BIOLOGY Meets The
Next Generation of
Standards
Wake County Public
Schools
Common Core
Summer Institute
2013
Julie-Anne Thomasch
jthomasch@wcpss.net
What are the Next Generation of Standards for
Biology ?
Life Sciences
http://www.nextgenscience.org
What does this mean for Wake
County/NC Biology teachers ?
if
-NC helped create the
Next Generation Standards
- the state does not know when and/or
they will be adopted
-more focus is being put on literacy
and common core practices into
science courses
-wake co. plans on focusing on training
science teachers this school year on
the engineering design model
NGSS LIFE SCIENCES
KEY UNITS / PERFORMANCE EXPECTATIONS
4 Disciplinary Core Ideas:
LS1 – From Molecules to Organisms:
Structures and Process
LS2 – Ecosystems: Interactions, Energy,
and Dynamics
LS3 – Heredity: Inheritance and Variation of Traits
LS4 – Biological Evolution: Unity and Diversity
(Story Line/Summary)
Detailed Standards with Performance
Expectations also include:
- Science and Engineering Practices
- Disciplinary Core Ideas
- Crosscutting Concepts
- Common Core
State Connections
(ELA/Literacy and Mathematics)
Current NC Biology Essential Standards
VS Next Generation Life Science Standards
Example: NC Bio Standard
Bio.4 – Molecular Biology
Key Topics: Matter, Mass, and Atoms, Water, pH, Organic
Compounds
Objectives:
Bio.4.1.1 - Compare the structures and functions of the major
biological molecules (carbohydrates, proteins, lipids, and nucleic
acids) as related to the survival of living organisms
Bio.4.1.2 - Summarize the relationship among DNA, proteins and
amino acids in carrying out the work of cells and how this is similar
in all organisms.
Bio 4.2.2 - Explain ways that organisms use released energy for
maintaining homeostasis (active transport)
Connections to Performance Assessments
(Next Generation Standards):
HS-LS1-1: Construct an explanation based on evidence for how
the structure of DNA determines the structure of proteins which
carry out the essential functions of life through systems of
specialized cells.
HS-LS1-3: Plan and conduct an investigation to provide evidence
that feedback mechanisms maintain homeostasis.
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.
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.
Examples of Constructed Responses with
Connections to Common Core Literacy
1)Compare and contrast the structures and functions of the four
key organic compounds: carbohydrates, proteins, lipids, and
nucleic acids.
2) Predict what might happen if a cell does not have enough
carbohydrates.
3) Assess why polarity is an essential property for water
molecules.
4) Critique the potential impact of changing pH for living systems.
5) Recommend changes to your current diet which would make it
more nutritious
NOTE: More details, examples and connections can be found on
Cmapp for all current standards
So how do we move forward?
Strategies:
-Varied questioning and checking for understanding/mastery of
material using Bloom’s Taxonomy(Verbal, labs, activities,
benchmarks, midterm, tests and quizzes, EOC, etc…)
-Inquiry Based labs and hand’s on types of activities
-Project Based Learning
-Differentiation
(varied instruction methods, resources, grouping of students,
assessments, etc… )
-literacy based activities
Ex: Attend Chad’s presentation 
-incorporate more reading, writing, and math (Common Core)
-Include Engineering design model/practices
Examples of Activities, labs, web quests, etc to model
current Biology, Common Core, and Next Gen. Standards
LS1 – From Molecules to Organisms: Structures and Process
HS-LS1-5: Use a model to illustrate how photosynthesis transforms light energy into stored
chemical energy.
Examples: Lab-Seed Germination, Modeling Photosynthesis, And Evaluating
Photosynthesis and Cellular Respiration Experiments Worksheet
LS2 – Ecosystems: Interactions, Energy, and Dynamics
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on
the environment and biodiversity.
Example: Environmental Concerns Web Quest
LS3 – Heredity: Inheritance and Variation of Traits
HS-LS3-1: Ask questions to clarify relationships about the role of DNA and chromosomes in
coding the instructions for characteristic traits passed from parents to offspring.
Example: Lab-Protein Synthesis
LS4 – Biological Evolution: Unity and Diversity
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may
result in: (1) increases in the number of individuals of some species, (2) the emergence of new
species over time, and (3) the extinction of other species
Example: can be related back to the environmental concerns web quest and
protein synthesis creating a bug