- Number of visits 53
- Number of saves 4
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Description
- Overview:
- Patterns Biology is the culminating course in the 3-year high school Patterns Science sequence. Patterns Biology focuses on three-dimensional (3D) learning through culturally responsive, phenomena-based storylines that intertwine the disciplinary core ideas of biology with the scientific and engineering practices and crosscutting concepts as described in the Next Generation Science Standards (NGSS).
The Patterns High School Science Sequence (https://hsscience4all.org/) is a three year course pathway and curriculum aligned to the Next Generation Science Standards (NGSS).
Each course utilizes:
- Common instructional strategies
- Real world phenomena
- Design challenges to engage students and support their learning.
For more information, contact us at info@pdxstem.org.
The curriculum is a combination of teacher-generated and curated open-content materials. The Teacher-generated materials are shared freely under a Attribution-NonCommercial-Sharealike Creative Commons License.
- Subject:
- Biology
- Level:
- High School
- Material Type:
- Full Course
- Author:
- Jamie Rumage
- Provider:
- Portland Metro STEM Partnership
- Date Added:
- 09/03/2020
- License:
-
Creative Commons Attribution Non-Commercial Share Alike
- Language:
- English
- Media Format:
- Downloadable docs, Text/HTML
Comments
Standards
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Learning Domain: Earth's Systems
Standard: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Earth's Systems
Standard: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Earth's Systems
Standard: Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Earth and Human Activity
Standard: Use computational tools to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Earth and Human Activity
Standard: Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
Degree of Alignment: Not Rated (0 users)
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: 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.
Degree of Alignment: Not Rated (0 users)
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multi-cellular organisms.
Degree of Alignment: Not Rated (0 users)
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Degree of Alignment: Not Rated (0 users)
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
Degree of Alignment: Not Rated (0 users)
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.
Degree of Alignment: Not Rated (0 users)
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: Construct explanations and revise, as needed, based on evidence for: 1) how carbon, hydrogen, and oxygen may combine with other elements to form amino acids and/or other large carbon-based molecules, and 2) how other hydrocarbons may also combine to form large carbon-based molecules.
Degree of Alignment: Not Rated (0 users)
Learning Domain: From Molecules to Organisms: Structure and Processes
Standard: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of sugar molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Construct an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions, and revise as needed.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Evaluate the claims, evidence, and reasoning that the complex biotic and abiotic interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a modified ecosystem.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Evaluate and assess impacts on the environment and biodiversity in order to refine or design a solution for detrimental impacts or enhancement for positive impacts.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Ecosystems: Interactions, Energy, and Dynamics
Standard: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Heredity: Inheritance and Variation of Traits
Standard: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Heredity: Inheritance and Variation of Traits
Standard: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Heredity: Inheritance and Variation of Traits
Standard: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Construct an explanation based on evidence that the process of evolution primarily result s from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Degree of Alignment: Not Rated (0 users)
Learning Domain: Biological Evolution: Unity and Diversity
Standard: Create and/or use a simulation to evaluate the impacts of human activity on biodiversity.
Degree of Alignment: Not Rated (0 users)
Science Domain: Earth and Space Sciences
Topic: Earth's Systems
Standard: Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Earth and Space Sciences
Topic: Earth's Systems
Standard: Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Earth and Space Sciences
Topic: Earth's Systems
Standard: Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples of include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Earth and Space Sciences
Topic: Human Sustainability
Standard: Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Earth and Space Sciences
Topic: Human Sustainability
Standard: 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 atmosphere or ocean).]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Structure and Function
Standard: 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.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Structure and Function
Standard: 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.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Structure and Function
Standard: 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.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits
Standard: 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.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: 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.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: 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.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: 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.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Matter and Energy in Organisms and Ecosystems
Standard: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. [Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* [Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits
Standard: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits
Standard: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Inheritance and Variation of Traits
Standard: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Natural Selection and Evolution
Standard: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]
Degree of Alignment: Not Rated (0 users)
Science Domain: Life Sciences
Topic: Interdependent Relationships in Ecosystems
Standard: 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 multiple species.]
Degree of Alignment: Not Rated (0 users)
Evaluations
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Tags (12)
- Or - HS Biology Standards
- Ecosystems
- Biodiversity
- evolution
- bio molecules
- genomics
- matter and energy
- cells to organisms
- cellular function
- biology
- High School biology
- data and research
This is one of the most thorough and supportive educational resources I have seen. It is organized on the Five E model and easy to orient to. It builds learning through each lesson and there are ample opportunities for students to make sense of their learning. Taken together these 6 units make for a thorough, engaging and scientifically accurate Biology course. Teachers should be aware that they need to request access to most of the student assessments/rubrics so do that ahead of time, however they do provide a general rubric for the units as a whole. This resource could easily be adapted to a remote learning situation as links are all live and accessible. To strengthen, cite the Social Studies, ELA and Mathematics standards that are addressed throughout.