Fish Dynamics Standards Alignment
— High School

Next Generation Science Standards*

The Next Generation Science Standards were developed by a consortium of 26 states and by the National Science Teachers Association, the American Association for the Advancement of Science, the National Research Council, and Achieve with the intent of helping students understand the scientific process of developing and testing ideas while evaluating scientific evidence. [Source]

HS-LS1 From Molecules to Organisms: Structures and Processes

Students who demonstrate an understanding can:

  • HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

Science and Engineering Practices:

  • Planning and Carrying Out Investigations
  • Planning and carrying out in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.
    • Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly. (HS-LS1-3)

  • Connections to Nature of Science: Scientific Investigation Use a Variety of Methods
    • Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. (HS-LS1-3)

Disciplinary Core Ideas:

  • LS1.A: Structure and Function
    • Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3)

Crosscutting Concepts:

  • Stability and Change
    • Feedback (negative or positive) can stabilize or destabilize a system. (HS-LS1-3)

HS-LS2 Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate an understanding can:

  • HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

  • HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

  • HS-LS2-6. Evaluate 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.

Science and Engineering Practices:

  • Using Mathematical and Computational Thinking
  • Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
    • Use mathematical and/or computational representations of phenomena or design solutions to support explanations. (HS-LS2-1)
    • Use mathematical representations of phenomena or design solutions to support and revise explanations. (HS-LS2-2)

  • Engaging in Argument from Evidence
  • Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.
    • Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (HS-LS2-6)

  • Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence
    • Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. (HS-LS2-2),(HS-LS2-3)
    • Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation. (HS-LS2-6),(HS-LS2-8)

Disciplinary Core Ideas:

  • LS2.C: Ecosystem Dynamics, Functioning, and Resilience
    • A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6)

Crosscutting Concepts:

  • Scale, Proportion, and Quantity
    • The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. (HS-LS2-1)
    • Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. (HS-LS2-2)

  • Stability and Change
    • Much of science deals with constructing explanations of how things change and how they remain stable. (HS-LS2-6),(HS-LS2-7)

*“Next Generation Science Standards” is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. [Return]

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