and explain stabilize or destabilize a system. Systems phenomena and move flexibly can be designed for greater or lesser between model types based on stability. merits and limitations. 717, Figure, Feedback Inhibition; 718, Figure, Getting Warm and Staying Cool; 814, Figure, Blood Glucose Control; 816, Figure, Water Balance 717, Focus on ELL; 717, Active Reading; 718, Wrap-Up Activity; 814, Active Reading, Cause and Effect; 816, Active Reading, Make an Analogy LS1.A: Structure and Function Feedback mechanisms maintain a living system s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Outside that range (e.g. at too high or too low external temperature, with too little food or water available) the organism cannot survive. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. 608, Maintaining Homeostasis; Inquiry into Scientific Learning; , Interrelationship of Body Systems; , Body Temperature Control; , Homeostasis; 717, Figure, Feedback Inhibition; 718, Figure, Getting Warm and Staying Cool; 814, Figure, Blood Glucose Control; 686, Inquiry into Scientific Thinking; 717, Figure, Feedback Inhibition; 718, Figure, Getting Warm and Staying Cool; 814, Figure, Blood Glucose Control; 816, Control of the Endocrine System; Figure, Water Balance 717, Focus on ELL; Active Reading; 718, Active Reading; Wrap-Up Activity SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 7
8 , Maintaining Temperature Construct, revise, and use models to predict and explain relationships between systems and their components. 717, Figure, Feedback Inhibition; 718, Figure, Getting Warm and Staying Cool; 814, Figure, Blood Glucose Control; 816, Figure, Water Balance 717, Focus on ELL; Active Reading; 718, Active Reading; Wrap-Up Activity; 814, Active Reading, Cause and Effect; 816, Active Reading, Make an Analogy , Maintaining Temperature 816, Control of the Endocrine System; Figure, Water Balance 717, Focus on ELL; Active Reading; 718, Active Reading; Wrap-Up Activity; 814, Active Reading, Cause and Effect; 816, Active Reading , Diagnosing Endocrine Disorders; , Maintaining Temperature , Maintaining Temperature SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 8
9 HS.LS-SFIP.e Structure, Function, and Information Processing e. Use evidence to support explanations for the relationship between a region of the brain and the primary function of that region. [Clarification Statement: Conceptual understanding that the brain is divided into several distinct regions and circuits, each of which primarily serves dedicated functions (e.g., visual perception, auditory perception, interpretation of perceptual information, guidance of motor movement, decision making about actions to take in the event of certain inputs).] MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about the structure of the animal brain in Chapter 28, Lesson 1, 671. Regions of the human brain are specifically addressed in Chapter 31, Lesson 2, Students use evidence to support explanations for the relationship between a region of the brain and the primary function of that region in Hands-On Learning, TE: 671. Students collaborate to write sentences about brain part functions in vertebrates, compiling sentences into a story. In Build Connections, The Brain, 748, students explore the parts of the brain and their functions. In the TE: Visual Summary and Find the Main Idea features, students obtain information about the brain parts and functions. In the ELL activity, TE: 748, students identify the parts of the brain with their functions. In Wrap-Up Activity, TE: 750, students collaborate to prepare a class book in which each group is responsible for creating content on one of the brain structures, its location, and function. Students demonstrate topic knowledge in Check Understanding, 761, #7, 8, and Standardized Test Prep, 693, #9, 10. Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9-12 builds on 6-8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. Critically read scientific literature adapted for classroom use to identify key ideas and major points and to evaluate the validity and reliability of the claims, methods, and designs. LS1.D: Information Processing In complex animals, the brain is divided into several distinct regions and circuits, each of which primarily serves dedicated functions, such as visual perception, auditory perception, interpretation of perceptual information, guidance of motor movement, and decision making about actions to take in the event of certain inputs. Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem. The functions and properties of natural and designed objects and systems can be inferred from their overall structure, the way their components are shaped and used, and the molecular substructures of its various materials. Generate, synthesize, communicate, and critique claims, methods, and designs that appear in scientific and technical texts or media reports. 671, Figure, Vertebrate Brains; Figure, Not Such a Bird Brain; 742, The Brain and Spinal Chord; , Build Connections: The Brain 671, Hands-On Learning, Active Reading; 748, Build Connections; Focus on ELL; 749, Active Reading 671, Parts of the Vertebrae Brain; Figure, Vertebrae Brains; , Build Connections: The Brain 671, Hands-On Learning, Active Reading SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 9
10 HS.LS-SFIP.f Structure, Function, and Information Processing f. Gather and communicate information to explain the integrated functioning for all parts of the brain for successful interpretation of inputs and generation of behaviors.[assessment Boundary: Conceptual understanding is limited to the structure and function of the brains of complex organisms.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Students obtain information about the nervous system, brain, and animal response in Chapter 28 Lesson 1, In Hands-On Learning, TE: 671, students communicate information as teams about various brain functions in vertebrates. Chapter 31, "The Central Nervous System," describes the structure and functions of the nervous system and how it regulates functions is every part of the body, SE: Students learn about the structure and functions of the human brain in Lesson 2, In ELL, TE: 748, students communicate information by completing sentence frames to answer questions about brain functions. Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9-12 builds on 6-8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. LS1.D: Information Processing The integrated functioning of all parts of the brain is important for successful interpretation of inputs and generation of behaviors in response to them. Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining Critically read scientific literature Related Content: what is known about smaller scale adapted for classroom use to mechanisms within the system. Systems can identify key ideas and major be designed to cause a desired effect. 671 Vertebrae Brains; points and to evaluate the validity Changes in systems may have various and reliability of the claims, , Build Connections: The causes that may not have equal effects. methods, and designs. Brain 750, Build Vocabulary Generate, synthesize, communicate, and critique claims, methods, and designs that appear in scientific and technical texts or media reports. 671, Hands-On Learning; 748, Build Connections, ELL; 749, Active Reading SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 10
11 HS.LS-SFIP.g Structure, Function, and Information Processing g. Analyze and interpret data to identify patterns of behavior that motivate organisms to seek rewards, avoid punishments, develop fears, or form attachments to members of their own species and, in some cases, to individuals of other species. MILLER & LEVINE BIOLOGY FOUNDATION: Students learn how animals interact with one another and their environment in Chapter 29. Animal behavior and types of learning are specifically addressed in Chapter 29, Lesson 1, Social behavior and attachments is explored in Chapter 29, Lesson 2, Students analyze and interpret data to identify patterns of behavior that motivate organisms to seek rewards, avoid punishments, develop fears, or form attachments to members of their own species in Inquiry into Scientific Thinking, 699. In Design Your Own Lab, 705, students determine the type of stimulus that triggers termite responses. In Standardized Test Prep, #8, 9, 709, students analyze and interpret data about a male sedge warbler s songs during breeding season and the time involved to pair with a mate. 183, Termite Tracks: Analyze and Conclude; , Caring for Young Analyzing and Interpreting Data LS1.D: Information Processing Analyzing data in 9 12 builds on K 8 and In addition, some circuits give rise to progresses to introducing more detailed emotions and memories that statistical analysis, the comparison of data motivate organisms to seek sets for consistency, and the use of models rewards, avoid punishments, to generate and analyze data. develop fears, or form Consider limitations (e.g., measurement attachments to members of their error, sample selection) when own species and, in some cases, analyzing and interpreting data. to individuals of other species (e.g., mixed herds of mammals, mixed flocks of birds). 183, Termite Tracks, #3 Evaluate the impact of new data on a working explanation of a phenomenon or design solution. 183, Termite Tracks: Analyze and Conclude, #5 697, Innate Behavior, ; Learned Behavior; , Complex Behaviors; 699, Inquiry into Scientific Thinking; 701, Behavioral Cycles; 702, Social Behavior; 703, Communication 704, Wrap-Up Activity 183, Termite Tracks: Analyze and Conclude; , Caring for Young 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. Classifications or explanations used at one scale may fail or need revision when information from smaller or larger scales is introduced; thus requiring improved investigations and experiments. Patterns of performance of designed systems can be analyzed and interpreted to reengineer and improve the system. Mathematical representations are needed to identity some patterns. 699, Inquiry into Scientific Thinking; 705, Design Your Own Lab; 709, Standardized Test Prep, #8, 9 183, Termite Tracks: Analyze and Conclude; , Caring for Young SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 11
12 HS.LS-MEOE.a Matter and Energy in Organisms and Ecosystems a. Construct a model to support explanations of the process of photosynthesis by which light energy is converted to stored chemical energy. [Clarification Statement: Models may include diagrams and chemical equations. The focus should be on the flow of matter and energy through plants.] [Assessment Boundary: Limited to the inputs and outputs of photosynthesis and chemosynthesis, not the specific biochemical steps involved.] MILLER & LEVINE BIOLOGY FOUNDATION: Students are introduced to the concept of photosynthesis in Chapter 3, Lesson 2, Chapter 8 "Photosynthesis," covers how organisms store energy, what structures are involved, and the process of photosynthesis, Students construct a model to support explanations of the process of photosynthesis in Inquiry into Scientific Thinking, 198. In Build Understanding, 199, students create a flowchart showing the steps of photosynthesis. On TE: 200, Use Graphic Organizers, students arrange photosynthesis steps in a flowchart. The TE: ELL activity engages students in constructing a model of photosynthesis. In Hands-On Learning, TE: 202, students model the Calvin cycle using tennis balls to represent molecules. On TE: 203, students draw a diagram. In the Chapter Summary, TE: 205, students complete a flowchart on photosynthesis. In Foundations of Learning Wrap-Up, students use index cards to create a diagram showing the stages of photosynthesis. Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. Use multiple types of models to represent and explain phenomena and move flexibly between model types based on merits and limitations. LS1.C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not that can be assembled into larger conserved, but the total number of protons molecules (such as proteins or plus neutrons is conserved. DNA), used for example to form new cells. 197, The Stages of Photosynthesis; 200, Light Dependent Reactions; 202, Light-Independent Reactions 199, Build Understanding, Flowchart; 200, Active Reading, Use Graphic Organizers; Focus on ELL; 202, Hands-On Learning; 203, Active Reading, Draw a Diagram; 205, Think Visually; 206, Foundations of Learning Wrap-Up , Photosynthesis: An Overview; 198, Inquiry into Scientific Thinking; , The Process of Photosynthesis; 204, Skills Lab , Rates of Photosynthesis , Chemical Energy; , Photosynthesis: An Overview; , Light Dependent Reactions; , Light-Independent Reactions SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 12
13 Construct, revise, and use models to predict and explain relationships between systems and their components. 196, Active Reading, Draw Diagrams; 199, Build Understanding, Flowchart; 200, Active Reading, Use Graphic Organizers; Focus on ELL; 202, Hands-On Learning; 203, Active Reading, Draw a Diagram; 205, Think Visually; 206, Foundations of Learning Wrap-Up Examine merits and limitations of various models in order to select or revise a model that best fits the evidence or the design criteria. SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 13
14 HS.LS-MEOE.b Matter and Energy in Organisms and Ecosystems b. Construct an explanation of how sugar molecules that contain carbon, hydrogen, and oxygen are combined with other elements to form amino acids and other large carbon-based molecules. [Clarification Statement: Explanations should include descriptions of how the cycling of these elements provide evidence of matter conservation.] [Assessment Boundary: Focus is on conceptual understanding of the cycling of matter and the basic building blocks of organic compounds, not the actual process.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Related Content: Students obtain information about carbon compounds and the combinations that create Photosynthesis is covered in Chapter 8, and cellular respiration in Chapter 9, In Chapter 13, Lesson 2, , students learn about protein synthesis from amino acids. Constructing Explanations and Designing Solutions 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 knowledge, principles, and theories. Construct and revise explanations and arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review. LS1.C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. Photosynthesis; , Photosynthesis: An Overview; 198, Inquiry into Scientific Thinking; , The Process of Photosynthesis; 204, Skills Lab , Rates of Photosynthesis As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products , The Carbon Cycle; 83, The Carbon Cycle diagram; 201, Sugar Production; Summary of Light-Independent Reactions; 70, The Carbon Cycle Diagram; 215, Comparing Photosynthesis and Respiration; Opposite Reactions diagram SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 14
15 212, Chemical Energy and Food; 213, Overview of Cellular Respiration; 215, Check Understanding, #4; , Glycosis; , The Krebs Cycle; 220, Electron Transport and ATP Synthesis 219, Science Support LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded , Recycling the Biosphere SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 15
16 HS.LS-MEOE.c Matter and Energy in Organisms and Ecosystems c. Use a model to explain cellular respiration as a chemical process whereby the bonds of food molecules and oxygen molecules are broken and bonds in new compounds are formed that result in a net transfer of energy. [Assessment Boundary: Limited to the conceptual understanding of the inputs and outputs of metabolism, not the specific steps.] MILLER & LEVINE BIOLOGY FOUNDATION: Students obtain information about cellular respiration in Chapter 9, Lesson 1, The process of cellular respiration is explored in Chapter 9, Lesson 2, Students use models to explain cellular respiration as a chemical process in which the bonds of food molecules and oxygen molecules are broken and bonds in new compounds are formed in the following conceptual, visual, and hands-on exercises: 214, Figure, The Stages of Cellular Respiration (TE: Use Visuals); 215, Figure, Opposite Processes, (TE: Use Visuals); 217, Build Connections: Glycolysis; and 219, Build Connections: The Krebs Cycle. Students use a model of the Electron Transport Chain and ATP Synthesis on 221 to clarify the process. In Hands-On Learning, TE: 217, students model molecules in cellular respiration. In Use Graphic Organizers, TE: 218, students create a flowchart. On TE: 220 and 221, students use a class diagram to understand related stages of cellular respiration. In the Wrap-Up Activity, TE: 222, students model through movement what takes place during each stage of cellular respiration. Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. Use multiple types of models to represent and explain phenomena and move flexibly between model types based on merits and limitations. LS1.C: Organization for Matter and Energy Flow in Organisms As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. 213, Overview of Cellular Respiration; 214, The Stages of Cellular Respiration; 215, Figure, Opposite Processes; 217, Build Connections: Glycolysis; 219, Build Connections: The Krebs Cycle; 221, Build Connections: The Electron Transport Chain and ATP Synthesis; 222, Figured, Energy Totals 215, Use Visuals; 217, Hands-On Learning; 218, Use Graphic Organizers; 220, Active Reading, Draw a 212, Chemical Energy and Food; 213, Overview of Cellular Respiration; , Glycolysis; , The Krebs Cycle; 220, Electron Transport and ATP Synthesis, 222 The Totals 219, Active Reading, Science Support As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. For example, aerobic (in the presence of oxygen) 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. 215, Comparing Photosynthesis and Cellular Respiration, Check Understanding, #4 217, Hands-On Learning SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 16
17 Diagram; 221, Draw a Diagram; 222, Wrap-Up Activity Construct, revise, and use models to predict and explain relationships between systems and their components. 217, Hands-On Learning; 218, Active Reading, Use Graphic Organizers; 220, Active Reading, Draw a Diagram; 221, Active Reading, Draw a Diagram 222, Wrap-Up Activity Examine merits and limitations of various models in order to select or revise a model that best fits the evidence or the design criteria. 221, Draw a Diagram 214, Oxygen and Energy; , Glycolysis; , The Krebs Cycle; , Electron Transport and ATP Synthesis; 221, Build Connections: The Electron Transport Chain and ATP Synthesis 222, The Totals 220, Active Reading Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy loss to the surrounding environment. 222, The Totals 222, Speed Bump 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. 215, Comparing Photosynthesis and Cellular Respiration SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 17
18 HS.LS-MEOE.d Matter and Energy in Organisms and Ecosystems d. Evaluate data to compare the energy efficiency of aerobic and anaerobic respiration within organisms. [Assessment Boundary: Limited to a comparison of ATP input and output.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Students obtain information about the processes of aerobic and anaerobic cellular respiration in Chapter 9, Lessons 1-3, Analyzing and Interpreting Data Analyzing data in 9 12 builds on K 8 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. Use tools, technologies, and/or models (e.g., computational, mathematical) to generate and analyze data in order to make valid and reliable scientific claims or determine an optimal design solution. LS1.C: Organization for Matter and Energy Flow in Organisms As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. For example, aerobic (in the presence of oxygen) 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. Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. 214, Oxygen and Energy; , The Krebs Cycle; , Electron Transport and ATP Synthesis; 222, Check Understanding, #6; 225, Energy and Exercise; 227, Chapter Summary Anaerobic (without oxygen) cellular respiration follows a different and less efficient chemical pathway to provide energy in cells. 214, Oxygen and Energy; , Glycolysis; , Fermentation; 225, Energy and Exercise; 227, Chapter Summary 215, Comparing Photosynthesis and Cellular Respiration SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 18
19 HS.LS-MEOE.e Matter and Energy in Organisms and Ecosystems e. Use data to develop mathematical models to describe the flow of matter and energy between organisms and the ecosystem. [Assessment Boundary: Use data on energy stored in biomass that is transferred from one trophic level to another.] MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Related Content: Students obtain information about energy transfer in the ecosystem in Chapter 3, Lesson 2, Students learn about energy flow in ecosystems within Lesson 3, The cycles of matter in ecosystems are presented in Lesson 4, 68-73). Developing and Using Models Modeling in 9 12 builds on K 8 and progresses to using, synthesizing, and constructing models to predict and explain relationships between systems and their components in the natural and designed world. Use multiple types of models to represent and explain phenomena and move flexibly between model types based on merits and limitations. 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. Energy and Matter The total amount of energy and matter in closed systems is conserved. Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Energy cannot be created or destroyed it only moves between one place and another place, between objects and/or fields, or between systems. Energy drives the cycling of matter within and between systems. In nuclear processes, atoms are not conserved, but the total number of protons plus neutrons is conserved. 63, Food Chains diagram; 64, Build Connections: Earth's Recycling Center; 65, Food Web in the Everglades diagram; 66, Pyramid of Energy diagram; 67, Pyramids of Biomass and Numbers diagram; 68, Build Connections: The Matter Mill; 69, The Water Cycle diagram; 70, The Carbon Cycle diagram; 71, The Nitrogen Cycle diagram; 72, The Phosphorus Cycle diagram; 76, Foundations of Learning Wrap-Up; 77, Check Understanding,#11 TE only: 65, Hands-On Learning; 67, Wrap-Up Activity; 70, Hands-On Learning; 73, Wrap-Up Activity , The 10-Percent Rule 60, Energy From the Sun; 66, Pyramid of Energy; 70, Nutrient Cycles; The Carbon Cycle diagram; 195, Chlorophyll and Chloroplasts-intro paragraph; 215, Comparing Photosynthesis and Cellular Respiration, Opposite Processes diagram, Check Understanding, #4; 268, Check Understanding, # , The 10-Percent Rule 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 of a food web, and there is a limit to the number of organisms that an ecosystem can sustain. 64, Food Webs and Disturbance; 66, Ecological Pyramids, Inquiry into Scientific Thinking; 67, Pyramids of Biomass and Numbers; 76, Constructed Response, # , Recycling in the Biosphere; 69, The Water Cycle; 70-72, Nutrient Cycles; 73, Check Understanding, #3; 215, Comparing Photosynthesis and Cellular Respiration; 215, Opposite Processes diagram 67, Wrap-Up Activity; 73, Wrap-Up Activity SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 19
20 Use models (including mathematical and computational) to generate data to explain and predict phenomena, analyze systems, and solve problems. 64, Build Connections; 65, Use Diagrams, Hands-On Learning; 67, Wrap-Up Activity, Active Reading; 69, Build Connections, Interpret Diagrams; 70, Hands-On Learning, Interpret Diagrams; 71, Interpret Diagrams; 72, Make Connections; 73, Wrap-Up Activity Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded , Recycling the Biosphere , The 10-Percent Rule SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 20
21 HS.LS-MEOE.f Matter and Energy in Organisms and Ecosystems f. Communicate descriptions of the roles of photosynthesis and cellular respiration in the carbon cycle specific to the carbon exchanges among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller & Levine Biology, Foundations where this idea is introduced. Related Content: Students learn about the carbon cycle in Chapter 3, Lesson 4, and about photosynthesis and cellular respiration in Chapters 8 and 9. Students obtain information about the relationship between the carbon cycle and respiration/photosynthesis in the Carbon Cycle diagram on 70. The TE: Interpret Diagrams feature prompts students to communicate the Process. Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9-12 builds on 6-8 and progresses to evaluating the validity and reliability of the claims, methods, and designs. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged between the biosphere, atmosphere, oceans, Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions including energy, matter, and information flows within and between systems at different scales. Critically read scientific literature and geosphere through chemical, adapted for classroom use to physical, geological, and 70, The Carbon Cycle diagram; identify key ideas and major biological processes. 215, Opposite Processes diagram points and to evaluate the validity and reliability of the claims, methods, and designs. Generate, synthesize, communicate, and critique claims, methods, and designs that appear in scientific and technical texts or media reports , Carbon Cycle; 70, The Carbon Cycle diagram; 215, Comparing Photosynthesis and Cellular Respiration 70, Hands-On Learning 70, Interpret Diagrams, Hands-On Learning SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 21
22 HS.LS-MEOE.g Matter and Energy in Organisms and Ecosystems g. Provide evidence to support explanations of how elements and energy are conserved as they cycle through ecosystems and how organisms compete for matter and energy [Clarification Statement: Elements included can include carbon, oxygen, hydrogen, and nitrogen.] MILLER & LEVINE BIOLOGY FOUNDATION: Students are introduced to consumers, producers, and energy in Chapter 3, Lesson 2, They learn about the cycling of energy in the ecosystem in Lesson 3, Cycles of matter are described in Lesson 4, Students obtain information about competition among organisms in Chapter 4, Lesson 2, Students provide evidence to support explanations of how elements and energy are conserved as they respond to TE: Build Connections questions on 64, Build Connections, Earth s Recycling Center. They demonstrate topic knowledge in Check Understanding, #3, 73. Students gain understanding through diagrams in TE: 70-71, Active Reading, Interpret Diagrams; and TE: 72, Active Reading, Make Connections. In the Wrap-Up Activity, TE: 73, students create a labeled diagram that shows the path of an element through an ecosystem and is explained to the class. In Transfer the Big Idea, TE: 75, students write about the interactions of producers, organisms, and nonliving things in an ecosystem and the role the producer plays in the movement of matter and energy in the ecosystem. In Foundations for Learning Wrap-Up, 76, students create fishbone maps to answer questions. They investigate the relationship of a food web to an energy pyramid in , The 10-Percent Rule. Constructing Explanations and Designing Solutions 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 knowledge, principles, and theories. Make quantitative claims regarding the relationship between dependent and independent variables. LS1.C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions including energy, matter, and information flows within and between systems at different scales. molecules (such as proteins or DNA), used for example to form new cells , The 10-Percent Rule Apply scientific reasoning, theory, and models to link evidence to claims and show why the data are adequate for the explanation or conclusion , The 10-Percent Rule Construct and revise explanations and arguments based on evidence obtained from a variety of sources (e.g., scientific principles, models, theories) and peer review , Primary Producers; 61, Figure, Photosynthesis Matter and energy are conserved in each change. This is true of all biological systems, from individual cells to ecosystems , Recycling in the Biosphere; 73, Check Understanding, #3 61, Figure, Photosynthesis; 63, Figure, Food Chains; 64, Build Connections: Earth's Recycling Center; 65, Figure, Food Web in the Everglades; 66, Figure, Pyramid of Energy; 68, Build Connections: The Matter Mill; 69, Figure, The Water Cycle; 70, Figure, The Carbon Cycle; 71, Figure, The Nitrogen Cycle; 72, Figure, The Phosphorus Cycle 76, Foundations for Learning Wrap-Up 79, Standardized Test Prep, #7, 8 65, Hands-On Learning; 67, Wrap-Up Activity; 70, Hands-On Learning; SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B 22
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