Appendix A - Implementing District Standards (Common Core and Next Generation Science Standards)
Molecules to Organisms: Structures and Processes
Within the context of discussions related to the skin as microbiome, article readings, and the development of the students' approach to the Battle Scenario the following standards will be addressed.
Students who demonstrate understanding can:
- Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
- Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
Biological Evolution: Unity and Diversity
As the pathology of microbes in disease and the development of host-microbe interactions are discussed the following standards will be covered.
- 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.
- Construct an explanation based on evidence for how natural selection leads to adaptation of populations.
- 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.
Common Core Standards in English Language Arts and Reading: Information Text
The CCSS will be address and practiced in students' interaction with their assigned article readings and pair-share collaborations.
Key Ideas and Details:
- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
- Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
- Range of Reading and Level of Text Complexity:
- Students will be asked to utilize varying levels of nonfiction texts within the confines of their skin microbial disease and microbial uses.
- By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
- By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
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