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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