Miller & Levine Biology - Pearson

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A Correlation ofMiller & Levine Biology, ©2014to the Next Generation Science Standards, May 2013Grades 9-12HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases inthe number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of otherspecies. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application offertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]MILLER & LEVINE BIOLOGY: In Lesson 17.3 (pp. 494–497), students learn how different types of isolation can lead to the formation ofnew species. Lesson 19.2 (pp. 546–548) discusses the processes that influence whether species survive or become extinct.Students evaluate the evidence for claims that environmental conditions may result in speciation or extinction: Students exploreevidence that climate change is causing a genetic decline in alpine chipmunks (pp. 447a–447b). Students provide evidence for the claim thatmajor geologic changes often go hand in hand with mass extinctions (Q18, p. 566). Students use evidence to suggest an explanation for thePermian mass extinction (Chapter Mystery, Q2, p. 567).HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*[Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiplespecies.]MILLER & LEVINE BIOLOGY: Lesson 6.3 (pp. 166–172) discusses the value of biodiversity, threats to biodiversity, and ways to conservebiodiversity. The Unit 2 Project, Disappearing Mussels! (pp. 61a–61b), asks students to recommend ways to prevent the decline of marinepopulations.The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core IdeasAnalyzing and Interpreting DataLS4.A: Evidence of Common Ancestry and DiversityAnalyzing data in 9–12 builds on K–8 experiences and •Genetic information provides evidence of evolution.progresses to introducing more detailed statisticalDNA sequences vary among species, but there are manyanalysis, the comparison of data sets for consistency, and overlaps; in fact, the ongoing branching that producesthe use of models to generate and analyze data.multiple lines of descent can be inferred by comparing the•Apply concepts of statistics and probability (including DNA sequences of different organisms. Such informationdetermining function fits to data, slope, intercept, and is also derivable from the similarities and differences incorrelation coefficient for linear fits) to scientific and amino acid sequences and from anatomical andengineering questions and problems, using digital tools embryological evidence. (HS-LS4-1)when feasible. (HS-LS4-3)SE: Figure 16-18 (p. 473); Analyzing Data(p. 591); Analyzing Data (p. 624)Using Mathematics and Computational ThinkingMathematical and computational thinking in 9-12 buildson K-8 experiences and progresses to using algebraicthinking and analysis, a range of linear and nonlinearfunctions including trigonometric functions, exponentialsand logarithms, and computational tools for statisticalanalysis to analyze, represent, and model data. Simplecomputational simulations are created and used based onmathematical models of basic assumptions.•Create or revise a simulation of a phenomenon,designed device, process, or system. (HS-LS4-6)Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 9–12builds on K–8 experiences and progresses to explanationsand designs that are supported by multiple andindependent student-generated sources of evidenceconsistent with scientific ideas, principles, and theories.•Construct an explanation based on valid and reliableevidence obtained from a variety of sources (includingstudents’ own investigations, models, theories,simulations, peer review) and the assumption thattheories and laws that describe the natural world operatetoday as they did in the past and will continue to do so inthe future. (HS-LS4-2),(HS-LS4-4)SE/TE: Genetics and Molecular Biology (pp.470–471); Genetics Joins EvolutionaryTheory (pp. 482–483); Molecular Evolution(pp. 498–501)LS4.B: Natural Selection•Natural selection occurs only if there is both (1)variation in the genetic information between organisms ina population and (2) variation in the expression of thatgenetic information—that is, trait variation—that leads todifferences in performance among individuals. (HS-LS4-2),(HS-LS4-3)SE/TE: How Natural Selection Works (pp.487–489)•The traits that positively affect survival are more likelyto be reproduced, and thus are more common in thepopulation. (HS-LS4-3)SE/TE: Populations and Gene Pools (p.483); Natural Selection on Single-Gene Traits(pp. 488–489)Crosscutting ConceptsPatterns•Different patterns may be observed at each of thescales at which a system is studied and can provideevidence for causality in explanations of phenomena. (HS-LS4-1),(HS-LS4-3)SE: Visual Summary (p. 461); Analyzing Data(p. 470); Figure 17-5 (p. 486); Use ScienceGraphics (p. 506); Q2 (p. 565)TE: Quick Facts (p. 462); Connect to theReal World (p. 471)Cause and Effect•Empirical evidence is required to differentiate betweencause and correlation and make claims about specificcauses and effects. (HS-LS4-2),(HS-LS4-4),(HS-LS4-5),(HS-LS4-6)SE: Visual Summary (p. 466); Figure 16-18(p. 473); Analyzing Data (p. 478); AnalyzingData (p. 548)TE: Build Science Skills (p. 456); TransferPerformance Task (p. 474)Biology.com: Chapter 16 STEM activity,Bird Beaks; Chapter 19 Data Analysis,Extinctions---------------------------------------------Connections to Nature of ScienceScientific Knowledge Assumes an Order andConsistency in Natural Systems•Scientific knowledge is based on the assumption thatnatural laws operate today as they did in the past andthey will continue to do so in the future. (HS-LS4-1),(HS-LS4-4)SE: Q5b (p. 473); Q23 (p. 477); Q36 (p.478); Q19 (p. 566; Q2 (p. 657); Q3b (p.707)SE: An Ancient Changing Earth (pp. 454–455)TE: How Science Works (p. 467); HowScience Works (p. 472)SE = Student Edition; TE = Teacher’s Edition; LMA = Lab Manual A 16
A Correlation ofMiller & Levine Biology, ©2014to the Next Generation Science Standards, May 2013Grades 9-12Engaging in Argument from EvidenceEngaging in argument from evidence in 9-12 builds on K-8experiences and progresses to using appropriate andsufficient evidence and scientific reasoning to defend andcritique claims and explanations about the natural anddesigned world(s). Arguments may also come fromcurrent or historical episodes in science.•Evaluate the evidence behind currently acceptedexplanations or solutions to determine the merits ofarguments. (HS-LS4-5)SE: Unit 5 Project (pp. 447a–447b); Q18 (p.566); Chapter Mystery, Q2 (p. 567)Obtaining, Evaluating, and CommunicatingInformationObtaining, evaluating, and communicating information in9–12 builds on K–8 experiences and progresses toevaluating the validity and reliability of the claims,methods, and designs.•Communicate scientific information (e.g., aboutphenomena and/or the process of development and thedesign and performance of a proposed process or system)in multiple formats (including orally, graphically, textually,and mathematically). (HS-LS4-1)SE: Q6 (p. 473); Q19 (p. 477); Q35 (p. 478);Q37 (p. 478)--------------------------------------------------------Connections to Nature of ScienceScience Models, Laws, Mechanisms, and TheoriesExplain Natural Phenomena•A scientific theory is a substantiated explanation ofsome aspect of the natural world, based on a body offacts that have been repeatedly confirmed throughobservation and experiment and the science communityvalidates each theory before it is accepted. If newevidence is discovered that the theory does notaccommodate, the theory is generally modified in light ofthis new evidence. (HS-LS4-1)SE: Scientific Theories (p. 13); EvaluatingEvolutionary Theory (p. 473); Q6 (p. 473);Biology & History (p. 459)TE: How Science Works (p. 455); AddressMisconceptions (p. 462); How Science Works(p. 483); How Science Works (p. 548)LS4.C: Adaptation•Evolution is a consequence of the interaction of fourfactors: (1) the potential for a species to increase innumber, (2) the genetic variation of individuals in aspecies due to mutation and sexual reproduction, (3)competition for an environment’s limited supply of theresources that individuals need in order to survive andreproduce, and (4) the ensuing proliferation of thoseorganisms that are better able to survive and reproduce inthat environment. (HS-LS4-2)SE/TE: Observations Aboard the Beagle (pp.451–453); Variation and Adaptation (pp.460–461); Survival of the Fittest (p. 461);Common Descent (p. 464); Sources ofGenetic Variation (pp. 484–485)•Natural selection leads to adaptation, that is, to apopulation dominated by organisms that are anatomically,behaviorally, and physiologically well suited to survive andreproduce in a specific environment. That is, thedifferential survival and reproduction of organisms in apopulation that have an advantageous heritable trait leadsto an increase in the proportion of individuals in futuregenerations that have the trait and to a decrease in theproportion of individuals that do not. (HS-LS4-3),(HS-LS4-4)SE/TE: Evolution by Natural Selection (pp.460–463)•Adaptation also means that the distribution of traits ina population can change when conditions change. (HS-LS4-3)SE/TE: Evolution Versus Genetic Equilibrium(pp. 491–492); Isolating Mechanisms (pp.494–495)•Changes in the physical environment, whethernaturally occurring or human induced, have thuscontributed to the expansion of some species, theemergence of new distinct species as populations divergeunder different conditions, and the decline–andsometimes the extinction–of some species. (HS-LS4-5),(HS-LS4-6)SE/TE: Genetic Drift (p. 490); Speciation inDarwin’s Finches (pp. 496–497)•Species become extinct because they can no longersurvive and reproduce in their altered environment. Ifmembers cannot adjust to change that is too fast ordrastic, the opportunity for the species’ evolution is lost.(HS-LS4-5)SE/TE: Speciation and Extinction (pp. 546–548)SE = Student Edition; TE = Teacher’s Edition; LMA = Lab Manual A 17
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Miller & Levine Biology - Pearson

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