Miller & Levine Biology: Foundation Edition - Pearson

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A Correlation ofMiller & Levine Biology, Foundation Edition, ©2014to the Next Generation Science Standards, May 2013Grades 9-12The 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 IdeasDeveloping and Using ModelsESS1.B: Earth and the Solar SystemModeling in 9–12 builds on K–8 experiences and•Cyclical changes in the shape of Earth’s orbit aroundprogresses to using, synthesizing, and developing models the sun, together with changes in the tilt of the planet’sto predict and show relationships among variablesaxis of rotation, both occurring over hundreds ofbetween systems and their components in the natural and thousands of years, have altered the intensity anddesigned world(s).distribution of sunlight falling on the earth. These•Develop a model based on evidence to illustrate the phenomena cause a cycle of ice ages and other gradualrelationships between systems or between components of climate changes. (secondary to HS-ESS2-4)a system. (HS-ESS2-6)Analyzing and Interpreting DataAnalyzing data in 9–12 builds on K–8 experiences andprogresses to introducing more detailed statisticalanalysis, the comparison of data sets for consistency, andthe use of models to generate and analyze data.•Analyze data using tools, technologies, and/or models(e.g., computational, mathematical) in order to make validand reliable scientific claims or determine an optimaldesign solution. (HS-ESS2-2)SE: Case Study #3 (p. 147)TE: Active Reading (p. 133)Engaging in Argument from EvidenceEngaging in argument from evidence in 9–12 builds on K–8 experiences 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 scientific or historical episodes in science.•Construct an oral and written argument or counterargumentsbased on data and evidence. (HS-ESS2-7)SE: Q15 (p. 474)--------------------------------------------------------Connections to Nature of ScienceScientific Knowledge is Based on EmpiricalEvidence•Science arguments are strengthened by multiple linesof evidence supporting a single explanation. (HS-ESS2-4)SE: Inquiry into Scientific Thinking (p. 95)TE: Science Support (p. 148)LMB: Comparing Atmospheres (pp. 283–284)ESS2.A: Earth Materials and Systems•Earth’s systems, being dynamic and interacting, causefeedback effects that can increase or decrease the originalchanges. (HS-ESS2-2)SE/TE: The Mysteries of Life’s Origins (pp.462–464); Ecological Footprints (pp. 143–144)•The geological record shows that changes to globaland regional climate can be caused by interactions amongchanges in the sun’s energy output or Earth’s orbit,tectonic events, ocean circulation, volcanic activity,glaciers, vegetation, and human activities. These changescan occur on a variety of time scales from sudden (e.g.,volcanic ash clouds) to intermediate (ice ages) to verylong-term tectonic cycles. (HS-ESS2-4)SE/TE: Life on a Changing Planet (pp. 454–455); Case Study #3, Climate Change (pp.147–149)ESS2.D: Weather and Climate•The foundation for Earth’s global climate systems isthe electromagnetic radiation from the sun, as well as itsreflection, absorption, storage, and redistribution amongthe atmosphere, ocean, and land systems, and thisenergy’s re-radiation into space. (HS-ESS2-4)SE/TE: Weather and Climate (p. 82);Factors That Affect Climate (pp. 82–84)•Gradual atmospheric changes were due to plants andother organisms that captured carbon dioxide andreleased oxygen. (HS-ESS2-6),(HS-ESS2-7)SE/TE: Production of Free Oxygen (p. 464)•Changes in the atmosphere due to human activityhave increased carbon dioxide concentrations and thusaffect climate. (HS-ESS2-6),(HS-ESS2-4)SE/TE: Case Study #3, Climate Change (pp.147–149)ESS2.E: Biogeology•The many dynamic and delicate feedbacks betweenthe biosphere and other Earth systems cause a continualco-evolution of Earth’s surface and the life that exists onit. (HS-ESS2-7)SE/TE: The Mysteries of Life’s Origins (pp.462–464); Autotrophic Protists (pp. 509–510); The Ecology of Fungi (pp. 517–519)Crosscutting ConceptsCause and Effect•Empirical evidence is required to differentiate betweencause and correlation and make claims about specificcauses and effects. (HS-ESS2-4)SE: Inquiry into Scientific Thinking (p. 95)LMB: Comparing Atmospheres (pp. 283–284)Energy and Matter•The total amount of energy and matter in closedsystems is conserved. (HS-ESS2-6)SE: Comparing Photosynthesis andRespiration (p. 215)TE: Active Reading (p. 222)Stability and Change•Much of science deals with constructing explanationsof how things change and how they remain stable. (HS-ESS2-7)SE: Q7 (p. 455); Q15 (p. 523)TE: Active Reading (p. 455); Speed Bump (p.464)•Feedback (negative or positive) can stabilize ordestabilize a system. (HS-ESS2-2)SE: Case Study #1 (p. 145)LMB: Vehicle Emission Trends (pp. 245–246)----------------------------------------Connections to Engineering, Technology,and Applications of ScienceInfluence of Engineering, Technology, and Scienceon Society and the Natural World•New technologies can have deep impacts on societyand the environment, including some that were notanticipated. Analysis of costs and benefits is a criticalaspect of decisions about technology. (HS-ESS2-2)TE: Building Scientific Literacy, STEM (p.126a)SE = Student Edition; TE = Teacher’s Edition; LMB = Lab Manual B 20
HS-ESS3 Earth and Human ActivityA Correlation ofMiller & Levine Biology, Foundation Edition, ©2014to the Next Generation Science Standards, May 2013Grades 9-12HS-ESS3 Earth and Human ActivityStudents who demonstrate understanding can:HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of naturalhazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to freshwater (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can befrom interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes,floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns oftemperature and precipitation, and the types of crops and livestock that can be raised.]MILLER & LEVINE BIOLOGY, Foundation Edition: Lesson 5.2 (p. 114) explains how natural disasters are a limiting factor for populationgrowth. Lesson 6.2 (pp. 133–135) discusses the importance of freshwater for humans. Lesson 24.4 (pp. 593–594) focuses on the effect ofagriculture on human civilizations.Students construct an explanation for how natural resources, natural hazards, or climate influence human activity: Students explore howthe presence or absence of trees affected the inhabitants of Easter Island (pp. 127 and 154).HS-ESS3-3. Create a computational simulation to illustrate the relationships among management of natural resources, thesustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources includecosts of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability includeagricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameterprograms or constructing simplified spreadsheet calculations.]MILLER & LEVINE BIOLOGY, Foundation Edition: Chapter 6 (pp. 128–142) discusses the effect of human activity on the environment.Students create a computational simulation to illustrate the relationship between management of natural resources and biodiversity:Students use mathematical and computational tools to analyze data about the genetic decline of alpine chipmunks due to climate changecaused by human activities (pp. 377a–377b).HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.*[Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity,or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts(such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphereor ocean).]MILLER & LEVINE BIOLOGY, Foundation Edition: Lessons 6.1, 6.2, and 6.3 (pp. 128–142) focus on the impact of humans on theenvironment.Students evaluate or refine a technological solution that reduces impacts of human activities on natural systems: Students evaluateways to reduce dry trash (Inquiry into Scientific Thinking, p. 130). Students design a green roof system for a building (pp. 477a–477b).HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of thecurrent rate of global or regional climate change and associated future impacts to Earth systems. [Clarification Statement: Examples ofevidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial icevolumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]MILLER & LEVINE BIOLOGY, Foundation Edition: Case Study #3 in Lesson 6.4 (pp. 147–149) addresses the causes and effects ofclimate change.Students analyze geoscience data about global climate change: Students compare data on air temperature, sea ice, sea level, andgreenhouse gas emissions (pp. 147–148).HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how thoserelationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere,atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in anincrease in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary:Assessment does not include running computational representations but is limited to using the published results of scientific computational models.]SE = Student Edition; TE = Teacher’s Edition; LMB = Lab Manual B 21
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