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Framework and NGSS POPULATIONS AND ECOSYSTEMS – Framework and NGSS INTRODUCTION TO Contents PERFORMANCE EXPECTATIONS Introduction to Performance “The NGSS are standards or goals, that reflect what a student Expectations .......................... 35 should know and be able to do; they do not dictate the manner or methods by which the standards are taught. Curriculum FOSS Conceptual and assessment must be developed in a way that builds students’ Framework ............................ 48 knowledge and ability toward the PEs [performance expectations]” Background for the (Next Generation Science Standards, 2013, page xiv). Conceptual Framework .......... 50 This chapter shows how the NGSS Performance Expectations are Connections to NGSS by bundled in the Populations and Ecosystems Course to provide Investigation .......................... 56 a coherent set of instructional materials for teaching and learning. This chapter also provides details about how this FOSS course Recommended FOSS Next fits into the matrix of the FOSS Program (page 49). Each FOSS Generation K–8 Scope and module K–5 and middle school course 6–8 has a functional role Sequence ............................... 74 in the FOSS conceptual frameworks that were developed based on a decade of research on science education and the influence of A Framework for K–12 Science Education (2012) and Next Generation Science Standards (NGSS, 2013). The FOSS curriculum provides a coherent vision of science teaching and learning in the three ways described by the The NGSS Performance Expectations NRC Framework. First, FOSS is designed around learning as bundled in this course include a developmental progression, providing experiences that allow students to continually build on their initial notions and develop Life Sciences more complex science and engineering knowledge. Students MS-LS1-6 MS-LS1-7 develop functional understanding over time by building on MS-LS2-1 foundational elements (intermediate knowledge). That progression MS-LS2-2 is detailed in the conceptual frameworks. MS-LS2-3 Second, FOSS limits the number of core ideas, choosing depth MS-LS2-4 of knowledge over broad shallow coverage. Those core ideas are MS-LS2-5 addressed at multiple grade levels in ever greater complexity. FOSS investigations at each grade level focus on elements of core ideas Life Sciences MS-PS3-4 (foundational) that are teachable and learnable at that grade level. Third, FOSS investigations integrate engagement with scientific Earth and Space Sciences ideas (content) and the practices of science and engineering by MS-ESS3-3 providing firsthand experiences. MS-ESS3-4 Teach the course with the confidence that the developers have Engineering, Technology, and carefully considered the latest research and have integrated into Applications of Science each investigation the three dimensions of the NRC Framework and MS-ETS1-1 NGSS, and have designed powerful connections to the Common MS-ETS1-2 Core State Standards for English Language Arts. © 2018-2019-C Copyright The Regents of the University California Berkeley Not for resale, redistribution, or use other than classroom without further permission. www.fossweb.com Full Option Science System 35 Updated 11/2018-C POPULATIONS AND ECOSYSTEMS – Framework and NGSS Disciplinary Core Ideas Addressed The Populations and Ecosystems Course connects with the NRC Framework 6–8 grade band and the NGSS performance expectations for the middle school grades. The course focuses on core ideas for life sciences primarily and Earth sciences secondarily. DISCIPLINARY Life Sciences CORE IDEAS Framework core idea LS1: From molecules to organisms: A Framework for K–12 Science Structures and processes—How do organisms live, grow, respond Education has four core ideas in to their environment, and reproduce? life sciences. • LS1.C: Organization for matter and energy flow in organisms LS1: From molecules to How do organisms obtain and use the matter and energy they need to organisms: Structures and live and grow? [Plants, algae (including phytoplankton), and many processes microorganisms use the energy from light to make sugars (food) LS2: Ecosystems: Interactions, from carbon dioxide from the atmosphere and water through energy, and dynamics the process of photosynthesis, which also releases oxygen. These LS3: Heredity: Inheritance and sugars can be used immediately or stored for growth or later use. variation of traits Animals obtain food from eating plants or eating other animals. LS4: Biological evolution: Unity Within individual organisms, food moves through a series of and diversity chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. In The questions and descriptions of most animals and plants, oxygen reacts with carbon-containing the core ideas in the text on these molecules (sugars) to provide energy and produce carbon dioxide; pages are taken from the NRC anaerobic bacteria achieve their energy needs in other chemical Framework for grades 6–8 to keep processes that do not require oxygen.] the core ideas in a rich and useful context. The following NGSS grades 6–8 performance expectations for LS1 The performance expectations are derived from the Framework disciplinary core idea above. related to each core idea are taken • MS-LS1-6. Construct a scientific explanation based on evidence from the NGSS for middle school. for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] • MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. [Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.] 36 Full Option Science System POPULATIONS AND ECOSYSTEMS – Framework and NGSS Introduction to Performance Expectations Framework core idea LS2: Ecosystems: Interactions, energy, REFERENCES and dynamics— How and why do organisms interact with their National Research Council. A environment and what are the effects of these interactions? Framework for K–12 Science • LS2.A: Interdependent relationships in ecosystems Education: Practices, Crosscutting How do organisms interact with the living and nonliving environments Concepts, and Core Ideas. to obtain matter and energy? [Organisms and populations of Washington, DC: National organisms are dependent on their environmental interactions Academies Press, 2012. both with other living things and with nonliving factors. Growth NGSS Lead States. Next Generation of organisms and population increases are limited by access to Science Standards: For States, by resources. In any ecosystem, organisms and populations with States. Washington, DC: National similar requirements for food, water, oxygen, or other resources Academies Press, 2013. may compete with each other for limited resources, access to National Governors Association which consequently constrains their growth and reproduction. Center for Best Practices and Similarly, predatory interactions may reduce the number of Council of Chief State School organisms or eliminate whole populations of organisms. Mutually Officers. Common Core State beneficial interactions, in contrast, may become so interdependent Standards for English Language that each organism requires the other for survival. Although the Arts and Literacy in History/Social species involved in these competitive, predatory, and mutually Studies, Science, and Technical beneficial interactions vary across ecosystems, the patterns of Subjects. Washington, DC: 2010. interactions of organisms with their environments, both living and nonliving, are shared.] • LS2.B: Cycles of matter and energy transfer in ecosystems How do matter and energy move through an ecosystem? [Food webs are models that demonstrate how matter and energy is transferred between producers (generally plants and other organisms that engage in photosynthesis), consumers, and decomposers as the three groups interact—primarily for food—within an ecosystem. Transfers of matter into and out of the physical environment occur at every level—for example, when molecules from food react with oxygen captured from the environment, the carbon dioxide and water thus produced are transferred back to the environment, and ultimately so are waste products, such as fecal material. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.] • LS2.C: Ecosystem dynamics, functioning, and resilience What happens to ecosystems when the environment changes? [Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all of its populations. Populations and Ecosystems Course—FOSS Next Generation 37 POPULATIONS AND ECOSYSTEMS – Framework and NGSS Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness
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