| Bio |
1.0.0.1 |
Scientific method and procedures |
K-2-ETS1-1 |
Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. |
|
2 |
N/A |
N/A |
| Bio |
1.1.1.2 |
Chemistry and Water in Biology |
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. |
Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.] |
2 |
RST.11-12.1 WHST.9-12.2 WHST.9-12.5 WHST.9-12.9 |
N/A |
| Bio |
1.2.1.3 |
Cell 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 |
[Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] |
3 |
SL.11-12.5 |
N/A |
| Bio |
1.2.2.4 |
Photosynthesis |
HS-LS1-5 |
Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy |
Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps. |
3 |
SL.11-12.5 |
N/A |
| Bio |
1.2.3.5 |
Respiration |
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 |
Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.] |
2 |
SL.11-12.5 |
N/A |
| Bio |
1.2.4.6 |
Fermentation |
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 |
Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. |
2 |
RST.11-12.1 WHST.9-12.5 |
N/A |
| Bio |
1.2.5.7 |
Carbon Cycle |
HS-LS2-4 |
Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem |
Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy |
3 |
N/A |
MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 |
| Bio |
1.2.6.8 |
Cell Division |
HS-LS1-4 |
Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms |
[Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.] |
3 |
SL.11-12.5 |
MP.4 HSF-IF.C.7 HSF-BF.A.1 |
| Bio |
2.3.1.9 |
DNA |
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 |
[Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] |
3 |
RST.11-12.1 RST.11-12.9 |
N/A |
| Bio |
2.3.2.10 |
Genetics |
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. |
Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.] |
2 |
RST.11-12.1 WHST.9-12.1 |
MP.2 |
| Bio |
2.3.3.11 |
Heredity |
HS-LS3-3 |
Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population |
Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.] |
2 |
N/A |
MP.2 |
| Bio |
2.4.1.12 |
Evolution |
HS-LS4-1 |
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. |
[Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.] |
2 |
RST-11.12.1 WHST.9-12.2 WHST.9-12.9 SL.11-12.4 |
MP.2 |
| Bio |
2.4.2.13 |
Natural Selection |
HS-LS4-4 |
Construct an explanation based on evidence for how natural selection leads to adaptation of populations. |
Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.] |
2 |
RST-11.12.1 WHST.9-12.2 WHST.9-12.9 |
MP.2 |
| Bio |
3.5.1.14 |
Classification |
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 |
[Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] |
2 |
RST.11-12.1 WHST.9-12.2 |
MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 |
| Bio |
3.6.1.15 |
Biosphere |
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 |
Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.] |
1 |
N/A |
N/A |
| Bio |
3.7.1.16 |
Ecosystem and Community |
HS-LS2-1 |
Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. |
Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.] |
2 |
RST.11-12.1 WHST.9-12.2 |
MP.2 MP.4 HSN.Q.A.1 HSN.Q.A.2 HSN.Q.A.3 |
| Bio |
3.8.1.17 |
Populations |
HS-LS2-6 |
Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. |
Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise. |
2 |
RST.9-10.8 RST.11-12.1 RST.11-12.7 RST.11-12.8 |
MP.2 HSS-ID.A.1 HSS-IC.A.1 HSS-IC.B.6 |
| Bio |
4.9.1.18 |
Humans in the Biosphere |
HS-LS4-6 |
Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. |
Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.] |
3 |
WHST.9-12.5 WHST.9-12.7 |
N/A |
| Bio |
4.10.1.19 |
History of Life |
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 |
[Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations |
4 |
RST-11.12.1 WHST.9-12.2 WHST.9-12.9 |
MP.2 |