Download HS Life Science Alignment

HS Life Science NGSS (Biology) – HSCE Alignment Analysis (DRAFT 3-14-14)
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14-14
Content Alignment of NGSS DCI and PE with MI Content Statement(s) and HSCE; Practice Alignment of NGSS Practices with MI Science Processes; NGSS Overview (PE text, coded S&E Practice and CCC)
Science Processes – Inquiry Process, Inquiry Analysis and
Communication, Reflection and Social Implications
MC
ES
AE
Info
NS
P
C
SQ
S
E
SF
Stability & Change
Engineering Technology,
Applications of Science
1.2f, g, I, j, k
ETS
Energy and Matter
DA
Nature of Science
1.2E, h, i, k
Planning and Carrying Out
Investigations
1.1C, f, h
Analyzing, Interpreting Data
1.1B, h
Using Mathematics,
Computational Thinking
1.1B
Constructing Explanations
and Designing Solutions
1.1g, I; 1.2A, D, f
Engaging in Argument from
Evidence
1.1E, 1.2B
Obtaining, Evaluating, and
Communicating Information
1.1B, 1.2C, g
PI
System(s) Models
DM
Scale, Proportion, and
Quantity
AQ
Cause and Effect
MI Content Statement and Aligned HSCE
NGSS Crosscutting Concepts
Patterns
Structure and Function (HS.SF)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Developing and Using Models
1.1D
NGSS
Topic
DCI
Performance
Expectation
Asking Questions Defining
Problems
1.1A, i
NGSS Science and Engineering Practices
Structure & Function
HS Life Science (Biology)
S
B2.1x Cell Differentiation – Following fertilization, cell division produces a small cluster of cells that
LS1.A Structure and Function
HS-LS1-1 Construct an explanation
based on evidence for how the
structure of DNA determines the
structure of proteins which carry out
the essential functions of life through
systems of specialized cells.
LS1.A Structure and Function
HS-LS1-2 Develop and use a model to
illustrate the hierarchical organization
of interacting systems that provide
specific functions within multicellular
organisms.
then differentiate by appearance and function to form the basic tissues of an embryo. B2.1d
B2.5x Energy Transfer – All living or once living organisms are composed of carbohydrates, lipids,
proteins, and nucleic acids. Carbohydrates and lipids contain many carbon-hydrogen bonds that also
store energy. However, that energy must be transferred to ATP (adenosine triphosphate) to be usable
by the cell. B2.5 g, i
X
X
B4.2 DNA - The genetic information encoded in DNA molecules provides instructions for assembling
protein molecules. Genes are segments of DNA molecules. Inserting, deleting, or substituting DNA
segments can alter genes. An altered gene may be passed on to every cell that develops from it. The
resulting features may help, harm, or have little or no effect on the offspring’s success in its
environment. B4.2 C
B2.4 Cell Specialization – In multicellular organisms, specialized cells perform specialized functions.
Organs and organ systems are composed of cells and function to serve the needs of cells for food, air,
and waste removal. The way in which cells function is similar in all living organisms. B2.4 A, B, C
B2.5 Living Organism Composition – All living or once-living organisms are composed of
X
X
carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates and lipids contain many carbonhydrogen bonds that also store energy. B2.5 B
B2.3 Maintaining Environmental Stability – The internal environment of living things must
LS1.A Structure and Function
HS-LS1-3 Plan and conduct an
investigation to provide evidence that
feedback mechanisms maintain
homeostasis.
remain relatively constant. Many systems work together to maintain stability. Stability is challenged by
changing physical, chemical, and environmental conditions as well as the presence of disease agents.
B2.3 A, B, C
B2.3x Homeostasis – The internal environment of living things must remain relatively constant.
Many systems work together to maintain homeostasis. When homeostasis is lost, death occurs. B2.3 d,
e, f, g
X
X
B2.6x Internal/External Cell Regulation - Cellular processes are regulated both internally and
externally by environments in which cells exist, including local environments that lead to cell
differentiation during the development of multicellular organisms. During the development of complex
multicellular organisms, cell differentiation is regulated through the expression of different genes.
B2.6 a
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
Page 1 of 14
X
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Matter and Energy in Organisms and
Ecosystems (HS.MEOE) (NGSS DCI /
PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
AQ
DM
PI
DA
MC
ES
AE
Info
NS
ETS
P
C
SQ
S
E
B2.1 Transformation of Matter and Energy in Cells – In multicellular organisms, cells are
LS1.C Organization for Matter and
Energy Flow in Organisms
HS-LS1-5 Use a model to illustrate how
photosynthesis transforms light energy
into stored chemical energy.
LS1.C Organization for Matter and
Energy Flow in Organisms
HS-LS1-6 Construct and revise an
explanation based on evidence for how
carbon, hydrogen, and oxygen from
sugar molecules may combine with
other elements to form amino acids
and/or other large carbon-based
molecules.
specialized to carry out specific functions such as transport, reproduction, or energy transformation.
B2.1 A, B
B3.1 Photosynthesis and Respiration - Organisms acquire their energy directly or indirectly from
sunlight. Plants capture the Sun’s energy and use it to convert carbon dioxide and water to sugar and
oxygen through the process of photosynthesis. Through the process of cellular respiration, animals are
able to release the energy stored in the molecules produced by plants and use it for cellular processes,
producing carbon dioxide and water. B3.1B, C, f
X
X
B2.2 Organic Molecules – There are four major categories of organic molecules that make up living
systems: carbohydrates, fats, proteins, and nucleic acids. B2.2 A, C, D
B2.5 Living Organism Composition – All living or once-living organisms are composed of
X
carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates and lipids contain many carbonhydrogen bonds that also store energy. B2.5 A, C, D
X
B2.1 Transformation of Matter and Energy in Cells – In multicellular organisms, cells are
LS1.C Organization for Matter and
Energy Flow in Organisms
HS-LS1-7 Use a model to illustrate that
cellular respiration is a chemical process
whereby the bonds of food molecules
and oxygen molecules are broken and
the bonds in new compounds are
formed resulting in a net transfer of
energy.
specialized to carry out specific functions such as transport, reproduction, or energy transformation.
B2.1 A, B
B2.5 Living Organism Composition – All living or once-living organisms are composed of
carbohydrates, lipids, proteins, and nucleic acids. Carbohydrates and lipids contain many carbonhydrogen bonds that also store energy. B2.5 A, B, C, D
X
X
B3.1 Photosynthesis and Respiration – Organisms acquire their energy directly or indirectly from
sunlight. Plants capture the Sun’s energy and use it to convert carbon dioxide and water to sugar and
oxygen through the process of photosynthesis. Through the process of cellular respiration, animals are
able to release the energy stored in the molecules produced by plants and use it for cellular processes,
producing carbon dioxide and water. B3.1 A, B, C, D, f
B3.2 Ecosystems – The chemical elements that make up the molecules of living things pass through
LS2.B Cycles of Matter and Energy
Transfer in Ecosystems
HS-LS2-3 Construct and revise an
explanation based on evidence for the
cycling of matter and flow of energy in
aerobic and anaerobic conditions.
food webs and are combined and recombined in different ways. At each link in an ecosystem, some
energy is stored in newly made structures, but much is dissipated into the environment as heat.
Continual input of energy from sunlight keeps the process going. B3.2 A, B, C
B3.3 Element Recombination – As matter cycles and energy flows through different levels of
organization of living systems—cells, organs, organisms, and communities—and between living
systems and the physical environment, chemical elements are recombined in different ways. Each
recombination results in storage and dissipation of energy into the environment as heat. Matter and
energy are conserved in each change. B3.3 b
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
X
Page 2 of 14
X
X
SF
S
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
B3.2 Ecosystems – The chemical elements that make up the molecules of living things pass
LS2.B Cycles of Matter and Energy Transfer
in Ecosystems
HS-LS2-4 Use mathematical representations
to support claims for the cycling of matter
and flow of energy among organisms in an
ecosystem.
LS2.B Cycles of Matter and Energy Transfer
in Ecosystems
PS3.D Energy in Chemical Processes
HS-LS2-5 Develop a model to illustrate the
role of photosynthesis and cellular
respiration in the cycling of carbon among
the biosphere, atmosphere, hydrosphere,
and geosphere.
Independent Relationships in Ecosystems
(HS.IRE) (NGSS DCI /PE)
LS2.A Interdependent Relationships in
Ecosystems
HS-LS2-1 Use mathematical and/or
computational representations to support
explanations of factors that affect carrying
capacity of ecosystems at different scales.
LS2.A Interdependent Relationships in
Ecosystems
LS2.C Ecosystem Dynamics, Functioning,
and Resilience
HS-LS2-2 Use mathematical representations
to support and revise explanations based
on evidence about factors affecting
biodiversity and populations in ecosystems
of different scales.
LS2.C Ecosystem Dynamics, Functioning,
and Resilience
HS-LS2-6 Evaluate the claims, evidence, and
reasoning that the complex interactions in
ecosystems maintain relatively consistent
numbers and types of organisms in stable
conditions, but changing conditions may
result in a new ecosystem.
through food webs and are combined and recombined in different ways. At each link in an
ecosystem, some energy is stored in newly made structures, but much is dissipated into the
environment as heat. Continual input of energy from sunlight keeps the process going. B3.2 A, B, C
B3.3 Element Recombination – As matter cycles and energy flows through different levels of
organization of living systems—cells, organs, organisms, and communities—and between living
systems and the physical environment, chemical elements are recombined in different ways. Each
recombination results in storage and dissipation of energy into the environment as heat. Matter
and energy are conserved in each change. B3.3 A, b
X
X
B3.1 Photosynthesis and Respiration – Organisms acquire their energy directly or indirectly
from sunlight. Plants capture the Sun’s energy and use it to convert carbon dioxide and water to
sugar and oxygen through the process of photosynthesis. Through the process of cellular
respiration, animals are able to release the energy stored in the molecules produced by plants and
use it for cellular processes, producing carbon dioxide and water. B3.1 A, B, C, D, f
B3.3 Element Recombination – As matter cycles and energy flows through different levels of
organization of living systems—cells, organs, organisms, and communities—and between living
systems and the physical environment, chemical elements are recombined in different ways. Each
recombination results in storage and dissipation of energy into the environment as heat. Matter
X
X
and energy are conserved in each change. B3.3 b
MI Content Statement and Aligned HSCE
AQ
DM
PI
DA
MC
ES
AE
Info
NS
ETS
P
C
SQ
S
E
SF
S
B3.5 Populations – Populations of living things increase and decrease in size as they interact
with other populations and with the environment. The rate of change is dependent upon relative
birth and death rates. B3.5 A, B
B3.5x Environmental Factors – The shape of population growth curves vary with the type of
organism and environmental conditions, such as availability of nutrients and space. As the
population increases and resources become more scarce, the population usually stabilizes at the
carrying capacity of that environment. B3.5 e, f
B3.5 Populations – Populations of living things increase and decrease in size as they interact
with other populations and with the environment. The rate of change is dependent upon relative
birth and death rates. B3.5 A, B
B3.5x Environmental Factors – The shape of population growth curves vary with the type of
organism and environmental conditions, such as availability of nutrients and space. As the
population increases and resources become more scarce, the population usually stabilizes at the
carrying capacity of that environment. B3.5 e, f
X
X
X
X
X
B3.4 Changes in Ecosystems – Although the interrelationships and interdependence of
organisms may generate biological communities in ecosystems that are stable for hundreds or
thousands of years, ecosystems always change when climate changes or when one or more new
species appear as a result of migration or local evolution. The impact of the human species has
major consequences for other species. B3.4 C
B3.5 Populations – Populations of living things increase and decrease in size as they interact
with other populations and with the environment. The rate of change is dependent upon relative
birth and death rates. B3.5 C
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
X
Page 3 of 14
X
X
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
LS2.C Ecosystem Dynamics, Functioning,
and Resilience
LS4.D Biodiversity and Humans
ETS1.B Developing Possible Solutions
HS-LS2-7 Design, evaluate, and refine a
solution for reducing the impacts of human
activities on the environment and
biodiversity.*
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
Not specifically addressed in HSCE
B3.4 Changes in Ecosystems – Although the interrelationships and interdependence of
organisms may generate biological communities in ecosystems that are stable for hundreds or
thousands of years, ecosystems always change when climate changes or when one or more new
species appear as a result of migration or local evolution. The impact of the human species has
major consequences for other species. B3.4 C
X
X
Not specifically addressed in HSCE.
B3.4 Changes in Ecosystems – Although the interrelationships and interdependence of
LS2.D Social Interactions and Group
Behavior
HS-LS2-8 Evaluate the evidence for the role
of group behavior on individual and
species’ chances to survive and reproduce.
organisms may generate biological communities in ecosystems that are stable for hundreds or
thousands of years, ecosystems always change when climate changes or when one or more new
species appear as a result of migration or local evolution. The impact of the human species has
major consequences for other species.
B3.5x Environmental Factors – The shape of population growth curves vary with the type of
organism and environmental conditions, such as availability of nutrients and space. As the
population increases and resources become more scarce, the population usually stabilizes at the
carrying capacity of that environment. B3.5 d
X
X
X
Not specifically addressed in HSCE
B3.4 Changes in Ecosystems – Although the interrelationships and interdependence of
LS4.C Adaptation
LS4.D Biodiversity and Humans
ETS1.B Developing Possible Solutions
HS-LS4-6 Create or revise a simulation to
test a solution to mitigate adverse impacts
of human activity on biodiversity.*
organisms may generate biological communities in ecosystems that are stable for hundreds or
thousands of years, ecosystems always change when climate changes or when one or more new
species appear as a result of migration or local evolution. The impact of the human species has
major consequences for other species. B3.4 C
B5.1 Theory of Evolution – The theory of evolution provides a scientific explanation for the
history of life on Earth as depicted in the fossil record and in the similarities evident within the
diversity of existing organisms. B5.1 g
B5.3 Natural Selection - Evolution is the consequence of natural selection, the interactions of
(1) the potential for a population to increase its numbers, (2) the genetic variability of offspring
due to mutation and recombination of genes, (3) a finite supply of the resources required for life,
and (4) the ensuing selection from environmental pressure of those organisms better able to
survive and leave offspring. B5.3f
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
X
Page 4 of 14
X
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Inheritance and Variation of Traits (HS.IVT)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
AQ
DM
PI
DA
MC
ES
AE
Info
NS
ETS
P
C
SQ
S
B2.1 Transformation of Matter and Energy in Cells – In multicellular organisms,
LS1.B Growth and Development of Organisms
HS-LS1-4 Use a model to illustrate the role of
cellular division (mitosis) and differentiation in
producing and maintaining complex organisms.
cells are specialized to carry out specific functions such as transport, reproduction, or
energy transformation. B2.1 C, d
B4.1 Genetics and Inherited Traits – Hereditary information is contained in genes,
located in the chromosomes of each cell. Cells contain many thousands of different genes.
One or many genes can determine an inherited trait of an individual, and a single gene can
influence more than one trait. Before a cell divides, this genetic information must be
copied and apportioned evenly into the daughter cells. B4.1 A, B
X
X
B4.1 Genetics and Inherited Traits – Hereditary information is contained in genes,
LS1.A Structure and Function
LS3.A Inheritance of Traits
HS-LS3-1 Ask questions to clarify relationships
about the role of DNA and chromosomes in coding
the instructions for characteristic traits passed
from parents to offspring.
located in the chromosomes of each cell. Cells contain many thousands of different genes.
One or many genes can determine an inherited trait of an individual, and a single gene can
influence more than one trait. Before a cell divides, this genetic information must be
copied and apportioned evenly into the daughter cells. B4.1 B
B4.2 DNA – The genetic information encoded in DNA molecules provides instructions for
assembling protein molecules. Genes are segments of DNA molecules. Inserting, deleting,
or substituting DNA segments can alter genes. An altered gene may be passed on to every
cell that develops from it. The resulting features may help, harm, or have little or no effect
on the offspring’s success in its environment. B4.2 B, D
X
X
B4.3 Cell Division – Mitosis and Meiosis – Sorting and recombination of genes in
sexual reproduction results in a great variety of possible gene combinations from the
offspring of any two parents. B4.3 B, d, e, f
LS3.B Variation of Traits
HS-LS3-2 Make and defend a claim based on
evidence that inheritable genetic variations may
result from: (1) new genetic combinations through
meiosis, (2) viable errors occurring during
replication, and/or (3) mutations caused by
environmental factors.
B4.3 Cell Division – Mitosis and Meiosis – Sorting and recombination of genes in
sexual reproduction results in a great variety of possible gene combinations from the
offspring of any two parents. B4.3 B, d, e, f
B4.4x Genetic Variation – Genetic variation is essential to biodiversity and the stability
X
of a population. Genetic variation is ensured by the formation of gametes and their
combination to form a zygote. Opportunities for genetic variation also occur during cell
division when chromosomes exchange genetic material causing permanent changes in the
DNA sequences of the chromosomes. Random mutations in DNA structure caused by the
environment are another source of genetic variation. B4.4 a
X
B4.3 Cell Division – Mitosis and Meiosis – Sorting and recombination of genes in
LS3.B Variation of Traits
HS-LS3-3 Apply concepts of statistics and
probability to explain the variation and distribution
of expressed traits in a population.
sexual reproduction results in a great variety of possible gene combinations from the
offspring of any two parents. B4.3 B, d, e, f
B4.4x Genetic Variation – Genetic variation is essential to biodiversity and the stability
of a population. Genetic variation is ensured by the formation of gametes and their
combination to form a zygote. Opportunities for genetic variation also occur during cell
division when chromosomes exchange genetic material causing permanent changes in the
DNA sequences of the chromosomes. Random mutations in DNA structure caused by the
environment are another source of genetic variation. B4.4 a
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
X
X
Page 5 of 14
X
E
SF
S
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Natural Selection and Evolution (HS.NSE)
(NGSS DCI / PE)
LS4.A Evidence of Common Ancestry and Diversity
HS.LS4-1 Communicate scientific information that
common ancestry and biological evolution are
supported by multiple lines of empirical evidence.
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
AQ
DM
PI
DA
MC
ES
AE
Info
NS
X
X
ETS
P
C
B5.1 Theory of Evolution – The theory of evolution provides a scientific explanation for
the history of life on Earth as depicted in the fossil record and in the similarities evident
within the diversity of existing organisms. B5.1 A, B, c, d, e, f, g
B5.2 Molecular Evidence – Molecular evidence substantiates the anatomical evidence
X
for evolution and provides additional detail about the sequence in which various lines of
descents branched. B5.2 b, c
LS4.B Natural Selection
LS4.C Adaptation
HS.LS4-2 Construct an explanation based on
evidence that the process of evolution primarily
results from four factors: (1) the potential for a
species to increase in number, (2) the heritable
genetic variation of individuals in a species due to
mutation and sexual reproduction, (3) competition
for limited resources, and (4) the proliferation of
those organisms that are better able to survive and
reproduce in the environment.
B3.5 Populations – Populations of living things increase and decrease in size as they
LS4.B Natural Selection
LS4.C Adaptation
HS-LS4-3 Apply concepts of statistics and
probability to support explanations that organisms
with an advantageous heritable trait tend to
increase in proportion to organisms lacking this
trait.
B5.1 Theory of Evolution – The theory of evolution provides a scientific explanation for
interact with other populations and with the environment. The rate of change is
dependent upon relative birth and death rates. B3.5 B, C
B5.2 Molecular Evidence – Molecular evidence substantiates the anatomical evidence
for evolution and provides additional detail about the sequence in which various lines of
descents branched. B5.2 b, c
B5.3 Natural Selection – Evolution is the consequence of natural selection, the
interactions of (1) the potential for a population to increase its numbers, (2) the genetic
variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, and (4) the ensuing selection from environmental pressure
of those organisms better able to survive and leave offspring. B5.3 A, C, D, e
X
X
the history of life on Earth as depicted in the fossil record and in the similarities evident
within the diversity of existing organisms. B5.1 A, e
B5.3 Natural Selection – Evolution is the consequence of natural selection, the
interactions of (1) the potential for a population to increase its numbers, (2) the genetic
variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, and (4) the ensuing selection from environmental pressure
of those organisms better able to survive and leave offspring. B5.3 A, C, D, e
X
X
B5.1 Theory of Evolution – The theory of evolution provides a scientific explanation for
LS4.C Adaptation
HS.LS4-4 Construct an explanation based on
evidence for how natural selection leads to
adaptation of populations.
LS4.C Adaptation
HS.LS4-5 Evaluate the evidence supporting claims
that changes in environmental conditions may
result in: (1) increases in the number of individuals
of some species, (2) the emergence of new species
over time, and (3) the extinction of other species.
the history of life on Earth as depicted in the fossil record and in the similarities evident
within the diversity of existing organisms. B5.1 A, e
B5.3 Natural Selection – Evolution is the consequence of natural selection, the
interactions of (1) the potential for a population to increase its numbers, (2) the genetic
variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, and (4) the ensuing selection from environmental pressure
of those organisms better able to survive and leave offspring. B5.3 A
B3.5 Populations – Populations of living things increase and decrease in size as they
interact with other populations and with the environment. The rate of change is
dependent upon relative birth and death rates. B3.5 B, e
B5.1 Theory of Evolution – The theory of evolution provides a scientific explanation for
the history of life on Earth as depicted in the fossil record and in the similarities evident
within the diversity of existing organisms. B5.1 d, e
B5.3 Natural Selection – Evolution is the consequence of natural selection, the
interactions of (1) the potential for a population to increase its numbers, (2) the genetic
variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, and (4) the ensuing selection from environmental pressure
of those organisms better able to survive and leave offspring. B5.3 A, C, D, e
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
X
X
X
Page 6 of 14
X
SQ
S
E
SF
S
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Engineering Design (HS.ED)
(NGSS DCI / PE)
ETS1.A Designing and Delimiting Engineering
Problems
HS-ETS1-1 Analyze a major global challenge to
specify qualitative and quantitative criteria and
constraints for solutions that account for societal
needs and wants.
ETS1.C Optimizing the Design Solution
HS- ETS1-2 Design a solution to a complex realworld problem by breaking it down into smaller,
more manageable problems that can be solved
through engineering.
ETS1.B Developing Possible Solutions
HS-ETS1-3 Evaluate a solution to a complex realworld problem based on prioritized criteria and
trade-offs that account for a range of constraints,
including cost, safety, reliability, and aesthetics as
well as possible social, cultural, and environmental
impacts.
ETS1.B Developing Possible Solutions
HS-ETS1-4 Use a computer simulation to model the
impact of proposed solutions to a complex realworld problem with numerous criteria and
constraints on interactions within and between
systems relevant to the problem.
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Not Specifically addressed in MI HSCE
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
AQ
DM
PI
DA
MC
NS
ETS
P
C
SQ
S
E
SF
S
E
SF
S
X
X
Not Specifically addressed in MI HSCE
X
X
AQ
DM
PI
DA
MC
X
ES
Notes:
High School – Life Science (Biology)
Info
X
Not Specifically addressed in MI HSCE
MI Science Standards Comparison Analysis Tool
AE
X
Not Specifically addressed in MI HSCE
MI Content Statement and Aligned HSCE
ES
Page 7 of 14
AE
Info
NS
ETS
P
C
SQ
S
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
MI HS Science Process Standards (Related NGSS Practice)
P1.1 Scientific Inquiry
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
Science is a way of understanding nature. Scientific research may begin by generating new scientific questions that can be answered through replicable scientific investigations that are logically developed and conducted
systematically. Scientific conclusions and explanations result from careful analysis of empirical evidence and the use of logical reasoning. Some questions in science are addressed through indirect rather than direct
observation, evaluating the consistency of new evidence with results predicted by models of natural processes. Results from investigations are communicated in reports that are scrutinized through a peer review process.
P1.1A Generate new questions that can be investigated in the laboratory or field. (Asking Questions)
P1.1B Evaluate the uncertainties or validity of scientific conclusions using an understanding of sources of measurement error, the challenges of controlling variables, accuracy of data analysis, logic of argument, logic of
experimental design, and/or the dependence on underlying assumptions. (Analyzing, Interpreting Data; Using Mathematics and Computational Thinking; Obtaining, Evaluating, and Communicating Information)
P1.1C Conduct scientific investigations using appropriate tools and techniques (e.g., selecting an instrument that measures the desired quantity—length, volume, weight, time interval, temperature—with the appropriate
level of precision). (Planning Carrying Out Investigations)
P1.1D Identify patterns in data and relate them to theoretical models. (Developing and Using Models)
P1.1E Describe a reason for a given conclusion using evidence from an investigation. (Argument from Evidence)
P1.1f Predict what would happen if the variables, methods, or timing of an investigation were changed. (Planning Carrying Out Investigations)
P1.1g Based on empirical evidence, explain and critique the reasoning used to draw a scientific conclusion or explanation. (Constructing Explanations, Designing Solutions)
P1.1h Design and conduct a systematic scientific investigation that tests a hypothesis. Draw conclusions from data presented in charts or tables. (Planning Carrying Out Investigations; Analyzing, Interpreting Data))
P1.1i Distinguish between scientific explanations that are regarded as current scientific consensus and the emerging questions that active researchers investigate. (Asking Questions; Constructing Explanations, Designing
Solutions)
P1.2 Scientific Reflection and Social Implications
The integrity of the scientific process depends on scientists and citizens understanding and respecting the “Nature of Science.” Openness to new ideas, skepticism, and honesty are attributes required for good scientific
practice. Scientists must use logical reasoning during investigation design, analysis, conclusion, and communication. Science can produce critical insights on societal problems from a personal and local scale to a global scale.
Science both aids in the development of technology and provides tools for assessing the costs, risks, and benefits of technological systems. Scientific conclusions and arguments play a role in personal choice and public policy
decisions. New technology and scientific discoveries have had a major influence in shaping human history. Science and technology continue to offer diverse and significant career opportunities.
P1.2A Critique whether or not specific questions can be answered through scientific investigations. (Constructing Explanations, Designing Solutions)
P1.2B Identify and critique arguments about personal or societal issues based on scientific evidence. (Argument from Evidence)
P1.2C Develop an understanding of a scientific concept by accessing information from multiple sources. Evaluate the scientific accuracy and significance of the information. (Obtaining, Evaluating, and Communicating
Information)
P1.2D Evaluate scientific explanations in a peer review process or discussion format. (Constructing Explanations, Designing Solutions)
P1.2E Evaluate the future career and occupational prospects of science fields. (Nature of Science)
P1.2f Critique solutions to problems, given criteria and scientific constraints. (Constructing Explanations, Designing Solutions; Engineering, Technology, Applications of Science)
P1.2g Identify scientific tradeoffs in design decisions and choose among alternative solutions. (Obtaining, Evaluating, and Communicating Information; Engineering, Technology, Applications of Science)
P1.2h Describe the distinctions between scientific theories, laws, hypotheses, and observations. (Nature of Science)
P1.2i Explain the progression of ideas and explanations that lead to science theories that are part of the current scientific consensus or core knowledge. (Nature of Science; Engineering, Technology, Applications of Science)
P1.2j Apply science principles or scientific data to anticipate effects of technological design decisions. (Engineering, Technology, Applications of Science)
P1.2k Analyze how science and society interact from a historical, political, economic, or social perspective. (Engineering, Technology, Applications of Science)
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
Page 8 of 14
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
NGSS – MI GLCE/HSCE Alignment Gradient; Reviewer Comments
NGSS
MI Content Statement
Topic, DCI, PE
Structure and Function (HS.SF)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
LS1.A Structure and Function
B2 Organization and Development of Living Systems – Students describe the general structure and function of
HS-LS1-1 Construct an
explanation based on evidence
for how the structure of DNA
determines the structure of
proteins which carry out the
essential functions of life
through systems of specialized
cells.
HS-LS1-2 Develop and use a
model to illustrate the
hierarchical organization of
interacting systems that provide
specific functions within
multicellular organisms.
HS-LS1-3 Plan and conduct an
investigation to provide
evidence that feedback
mechanisms maintain
homeostasis.
cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or multicellular. They
understand that cells are composed of biological macromolecules and that the complex processes of the cell allow it to maintain a
stable internal environment necessary to maintain life. They make predictions based on these understandings.
B2.1x Cell Differentiation – Following fertilization, cell division produces a small cluster of cells that then differentiate by
appearance and function to form the basic tissues of an embryo.
B2.1d, e
B2.2 Organic Molecules – B2.2 A, B, C, D, E
B2.2x Proteins – B2.2 f, g
B2.3 Maintaining Environmental Stability – The internal environment of living things must remain relatively constant. Many
systems work together to maintain stability. Stability is challenged by changing physical, chemical, and environmental conditions
as well as the presence of disease agents.
B2.3 A, B, C
B2.3x Homeostasis – The internal environment of living things must remain relatively constant. Many systems work together
to maintain homeostasis. When homeostasis is lost, death occurs.
B2.3 d, e, f, g
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
Aligned
Related
Beyond
Comment
Aligned
Related
Beyond
Comment
B2.1 d
B2.1 e
B2.2 A, B, C, D, E
B2.2 f
B2.2 g
B2.4 d, g
B2.4 h, i
B2.5 h
B2.6 a
B2.r6 b, c, d
B2.r6 e
B2.3 A, B, C
B2.3 d, e, f, g
B2.4 A, B, C
B2.5 B
B2.5 g, i
B4.2 C
B2.4 Cell Specialization – In multicellular organisms, specialized cells perform specialized functions. Organs and organ systems
are composed of cells and function to serve the needs of cells for food, air, and waste removal. The way in which cells function is
similar in all living organisms.
B2.4 A, B, C, d, g, h, i
B2.5 Living Organism Composition – All living or once-living organisms are composed of carbohydrates, lipids, proteins, and
nucleic acids. Carbohydrates and lipids contain many carbon-hydrogen bonds that also store energy. B2.5 B
B2.5x Energy Transfer – All living or once living organisms are composed of carbohydrates, lipids, proteins, and nucleic acids.
Carbohydrates and lipids contain many carbon-hydrogen bonds that also store energy. However, that energy must be transferred
to ATP (adenosine triphosphate) to be usable by the cell.
B2.5 g, h, i
B2.6x Internal/External Cell Regulation – B2.6x a; B2.r6 b, c, d, e
B4.2 DNA - The genetic information encoded in DNA molecules provides instructions for assembling protein molecules. Genes
are segments of DNA molecules. Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be
passed on to every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring’s
success in its environment. B4.2 C
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
Page 9 of 14
√
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Matter and Energy in Organisms and
Ecosystems (HS.MEOE)
(NGSS DCI / PE)
LS1.C Organization for Matter and
Energy Flow in Organisms
LS2.B Cycles of Matter and Energy
Transfer in Ecosystems
PS3.D Energy in Chemical Processes
MI Content Statement and Aligned HSCE
B2 Organization and Development of Living Systems – Students describe the general structure and
function of cells. They can explain that all living systems are composed of cells and that organisms may be
unicellular or multicellular. They understand that cells are composed of biological macromolecules and that
the complex processes of the cell allow it to maintain a stable internal environment necessary to maintain
life. They make predictions based on these understandings.
HS-LS1-5 Use a model to illustrate how
photosynthesis transforms light energy
into stored chemical energy.
B2.1 Transformation of Matter and Energy in Cells – In multicellular organisms, cells are specialized to carry out
HS-LS1-6 Construct and revise an
explanation based on evidence for
how carbon, hydrogen, and oxygen
from sugar molecules may combine
with other elements to form amino
acids and/or other large carbon-based
molecules.
carbohydrates, fats, proteins, and nucleic acids. B2.2 A, B, C, D, E
HS-LS1-7 Use a model to illustrate that
cellular respiration is a chemical
process whereby the bonds of food
molecules and oxygen molecules are
broken and the bonds in new
compounds are formed resulting in a
net transfer of energy.
B3 Interdependence of Living Systems and the Environment – Students describe the processes of
HS-LS2-3 Construct and revise an
explanation based on evidence for the
cycling of matter and flow of energy in
aerobic and anaerobic conditions.
HS-LS2-4 Use mathematical
representations to support claims for
the cycling of matter and flow of
energy among organisms in an
ecosystem.
specific functions such as transport, reproduction, or energy transformation. B2.1 A, B, C
B2.2 Organic Molecules – There are four major categories of organic molecules that make up living systems:
B2.4 Cell Specialization B2.4 e, f
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
Aligned
Related
B2.1 A, B
B2.2 A, C, D
B2.1 C
B2.2 B, E
B2.4 e, f,
B2.5 A, B, C, D
B2.5 e, f,
B3.1 A, B, C, D
B3.1 f
B3.2 A, B, C
B3.1 e
B3.3 A
B3.3 b
B2.5 Living Organism Composition – All living or once-living organisms are composed of carbohydrates, lipids,
proteins, and nucleic acids. Carbohydrates and lipids contain many carbon-hydrogen bonds that also store energy.
B2.5 A, B, C, D
B2.5x Energy Transfer B2.5 e, f
photosynthesis and cellular respiration and how energy is transferred through food webs. They recognize and
analyze the consequences of the dependence of organisms on environmental resources and the
interdependence of organisms in ecosystems.
B3.1 Photosynthesis and Respiration – Organisms acquire their energy directly or indirectly from sunlight. Plants
capture the Sun’s energy and use it to convert carbon dioxide and water to sugar and oxygen through the process of
photosynthesis. Through the process of cellular respiration, animals are able to release the energy stored in the molecules
produced by plants and use it for cellular processes, producing carbon dioxide and water. B3.1 A, B, C, D, e, f
B3.2 Ecosystems – The chemical elements that make up the molecules of living things pass through food webs and are
combined and recombined in different ways. At each link in an ecosystem, some energy is stored in newly made
structures, but much is dissipated into the environment as heat. Continual input of energy from sunlight keeps the process
going. B3.2 A, B, C
B3.3 Element Recombination – As matter cycles and energy flows through different levels of organization of living
systems—cells, organs, organisms, and communities—and between living systems and the physical environment, chemical
elements are recombined in different ways. Each recombination results in storage and dissipation of energy into the
environment as heat. Matter and energy are conserved in each change. B3.3 A, b
HS-LS2-5 Develop a model to illustrate
the role of photosynthesis and cellular
respiration in the cycling of carbon
among the biosphere, atmosphere,
hydrosphere, and geosphere.
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
Page 10 of 14
Beyond
Comment
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Independent Relationships in
Ecosystems (HS.IRE)
(NGSS DCI /PE)
LS2.A Interdependent Relationships in
Ecosystems
LS2.C Ecosystem Dynamics, Functioning,
and Resilience
LS2.D Social Interactions and Group
Behavior
LS4.C Adaptation
LS4.D Biodiversity and Humans
ETS1.B Developing Possible Solutions
HS-LS2-1 Use mathematical and/or
computational representations to
support explanations of factors that
affect carrying capacity of ecosystems at
different scales.
HS-LS2-2 Use mathematical
representations to support and revise
explanations based on evidence about
factors affecting biodiversity and
populations in ecosystems of different
scales.
MI Content Statement and Aligned HSCE
B3 Interdependence of Living Systems and the Environment – Students describe the processes of
photosynthesis and cellular respiration and how energy is transferred through food webs. They recognize
and analyze the consequences of the dependence of organisms on environmental resources and the
interdependence of organisms in ecosystems.
B3.4 Changes in Ecosystems – Although the interrelationships and interdependence of organisms may generate
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
Aligned
B3.4 C
B3.5 A, B
B3.5 e, f
Related
B3.4 A1, B
B3.5 C
B3.5 d
B5.1 g
B5.3 f
biological communities in ecosystems that are stable for hundreds or thousands of years, ecosystems always change
when climate changes or when one or more new species appear as a result of migration or local evolution. The impact
of the human species has major consequences for other species. B3.4 A, B, C
B3.5 Populations – Populations of living things increase and decrease in size as they interact with other populations
and with the environment. The rate of change is dependent upon relative birth and death rates. B3.5 A, B, C
B3.5x Environmental Factors – The shape of population growth curves vary with the type of organism and
environmental conditions, such as availability of nutrients and space. As the population increases and resources
become more scarce, the population usually stabilizes at the carrying capacity of that environment. B3.5 d, e, f; B3.r5g
B3.r5 g
1 B3.4A
includes the idea of stages of
succession that eventually result in a
system similar to the original one
which HS-LS2-6 does not really focus
on.
B3.4 d, e Human Impact See ESS
HS.WC and HS.HS
depicted in the fossil record and in the similarities evident within the diversity of existing organisms. B5.1 g
B5.3 Natural Selection - Evolution is the consequence of natural selection, the interactions of (1) the potential for a
population to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life, and (4) the ensuing selection from environmental pressure of those
organisms better able to survive and leave offspring. B5.3 f
HS-LS2-6 Evaluate the claims, evidence,
and reasoning that the complex
interactions in ecosystems maintain
relatively consistent numbers and types
of organisms in stable conditions, but
changing conditions may result in a new
ecosystem.
HS-LS2-7 Design, evaluate, and refine a
solution for reducing the impacts of
human activities on the environment and
biodiversity.*
HS-LS2-8 Evaluate the evidence for the
role of group behavior on individual and
species’ chances to survive and
reproduce.
HS-LS4-6 Create or revise a simulation to
test a solution to mitigate adverse
impacts of human activity on
biodiversity.*
High School – Life Science (Biology)
B3.4 d, e2
Comment
2
B5.1 Theory of Evolution – The theory of evolution provides a scientific explanation for the history of life on Earth as
MI Science Standards Comparison Analysis Tool
Beyond
Page 11 of 14
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Inheritance and Variation of Traits
(HS.IVT) (NGSS DCI / PE)
HS-LS1-4 Use a model to illustrate the role
of cellular division (mitosis) and
differentiation in producing and
maintaining complex organisms.
HS-LS3-1 Ask questions to clarify
relationships about the role of DNA and
chromosomes in coding the instructions
for characteristic traits passed from
parents to offspring.
HS-LS3-2 Make and defend a claim based
on evidence that inheritable genetic
variations may result from: (1) new
genetic combinations through meiosis, (2)
viable errors occurring during replication,
and/or (3) mutations caused by
environmental factors.
HS-LS3-3 Apply concepts of statistics and
probability to explain the variation and
distribution of expressed traits in a
population.
Aligned
MI Content Statement and Aligned HSCE
B2: Organization and Development of Living Systems -Students describe the general structure and function of
LS1.A Structure and Function
LS1.B Growth and Development of
Organisms
LS3.A Inheritance of Traits
LS3.B Variation of Traits
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
cells. They can explain that all living systems are composed of cells and that organisms may be unicellular or
multicellular. They understand that cells are composed of biological macromolecules and that the complex processes
of the cell allow it to maintain a stable internal environment necessary to maintain life. They make predictions based
on these understandings.
B2.1 Transformation of Matter and Energy in Cells – In multicellular organisms, cells are specialized to carry out specific
Related
B4.2 B, D
composed of DNA molecules located in chromosomes. They explain the mechanism for the direct production of
specific proteins based on inherited DNA. Students diagram how occasional modifications in genes and the random
distribution of genes from each parent provide genetic variation and become the raw material for evolution.
B4.1 Genetics and Inherited Traits – Hereditary information is contained in genes, located in the chromosomes of each cell.
Cells contain many thousands of different genes. One or many genes can determine an inherited trait of an individual, and a single
gene can influence more than one trait. Before a cell divides, this genetic information must be copied and apportioned evenly into
the daughter cells. B4.1 A, B, c, d, e
B4.1 c
B4.2 A, E
B4.3B
B4.3d, e, f
B4.4a
B4.3A
B4.3g
B4.4b, c
4
4
B4.2 DNA – The genetic information encoded in DNA molecules provides instructions for assembling protein molecules. Genes are
segments of DNA molecules. Inserting, deleting, or substituting DNA segments can alter genes. An altered gene may be passed on to
every cell that develops from it. The resulting features may help, harm, or have little or no effect on the offspring’s success in its
environment. B4.2 A, B, C, D, E
B4.2x DNA, RNA, and Protein Synthesis – Protein synthesis begins with the information in a sequence of DNA bases being
copied onto messenger RNA. This molecule moves from the nucleus to the ribosome in the cytoplasm where it is “read.” Transfer
RNA brings amino acids to the ribosome, where they are connected in the correct sequence to form a specific protein. B4.2 f, g, h;
B4.r2i
B4.3 Cell Division – Mitosis and Meiosis – Sorting and recombination of genes in sexual reproduction results in a great variety
of possible gene combinations from the offspring of any two parents. B4.3 A, B, C, d, e, f, g
B4.4x Genetic Variation – Genetic variation is essential to biodiversity and the stability of a population. Genetic variation is
ensured by the formation of gametes and their combination to form a zygote. Opportunities for genetic variation also occur during
cell division when chromosomes exchange genetic material causing permanent changes in the DNA sequences of the chromosomes.
Random mutations in DNA structure caused by the environment are another source of genetic variation. B4.4 a, b, c
B4.r5x Recombinant DNA (recommended)—B4.r5 a, b
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
B4.1 d, e
B4.2C2
B4.2 f, g
B4.2h3
B4.r2i
B4.3C
B4.r5 a, b
Foundational
Page 12 of 14
Comment
2
B2.1 C, d
B4.1 A, B
functions such as transport, reproduction, or energy transformation. B2.1 C, d
B4 Genetics – Students recognize that the specific genetic instructions for any organism are contained within genes
Beyond
Foundational
Structure (no, not
included) but function
(yes, included)
3
B4.2h aligns with
HS.ED
4
Some of the CEs are
aligned because they
are foundational –
needed to teach the PE.
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Natural Selection and Evolution (HS.NSE)
(NGSS DCI / PE)
LS4.A Evidence of Common Ancestry and
Diversity
LS4.B Natural Selection
LS4.C Adaptation
S.LS4-1 Communicate scientific
information that common ancestry and
biological evolution are supported by
multiple lines of empirical evidence.
HS.LS4-2 Construct an explanation based
on evidence that the process of evolution
primarily results from four factors: (1) the
potential for a species to increase in
number, (2) the heritable genetic variation
of individuals in a species due to mutation
and sexual reproduction, (3) competition
for limited resources, and (4) the
proliferation of those organisms that are
better able to survive and reproduce in
the environment.
MI Content Statement and Aligned HSCE
B3 Interdependence of Living Systems and the Environment – Students describe the processes of
photosynthesis and cellular respiration and how energy is transferred through food webs. They recognize and analyze
the consequences of the dependence of organisms on environmental resources and the interdependence of organisms
in ecosystems.
B3.5 Populations – Populations of living things increase and decrease in size as they interact with other populations and with the
environment. The rate of change is dependent upon relative birth and death rates. B3.5 B, C, e
B5 Evolution and Biodiversity – Students recognize that evolution is the result of genetic changes that occur in
constantly changing environments. They can explain that modern evolution includes both the concepts of common
descent and natural selection. They illustrate how the consequences of natural selection and differential reproduction
have led to the great biodiversity on Earth.
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
Aligned
B3.5 B, C
B3.5 e
B5.1 A, B,
B5.1 c, d, e, f, g
B5.2 b, c
B5.3 A, C
B5.3 d, e
B5.1 Theory of Evolution – The theory of evolution provides a scientific explanation for the history of life on Earth as depicted in
the fossil record and in the similarities evident within the diversity of existing organisms. B5.1 A, B, c, d, e, f, g
B5.2 Molecular Evidence – Molecular evidence substantiates the anatomical evidence for evolution and provides additional
detail about the sequence in which various lines of descents branched. B5.2 a, b, c
B5.3 Natural Selection – Evolution is the consequence of natural selection, the interactions of (1) the potential for a population
to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of the
resources required for life, and (4) the ensuing selection from environmental pressure of those organisms better able to survive and
leave offspring. B5.3 A, B, C, D, e
HS-LS4-3 Apply concepts of statistics and
probability to support explanations that
organisms with an advantageous heritable
trait tend to increase in proportion to
organisms lacking this trait.
HS.LS4-4 Construct an explanation based
on evidence for how natural selection
leads to adaptation of populations.
HS.LS4-5 Evaluate the evidence supporting
claims that changes in environmental
conditions may result in: (1) increases in
the number of individuals of some species,
(2) the emergence of new species over
time, and (3) the extinction of other
species.
MI Science Standards Comparison Analysis Tool
High School – Life Science (Biology)
Page 13 of 14
Related
Beyond
B5.2 a
B5.r2 d
B5.3 B
B5.3 f
Comment
HS Life Science NGSS (Biology) – HSCE Alignment Analysis DRAFT 3-14-14
Engineering Design (HS.ED)
(NGSS DCI / PE)
MI Content Statement and Aligned HSCE
Recorder Name: Combined (GJ, DB, SC, MJ, CH) 3-14.14
Aligned
HS-ETS1-1 Analyze a major global
challenge to specify qualitative and
quantitative criteria and constraints for
solutions that account for societal needs
and wants.
HS-ETS1-3 Evaluate a solution to a
complex real-world problem based on
prioritized criteria and trade-offs that
account for a range of constraints,
including cost, safety, reliability, and
aesthetics as well as possible social,
cultural, and environmental impacts.
B4.2h5
B5.3f 6
Not specifically addressed in MI HSCE
Comment
5
B4.2h is listed as beyond
HS.IVT, but aligns with
HS.ED. B4.2h Recognize
that genetic engineering
techniques provide great
potential and
responsibilities.
6
B5.3f Demonstrate and
explain how
biotechnology can
improve a population and
species.
HS-ETS1-4 Use a computer simulation to
model the impact of proposed solutions to
a complex real-world problem with
numerous criteria and constraints on
interactions within and between systems
relevant to the problem.
MI Science Standards Comparison Analysis Tool
Beyond
HSCE Inquiry, Reflection and
Social Implications focus on
questions and scientific
knowledge; NGSS extends
these ideas to problems and
solutions.
B1.2 F
B1.2 g, h, j, k
ETS1.A Designing and Delimiting
Engineering Problems
ETS1.B Developing Possible Solutions
ETS1.C Optimizing the Design Solution
HS- ETS1-2 Design a solution to a complex
real-world problem by breaking it down
into smaller, more manageable problems
that can be solved through engineering.
Related
High School – Life Science (Biology)
Page 14 of 14