WHY Use the News?
It is engaging!
Things make it to the news in the first place because they are interesting. Students definitely won't be able to anticipate how the class will be starting out if you use the latest news to introduce the work of the day.
To show that science helps us understand what is going on around us!
Students will be less likely to ask, "Why are we doing this?" If we routinely show them that what they are learning in the classroom is directly applicable to the problems of the day. This can be routine or shift to deal with developing news. For example, students came in to class with many questions the morning of and days following the tsunami and nuclear power plant disaster in Japan. I certainly was able to anticipate their concern, have the news up on the screen and have a few five minute simple applicable lessons ready.
To integrate the teaching of the process of science with the content!
Especially in the case of new discoveries the scientific process is evident in the news article. If there are only hints of the process, no problem. It may be even better to have the students reflect and imagine what was necessary for the particular discovery to be made. Have them share and discuss what must have led up to the discovery.
HOW To Use the News?
As the anticipatory set to a lesson or a review of past learning:
News articles tied to learning goals transition students into a lesson. See my list at the bottom of this post of a few news articles related to Massachusetts and national standards. One might put the chosen article or video clip up on the screen and ask students what they make of it. One might ask more pointed questions in order to pre-assess their knowledge of the upcoming topic. Sharing some intriguing insight and showing how it relates to the exciting work they will be doing that day warms up the audience.
Many times I run across an article for a standard I've already taught. Of course, I can save it for next year. But, perhaps there is actually some benefit to using a news article as review of past learning goals. Just put the news article or video up on the screen. Ask students to summarize it or make sense of it. If necessary remind them of the things they learned earlier. Or preface a prompt by saying, "Considering what we know about (evolution, nuclear decay, etc.), what would you think ____________ (prompt)." These activities could be considered formative assessments.
Project-based unit introduction:
You have your unit all planned. There is a motivating project at the core of it. How to introduce the unit and the project? Do a search of the news for the past couple of years using keywords related to the topic. Narrow the selections down to six of the best. Group the students by 4's. Distribute the same article to the members of each group. If you have 24 students and 6 articles, each group will have a unique article. Ask the students to read the articles (in class or for homework) preparing to share a section they find most interesting. It is best to also have a backup choice. When all have read and chosen a selection, use a discussion protocol such as the
Final Word to have each member of each group share their insights.
In order to have all students exposed to all of the news articles, one could "jigsaw" the group members. I like to do this by putting one of four colored dots on the identical articles that each group gets. After the first round of discussion I ask the students to form new groups with people in the room that have the same color dot on their article. This will create 4 groups with 6 members, each having read and discussed a different article. Give the students a protocol that will move your objectives forward. You might keep it as simple as prompting them to summarize the news article for their new group. Taking it up a notch would be to ask them to write down questions they have as the other students summarize their articles. These could then be used in a whole class discussion to develop an essential question, specific project ideas and development, etc.
Prepare students to craft their own essential questions or design a project for a thematic unit:
The jigsaw scenario described in the paragraph above could also be used to prime the students to develop an essential question for a new unit of study. I would only recommend this for classes that have at least some experience with teacher provided essential questions. This way they have some model of what a good essential question is and have experienced the power of it. For those confident in the use of essential questions use this book as your guide in leading a class to create their own essential question:
Make Just One Change.
Give students extra credit for reading and analyzing a news article:
As a general rule I don't like giving "extra-credit." So often it is more deathbed repentance than really an opportunity to learn. I have found a way to give students what they want, that extra-credit redemption, and meet my own expectation that there be learning going on. My students have access to my collection of hard copy science magazines. Maybe you are lucky enough to have laptops readily available on demand or all your students have smartphones and are highly responsible with them. I find that having a supply of newspapers and popular science magazines on hand facilitates best. If someone finishes work early in class or comes after school, they may read and report on an article and have one daily homework assignment excused. I usually limit this to two per marking period. I have them use this template I call the
Science News Update. Please feel free to improve upon it.
A variation of this I did regularly with my chemistry classes. At the end of each unit of study I selected a few articles relating to the new topic of study. As students completed the tests for the current unit, they picked up one, their choice, of the class sets of articles. They read it and filled out the
Science News Update. Again, I gave them extra-credit that covered a missing daily homework assignment.
GENERAL RESOURCES
There are many educational publishers that provide processed and dressed articles. These may be necessary and desired in many situations. Please do so when necessary. These products usually come with teacher's guides with discussion questions. This is a good way to get started if you are unsure. Generally, I think that they are not necessary and that it is better to teach students how to use the major news outlets.
New York Times-The Learning Network-Science Section: It's totally canned for you! These lesson plans are rooted in a news article in the Times. Reading the article can be part of the lesson. There is often a little video as well.
New Scientist: This has been my favorite source for news articles. The short ones are very readable for high school students and there is always a bit of humor and sass to them. Tubs full of these are the source for science news updates.
BBC News-Science and Environment Section: Every time I read one of the science section pieces a standard connection comes to mind. In fact, that pattern encouraged me to write this post. See below my list of news articles tied to Massachusetts or national science standards.
NEWS and STANDARDS
Preface: Current dramatic events relating to science of necessity must be addressed by science teachers. For every other situation how old can the news be and still be useful? Well, we try to get new textbooks, if we are still using them, every ten years. We want to try to get the most recent news, but perhaps something really important happened eight years ago and the reports at the time are the most poignant.
Here I match current news to Massachusetts and NGSS standards. I don't consider the presented connections to be exhaustive or exclusive. I see potential for a multitude of applications and am sure others will find many more.
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.1.2. Describe the basic
molecular structures and primary functions of the four major categories of
organic molecules (carbohydrates, lipids, proteins, nucleic acids).
|
HS-LS1-1. Explain that genes
are regions in the DNA that code for proteins, which carry out the essential
functions of life. Construct a model of transcription and translation to
explain the roles of DNA and RNA in coding the instructions for polypeptides,
which make up proteins. Explain that different classes of proteins regulate
and carry out the essential functions of life. [Clarification Statement: Four classes of proteins that
regulate and carry out the essential functions of life include: enzymes
(speeding up chemical reactions), structural proteins (providing structure
and enabling movement), hormones (sending signals between cells), and
antibodies (fighting disease).] [Assessment Boundary: Assessment does not
include specific names of proteins or rote memorization of steps of
transcription and translation.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.1.3. Explain the role of
enzymes as catalysts that lower the activation energy of biochemical
reactions. Identify factors, such as pH and temperature, that have an effect
on enzymes.
|
HS-LS1-1. Explain that genes
are regions in the DNA that code for proteins, which carry out the essential
functions of life. Construct a model of transcription and translation to
explain the roles of DNA and RNA in coding the instructions for polypeptides,
which make up proteins. Explain that different classes of proteins regulate
and carry out the essential functions of life. [Clarification Statement: Four classes of proteins that
regulate and carry out the essential functions of life include: enzymes
(speeding up chemical reactions), structural proteins (providing structure
and enabling movement), hormones (sending signals between cells), and
antibodies (fighting disease).] [Assessment Boundary: Assessment does not
include specific names of proteins or rote memorization of steps of
transcription and translation.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.3.2.
Describe the basic process of DNA replication and how it relates to the
transmission and conservation of the genetic code. Explain the basic
processes of transcription and translation, and how they result in the
expression of genes. Distinguish among the end products of replication,
transcription, and translation.
|
HS-LS1-1. Explain that genes
are regions in the DNA that code for proteins, which carry out the essential
functions of life. Construct a model of transcription and translation to
explain the roles of DNA and RNA in coding the instructions for polypeptides,
which make up proteins. Explain that different classes of proteins regulate
and carry out the essential functions of life. [Clarification Statement: Four classes of proteins that
regulate and carry out the essential functions of life include: enzymes
(speeding up chemical reactions), structural proteins (providing structure
and enabling movement), hormones (sending signals between cells), and
antibodies (fighting disease).] [Assessment Boundary: Assessment does not
include specific names of proteins or rote memorization of steps of
transcription and translation.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.3.2.
Describe the basic process of DNA replication and how it relates to the
transmission and conservation of the genetic code. Explain the basic
processes of transcription and translation, and how they result in the
expression of genes. Distinguish among the end products of replication,
transcription, and translation.
|
HS-LS3-1. Ask questions to
clarify relationships about how DNA in the form of chromosomes is passed from
parents to offspring through the processes of meiosis and fertilization in
sexual reproduction. [Assessment Boundary:
Assessment does not include rote memorization of the phases of meiosis
or the biochemical mechanism of specific steps in the process.]
|
HS-LS3-1. 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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.4.1.
Explain generally how the digestive system (mouth, pharynx, esophagus,
stomach, small and large intestines, rectum) converts macromolecules from
food into smaller molecules that can be used by cells for energy and for
repair and growth.
|
HS-LS1-2. Develop and use a
model to illustrate the hierarchical organization of interacting systems that
provide specific functions within animals. Use the model to illustrate that:
a. different types of cells contain different sets of proteins which enables
the cells to perform specific functions; b. specialized cells work together
to form specialized tissues, which in turn join to form specialized organs;
and c. specialized organs work together to form the body systems that
coordinate to carry out the essential functions of life. [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. Animal body systems include circulatory,
excretory, digestive, respiratory, muscular/skeletal, endocrine and nervous
systems. Examples of interacting systems could include 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. Assessment does not include the
identification of specific proteins in cells. Assessment is limited to
include major organs, such a lungs, stomach, small intestine, liver, heart
and kidneys.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.4.2. Explain how the
circulatory system (heart, arteries, veins, capillaries, red blood cells)
transports nutrients and oxygen to cells and removes cell wastes. Describe
how the kidneys and the liver are closely associated with the circulatory
system as they perform the excretory function of removing waste from the
blood. Recognize that kidneys remove nitrogenous wastes, and the liver
removes many toxic compounds from blood.
|
HS-LS1-2. Develop and use a
model to illustrate the hierarchical organization of interacting systems that
provide specific functions within animals. Use the model to illustrate that:
a. different types of cells contain different sets of proteins which enables
the cells to perform specific functions; b. specialized cells work together
to form specialized tissues, which in turn join to form specialized organs;
and c. specialized organs work together to form the body systems that coordinate
to carry out the essential functions of life. [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.
Animal body systems include circulatory, excretory, digestive, respiratory,
muscular/skeletal, endocrine and nervous systems. Examples of interacting
systems could include 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. Assessment does not include the identification of specific proteins in
cells. Assessment is limited to include major organs, such a lungs, stomach,
small intestine, liver, heart and kidneys.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.4.3. Explain how the
respiratory system (nose, pharynx, larynx, trachea, lungs, alveoli) provides
exchange of oxygen and carbon dioxide.
|
HS-LS1-2. Develop and use a
model to illustrate the hierarchical organization of interacting systems that
provide specific functions within animals. Use the model to illustrate that:
a. different types of cells contain different sets of proteins which enables
the cells to perform specific functions; b. specialized cells work together
to form specialized tissues, which in turn join to form specialized organs;
and c. specialized organs work together to form the body systems that
coordinate to carry out the essential functions of life. [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. Animal body systems include circulatory,
excretory, digestive, respiratory, muscular/skeletal, endocrine and nervous
systems. Examples of interacting systems could include 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. Assessment does not include the
identification of specific proteins in cells. Assessment is limited to
include major organs, such a lungs, stomach, small intestine, liver, heart
and kidneys.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.4.4. Explain how the
nervous system (brain, spinal cord, sensory neurons, motor neurons) mediates
communication among different parts of the body and mediates the body’s
interactions with the environment. Identify the basic unit of the nervous
system, the neuron, and explain generally how it works.
|
HS-LS1-2. Develop and use a
model to illustrate the hierarchical organization of interacting systems that
provide specific functions within animals. Use the model to illustrate that:
a. different types of cells contain different sets of proteins which enables
the cells to perform specific functions; b. specialized cells work together
to form specialized tissues, which in turn join to form specialized organs;
and c. specialized organs work together to form the body systems that
coordinate to carry out the essential functions of life. [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. Animal body systems include circulatory,
excretory, digestive, respiratory, muscular/skeletal, endocrine and nervous
systems. Examples of interacting systems could include 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. Assessment does not include the
identification of specific proteins in cells. Assessment is limited to
include major organs, such a lungs, stomach, small intestine, liver, heart
and kidneys.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.4.5. Explain how the
muscular/skeletal system (skeletal, smooth and cardiac muscles, bones,
cartilage, ligaments, tendons) works with other systems to support the body
and allow for movement. Recognize that bones produce blood cells.
|
HS-LS1-2. Develop and use a
model to illustrate the hierarchical organization of interacting systems that
provide specific functions within animals. Use the model to illustrate that:
a. different types of cells contain different sets of proteins which enables
the cells to perform specific functions; b. specialized cells work together
to form specialized tissues, which in turn join to form specialized organs;
and c. specialized organs work together to form the body systems that
coordinate to carry out the essential functions of life. [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. Animal body systems include circulatory,
excretory, digestive, respiratory, muscular/skeletal, endocrine and nervous
systems. Examples of interacting systems could include 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. Assessment does not include the
identification of specific proteins in cells. Assessment is limited to
include major organs, such a lungs, stomach, small intestine, liver, heart
and kidneys.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.4.7. Recognize that communication
among cells is required for coordination of body functions. The nerves
communicate with electrochemical signals, hormones circulate through the
blood, and some cells produce signals to communicate only with nearby cells.
|
HS-LS1-2. Develop and use a
model to illustrate the hierarchical organization of interacting systems that
provide specific functions within animals. Use the model to illustrate that:
a. different types of cells contain different sets of proteins which enables
the cells to perform specific functions; b. specialized cells work together
to form specialized tissues, which in turn join to form specialized organs;
and c. specialized organs work together to form the body systems that
coordinate to carry out the essential functions of life. [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. Animal body systems include circulatory,
excretory, digestive, respiratory, muscular/skeletal, endocrine and nervous
systems. Examples of interacting systems could include 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. Assessment does not include the
identification of specific proteins in cells. Assessment is limited to
include major organs, such a lungs, stomach, small intestine, liver, heart
and kidneys.]
|
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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.5.1.
Explain how evolution is demonstrated by evidence from the fossil record,
comparative anatomy, genetics, molecular biology, and examples of natural
selection.
|
HS-LS4-2. Construct an
explanation based on evidence that the process of evolution by natural
selection occurs in a population when the following conditions are met: (1) more offspring are produced than can be
supported by the environment, (2) there is heritable variation among
individuals, and (3) some of these variations lead to differential fitness
among individuals as some individuals are better able to compete for limited
resources than others. The result is the proliferation of those individuals
with advantageous heritable traits that are better able to survive and
reproduce in the environment.
|
HS-LS4-2. 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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.5.1.
Explain how evolution is demonstrated by evidence from the fossil record,
comparative anatomy, genetics, molecular biology, and examples of natural
selection.
|
HS-LS4-3. Explain based on
evidence how coevolution and sexual selection can lead to individuals with
behavioral, anatomical, and physiological adaptations in a population.
|
HS-LS4-3. 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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.5.1.
Explain how evolution is demonstrated by evidence from the fossil record,
comparative anatomy, genetics, molecular biology, and examples of natural
selection.
|
HS-LS4-4. Construct an
explanation based on evidence for how genetic drift and gene flow together
with natural selection lead to populations that have more individuals with
behavioral, anatomical, and physiological adaptations.
|
HS-LS4-4. 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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.5.2. Describe
species as reproductively distinct groups of organisms. Recognize that
species are further classified into a hierarchical taxonomic system (kingdom,
phylum, class, order, family, genus, species) based on morphological,
behavioral, and molecular similarities. Describe the role that geographic
isolation can play in speciation.
|
HS-LS4-5. Evaluate evidence
that demonstrates how changes in environmental conditions may result in the
emergence of new species over generations and/or the extinction of other
species, and that these processes may occur at different rates depending on
the conditions. [Clarification Statement: Examples of the processes occurring at
different rates include gradualism versus punctuated equilibrium and
background extinction versus mass extinction).]
|
HS-LS4-5. 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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.5.3.
Explain how evolution through natural selection can result in changes in
biodiversity through the increase or decrease of genetic diversity within a
population.
|
HS-LS4-5. Evaluate evidence
that demonstrates how changes in environmental conditions may result in the
emergence of new species over generations and/or the extinction of other
species, and that these processes may occur at different rates depending on
the conditions. [Clarification Statement: Examples of the processes occurring at
different rates include gradualism versus punctuated equilibrium and
background extinction versus mass extinction).]
|
HS-LS4-5. 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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.6.2. Analyze changes in
population size and biodiversity (speciation and extinction) that result from
the following: natural causes, changes in climate, human activity, and the
introduction of invasive, non-native species.
|
HS-LS2-7. Analyze direct and
indirect effects of human activities on biodiversity and ecosystem health,
specifically habitat fragmentation, introduction of non-native or invasive
species, overharvesting, pollution, and climate change. Evaluate and refine a
solution for reducing the impacts of human activities on biodiversity and
ecosystem health.* [Clarification
Statement: Examples of solutions can
include captive breeding programs, habitat restoration, pollution mitigation,
energy conservation, and ecotourism.]
|
HS-LS2-7. 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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.6.3.
Use a food web to identify and distinguish producers, consumers, and
decomposers, and explain the transfer of energy through trophic levels.
Describe how relationships among organisms (predation, parasitism,
competition, commensalism, mutualism) add to the complexity of biological
communities.
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HS-LS2-4. Use a mathematical
model to describe the transfer of energy from one trophic level to another.
Explain how the inefficiency of energy transfer between trophic levels
affects the relative number of organisms that can be supported at each
trophic level and necessitates a constant input of energy from sunlight or
inorganic compounds from the environment. Explain that atoms, including
elements of carbon, oxygen, hydrogen and nitrogen, are conserved even as
matter is broken down, recombined, and recycled by organisms in ecosystems. [Clarification Statement: The model should illustrate
the "10% rule" of energy transfer and show approximate amounts of
available energy at each trophic level in an ecosystem (up to five trophic
levels.)]
|
HS-LS2-4. 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.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
HS.LS.6.3.
Use a food web to identify and distinguish producers, consumers, and
decomposers, and explain the transfer of energy through trophic levels.
Describe how relationships among organisms (predation, parasitism,
competition, commensalism, mutualism) add to the complexity of biological
communities.
|
7.MS-LS2-2. Describe how
relationships among and between organisms in an ecosystem can be competitive,
predatory, parasitic, and mutually beneficial and that these interactions are
found across multiple ecosystems. [Clarification
Statement: Emphasis is on describing
consistent patterns of interactions in different ecosystems in terms of relationships
among and between organisms.]
|
MS-LS2-2. Construct an
explanation that predicts patterns
of interactions among organisms
across multiple ecosystems.[Clarification
Statement: Emphasis is on predicting consistent patterns of interactions in
different ecosystems in terms of the relationships among and between
organisms and abiotic components of ecosystems. Examples of types of
interactions could include competitive, predatory, and mutually beneficial.]
|
Applicable News:
2006
MA Frameworks
|
New
MA Standards
|
NGSS
|
none
|
HS-LS2-6. Evaluate the claims,
evidence, and reasoning that in stable conditions the dynamic interactions
within an ecosystem tend to maintain relatively consistent numbers and types
of organisms even when small changes in conditions occur but that extreme
fluctuations in conditions may result in a new ecosystem. Analyze data to
provide evidence that ecosystems with greater biodiversity tend to have
greater resistance and resilience to change. [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, fires, climate changes,
ocean acidification, or sea level rise.]
|
HS-LS2-6. 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.]
|
Applicable News:
