HS Biology Example
NGSS Topic: HS. Matter and Energy in Organisms and Ecosystems
Question 1: What performance expectations are related and can be included in instruction within the
lessons/unit? (Cluster PEs)
The topic of Matter and Energy in Organisms and Ecosystems is composed of 6 performance
expectations. They include:
HS-LS1-5, HS-LS1-6, HS-LS1-7
HS-LS2-3, HS-LS2-4, HS-LS2-5
For the purpose of this instructional unit example, only the first three performance expectations will be
used. The remaining performance expectations comprise a complementary unit. Both units would then
be used in the instruction of the complete topic.
Question 2: What are the performance expectations, clarification statements, and assessment boundaries
and how are they related in terms of instructional practices?
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.]
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 carbonbased 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.]
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.]
Question 3: What are the disciplinary core idea(s), practices, and crosscutting concepts coded to the
performance expectations and how will they drive instruction?
 Practices:
Use a model based on evidence to illustrate the relationships between systems or between
components of a system. (HS-LS1-5) (HS-LS1-7)
o

Developing and Using Models -- Modeling in 9-12 builds on K-8 experiences and
progresses to using, synthesizing, and developing models to predict and show
relationships among variables between systems and their components in the natural
and designed worlds.
Construct and revise an explanation based on valid and reliable evidence obtained from a
variety of sources (including students’ own investigations, models, theories, simulations, and
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. (HS-LS1-6)
Developed for Introduction to the Next Generation Science Standards
CREATE for STEM Institute, Michigan State University, May 28, 2013
David Bydlowski, Wayne RESA and Cheryl Hach, Kalamazoo MSC
HS Biology Example
o
NGSS Topic: HS. Matter and Energy in Organisms and Ecosystems
Constructing Explanations and Designing Solutions -- Constructing explanations and
designing solutions in 9-12 builds on K-8 experiences and progresses to explanations
and designs that are supported by multiple and independent student-generated
sources of evidence consistent with scientific ideas, principles, and theories.
 Disciplinary Core Ideas:
LS1.C: Organization for Matter and Energy Flow in Organisms
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The process of photosynthesis converts light energy to stored chemical energy by
converting carbon dioxide plus water into sugars plus released oxygen. (HS-LS1-5)
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
examples to form new cells (HS-LS1-6)
As matter and energy flow through different organizational levels of living systems,
chemical elements are recombined in different ways to form different products
(HS-LS1-6)
As a result of these chemical reactions, energy is transferred from one system of
interacting molecules to another and release energy to the surrounding environment and
to maintain body temperature. Cellular respiration is a chemical process whereby the
bonds of food molecules and oxygen molecules are broken and new compounds are
formed that can transport energy to muscles. (HS-LS1-7)
 Crosscutting Concepts:
o Changes of energy and matter in a system can be described in terms of energy and matter
flows into, out of, and within that system. (HS-LS1-5), (HS-LS1-6)
o Energy cannot be created or destroyed – it only moves between one place and another
place, between objects and/or fields, or between systems. (HS-LS1-7)
Energy and Matter In grades 9-12, students learn that the total amount of energy and
matter in closed systems is conserved. They can describe changes of energy and matter
in a system in terms of energy and matter flows into, out of, and within that system.
They also learn that energy cannot be created or destroyed. It only moves between one
place and another place, between objects and/or fields, or between systems. Energy
drives the cycling of matter within and between systems. In nuclear processes, atoms are
not conserved, but the total number of protons plus neutrons is conserved.
Question 4: What understandings need to be developed for students to be successful in the performance
expectation(s)? What content ideas will they need to know and what skills will they need to learn?
Developed for Introduction to the Next Generation Science Standards
CREATE for STEM Institute, Michigan State University, May 28, 2013
David Bydlowski, Wayne RESA and Cheryl Hach, Kalamazoo MSC
HS Biology Example
NGSS Topic: HS. Matter and Energy in Organisms and Ecosystems
Students will need to know….
Students will be able to…
Sustaining life requires substantial energy and matter inputs.
The complex structural organization of organisms
accommodates the capture, transformation, transport, release,
and elimination of the matter and energy needed to sustain
them. As matter and energy flow through different
organizational levels—cells, tissues, organs, organisms,
populations, communities, and ecosystems—of living
systems, chemical elements are recombined in different ways
to form different products. The result of these chemical
reactions is that energy is transferred from one system of
interacting molecules to another.
Understand that 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 new cells.
In most cases, the energy needed for life is ultimately derived
from the sun through photosynthesis (although in some
ecologically important cases, energy is derived from
reactions involving inorganic chemicals in the absence of
sunlight—e.g., chemosynthesis). Plants, algae (including
phytoplankton), and other energy-fixing microorganisms use
sunlight, water, and carbon dioxide to facilitate
photosynthesis, which stores energy, forms plant matter,
releases oxygen, and maintains plants’ activities. Plants and
algae—being the resource base for animals, the animals that
feed on animals, and the decomposers—are energy-fixing
organisms that sustain the rest of the food web.
Students will need to know…
- Matter is made of atoms
- Air is made of gases that have mass
- Life requires constant energy and matter inputs
- Matter cycles through ecosystems (including
inhabitants)
- Energy flows through ecosystems in a one-way flow
from the sun
- Energy is conserved in ecosystems, but is transformed
as it is used
- Matter in ecosystems is constantly being rearranged by
chemical reactions to form different products
- Some of these reactions transfer energy from one (or
more) form(s) to another
- Plants, algae (including phytoplankton) and other
energy-fixing organisms use sunlight, water and carbon
dioxide to facilitate photosynthesis as a means of
storing energy in chemical bonds
- CO2 gas is used in photosynthesis as a source of carbon
that will be transformed chemically into glucose
- Oxygen is released as a gas as a result of photosynthesis
- Almost all food webs use photosynthetic products as a
base
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.
- Trace matter and energy through the processes
of photosynthesis and cellular respiration to
show the relationships between living and nonliving aspects of ecosystems
- Use molecular models to show relationships
between the inputs and outputs of matter
associated with photosynthesis and cellular
respiration
- Use chemical equations to show how larger
macromolecules are made from sugars produced
during photosynthesis (along with several other
elements)
- Relate the concepts of energy transformation
with the building and breaking down of
chemical bonds during reactions
Developed for Introduction to the Next Generation Science Standards
CREATE for STEM Institute, Michigan State University, May 28, 2013
David Bydlowski, Wayne RESA and Cheryl Hach, Kalamazoo MSC
HS Biology Example
NGSS Topic: HS. Matter and Energy in Organisms and Ecosystems
Common student misunderstandings from the AAAS Assessment Websitehttp://assessment.aaas.org/topics/ME#/,tabs-79/2,tabs-80/2,tabs-85/2,tabs-79-80/2
All organisms need food as a source of molecules that provide chemical energy and building
materials.
Frequency of selecting a common student misunderstanding.
Frequency of selecting a common student misunderstanding was calculated by dividing the total number
of times a common student misunderstanding was chosen by the number of times it could have been
chosen, averaged over the number of students answering the questions within this particular idea.
ID Number
Common Student Misunderstandings
Grades
6–8
Grades
9–12
MEM119
Water is food for plants (Horizon, n.d.; Lee & Diong, 1999; Vaz
et al., 1997, Wandersee, 1983).
69%
57%
MEM 120
Water is food for animals (Horizon, n.d.; Lee & Diong).
38%
33%
MEM 122
Minerals are food for animals (Horizon, n.d.).
Food is a source of energy but not a source of building materials
(AAAS Project 2061, n.d.).
Food is what is needed to keep animals and plants alive (Leach et
al., 1992; Lee & Diong, 1999; Roth & Anderson, 1987) or grow
(Anderson et al., 1990) without reference to any more specific
function of food.
25%
22%
17%
15%
13%
11%
MEM 067
Liquids cannot be food (Lee & Diong 1999).
14%
9%
MEM 103
Food is a source of building materials, but not a source of energy
(AAAS Project 2061, n.d.).
12%
11%
MEM 002
Food is any material (water, air, minerals, etc.) that organisms take
in from their environment (Anderson et al., 1990; Simpson &
Arnold, 1982; Roth & Anderson, 1987).
11%
8%
MEM 098
Food must enter an animal's body through its mouth, otherwise it is
not food (AAAS Project 2061, n.d.).
10%
8%
MEM 071
Oxygen supplies energy for animals (AAAS Project 2061, n.d.).
8%
6%
MEM 102
MEM 003
More examples can be found on the website.
Question 5: What Science and Engineering Practices are appropriate with the instruction of the
disciplinary core ideas? (See Appendix F for description of Practices for Grades 9-12.)
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Practice 1 – Asking Questions and Defining Problems
Practice 3 – Planning and Carrying Out Investigations
Practice 4 – Analyzing and Interpreting Data
Practice 5 – Using Mathematics and Computational Thinking
Practice 7 – Engaging in Argument from Evidence
Practice 8 – Obtaining, Evaluating, and Communicating Information
Developed for Introduction to the Next Generation Science Standards
CREATE for STEM Institute, Michigan State University, May 28, 2013
David Bydlowski, Wayne RESA and Cheryl Hach, Kalamazoo MSC
HS Biology Example
NGSS Topic: HS. Matter and Energy in Organisms and Ecosystems
Question 6: Knowledge-in-Use – What are the lesson level expectations (learning performances) and
how will they build to meet the performance expectations?
a. Conduct experiments on the process of photosynthesis.
b. Conduct experiments, which either demonstrate or support, that light energy is converted to stored
chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
c. Conduct experiments investigating the structure of sugar.
d. Build models of carbohydrates with their component atoms of C, H, and O. Understand that the sugar
molecules, in the process of photosynthesis, contain carbon, hydrogen, and oxygen.
e. Demonstrate how the molecular model for carbohydrate change as the molecules are broken down and
reassembled in both photosynthesis and respiration.
f. Investigate the flow of matter and energy through different organizational levels of living systems.
g. Discover that chemical elements are recombined in different ways to form different products.
h. Construct an explanation that explains how energy is transferred from interacting molecules within
systems, due to chemical reactions.
i. Ask questions about anaerobic and aerobic respiration to begin the process of comparing and
contrasting the two processes.
j. Develop explanations, based on evidence, that have been based on theories and laws of the natural
world.
k. After a study of energy and matter, engage in arguments on how each is demonstrated throughout our
daily life. Obtain examples of each. Evaluate the examples and communicate their relationships.
Question 7: What assessment (formative and summative) will provide evidence of the understanding
and/or ability to perform lesson level expectations (learning performances)?

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Design an experiment to measure the byproducts of photosynthesis. (6a, 6c, 6e, 6g)
Develop a model to demonstrate the movement of energy through an ecosystem. (6b, 6f, 6k)
Develop a model to demonstrate the movement of matter through an ecosystem. (6f, 6k)
Using mathematical and computational thinking, illustrate the relationship between energy and
matter. (6h, 6k)
Compare and contrast molecular models of C, H, O. (6d)
Compare and contrast aerobic and anaerobic respiration. (6i)
Compare and contrast various carbohydrates. (6c, 6e)
Many more need to be added. (6j)
Developed for Introduction to the Next Generation Science Standards
CREATE for STEM Institute, Michigan State University, May 28, 2013
David Bydlowski, Wayne RESA and Cheryl Hach, Kalamazoo MSC
HS Biology Example
NGSS Topic: HS. Matter and Energy in Organisms and Ecosystems
Question 8: What is the storyline that helps learners apply what they know, build new, sophisticated
ideas from observation and evidence, and use information to solve an engineering problem?
The performance expectations in the topic Matter and Energy in Organisms and Ecosystems help
students answer the questions: “How do organisms obtain and use energy they need to live and grow?
How do matter and energy move through ecosystems?” High school students can construct explanations
for the role of energy in the cycling of matter in organisms and ecosystems. They can apply mathematical
concepts to develop evidence to support explanations of the interactions of photosynthesis and cellular
respiration and develop models to communicate these explanations. They can relate the nature of science
to how explanations may change in light of new evidence and the implications for our understanding of
the tentative nature of science. Students understand organisms’ interactions with each other and their
physical environment, how organisms obtain resources, change the environment, and how these changes
affect both organisms and ecosystems. In addition, students can utilize the crosscutting concepts of matter
and energy and Systems and system models to make sense of ecosystem dynamics.
Question 9: How do the lessons and tasks help students move towards an understanding of the
performance expectation(s)?
Targeted learning progressions for grades 9-12 ask students to recognize that the hydrocarbon backbones
of sugars produced through photosynthesis are used to make more complex molecules that will ultimately
become proteins and DNA, in addition to other biochemical materials. The processes of photosynthesis
and cellular respiration allow students to follow the transfer of atoms as matter cycles from one form to
another and the transfer energy as light from the sun is used to form chemical bonds that store energy for
life processes and growth.
The learning performances in Step 6 use molecular models to demonstrate the specifics of molecular
structure and the nature of specific bonds to store energy for future use. Experiments demonstrate the
movement of gases into and out of living systems during photosynthesis and cellular respiration,
including anaerobic respiration.
Developed for Introduction to the Next Generation Science Standards
CREATE for STEM Institute, Michigan State University, May 28, 2013
David Bydlowski, Wayne RESA and Cheryl Hach, Kalamazoo MSC