EXAMPLE OF HOW NGSS FITS IN THE FRAMEWORK TEMPLATE
Course: Animal Science Biology
CIP Code: 10901
Exploratory
Preparatory
Career Cluster: Agriculture, Food, and Natural Resource Science (AFNR)
Total Framework Hours: 180
Date Last Modified: September 2014
Cluster Pathway: Animal Systems
To duplicate this blank table (for additional units), select the table, select copy, place cursor below the first table, and select paste.
COMPONENTS AND ASSESSMENTS
Performance Assessments: (include associated formative and summative assessments)
1. Complete Ancestry and Evolution Research Project and Presentation (Verbal/Written Communication with Empirical Evidence) (Summative Assessment that
relates directly to the listed Performance Expectation – HS-LS4-1 in Science aligned standards)
2. Darwinian Island Computer Simulation: (Formative Assessment that includes the Computational Science and Engineering Practice, the LS4B Disciplinary Core
Idea, (same as above) and the Cause and Effects Crosscutting Concept)
3. Natural Selection and Trait Evolution Independent Response – (Formative Assessment that includes the Constructing Explanation SEP, the LS4B DCI, and the
Cause and Effect Crosscutting Concept)
Leadership Alignment:
1. Students will demonstrate the ability to access and evaluate information, work effectively in teams, and communicate clearly through their ancestry and
evolution research project and group presentation.
2. Students will demonstrate the ability to be self-directed learners and reason effectively through their completion of the natural selection and trait
independent responses (21st Century Skill is underlined, and is matched with the italicized project/activity/assessment)
Standards and Competencies
Unit:
Biological Evolution
Competencies
Total Learning Hours for Unit: 15
(The AFNR Industry Standards/district power standards etc associated with content within unit)
Aligned Washington State Standards
Language
Math
Reading
Science
1. HS-LS4-1 - Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical
evidence.
2. LS4.B: Natural Selection: Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a
population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance
among individuals.
3. LS4.A: Evidence of Common Ancestry and Diversity: Genetic information, like the fossil record, provides evidence of evolution. DNA
sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be
inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in
amino acid sequences and from anatomical and embryological evidence.
4. SEP: Using mathematics and computational thinking: Create or revise a simulation of a phenomenon, designed device, process, or system
5. SEP: Constructing Explanations and Designing Solutions: Construct 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.
5. CCC: Cause and Effects: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes
and effects.
6. CCC: Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in
explanations of phenomena.
The standards listed above include the Performance Expectation statement that includes the integration of a SEP (Science and Engineering
Practice), CCC (Crosscutting Concept) and DCI (Disciplinary Core Idea) that are tied to the summative assessments used by course. Also listed
are any of the standards that may be used in formative assessments, which are flexible to include alternative SEPs and CCCs to reach the
same content within the DCI instruction.
Social Studies
Speaking and Listening
Writing
The 21st Century Skills should be taught and assessed throughout the course.This table should be included at the end of this document.
21st Century Skills
Check those that students will demonstrate in this course:
LEARNING & INNOVATION
INFORMATION, MEDIA & TECHNOLOGY SKILLS
LIFE & CAREER SKILLS
Creativity and Innovation
Think Creatively
Work Creatively with Others
Implement Innovations
Information Literacy
Access and /evaluate Information
Use and Manage Information
Flexibility and Adaptability
Adapt to Change
Be Flexible
Media Literacy
Analyze Media
Create Media Products
Initiative and Self-Direction
Manage Goals and Time
Work Independently
Be Self-Directed Learners
Critical Thinking and Problem Solving
Reason Effectively
Use Systems Thinking
Make Judgments and Decisions
Solve Problems
Communication and Collaboration
Communicate Clearly
Collaborate with Others
Information, Communications and Technology
(ICT Literacy)
Apply Technology Effectively
Social and Cross-Cultural
Interact Effectively with Others
Work Effectively in Diverse Teams
Productivity and Accountability
Manage Projects
Produce Results
Leadership and Responsibility
Guide and Lead Others
Be Responsible to Others