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A Correlation of
Pearson
Biology
Foundations Series
Miller & Levine
©2010
To the
Next Generation
Science Standards
Life Science Standards
DRAFT, MAY 2012
Grades 9-12
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 Miller & Levine Biology: Foundations Series ©2010,
supports the first draft of the Next Generation Science Standards (NGSS) for Grades 9-12. Correlation
references are to the Student Editions, Teacher Editions, and Teacher Lab Resources
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
Table of Contents
HS.LS-SFIP
Structure, Function, and Information Processing......................... 4
HS.LS-MEOE
Matter and Energy in Organisms and Ecosystems ...................... 12
HS.LS-IRE
Interdependent Relationships in Ecosystems ............................ 24
HS.LS-IVT
Inheritance and Variation of Traits ............................................ 37
HS.LS-NSE
Natural Selection and Evolution ................................................. 50
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
3
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
LIFE SCIENCE
HS.LS-SFIP.a Structure, Function, and Information Processing
Students who demonstrate understanding can:
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 SE/TE: 181-183 and Chapter 10, Lesson 4, SE/TE: 248251. 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, SE/TE: 514-520.
Instructional content on systems in plants is located in Chapter 23, SE/TE: 550-575. In Chapters
27 and 28, SE/TE: 644-693, students obtain information about specialized cell systems in
animals. Content on specialized cell systems in humans is located in Chapters 30-35, SE/TE: 711858.
Students communicate information about the structure and function of systems of specialized
cells within organisms in Foundations for Learning, SE/TE: 159. In Write to Learn, SE/TE: 183,
students write how cells in an organism are like teammates on a sports team. In Check
Understanding, SE/TE: 186, students use index cards to build on and communicate knowledge
by presenting chapter concepts to a classmate. In Build Understanding, SE/TE: 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, SE/TE:
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, SE/TE: 555.
Students communicate information in Check Understanding lesson assessments; SE/TE: 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; SE/TE: 256, #15, 17, 19.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS1.A: Structure and Function
Structure and Function
Communicating Information
• Systems of specialized cells within
Investigating or designing new systems or
Obtaining, evaluating, and communicating
organisms help them perform the
structures requires a detailed examination
information in 9-12 builds on 6-8 and
essential functions of life, which
of the properties of different materials, the
progresses to evaluating the validity and
involve chemical reactions that
structures of different components, and
reliability of the claims, methods, and
take place between different
connections of components to reveal its
designs.
types of molecules, such as
function and/or solve a problem. The
• Critically read scientific literature
water, proteins, carbohydrates,
functions and properties of natural and
adapted for classroom use to
lipids, and nucleic acids.
designed objects and systems can be
identify key ideas and major
inferred from their overall structure, the way
points and to evaluate the validity
their components are shaped and used,
SE/TE:
and reliability of the claims,
and the molecular substructures of its
159, Foundations for Learning
methods, and designs.
various materials.
•
Generate, synthesize, communicate,
and critique claims, methods, and
designs that appear in scientific
and technical texts or media
reports.
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
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
SE/TE:
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
4
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-SFIP.b Structure, Function, and Information Processing
Students who demonstrate understanding can:
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, SE/TE: 40-41. They learn how DNA sequences determine the
structure of proteins and how proteins are created Chapter 7, Lesson 2, SE/TE: 164-165. The role
of DNA and RNA in protein synthesis is taught in Chapter 13 Lesson 1, SE/TE: 308-309, and
Chapter 13, Lesson 2, SE/TE: 311-315.
Students obtain and communication information about DNA and synthesis of proteins by
creating Facts Envelopes in Foundations for Learning, SE/TE: 307. These facts are categorized
and an informational collage is created on SE/TE: 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 Lab B: 77-82, From DNA to Protein Synthesis and
page 268, #3, 4, The Discovery of RNA Interference.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS1.A: Structure and Function
Structure and Function
Communicating Information
• All cells contain genetic information in
Investigating or designing new systems or
Obtaining, evaluating, and communicating
the form of DNA molecules.
structures requires a detailed examination
information in 9-12 builds on 6-8 and
Genes are regions in the DNA
of the properties of different materials, the
progresses to evaluating the validity and
that contain the instructions that
structures of different components, and
reliability of the claims, methods, and
code for the formation of proteins, connections of components to reveal its
designs.
which carry out most of the work
function and/or solve a problem. The
• Critically read scientific literature
of cells.
functions and properties of natural and
adapted for classroom use to
designed objects and systems can be
identify key ideas and major
inferred from their overall structure, the way
SE/TE:
points and to evaluate the validity
their components are shaped and used,
40-41, Proteins;
and reliability of the claims,
and the molecular substructures of its
165,
The
Nucleus;
methods, and designs.
various materials.
•
Generate, synthesize, communicate,
and critique claims, methods, and
designs that appear in scientific
and technical texts or media
reports.
168-169, Organelles That Build
Proteins;
174-175, Build Connections;
307, Foundations for Learning
308-310, RNA;
311-315, Ribosomes and Protein
Synthesis;
325, Inquiry into Scientific
Reasoning;
326, Pre-Lab;
328, Assess the Big Idea;
TE Only:
165, Build Connections;
169, Hands-On Learning;
306-307, 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
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
SE/TE:
164-165, Build Connections; The
Cell as a Factory;
168-169, Build Connections:
Making Proteins; Build
Connections:
174-175, Comparing Typical
Cells;
308, Build Connections: Master
Plans and Blueprints;
311, Reading Codons;
312-313, Translation Diagram
Lab Book B:
77-82, From DNA to Protein
Synthesis
268, The Discovery of RNA
Interference, #3, 4
5
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-SFIP.c Structure, Function, and Information Processing
Students who demonstrate understanding can:
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, SE/TE: 182. Plant structure, function,
and the organization of plant systems are addressed throughout Chapter 23, SE: 550-575. Specific
systems within the animal body are addressed throughout in Chapters 27 and 28, SE: 644-693.
Organization of the human body is presented in Chapter 30, Lesson 1, SE/TE: 714-718. Human
body systems that include the digestive, excretory, nervous, skeletal, muscular, integumentary,
circulatory, respiratory, and immune systems are presented in Chapters 30-35, SE: 711-858.
Students use models to explain the hierarchical organization of interacting systems working
together to provide specific functions within multicellular organisms on SE/TE: 182, Figure, Levels
of Organization. In TE: 182, ELL, students create multi-level diagrams. On SE/TE: 713, Foundations
for Learning, students create models of systems, detailing organs and their functions within each
model. In Build Connections: Human Body Systems, SE/TE: 716, students use models to answer
questions in the TE: Visual Summary.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Developing and Using Models
LS1.A: Structure and Function
Systems and System Models
Modeling in 9–12 builds on K–8 and
• Multicellular organisms have a
Models (e.g., physical, mathematical,
progresses to using, synthesizing, and
hierarchical structural
computer models) can be used to simulate
constructing models to predict and explain
organization, in which any one
systems and interactions—including
relationships between systems and their
system is made up of numerous
energy, matter, and information flows—
components in the natural and designed
parts and is itself a component of
within and between systems at different
world.
the next level.
scales.
• Use multiple types of models to
represent and explain
SE/TE:
SE/TE:
phenomena and move flexibly
182, Levels of Organization;
182, Levels of Organization;
between model types based on
713,
Foundations
for
Learning
713, Foundations for Learning
merits and limitations.
SE/TE:
182, Levels of Organization;
713, Foundations for Learning
716, Build Connections: Human
Body Systems
TE Only:
182, Active Reading, Use Visuals;
716, Build Connections
•
714-715, Organization of Body;
716, Build Connections: Human
Body Systems
TE Only:
182, Active Reading, Use Visuals;
714, Preview the Pages;
716, Build Connections
716, Build Connections: Human
Body Systems
TE Only:
182, Active Reading, Use Visuals;
716, Build Connections
Construct, revise, and use models to
predict and explain relationships
between systems and their
components.
TE Only:
713, Foundations for Learning
716, Build Connections
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
6
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-SFIP.d Structure, Function, and Information Processing
Students who demonstrate understanding can:
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, SE/TE: 608. Chapter
28, Lesson 4 discusses the necessary homeostasis of systems and how animals handle maintain it,
SE/TE: 684-687. Students learn about homeostasis and feedback mechanisms in humans are
addressed in Chapter 30, Lesson 1, SE/TE: 717-718. Feedback mechanisms involved in the
endocrine system are taught in Chapter 34, Lesson 2, SE/TE: 813-816. Chapter 38 describes the
immune system's role in maintaining homeostasis, SE/TE: 836-858.
Students use modeling to explain the function of positive and negative feedback mechanisms in
maintaining homeostasis in: SE/TE: 717, Figure, Feedback Inhibition. In TE: 717, ELL, students
model homeostasis and other concepts using a bowl of water. Students use the figure on SE/TE:
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, SE/TE: 809,
students collect notes and create images about each homeostatic lesson. Students use the
model on SE/TE: 814, Figure, Blood Glucose Control to understand blood glucose levels. They use
the model on SE/TE: 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 Lab B: 377-378, Maintaining Temperature, students model
maintaining a stable body temperature.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Developing and Using Models
LS1.A: Structure and Function
Stability and Change
Modeling in 9–12 builds on K–8 and
• Feedback mechanisms maintain a living
Much of science deals with constructing
progresses to using, synthesizing, and
system’s internal conditions
explanations of how things change and how
constructing models to predict and explain
within certain limits and mediate
they remain stable. Change and rates of
relationships between systems and their
behaviors, allowing it to remain
change can be quantified and modeled over
components in the natural and designed
alive and functional even as
very short or very long periods of time.
world.
external conditions change within
Some system changes are irreversible.
• Use multiple types of models to
some range. Outside that range
Feedback (negative or positive) can
represent and explain
(e.g. at too high or too low
stabilize or destabilize a system. Systems
phenomena and move flexibly
external temperature, with too
can be designed for greater or lesser
between model types based on
little food or water available) the
stability.
merits and limitations.
organism cannot survive.
Feedback mechanisms can
SE/TE:
encourage (through positive
SE/TE:
686, Inquiry into Scientific
feedback) or discourage
717, Figure, Feedback Inhibition;
Thinking;
(negative feedback) what is going
718, Figure, Getting Warm and
717, Figure, Feedback Inhibition;
on inside the living system.
Staying Cool;
814, Figure, Blood Glucose
Control;
816, Figure, Water Balance
TE Only:
717, Focus on ELL;
717, Active Reading;
718, Wrap-Up Activity;
814, Active Reading, Cause and
Effect;
816, Active Reading, Make an
Analogy
SE/TE:
608, Maintaining Homeostasis;
Inquiry into Scientific Learning;
684-685, Interrelationship of
Body Systems;
685-687, Body Temperature
Control;
717-718, Homeostasis;
717, Figure, Feedback Inhibition;
718, Figure, Getting Warm and
Staying Cool;
814, Figure, Blood Glucose
Control;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
718, Figure, Getting Warm and
Staying Cool;
814, Figure, Blood Glucose
Control;
816, Control of the Endocrine
System; Figure, Water Balance
TE Only:
717, Focus on ELL; Active
Reading;
718, Active Reading; Wrap-Up
Activity
7
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
Lab B:
377-378, Maintaining
Temperature
•
Construct, revise, and use models to
predict and explain relationships
between systems and their
components.
SE/TE:
717, Figure, Feedback Inhibition;
718, Figure, Getting Warm and
Staying Cool;
814, Figure, Blood Glucose
Control;
816, Figure, Water Balance
TE Only:
717, Focus on ELL; Active
Reading;
718, Active Reading; Wrap-Up
Activity;
814, Active Reading, Cause and
Effect;
816, Active Reading, Make an
Analogy
816, Control of the Endocrine
System; Figure, Water Balance
TE Only:
717, Focus on ELL; Active
Reading;
718, Active Reading; Wrap-Up
Activity;
814, Active Reading , Cause and
Effect;
816, Active Reading
Lab B:
377-378, Maintaining
Temperature
Lab B:
209-212, Diagnosing Endocrine
Disorders;
377-378, Maintaining
Temperature
Lab B:
377-378, Maintaining
Temperature
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
8
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-SFIP.e Structure, Function, and Information Processing
Students who demonstrate understanding can:
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, SE/TE: 671. Regions of the human brain are specifically addressed
in Chapter 31, Lesson 2, SE/TE: 747-750.
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, SE/TE: 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, SE/TE: 761, #7, 8, and Standardized Test Prep, SE/TE: 693, #9, 10.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS1.D: Information Processing
Structure and Function
Communicating Information
• In complex animals, the brain is divided
Investigating or designing new systems or
Obtaining, evaluating, and communicating
into several distinct regions and
structures requires a detailed examination
information in 9-12 builds on 6-8 and
circuits, each of which primarily
of the properties of different materials, the
progresses to evaluating the validity and
serves dedicated functions, such
structures of different components, and
reliability of the claims, methods, and
as visual perception, auditory
connections of components to reveal its
designs.
perception, interpretation of
function and/or solve a problem. The
• Critically read scientific literature
perceptual information, guidance
functions and properties of natural and
adapted for classroom use to
of motor movement, and decision
designed objects and systems can be
identify key ideas and major
making about actions to take in
inferred from their overall structure, the way
points and to evaluate the validity
the event of certain inputs.
their components are shaped and used,
and reliability of the claims,
and the molecular substructures of its
methods, and designs.
various materials.
SE/TE:
•
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;
748-749, Build Connections: The
Brain
TE Only:
671, Hands-On Learning, Active
Reading;
748, Build Connections; Focus on
ELL;
749, Active Reading
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
SE/TE:
671, Parts of the Vertebrae Brain;
Figure, Vertebrae Brains;
748-749, Build Connections: The
Brain
TE Only:
671, Hands-On Learning, Active
Reading
9
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-SFIP.f Structure, Function, and Information Processing
Students who demonstrate understanding can:
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, SE/TE: 668-673. 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: 740-763. Students learn about the structure and functions of the human
brain in Lesson 2, SE/TE: 747-750. In ELL, TE: 748, students communicate information by
completing sentence frames to answer questions about brain functions.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS1.D: Information Processing
Cause and Effect
Communicating Information
• The integrated functioning of all parts of
Empirical evidence is required to differentiate
Obtaining, evaluating, and communicating
the brain is important for
between cause and correlation and make
information in 9-12 builds on 6-8 and
successful interpretation of inputs
claims about specific causes and effects.
progresses to evaluating the validity and
and generation of behaviors in
Cause and effect relationships can be
reliability of the claims, methods, and
response to them.
suggested and predicted for complex natural
designs.
and human designed systems by examining
• Critically read scientific literature
what is known about smaller scale
Related Content:
adapted for classroom use to
mechanisms within the system. Systems can
SE/TE:
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
748-749, Build Connections: The
and reliability of the claims,
causes that may not have equal effects.
Brain
methods, and designs.
750, Build Vocabulary
•
Generate, synthesize, communicate,
and critique claims, methods, and
designs that appear in scientific
and technical texts or media
reports.
TE Only:
671, Hands-On Learning;
748, Build Connections, ELL;
749, Active Reading
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
10
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-SFIP.g Structure, Function, and Information Processing
Students who demonstrate understanding can:
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, SE/TE: 696-700. Social behavior and attachments is explored
in Chapter 29, Lesson 2, SE/TE: 701-704.
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, SE/TE: 699. In Design Your Own Lab, SE/TE: 705,
students determine the type of stimulus that triggers termite responses. In Standardized Test
Prep, #8, 9, SE/TE: 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.
Lab B: 183, Termite Tracks: Analyze and Conclude; 305-306, Caring for Young
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Analyzing and Interpreting Data
LS1.D: Information Processing
Patterns
Analyzing data in 9–12 builds on K–8 and
• In addition, some circuits give rise to
Different patterns may be observed at each
progresses to introducing more detailed
emotions and memories that
of the scales at which a system is studied
statistical analysis, the comparison of data
motivate organisms to seek
and can provide evidence for causality in
sets for consistency, and the use of models
rewards, avoid punishments,
explanations of phenomena. Classifications
to generate and analyze data.
develop fears, or form
or explanations used at one scale may fail
• Consider limitations (e.g., measurement
attachments to members of their
or need revision when information from
error, sample selection) when
own species and, in some cases,
smaller or larger scales is introduced; thus
analyzing and interpreting data.
to individuals of other species
requiring improved investigations and
(e.g., mixed herds of mammals,
experiments. Patterns of performance of
mixed flocks of birds).
designed systems can be analyzed and
Lab B:
interpreted to reengineer and improve the
183, Termite Tracks, #3
system. Mathematical representations are
SE/TE:
needed to identity some patterns.
697, Innate Behavior,
• Evaluate the impact of new data on a
working explanation of a
phenomenon or design solution.
Lab B:
183, Termite Tracks: Analyze and
Conclude, #5
697-698; Learned Behavior;
699-700, Complex Behaviors;
699, Inquiry into Scientific
Thinking;
701, Behavioral Cycles;
702, Social Behavior;
703, Communication
TE Only:
704, Wrap-Up Activity
Lab B:
183, Termite Tracks: Analyze and
Conclude;
305-306, Caring for Young
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
SE/TE:
699, Inquiry into Scientific
Thinking;
705, Design Your Own Lab;
709, Standardized Test Prep, #8,
9
Lab B:
183, Termite Tracks: Analyze and
Conclude;
305-306, Caring for Young
11
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-MEOE.a Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
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, SE/TE: 60-61. Chapter 8 "Photosynthesis," covers how
organisms store energy, what structures are involved, and the process of photosynthesis, SE/TE:
190-209.
Students construct a model to support explanations of the process of photosynthesis in Inquiry
into Scientific Thinking, SE/TE: 198. In Build Understanding, SE/TE: 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.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Developing and Using Models
LS1.C: Organization for Matter and
Energy and Matter
Modeling in 9–12 builds on K–8 and
Energy Flow in Organisms
The total amount of energy and matter in
progresses to using, synthesizing, and
• The process of photosynthesis converts
closed systems is conserved. Changes of
constructing models to predict and explain
light energy to stored chemical
energy and matter in a system can be
relationships between systems and their
energy by converting carbon
described in terms of energy and matter
components in the natural and designed
dioxide plus water into sugars
flows into, out of, and within that system.
world.
plus released oxygen. The sugar
Energy cannot be created or destroyed—it
• Use multiple types of models to
molecules thus formed contain
only moves between one place and another
represent and explain
carbon, hydrogen, and oxygen:
place, between objects and/or fields, or
phenomena and move flexibly
their hydrocarbon backbones are
between systems. Energy drives the cycling
between model types based on
used to make amino acids and
of matter within and between systems. In
merits and limitations.
other carbon-based molecules
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.
SE/TE:
DNA),
used
for
example
to
form
197, The Stages of
new cells.
SE/TE:
Photosynthesis;
200, Light Dependent Reactions;
202, Light-Independent Reactions
TE Only:
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
SE/TE:
195-197, Photosynthesis: An
Overview;
198, Inquiry into Scientific
Thinking;
199-203, The Process of
Photosynthesis;
204, Skills Lab
192-193, Chemical Energy;
195-197, Photosynthesis: An
Overview;
199-200, Light Dependent
Reactions;
201-202, Light-Independent
Reactions
Lab B:
251-252, Rates of Photosynthesis
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
12
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
•
Construct, revise, and use models to
predict and explain relationships
between systems and their
components.
TE Only:
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
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-MEOE.b Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
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, SE/TE: 190-209 and cellular respiration in
Chapter 9, SE/TE: 210-231. In Chapter 13, Lesson 2, SE/TE: 308-315, students learn about
protein synthesis from amino acids.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Constructing Explanations and
LS1.C: Organization for Matter and
Energy and Matter
Designing Solutions
Energy Flow in Organisms
The total amount of energy and matter in
Constructing explanations and designing
• The process of photosynthesis converts
closed systems is conserved. Changes of
solutions in 9–12 builds on K–8
light energy to stored chemical
energy and matter in a system can be
experiences and progresses to
energy by converting carbon
described in terms of energy and matter
explanations and designs that are
dioxide plus water into sugars
flows into, out of, and within that system.
supported by multiple and independent
plus released oxygen. The sugar
Energy cannot be created or destroyed—it
student-generated sources of evidence
molecules thus formed contain
only moves between one place and another
consistent with scientific knowledge,
carbon, hydrogen, and oxygen:
place, between objects and/or fields, or
principles, and theories.
their hydrocarbon backbones are
between systems. Energy drives the cycling
• Construct and revise explanations and
used to make amino acids and
of matter within and between systems. In
arguments based on evidence
other carbon-based molecules
nuclear processes, atoms are not
obtained from a variety of
that can be assembled into larger
conserved, but the total number of protons
sources (e.g., scientific principles,
molecules (such as proteins or
plus neutrons is conserved.
models, theories) and peer
DNA), used for example to form
review.
new cells.
SE/TE:
SE/TE:
Photosynthesis; 195-197,
Photosynthesis: An Overview;
198, Inquiry into Scientific
Thinking;
199-203, The Process of
Photosynthesis;
204, Skills Lab
70, The Carbon Cycle Diagram;
215, Comparing Photosynthesis
and Respiration; Opposite
Reactions diagram
Lab B:
251-252, 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.
SE/TE:
70-71, The Carbon Cycle;
83, The Carbon Cycle diagram;
201, Sugar Production; Summary
of Light-Independent Reactions;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
14
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
212, Chemical Energy and Food;
213, Overview of Cellular
Respiration;
215, Check Understanding, #4;
216-217, Glycosis;
218-219, The Krebs Cycle;
220, Electron Transport and ATP
Synthesis
TE Only:
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.
SE/TE:
68-69, Recycling the Biosphere
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
15
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-MEOE.c Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
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, SE/TE: 212-215. The process of cellular respiration is explored
in Chapter 9, Lesson 2, SE/TE: 216-222.
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: SE/TE: 214, Figure, The Stages of Cellular
Respiration (TE: Use Visuals); SE/TE: 215, Figure, Opposite Processes, (TE: Use Visuals); SE/TE:
217, Build Connections: Glycolysis; and SE/TE: 219, Build Connections: The Krebs Cycle. Students
use a model of the Electron Transport Chain and ATP Synthesis on SE/TE: 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.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Developing and Using Models
LS1.C: Organization for Matter and
Energy and Matter
Modeling in 9–12 builds on K–8 and
Energy Flow in Organisms
The total amount of energy and matter in
progresses to using, synthesizing, and
• As matter and energy flow through
closed systems is conserved. Changes of
constructing models to predict and explain
different organizational levels of
energy and matter in a system can be
relationships between systems and their
living systems, chemical
described in terms of energy and matter
components in the natural and designed
elements are recombined in
flows into, out of, and within that system.
world.
different ways to form different
Energy cannot be created or destroyed—it
• Use multiple types of models to
products.
only moves between one place and another
represent and explain
place, between objects and/or fields, or
phenomena and move flexibly
between systems. Energy drives the cycling
SE/TE:
between model types based on
of matter within and between systems. In
212, Chemical Energy and Food;
merits and limitations.
nuclear processes, atoms are not
213, Overview of Cellular
conserved, but the total number of protons
Respiration;
plus neutrons is conserved.
SE/TE:
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
TE Only:
215, Use Visuals;
217, Hands-On Learning;
218, Use Graphic Organizers;
220, Active Reading, Draw a
216-217, Glycolysis;
218-219, The Krebs Cycle;
220, Electron Transport and ATP
Synthesis,
222 The Totals
TE Only:
219, Active Reading, Science
Support
•
SE/TE:
215, Comparing Photosynthesis
and Cellular Respiration, Check
Understanding, #4
TE Only:
217, Hands-On Learning
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.
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
16
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
Diagram;
221, Draw a Diagram;
222, Wrap-Up Activity
•
Construct, revise, and use models to
predict and explain relationships
between systems and their
components.
TE Only:
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.
TE Only:
221, Draw a Diagram
SE/TE:
214, Oxygen and Energy;
216-217, Glycolysis;
218-219, The Krebs Cycle;
220-221, Electron Transport and
ATP Synthesis;
221, Build Connections: The
Electron Transport Chain and ATP
Synthesis
222, The Totals
TE Only:
220, Active Reading
•
Cellular respiration also releases the
energy needed to maintain body
temperature despite ongoing
energy loss to the surrounding
environment.
SE/TE:
222, The Totals
TE Only:
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.
SE/TE:
215, Comparing Photosynthesis
and Cellular Respiration
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
17
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-MEOE.d Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
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, SE/TE: 210-231.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Analyzing and Interpreting Data
LS1.C: Organization for Matter and
Energy and Matter
Analyzing data in 9–12 builds on K–8 and
Energy Flow in Organisms
The total amount of energy and matter in
progresses to introducing more detailed
• As a result of these chemical reactions,
closed systems is conserved. Changes of
statistical analysis, the comparison of data
energy is transferred from one
energy and matter in a system can be
sets for consistency, and the use of models
system of interacting molecules
described in terms of energy and matter
to generate and analyze data.
to another. For example, aerobic
flows into, out of, and within that system.
• Use tools, technologies, and/or models
(in the presence of oxygen)
Energy cannot be created or destroyed—it
(e.g., computational,
cellular respiration is a chemical
only moves between one place and another
mathematical) to generate and
process whereby the bonds of
place, between objects and/or fields, or
analyze data in order to make
food molecules and oxygen
between systems. Energy drives the cycling
valid and reliable scientific claims
molecules are broken and new
of matter within and between systems. In
or determine an optimal design
compounds are formed that can
nuclear processes, atoms are not
solution.
transport energy to muscles.
conserved, but the total number of protons
plus neutrons is conserved.
SE/TE:
214, Oxygen and Energy;
218-219, The Krebs Cycle;
220-221, Electron Transport and
ATP Synthesis;
222, Check Understanding, #6;
225, Energy and Exercise;
227, Chapter Summary
•
SE/TE:
215, Comparing Photosynthesis
and Cellular Respiration
Anaerobic (without oxygen) cellular
respiration follows a different and
less efficient chemical pathway to
provide energy in cells.
SE/TE:
214, Oxygen and Energy;
216-217, Glycolysis;
223-224, Fermentation;
225, Energy and Exercise;
227, Chapter Summary
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
18
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-MEOE.e Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
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, SE/TE: 60-62. Students learn about energy flow in ecosystems within Lesson
3, SE/TE: 63-67. The cycles of matter in ecosystems are presented in Lesson 4, SE/TE: 68-73).
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Developing and Using Models
LS2.B: Cycles of Matter and Energy
Energy and Matter
Modeling in 9–12 builds on K–8 and
Transfer in Ecosystems
The total amount of energy and matter in
progresses to using, synthesizing, and
• Photosynthesis and cellular respiration
closed systems is conserved. Changes of
constructing models to predict and explain
(including anaerobic processes)
energy and matter in a system can be
relationships between systems and their
provide most of the energy for life
described in terms of energy and matter
components in the natural and designed
processes.
flows into, out of, and within that system.
world.
Energy cannot be created or destroyed—it
• Use multiple types of models to
only moves between one place and another
SE/TE:
represent and explain
place, between objects and/or fields, or
60, Energy From the Sun;
phenomena and move flexibly
between systems. Energy drives the cycling
66,
Pyramid
of
Energy;
between model types based on
of matter within and between systems. In
70, Nutrient Cycles; The Carbon
merits and limitations.
nuclear processes, atoms are not
Cycle diagram;
conserved, but the total number of protons
plus neutrons is conserved.
195, Chlorophyll and
SE/TE:
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
Lab B:
231-234, The 10-Percent Rule
Chloroplasts-intro paragraph;
215, Comparing Photosynthesis
and Cellular Respiration, Opposite
Processes diagram, Check
Understanding, #4;
268, Check Understanding, #5
Lab B:
231-234, 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.
SE/TE:
68-69, 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
TE Only:
67, Wrap-Up Activity;
73, Wrap-Up Activity
SE/TE:
64, Food Webs and Disturbance;
66, Ecological Pyramids, Inquiry
into Scientific Thinking;
67, Pyramids of Biomass and
Numbers;
76, Constructed Response, #1
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
19
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
•
Use models (including mathematical and
computational) to generate data
to explain and predict
phenomena, analyze systems,
and solve problems.
TE Only:
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.
SE/TE:
68-69, Recycling the Biosphere
Lab B:
231-234, The 10-Percent Rule
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
20
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-MEOE.f Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
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, SE/TE: 70-71
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 SE/TE: 70. The TE: Interpret Diagrams feature prompts students to communicate the
Process.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS2.B: Cycles of Matter and Energy
Systems and System Models
Communicating Information
Transfer in Ecosystems
Models (e.g., physical, mathematical,
Obtaining, evaluating, and communicating
• Photosynthesis and cellular respiration
computer models) can be used to simulate
information in 9-12 builds on 6-8 and
are important components of the
systems and interactions—including energy,
progresses to evaluating the validity and
carbon cycle, in which carbon is
matter, and information flows—within and
reliability of the claims, methods, and
exchanged between the
between systems at different scales.
designs.
biosphere, atmosphere, oceans,
• Critically read scientific literature
and geosphere through chemical,
SE/TE:
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,
SE/TE:
TE Only:
methods, and designs.
70-71, Carbon Cycle;
•
Generate, synthesize, communicate,
and critique claims, methods, and
designs that appear in scientific
and technical texts or media
reports.
70, The Carbon Cycle diagram;
215, Comparing Photosynthesis
and Cellular Respiration
70, Interpret Diagrams, Hands-On
Learning
TE Only:
70, Hands-On Learning
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
21
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-MEOE.g Matter and Energy in Organisms and Ecosystems
Students who demonstrate understanding can:
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, SE/TE: 60-62. They learn about the cycling of energy in the
ecosystem in Lesson 3, SE/TE: 63-67. Cycles of matter are described in Lesson 4, SE/TE: 68-73.
Students obtain information about competition among organisms in Chapter 4, Lesson 2, SE/TE:
85-87.
Students provide evidence to support explanations of how elements and energy are conserved as
they respond to TE: Build Connections questions on SE/TE: 64, Build Connections, Earth’s Recycling
Center. They demonstrate topic knowledge in Check Understanding, #3, SE/TE: 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, SE/TE: 76, students
create fishbone maps to answer questions. They investigate the relationship of a food web to an
energy pyramid in Lab B: 231-234, The 10-Percent Rule.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Constructing Explanations and
LS1.C: Organization for Matter and
Systems and System Models
Designing Solutions
Energy Flow in Organisms
Models (e.g., physical, mathematical,
Constructing explanations and designing
• The process of photosynthesis converts
computer models) can be used to simulate
solutions in 9–12 builds on K–8
light energy to stored chemical
systems and interactions—including
experiences and progresses to
energy by converting carbon
energy, matter, and information flows—
explanations and designs that are
dioxide plus water into sugars
within and between systems at different
supported by multiple and independent
plus released oxygen. The sugar
scales.
student-generated sources of evidence
molecules thus formed contain
consistent with scientific knowledge,
carbon, hydrogen, and oxygen:
SE/TE:
principles, and theories.
their hydrocarbon backbones are
61, Figure, Photosynthesis;
• Make quantitative claims regarding the
used to make amino acids and
63, Figure, Food Chains;
relationship between dependent
other carbon-based molecules
64, Build Connections: Earth's
and independent variables.
that can be assembled into larger
Recycling Center;
molecules (such as proteins or
DNA), used for example to form
65, Figure, Food Web in the
Lab B:
new cells.
Everglades;
231-234, 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.
Lab B:
231-234, 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.
SE/TE:
60-61, 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.
SE/TE:
68-69, Recycling in the
Biosphere;
73, Check Understanding, #3
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
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
TE Only:
65, Hands-On Learning;
67, Wrap-Up Activity;
70, Hands-On Learning;
22
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
SE/TE:
78, Solve the Chapter Mystery,
#1-3
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
• The chemical elements that make up the
molecules of organisms pass
through food webs and into and
out of the atmosphere and soil,
and they are combined and
recombined in different ways. At
each link in an ecosystem, matter
and energy are conserved;
72, Active Reading, Make
Connections;
73, Wrap-Up Activity;
75, Think Visually
Lab B:
231-234, The 10-Percent Rule
SE/TE:
60, Primary Producers;
61-62, Consumers;
63-65, Food Chains and Food
Webs;
66-67, Ecological Pyramids;
68, Recycling the Biosphere;
69, The Water Cycle;
70, Carbon Cycle;
71, Nitrogen Cycle;
72, The Phosphorous Cycle
•
Competition among species is ultimately
competition for the matter and
energy needed for life.
SE/TE:
85-86, Competition
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
23
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IRE.a. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
a. Evaluate data to explain resource availability and other environmental factors that affect carrying
capacity of ecosystems. [Clarification Statement: The explanation could be based on computational or
mathematical models. Environmental factors should include availability of living and nonliving resources
and from challenges (e.g., predation, competition, disease).]
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about competition, predation and
inter-species dependency in Chapter 4, Lesson 2, SE/TE: 85-87. They obtain information about
the factors that contribute to changes in the ecosystems in Chapter 5, "Populations," SE: 106-125.
The factors that affect carrying capacity in ecosystems are presented in Chapter 5, Lesson 2,
SE/TE: 112-116. Human resource dependency, use, and conservation are covered in Chapter 6,
SE/TE: 126-155.
Students evaluate data to explain resource availability and other environmental factors that
affect carrying capacity of ecosystems in the Pre-Lab on SE/TE: 74. The TE: Post Lab engages
students in extending the experiment. They evaluate data in the Figure of Competitive Exclusion
on SE/TE: 86. Students evaluate data to explain resource availability as they analyze Wolf and
Moose Populations on Isle Royale, SE/TE: 113, (TE: Active Reading/Use Visuals). In Inquiry Into
Scientific Thinking, SE/TE: 116, students investigate competition for resources within a
population, record, and analyze data. In Pre-Lab, The Growth Cycle of Yeast, SE/TE: 120, students
investigate population growth within a yeast culture. The TE: Post Lab directs students to create
a growth curve for their data and label the phases.
Students investigate, record, and evaluate data in the following inquiries: Lab B: 25-28, The
Effect of Fertilizer on Algae; Lab B: 35-38, The Growth Cycle of Yeast; Lab B: 235-236, PredatorPrey Dynamics; and Lab B: 241-242, Multiplying Rabbits.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS2.A: Interdependent Relationships in
Cause and Effect
Communicating Information
Ecosystems
Empirical evidence is required to
Obtaining, evaluating, and communicating
• Ecosystems have carrying capacities,
differentiate between cause and correlation
information in 9-12 builds on 6-8 and
which are limits to the numbers of and make claims about specific causes and
progresses to evaluating the validity and
organisms and populations they
effects. Cause and effect relationships can
reliability of the claims, methods, and
can support. These limits result
be suggested and predicted for complex
designs.
from such factors as the
natural and human designed systems by
• Critically read scientific literature
availability of living and nonliving
examining what is known about smaller
adapted for classroom use to
resources and from such
scale mechanisms within the system.
identify key ideas and major
challenges such as predation,
Systems can be designed to cause a
points and to evaluate the validity
competition, and disease.
desired effect. Changes in systems may
and reliability of the claims,
Organisms would have the
have various causes that may not have
methods, and designs.
capacity to produce populations
equal effects.
of great size were it not for the
• Generate, synthesize, communicate,
fact that environments and
SE/TE:
and critique claims, methods, and
resources are finite. This
112, Density-Dependent Limiting
designs that appear in scientific
fundamental tension affects the
Factors;
and technical texts or media
abundance (number of
114, Density-Independent
reports.
individuals) of species in any
Factors;
given ecosystem.
SE/TE:
85-86, Competition;
86, Predation, Herbivory, and
Keystone Species;
110, Phase of Growth;
111, Carrying Capacity;
112, Limiting Factors, DensityDependent Limiting Factors;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
124, Solve the Chapter Mystery
Lab B:
25-28, The Effect of Fertilizer on
Algae;
38, The Growth Cycle of Yeast,
#3-5
24
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
114, Density-Independent
Factors;
116, Inquiry into Scientific
Thinking
TE Only:
113, Active Reading, Use Visuals
Lab B:
35-38, The Growth Cycle of
Yeast;
235-236, Predator-Prey Dynamics
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience
• Extreme fluctuations in conditions or the
size of any population, however,
can challenge the functioning of
ecosystems in terms of resources
and habitat availability.
SE/TE:
74, Real-World Lab,
86, Keystone Species;
88-89, Primary and Secondary
Succession;
89-90, Climax Communities;
110, Organisms in New
Environments;
114-115, Density-Independent
Limiting Factors;
124, Solve the Chapter Mystery
Lab B:
25-28, The Effect of Fertilizer on
Algae
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
25
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IRE.b. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
b. Design solutions for creating or maintaining the sustainability of local ecosystems.
MILLER & LEVINE BIOLOGY FOUNDATION: In Chapter 6 "Humans in the Biosphere," students
learn how human activities have shaped local and global ecology, SE: 126-156. In Chapter 6,
Lesson 1, students obtain information about the effect of human activity on the ecosystem and
about sustainable development, SE/TE: 128-131. Lesson 2 covers using resources wisely, SE/TE:
132-137. Chapter 6, Lessons 3 and 4, deal with the value of biodiversity and meeting ecological
challenges, SE/TE: 138-149.
Students design solutions for creating or maintaining the sustainability of local ecosystems in
the Inquiry into Scientific Thinking: Reduce, Reuse, Recycle, SE/TE: 130. In the Wrap-Up Activity,
TE:131, students collaborate to brainstorm actions to meet local environmental needs. Using the
chapter case study format in Wrap-Up Activity, TE: 149, they analyze an ecological challenge to
discuss behavioral changes that can contribute to solving the program.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Constructing Explanations and
LS4.D: Biodiversity and Humans
Stability and Change
Designing Solutions
• Humans depend on the living world for
Much of science deals with constructing
Constructing explanations and designing
the resources and other benefits
explanations of how things change and how
solutions in 9–12 builds on K–8
provided by biodiversity. But
they remain stable. Change and rates of
experiences and progresses to
human activity is also having
change can be quantified and modeled over
explanations and designs that are
adverse impacts on biodiversity
very short or very long periods of time.
supported by multiple and independent
through overpopulation,
Some system changes are irreversible.
student-generated sources of evidence
overexploitation, habitat
Feedback (negative or positive) can
consistent with scientific knowledge,
destruction, pollution, introduction stabilize or destabilize a system. Systems
principles, and theories.
of invasive species, and climate
can be designed for greater or lesser
• Make quantitative claims regarding the
change. These problems have
stability.
relationship between dependent
the potential to cause a major
and independent variables.
wave of biological extinctions—as SE/TE:
many species or populations of a
128-129, The Effect of Human
• Apply scientific knowledge to solve
given species, unable to survive
Activity;
design problems by taking into
in changed environments, die
130-131, Sustainable
account possible unanticipated
out—and the effects may be
effects.
harmful to humans and other
Development;
living things. Thus sustaining
145, Case Study #1: Atmospheric
biodiversity so that ecosystem
Ozone;
functioning and productivity are
146, Case Study #2: North
maintained is essential to
Atlantic Fisheries;
supporting and enhancing life on
Earth. Sustaining biodiversity
147-149, Case Study #3: Climate
also aids humanity by preserving
Change
landscapes of recreational or
inspirational value.
SE/TE:
127, Chapter Mystery;
128-129, The Effect of Human
Activity;
130, Inquiry Into Scientific
Thinking;
130-131, Sustainable
Development;
132-133, Soil Resources;
133, Freshwater Resources;
136-137, Atmospheric Resources;
138-139, The Value of
Biodiversity;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
26
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
140-141, Threats to Biodiversity;
141-142, Conserving Biodiversity;
143-144, Ecological Footprints;
144, Ecology in Action;
145, Case Study #1: Atmospheric
Ozone;
146, Case Study #2: North
Atlantic Fisheries;
147-149, Case Study #3: Climate
Change;
150, Design Your Own Lab
156, Unit 2 Project
TE Only: 135, Active Reading,
Science Support, Hands-On
Learning
Lab B:
39-44, Acid Rain and Seeds;
245-246, Vehicle Emission
Trends;
247-248, Saving the Golden Lion;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
27
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IRE.c. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
c. Construct and use a model to communicate how complex sets of interactions in ecosystems maintain
relatively consistent numbers and types of organisms for long periods of time when conditions are stable.
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about specialized niches and
community interactions in Chapter 4, Lesson 2, SE/TE: 85-87. Populations and factors that keep
numbers relatively stable are addressed in Chapter 5, Lesson 1, SE/TE: 112-115. In Lesson 2,
students obtain information about the factors that limit and control population growth, SE/TE:
112-115.
Students construct and use a model to communicate how complex sets of interactions in
ecosystems maintain relatively consistent numbers and types of organisms for long periods of time
Students use the model presented in the Chapter Mystery, SE/TE: 81, and Solve the Chapter
Mystery, SE/TE: 104. Students draw a diagram to show division of resources in Active Reading,
TE: 86. In Wrap-Up Activity, TE: 87, students create a chart with drawings, comparing
relationships between organisms. In Wrap-Up Activity, TE: 111, students use index cards to draw
factors that affect populations and decide the future of organisms. Students analyze data showing
interactions in ecosystems in Moose and Wolf Populations on Isle Royale, SE/TE: 113 (TE: Use
Visuals). Students model predator prey dynamics in Lab B: 235-236 and 329-332, Modeling
Predator-Prey Interactions.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Developing and Using Models
LS2.C: Ecosystem Dynamics,
Stability and Change
Modeling in 9–12 builds on K–8 and
Functioning, and Resilience
Much of science deals with constructing
progresses to using, synthesizing, and
• A complex set of interactions within an
explanations of how things change and how
constructing models to predict and explain
ecosystem can keep its numbers
they remain stable. Change and rates of
relationships between systems and their
and types of organisms relatively
change can be quantified and modeled over
components in the natural and designed
constant over long periods of
very short or very long periods of time.
world.
time under stable conditions.
Some system changes are irreversible.
• Construct, revise, and use models to
Feedback (negative or positive) can
predict and explain relationships
stabilize or destabilize a system. Systems
SE/TE:
between systems and their
can be designed for greater or lesser
85, Defining the Niche;
components.
stability.
TE Only:
86, Active Reading, Draw A
Diagram;
87, Wrap-Up Activity;
111, Wrap-Up Activity;
113, Active Reading, Use Visuals
Lab B:
235-236, Predator Prey
Dynamics;
329-332, Modeling Predator-Prey
Interactions
•
Use models (including mathematical and
computational) to generate data
to explain and predict
phenomena, analyze systems,
and solve problems.
86, Dividing Resources;
86-87, Predation, Herbivory, and
Keystone Species;
110-111, Logistic Growth;
112-113, Density-Dependent
Limiting Factors;
114-115, Density-Independent
Limiting Factors
TE Only:
113, Active Reading, Use Visuals
Lab B:
235-236, Predator Prey
Dynamics;
329-332, Modeling Predator-Prey
Interactions
SE/TE:
104, Solve the Chapter Mystery;
110-111, Logistic Growth;
113, Moose-Wolf Populations on
Isle Royale
TE Only:
113, Use Visuals
Lab B:
235-236, Predator Prey
Dynamics;
329-332, Modeling Predator-Prey
Interactions
SE/TE:
113, Moose and Wolf Populations
on Isle Royale
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
28
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
TE Only:
86, Draw a Diagram;
87, Wrap-Up Activity;
109, Hands-On Learning;
111, Wrap-Up Activity;
113, Use Visuals
Lab B:
235-236, Predator Prey
Dynamics;
329-332, Modeling Predator-Prey
Interactions
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
29
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IRE.d. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
d. Construct arguments from evidence about the effects of natural biological or physical disturbances in
terms of the time needed to reestablish a stable ecosystem and how the new system differs from the
original system. [Clarification Statement: Computational models could be used to support collect
evidence to support the argument.]
MILLER & LEVINE BIOLOGY FOUNDATION: Ecological succession is taught in Chapter 4, Lesson
3, SE/TE: 88-90. The effects of human disturbances to the ecosystem are described in Chapter 6,
Lesson 1, SE/TE: 128-131.
Students communicate the effects of natural biological or physical disturbances in terms of the
time needed to reestablish a stable ecosystem and how the new system differs from the original
system as they create a table, comparing primary and secondary succession on SE/TE: 88. They
relate cause and effect in Check Understanding, #5, SE/TE: 90. Students make lists of evidence
and arguments as they prepare for the Development Debate, SE/TE: 156.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Engaging in Argument from Evidence
LS2.C: Ecosystem Dynamics,
Stability and Change
Engaging in argument from evidence in 9Functioning, and Resilience
Much of science deals with constructing
12 builds from K-8 experiences and
• If a modest biological or physical
explanations of how things change and how
progresses to using appropriate and
disturbance to an ecosystem
they remain stable. Change and rates of
sufficient evidence and scientific reasoning
occurs, it may return to its more
change can be quantified and modeled over
to defend and critique claims and
or less original status (i.e., the
very short or very long periods of time.
explanations about the natural and
ecosystem is resilient), as
Some system changes are irreversible.
designed world. Arguments may also come
opposed to becoming a very
Feedback (negative or positive) can
from current scientific or historical episodes
different ecosystem.
stabilize or destabilize a system. Systems
in science.
can be designed for greater or lesser
SE/TE:
• Evaluate the claims, evidence, and
stability.
88-89, Primary and Secondary
reasoning of currently accepted
Succession;
explanations or solutions as a
SE/TE:
89-90, Climax Communities;
basis for the merits of arguments.
88-89, Primary and Secondary
130, Ecosystem Services
SE/TE:
156, Unit Project
TE Only:
156, Plan Ahead
TE Only:
130, Use Visuals
•
Extreme fluctuations in conditions or the
size of any population, however,
can challenge the functioning of
ecosystems in terms of resources
and habitat availability.
Succession;
89-90, Climax Communities;
130, Ecosystem Services
TE Only:
130, Active Reading
SE/TE:
89-90, Climax Communities;
132, Soil Erosion;
140, Altered Habitats
TE Only:
130, Use Visuals
LS4.D: Biodiversity and Humans
• Biodiversity is increased by the
formation of new species
(speciation) and decreased by
the loss of species (extinction).
Biological extinction, being
irreversible, is a critical factor in
reducing the planet’s natural
capital.
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
30
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
SE/TE:
138-139, The Value of
Biodiversity;
140-141, Threats to Biodiversity;
146, Case Study #2: North
Atlantic Fisheries
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
31
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IRE.e. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
e. Use evidence to construct explanations and design solutions for the impact of human activities on the
environment and ways to sustain biodiversity and maintain the planet’s natural capital. [Clarification
Statement: Explanations and solutions should include anthropogenic changes (e.g., habitat destruction,
pollution, introduction of invasive species, overexploitation, climate change).]
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about the effect of human activity
on global and local environments in Chapter 6, SE/TE: 126-156. In Chapter 6, Lesson 1, "A
Changing Landscape," students obtain information about the main causes of impact and
sustainable development, SE/TE: 128-131. Types of resources and sustainability of resources is
taught in Lesson 2, SE/TE: 132-137. Lesson 3 explores the value of biodiversity and the human
threats to it, SE/TE: 138-142. In Lesson 4, students learn about ecological footprints and analyze
three case studies of ecology in action, with an emphasis on climate change, SE/TE: 143-149.
Students use evidence to construct explanations and design solutions for the impact of human
activities on the environment in the Inquiry into Scientific Thinking, SE/TE: 130. In the Wrap-Up
Activity, TE: 131, students brainstorm solutions to meet local environmental needs. In the WrapUp Activity, TE: 137, students select human activities that harm a resource and describe
sustainable practices that lessen the negative effects of that harmful activity. In Speed Bump, TE:
146, students decide how to preserve commercial fish populations. They study another ecological
challenge in the Wrap-Up Activity and list behavioral changes that will solve the problem.
In the Chapter Assessment, Check Understanding, SE/TE: 154, #20, students propose a solution
to the decline of the blue fin tuna population. In Lab B: 246, students draw conclusions about
human impact in Vehicle Emission Trends: Build Science Skills. They arrive at solutions to sustain
biodiversity in Build Connections, Saving the Golden Lion Tamarin, Lab: 248.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Constructing Explanations and
LS2.C: Ecosystem Dynamics,
Stability and Change
Designing Solutions
Functioning, and Resilience
Much of science deals with constructing
Constructing explanations and designing
• Moreover, anthropogenic changes
explanations of how things change and how
solutions in 9–12 builds on K–8
(induced by human activity) in the they remain stable. Change and rates of
experiences and progresses to
environment—including habitat
change can be quantified and modeled over
explanations and designs that are
destruction, pollution, introduction very short or very long periods of time.
supported by multiple and independent
of invasive species,
Some system changes are irreversible.
student-generated sources of evidence
overexploitation, and climate
Feedback (negative or positive) can
consistent with scientific knowledge,
change—can disrupt an
stabilize or destabilize a system. Systems
principles, and theories.
ecosystem and threaten the
can be designed for greater or lesser
• Make quantitative claims regarding the
survival of some species.
stability.
relationship between dependent
and independent variables.
SE/TE:
SE/TE:
•
Apply scientific reasoning, theory, and
models to link evidence to claims
and show why the data are
adequate for the explanation or
conclusion.
SE/TE:
150, Design Your Own Lab
Lab B:
246, Vehicle Emission Trends:
Build Science Skills;
248, Saving the Golden Lion
Tamarin, Build Connections
128, Living on Island Earth;
129, Agriculture, Development,
Industrial Growth;
132, Soil Erosion;
134-135, Water Pollution;
136, Air Pollution;
140-141, Threats to Biodiversity;
145, Case Study #1: Atmospheric
Ozone;
146, Case Study #2: North
Atlantic Fisheries;
147-149, Case Study #3: Climate
Change
LS4.D: Biodiversity and Humans
• Biodiversity is increased by the
formation of new species
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
132, Soil Erosion;
133, Soil Use and Sustainability;
134, Water Pollution;
135, Water Quality and
Sustainability;
136, Air Pollution;
137, Air Quality and
Sustainability;
140-141, Threats to Biodiversity;
141-142, Conserving Biodiversity;
145, Case Study #1: Atmospheric
Ozone;
146, Case Study #2: North
Atlantic Fisheries;
147-149, Case Study #3: Climate
Change;
32
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
•
Construct and revise explanations and
arguments based on evidence
obtained from a variety of
sources (e.g., scientific principles,
models, theories) and peer
review.
Lab B:
246, Vehicle Emission Trends:
Build Science Skills;
248, Saving the Golden Lion
Tamarin
•
Apply scientific knowledge to solve
design problems by taking into
account possible unanticipated
effects.
(speciation) and decreased by
the loss of species (extinction).
Biological extinction, being
irreversible, is a critical factor in
reducing the planet’s natural
capital.
154, Chapter Mystery
SE/TE:
138-139, The Value of
Biodiversity;
140-141, Threats to Biodiversity;
146, Case Study #2: North
Atlantic Fisheries;
153, Check Understanding, #14
•
Humans depend on the living world for
the resources and other benefits
provided by biodiversity. But
human activity is also having
adverse impacts on biodiversity
through overpopulation,
overexploitation, habitat
destruction, pollution, introduction
of invasive species, and climate
change. These problems have
the potential to cause a major
wave of biological extinctions—as
many species or populations of a
given species, unable to survive
in changed environments, die
out—and the effects may be
harmful to humans and other
living things. Thus sustaining
biodiversity so that ecosystem
functioning and productivity are
maintained is essential to
supporting and enhancing life on
Earth. Sustaining biodiversity
also aids humanity by preserving
landscapes of recreational or
inspirational value.
SE/TE:
127, Chapter Mystery;
128-129, The Effect of Human
Activity;
130, Inquiry Into Scientific
Thinking;
130-131, Sustainable
Development;
132-133, Soil Resources;
133, Freshwater Resources;
136-137, Atmospheric Resources;
138-139, The Value of
Biodiversity;
140-141, Threats to Biodiversity;
141-142, Conserving Biodiversity;
143-144, Ecological Footprints;
144, Ecology in Action;
145, Case Study #1: Atmospheric
Ozone;
146, Case Study #2: North
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
33
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
Atlantic Fisheries;
147-149, Case Study #3: Climate
Change;
150, Design Your Own Lab;
156, Unit 2 Project
TE Only:
135, Active Reading, Science
Support, Hands-On Learning;
137, Wrap-Up Activity;
142, Wrap-Up Activity;
149, Wrap-Up Activity
Lab B:
39-44, Acid Rain and Seeds;
245-246, Vehicle Emission
Trends;
247-248, Saving the Golden Lion
Tamarin
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
34
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IRE.f. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
f. Argue from evidence obtained from scientific literature the role group behavior has in increasing the
chances of survival for individuals and their genetic relatives.
MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller &
Levine Biology, Foundations where this idea is introduced.
Students learn the elements of animal behavior and how the environment affects animal behavior
in Chapter 29, SE/TE: 694-710. Group and social behavior is explored in Chapter 29, Lesson 2,
SE/TE: 702-703.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Engaging in Argument from Evidence
LS2.D: Social Interactions and Group
Cause and Effect
Engaging in argument from evidence in 9Behavior
Empirical evidence is required to differentiate
12 builds from K-8 experiences and
• Animals, including humans, having a
between cause and correlation and make
progresses to using appropriate and
strong drive for social affiliation
claims about specific causes and effects.
sufficient evidence and scientific reasoning
with members of their own
Cause and effect relationships can be
to defend and critique claims and
species and will suffer,
suggested and predicted for complex natural
explanations about the natural and
behaviorally as well as
and human designed systems by examining
designed world. Arguments may also come
physiologically, if reared in
what is known about smaller scale
from current scientific or historical episodes
isolation, even if all their physical
mechanisms within the system. Systems can
in science.
needs are met. Some forms of
be designed to cause a desired effect.
• Evaluate the claims, evidence, and
affiliation arise from the bonds
Changes in systems may have various
reasoning of currently accepted
between offspring and parents.
causes that may not have equal effects.
explanations or solutions as a
Other groups form among peers.
basis for the merits of arguments.
Group behavior has evolved
SE/TE:
because membership can
704, Check Understanding, #6;
increase the chances of survival
SE/TE:
706, Constructed Response, #3;
for individuals and their genetic
708, Chapter Mystery, #2
708, Chapter Mystery, #3
relatives.
SE/TE:
702, Social Behavior, Key
Question;
703, Build Connections: An Ant
Society;
704, Check Understanding, #5-7;
706, Study Guide, Constructed
Response, #3;
707, Foundations for Learning
Wrap-Up;
708, Check Understanding-#8,
Chapter Mystery, #1-3
TE Only:
704, Wrap-Up Activity
Lab B:
305-306, Caring For Young
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
35
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IRE.g. Interdependent Relationships in Ecosystems
Students who demonstrate understanding can:
g. Plan and carry out investigations to make mathematical comparisons of the populations and
biodiversities of two similar ecosystems at different scales. [Clarification Statement: Students compare,
mathematically, the biodiversity of a small ecosystem to a large ecosystem (e.g., woodlot to a forest,
small pond near a city to a wetland estuary).]
MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller &
Levine Biology, Foundations where this idea is introduced.
Related tasks include the Chapter 6 Mystery, Moving the Moai, SE/TE: 127,154. Students gather
information on the differences in geography, climate, and biological diversity of Hawaii and Easter
Island. With the evidence, they answer the question "How do you think those differences made the
islands respond differently to human settlement?"
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Planning and Carrying Out
LS2.A: Interdependent Relationships in
Scale, Proportion, and Quantity
Investigations
Ecosystems
The significance of a phenomenon is
Planning and carrying out investigations to
• Ecosystems have carrying capacities,
dependent on the scale, proportion, and
answer questions or test solutions to
which are limits to the numbers of quantity at which it occurs. Some systems
problems in 9–12 builds on K–8
organisms and populations they
can only be studied indirectly as they are
experiences and progresses to include
can support. These limits result
too small, too large, too fast, or too slow to
investigations that build, test, and revise
from such factors as the
observe directly. Patterns observable at
conceptual, mathematical, physical, and
availability of living and nonliving
one scale may not be observable or exist at
empirical models.
resources and from such
other scales. Using the concept of orders of
• Plan and carry out investigations
challenges such as predation,
magnitude allows one to understand how a
individually and collaboratively
competition, and disease.
model at one scale relates to a model at
and test designs as part of
Organisms would have the
another scale.
building and revising models,
capacity to produce populations
explaining phenomena, or testing
of great size were it not for the
SE/TE:
solutions to problems. Consider
fact that environments and
183, Solve the Chapter Mystery
possible confounding variables or
resources are finite. This
effects and ensure the
fundamental tension affects the
Lab B:
investigation’s design has
abundance (number of
Saving the Golden Tamarin
controlled for them.
individuals) of species in any
given ecosystem.
Related Content:
SE/TE:
154, Solve the Chapter Mystery
Lab B:
Saving the Golden Tamarin
SE/TE:
86, The Competition Exclusion
Principle, Dividing Resources,
Predator-Prey Relationships;
102, Predation, Herbivory, and
Keystone Species;
110, Phases of Growth;
111, Carrying Capacity;
112, Limiting Factors, DensityDependent Limiting Factors;
114, Density-Independent
Factors;
141, Check Understanding, #1-6;
122, Constructed Response, #1-2
123, Check Understanding, #3, 5,
6-10
TE Only:
113, Use Visuals;
116, Inquiry into Scientific
Thinking
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
36
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IVT.a. Inheritance and Variation of Traits
Students who demonstrate understanding can:
a. Ask questions and obtain information about the role of patterns of gene sequences in DNA molecules and
subsequent inheritance of traits.
MILLER & LEVINE BIOLOGY FOUNDATION: The role of DNA is presented in Chapter 12, Lesson
1, SE/TE: 290-291. Students learn about DNA replication in Chapter 12, Lesson 3, SE/TE: 296299. The genetic code and the molecular basis of heredity are explored in Chapter 13, Lesson 2,
SE/TE: 366-371. Genetic mutations are explained in Lesson 3, (SE/TE: 316-319. Students obtain
information about gene regulation and expression in Lesson 4, SE/TE: 320-325. Human
chromosomes and genetic disorders are taught in Chapter 14, SE/TE: 334-341. In Transfer the Big
Idea, TE: 301, students collaborate to write a television panel interview. Students write
questions and answers based on each lesson’s content, which includes the role of patterns of gene
sequences in DNA molecules.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Asking Questions and Defining
LS1.B: Growth and Development of
Patterns
Problems
Organisms
Different patterns may be observed at each
Asking questions and defining problems in
• In multicellular organisms individual cells of the scales at which a system is studied
grades 9–12 builds from grades K–8
grow and then divide via a
and can provide evidence for causality in
experiences and progresses to formulating,
process called mitosis, thereby
explanations of phenomena. Classifications
refining, and evaluating empirically testable
allowing the organism to grow.
or explanations used at one scale may fail
questions and explanatory models and
The organism begins as a single
or need revision when information from
simulations.
cell (fertilized egg) that divides
smaller or larger scales is introduced; thus
• Ask questions that arise from
successively to produce many
requiring improved investigations and
phenomena, models, theory, or
cells, with each parent cell
experiments. Patterns of performance of
unexpected results.
passing identical genetic material
designed systems can be analyzed and
(two variants of each
interpreted to reengineer and improve the
chromosome pair) to both
system. Mathematical representations are
SE/TE:
daughter cells.
needed to identity some patterns.
338, How Is Colorblindness
Transmitted?
TE Only:
301, Transfer the Big Idea
•
Ask questions that challenge the
premise of an argument, the
interpretation of a data set, or the
suitability of a design.
SE/TE:
241, M Phase: Cell Division;
242, Mitosis;
243, Cytokinesis;
244, Build Connections: The Cell
Cycle;
278, Build Connections:
Comparing Mitosis and Meiosis;
279, Comparing Meiosis and
Mitosis;
507, Protist Reproduction
LS3.A: Inheritance of Traits
• Each chromosome consists of a single
very long DNA molecule, and
each gene on the chromosome is
a particular segment of that DNA.
The instructions for forming
species’ characteristics are
carried in DNA.
SE/TE:
239, Chromosomes, Eukaryotic
Chromosome;
290-291, The Role of DNA;
291, Check Understanding, #5;
314, The Molecular Basis of
Heredity;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
SE/TE:
294, The Double Helix Model;
311, The Genetic Code; Reading
Codons;
350, Chapter Mystery;
334, Sex Chromosomes;
335, Sex Ratios;
335-336, Transmission of Human
Traits;
335, Human Blood Groups;
336, Key Question;
337, Human Pedigree;
338, How is Colorblindness
Transmitted?
Lab B:
261-262, Human Blood Types;
263-264, Calculating Haploid and
Diploid Numbers;
265-266, Base Percentages
37
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
315, Build Connections: Gene
Expression
LS3.B: Variation of Traits
• The information passed from parents to
offspring is coded in the DNA
molecules that form the
chromosomes.
SE/TE:
14, Build Connections: The
Characteristics of Living Things;
239, Chromosomes, Eukaryotic
Chromosome;
290-291, The Role of DNA
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
38
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IVT.b. Inheritance and Variation of Traits
Students who demonstrate understanding can:
b. Use a model to explain how mitotic cell division results in daughter cells with identical patterns of genetic
materials essential for growth and repair of multicellular organisms. [Assessment Boundary: The focus is
on conceptual understanding of the process; the details of the individual steps are beyond the intent.]
MILLER & LEVINE BIOLOGY FOUNDATION: Students are introduced to cell division in Chapter
10, Lesson 1, SE/TE: 235-237. In Lesson 2 students learn the process of mitotic cell division using
a variety of visual, textual, and hands-on models, SE/TE: 239-244. Students obtain information
about the connection between cell division and the growth and repair of multicellular organisms in
Lesson 3, SE/TE: 245.
Students create a model to explain mitotic cell division in Active Reading, Visualize/Diagram, TE:
236. In Hands on Learning, TE: 240, students brainstorm and apply various ways to model cell
division. Students create diagrams of the mitotic process in their notebooks in Active Learning,
Draw a Diagram, TE: 242. They draw a flowchart of the cycle in Check Understanding, #5, SE/TE:
243. In the Wrap-Up Activity, students use index cards to show each phase of mitosis correctly.
Students use a model of mitosis and cytokinesis in Build Connections, SE/TE: 244 (TE: Visual
Summary.) In Think Visually, TE: 253, students complete a cycle diagram of the cell cycle. They
create a concept map in Foundations of Learning Wrap-Up, SE/TE: 254. Students model DNA
replication in Lab B: 351-352.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Developing and Using Models
LS1.B: Growth and Development of
Patterns
Modeling in 9–12 builds on K–8 and
Organisms
Different patterns may be observed at each
progresses to using, synthesizing, and
• In multicellular organisms individual cells of the scales at which a system is studied
constructing models to predict and explain
grow and then divide via a
and can provide evidence for causality in
relationships between systems and their
process called mitosis, thereby
explanations of phenomena. Classifications
components in the natural and designed
allowing the organism to grow.
or explanations used at one scale may fail
world.
The organism begins as a single
or need revision when information from
• Use multiple types of models to
cell (fertilized egg) that divides
smaller or larger scales is introduced; thus
represent and explain
successively to produce many
requiring improved investigations and
phenomena and move flexibly
cells, with each parent cell
experiments. Patterns of performance of
between model types based on
passing identical genetic material
designed systems can be analyzed and
merits and limitations.
(two variants of each
interpreted to reengineer and improve the
chromosome pair) to both
system. Mathematical representations are
SE/TE:
daughter cells.
needed to identity some patterns.
243, Check Understanding, #5;
244, Build Connections: The Cell
Cycle
TE Only:
236, Active Reading;
240, Hands on Learning;
242, Active Learning, Draw a
Diagram;
243, Wrap-Up Activity;
244, Build Connections, Visual
Summary
Lab B:
351-352, Modeling DNA
Replication
•
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/TE:
232, Big Idea;
240-241, The Cell Cycle;
242, Mitosis;
243, Cytokinesis, Check
Understanding, #5;
244, Build Connections: The Cell
Cycle;
253, Chapter Summary
SE/TE:
238, Inquiry into Scientific
Thinking
Lab B:
352, Modeling DNA Replication,
#1
TE Only:
236, Active Reading;
240, Hands on Learning;
241, Focus on ELL;
242, Active Learning;
243, Active Reading, Wrap-Up
Activity;
244, Build Connections, Visual
Summary
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
39
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
Lab B:
351-352, Modeling DNA
Replication
•
As successive subdivisions of an
embryo’s cells occur,
programmed genetic instructions
and small differences in their
immediate environments activate
or inactivate different genes,
which cause the cells to develop
differently—a process called
differentiation. Cellular division
and differentiation produce and
maintain a complex organism,
composed of systems of tissues
and organs that work together to
meet the needs of the whole
organism.
SE/TE:
248, From One Cell to Many;
249-250, Stem Cells and
Development;
252, Design Your Own Lab
TE Only:
249, Active Reading
Lab B:
259, Cell Differentiation of C.
elegans
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
40
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IVT.c. Inheritance and Variation of Traits
Students who demonstrate understanding can:
c. Construct an explanation for how cell differentiation is the result of activation or inactivation of specific
genes as well as small differences in the immediate environment of the cells. [Assessment Boundary:
Limited to the concept that a single cell develops into a variety of differentiated cells and thus a complex
organism.]
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about cell specialization and
differentiation in Chapter 10, Lesson 4, SE/TE: 248-251. Gene expression is covered in Chapter 13,
Lesson 4, SE/TE: 320-325.
Students construct an explanation for how cell differentiation is the result of activation or
inactivation of genes as they stop and respond to Speed Bump, TE: 250. Students explain
diagrams that show gene expression in Active Reading and respond to Speed Bump questions on
TE: 321. Students create a chart that compares and contrasts gene regulation in prokaryotes and
eukaryotes in Active Reading, TE: 322. They make inferences about cell specialization in Active
Reading and explain how a cell becomes specialized in Speed Bump questions on TE: 323. In Find
the Main Idea, students make an outline with supporting details of Environmental Influences on
TE: 324. They explain homeotic genes on TE: 324, Key Question about homeotic genes.
Students demonstrate topic knowledge in Check Your Understanding assessments, SE/TE: 251,
#1-9; and on SE/TE: 325, #1-6. Students investigate cell differentiation and explain their results
in Lab B: 61-66, Regeneration of Planaria; and Lab B: 259-260, Cellular Differentiation of C.
elegans.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Constructing Explanations and
LS1.B: Growth and Development of
Cause and Effect
Designing Solutions
Organisms
Empirical evidence is required to
Constructing explanations and designing
• As successive subdivisions of an
differentiate between cause and correlation
solutions in 9–12 builds on K–8
embryo’s cells occur,
and make claims about specific causes and
experiences and progresses to
programmed genetic instructions
effects. Cause and effect relationships can
explanations and designs that are
and small differences in their
be suggested and predicted for complex
supported by multiple and independent
immediate environments activate
natural and human designed systems by
student-generated sources of evidence
or inactivate different genes,
examining what is known about smaller
consistent with scientific knowledge,
which cause the cells to develop
scale mechanisms within the system.
principles, and theories.
differently—a process called
Systems can be designed to cause a
• Apply scientific reasoning, theory, and
differentiation. Cellular division
desired effect. Changes in systems may
models to link evidence to claims
and differentiation produce and
have various causes that may not have
and show why the data are
maintain a complex organism,
equal effects.
adequate for the explanation or
composed of systems of tissues
conclusion.
and organs that work together to
SE/TE:
meet the needs of the whole
256, Solve the Chapter Mystery,
organism.
SE/TE:
233, Chapter Mystery, Pet Shop
Accident
237, 243, 247, 251, Mystery
Clues
256, Solve the Chapter Mystery
Lab B:
66, Regeneration in Planaria:
Analyze and Conclude
•
Construct and revise explanations and
arguments based on evidence
obtained from a variety of
sources (e.g., scientific principles,
models, and theories) and peer
review.
Check Understanding, #19
SE/TE:
248, From One Cell to Many;
249-250, Stem Cells and
Development;
252, Design Your Own Lab;
323-324, Genetic Control of
Development;
611, Levels of Organization;
612, Differentiation of Germ
Layers, Patterns of Embryo
Development;
826, Gastrulation, Neurulation;
827, The Placenta;
828, Later Development
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
Lab B:
298, Differences in
Differentiation, #3
41
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
TE Only:
249; Active Reading;
324, Active Reading
Lab B:
61-66, Regeneration of Planaria;
259, Cellular Differentiation of C.
elegans;
298-299, Differences in
Differentiation
LS3.A: Inheritance of Traits
• All cells in an organism have the same
genetic content, but the genes
used (expressed) by the cell may
be regulated in different ways.
Not all DNA codes for a protein;
some segments of DNA are
involved in regulatory or
structural functions, and some
have no as-yet known function.
SE/TE:
320-321, Prokaryotic Gene
Regulation;
322-323, Eukaryotic Gene
Regulation;
324, Environmental Influences
TE Only:
321, Active
322, Active
323, Active
324, Active
Reading;
Reading;
Reading;
Reading
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
42
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IVT.d. Inheritance and Variation of Traits
Students who demonstrate understanding can:
d. Use a model to describe the role of cellular division and differentiation to produce and maintain complex
organisms composed of organ systems and tissue subsystems that work together to meet the needs of
the entire organism. [Clarification Statement: The focus is on the conceptual understanding that a single
cell can give rise to complex, multicellular organisms consisting of many different cells with identical
genetic material.] [Assessment Boundary: Limited to the concept that a single cell develops into a variety
of differentiated cells and thus a complex organism.]
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about cellular differentiation and
the levels of organization in systems in Chapter 7, Lesson 4, SE/TE: 182. Embryo development is
explored in Chapters 25, SE/TE: 612-613 and Chapter 34, SE/TE: 824-828.
Students use visual and physical models to describe the role of cellular division and
differentiation to produce and maintain complex organisms in the Levels of Organization Figure,
SE/TE: 182 (TE: Use Visuals). Students describe cellular division and differentiation in the
Embryonic Stem Cells Figure, SE/TE: 249, (TE: Active Reading). In the Unit Project, TE: 258,
Focus on Critical Thinking and Systems Thinking, students create a comic book using the story line
that cells cooperate in a multi-celled organism. Students use the model shown on SE/TE: 612,
Body Cavities and explain germ layers (TE: Speed Bump). In the Blastopore Formation Figure,
SE/TE: 613, students describe embryo development (TE: Active Reading: Use Visualization).
Students investigate cell division and differentiation in the following inquiries; Lab B: 61-66,
Regeneration in Planaria; Lab B: 259-260, Cellular Differentiation of C. elegans; and Lab B: 297298, Differences in Differentiation
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Constructing Explanations and
LS1.B: Growth and Development of
Systems and System Models
Designing Solutions
Organisms
Systems can be designed to do specific
Constructing explanations and designing
• As successive subdivisions of an
tasks. When investigating or describing a
solutions in 9–12 builds on K–8
embryo’s cells occur,
system, the boundaries and initial
experiences and progresses to
programmed genetic instructions
conditions of the system need to be defined
explanations and designs that are
and small differences in their
and their inputs and outputs analyzed and
supported by multiple and independent
immediate environments activate
described using models. Models (e.g.,
student-generated sources of evidence
or inactivate different genes,
physical, mathematical, computer models)
consistent with scientific knowledge,
which cause the cells to develop
can be used to simulate systems and
principles, and theories.
differently—a process called
interactions—including energy, matter, and
• Apply scientific reasoning, theory, and
differentiation. Cellular division
information flows—within and between
models to link evidence to claims
and differentiation produce and
systems at different scales. Models can be
and show why the data are
maintain a complex organism,
used to predict the behavior of a system,
adequate for the explanation or
composed of systems of tissues
but these predictions have limited precision
conclusion.
and organs that work together to
and reliability due to the assumptions and
meet the needs of the whole
approximations inherent in models.
organism.
Lab B:
66, Regeneration in Planaria, #46;
260, Cellular Differentiation of C.
elegans, #4;
298, Differences in
Differentiation, #5
•
Construct and revise explanations and
arguments based on evidence
obtained from a variety of
sources (e.g., scientific principles,
models, and theories) and peer
review.
Lab B: 66-#4, Regeneration in
Planaria
SE/TE:
248, From One Cell to Many;
249-250, Stem Cells and
Development;
252, Design Your Own Lab;
323-324, Genetic Control of
Development;
611, Levels of Organization;
612, Differentiation of Germ
Layers; Patterns of Embryo
Development;
826, Gastrulation, Neurulation
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
SE/TE:
249, Figure, Embryonic Stem
Cells
Lab B:
61-66, Regeneration in Planaria;
259-260, Cellular Differentiation
of C. elegans
43
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
TE Only:
249; Active Reading;
324, Active Reading
Lab B: 61-66, Regeneration of
Planaria;
259, Cellular Differentiation of C.
elegans;
298-299, Differences in
Differentiation
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
44
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IVT.e. Inheritance and Variation of Traits
Students who demonstrate understanding can:
e. Communicate information about the role of the structure of DNA and the mechanisms in meiosis for
transmitting genetic information from parents to offspring. [Assessment Boundary: The focus is on
conceptual understanding of the process; details of the individual steps of the process of meiosis are
beyond the intent.]
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about the mechanisms in meiosis
that transmit genetic information from parents to offspring in Chapter 11, Lesson 4, "Meiosis”
SE/TE: 275-277. Information about the role of the structure in DNA in transmitting genetic
information is explored in Chapter 12, Lesson 1, "The Role of DNA," SE/TE: 290-291, and in Lesson
3, "DNA Replication," SE/TE: 296-299.
Students communicate information about the role of the structure of DNA and the mechanisms in
meiosis for transmitting genetic information from parents to offspring as they make their own
analogy of the role of DNA in Speed Bump, TE: 291. Students use diagrams as they communicate
DNA Replication in Active Reading, Use Diagrams, TE: 297. In Sequence, they construct a
flowchart that shows the sequence in replication. In Active Reading, TE: 298, students complete
a compare/contrast table of replication in living cells. Students model DNA replication and
communicate results in Inquiry into Scientific Thinking, SE/TE: 299.
Students communicate topic knowledge in Lesson Assessments Check Understanding, SE/TE:
291, #5, and on SE/TE: 299, # 3-4. In Chapter Assessment on SE/TE: 282 and 302, students
communicate information as they Assess the Big Idea through constructed responses. They
demonstrate knowledge in further Chapter Assessment Check Understandings, SE/TE: 303, #11,
SE/TE: 304, #13, 14. Students investigate DNA and meiosis and communicate results in Lab B:
67-72, Modeling Meiosis and Lab B: 351-352, Modeling DNA Replication
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS1.B: Growth and Development of
Structure and Function
Communicating Information
Organisms
Investigating or designing new systems or
Obtaining, evaluating, and communicating
• In sexual reproduction, a specialized
structures requires a detailed examination
information in 9-12 builds on 6-8 and
type of cell division called meiosis of the properties of different materials, the
progresses to evaluating the validity and
occurs that results in the
structures of different components, and
reliability of the claims, methods, and
production of sex cells, such as
connections of components to reveal its
designs.
gametes in animals (sperm and
function and/or solve a problem. The
• Generate, synthesize, communicate,
eggs), which contain only one
functions and properties of natural and
and critique claims, methods, and
member from each chromosome
designed objects and systems can be
designs that appear in scientific
pair in the parent cell.
inferred from their overall structure, the way
and technical texts or media
their components are shaped and used,
reports.
and the molecular substructures of its
SE/TE:
various materials.
275, Chromosome Number;
276-277, Phases of Meiosis;
280, Skills Lab;
281-11.4, Chapter Summary;
282, Assess the Big Idea
TE Only:
277, Active Reading;
280, Pre-Lab
SE/TE:
292, Solving the Structure of
DNA;
294-295, The Double Helix Model;
299, Modeling DNA Replication
Lab B:
67-72, Modeling Meiosis;
351-352, Modeling DNA
Replication
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
45
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IVT.f. Inheritance and Variation of Traits
Students who demonstrate understanding can:
f. Communicate information that inheritable genetic variations may result from (1) genetic combinations in
haploid sex cells, (2) errors occurring during replication, (3) crossover between homologous
chromosomes during meiosis, and (4) environmental factors. [Clarification Statement: Information on
genetic variation should include evidence of understanding the probability of variations and the rarity of
mutations.] [Assessment Boundary: The focus is on conceptual understanding of the sources of genetic
variation that are heritable.]
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about DNA replication and errors
during replication in Chapter 12, Lesson 3, SE/TE: 298. Genetic mutation is taught in Chapter 13,
Lesson 3, SE/TE: 316-319. Genetic disorders caused by gene changes in DNA are covered in
Chapter 14, Lesson 2, SE/TE: 339-341. Students obtain information about genes and variations
in Chapter 17, Lesson 1, SE/TE: 406-408 and gene duplication in relation to molecular evolution is
addressed in Chapter 17, Lesson 4, SE/TE: 418.
Students communicate information that inheritable genetic variations may result from a number
of reasons in Activate Prior Knowledge, TE: 316. In Hands-on Learning, TE: 317, students model a
normal gene and three kinds of point mutations using sticky notes and markers. In Active Reading,
they respond to the Key Question and Interpret Diagrams. On TE: 319, Wrap-Up Activity, students
play mutation match-up, matching the name of each type of mutation with the correct diagram.
Students communicate information about cystic fibrosis and other syndromes as they respond to
Speed Bump questions, TE: 340 and 341.
Students communicate information about the topic knowledge in Lesson Assessments Check
Understanding, SE/TE: 319, #1-6; SE/TE: 341, #1-4; and SE/TE: 408, #5. In Chapter Assessment
on SE/TE: 328, students create constructed responses, #2. They communicate as they respond
to Check Understanding questions, SE/TE: 329, #10-14, and on SE/TE: 330, Connecting Concepts,
#20, 21. On SE/TE: 423, #2-4, and on SE/TE: 425, Standardized Test Prep, #2, students
communicate genetic variation information. Students investigate genetic variations and
communicate results in Lab B: 71, Modeling Meiosis: Analyze and Conclude.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS3.A: Inheritance of Traits
Cause and Effect
Communicating Information
• In all organisms the genetic instructions
Empirical evidence is required to differentiate
Obtaining, evaluating, and communicating
for forming species’
between cause and correlation and make
information in 9-12 builds on 6-8 and
characteristics are carried in the
claims about specific causes and effects.
progresses to evaluating the validity and
chromosomes.
Cause and effect relationships can be
reliability of the claims, methods, and
suggested and predicted for complex natural
designs.
and human designed systems by examining
SE/TE:
• Critically read scientific literature
what is known about smaller scale
239, Chromosomes;
adapted for classroom use to
mechanisms within the system. Systems can
290-291,
The
Role
of
DNA
identify key ideas and major
be designed to cause a desired effect.
points and to evaluate the validity
Changes in systems may have various
• All cells in an organism have the same
and reliability of the claims,
causes that may not have equal effects.
genetic
content,
but
the
genes
methods, and designs.
used (expressed) by the cell may
SE/TE:
be regulated in different ways.
• Generate, synthesize, communicate,
318, Effect of Mutations;
Not
all
DNA
codes
for
a
protein;
and critique claims, methods, and
339-340, From Molecule to
some
segments
of
DNA
are
designs that appear in scientific
involved in regulatory or
Phenotype;
and technical texts or media
structural functions, and some
341, Chromosomal Disorders
reports.
have no as-yet known function.
SE/TE:
320-321, Prokaryotic Gene
Regulation;
322-324, Eukaryotic Gene
Regulation;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
Lab B:
71, Modeling Meiosis, #1
46
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
324, Environmental Influences
TE Only:
321, Active
322, Active
323, Active
324, Active
Reading
Reading;
Reading;
Reading
LS3.B: Variation of Traits
• In sexual reproduction, chromosomes
can sometimes swap sections
during the process of meiosis
(cell division), thereby creating
new genetic combinations and
thus more genetic variation.
SE/TE:
276, Figure, Meiosis 1;
341, Chromosomal Disorders;
407, Sexual Reproduction, Lateral
Gene Transfer;
418, Copying Genes
TE Only:
278, Active Reading;
341, Active Reading;
407, Speed Bump
•
Although DNA replication is tightly
regulated and remarkably
accurate, errors do occur and
result in mutations, which are
also a source of genetic variation.
Environmental factors can also
cause mutations in genes, and
viable mutations are inherited.
SE/TE:
316-318, Types of Mutations;
318-319, Effects of Mutations;
339-340, From Molecule to
Phenotype;
407, Mutations
TE Only:
316, Activate Prior Knowledge;
317, Hands-On Learning, Activate
Reading;
318, Activate Reading, Science
Support;
319; Wrap-Up Activity;
340, Active Reading
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
47
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-IVT.g. Inheritance and Variation of Traits
Students who demonstrate understanding can:
g. Use probability to explain the variation and distribution of expressed traits in a population. [Assessment
Boundary: Hardy-Weinberg calculations are beyond the intent of this standard.]
MILLER & LEVINE BIOLOGY FOUNDATION: In Chapter 11, "The Introduction to Genetics,"
students learn the work of Gregor Mendel, his principles, and other patterns of inheritance. They
obtain information about applying Mendel's principles with probability and Punnett squares in
Chapter 11, Lesson 2, SE/TE: 266-270, and other patterns of inheritance in Lesson 3, SE/TE: 271274. Genes and Variation are further described in Chapter 17, Lesson 1, SE/TE: 406-408.
Students use probability to explain the variation and distribution of expressed traits in a
population as they embark on the Chapter Mystery about green parakeets, SE/TE: 261, gather
mystery clues, 265, 273, 279, and Solve the Chapter Mystery, SE/TE: 284. In Hands-On Learning,
TE: 267, students use probability in coin crosses to predict fur colors of two cats’ offspring. In
Build Connections, SE/TE: 268, students learn how to make a Punnett square and calculate
results. On SE/TE: 274, Inquiry into Scientific Thinking, students investigate human blood types,
#1-4. Students use probability in the Inquiry into Scientific Thinking on SE/TE: 386.
Students communicate topic knowledge in Lesson Assessments Check Understanding, SE/TE:
270, #7. In Chapter Assessments, students demonstrate topic knowledge on SE/TE: 283, #7,
SE/TE: 284, #13, 14; and Standardized Test Prep on SE/TE: 285, #8-10. Students investigate
variations and distribution of expressed traits in Lab B: 261-262, Human Blood Types, and in Lab
B: 269-271, The Geography of Malaria.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Using Mathematics and Computational
LS3.A: Inheritance of Traits
Cause and Effect
Thinking
• All cells in an organism have the same
Empirical evidence is required to
Mathematical and computational thinking at
genetic content, but the genes
differentiate between cause and correlation
the 9–12 level builds on K–8 and
used (expressed) by the cell may
and make claims about specific causes and
progresses to using algebraic thinking and
be regulated in different ways.
effects. Cause and effect relationships can
analysis, a range of linear and nonlinear
Not all DNA codes for a protein;
be suggested and predicted for complex
functions including trigonometric functions,
some segments of DNA are
natural and human designed systems by
exponentials and logarithms, and
involved in regulatory or
examining what is known about smaller
computational tools for statistical analysis to
structural functions, and some
scale mechanisms within the system.
analyze, represent, and model data. Simple
have no as-yet known function.
Systems can be designed to cause a
computational simulations are created and
desired effect. Changes in systems may
SE/TE:
used based on mathematical models of
have various causes that may not have
320-321, Prokaryotic Gene
basic assumptions.
equal effects.
Regulation;
• Use statistical and mathematical
322-323, Eukaryotic Gene
techniques and structure data
SE/TE:
Regulation;
(e.g. displays, tables, graphs) to
272, Genes and the Environment;
find regularities, patterns (e.g.
324, Environmental Influences
273, Check Understanding-#5
fitting mathematical curves to
data), and relationships in data.
SE/TE:
266-268, Probability and Punnett
Squares;
270, Check Understanding, #7;
274, Inquiry into Scientific
Thinking;
283, Check Understanding-#7;
284, Check Understanding-#13,
14;
284, Solve the Chapter Mystery,
#1-3
285, Standardized Test Prep, #810
TE Only:
321, Active
322, Active
323, Active
324, Active
Reading
Reading;
Reading;
Reading
LS3.B: Variation of Traits
• Environmental factors also affect
expression of traits, and hence
affect the probability of
occurrences of traits in a
population. Thus the variation
and distribution of traits observed
depends on both genetic and
environmental factors.
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
48
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
TE Only:
267, Hands-On Learning
268, Build Connections
SE/TE:
272-273, Genes of the
Environment
Lab B:
361-363, Modeling Natural
Selection
TE Only:
273, Active Reading
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
49
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-NSE.a. Natural Selection and Evolution
Students who demonstrate understanding can:
a. Use models to explain how the process of natural selection is the result of four factors: (1) the potential
for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation
and sexual reproduction, (3) competition for limited resources, and (4) the selection of those organisms
that are better able to survive and reproduce in the environment. [Clarification Statement: Mathematical
models may be used to communicate the explanation or to generate evidence supporting the
explanation.]
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn Darwin's theory of natural selection
and how the process is the result of four factors in Chapter 16, Lesson 2, SE/TE: 384-387 and
Lesson 3, SE/TE: 388-391. A case study of natural selection is presented in Lesson 4, SE/TE: 396397. A genetic explanation of natural selection is presented in Chapter 17, Lesson 2, SE/TE: 409410.
Students use models to explain how the process of natural selection is the result of the four
factors in the Foundations for Learning activity, SE/TE: 379 and the Wrap-Up, SE/TE: 400.
Students use models to explain natural selection in 390, Build Connections: Natural Selection,
SE/TE: 390, (TE: Visual Summary, Speed Bump). On TE: 396, Hands-On Learning, students model
variations in bird beaks. Students use the figure on SE/TE: 409, Selection on a Single Gene Trait,
to explain the trend’s relationship to evolution. In the model shown on SE/TE: 410, Selection on
Polygenic Traits, students explain cause and effect relationships (TE: Active Reading). Students
make a visual model with labels of a type of natural selection in Hands-On Learning, SE/TE: 410.
In the Pre-Lab, SE/TE:420, students use models to investigate how competition leads to
speciation. Students investigate competition and speciation, explaining the results in Lab B:
103-108, Competing for Resources, and Lab B: 361-363, Modeling Natural Selection.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Developing and Using Models
LS4.B: Natural Selection
Cause and Effect
Modeling in 9–12 builds on K–8 and
• Natural selection occurs only if there is
Empirical evidence is required to
progresses to using, synthesizing, and
both (1) variation in the genetic
differentiate between cause and correlation
constructing models to predict and explain
information between organisms in and make claims about specific causes and
relationships between systems and their
a population and (2) variation in
effects. Cause and effect relationships can
components in the natural and designed
the expression of that genetic
be suggested and predicted for complex
world.
information—that is, trait
natural and human designed systems by
• Use multiple types of models to
variation—that leads to
examining what is known about smaller
represent and explain
differences in performance
scale mechanisms within the system.
phenomena and move flexibly
among individuals.
Systems can be designed to cause a
between model types based on
desired effect. Changes in systems may
merits and limitations.
have various causes that may not have
SE/TE:
equal effects.
384-387, Ideas That Shaped
SE/TE:
379, Foundations for Learning;
390, Build Connections: Natural
Selection;
400, Foundations of Learning
Wrap-Up;
409, Selection on a Single Gene
Trait;
410, Selection on Polygenic
Traits;
420, Skills Lab
TE Only:
396, Hands- On Learning;
410, Hands-On Learning
Darwin’s Thinking
388-390, Evolution by Natural
Selection;
396, Natural Selection, Hands-On
Learning;
409-410, How Natural Selection
Works
TE Only:
390, Build Connections
Lab B:
361-363, Modeling Natural
Selection
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
SE/TE:
390, Build Connections: Natural
Selection;
396-397, Testing Natural
Selection;
409, Figure, Selection on a Single
Gene Trait;
420, Skills Lab
LAB B: 107, Competing for
Resources, #3, 4
50
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
Lab B:
103-108, Competing for
Resources;
361-363, Modeling Natural
Selection
LS4.C: Adaptation
• Natural selection is the result of four
factors: (1) the potential for a
species to increase in number,
(2) the genetic variation of
individuals in a species due to
mutation and sexual
reproduction, (3) competition for
an environment’s limited supply
of the resources that individuals
need in order to survive and
reproduce, and (4) the ensuing
proliferation of those organisms
that are better able to survive and
reproduce in that environment.
SE/TE:
379, Chapter Mystery,
Foundations for Learning;
383, 391, 397, Chapter Mystery
Clues;
384-387, Ideas That Shaped
Darwin’s Thinking
388-390, Evolution by Natural
Selection;
390, Build Connections: Natural
Selection;
396-397, Testing Natural
Selection;
400, Foundations for Learning,
Wrap-Up;
402, Solve the Chapter Mystery;
409-410, How Natural Selection
Works;
420, Skills Lab
TE Only:
389, Active Reading;
397, Active Reading
Lab B:
103-108, Competing for
Resources;
361-363, Modeling Natural
Selection
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
51
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-NSE.b. Natural Selection and Evolution
Students who demonstrate understanding can:
b. Use evidence to explain the process by which natural selection leads to adaptations that result
in populations dominated by organisms that are anatomically, behaviorally, and physiologically able to
survive and/or reproduce in a specific environment. [Assessment Boundary: Evidence should center on
survival advantages of selected traits for different environmental changes such as temperature, climate,
acidity, light.]
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about natural selection and the
process by which natural selections leads to adaptations in Chapter 16, Lesson 3, SE/TE: 388-391.
Studies in adaptations are presented in Lesson 4, SE/TE: 396-397. Evolution as genetic change in
populations is explored in Chapter 17, Lesson 2, SE/TE: 409-410 and Lesson 3, SE/TE: 415-416.
Students learn and hypothesize about natural selection using the Chapter Mystery about different
honeycreepers on SE/TE: 379, use evidence in Mystery Clues on SE/TE: 383, 391, 397, and
Solve the Chapter Mystery on SE/TE: 402. In Build Connections, SE/TE: 390, students use the
visual model to explain natural selection, (TE: Visual Summary). In Active Reading, TE: 410,
students explain cause and effect relationships of lizard survival.
Students communicate topic knowledge in Lesson Assessments Check Understanding, SE/TE:
391, #5; and SE/TE: 397, #7-8. In the Pre-Lab, SE/TE: 420, Students investigate and analyze
evidence to explain how competition leads to speciation. In Lab B: 108-#6, Competing for
Resources, students explain how bird survival affects the gene pool of the bird population.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Constructing Explanations and
LS4.B: Natural Selection
Cause and Effect
Designing Solutions
• The traits that positively affect survival
Empirical evidence is required to
Constructing explanations and designing
are more likely to be reproduced,
differentiate between cause and correlation
solutions in 9–12 builds on K–8
and thus are more common in the and make claims about specific causes and
experiences and progresses to
population.
effects. Cause and effect relationships can
explanations and designs that are
be suggested and predicted for complex
supported by multiple and independent
natural and human designed systems by
SE/TE:
student-generated sources of evidence
examining what is known about smaller
388, Variation and Adaptation;
consistent with scientific knowledge,
scale mechanisms within the system.
389, Natural Selection;
principles, and theories.
Systems can be designed to cause a
390, Build Connections: Natural
• Apply scientific reasoning, theory, and
desired effect. Changes in systems may
Selection;
models to link evidence to claims
have various causes that may not have
and show why the data are
equal effects.
396-397, Testing Natural
adequate for the explanation or
Selection;
conclusion.
SE/TE:
Lab B:
108, Competing for Resources,
#6, 7
•
•
Construct and revise explanations and
arguments based on evidence
obtained from a variety of
sources (e.g., scientific principles,
models, theories) and peer
review.
Base casual explanations on valid and
reliable empirical evidence from
multiple sources and the
assumption that natural laws
operate today as they did in the
past and will continue to do so in
the future.
415, Changes in Gene Pools;
416, Competition and More
Evolution;
420, Pre-Lab
TE Only:
389; Active Reading;
415, Active Reading
Lab B:
103-108, Competing for
Resources
LS4.C: Adaptation
• Natural selection leads to adaptation,
that is, to a population dominated
by organisms that are
anatomically, behaviorally, and
physiologically well suited to
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
391, Check Understanding, #5;
409-410, How Natural Selection
Works;
415, Changes in Gene Pools;
416, Competition and More
Evolution;
420, Pre-Lab, #b
TE Only:
390, Build Connections;
396, Build Connections, Hands-On
Learning;
410, Active Reading: Cause/Effect
Lab B:
108, Competing for Resources,
#3, 4
52
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
Related Content:
SE/TE: 397, Evaluating
Evolutionary Theory
survive and reproduce in a
specific environment. That is, the
differential survival and
reproduction of organisms in a
population that have an
advantageous heritable trait
leads to an increase in the
proportion of individuals in future
generations that have the trait
and to a decrease in the
proportion of individuals that do
not.
SE/TE:
379, Chapter Mystery;
383, Chapter Mystery;
391, Chapter Mystery;
388-389, Evolution by Natural
Selection;
396-397, Testing Natural
Selection,
397, Chapter Mystery;
402, Chapter Mystery;
415-416, Speciation in Darwin's
Finches
454-455, Life on a Changing
Planet
TE Only:
389; Active Reading;
390, Build Connections;
415, Active Reading
Lab B:
103-108, Competing for
Resources
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
53
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-NSE.c. Natural Selection and Evolution
Students who demonstrate understanding can:
c. Analyze and interpret data to explain the process by which organisms with an advantageous heritable
trait tend to increase in numbers in future generations; but organisms that lack an advantageous heritable
trait tend to decrease in numbers in future generations.
MILLER & LEVINE BIOLOGY FOUNDATION: Students learn about natural selection and the
process by which organisms with advantageous heritable traits increase in future generations
rather than decrease in Chapter 16, Lesson 3, SE/TE: 388-391. Studies testing variation and
heritable traits are presented in Chapter 16, Lesson 4, SE/TE: 396-397. Students analyze and
interpret data about traits in Chapter 17, Lesson 2, SE/TE: 409-410.
Students analyze and interpret data to explain the process by which organisms with an
advantageous heritable trait tend to increase in numbers in future generations in Bird Survival
Based on Beak Size, SE/TE: 397. See the TE data questions, Active Reading and Speed Bump.
Students draw conclusions based on data in Check Understanding, SE/TE: 397, #8. On SE/TE:
409, Selection on a Single Gene Trait, students analyze and interpret data. They analyze data
provided in Selection on Polygenic Trait, SE/TE: 410, (TE: Active Reading). They predict and
apply concepts in the lab investigation, Lab B: 108, Competing for Resources, #6, 7.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Analyzing and Interpreting Data
LS4.B: Natural Selection
Patterns
Analyzing data in 9–12 builds on K–8 and
• Natural selection occurs only if there is
Different patterns may be observed at each
progresses to introducing more detailed
both (1) variation in the genetic
of the scales at which a system is studied
statistical analysis, the comparison of data
information between organisms in and can provide evidence for causality in
sets for consistency, and the use of models
a population and (2) variation in
explanations of phenomena. Classifications
to generate and analyze data.
the expression of that genetic
or explanations used at one scale may fail
• Use tools, technologies, and/or models
information—that is, trait
or need revision when information from
(e.g., computational,
variation—that leads to
smaller or larger scales is introduced; thus
mathematical) to generate and
differences in performance
requiring improved investigations and
analyze data in order to make
among individuals.
experiments. Patterns of performance of
valid and reliable scientific claims
designed systems can be analyzed and
or determine an optimal design
interpreted to reengineer and improve the
SE/TE:
solution.
system.
388-390, Evolution by Natural
Selection;
390, Build Connections: Natural
Selection;
396-397, Testing Natural
Selection;
409-410, How Natural Selection
Works
SE/TE:
397, Survival of the Fittest and
Beak Size;
409, Figure, Selection on a Single
Gene Trait;
410, Selection on Polygenic Traits
Lab B:
107, Analyze Data
TE Only:
396, Hands-On Learning
TE Only:
397, Active Reading;
410, Active Reading, Use Visuals
•
•
Lab B:
103-108, Competing for
Resources
•
Consider limitations (e.g., measurement
error, sample selection) when
analyzing and interpreting data.
Compare and contrast various types of
data sets (e.g., self-generated,
archival) to examine consistency
of measurements and
observations.
Lab B:
108, Build Science Skills
The traits that positively affect survival
are more likely to be reproduced,
and thus are more common in the
population.
SE/TE:
388, Variation and
Adaptation;389, Natural
Selection;
390, Build Connections: Natural
Selection;
396-397, Testing Natural
Selection;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
54
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
415, Changes in Gene Pools;
416, Competition and More
Evolution;
420, Skills Lab
TE Only:
389; Active Reading; 415, Active
Reading
Lab B: 103-108, Competing for
Resources
LS4.C: Adaptation
• Natural selection leads to adaptation,
that is, to a population dominated
by organisms that are
anatomically, behaviorally, and
physiologically well suited to
survive and reproduce in a
specific environment. That is, the
differential survival and
reproduction of organisms in a
population that have an
advantageous heritable trait
leads to an increase in the
proportion of individuals in future
generations that have the trait
and to a decrease in the
proportion of individuals that do
not.
SE/TE:
379, Chapter Mystery;
383, Chapter Mystery;
388-389, Evolution by Natural
Selection;
391, Chapter Mystery;
396-397, Testing Natural
Selection;
397, Chapter Mystery;
402, Chapter Mystery
TE Only:
389; Active Reading;
390, Build Connections;
415, Active Reading
Lab B:
103-108, Competing for
Resources
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
55
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-NSE.d. Natural Selection and Evolution
Students who demonstrate understanding can:
d. Obtain and communicate information describing how changes in environmental conditions can affect the
distribution of traits in a population and cause increases in the numbers of some species, the emergence
of new species, and the extinction of other species.
MILLER & LEVINE BIOLOGY FOUNDATION: Instructional content on how changes in
environmental conditions can affect the distribution of traits in a populations is presented in
Chapter 16, Lesson 3, SE/TE: 389, Chapter 16, Lesson 4, (SE/TE: 396-397), and Chapter 17,
Lesson 3, SE/TE: 414-416.
Students obtain and communicate information describing how changes in environmental
conditions can affect the distribution of traits in a population and cause increases in the numbers of
some species, the emergence of new species, and the extinction of other species in Active Reading,
TE: 396. Students communicate information in Lesson Assessment Check Understandings, #8,
SE/TE: 397 and 416, #5. Students investigate species competition and speciation and
communicate results in Lab B: 103-108, Competing for Resources. Analyze and Conclude, Lab B:
107, requires students to communicate the cause and effect of food availability for finches and
their survival rates.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS4.B: Natural Selection
Cause and Effect
Communicating Information
• The traits that positively affect survival
Empirical evidence is required to
Obtaining, evaluating, and communicating
are more likely to be reproduced,
differentiate between cause and correlation
information in 9–12 builds on 6–8 and
and thus are more common in the and make claims about specific causes and
progresses to evaluating the validity and
population.
effects. Cause and effect relationships can
reliability of the claims, methods, and
be suggested and predicted for complex
designs.
natural and human designed systems by
SE/TE:
• Critically read scientific literature
examining what is known about smaller
388, Variation and Adaptation;
adapted for classroom use to
scale mechanisms within the system.
389, Natural Selection;
identify key ideas and major
Systems can be designed to cause a
390, Build Connections: Natural
points and to evaluate the validity
desired effect. Changes in systems may
Selection;
and reliability of the claims,
have various causes that may not have
methods, and designs.
equal effects.
396-397, Testing Natural
•
Generate, synthesize, communicate,
and critique claims, methods, and
designs that appear in scientific
and technical texts or media
reports.
Selection;
415, Changes in Gene Pools;
416, Competition and More
Evolution;
420, Skills Lab
TE Only:
389; Active Reading;
415, Active Reading
SE/TE:
389, Natural Selection;
390, Build Connections: Natural
Selection;
396-397, Testing Natural
Selection
Lab B:
103-108, Competing for
Resources
LS4.C: Adaptation
• Adaptation also means that the
distribution of traits in a
population can change when
conditions change.
SE/TE:
396-397, Testing Natural
Selection;
415, Changes in Gene Pools;
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
56
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
420, Skills Lab
•
Changes in the physical environment,
whether naturally occurring or
human induced, have thus
contributed to the expansion of
some species, the emergence of
new distinct species as
populations diverge under
different conditions, and the
decline–and sometimes the
extinction–of some species.
SE/TE:
140, Threats to Biodiversity;
389, Natural Selection
•
Species become extinct because they
can no longer survive and
reproduce in their altered
environment. If members cannot
adjust to change that is too fast
or drastic, the opportunity for the
species’ evolution is lost.
SE/TE:
140, Threats to Biodiversity;
389, Natural Selection
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
57
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-NSE.e. Natural Selection and Evolution
Students who demonstrate understanding can:
e. Use evidence obtained from new technologies to compare similarity in DNA sequences, anatomical
structures, and embryological appearance as evidence to support multiple lines of descent in evolution.
MILLER & LEVINE BIOLOGY FOUNDATION: Evidence of evolution that includes fossils,
anatomy, embryology, genetics, and microbiology is presented in Chapter 16, Lesson 4, SE/TE:
393-398. Molecular Evolution is described in Chapter 17, Lesson 4, SE/TE: 417-41). Students learn
about the use of DNA in modern evolutionary classification in Chapter 18, Lesson 2, SE/TE: 436437. Protist classification and evolution are introduced in Chapter 21, Lesson 1, SE/TE: 502-504.
Students obtain information about the history and evolution of plants in Chapter 22, Lesson 1,
SE/TE: 529-530. Animal evolution and diversity is thoroughly explored in Chapter 26, Lessons 1-4,
SE/TE: 622-638.
Students use evidence obtained from new technologies to compare similarity in DNA sequences
as evidence to support multiple lines of descent in evolution on TE: 395, Draw Conclusions. They
use evidence of proteins to determine relationships between organisms in Pre-Skills Lab: Amino
Acid Sequences: Indicators of Evolution, SE/TE: 398. Students also use evidence from new
technologies to compare similarity in DNA sequences in the Chapter Mystery, Grin and Bear It,
SE/TE: 427. They investigate mystery clues in SE/TE: 432 and 437, and Solve the Chapter
Mystery on SE/TE: 446. In Wrap-Up Activity, TE: 419, students use squares to represent DNA
bases to model mutations of species. Students investigate proteins and DNA to determine
relationships among organism in Lab B: 97-102, Amino Acid Sequences: Indicators of Evolution;
275-276, Molecular Homology in Hoxc8.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Obtaining, Evaluating, and
LS4.A: Evidence of Common Ancestry
Patterns
Communicating Information
and Diversity
Different patterns may be observed at each
Obtaining, evaluating, and communicating
• Genetic information, like the fossil
of the scales at which a system is studied
information in 9–12 builds on 6–8 and
record, also provides evidence of
and can provide evidence for causality in
progresses to evaluating the validity and
evolution. DNA sequences vary
explanations of phenomena. Classifications
reliability of the claims, methods, and
among species, but there are
or explanations used at one scale may fail
designs.
many overlaps; in fact, the
or need revision when information from
• Critically read scientific literature
ongoing branching that produces
smaller or larger scales is introduced; thus
adapted for classroom use to
multiple lines of descent can be
requiring improved investigations and
identify key ideas and major
inferred by comparing the DNA
experiments. Patterns of performance of
points and to evaluate the validity
sequences of different
designed systems can be analyzed and
and reliability of the claims,
organisms. Such information is
interpreted to reengineer and improve the
methods, and designs.
also derivable from the
system.
similarities and differences in
• Generate, synthesize, communicate,
amino acid sequences and from
SE/TE:
and critique claims, methods, and
anatomical and embryological
436-437, DNA in Classification
designs that appear in scientific
evidence.
and technical texts or media
Lab B:
reports.
SE/TE:
392-393, Comparing Body
Structure and Embryos;
395, Genetics and Molecular
Biology;
398, Skills Lab;
417, Molecular Clocks;
418-419 Developmental Genes
and Body Plans
97-102, Amino Acid Sequences:
Indicators of Evolution;
275-276, Molecular Homology in
Hoxc8
TE Only:
395, Active Reading;
418, Speed Bump
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
58
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
Lab B:
97-102, Amino Acid Sequences:
Indicators of Evolution;
275, Molecular Homology and
Hoxc8;
299-300, Feather Evolution
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
59
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
HS.LS-NSE.f. Natural Selection and Evolution
Students who demonstrate understanding can:
f. Plan and carry out investigations to gather evidence of patterns in the relationship between natural
selection and changes in the environment. [Clarification Statement: A possible investigation could be to
study fruit flies and the number or eggs, larvae, and flies that hatch in response to environmental
changes such as temperature, moisture, and acidity.]
MILLER & LEVINE BIOLOGY FOUNDATION: The citations below indicate areas in Miller &
Levine Biology, Foundations where this idea is introduced.
Natural selection and environmental change is presented in Chapter 16, Lesson 3, SE/TE: 388-390.
Students obtain information how environmental influences cause natural selection in Chapter 16,
Lesson 4, SE/TE: 396-397, and Chapter 17, Lesson 3, SE/TE: 415-416.
Students carry out investigations to gather evidence of patterns in the relationship between
natural selection and changes in the environment in the Pre-Lab, "Competing for Resources,”
SE/TE: 420, and corresponding Lab B: 103-108. In the Data Analysis Activity "Temperature and
Seed Germination," Lab B: 293-294, students investigate seed germination to environmental
conditions.
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Planning and Carrying Out
LS4.B: Natural Selection
Patterns
Investigations
• The traits that positively affect survival
Different patterns may be observed at each
Planning and carrying out investigations to
are more likely to be reproduced,
of the scales at which a system is studied
answer questions or test solutions to
and thus are more common in the and can provide evidence for causality in
problems in 9–12 builds on K–8
population.
explanations of phenomena. Classifications
experiences and progresses to include
or explanations used at one scale may fail or
investigations that build, test, and revise
need revision when information from smaller
SE/TE:
conceptual, mathematical, physical and
or larger scales is introduced; thus requiring
388, Variation and Adaptation;
empirical models.
improved investigations and experiments.
389,
Natural
Selection;
• Evaluate various methods of collecting
Patterns of performance of designed
390, Build Connections: Natural
data (e.g., field study,
systems can be analyzed and interpreted to
Selection;
experimental design, simulations)
reengineer and improve the system.
and analyze components of the
396-397, Testing Natural
design in terms of various
Selection;
Lab B:
aspects of the study. Decide
397, Check Understanding, #8, 9; 107-108, Competing for
types, how much, and accuracy
415-416, Speciation in Darwin's
Resources: Analyze and Conclude;
of data needed to produce
Finches;
293-294, Temperature and Seed
reliable measurement and
consider any limitations on the
416, Check Understanding, #5;
Germination
precision of the data (e.g.,
420, Skills Lab
number of trials, cost, risk, time).
Lab B:
106, Competing for Resources:
Build Science Skills
TE Only:
389; Active Reading;
415, Active Reading
Lab B:
103-108, Competing for
Resources
LS4.C: Adaptation
• Natural selection leads to adaptation,
that is, to a population dominated
by organisms that are
anatomically, behaviorally, and
physiologically well suited to
survive and reproduce in a
specific environment. That is, the
differential survival and
reproduction of organisms in a
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
60
A Correlation of
Miller & Levine Biology: Foundations Series ©2010
to the Next Generation Science Standards – DRAFT, May 2012
Grades 9-12
population that have an
advantageous heritable trait
leads to an increase in the
proportion of individuals in future
generations that have the trait
and to a decrease in the
proportion of individuals that do
not.
SE/TE:
379, 383, 391, 397, 402, Chapter
Mystery;
388-389, Evolution by Natural
Selection;
396-397, Testing Natural
Selection,
397, Check Understanding, #8;
400, Constructed Response, #3;
401, Check Understanding, #10;
403, Standardized Test Prep,
#10, 11;
415-416, Speciation in Darwin's
Finches
454-455, Life on a Changing
Planet
TE Only:
390, Build Connections;
415, Active Reading
Lab B:
103-108, Competing for
Resources;
293-294, Temperature and Seed
Germination
SE = Student Edition; TE = Teacher Edition; Lab B = Lab Manual B
61