North Carolina K-12 Biology 2023 Support Document PDF

North Carolina K-12 Science Support Documents Biology: 2023 Support Document Purpose: The 2023 North Carolina K-12 Science Standards were officially approved by the State Board of Education on July 6, 2023. The Standard Course of Study is designed to help st...

North Carolina K-12 Science Support Documents Biology: 2023 Support Document Purpose: The 2023 North Carolina K-12 Science Standards were officially approved by the State Board of Education on July 6, 2023. The Standard Course of Study is designed to help students continually grow their science knowledge and abilities. The standards are intended to foster conceptual understanding, develop scientifically literate students, and provide opportunities to build knowledge and practices within each grade band or course. The K-12 Science Support Documents serve as resources for teachers, administrators, science specialists, instructional coaches, parents, and other stakeholders in understanding the standards and planning instruction. They do not serve as curricula nor as a means to limit instruction in the classroom, but rather are intended to serve as a guide for discerning and describing features of students and their work necessary to meet grade level proficiency. Science Teaching and Learning: A coherent and consistent approach throughout grades K-12 is key to realizing the vision for science education embodied in A Framework for K-12 Science Education. Students should actively engage in science and engineering practices and apply crosscutting concepts in every grade level to deepen their understanding of each field’s disciplinary core ideas. Science Safety: It is the responsibility of teachers and school administrators to use appropriate legal standards and best professional practices under duty of care to make the science laboratory safe. Follow the Public School Unit’s guidelines regarding safety in the classroom. For more information, review the National Science Teaching Association’s position statement on safety and school science instruction. Thank You: We wish to express sincere appreciation for the many hours dedicated to this process by nonformal science educators, representatives of higher education, business and industry representatives, community members, parents, and especially the K-12 science educators. 1 May 2024 Biology: 2023 Support Document Resources: The resources used to inform the development of the K-12 Science Support Documents include: ​ Benchmarks for Science Literacy ​ Earth Science Literacy Principles ​ National Assessment of Educational Progress (NAEP) Science Assessment Framework (2019 & 2028) ​ National Research Council: A K-12 Framework for Science Education:Practices, Crosscutting Concepts, and Core Ideas ​ National Science Teaching Association: Three-Dimensional Progression Matrix on Science and Engineering Practices ​ Ocean Literacy Principles ​ STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts into Assessment and Instruction ​ Trends in International Mathematics and Science Study (TIMSS) 2023 Assessment Framework This template illustrates the organization of the K-12 Science Support Documents and provides detailed explanations regarding the standards to inform curriculum development and support both instruction and classroom assessment. Strand Organizes the standards into broader contexts within a K-12 vertical progression. The standards are organized within 11 strands which articulate vertical alignment. As students progress from one grade to the next, the depth of knowledge and level of sophistication increases. Standards Organization The 2023 Science Standards are grouped in three domains: Physical Science, Life Science, and Earth & Space Science. The standards are organized in K-12 strands which increase in sophistication through the grade bands. The eleven strands include: ​ Matter and Its Interactions ​ Motion and Stability: Forces and Interactions ​ Energy ​ Waves and Their Applications in Technologies for Information Transfer ​ From Molecules to Organisms: Structures and Functions ​ Ecosystems: Interactions, Energy, and Dynamics ​ Heredity: Inheritance and Variation ​ Biological Evolution: Unity and Diversity ​ Earth’s Place in the Universe 2 May 2024 Biology: 2023 Support Document ​ Earth’s Systems ​ Earth and Human Activity K-12 Vertical Alignment Progression of the K-12 Science Standards for each strand Standards and Objectives: The North Carolina Standard Course of Study sets expectations for student learning in K-12 Science. Standards and objectives communicate what students should know and be able to do to master the content. Standard - Broader content that frames the objectives Objectives - Objectives are specific content that support the standard. Each standard contains two or more objectives. Each objective contains a Science and Engineering Practice (SEP), a Revised Bloom’s Taxonomy (RBT) verb, and a Disciplinary Core Idea (content). Standard - Broader content that frames the objectives Objective - Objectives are specific content that support the standard. Each standard contains two or more objectives. The objectives in 2023 Science Standards represent what students at the “standard” level should know, understand, and be able to do. For high school honors level course implementation, refer to the Honors Level Course Development and Evaluation Tool. Clarification Statement(s): Some objectives are followed by statements which supply additional information or clarification. Boundary Statement(s): The purpose of this section is to provide limits on classroom assessment. Dimension 1: Science and Engineering Practice (SEP) [Science and Engineering Practice included in Objective] Practices refer to the things that scientists and engineers do and how they actively engage in their work. This section provides further clarification for what students should be doing to engage in this practice. There are various ways that each practice can be used, as articulated in A Framework for K-12 Science Education (NRC, 2012) and the NSTA’s SEP Matrix. The Framework identifies a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining science and engineering practices and disciplinary 3 May 2024 Biology: 2023 Support Document core ideas is stated in the Framework as follows: Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content (NRC Framework, 2012, p. 218). The eight practices of science and engineering that the Framework identifies as essential for all students to learn and describes in detail are listed below: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Dimension 2: Crosscutting Concepts (CCC) Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict science phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how the teacher structures the topic. Teachers should choose the one(s) that best support(s) their instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept(s): [Crosscutting Concept Name(s)] A Framework for K-12 Science Education identifies seven crosscutting concepts that bridge disciplinary boundaries and unite core ideas. Their purpose is to help students deepen their understanding of the disciplinary core ideas and develop a coherent and scientifically based view of the world (p. 83). The seven crosscutting concepts of the Framework are: 4 May 2024 Biology: 2023 Support Document 1.​ Patterns - Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 2.​ Cause and effect: Mechanism and explanation - Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. 3.​ Scale, proportion, and quantity - In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance. 4.​ Systems and system models - Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. 5.​ Energy and matter: Flows, cycles, and conservation - Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations. 6.​ Structure and function - The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7.​ Stability and change - For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study. Dimension 3: Disciplinary Core Ideas (DCI) [DCI Code]: [DCI Name] The purpose of this section is to articulate the conceptual ideas students should know and be able to use within specific grade bands to support the explanation of science phenomena. Although these core ideas primarily are found in A Framework for K-12 Science Education, information may be included from other sources such as the Benchmarks for Science Literacy, Ocean Literacy Principles, Earth Science Literacy Principles, NAEP 2028 Framework, and TIMSS 2023 Framework. This section is not intended to be a checklist of content for students to memorize. What does it look like to demonstrate proficiency? This section provides statements of what students should know and be able to do to demonstrate proficiency of a standard. These statements can be used to plan learning goals, tasks, and assessments during the instructional sequence, and should address how the dimensions of The Framework interact. These proficiency statements are not intended to be used as curriculum or to dictate instruction. Academic Language: The tools in this section help teachers encourage classroom discussion and facilitate science discourse. [*Question/Sentence Stems that utilize academic language]:) 5 May 2024 Biology: 2023 Support Document Effective science instruction requires discipline-specific communication skills. This means that effective science learning occurs when students are expected to speak, listen, read, and write in ways that are appropriate to science. *Resource: STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction [Words to support student discourse]: This section is not intended to be an exhaustive vocabulary list of terms students need to know; rather it is a list of words meant to support classroom discussion. Teaching words or concepts in isolation or prior to experiences that give context (frontloading) does not allow students the opportunities for sense-making that lead to a greater depth of conceptual understanding. How do I send Feedback? We intend the explanations and examples in this document to be helpful and specific. That said, we believe that as this document is used, teachers and educators will find ways in which it can be improved and made ever more useful. Please use this Google form to send us feedback. Thank You! 6 May 2024 Biology: 2023 Support Document BIOLOGY K-12 Vertical Alignment​ ​ ​ ​ ​ ​ ​ ​ ​ ​ Formative Assessment Examples Strands: From Molecules to Organisms (Standards 1-3) Ecosystems - Interactions, Energy, and Dynamics (Standards 4-5) Heredity - Inheritance and Variation of Traits (Standards 6-8) Biological Evolution - Unity and Diversity (Standards 9-10) Reference Table- Amino Acid Sequence Chart From Molecules to Organisms Standard and Objectives: LS.Bio.1 Analyze how the relationship between structure and function supports life processes within organisms. LS.Bio.1.1 Construct an explanation to illustrate relationships between structure and function of major macromolecules essential for life. LS.Bio.1.2 Carry out investigations to illustrate how enzymes act as catalysts for biochemical reactions and how environmental factors affect enzyme activity. LS.Bio.1.3 Use models to explain how the structure of organelles determines its function and supports overall cell processes. LS.Bio.1.4 Construct an explanation to compare prokaryotic and eukaryotic cells in terms of structures and degree of complexity. LS.Bio.1.5 Construct an explanation to summarize how DNA and RNA direct the synthesis of proteins. LS.Bio.2 Analyze the growth and development processes of organisms. LS.Bio.2.1 Use models to illustrate how cellular division results in the reproduction, growth, and repair of organisms. 7 May 2024 Biology: 2023 Support Document LS.Bio.2.2 Construct an explanation to illustrate that proteins regulate gene expression resulting in cellular differentiation, specialized cells with specific functions, and uncontrolled cell growth. LS.Bio.3 Analyze the relationship between biochemical processes and energy use. LS.Bio.3.1 Carry out investigations to explain how homeostasis is maintained through feedback mechanisms. LS.Bio.3.2 Use models to illustrate how photosynthesis transforms light energy into chemical energy. LS.Bio.3.3 Use models to illustrate how cellular respiration [aerobic and anaerobic] transforms chemical energy into ATP. LS.Bio.1 Analyze how the relationship between structure and function supports life processes within organisms. LS.Bio.1.1 Construct an explanation to illustrate relationships between structure and function of major macromolecules essential for life. Clarification Statement: ​ Emphasis should be on understanding the role of each macromolecule and how each supports life and life functions. ○​ Students are expected to know the functions of the major macromolecules (carbohydrates, lipids, proteins, and nucleic acids). Boundary Statement: ​ Students are expected to know the elemental composition of each macromolecule. ○​ Students are not expected to know elemental ratios, atomic bonding pattern, or the molecular bonding pattern. ○​ Students are not expected to know the specific molecular structure of macromolecules. ​ Students are expected to know that nutrients (carbon, nitrogen, phosphorus) are obtained from foods we eat and are part of larger nutrient cycles. ○​ Students are not expected to know the steps of nutrient cycles. Dimension 1: Science and Engineering Practice (SEP): Construct an Explanation NAEP (2028 Framework) ​ S12.18: Construct or revise an explanation that uses a chain of cause and effect or evidence-based associations between factors to account for the qualitative or quantitative relationships between variables in a phenomenon. NSTA Progression ​ Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that 8 May 2024 Biology: 2023 Support Document describe the natural world operate today as they did in the past and will continue to do so in the future. ​ Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how the topic is structured. Choose the one(s) that best support(s) the instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Structure and Function *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimensions 3: Disciplinary Core Ideas (DCI): A Framework for K-12 Science Education ​ LS1.A: Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules, such as water, proteins, carbohydrates, lipids, and nucleic acids. Benchmarks for Science Literacy ​ 5C/H8: A living cell is composed of a small number of chemical elements mainly carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur. Carbon, because of its small size and four available bonding electrons, can join to other carbon atoms in chains and rings to form large and complex molecules. NAEP (2028 Framework) ​ L12.1: Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Illustrate- Finding a specific example or illustration of a concept or principle Construct Explanation Students construct an explanation that includes: 9 May 2024 Biology: 2023 Support Document ​ a description of the structure and function relationship for each macromolecule - carbohydrates, lipids, proteins, and nucleic acids. ​ a description of how macromolecules support the survival of all living things. Evidence Students identify and describe* the evidence to construct the explanation, including: ​ The major functions of each macromolecule: ○​ Carbohydrate: provide quick energy in organisms and can be used in the formation of cell walls ○​ Lipid: store energy, provide insulation and protection ○​ Proteins: build cellular (microtubules, enzymes) and organism (hair, nail, collagen) structures; send chemical signals/messages ○​ Nucleic acids: store and transmit genetic information (DNA, RNA) ​ The 4 essential elements that make up all organisms - Carbon (C), Hydrogen (H), Oxygen (O), Nitrogen (N). ​ The elemental composition (not ratio) of each macromolecule: ○​ Carbohydrate: C, H, O ○​ Lipid: C, H, O ○​ Protein: C, H, O, N ○​ Nucleic Acid: C, H, O, N, Phosphorus ​ The monomer to the polymer for each macromolecule (in name only, not model or structure) ○​ Carbohydrate: Monosaccharide (monomer), Polysaccharide (polymer) ○​ Lipid: Fatty Acids + Glycerol (monomer) ○​ Protein: Amino Acid (monomer), Polypeptide (polymer) ○​ Nucleic Acid: Nucleotide (monomer) = Phosphate + Sugar + Nitrogenous Base ​ Deoxyribonucleic Acid (DNA) is a double helix composed of: Phosphate + Deoxyribose + (Adenine, Thymine, Guanine or Cytosine) ​ Ribonucleic Acid (RNA) is a single strand composed of: Phosphate + Ribose + (Adenine, Uracil, Guanine or Cytosine) Reasoning Students use reasoning to connect evidence and construct an explanation about structure and function of macromolecules. Students describe* the following chain of reasoning in their explanation: ​ Essential elements (carbon, oxygen, hydrogen, nitrogen, phosphorus) exist within, and cycle between, living organisms as biomolecules. ​ Monomers are subunits of larger molecules called polymers. Polymers can be used to build larger structures necessary for survival. For example: 10 May 2024 Biology: 2023 Support Document ○​ Plants use glucose to form starches, which are used to build cellulose for cell walls. ○​ Phospholipids (which are built from lipids) have hydrophobic properties, which allow for the formation of a cellular membrane/phospholipid bilayer in all cells. ○​ Proteins are built from amino acid chains, which then fold into a 3-D shape that correlates to a specific function. ​ If the structure of a macromolecule is changed, the function may be altered (e.g., changes in protein shape). *Note: When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Suggestion: The connection between nutrient cycles (carbon, nitrogen, phosphorus) and biological processes (generation of macromolecules) should be highlighted throughout the course. Academic Language Questions/Sentence Stems that utilize academic language: ​ What structures are present in ________? What function does each structure have in _________(scenario)? ​ The relationship between the structure and the function? ​ Why does the shape of __________ matter for its function? What other properties of the structure might allow it to have certain behaviors? ​ The individual structures of _________ function to _______. The structures together allow the system to _______. Words to support student discourse: monomer, polymer, carbohydrate, monosaccharide, polysaccharide, protein, amino acid, polypeptide, lipid, nucleic acid, metabolism, acid, base, pH, homeostasis, elements (C,H,O,N,P), catalyst, glucose, cellulose, phospholipid, RNA, DNA Back to Strand Back to Top LS.Bio.1.2 Carry out investigations to illustrate how enzymes act as catalysts for biochemical reactions and how environmental factors affect enzyme activity. Clarification Statement: ​ Emphasis should be on observing, carrying out, and referencing investigations that model how enzymes speed up biochemical reactions under optimum and varying environmental conditions (e.g., temperature, pH). ​ Students are expected to use experimental data to draw conclusions about cause-and-effect relationships between enzyme activity and changing environmental conditions. Boundary Statement: 11 May 2024 Biology: 2023 Support Document ​ Students are not expected to know the following concepts: coenzyme, inhibitors, competitive enzymes, dehydration synthesis, hydrolysis, and condensation reaction. ​ Students are not expected to know specific enzyme or substrate names, but they may be introduced to many examples in instruction. Dimension 1: Science and Engineering Practice (SEP): Plan and Carry Out Investigations NAEP (2028 Framework) ​ S12.5: Plan an investigation that will produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure appropriate variables are controlled. ​ S12.8: Predict the outcome of an investigation or test of a design plan and support that prediction with an argument including evidence from models, evidence from prior experiments, and/or the application of science knowledge to support the prediction. NSTA Progression ​ Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts. ​ Select appropriate tools to collect, record, analyze, and evaluate data. ​ Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated. ​ Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how the topic is structured. Choose the one(s) that best support(s) the instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Cause and Effect 12 May 2024 Biology: 2023 Support Document *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimension 3: Disciplinary Core Ideas (DCI): A Framework for Science Education ​ LS1.A: Specialized structures within cells are also responsible for specific cellular functions. These essential functions of a cell involve chemical reactions between many types of molecules, including water, proteins, carbohydrates, lipids, and nucleic acids. Benchmarks for Science Literacy ​ 5C/H9**(SFAA): Some protein molecules assist in replicating genetic information, repairing cell structures, helping other molecules get in or out of the cell, and generally catalyzing and regulating molecular interactions. NAEP (2028 Framework) ​ L12.1: Systems of specialized cells within organisms help them perform the essential functions of life, which involve chemical reactions that take place between different types of molecules. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Illustrate- Finding a specific example or illustration of a concept or principle Carrying out the investigation In the investigation, students describe: ​ How to conduct the investigation safely, ethically, and with consideration of environmental impact. ​ What data is needed, how much is enough, and how accurate and precise it needs to be to help make the best conclusions. ​ Appropriate tools to collect, record, analyze, and evaluate data for investigation. Collecting the data Students collect and record data about: ​ Enzymes acting as catalysts for specific reactions with specific substrates (e.g., lactase only catalyzes the breakdown of lactose) including: ○​ Enzymes speed up the chemical reaction by lowering the activation energy. ○​ Enzymes are reusable. ​ Enzyme function changes with varying environmental factors (like pH and temperature); data can be used to demonstrate how an enzyme may be denatured with extreme temperature and pH changes. ○​ Enzymes have a 3D shape that is specific to their substrate, similar to a lock and key. If that 3D shape gets changed due to environmental conditions changing, the enzyme can no longer function. ​ Optimum environmental conditions (pH and/or temperature) for a specific enzyme to function in order to catalyze a 13 May 2024 Biology: 2023 Support Document biochemical reaction ○​ This may include constructing and analyzing graphs of enzyme function/activity. Drawing conclusions Students summarize findings to include: ​ Enzymes are proteins that speed up chemical reactions (catalysts) by lowering the activation energy. ​ Enzymes are reusable and specific. ​ Enzymes are affected by such factors as pH and temperature. ​ Enzymes are necessary for all biochemical reactions. ​ Enzyme function can be altered when the enzyme structure/shape is compromised. Refining the design Students evaluate their assessment including: ​ Assessment of the accuracy and precision of the data, as well as limitations (e.g., cost, risk, time) of the investigation, and make suggestions and refinement ​ Assessment of the ability of the data to provide the evidence required If necessary, students refine the investigational plan to ​ Produce more generalizable data about factors that affect enzyme structure or function. Academic Language Questions/Sentence Stems that utilize academic language: ​ What caused the patterns you observed? ​ Follow up question: How do you know that _________ caused _________? ​ Does the fact that that the data showed that ____________ always happened [after/whenever] ​ ____________ occurred mean that ______________ causes _______________? Why or why not? ​ Follow up question: How can you test whether ________ caused _________ to happen? ​ What do you predict would happen if [extrapolate to a new, related situation]? ​ What would you predict in [present new situation involving same mechanism] would happen? ​ How is the situation similar to or different from [the presented scenario]? ​ How do ____________ and _____________ affect _______________? ​ How do _____________ and _____________ affect each other over time? ​ What evidence presented in the scenario supports the claim that _________ causes __________? ​ Is the evidence presented sufficient to conclude that ____________ caused ____________? If not, what additional evidence is needed? 14 May 2024 Biology: 2023 Support Document Words to support student discourse: enzyme, protein, catalyst, activation energy, reactants, products, denature, temperature, pH, buffer, substrate, active site, enzyme-substrate complex, specificity (substrate to enzyme), homeostasis, structure, function Back to Strand Back to Top LS.Bio.1.3 Use models to explain how the structure of organelles determines its function and supports overall cell processes. Clarification Statement: ​ Emphasis should be on how each organelle or cellular structure supports operations within and among cells. ○​ Organelles and cell structures include: nucleus, plasma membrane, cell wall, mitochondria, vacuoles, chloroplasts, ribosomes, smooth and rough endoplasmic reticulum, lysosomes, Golgi apparatus, cytoplasm, flagella, and cilia. ○​ Function examples: Folded inner membrane in mitochondria increases surface area for energy production during aerobic cellular respiration; this energy supports daily cell operation. Boundary Statement: ​ Students are not expected to identify the following cell structures: microtubules, filaments, nucleolus, cristae or matrix (in the mitochondria), stroma or granum (in chloroplasts), or centrioles. ​ Students are not expected to know the origin of mitochondria or chloroplasts through the Endosymbiotic Theory. Dimension 1: Science and Engineering Practice (SEP): Develop and Use Models NAEP (2028 Framework) ​ S12.16: Develop, use, and/or revise a model that includes mathematical relationships (including both visible and invisible quantities) to describe, explain, and/or predict phenomena or to test a proposed design solution. NSTA Progression ​ Develop a complex model that allows for manipulation and testing of a proposed process or system. ​ Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how the topic is structured. Choose 15 May 2024 Biology: 2023 Support Document the one(s) that best support(s) the instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Structure and Function *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimension 3: Disciplinary Core Ideas (DCI): A Framework for K-12 Science Education ​ LS1.A: Organisms and their parts are made of cells, which are the structural units of life and which themselves have molecular substructures that support their functioning. Specialized structures within cells are also responsible for specific cellular functions. These essential functions of a cell involve chemical reactions between many types of molecules, including water, proteins, carbohydrates, lipids, and nucleic acids. Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. Benchmarks for Science Literacy ​ 5C/H1a: Every cell is covered by a membrane that controls what can enter and leave the cell. ​ 5C/H2a: Within the cells are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, passing information, and even movement. NAEP (2028 Framework) ​ L12.2: Multicellular organisms have a hierarchical organization, in which its systems support functions necessary for the organism’s survival and reproduction. Each system is made up of numerous parts and is itself a component of the next level. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Explain- Constructing a cause-and-effect model of a system Components of the model From the given model, students identify and describe* the components of the model in order to: ​ Distinguish between plant and animal cell diagrams based on organelles present ○​ Students may use light microscopes or digital microscope simulations in order to attain models of cells and cell structures. ○​ Students may use representations from light and electron microscopes for comparison of cell structures. ​ Explain how the structure of the organelle determines its function. (e.g., folded inner membrane in mitochondria increases surface area for energy production during aerobic cellular respiration). 16 May 2024 Biology: 2023 Support Document ​ Explain the implications of specific organelles not functioning properly in cells. Relationships Students identify the following relationship between components of the given model: ​ Summarize how organelles interact to carry out functions such as energy production and use, transport of molecules, disposal of waste, and synthesis of new molecules (e.g., DNA codes for proteins which are assembled by the ribosomes and used as enzymes for energy production at the mitochondria). ​ Structures within and/or shapes of specialized cells are related to specific cellular functions (or the shape of nerve cells and muscle cells). Connections Students use the given model to illustrate/explain: ​ The proportion and quantity of organelles within a specific type of cell compared to a different cell type can lead to specializations or differences in cell functionality (e.g., high amount of mitochondria could mean a muscle cell; large amounts of golgi bodies could mean an endocrine cell based on functionality of the cell type). ​ Cause and effect relationships between quantity of organelles to cell function (e.g., more mitochondria in muscle and nerve cells than in skin cells, presence of chloroplasts in leaf cells, more ribosomes in pancreatic cells) *Note: When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Academic Language Questions/Sentence Stems that utilize academic language: ​ The _______ structures help _______ to function because _______. ​ I/we think that the _______ structures in the system (choose the system) function _______. ​ The _______ structures are present in _______ and are related to the function _______. Words to support student discourse: cell, prokaryote, eukaryote, nucleus, organelle, plasma membrane, cell wall, chloroplast, cilia, cytoplasm, cytoskeleton, endoplasmic reticulum (smooth/rough), vesicles, flagella, Golgi apparatus, lysosome, mitochondria, ribosome, vacuole, chlorophyll, microscope, homeostasis, phospholipid, selective permeability, transport proteins, structure, function Back to Strand Back to Top LS.Bio.1.4 Construct an explanation to compare prokaryotic and eukaryotic cells in terms of structures and degree of complexity. 17 May 2024 Biology: 2023 Support Document Clarification Statement: ​ Emphasis should be on exploring structures (genetic materials, plasma membrane, internal and external structures) in order to determine that there is a difference in complexity between prokaryotic and eukaryotic cells. Boundary Statement: ​ Students are not expected to know the following terms or concepts: pili, gram positive or negative, and capsule. Dimension 1: Science and Engineering Practice (SEP): Construct an Explanation NAEP (2028 Framework) ​ S12.18: Construct or revise an explanation that uses a chain of cause and effect or evidence-based associations between factors to account for the qualitative or quantitative relationships between variables in a phenomenon. NSTA Progression ​ Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. ​ Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how the topic is structured. Choose the one(s) that best support(s) the instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Structure and Function *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimension 3: Disciplinary Core Ideas (DCI): A Framework for Science Education ​ LS1.A: A central feature of life is that organisms grow, reproduce, and die. Organisms range in composition from a single cell (unicellular microorganisms) to multicellular organisms, in which different groups of large numbers of cells work together to form systems of tissues and organs (i.e., circulatory, respiratory, nervous, musculoskeletal), that are specialized 18 May 2024 Biology: 2023 Support Document for particular functions. Benchmarks for Science Literacy ​ 5C/H1b: In all but quite primitive cells, a complex network of proteins provides organization and shape and, for animal cells, movement. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Compare- Finding similarities and differences between two or more objects, events, ideas, problems, or situations Constructing Explanations Students construct an explanation that includes: ​ Prokaryotic cells are less complex than eukaryotic cells; eukaryotic cells contain complex cell structures and organelles. ​ While all living things are made up of cells, there exists both unicellular and multicellular organisms. Different types of cells can exist within one multicellular organism. Evidence Students identify and describe* the evidence to construct the explanation, including: ​ Eukaryotes contain the presence of membrane bound organelles – mitochondria, nucleus, vacuole, and chloroplasts are not present in prokaryotes. ​ Ribosomes are found in both prokaryotes and eukaryotes. ​ DNA and RNA are present in both, but are not enclosed by a membrane in prokaryotes. ​ Chromosome structure is different- eukaryotes have chromosomes and prokaryotes have a single circular strand of DNA. ​ Contrasts in size – prokaryotic cells are smaller than eukaryotic cells. ​ All cells are small and are unable to be seen with the unaided eye and require engineered magnification devices to be seen. Reasoning Students use reasoning to connect evidence and construct an explanation about complexity of cell types. Students describe* the following chain of reasoning in their explanation: ​ Prokaryotic cells are smaller, do not contain membrane-bound organelles, and genetic material is in the the form of a single circular strand of DNA. ​ Eukaryotic cells are larger, contain membrane-bound organelles, and genetic material is in the form of a chromosome. ​ After investigation into similarities and differences of genetic material, cell structures, and cell size, we can determine that all eukaryotic cells are more complex than prokaryotic cells. 19 May 2024 Biology: 2023 Support Document ​ All cells that do not contain membrane-bound organelles and are considerably small in size should be classified a prokaryotic cell. *Note: When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Academic Language Question/Sentence Stems that utilize academic language: ​ The _______ structures help _______ to function because _______. ​ I/We think that the organism is ______ (prokaryotic/eukaryotic) because _________. ​ The _______ (structures) are present in _______ and are related to the _______ (function). ​ How does the structure of a prokaryotic cell compare to the structure of a eukaryotic cell? Words to support student discourse: prokaryotic, eukaryotic, animal, fungi, protist, membrane-bound organelles, chromosome (linear),membrane, cell size, complexity Back to Strand Back to Top LS.Bio.1.5 Construct an explanation to summarize how DNA and RNA direct the synthesis of proteins. Clarification Statement: ​ DNA has a double-helix structure, with weak hydrogen bonds holding nucleotides together. ○​ Replication of DNA occurs prior to mitosis (LS.Bio.2.1) or meiosis (LS.Bio.6.2). ​ The sequence of nucleotides in DNA codes for RNA, which determines the amino acid sequence of proteins (transcription and translation). ○​ Transcription produces messenger RNA (complementary single-stranded copy of a gene). ○​ Ribosomes translate messenger RNA into proteins. ​ DNA codes for the structure of proteins, which regulate and carry out the essential functions of life and result in specific traits. Boundary Statement: ​ Students are expected to interpret an amino acid sequence chart. ​ Students are not expected to identify specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis (e.g., do not need to know the role of RNA polymerase, the process of initiation, promotion, elongation, or termination in protein synthesis). 20 May 2024 Biology: 2023 Support Document Dimension 1: Science and Engineering Practice (SEP): Construct an Explanation NAEP (2028 Framework) ​ S12.18: Construct or revise an explanation that uses a chain of cause and effect or evidence-based associations between factors to account for the qualitative or quantitative relationships between variables in a phenomenon. NSTA Progression ​ Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. ​ Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how you structure the topic. Choose the one(s) that best support(s) your instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Structure and Function *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimensions 3: Disciplinary Core Ideas (DCI): A Framework for K-12 Science Education ​ LS1.A: All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells. ​ LS3.A: In all organisms the genetic instructions for forming species’ characteristics are carried in the chromosomes. Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function. Benchmarks for Science Education ​ 5C/H4a: The genetic information encoded in DNA molecules provides instructions for assembling protein molecules. ​ 5C/H4b: The genetic information encoded in DNA molecules is virtually the same for all life forms. 21 May 2024 Biology: 2023 Support Document ​ 5B/H3*: The information passed from parents to offspring is coded in DNA molecules, long chains linking just four kinds of smaller molecules, whose precise sequence encodes genetic information. ​ 5C/H3: The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acids molecules. The function of each protein molecule depends on this specific sequence of amino acids and its shape. The shape of the chain is a consequence of attractions between its parts. ​ 5A/H4**(SFAA): Most complex molecules of living organisms are built up from smaller molecules. The various kinds of small molecules are much the same in all life forms, but the specific sequences of components that make up the very complex molecules are characteristic of a given species. NAEP (2028 Framework) ​ L12.14: Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular region of that DNA. Genes contain the instructions to code for the formation of proteins that determine traits. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no currently known function. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Summarize- Condensing larger information into a general theme or major point(s) Constructing Explanations Students construct an explanation that includes: ​ Segments of DNA (called genes) code for specific traits within an organism. ​ DNA controls the expression of traits by being transcribed into mRNA, which is translated by ribosomes into a protein. ​ In DNA: ○​ Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. ○​ The structure of DNA is a double helix formed from 2 complementary strands of nucleotides held together by weak hydrogen bonds. ○​ DNA molecules contain four different kinds of building blocks, called nucleotides (composed of a phosphate, a deoxyribose sugar, and a nitrogenous base) linked together in a sequential chain (LS.Bio.1.1). ​ Adenine (A) pairs with Thymine (T). ​ Guanine (G) pairs with Cytosine (C). ○​ Regions of DNA called genes determine the structure of proteins, which carry out the essential functions of life through systems of specialized cells. ○​ DNA serves as a template for messenger RNA (mRNA) and amino acid sequence. 22 May 2024 Biology: 2023 Support Document ​ In RNA: ○​ Guanine (G) pairs with Cytosine (C). ○​ Adenine (A) pairs with Uracil (U). ​ During transcription, Uracil (U) substitutes for Thymine (T). ○​ RNA is single-stranded. ​ On ribosomes: ○​ Groups of three mRNA nucleotides (called codons) are paired with complementary transfer RNA (tRNA) which carries a unique amino acid. ○​ Students use a codon chart to determine the amino acid sequence produced by a particular sequence of bases. ○​ Amino acids are linked by peptide bonds to form polypeptides. Evidence Students identify and describe* the evidence to construct the explanation, including: ​ All cells contain DNA. ​ DNA contains regions that are called genes. ​ The sequence of genes contains instructions that code for proteins. ​ Transcription of the DNA template to mRNA occurs in the nucleus. ​ Translation of mRNA to protein occurs when tRNA delivers amino acids to ribosomes in the cytoplasm. ​ Proteins are necessary to carry out functions that are essential to the cell and/or organism. Reasoning ​ Because all cells contain DNA, all cells contain genes that can code for the formation of proteins. ​ Body tissues are systems of specialized cells with similar structures and functions, each of whose functions are mainly carried out by the proteins they produce. ​ Mistakes in any process can result in changes to amino acid sequence and protein function. ​ Proper function of many proteins is necessary for the proper functioning of the cells. ​ Gene sequence affects protein function, which in turn affects the function of body tissues. *Note: When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Academic Language Question/Sentence Stems that utilize academic language: ​ What structures are present in ________? What function does each structure have in _________[scenario or process]? ​ The relationship between the structure and its function is ___________________? ​ What do the individual structures do? How do the structures work together to allow the system to function? ​ For the model, describe the behaviors by which the structures accomplish their functions. 23 May 2024 Biology: 2023 Support Document Words to support student discourse: DNA, RNA, protein, amino acid, double helix, nitrogenous base, Adenine, Guanine, Cytosine, Thymine, Uracil, deoxyribose, ribose, phosphate, hydrogen bond, template, transcription, translation, mRNA, tRNA, cell, nucleus, ribosome, nucleotide, base pair, peptide/polypeptide, codon, sequence, expression, chromosome, gene Back to Strand Back to Top LS.Bio.2 Analyze the growth and development processes of organisms. LS.Bio.2.1 Use models to illustrate how cellular division results in the reproduction, growth, and repair of organisms. Clarification Statement: ​ Emphasis is on the conceptual understanding the role mitosis plays in the production, growth, repair, and maintenance of systems within complex organisms. ​ Genetically identical cells are the product of mitosis. ​ Students are expected to describe major events in the cell cycle including cell growth, DNA replication, separation of chromosomes, and remaining cellular components. Note: The role of meiosis in producing gametes for sexual reproduction is addressed in LS.Bio.6.1. Boundary Statement: ​ Students are responsible for knowing the overall purpose, process, and products of mitosis. ​ Students are not responsible for knowing the names or order of mitotic stages. ​ Students are not expected to know ploidy, in terms of n or 2n. ​ Students are not responsible for knowing specific cell cycle control proteins. Dimension 1: Science and Engineering Practice (SEP): Develop and Use Models NAEP (2028 Framework) ​ S12.16: Develop, use, and/or revise a model that includes mathematical relationships (including both visible and invisible quantities) to describe, explain, and/or predict phenomena or to test a proposed design solution. NSTA Progression ​ Develop a complex model that allows for manipulation and testing of a proposed process or system. ​ Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. 24 May 2024 Biology: 2023 Support Document Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how you structure the topic. Choose the one(s) that best support(s) your instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Systems and System Models *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimension 3: Disciplinary Core Ideas (DCI): A Framework for K-12 Science Education ​ LS1.B: In multicellular organisms individual cells grow and then divide via a process called mitosis, thereby allowing the organism to grow. The organism begins as a single cell (fertilized egg) that divides successively to produce many cells, with each parent cell passing identical genetic material (two variants of each chromosome pair) to both daughter cells. Benchmarks for Science Literacy ​ 5C/H4c: Before a cell divides, the instructions are duplicated so that each of the two new cells gets all the necessary information for carrying on. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Illustrate- Finding a specific example or illustration of a concept or principle Components of the model From the given model, students identify and describe* the components of the model in order to: ​ Illustrate the role of mitotic cell division in producing and maintaining complex organisms. ○​ Genetic material is organized in separate DNA strands (called chromosomes) with different genes on different chromosomes. ○​ Inputs of mitotic cell division are called parent cells. Outputs are called daughter cells. Relationships Students identify and *describe the relationship between model components: ​ Parent cells replicate DNA in preparation for cell division (LS. Bio 1.5). ​ Genetic information moves through specific mitotic stages. 25 May 2024 Biology: 2023 Support Document ​ Daughter cells receive identical genetic information from the parent cell. ​ Mitotic cell division produces two genetically identical daughter cells from a parent cell (same number and type of chromosomes). ​ Genetic material moves in predictable patterns to allow for the production of identical daughter cells. Connections Students use the model to illustrate that mitotic cell division in cells: ​ Allows for the growth of organisms. ​ Can replace old, dead, or damaged cells to maintain a complex organism. ​ Allows for reproduction of unicellular organisms. Students differentiate between the accuracy of the model and the process of mitosis. Students compare the purpose, process, and products of mitosis and meiosis (LS.Bio.6.1). *Note: When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Academic Language Questions/Sentence Stems that utilize academic language: ​ How do daughter cells relate to parent cells? ​ How do the parts of the system work together to accomplish mitotic cell division? ​ How does genetic information flow within the system? ​ In the system, ____________ and ____________ are shown in the model. ​ In the system, __________ and _________ work together to ________. Words to support student discourse: mitosis, growth, maintenance, cell cycle, cell signaling, DNA replication, chromosomes, diploid, identical, multicellular, nucleus, daughter cell, parent cell, DNA, tissue, organ, asexual reproduction, somatic or body cells, interphase, Growth 1, synthesis, DNA replication, Growth 2, mitosis, prophase, metaphase, anaphase, telophase, cytokinesis, binary fission Back to Strand Back to Top LS.Bio.2.2 Construct an explanation to illustrate that proteins regulate gene expression resulting in cellular differentiation, specialized cells with specific functions, and uncontrolled cell growth. Clarification Statement: ​ Emphasis is on typical mitotic cell division as well as instances in which cell division is uncontrolled. 26 May 2024 Biology: 2023 Support Document ​ Cell division and differentiation produce and maintain complex organisms. ​ Genetically identical stem cells undergo differentiation into diverse cell types, which build systems of tissues and organs that work together to meet the needs of the whole organism. Boundary Statement: ​ Students are responsible for knowing all cells within an organism have the same DNA sequence. Gene expression determines protein production within different cells, which result in the specialization of cell types and functions. ​ Students are responsible for knowing that uncontrolled cell growth can result in tumors, which can either be benign (growths) or malignant (cancer). ○​ Students are responsible for understanding that cancer results from mutations, which cause accelerated cell division. ○​ Students are not responsible for specific mechanisms of oncogenesis or stages of cancer. ​ Students are not expected to explain the specifics of transcriptional regulation (gene control regulation) or biochemical modifications (DNA methylation or histone modifications) of DNA that regulate gene expression and result in differentiation. Dimension 1: Science and Engineering Practice (SEP): Construct an Explanation NAEP (2028 Framework) ​ S12.18: Construct or revise an explanation that uses a chain of cause and effect or evidence-based associations between factors to account for the qualitative or quantitative relationships between variables in a phenomenon. NSTA Progression ​ Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. ​ Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how you structure the topic. Choose the one(s) that best support(s) your instructional goals and help(s)s students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Cause and Effect 27 May 2024 Biology: 2023 Support Document *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimension 3: Disciplinary Core Ideas (DCI): A Framework for K-12 Science Education ​ LS1.B: As successive subdivisions of an embryo’s cells occur, programmed genetic instructions and small differences in their immediate environments activate or inactivate different genes, which cause the cells to develop differently- a process called differentiation. Cellular division and differentiation produce and maintain a complex organism, composed of systems of tissues and organs that work together to meet the needs of the whole organism. Benchmarks for Science Literacy ​ 5C/H2b: In addition to the basic cellular functions common to all cells, most cells in multicellular organisms perform some special function that others do not. ​ 5B/H6a: The many body cells in an individual can be very different from one another, even though they are all descended from a single cell and thus have essentially identical genetic instructions. 5B/H6b: Different parts of the genetic instructions are used in different types of cells, influenced by the cell’s environment and past history. ​ 6B/H1: As successive generations of an embryo's cells form by division, small differences in their immediate environments cause them to develop slightly differently, by activating or inactivating different parts of the DNA information. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Illustrate- Finding a specific example or illustration of a concept or principle Constructing Explanations Students construct an explanation that includes: ​ Genetic material encodes instructions for proteins. ​ Organisms make many proteins with diverse functions. ​ Different cell types contain different types of proteins. ​ A multicellular organism is a collection of differentiated cells. Evidence Students identify and *describe the evidence to construct the explanation, including: ​ Daughter cells are genetically identical to parent cells. ​ Genetic material within an organism is identical across cell types. ​ Multicellular organisms begin as undifferentiated stem cells. 28 May 2024 Biology: 2023 Support Document ​ Variation in DNA expression and gene activity determines the differentiation of cells and ultimately their specialization. ​ Differences between cell types are due to differences in gene expression. ​ Different cell types have different functions in multicellular organisms (e.g., nerve cells, muscle cells, blood cells, and/or sperm cells). Reasoning Students use reasoning to connect the evidence and to construct the explanation that all cells come from pre-existing cells. Students describe* the following chain of reasoning in their explanation: ​ All cells in an organism contain the same DNA sequence, which code for specific genes, which control protein production. ​ This DNA sequence is passed to new cells through the process of mitotic cell division. ​ Mitotic cell division allows for the growth and repair of organisms, by way of making new cells of the same kind. ​ Genes within the cellular DNA can be expressed differently (cellular differentiation), resulting in different cell types (neurons, muscle cells, bone cells, etc). ​ Different cells have different cellular structures, which may reflect specialized cellular function (e.g., elongated neurons, communication). ​ Daughter cells can replace old, dead, or damaged cells to maintain a complex organism. ​ Mitosis that is not controlled may result in tumors (benign or malignant). Revising the explanation Given new evidence or context, students revise or expand their explanation about the differentiation of cells, and justify their revision. Examples may include: ​ Embryonic stem cells can differentiate into any mature cell. ​ Chemical signals may be released by one cell to influence the development and activity of another cell. ​ Gene expression changes as stem cells differentiate into mature cells. ​ Adult stem cells (e.g., bone marrow stem cells) can differentiate into a limited number of types of cell. ​ Adults cells, with the right laboratory culture conditions, can be re-programmed to a stem cell-like state. ​ Overproduction, underproduction, or production of proteins at the incorrect times may result in cancer. ​ Cancerous cells divide more rapidly than healthy cells. *Note: When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Academic Language Question/Sentence Stems that utilize academic language: ​ What do you predict would happen if differentiation did not occur? ​ What do you predict would happen if checkpoints did not exist in cell division? 29 May 2024 Biology: 2023 Support Document ​ How does gene expression affect cellular function? ​ How does DNA sequence impact cell specialization? ​ How does gene expression and cellular environment affect cell specialization? Words to support student discourse: mitosis, stem cell, differentiation, signaling, cell cycle, DNA/gene expression, protein, DNA replication, chromosomes, checkpoints, mutation, identical, multicellular, nucleus, daughter cell, parent cell, specialized cell, cell function, tissue, organ, system, cancer, benign, malignant, metastasize, growth, tumor Back to Strand Back to Top LS.Bio.3 Analyze the relationship between biochemical processes and energy use. LS.Bio.3.1 Carry out investigations to explain how homeostasis is maintained through feedback mechanisms. Clarification Statement: ​ Students are expected to carry out investigations to illustrate the need for homeostasis within organisms. ​ On a cellular level, emphasis should be on how cells maintain stability in changing conditions by transporting materials across the plasma membrane. Emphasis is on how large and small particles can pass through the plasma membrane to maintain homeostasis. ​ On an organism level, emphasis should be on responses to changing conditions (e.g., heart rate response to exercise, stomata response to moisture and temperature, and root development in response to water levels). Boundary Statement: ​ Students are expected to understand the overall concepts of cellular transport and homeostasis. ○​ Students are not responsible for knowing these specific terms: hypotonic, hypertonic, isotonic, endocytosis, exocytosis, phagocytosis, pinocytosis, water potential, facilitated diffusion, specific examples of pumps (sodium-potassium pump). ​ Students are not expected to know the cellular and chemical processes involved in the feedback mechanism. Dimension 1: Science and Engineering Practice (SEP): Plan and Carry Out Investigations NAEP (2028 Framework) ​ S12.5: Plan an investigation that will produce data to serve as the basis for evidence as part of building and revising models, supporting explanations for phenomena, or testing solutions to problems. Consider possible confounding variables or effects and evaluate the investigation’s design to ensure appropriate variables are controlled. 30 May 2024 Biology: 2023 Support Document ​ S12.8: Predict the outcome of an investigation or test of a design plan and support that prediction with an argument including evidence from models, evidence from prior experiments, and/or the application of science knowledge to support the prediction. NSTA Progression ​ Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. Plan and conduct an investigation or test a design solution in a safe and ethical manner including considerations of environmental, social, and personal impacts. ​ Select appropriate tools to collect, record, analyze, and evaluate data. ​ Make directional hypotheses that specify what happens to a dependent variable when an independent variable is manipulated. ​ Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points or improve performance relative to criteria for success or other variables. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how you structure the topic. Choose the one(s) that best support(s) your instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Stability and Change *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimension 3: Disciplinary Core Ideas (DCI): A Framework for K-12 Science Education ​ LS1.A: Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Outside that range (e.g., at a too high or too low external temperature, with too little food or water available), the organism cannot survive. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. Benchmarks for Science Literacy 31 May 2024 Biology: 2023 Support Document ​ 5C/H1a: Every cell is covered by a membrane that controls what can enter and leave the cell. ​ 5C/H9** (SFAA): Some protein molecules assist in replicating genetic information, repairing cell structures, helping other molecules get in or out of the cell, and generally catalyzing and regulating molecular interactions. NAEP (2028 Framework) ​ L12.3: Feedback mechanisms maintain a living system’s internal conditions within certain limits. Feedback mechanisms discourage change by means of negative feedback or proceed with changes through a system of positive feedback. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Explain- Constructing a cause-and-effect model of a system Carrying out the investigation In the investigation, students describe: ​ how the change in the external environment (e.g., pH, concentration, temperature, activity level) is to be measured or identified. ​ how the response of the cell and/or living system will be measured or identified (e.g., pH change, increased or decreased water levels, heart rate, shivering, sweating, panting). ​ the experimental procedure, the evidence derived from the data, and identification of limitations on the precision of data to include types and amounts. Collecting the data Students collect and record data on/about: ​ Changes in the external environment and cell and/or organisms responses, including changes as a function of time (i.e., response time to a change in stimulus). Drawing conclusions Students summarize findings to include: ​ The feedback mechanisms at the cellular level and organism level maintain homeostasis (diffusion, osmosis, active transport, passive transport). ○​ Passive transport mechanisms move with the concentration gradient (from high to low concentration, until equilibrium). ○​ Active transport mechanisms move against the concentration gradient (from low to high concentration). ​ Within cells, special structures are responsible for particular functions, and the plasma membrane forms the boundary that controls what enters and leaves the cell (e.g., water moves with the concentration gradient causing swelling or shrinking of cells). 32 May 2024 Biology: 2023 Support Document ​ Cell transport facilitates feedback mechanisms, which maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range (e.g., contractile vacuoles in protists). ​ Organisms respond to stimuli from their environment and actively maintain their internal environment through homeostasis (e.g., physiological or behavioral responses that maintain homeostasis). Refining the design Students evaluate their assessment including: ​ Assessment of the accuracy and precision of the data, as well as limitations of the investigation (e.g., cost, risk, time), and make suggestions for refinement. ​ Assessment of the ability of the data to provide the evidence required. Academic Language Question/Sentence Stems that utilize academic language: ​ In this system, homeostasis is maintained by water moving from ___ to ___ concentration. ​ In this system, homeostasis is maintained by water moving from ___ to ___. ​ In this system, homeostasis is maintained __________. ​ The _______(event) changed this system by _______. ​ _______ was affected by the change of _______. ​ The parts of the system that stay the same are _______.The parts of the system that change are _______. Words to support student discourse: stability, homeostasis, balance, temperature, pH, plasma membrane, regulation, feedback mechanism, feedback loop, active transport, passive transport, diffusion, osmosis, concentration gradient, ATP, cell membrane, semipermeable, solute, solvent, molecules, particles, equilibrium, stimulus, response, input, output, external environment, internal environment, pump Back to Strand Back to Top LS.Bio.3.2 Use models to illustrate how photosynthesis transforms light energy into chemical energy. Clarification Statement: ​ In photosynthesis, carbon dioxide and water in the presence of light energy is converted into glucose and oxygen. 33 May 2024 Biology: 2023 Support Document ​ The glucose molecules formed in photosynthesis contain carbon, hydrogen, and oxygen, which can be assembled into larger molecules (e.g., amino acids in proteins, sugars in DNA and RNA) or used for chemical energy to power life’s processes. Boundary Statement: ​ Students are expected to recognize the reactants and products of photosynthesis (chemical formulas and words) and the organelle involved (chloroplasts). ​ Students are not expected to explain the specific chemical steps of photosynthesis (i.e., light and dark reactions). ​ Students are not expected to recall specific examples of photosynthetic organisms for assessment items. Dimension 1: Science and Engineering Practice (SEO): Develop and Use Models NAEP (2028 Framework) ​ S12.16: Develop, use, and/or revise a model that includes mathematical relationships (including both visible and invisible quantities) to describe, explain, and/or predict phenomena or to test a proposed design solution. NSTA Progression ​ Develop a complex model that allows for manipulation and testing of a proposed process or system. ​ Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how you structure the topic. Choose the one(s) that best support(s) your instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Energy and Matter: Flows, Cycles, and Conservation *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction Dimension 3: Disciplinary Core Ideas (DCI): A Framework for K-12 Science Education 34 May 2024 Biology: 2023 Support Document ​ LS1.C: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen; their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form cells. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Matter and energy are conserved in each change. This is true of all biological systems, from individual cells to ecosystems. Benchmarks for Science Literacy ​ 4C/H1*: Plants on land and underwater alter the earth’s atmosphere by removing carbon dioxide from it, using the carbon to make sugars and releasing oxygen. This process is responsible for the oxygen content in the air. What does it look like to demonstrate proficiency? Revised Bloom’s Taxonomy: Illustrate- Finding a specific example or illustration of a concept or principle Components of the model From the given model, students identify and describe* the components of the model in order to: ​ Illustrate that photosynthesis transforms light energy into stored chemical energy by converting carbon dioxide and water into glucose and oxygen, including: ○​ Energy in the form of light ○​ Chloroplasts absorb light energy ○​ Breaking of chemical bonds to absorb energy ○​ Formation of chemical bonds to release energy ○​ Matter in the form of carbon dioxide, water, sugar, and oxygen ○​ Photosynthetic organisms may include: plants, phytoplankton, algae, and photosynthetic bacteria (students are not expected to recall specific examples of photosynthetic organisms for assessment items). Relationships Students use models to explain the following relationship between components of the given model: ​ To occur, the process of photosynthesis requires the presence of light. ​ Varying inputs (e.g., light intensity, amounts of water, carbon dioxide) affects the rate of photosynthesis. Connections Students will use a model of photosynthesis to explain: 35 May 2024 Biology: 2023 Support Document ​ How photosynthesis results in the storage of chemical energy (in the form of glucose). Students will use models of photosynthesis and cellular respiration (LS.Bio.3.3) to explain: ​ How the chemical reaction of oxygen and glucose releases energy as the matter is rearranged, existing chemical bonds are broken, and new chemical bonds are formed; matter and energy are neither created nor destroyed. ​ How matter transfers and how energy flows between organisms and their environment during photosynthesis and cellular respiration. ○​ The products of photosynthesis are the reactants of aerobic cellular respiration. ○​ The products of aerobic respiration are the reactants of photosynthesis. ​ How glucose and oxygen transfer energy (ATP) to the cell to sustain life’s processes (e.g., maintaining homeostasis). ​ How stored chemical energy (glucose, starch, glycogen) can be used for cellular processes in plants and animals when sources are not readily available. ​ The role of photosynthesis in the carbon cycle. *Note: When “describe” is referenced, any of the following descriptions could be used: written, oral, pictorial, and kinesthetic. Academic Language Question/Sentence Stems that utilize academic language: ​ The matter in the system enters from _______. ​ When the matter leaves the system, it goes _______. ​ The flow of energy causes _______ to occur in the system. ​ In the system, the cycling of matter _______. Words to support student discourse: carbon dioxide, water, glucose, oxygen, matter, enzyme, carbohydrates, glycogen, starch, chemical reaction, reactant, (waste) product, molecule, bond, photosynthesis, input, output, chemical energy, light energy, chloroplast, chlorophyll, autotroph, cellular respiration Back to Strand Back to Top LS.Bio.3.3 Use models to illustrate how cellular respiration [aerobic and anaerobic] transforms chemical energy into ATP. Clarification Statement: ​ Emphasis is on understanding the inputs and outputs of the processes of aerobic and anaerobic cellular respiration. ​ In aerobic cellular respiration, glucose and oxygen are converted into carbon dioxide, water, and ATP. 36 May 2024 Biology: 2023 Support Document ​ In anaerobic respiration, oxygen is not a reactant. A limited amount of ATP is produced. Boundary Statement: ​ Students are expected to recognize the reactants and products of aerobic cellular respiration (chemical formulas and words) and the organelle involved (mitochondria in animals and plants). ​ Students are expected to recognize that anaerobic respiration produces a limited amount of ATP and either lactic acid or alcohol. ○​ Lactic acid fermentation occurs in animals. ○​ Alcoholic fermentation occurs in microorganisms. ​ Students are expected to compare the amounts of energy produced in aerobic and anaerobic cellular respiration. ​ Students are not expected to identify the specific steps involved in cellular respiration (glycolysis, Kreb’s or Citric Acid Cycle, Electron Transport Chain). Dimension 1: Science and Engineering Practice (SEP): Develop and Use Models NAEP (2028 Framework) ​ S12.16: Develop, use, and/or revise a model that includes mathematical relationships (including both visible and invisible quantities) to describe, explain, and/or predict phenomena or to test a proposed design solution. NSTA Progression ​ Develop a complex model that allows for manipulation and testing of a proposed process or system. ​ Develop, revise, and/or use a model based on evidence to illustrate and/or predict the relationships between systems or between components of a system. Dimension 2: Crosscutting Concepts (CCC): Crosscutting concepts are conceptual tools used along with the SEP and DCI to help students explain and predict phenomena. They support students in making connections between disciplines and provide a context for sense-making. Teachers should encourage students to frame their thinking around the terminology of the CCC through questions* and classroom discussions. The most relevant Crosscutting Concepts may vary in light of the specific learning objectives and how you structure the topic. Choose the one(s) that best support(s) your instructional goals and help(s) students make connections across different aspects of the content. Suggested Crosscutting Concept: (A Framework for K-12 Science Education) ​ Energy and Matter: Flows, Cycles, and Conservation *STEM Teaching Tool #41: Prompts for Integrating Crosscutting Concepts Into Assessment and Instruction 37 May 2024 Biology: 2023 Support Document Dimension 3: Disciplinary Core Ideas (DCI): A Framework for K-12 Science Education ​ LS1.C: As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. For example aerobic (in the presence of oxygen) cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Anaerobic (without oxygen) cellular respiration follows a different and less efficient chemical pathway to provide energy in cells. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy loss to the surrounding environment. Matter and energy are conserved in each change. This is true of all