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High School Performance Expectations HS-LS1-5. HS-LS2-5. HS-ESS26. Develop and use a model (maybe a quantitative model) to illustrate how photosynthesis transforms light energy into stored chemical energy and the role photosynthesis and cellular respiration play in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] Examples we could use. . . HS-LS1-6. HS-LS1-7. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules, through processes such as cellular respiration. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations and the inputs and outputs of the process of cellular respiration] Examples we could use. . . HS-LS2-3. HS-LS2-4. Construct and revise an explanation based on evidence, or use mathematical representations, for the cycling of matter and flow of energy in aerobic and anaerobic conditions in an ecosystem. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments, as well as on trophic levels and movement of atoms and molecules] Examples we could use. . . HS-LS2-1. HS-LS2-2. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity, biodiversity and populations of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] Examples we could use. . . HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.] Examples we could use. . . HS-LS2-7. HS-LS4-6. HS-ESS34. Design, evaluate, and refine a solution, as well as a test for that solution/technological solution, for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.] Examples we could use. . . Revised 2015 www.nextgenscienceinnovations.wordpress.com Activity/Observation from today PE I could use it for. . . Where in my curriculum could this fit? Ex. Phenology Revised 2015 www.nextgenscienceinnovations.wordpress.com