Keeping up with developing national resources is facilitated by an official monthly newsletter. The timeline for implementation of the new state standards has yet to be determined. The formal public comment and board consideration is scheduled to take place fall 2015.
Among other things, the new standards ask us to have students engage in argument from evidence. Here are some resources that exist at this time to assist in lesson planning. They are matched with the old and new goals. One way to transition to the new standards is to compare them to the current ones one makes lesson plans based on. Looking through the lenses of both helps select resources that meet the demands of both. Choosing from existing lesson plans ones which inherently incorporate the new standards and finding new resources becomes easier. Additionally, one can be confident in preparing students for existing assessments such as MCAS since one does not abandon the current standards with this method.
Current Massachusetts Biology Framework Content
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New
Massachusetts Biology Standard
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Argumentation
Resources to Support Outcomes
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6. Ecology
Central Concept: Ecology is the interaction among organisms and between
organisms and their environment.
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.
6.4
Explain how water, carbon, and
nitrogen cycle between abiotic resources and organic matter in an ecosystem,
and how oxygen cycles through photosynthesis and respiration.
2. Cell Biology Central
Concepts: Cells
have specific structures and functions that make them distinctive. Processes
in a cell can be classified broadly as growth, maintenance, and reproduction.
2.4
Identify the reactants, products, and
basic purposes of photosynthesis and cellular respiration. Explain the
interrelated nature of photosynthesis and cellular respiration in the cells
of photosynthetic organisms.
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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.)]
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Surviving Winter in the
Dust Bowl
(Food Chains and Trophic
Levels)
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Current Massachusetts Biology Framework Content
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New
Massachusetts Biology Standard
|
Argumentation Resources to
Support Outcomes
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6.
6. Ecology
Central Concept: Ecology is the interaction
among organisms and between organisms and their environment.
6.1
Explain how birth, death, immigration,
and emigration influence population size.
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-LS2-6. 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.]
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Based on actual events in
an ecosystem in Guatemala, this lesson casts students as members of the
community deciding whether or not to introduce a non-native species of fish
in order to improve the local economy.
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Current Massachusetts Biology Framework Content
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New
Massachusetts Biology Standard
|
Argumentation Resources to
Support Outcomes
|
3.
Genetics
Central Concepts: Genes allow for the
storage and transmission of genetic information. They are a set of
instructions encoded in the nucleotide sequence of each organism. Genes code
for the specific sequences of amino acids that comprise the proteins
characteristic to that organism.
3.3
Explain how mutations in the DNA
sequence of a gene may or may not result in phenotypic change in an organism.
Explain how mutations in gametes may result in phenotypic changes in
offspring.
2.7
Describe how the process of meiosis
results in the formation of haploid cells. Explain the importance of this
process in sexual reproduction, and how gametes form diploid zygotes in the
process of fertilization.
4. Anatomy and Physiology
Central
Concepts: There
is a relationship between the organization of cells into tissues and the
organization of tissues into organs. The structures and functions of organs
determine their relationships within body systems of an organism. Homeostasis
allows the body to perform its normal functions.
4.6
Recognize that the sexual reproductive
system allows organisms to produce offspring that receive half of their
genetic information from their mother and half from their father, and
that sexually produced offspring resemble, but are not identical to, either of
their parents.
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HS-LS3-2. Make and defend a
claim based on evidence that inheritable genetic variations may result
from: a. new genetic combinations
through meiosis; b. mutations that occur during replication; and/or c.
mutations caused by environmental factors. Recognize that in general,
only mutations that occur in gametes can be passed to offspring. [Clarification
Statement: New genetic combinations
through meiosis occur via the processes of crossing over and random
segregation of chromosomes.]
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Chromosomes and
Karyotypes: How Do Two Physically
Healthy Parents Produce One child With down Syndrome and a Second Child with
Cri Du Chat Syndrome?
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Current Massachusetts Biology Framework Content
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New
Massachusetts Biology Standard
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Argumentation Resources to
Support Outcomes
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5 5.
Evolution and Biodiversity
Central
Concepts: Evolution
is the result of genetic changes that occur in constantly changing
environments. Over many generations, changes in the genetic make-up of
populations may affect biodiversity through speciation and extinction.
5.1
Explain how evolution is demonstrated
by evidence from the fossil record, comparative anatomy, genetics,
molecular biology, and examples of
natural selection
5
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.
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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.
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5. Evolution and Biodiversity Central Concepts: Evolution is the result of
genetic changes that occur in constantly changing environments. Over many
generations, changes in the genetic make-up of populations may affect
biodiversity through speciation and extinction.
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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.
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5. 5. Evolution and Biodiversity Central Concepts: Evolution is the result of
genetic changes that occur in constantly changing environments. Over many
generations, changes in the genetic make-up of populations may affect
biodiversity through speciation and extinction.
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.
6.
6. Ecology
Central Concept:
Ecology
is the interaction among organisms and between organisms and their
environment.
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.
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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.
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Lab 22 Biodiversity and
the Fossil Record: How Has Biodiversity
on Earth Changed Over Time?
Lab 23 Mechanisms of
Evolution: Why Will the Characteristics of a Bug Population Change in
different Ways in Response to Different Types of Predation?
Lab 25 Mechanisms of
Speciation: Why does Geographic Isolation Lead to the Formation of a New
Species?
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