Sample Flow and PQPs
Michal Kreiselman
Bio Teacher
Kennedy High School
Granada Hills, CA
Unit: CELLS
Tool A-C: Conceptual Flow (CF)
Cell sizes are
typically within a
range of 1-20
micrometers.
LS1-1
Investigate
MS
LS1-2
model
LS 1. A
MS
LS 1. A
Cells bordersBulletMS
2
are defined by Bullet 2
their
membrane,
Interactions with
water determine
shapes and
structures in the
living cell
All organisms
are made of
one or many
independent
living units,
cells.
LS 1. A
MS
Bullet 1
Membranes are
assembled by
the interactions
between lipids
and water
The selective
cell
membrane
controls what
goes into and
out of the cell.
Chunk 2
Performance
expectation (PE)
Disciplinary
Core Idea
(DCI)
LS1-2
Model
MS
Materials move
or are moved
through the
membrane
according to their
concentration
gradient
Water movement
by Osmosis
determines the
volume of the
cell.
Step for formative assessment
Science/Engineering
Practice (SEP)
Crosscutting Concept (CCC)
Cells can burst or shrivel
and die if placed in nonisotonic solutions. Plant cell
wall is protective against
hypotonic solutions.
Cells in the
body work
together for
particular
body
functions.
Eukaryotic cells
typically have
internal
membrane-bound
organelles.
Prokaryote cells
do not.
The
structure of
the cell
determines
its function
for the body.
The
compartments
of organelles
enable greater
complexity of
cell functions
LS 1. A
MS
Bullet 2
Nucleus, ER,
Golgi are
involved in the
synthesis of
proteins that will
be associated
with
membranes.
Organelles
carry specific
functions in the
cell. Prokaryotes
get these
functions from
the cell
membranes
Chunk 1
LS 1. A
bullet 3
Multiple
body
systems
work
together to
maintain
homeostasis
.
LS1-2
Model
MS
LS 1. A bullet
4
(homeost’)
Moved to foodenergy unit
Chunk one
PQP Chart from Molecules to Organisms: Structures and Processes Conceptual Flow
MS-LS1-2.Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification
Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus,
chloroplasts, mitochondria, cell membrane, and cell wall.]
DCI
Phenomenon
(this one written as 1
bullet; separated for
ease of reading)
LS1.A: Structure and
* Protozoa in pond
Function – MS:
water
● All living things are made
up of cells, which is the
smallest unit that can be said
to be alive. An organism may
consist of one single cell
(unicellular) or many different
numbers and types of cells
(multicellular). Unicellular
organisms (microorganisms),
like multicellular organisms,
need food, water, a way to
dispose of waste, and an
environment in which they
can live.
● Within cells, special
structures are responsible for
particular functions, and the
cell membrane forms the
boundary that controls what
enters and leaves the cell.
● …..
Driving Questions
•Why are all cells within a
narrow range of size?
* Why are bacteria cells much
smaller?
Practices
•Analyzing and interpreting data
(microscope); Asking questions;
* Constructing explanations science;
Cross Cutting
Concepts
Scale, proportion,
and quantity (cell
size)
* Planning and carrying out
•* Why are multicellular
organisms always eukaryotes? investigations;
Cause and
Effect (osmotic
processes)
•What makes each individual
cell, even within our body, a
full living unit?
Stability and
change (sugar
homeostasis)
•Constructing explanations science;
•* How can a cell do so many
• Planning and carrying out
functions (consume energy,
investigations; Constructing
move, build parts, remove
explanations science
waste, respond to the
surrounding, multiple) without
getting ‘confused’?
Chunk two
PQP Chart from Molecules to Organisms: Structures and Processes Conceptual Flow
MS-LS1-2.Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification
Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus,
chloroplasts, mitochondria, cell membrane, and cell wall.]
DCI
(this one written as 1
bullet; separated for
ease of reading)
LS1.A: Structure and
Function – MS:
● All living things are made
up of cells, which is the
smallest unit that can be said
to be alive. ……
● Within cells, special
structures are responsible for
particular functions, and the
cell membrane forms the
boundary that controls what
enters and leaves the cell.
● …..
Phenomenon
•
•
Osmosis
Cell size
Driving Questions
•Why are all cells within a
narrow range of size?
* Why are bacteria cells much
smaller?
* What happens to cells,
plants/animals if they are put
in higher or lower solute
concentrations?
Practices
•Analyzing and interpreting data
(microscope); Asking questions;
* Constructing explanations science;
* Planning and carrying out
investigations;
Scale, proportion,
and quantity (cell
size)
Cause and
Effect (osmotic
processes)
•Constructing explanations science;
Stability and
change (sugar
homeostasis)
* In diabetes patients, why is
dangerous to have too much sugar
in the blood?
* Why do plants wilt when they are
not watered? Why does a salad
become soggy when stored with
dressing?
Cross Cutting
Concepts
• Planning and carrying out
investigations; Constructing
explanations science
Mini unit:
PHOTOSYNTHESIS
Matter and Energy in Organisms and
Ecosystems
Energy is
transferred
through
molecular
processes in
cells.
LS 1. C
MSbullet 1
LS 1. C
bullet 3
While atoms are
rearranged,
energy is
transferred
between systems.
of molecules
Most energy for
living things come
from captured light
energy by
photosynthetic
green plants.
LS 1. C
bullet 1
LS1-5
model
Photosynthesis in
phytoplankton in
follows the same
concepts as
photosynthesis in
land plants.
In addition to
glucose,
Photosynthesis
also produces
oxygen as a by
product.
Chemosynthesis in
bacteria that live in
hot ocean vents
use chemical
energy (in H2S)
instead of light for
energy, but also
produce glucose
from CO2 in the
waters.
In Photosynthesis
energy from light is
used to energize the
bonding the bonding
of six carbons into a
glucose molecule.
The raw material
for glucose,
Carbon dioxide, is
absorbed in leaves
through structures
called stomata
LS1-3
feedback
investigat
ion
Photosynthesis
can be controlled
by the opening
and closing of
stomata in the leaf
Photosynthesis
PQP: Matter and Energy in Organisms and Ecosystems
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.]
DCI
Phenomenon
(this one written as 1
bullet; separated for
ease of reading)
LS1.C: Organization for
* A tree growing
matter and energy flow in
from its seed
organisms - HS
● The process of
photosynthesis converts light * Photosynthesis
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 carbonbased molecules that can be
assembled into larger
molecules (such as proteins or
DNA), used for example to
form new cells.
● As matter and energy flow
through different
organizational levels of living
systems, chemical elements
are recombined in different
ways to form different
products.
Driving Questions
Practices
•Where does the seed get its
mass to grow into a tree?
(classic experiment)
•Engaging in argument from evidence
•What is the role of light
(which is not matter) in the
production of glucose in
photosynthesis?
Planning and carrying out investigations
•Analyzing and interpreting data
Cross Cutting
Concepts
Matter and
energy
•What is the role of CO2 in the Planning and carrying out investigations
•Analyzing and interpreting data
production of glucose in
photosynthesis?
•What is the purpose for
photosynthesis? What are its
products?
•* How does the plant get the
raw materials for
photosynthesis from its
environment?
•How does the plant regulate
photosynthesis to keeps itself
hydrated?
•Developing models
•Plan and conduct investigation
(stomata)
Stability and
Change
Unit: Matter-energy and
respiration
Matter and energy
flow through
different
organizational
levels of living
systems.
LS1-6
Construct
explanation
LS 1. A
Bullet
1
Food is consumed by
living organisms. It
contains proteins,
carbohydrates, and fats
(lipids)
Food molecules
macromolecules that
contain the elements C,
H and O
Matter and Energy in Organisms and
Ecosystems
The smaller
molecules include
glucose and amino
acids.
LS 1. A
bullet 2
Taken from
Cynthia Long in
“Hard toTeach
Biology Concepts”
Construct
explanation
The structure of
the cell determines
its function for the
body.
Enzymes are
proteins that
speed up chemical
reactions. They
have a three
dimensional shape
that fits the
reactants
(substrates)
Macromolecules are
made of many smaller
molecules, called
subunits or monomers.
Chunk 1
The Small
molecules are
absorbed into the
bloodstream
through the
intestines, and
delivered to cells
throughout the
LS1-2 organism.
The large
molecules are
broken down by
the digestive
system into
smaller molecules,
by mechanical
processes and
enzymes.
LS 1. A
bullet 3
Some of the small
molecules are
used in cellular
respiration
LS1-7
Construct
explanation
Chunk 2
Concepts that I
added.
The carbon from
the glucose chain
are released to the
atmosphere
(along with water)
as single carbon in
the form of CO2.
In a series of
reactions glucose
is broken down
that result in the
release and
storage of energy.
Construct
explanation
Construct
explanation
Some of the small
molecules can be
building blocks for
new carbon-based
molecules of cell
structure.
In the cells,
glucose is broken
down by cellular
respiration..
LS1-7
The small
molecules are
then transported
into the cells, and
undergo chemical
reactions.
LS1-6
Chunk 3
Oxygen increases
the efficiency of
respiration, but
some organisms
or body cells can
use the less
efficient anaerobic
process..
This energy is
captured in a
molecule called
ATP. Unlike
glucose, the
energy in ATP is
usable for the
cell’s processes.
For example, ATP
is used by the
muscle cell to
contract.
LS 1. C
bullet 4
LS 1. C
bullet 5
Some of the
energy from
ATP will not be
stored, and will
LS 1. C
released as
bullet 6 heat, which will
keep the body
warm.
Most of the energy
from ATP will be
used for
movement, build
up of structures in
cells.
Chunk one
PQP: Matter and Energy in Organisms and Ecosystems
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.]
DCI
Phenomenon
(this one written as 1
bullet; separated for
ease of reading)
LS1.C: Organization for
Digestion
matter and energy flow in
organisms – HS
● As a result of these chemical
reactions, energy is
transferred from one system
of interacting molecules to
another. For example, aerobic
….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 ……..
● Cellular respiration also
releases the energy needed to
maintain body temperature …
● Matter and energy are
conserved in each change.
This is true of all biological
systems, from individual cells
to ecosystems.
Driving Questions
Practices
•How does food provide energy •Developing models;
to my body?
Communicating information
•What happens to the food
after it enters my body?
•Developing models, Planning
and conducting an investigation
(digestive enzyme activity)
•Which components in my food (direct instruction)
give it its nutritional and
energetic values?
Cross Cutting
Concepts
Systems
Matter and
Energy
Chunk two
PQP: Matter and Energy in Organisms and Ecosystems
HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within
multicellular organisms.
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-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.]
DCI
(this one written as 1
bullet; separated for
ease of reading)
LS1.C: Organization for
matter and energy flow in
organisms – HS
● As a result of these chemical
reactions, energy is
transferred from one system
of interacting molecules to
another. For example, aerobic
….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 ……..
● Cellular respiration also
releases the energy needed to
maintain body temperature …
● Matter and energy are
conserved in each change.
This is true of all biological
systems, from individual cells
to ecosystems.
Phenomenon
Driving Questions
Delivery of digestion •How are body systems
products to body
collaborating to deliver the
cells.
nutrients to my body cells?
Diabetes?
Practices
•Developing models;
communicating information
•How is it that we eat the
•Developing models;
same diet as let’s say, a deer, communicating information *
but we are not deer? How
Constructing explanations
come bacteria grow on the
same types of food molecules
as we do?
•Is it true to say “You are what
you eat?”
•How does the food we eat
help me build my body?
(Focus on muscle?)
* Constructing explanations
Cross Cutting
Concepts
Systems
Matter and
energy
Matter and Energy in Organisms and Ecosystems
Chunk three
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.]
DCI
(this one written as 1
bullet; separated for
ease of reading)
LS1.C: Organization for
matter and energy flow in
organisms – HS
● As a result of these chemical
reactions, energy is
transferred from one system
of interacting molecules to
another. For example, aerobic
….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 ……..
● Cellular respiration also
releases the energy needed to
maintain body temperature …
● Matter and energy are
conserved in each change.
This is true of all biological
systems, from individual cells
to ecosystems.
Phenomenon
* An animal (e.g.
hamster) takes in
food, grows in body
mass, produces
waste and …?
Respiration
Driving Questions
•Where does the additional
mass go to when a hamster
takes in food, grows, poops?
•What is the role of oxygen in
the transfer of energy from
glucose to cell use?
•How can many organisms
survive without oxygen?
•What is the purpose of
respiration for the energy of
the cell? Which of its products
serve this purpose? Which are
by-products?
Practices
Cross Cutting
Concepts
•Engaging in argument from evidence; * Matter and
Mathematical thinking
energy
* Constructing an explanation
•Asking questions
* Planning and carrying out
investigations; Analyzing and
interpreting data
•Developing models
•What happens to the extra
energy from respiration that is
not used right away?
•Constructing an explanation;
Obtaining, evaluating, and
communicating information
Cause and
effect
Science/Engineering Practices:
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
Crosscutting Concepts:
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity.
4. Systems and system models.
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
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.
LS1.A: Structure and Function – MS:
● All living things are made up of cells, which is the smallest unit that can be said to be alive. An organism may consist of one single cell (unicellular) or many
different numbers and types of cells (multicellular). Unicellular organisms (microorganisms), like multicellular organisms, need food, water, a way to dispose
of waste, and an environment in which they can live.
● Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the
cell. (Boundary: At this grade level, only a few major cell structures should be introduced.)
● In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues
and organs that are specialized for particular body functions.
LS1.A: Structure and Function – HS:
● 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.
● 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.
● Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the
next level.
● 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.
LS1.B: Growth and Development of Organisms - MS
● Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. Animals engage in characteristic behaviors that
increase the odds of reproduction.
● Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features (such as attractively colored flowers) for
reproduction.
● Plant growth can continue throughout the plant’s life through production of plant matter in photosynthesis. Genetic factors as well as local conditions affect
the size of the adult plant.
● The growth of an animal is controlled by genetic factors, food intake, and interactions with other organisms, and each species has a typical adult size range.
(Boundary: Reproduction is not treated in any detail here; for more specifics about grade level, see LS3.A.)
LS1.B: Growth and Development of Organisms - HS
● 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.
● 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. In sexual reproduction, a specialized type of cell division called meiosis occurs that results in the production of sex cells, such as
gametes in animals (sperm and eggs), which contain only one member from each chromosome pair in the parent cell.
LS1.C: Organization for matter and energy flow in organisms - MS
● Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from
the atmosphere and water through the process of photosynthesis, which also releases oxygen.
● These sugars can be used immediately or stored for growth or later use.
● Animals obtain food from eating plants or eating other animals.
● Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new
molecules, to support growth, or to release energy. In most animals and plants, oxygen reacts with carbon-containing molecules (sugars) to
provide energy and produce carbon dioxide;
● Anaerobic bacteria achieve their energy needs in other chemical processes that do not require oxygen.
LS1.C: Organization for matter and energy flow in organisms - HS
● 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.
● 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 biological systems, from individual cells to ecosystems.
LS1D – Information processing by the nervous system
DCIs from BOOK
MS-LS1: From Molecules to Organisms: Structures and Processes
MS-LS1-1.Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and
types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living things, and
understanding that living things may be made of one cell or many and varied cells.]
MS-LS1-2.Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. [Clarification
Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell
membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the
function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.]
MS-LS1-3.Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of
cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions.
Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the
mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.]
MS-LS1-4.Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal
behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification
Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect
young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant
reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers
attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
MS-LS1-5.Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of
organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could
include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant
growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment
Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
MS-LS1-6.Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into
and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the
biochemical mechanisms of photosynthesis.]
MS-LS1-7.Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth
and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put
back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or
respiration.]
MS-LS1-8.Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate
behavior or storage as memories. [Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]
HS-LS1: From Molecules to Organisms: Structures and Processes
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. [Assessment Boundary: Assessment does not include identification of specific cell or tissue
types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]
HS-LS1-2
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular
organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism
movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic
tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment
does not include interactions and functions at the molecular or chemical reaction level.]
HS-LS1-3
Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of
investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response
to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
HS-LS1-4
Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex
organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.]
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 carbon-based molecules. [Clarification Statement: Emphasis is on using evidence
from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical
reactions or identification of macromolecules.]
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.]