Biology - Integrated

2016

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Table of Contents

Arkansas K-12 Science Standards Overview .............................................................................................................. 3

How to Read ............................................................................................................................................................... 6

Biology - Integrated Course Learning Progression Chart ............................................................................................. 7

Biology - Integrated Course Overview ......................................................................................................................... 8

Biology - Integrated Topics Overview .......................................................................................................................... 9

Topic 1: Cycling of Matter and Energy ....................................................................................................................... 11

Topic 2: Structure and Function ............................................................................................................................... 14

Topic 3: Biodiversity and Population Dynamics ........................................................................................................ 17

Topic 4: Genetic Variations in Organisms ................................................................................................................. 21

Topic 5: Evolution by Natural Selection .................................................................................................................... 24

Topic 6: Life and Earth’s Systems ............................................................................................................................ 28

Topic Seven: Human Impacts on Earth’s Systems ................................................................................................... 32

Contributors ............................................................................................................................................................. 37

Notes:

1. Student Performance Expectations (PEs) may be taught in any sequence or grouping within a grade level.

Several PEs are described as being “partially addressed in this course” because the same PE is revisited in a

subsequent course during which that PE is fully addressed.

2. An asterisk (*) indicates an engineering connection to a practice, core idea, or crosscutting concept.

3. The Clarification Statements are examples and additional guidance for the instructor. AR indicates Arkansas-

specific Clarification Statements.

4. The Assessment Boundaries delineate content that may be taught but not assessed in large-scale

assessments. AR indicates Arkansas-specific Assessment Boundaries.

5. The section entitled “foundation boxes” is reproduced verbatim from A Framework for K-12 Science

Education: Practices, Crosscutting Concepts, and Core Ideas. Integrated and reprinted with permission from

the National Academy of Sciences.

6. The examples given (e.g.,) are suggestions for the instructor.

7. Throughout this document, connections are provided to the nature of science as defined by A Framework for

K-12 Science Education (NRC 2012).

8. Throughout this document, connections are provided to Engineering, Technology, and Applications of

Science as defined by A Framework for K-12 Science Education (NRC 2012).

9. Each set of PEs lists connections to other disciplinary core ideas (DCIs) within the Arkansas K-12 Science

Standards and to the Arkansas English Language Arts Standards, Arkansas Disciplinary Literacy Standards,

and the Arkansas Mathematics Standards.

Biology - Integrated

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Arkansas K-12 Science Standards Overview

The Arkansas K-12 Science Standards are based on A Framework for K-12 Science Education (NRC 2012) and are

meant to reflect a new vision for science education. The following conceptual shifts reflect what is new about these

science standards. The Arkansas K-12 Science Standards

• reflect science as it is practiced and experienced in the real world,

• build logically from Kindergarten through Grade 12,

• focus on deeper understanding as well as application of content,

• integrate practices, crosscutting concepts, and core ideas, and

• make explicit connections to literacy and math.

As part of teaching the Arkansas K-12 Science Standards, it will be important to instruct and guide students in

adopting appropriate safety precautions for their student-directed science investigations. Reducing risk and

preventing accidents in science classrooms begin with planning. The following four steps are recommended in

carrying out a hazard and risk assessment for any planned lab investigation:

1) Identify all hazards. Hazards may be physical, chemical, health, or environmental.

2) Evaluate the type of risk associated with each hazard.

3) Write the procedure and all necessary safety precautions in such a way as to eliminate or reduce the risk

associated with each hazard.

4) Prepare for any emergency that might arise in spite of all of the required safety precautions.

According to Arkansas Code Annotated § 6-10-113 (2012) for eye protection, every student and teacher in public

schools participating in any chemical or combined chemical-physical laboratories involving caustic or explosive

chemicals or hot liquids or solids is required to wear industrial-quality eye protective devices (eye goggles) at all

times while participating in science investigations.

The Arkansas K-12 Science Standards outline the knowledge and science and engineering practices that all

students should learn by the end of high school. The standards are three-dimensional because each student

performance expectation engages students at the nexus of the following three dimensions:

• Dimension 1 describes scientific and engineering practices.

• Dimension 2 describes crosscutting concepts, overarching science concepts that apply across science

disciplines.

• Dimension 3 describes core ideas in the science disciplines.

Science and Engineering Practices

The eight practices describe what scientists use to investigate and build models and theories of the world around

them or that engineers use as they build and design systems. The practices are essential for all students to learn

and are as follows:

1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Crosscutting Concepts

Biology - Integrated

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

The seven crosscutting concepts bridge disciplinary boundaries and unit core ideas throughout the fields of science

and engineering. Their purpose is to help students deepen their understanding of the disciplinary core ideas, and

develop a coherent, and scientifically based view of the world. The seven crosscutting concepts are as follows:

1. Patterns- Observed patterns of forms and events guide organization and classification, and prompt

questions about relationships and the factors that influence them.

2. Cause and effect- Mechanism and explanation. Events have causes, sometimes simple, sometimes

multifaceted. A major activity of science is investigating and explaining causal relationships and the

mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and

used to predict and explain events in new contexts.

3. Scale, proportion, and quantity- In considering phenomena, it is critical to recognize what is relevant at

different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity

affect a system’s structure or performance.

4. Systems and system models- Defining the system under study—specifying its boundaries and making

explicit a model of that system—provides tools for understanding and testing ideas that are applicable

throughout science and engineering.

5. Energy and matter: Flows, cycles, and conservation- Tracking fluxes of energy and matter into, out of, and

within systems helps one understand the systems’ possibilities and limitations.

6. Structure and function- The way in which an object or living thing is shaped and its substructure

determines many of its properties and functions.

7. Stability and change- For natural and built systems alike, conditions of stability and determinants of rates of

change or evolution of a system are critical elements of study.

Disciplinary Core Ideas

The disciplinary core ideas describe the content that occurs at each grade or course. The Arkansas K-12 Science

Standards focus on a limited number of core ideas in science and engineering both within and across the disciplines

and are built on the notion of learning as a developmental progression. The Disciplinary Core Ideas are grouped into

the following domains:

• Physical Science (PS)

• Life Science (LS)

• Earth and Space Science (ESS)

• Engineering, Technology and Applications of Science (ETS)

Connections to the Arkansas English Language Arts Standards

Evidence-based reasoning is the foundation of good scientific practice. The Arkansas K-12 Science Standards

incorporate reasoning skills used in language arts to help students improve mastery and understanding in all three

disciplines. The Arkansas K-8 Science Committee made every effort to align grade-by-grade with the English

language arts (ELA) standards so concepts support what students are learning in their entire curriculum.

Connections to specific ELA standards are listed for each student performance expectation, giving teachers a

blueprint for building comprehensive cross-disciplinary lessons.

The intersections between Arkansas K-12 Science Standards and Arkansas ELA Standards teach students to

analyze data, model concepts, and strategically use tools through productive talk and shared activity. Reading in

science requires an appreciation of the norms and conventions of the discipline of science, including understanding

the nature of evidence used, an attention to precision and detail, and the capacity to make and assess intricate

arguments, synthesize complex information, and follow detailed procedures and accounts of events and concepts.

These practice-based standards help teachers foster a classroom culture where students think and reason together,

connecting around the subject matter and core ideas.

Biology - Integrated

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Connections to the Arkansas Disciplinary Literacy Standards

Reading is critical to building knowledge in science. College and career ready reading in science requires an

appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in science; an

understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate

intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. When

reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often

make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be

able to read complex informational texts in science with independence and confidence because the vast majority of

reading in college and workforce training programs will be sophisticated nonfiction.

For students, writing is a key means of asserting and defending claims, showing what they know about science, and

conveying what they have experienced, imagined, thought, and felt. To be college and career ready writers, students

must take task, purpose, and audience into careful consideration, choosing words, information, structures, and

formats deliberately. They need to be able to use technology strategically when creating, refining, and collaborating

on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately,

reporting finds from their research and analysis of sources in a clear and cogent manner. They must have the

flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline and the capacity to

revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.

Connections to the Arkansas Mathematics Standards

Science is a quantitative discipline, so it is important for educators to ensure that students’ science learning coheres

well with their understanding of mathematics. To achieve this alignment, the Arkansas K-12 Science Committee

made every effort to ensure that the mathematics standards do not outpace or misalign to the grade-by-grade

science standards. Connections to specific math standards are listed for each student performance expectation,

giving teachers a blueprint for building comprehensive cross-disciplinary lessons.

Biology - Integrated

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology Course Learning Progression Chart

Arkansas Clarification Statement/Assessment Boundary (AR)

Topic 1:

Cycling of

Matter and

Energy

Topic 2:

Structure

and

Function

Topic 3:

Biodiversity

and

Population

Dynamics

Topic 4:

Genetic

Variations

Organisms

Topic 5:

Evolution by

Natural

Selection

Topic 6: Life

and Earth’s

Systems

Topic 7: Human

Impacts on

Earth’s

Systems

AR BI-LS1-5

BI-LS1-7

BI-LS2-3

AR BI-LS 2-4

BI-LS2-5

BI-ESS2-6

BI-LS1-1

AR BI-LS1-2

BI-LS1-3

BI-LS1-6

BI-LS2-1

BI-LS2-2

BI-LS2-6

AR BI-LS2-7

BI-LS2-8

AR BI-LS4-6

AR BI3-ETS1-3

AR BI3-ETS1-4

BI-LS1-4

BI-LS3-1

BI-LS3-2

BI-LS3-3

BI-LS4-1

BI-LS4-2

BI-LS4-3

BI-LS4-4

BI-LS4-5

AR BI-ESS2-7

BI-ESS2-2

BI-ESS2-4

AR BI-ESS2-5

AR BI-ESS3-5

AR BI6-ETS1-2

AR BI6-ETS1-3

AR BI-ESS3-1

AR BI-ESS3-2

BI-ESS3-3

AR BI-ESS3-4

AR BI-ESS3-6

AR BI7-ETS1-1

AR BI7-ETS1-2

AR BI7-ETS1-4

Biology - Integrated

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated Course Overview

(Course code 420000)

The Arkansas K-12 Science Standards for biology - integrated is an integrated science course that focuses on

conceptual understanding of foundational life and Earth science core ideas, science and engineering practices, and

crosscutting concepts, and is an integration of life science, Earth and space science, and engineering design

standards. It is recommended that students be enrolled in geometry concurrently with this course. Teachers with

biology, life/Earth, and life science licenses are qualified to teach this course. Students will earn 1 unit of Smart

Core/biology credit for graduation.

Students in biology - integrated develop understanding of key concepts that help them make sense of the

interactions between life science and Earth and space science. The ideas are building upon students’ understanding

of disciplinary ideas, science and engineering practices, and crosscutting concepts from earlier grades. There are

seven topics in biology - integrated: (1) Cycling of Matter and Energy, (2) Structure and Function, (3) Biodiversity and

Population Dynamics, (4) Genetic Variations in Organisms, (5) Evolution by Natural Selection, (6) Earth’s Changing

Climate, and (7) Humans and Natural Systems. The performance expectations (standards) for biology - integrated

blend core ideas with scientific and engineering practices and crosscutting concepts to support students in

developing usable knowledge that can be applied across the science disciplines. While the performance

expectations indicate particular practices to address specific disciplinary core ideas, it is recommended that teachers

include a variety of practices and strategies in their instruction.

Connections with other science disciplines help high school students develop these capabilities in various contexts.

For example, in the life sciences students are expected to design, evaluate, and refine a solution for reducing human

impact on the environment (BI-LS2-7) and to create or revise a simulation to test solutions for mitigating adverse

impacts of human activity on biodiversity (BI-LS4-6). In the Earth and space sciences, students apply their

engineering capabilities to reduce human impacts on Earth systems, and improve social and environmental cost-

benefit ratios (BI-ESS3-2, BI-ESS3-4).

Additionally, it should be noted the biology - integrated standards are not intended to be used as curriculum. Instead,

the standards are the minimum that students should know and be able to do. Therefore, teachers should continue to

differentiate for the needs of their students by adding depth and additional rigor.

Students in biology - integrated also continue their ability to develop possible solutions for major global problems with

engineering design challenges. At the high school level, students are expected to engage with major global issues at

the interface of science, technology, society and the environment, and to bring to light the kinds of analytical and

strategic thinking that prior training and increased maturity make possible. As in prior levels, these capabilities can

be thought of in three stages:

● Defining the problem at the high school level requires both qualitative and quantitative analysis. For

example, the need to provide food and fresh water for future generations comes into sharp focus when

considering the speed at which the world population is growing and conditions in countries that have

experienced famine. While high school students are not expected to solve these challenges, they are

expected to begin thinking about them as problems that can be addressed, at least in part, through

engineering.

● Developing possible solutions for major global problems begins by breaking them down into

smaller problems that can be tackled with engineering methods. To evaluate potential solutions, students are

expected to not only consider a wide range of criteria but to also recognize that criteria needs to be

prioritized. For example, public safety or environmental protection may be more important than cost or even

functionality. Decisions on priorities can then guide tradeoff choices.

● Improving designs at the high school level may involve sophisticated methods, such as using

computer simulations to model proposed solutions. Students are expected to use such methods to take into

account a range of criteria and constraints, anticipate possible societal and environmental impacts, and test

the validity of their simulations by comparison to the real world.

Biology - Integrated

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated Topics Overview

The performance expectations in Topic 1: Cycling of Matter and Energy help students answer the question:

• How do matter and energy move through an ecosystem?

Students construct explanations, develop models, and use mathematical representations to demonstrate how the

cycling of carbon-based molecules through photosynthesis and cellular respiration enables the flow of energy among

organisms and within ecosystems. Students use quantitative models specifically to illustrate the role of

photosynthesis and cellular respiration as two processes by which carbon is cycled among the biosphere,

atmosphere, hydrosphere, and geosphere.

The performance expectations in Topic 2: Structure and Function help students formulate an answer to the

question:

• How do the structures of organisms enable living organisms to function?

Students investigate explanations for the structure and function of cells as the basic units of life, the hierarchical

systems of organisms, and the role of specialized cells for maintenance and growth. Students demonstrate

understanding of how systems of cells function together to support the life processes by reading critically, using

models, and conducting investigations.

The performance expectations in Topic 3: Biodiversity and Population Dynamics help students answer the

question:

• How do biotic and abiotic factors affect biodiversity?

Students investigate the role of biodiversity in ecosystems and the role of animal behavior on survival of individuals

and species. Students analyze how organisms interact with each other and their physical environment, how

organisms change the environment, and how these changes affect both organisms and the environment. Students

use evidence to explain those interactions and changes. Students explore solutions for major global problems,

evaluate possible solutions for reducing the impact of human activities on biodiversity, and use computer simulations

to model and test those solutions, considering a wide range of criteria including cost-benefit analysis.

The performance expectations in Topic 4: Genetic Variations in Organisms help students in formulating answers

to these questions:

• How are the characteristics of one generation related to previous and future generations?

• How does genetic variation contribute to biodiversity?

Students explain the relationship of DNA and chromosomes to cellular division, protein synthesis, and mutations.

Students analyze the mechanisms of inheritance and gene expression, as well as environmental and genetic causes

of gene mutations. Students formulate questions and construct arguments about ethical issues related to the genetic

modification of organisms. Students develop conceptual models for the role of DNA in the unity of life on Earth and

use statistical models to explain the importance of variation within population for the survival and evolution of

species.

The performance expectations in Topic 5: Evolution by Natural Selection help students answer these questions:

• Why do different organisms have many similarities?

• What causes species to change over time?

Biology - Integrated

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Students investigate patterns to find relationships between environmental conditions and natural selection,

highlighting factors that drive the evolution or extinction of species over time. Students utilize statistics and

probability to investigate the distribution of genes and traits in a population over time, demonstrating how natural

selection leads to the adaptation of populations. Students analyze scientific evidence, ranging from the fossil record

to genetic relationships, to evaluate how multiple lines of evidence support the scientific theories of natural selection

and evolution.

The performance expectations in Topic 6: Life and Earth’s Systems help students answer these questions:

• How does life influence Earth’s systems?

• How do Earth’s systems influence life?

Students investigate the interrelationships between biotic and abiotic factors that contribute to changes in Earth’s

dynamic systems. Students examine how Earth’s systems may appear stable, change slowly over long periods of

time, or change abruptly, with significant consequences for living organisms. Students develop models and analyze

data to explain and forecast changes to Earth’s various climates. Students examine how climate change can occur

when certain parts of Earth’s systems are altered and predict how living organisms may affect and be affected.

Students study the relationship of blue-green algae and oxygen concentration in the atmosphere; then, investigate

how the rate of fresh water intrusion from melting polar ice affects the growth of the blue-green algae. While this

topic does not address biological processes specifically, instruction should highlight the connection between climate

and living systems.

The performance expectations in Topic 7: Human Impacts on Earth’s Systems help students formulate answers

to these questions:

• How have Earth’s systems affected human populations and human activities?

• How do human activities impact Earth’s systems?

Students examine the complex interdependence between humans and their environment by simulating specific

relationships between natural resources, natural hazards, climate, biodiversity, and the sustainability of human

populations. Students analyze geoscience models to highlight the interactions between Earth’s various systems,

forecast future rates of global or regional climate change, and predict the resulting impacts on the environment.

Students utilize science and engineering practices to evaluate and refine solutions that reduce human impacts on

natural systems, manage natural resources, protect biodiversity, and maintain healthy ecosystems.

Biology - Integrated: Cycling of Matter and Energy

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated

Topic 1: Cycling of Matter and Energy

Students who demonstrate understanding can:

BI-LS1-5 Use a model to illustrate how photosynthesis transforms light energy into stored chemical

energy. [AR Clarification Statement: This PE is fully addressed in this course. Emphasis is on

illustrating inputs and outputs of matter and the transfer and transformation of energy in

photosynthesis by plants and other photosynthesizing organisms. Examples of models could include

diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does

not include specific biochemical steps.]

BI-LS1-7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of

food molecules and oxygen molecules are broken and the bonds in new compounds are

formed resulting in a net transfer of energy. [Clarification Statement: Emphasis is on the

conceptual understanding of the inputs and outputs of the process of cellular respiration.]

[Assessment Boundary: Assessment should not include identification of the steps or specific

processes involved in cellular respiration.]

BI-LS2-3 Construct and revise an explanation based on evidence for the cycling of matter and flow of

energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual

understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment

Boundary: Assessment does not include the specific chemical processes of either aerobic or

anaerobic respiration.]

BI-LS2-4 Use mathematical representations to support claims for the cycling of matter and flow of

energy among organisms in an ecosystem. [AR clarification Statement: This PE is fully addressed

in this course. Emphasis is on the transfer of energy and matter between trophic levels and the

relative proportion of organisms at each trophic level.] [Assessment Boundary: Assessment is limited

to proportional reasoning to describe the cycling of matter and flow of energy.

BI-LS2-5 Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling

of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification

Statement: Examples of models could include simulations and mathematical models.] [Assessment

Boundary: Assessment does not include the specific chemical steps of photosynthesis and

respiration.]

BI-ESS2-6 Develop a quantitative model to describe the cycling of carbon among the hydrosphere,

atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling

biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and

biosphere (including humans), providing the foundation for living organisms.]

The performance expectations above were developed using the following elements from the NRC document A

Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8

experiences and progresses to using,

synthesizing, and developing models to

predict and show relationships among

variables between systems and their

components in the natural and designed

worlds.

 Use a model based on evidence to

illustrate the relationships between

systems or between components of a

system. (BI-LS1-5, B-LS1-7)

 Develop a model based on evidence

to illustrate the relationships between

Disciplinary Core Ideas

LS1.C: Organization for Matter and

Energy Flow in Organisms

 The process of photosynthesis

converts light energy to stored

chemical energy by converting

carbon dioxide plus water into

sugars plus released oxygen.

(BI-LS1-5)

 As matter and energy flow through

different organizational levels of

living systems, chemical elements

are recombined in different ways to

form different products. (BI-LS1-7)

 As a result of these chemical

reactions, energy is transferred from

Crosscutting Concepts

Energy and Matter

 Changes of energy and

matter in a system can

be described in terms of

energy and matter flows

into, out of, and within

that system. (BI-LS1-5)

 Energy cannot be

created or destroyed—it

only moves between one

place and another place,

between objects and/or

fields, or between

systems.

(BI-LS1-7, BI-LS2-4)

Biology - Integrated: Cycling of Matter and Energy

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

systems or between components of a

system. (BI-ESS2-6, BI-LS2-5)

Constructing Explanations and

Designing Solutions

Constructing explanations and designing

solutions in 9–12 builds on K–8

experiences and progresses to

explanations and designs that are

supported by multiple and independent

student-generated sources of evidence

consistent with scientific ideas, principles,

and theories.

 Construct and revise an explanation

based on valid and reliable evidence

obtained from a variety of sources

(including students’ own

investigations, models, theories,

simulations, peer review) and the

assumption that theories and laws

that describe the natural world

operate today as they did in the past

and will continue to do so in the

future. (BI-LS1-6, BI-LS2-3)

Using Mathematics 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 representations of

phenomena or design solutions to

support claims. (BI-LS2-4)

one system of interacting molecules

to another. Cellular respiration is a

chemical process in which the

bonds of food molecules and

oxygen molecules are broken and

new compounds are formed that can

transport energy to muscles.

Cellular respiration also releases the

energy needed to maintain body

temperature despite ongoing energy

transfer to the surrounding

environment. (BI-LS1-7)

LS2.B: Cycles of Matter and Energy

Transfer in Ecosystems

 Photosynthesis and cellular

respiration (including anaerobic

processes) provide most of the

energy for life processes. (BI-LS2-3)

 Plants or algae form the lowest level

of the food web. At each link upward

in a food web, only a small fraction

of the matter consumed at the lower

level is transferred upward, to

produce growth and release energy

in cellular respiration at the higher

level. Given this inefficiency, there

are generally fewer organisms at

higher levels of a food web. Some

matter reacts to release energy for

life functions, some matter is stored

in newly made structures, and much

is discarded. The chemical elements

that make up the molecules of

organisms pass through food webs

and into and out of the atmosphere

and soil, and they are combined and

recombined in different ways. At

each link in an ecosystem, matter

and energy are conserved.

(BI-LS2-4)

 Photosynthesis and cellular

respiration are important

components of the carbon cycle, in

which carbon is exchanged among

the biosphere, atmosphere, oceans,

and geosphere through chemical,

physical, geological, and biological

processes. (BI-LS2-5)

PS3.D: Energy in Chemical

Processes

 The main way that solar energy is

captured and stored on Earth is

through the complex chemical

process known as photosynthesis.

(BI-LS2-5)

 The total amount of

energy and matter in

closed systems is

conserved. (BI-ESS2-6)

 Energy drives the cycling

of matter within and

between systems.

(BI-LS2-3)

Systems and System

Models

 Models (e.g., physical,

mathematical, computer

models) can be used to

simulate systems and

interactions—including

energy, matter, and

information flows—within

and between systems at

different scales.

(BI-LS2-5)

Biology - Integrated: Cycling of Matter and Energy

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

ESS2.D: Weather and Climate

 Gradual atmospheric changes were

due to plants and other organisms

that captured carbon dioxide and

released oxygen. (BI-ESS2-6)

 Changes in the atmosphere due to

human activity have increased

carbon dioxide concentrations and

thus affect climate. (BI-ESS2-6)

Connections to other DCIs in this course: BI.PS1.A (BI-ESS2-6); BI.PS1.B (BI-LS1-5,BI-LS1-7, BI-LS2-3,

BI-LS2-5, BI-ESS2-6); BI.PS2.B (BI-LS1-7); BI.PS3.B (BI-LS1-5, BI-LS1-7, BI-LS2-3, BI-LS2-4); BI.PS3.D

(BI-LS2-3, BI-LS2-4); BI.LS1.C (BI-ESS2-6); BI.LS2.B (BI-ESS2-6); BI.ESS2.A (BI-LS2-3); BI.ESS2.D

(BI-LS2-5); BI.ESS3.C(BI-ESS2-6); BI.ESS3.D (BI-ESS2-6)

Connections to DCIs across grade-bands: 7.PS1.A (BI-ESS2-6); 7.PS1.B (BI-LS1-5, BI-LS1-7, BI-LS2-3);

6.PS3.D (BI-LS1-5, BI-LS1-7, BI-LS2-3, BI-LS2-4, BI-LS2-5, BI-ESS2-6); 8.PS4.B (BI-ESS2-6);

7.LS1.C (BI-LS1-5, BII-LS1-7, B-LS2-3, BI-LS2-5, BI-LS2-4); 7.LS2.B (BI-LS1-5, BI-LS1-7, BI-LS2-3, BI-LS2-4,

BI-LS2-5, BI-ESS2-6); 7.ESS2.A (BI-LS2-5, BI-ESS2-6); 7.ESS2.B (BI-ESS2-6); 7.ESS2.C (BI-ESS2-6);

6.ESS3.C (BI-ESS2-6); 6.ESS3.D (BI-ESS2-6)

Connections to the Arkansas Disciplinary Literacy Standards:

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

(BI-LS2-3)

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. (BI-LS2-3)

WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience.

(BI-LS2-3)

Connections to the Arkansas English Language Arts Standards:

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, auditory, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and to

add interest. (BI-LS1-5, BI-LS1-7)

Connections to the Arkansas Mathematics Standards:

MP.2 Reason abstractly and quantitatively. (BI-ESS2-6, BI-LS2-4)

MP.4 Model with mathematics. (BI-ESS2-6, BI-LS2-4)

HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the origin

in graphs and data displays. (BI-ESS2-6, BI-LS2-4)

HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (BI-ESS2-6, BI-LS2-4)

HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

(BI-ESS2-6, BI-LS2-4)

Biology - Integrated: Structure and Function

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated

Topic 2: Structure and Function

Students who demonstrate understanding can:

BI-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.]

BI-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that

provide specific functions within multicellular organisms. [AR 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. Examinations could include all types of multicellular

organisms. Examples of an interacting system could include an artery depending on the proper

function of elastic tissue and a smooth muscle regulating and delivering proper amounts of blood

within the circulatory system]. [Assessment Boundary: Assessment does not include interactions and

functions at the molecular or chemical reaction level.]

BI-LS1-3 Plan and conduct an investigation to provide evidence that feedback mechanisms maintain

homeostasis. [Clarification Statement: Examples of investigations could include heart rate response

to exercise, stomate response to moisture and temperature, and root development in response to

water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in

the feedback mechanism.]

BI-LS1-6 Construct and revise an explanation based on evidence for how carbon, hydrogen, and

oxygen from sugar molecules may combine with other elements to form amino acids and/or

other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from

models and simulations to support explanations.] [Assessment Boundary: Assessment does not

include the details of the specific chemical reactions or identification of macromolecules.]

The performance expectations above were developed using the following elements from the NRC document A

Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8

experiences and progresses to using,

synthesizing, and developing models to

predict and show relationships among

variables between systems and their

components in the natural and designed

worlds.

 Develop and use a model based on

evidence to illustrate the relationships

between systems or between

components of a system. (BI-LS1-2)

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

Disciplinary Core Ideas

LS1.A: Structure and Function

 Systems of specialized cells within

organisms help them perform the

essential functions of life. (BI-LS1-1)

 All cells contain genetic information

in the form of DNA molecules.

Genes are regions in the DNA that

contain the instructions that code for

the formation of proteins, which

carry out most of the work of cells.

(BI-LS1-1, BI-LS3-1)

 Multicellular organisms have a

hierarchical structural organization,

in which any one system is made up

of numerous parts and is itself a

component of the next level.

(BI-LS1-2)

 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

Crosscutting Concepts

Systems and System

Models

 Models (e.g., physical,

mathematical, computer

models) can be used to

simulate systems and

interactions—including

energy, matter, and

information flows—within

and between systems at

different scales.

(BI-LS1-2)

Structure and Function

 Investigating or designing

new systems or

structures requires a

detailed examination of

the properties of different

materials, the structures

of different components,

and connections of

components to reveal its

Biology - Integrated: Structure and Function

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

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.

(BI-LS1-3)

Constructing Explanations and

Designing Solutions

Constructing explanations and designing

solutions in 9–12 builds on K–8

experiences and progresses to

explanations and designs that are

supported by multiple and independent

student-generated sources of evidence

consistent with scientific ideas, principles,

and theories.

 Construct an explanation based on

valid and reliable evidence obtained

from a variety of sources (including

students’ own investigations, models,

theories, simulations, peer review) and

the assumption that theories and laws

that describe the natural world operate

today as they did in the past and will

continue to do so in the future.

(BI-LS1-1)

 Construct and revise an explanation

based on valid and reliable evidence

obtained from a variety of sources

(including students’ own

investigations, models, theories,

simulations, peer review) and the

assumption that theories and laws

that describe the natural world

operate today as they did in the past

and will continue to do so in the

future.

(BI-LS1-6)

--------------------------------------------------------

Connections to Nature of Science

Scientific Investigations 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. (BI-LS1-3)

range. Feedback mechanisms can

encourage (through positive

feedback) or discourage (negative

feedback) what is going on inside

the living system. (BI-LS1-3)

LS1.C: Organization for Matter and

Energy Flow in Organisms

 The sugar molecules thus formed

contain carbon, hydrogen, and

oxygen: their hydrocarbon

backbones are used to make amino

acids and other carbon-based

molecules that can be assembled

into larger molecules (proteins or

DNA), used for example to form new

cells. (BI-LS1-6)

 As matter and energy flow through

different organizational levels of

living systems, chemical elements

are recombined in different ways to

form different products.

(BI-LS1-6)

function and/or solve a

problem.

(BI-LS1-1)

Stability and Change

 Feedback (negative or

positive) can stabilize or

destabilize a system.

(BI-LS1-3)

Energy and Matter

 Changes of energy and

matter in a system can

be described in terms of

energy and matter flows

into, out of, and within

that system.

(BI-LS1-6)

Connections to other DCIs in this course: BI.LS3.A (BI-LS1-1); BI.PS1.B (BI-LS1-6)

Connections of DCIs across grade-bands: 6.LS1.A (BI-LS1-1, BI-LS1-2, BI-LS1-3); 8.LS3.A (BI-LS1-1); 6.LS3.B

(BI-LS1-1) 7.PS1.A (BI-LS1-6); 7.PS1.B (BI-LS1-6,); 6.PS3.D (BI-LS1-6) 7.LS1.C (BI-LS1-6)

Biology - Integrated: Structure and Function

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Connections to the Arkansas Disciplinary Literacy Standards:

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

(BI-LS1-1, BI-LS1-6)

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. (BI-LS1-1, BI-LS1-6)

WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience.

(BI-LS1-6)

WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. (BI-LS1-3)

WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

(BI-LS1-1, BI-LS1-6)

WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced

searches effectively; assess the strengths and limitations of each source in terms of the specific

task, purpose, and audience; integrate information into the text selectively to maintain the flow of

ideas, avoiding plagiarism and overreliance on any one source and following a standard format

for citation. (BI-LS1-3)

Connections to the Arkansas English Language Arts Standards:

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, auditory, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and to

add interest. (BI-LS1-2)

Connections to the Arkansas Mathematics Standards: N/A

Biology - Integrated: Biodiversity and Population Dynamics

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated

Topic 3: Biodiversity and Population Dynamics

Students who demonstrate understanding can:

BI-LS2-1 Use mathematical and/or computational representations to support explanations of factors that

affect carrying capacity of ecosystems at different scales. [Clarification Statement: Emphasis is on

quantitative analysis and comparison of the relationships among interdependent factors including

boundaries, resources, climate, and competition. Examples of mathematical comparisons could include

graphs, charts, histograms, and population changes gathered from simulations or historical data sets.]

[Assessment Boundary: Assessment does not include deriving mathematical equations to make

comparisons.]

BI-LS2-2 Use mathematical representations to support and revise explanations based on evidence about

factors affecting biodiversity and populations in ecosystems of different scales. [Clarification

Statement: Examples of mathematical representations include finding the average, determining trends,

and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited

to provided data.]

BI-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.]

BI-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the

environment and biodiversity.* [AR Clarification Statement: This PE is fully addressed in this course.

Emphasis is on the impact of human activities on biodiversity such as dissemination of invasive species,

habitat degradation, and water quality.] [AR Assessment Boundary: Assessment is to include student

choice from multiple scenarios.]

BI-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to

survive and reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and

individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3)

developing logical and reasonable arguments based on evidence. Examples of group behaviors could

include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and

swarming.]

BI-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on

biodiversity.* [AR Clarification Statement: Emphasis is on refining solutions for a proposed problem

related to threatened or endangered species, genetic variation of organisms for multiple species, and

biodiversity.]

BI3-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs

that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well

as possible social, cultural, and environmental impacts. [AR Clarification Statement: Problems

could include effect of logging on animal or human populations, response to invasive species,

agricultural practices, creating dams, and maintaining fish populations in public lakes.]

BI3-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world

problem with numerous criteria and constraints on interactions within and between systems

relevant to the problem. [AR Clarification Statement: Examples could include simulations of

population dynamics, genetic drift, evolution, and migration.]

The performance expectations above were developed using the following elements from the NRC document A

Framework for K-12 Science Education:

Biology - Integrated: Biodiversity and Population Dynamics

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Science and Engineering Practices

Using Mathematics 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. (BI-LS2-1)

 Use mathematical representations

of phenomena or design solutions

to support and revise

explanations.

(BI-LS2-2)

 Create or revise a simulation of a

phenomenon, designed device,

process, or system. (BI-LS4-6)

 Use mathematical models and/or

computer simulations to predict the

effects of a design solution on

systems and/or the interactions

between systems. (BI3-ETS1-4)

Constructing Explanations and

Designing Solutions

Constructing explanations and

designing solutions in 9–12 builds on

K–8 experiences and progresses to

explanations and designs that are

supported by multiple and

independent student-generated

sources of evidence consistent with

scientific ideas, principles, and

theories.

 Design, evaluate, and refine a

solution to a complex real-world

problem, based on scientific

knowledge, student-generated

sources of evidence, prioritized

criteria, and tradeoff

considerations. (BI-LS2-7)

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in

Ecosystems

 Ecosystems have carrying capacities,

which are limits to the numbers of

organisms and populations they can

support. These limits result from such

factors as the availability of living and

nonliving resources and from such

challenges such as predation, competition,

and disease. Organisms would have the

capacity to produce populations of great

size were it not for the fact that

environments and resources are finite.

This fundamental tension affects the

abundance (number of individuals) of

species in any given ecosystem.

(BI-LS2-1, BI-LS2-2)

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. (BI-LS2-2, BI-LS2-6)

 Moreover, anthropogenic changes

(induced by human activity) in the

environment—including habitat

destruction, pollution, introduction of

invasive species, overexploitation, and

climate change—can disrupt an

ecosystem and threaten the survival of

some species. (BI-LS2-7)

LS4.C: Adaptation

 Changes in the physical environment,

whether naturally occurring or human

induced, have thus contributed to the

expansion of some species, the

emergence of new distinct species as

populations diverge under different

conditions, and the decline–and

sometimes the extinction–of some

species. (BI-LS4-6)

Crosscutting Concepts

Cause and Effect

 Empirical evidence is

required to differentiate

between cause and

correlation and make

claims about specific

causes and effects.

(BI-LS2-8, BI-LS4-6)

Scale, Proportion, and

Quantity

 The significance of a

phenomenon is dependent

on the scale, proportion,

and quantity at which it

occurs. (BI-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. (BI-LS2-2)

Stability and Change

 Much of science deals with

constructing explanations

of how things change and

how they remain stable.

(BI-LS2-6, BI-LS2-7)

Systems and System

Models

 Models (e.g., physical,

mathematical, computer

models) can be used to

simulate systems and

interactions—including

energy, matter, and

information flows— within

and between systems at

different scales.

(BI3-ETS1-4)

----------------------------------------

Connections to Engineering,

Technology,

and Applications of Science

Influence of Science,

Engineering, and

Technology on Society and

the Natural World

New technologies can have

deep impacts on society and

the environment, including

Biology - Integrated: Biodiversity and Population Dynamics

Arkansas K-12 Science Standards

Arkansas Department of Education

2016



Evaluate a solution to a complex

real-world problem, based on

scientific knowledge, student-

generated sources of evidence,

prioritized criteria, and tradeoff

considerations. (BI3-ETS1-3)

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. (BI-LS2-6)

 Evaluate the evidence behind

currently accepted explanations to

determine the merits of arguments.

(BI-LS2-8)

--------------------------------------------------

Connections to Nature of Science

Scientific Knowledge is Open to

Revision in Light of New Evidence

 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. (BI-LS2-6, BI-LS2-8)

LS2.D: Social Interactions and Group

Behavior

 Group behavior has evolved because

membership can increase the chances of

survival for individuals and their genetic

relatives. (BI-LS2-8)

LS4.D: Biodiversity and Humans

 Biodiversity is increased by the formation

of new species (speciation) and

decreased by the loss of species

(extinction). (BI-LS2-7)

 Humans depend on the living world for the

resources and other benefits provided by

biodiversity. But human activity is also

having adverse impacts on biodiversity

through overpopulation, overexploitation,

habitat destruction, pollution, introduction

of invasive species, and climate change.

Thus sustaining biodiversity so that

ecosystem functioning and productivity are

maintained is essential to supporting and

enhancing life on Earth. Sustaining

biodiversity also aids humanity by

preserving landscapes of recreational or

inspirational value. (BI-LS4-6, BI-LS2-7)

ETS1.B: Developing Possible Solutions

 When evaluating solutions it is important

to take into account a range of constraints

including cost, safety, reliability and

aesthetics and to consider social, cultural

and environmental impacts.

(BI3-ETS1-3, BI-LS2-7, BI-LS4-6)

 Both physical models and computers can

be used in various ways to aid in the

engineering design process. Computers

are useful for a variety of purposes, such

as running simulations to test different

ways of solving a problem or to see which

one is most efficient or economical; and in

making a persuasive presentation to a

client about how a given design will meet

his or her needs. (BI3-ETS1-4, BI-LS4-6)

some that were not

anticipated. Analysis of

costs and benefits is a

critical aspect of decisions

about technology.

(BI3-ETS1-3)

Connections to other DCIs in this course: BI.ESS2.D (BI-LS2-7, BI-LS4-6); B.ESS3.A (BI-LS2-2, BI-LS2-7,

BI-LS4-6); BI.ESS3.C (BI-LS2-2, BI-LS2-7, BI-LS4-6); BI.ESS3.D (BI-LS2-2, BI-LS4-6)

Connections of DCIs across grade-bands: 6.LS1.B (BI-LS2-8); 7.LS2.A (BI-LS2-1, BI-LS2-2, BI-LS2-6);

7.LS2.C (BI-LS2-1, BI-LS2-2, BI-LS2-6, BI-LS2-7, BI-LS4-6); 6.ESS2.E (BI-LS2-6); 6.ESS3.A (BI-LS2-1);

6.ESS3.C (BI-LS2-1, BI-LS2-2, B-LS2-6, BI-LS2-7, BI-LS4-6); 6.ESS3.D (BI-LS2-7); 6-8.ETS1.A (BI3-ETS1-3,

BI-3-ETS1-4); 6-8.ETS1.B (BI3-ETS1-3, BI3-ETS1-4); 6-8.ETS1.C (BI3-ETS1-4)

Connections to the Arkansas Disciplinary Literacy Standards:

RST.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claim or a

recommendation for solving a scientific or technical problem. (BI-LS2-6, BI-LS2-7, BI-LS2-8)

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

(BI-LS2-1, BI-LS2-2, BI-LS2-6, BI-LS2-8)

Biology - Integrated: Biodiversity and Population Dynamics

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,

quantitative data, video, multimedia) in order to address a question or solve a problem.

(BI-LS2-6, BI-LS2-7, BI-LS2-8, BI3-ETS1-3)

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the

data when possible and corroborating or challenging conclusions with other sources of information.

(BI-LS2-6, BI-LS2-7, BI-LS2-8, BI3-ETS1-3)

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a

coherent understanding of a process, phenomenon, or concept, resolving conflicting information

when possible. (BI3-ETS1-3)

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes. (BI-LS2-1, BI-LS2-2)

WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new

approach, focusing on addressing what is most significant for a specific purpose and audience.

(BI-LS4-6)

WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize

multiple sources on the subject, demonstrating understanding of the subject under investigation.

(BI-LS2-7, BI-LS4-6)

Connections to the Arkansas Mathematics Standards:

MP.2 Reason abstractly and quantitatively. (BI-LS2-1, BI-LS2-2, BI-LS2-6, BI-LS2-7, BI3-ETS1-4)

MP.4 Model with mathematics. (BI-LS2-1, BI-LS2-2, BI3-ETS1-4)

HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems; choose

and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs

and data displays. (BI-LS2-1, BI-LS2-2, BI-LS2-7)

HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (BI-LS2-1, BI-LS2-2,

BI-LS2-7)

HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

(BI-LS2-1, BI-LS2-2, BI-LS2-7)

HSS.ID.A.1 Represent data with plots on the real number line. (BI-LS2-6)

HSS.IC.A.1 Recognize statistics as a process for making inferences about population parameters based on a

random sample from that population. (BI-LS2-6)

HSS.IC.B.6 Read and explain, in context, the validity of data from outside reports by: identifying the variables as

quantitative or categorical; describing how the data was collected; indicating any potential biases or

flaws; and identifying inferences the author of the report made from sample data. (BI-LS2-6)

Biology - Integrated: Genetic Variations in Organisms

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated

Topic 4: Genetic Variations in Organisms

Students who demonstrate understanding can:

BI-LS1-4 Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing

and maintaining complex organisms. [Assessment Boundary: Assessment does not include

specific gene control mechanisms or rote memorization of the steps of mitosis.]

BI-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.]

BI-LS3-2 Make and defend a claim based on evidence that inheritable genetic variations may result from:

(1) new genetic combinations through meiosis, (2) viable errors occurring during replication,

and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on

using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment

does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]

BI-LS3-3 Apply concepts of statistics and probability to explain the variation and distribution of

expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to

describe the probability of traits as it relates to genetic and environmental factors in the expression of

traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]

The performance expectations above were developed using the following elements from the NRC document A

Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8 experiences

and progresses to using, synthesizing, and

developing models to predict and show

relationships among variables between

systems and their components in the natural

and designed worlds.

 Use a model based on evidence to

illustrate the relationships between

systems or between components of a

system. (BI-LS1-4)

Asking Questions and Defining Problems

Asking questions and defining problems in

9-12 builds on K-8 experiences and

progresses to formulating, refining, and

evaluating empirically testable questions

and design problems using models and

simulations.

 Ask questions that arise from examining

models or a theory to clarify relationships.

(BI-LS3-1)

Analyzing and Interpreting Data

Analyzing data in 9-12 builds on K-8

experiences and progresses to introducing

more detailed statistical analysis, the

comparison of data sets for consistency,

and the use of models to generate and

analyze data.

 Apply concepts of statistics and

probability (including determining function

Disciplinary Core Ideas

LS1.B: Growth and Development

of Organisms

 In multicellular organisms

individual cells grow and then

divide via a process called mitosis,

thereby allowing the organism to

grow. The organism begins as a

single cell (fertilized egg) that

divides successively to produce

many cells, with each parent cell

passing identical genetic material

(two variants of each chromosome

pair) to both daughter cells.

Cellular division and differentiation

produce and maintain a complex

organism, composed of systems

of tissues and organs that work

together to meet the needs of the

whole organism. (BI-LS1-4)

LS1.A: Structure and Function

 All cells contain genetic

information in the form of DNA

molecules. Genes are regions in

the DNA that contain the

instructions that code for the

formation of proteins.

( BI-LS3-1, BI-LS1-1)

LS3.A: Inheritance of Traits

 Each chromosome consists of a

single very long DNA molecule,

Crosscutting Concepts

Systems and System

Models

 Models (e.g., physical,

mathematical, computer

models) can be used to

simulate systems and

interactions—including

energy, matter, and

information flows—within

and between systems at

different scales.

(BI-LS1-4)

Cause and Effect

 Empirical evidence is

required to differentiate

between cause and

correlation and make

claims about specific

causes and effects.

(BI-LS3-1, BI-LS3-2)

Scale, Proportion, and

Quantity

 Algebraic thinking is used

to examine scientific data

and predict the effect of a

change in one variable on

another (e.g., linear growth

vs. exponential growth).

(BI-LS3-3)

Biology - Integrated: Genetic Variations in Organisms

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

fits to data, slope, intercept, and

correlation coefficient for linear fits) to

scientific and engineering questions and

problems, using digital tools when

feasible. (BI-LS3-3)

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.

 Make and defend a claim based on

evidence about the natural world that

reflects scientific knowledge, and student-

generated evidence. (BI-LS3-2)

and each gene on the

chromosome is a particular

segment of that DNA. The

instructions for forming species’

characteristics are carried in DNA.

All cells in an organism have the

same genetic content, but the

genes used (expressed) by the

cell may be regulated in different

ways. Not all DNA codes for a

protein; some segments of DNA

are involved in regulatory or

structural functions, and some

have no as-yet known function.

(BI-LS3-1)

LS3.B: Variation of Traits

 In sexual reproduction,

chromosomes can sometimes

swap sections during the process

of meiosis (cell division), thereby

creating new genetic combinations

and thus more genetic variation.

Although DNA replication is tightly

regulated and remarkably

accurate, errors do occur and

result in mutations, which are also

a source of genetic variation.

Environmental factors can also

cause mutations in genes, and

viable mutations are inherited.

(BI-LS3-2)

 Environmental factors also affect

expression of traits, and hence

affect the probability of

occurrences of traits in a

population. Thus the variation and

distribution of traits observed

depends on both genetic and

environmental factors.

(BI-LS3-2, BI-LS3-3)

---------------------------------------

Connections to Nature of

Science

Science is a Human

Endeavor

 Technological advances

have influenced the

progress of science and

science has influenced

advances in technology.

(BI-LS3-3)

 Science and engineering

are influenced by society

and society is influenced

by science and

engineering. (BI-LS3-3)

Connections to other DCIs in this course: BI.LS2.A (BI-LS3-3); BI.LS4.B (BI-LS3-3); BI.LS4.C (BI-LS3-3)

Connections across grade-bands: 6.LS1.A (BI-LS1-4); 6.LS1.B (BI-LS1-4); 7.LS2.A (BI-LS3-3);

8.LS3.A (BI-LS1-4, BI-LS3-1, BI-LS3-2); 7.LS3.B (BI-LS3-1,BI-LS3-2, BI-LS3-3); BI.LS4.C (BI-LS3-3)

Connections to the Arkansas Disciplinary Literacy Standards:

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

(BI-LS3-1, BI-LS3-2)

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a

coherent understanding of a process, phenomenon, or concept, resolving conflicting information

when possible. (BI-LS3-1)

WHST.9-12.1 Write arguments focused on discipline-specific content. (BI-LS3-2)

Biology - Integrated: Genetic Variations in Organisms

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Connections to the Arkansas English Language Arts Standards:

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, auditory, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and to

add interest. (BI-LS1-4)

Connections to the Arkansas Mathematics Standards:

MP.2 Reason abstractly and quantitatively. (BI-LS3-2, BI-LS3-3)

MP.4 Model with mathematics. (BI-LS1-4)

HSF.IF.C.7 Graph functions expressed symbolically and show key features of the graph, with and without and

using technology: given linear and quadratic functions and, when applicable, show intercepts,

maxima, and minima; graph square root, cube root, and piecewise-defined functions, including step

functions and absolute value functions; graph polynomial functions, identifying zeros when suitable

factorizations are available, and show end behavior; graph rational functions, identifying zeros and

asymptotes when suitable factorizations are available, and showing end behavior; graph

exponential and logarithmic functions, showing period, midline, and amplitude. (BI-LS1-4)

HSF.BF.A.1 Write a function that describes a relationship between two quantities: from a context, determine an

explicit expressions, a recursive process, or steps for calculation; combine standard function types

using arithmetic operations (e.g., given that f(x) and g(x) are functions developed from a context,

find (f+g)(x), (f – g)(x), (fg)(x), (f/g)(x), and any combination thereof, given g(x)≠0. (BI-LS1-4)

Biology - Integrated: Evolution by Natural Selection

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated

Topic 5: Evolution by Natural Selection

Students who demonstrate understanding can:

BI-LS4-1 Communicate scientific information that common ancestry and biological evolution are

supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a

conceptual understanding of the role each line of evidence has relating to common ancestry and

biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical

structures, and order of appearance of structures in embryological development.]

BI-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.]

BI-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.]

BI-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.]

BI-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.]

BI-ESS2-7 Construct an argument based on evidence about the simultaneous coevolution of Earth’s

systems and life on Earth. [AR Clarification Statement: This PE is fully addressed in this course.

Emphasis in the course is on developing a claim and evaluating and critiquing the evidence for

simultaneous co-evolution. Emphasis is on the causes, effects, and feedback loops between the

biosphere and Earth’s other systems which continuously alters Earth’s surface. Examples could include

how photosynthetic life altered the atmosphere through the production of oxygen, which increased

weathering rates and allowed for the evolution of animal life; how microbial life on land increased the

formation of soil which allowed for the evolution of land plants; and how the evolution of corals created

reefs which altered patterns of erosion and deposition along coastlines and provided habitats for the

evolution of life forms.] [Assessment Boundary: Assessment does not include a comprehensive

understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]

The performance expectations above were developed using the following elements from the NRC document A

Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8

experiences and progresses to

introducing more detailed statistical

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry

and Diversity

 Genetic information provides evidence

of evolution. DNA sequences vary

Crosscutting Concepts

Patterns

 Different patterns may

be observed at each

of the scales at which

Biology - Integrated: Evolution by Natural Selection

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

analysis, the comparison of data sets for

consistency, and the use of models to

generate and analyze data.

 Apply concepts of statistics and

probability (including determining

function fits to data, slope, intercept,

and correlation coefficient for linear fits)

to scientific and engineering questions

and problems, using digital tools when

feasible. (BI-LS4-3)

Constructing Explanations and

Designing Solutions

Constructing explanations and designing

solutions in 9–12 builds on K–8

experiences and progresses to

explanations and designs that are

supported by multiple and independent

student-generated sources of evidence

consistent with scientific ideas, principles,

and theories.

 Construct an explanation based on

valid and reliable evidence obtained

from a variety of sources (including

students’ own investigations, models,

theories, simulations, peer review) and

the assumption that theories and laws

that describe the natural world operate

today as they did in the past and will

continue to do so in the future.

(BI-LS4-2, BI-LS4-4)

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 or historical episodes

in science.

 Evaluate the evidence behind currently

accepted explanations or solutions to

determine the merits of arguments.

(BI-LS4-5)

 Construct an oral and written argument

or counter-arguments based on data

and evidence. (BI-ESS2-7)

Obtaining, Evaluating, and

Communicating Information

Obtaining, evaluating, and communicating

information in 9–12 builds on K–8

experiences and progresses to evaluating

the validity and reliability of the claims,

methods, and designs.

among species, but there are many

overlaps; in fact, the ongoing branching

that produces multiple lines of descent

can be inferred by comparing the DNA

sequences of different organisms. Such

information is also derivable from the

similarities and differences in amino

acid sequences and from anatomical

and embryological evidence. (BI-LS4-1)

LS4.B: Natural Selection

 Natural selection occurs only if there is

both (1) variation in the genetic

information between organisms in a

population and (2) variation in the

expression of that genetic information—

that is, trait variation—that leads to

differences in performance among

individuals. (BI-LS4-2, BI-LS4-3)

 The traits that positively affect survival

are more likely to be reproduced, and

thus are more common in the

population. (BI-LS4-3)

LS4.C: Adaptation

 Evolution is a consequence of the

interaction of four factors: (1) the

potential for a species to increase in

number, (2) the genetic variation of

individuals in a species due to mutation

and sexual reproduction, (3) competition

for an environment’s limited supply of

the resources that individuals need in

order to survive and reproduce, and (4)

the ensuing proliferation of those

organisms that are better able to survive

and reproduce in that environment.

(BI-LS4-2)

 Natural selection leads to adaptation,

that is, to a population dominated by

organisms that are anatomically,

behaviorally, and physiologically well

suited to survive and reproduce in a

specific environment. That is, the

differential survival and reproduction of

organisms in a population that have an

advantageous heritable trait leads to an

increase in the proportion of individuals

in future generations that have the trait

and to a decrease in the proportion of

individuals that do not.

(BI-LS4-3, BI-LS4-4)

 Adaptation also means that the

distribution of traits in a population can

change when conditions change.

(BI-LS4-3)

a system is studied

and can provide

evidence for causality

in explanations of

phenomena.

(BI-LS4-1, BI-LS4-3)

Cause and Effect

 Empirical evidence is

required to

differentiate between

cause and correlation

and make claims

about specific causes

and effects.

(BI-LS4-2, BI-LS4-4,

BI-LS4-5)

Stability and Change

 Much of science deals

with constructing

explanations of how

things change and

how they remain

stable.

(BI-ESS2-7)

---------------------------------

Connections to Nature

of Science

Scientific Knowledge

Assumes an Order and

Consistency in Natural

Systems

 Scientific knowledge

is based on the

assumption that

natural laws operate

today as they did in

the past and they will

continue to do so in

the future.

(BI-LS4-1, BI-LS4-4)

Biology - Integrated: Evolution by Natural Selection

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

 Communicate scientific information

(e.g., about phenomena and/or the

process of development and the design

and performance of a proposed

process or system) in multiple formats

(including orally, graphically, textually,

and mathematically). (BI-LS4-1)

------------------------------------------------------

Connections to Nature of Science

Science Models, Laws, Mechanisms,

and Theories Explain Natural

Phenomena

 A scientific theory is a substantiated

explanation of some aspect of the

natural world, based on a body of facts

that have been repeatedly confirmed

through observation and experiment

and the science community validates

each theory before it is accepted. If

new evidence is discovered that the

theory does not accommodate, the

theory is generally modified in light of

this new evidence.

(BI-LS4-1)

 Changes in the physical environment,

whether naturally occurring or human

induced, have thus contributed to the

expansion of some species, the

emergence of new distinct species as

populations diverge under different

conditions, and the decline–and

sometimes the extinction–of some

species. (BI-LS4-5)

 Species become extinct because they

can no longer survive and reproduce in

their altered environment. If members

cannot adjust to change that is too fast

or drastic, the opportunity for the

species’ evolution is lost. (BI-LS4-5)

ESS2.D: Weather and Climate

 Gradual atmospheric changes were due

to plants and other organisms that

captured carbon dioxide and released

oxygen. (BI-ESS2-7)

ESS2.E: Biogeology

 The many dynamic and delicate

feedbacks between the biosphere and

other Earth systems cause a continual

co-evolution of Earth’s surface and the

life that exists on it. (BI-ESS2-7)

Connections to other DCIs in this course: BI.LS2.A (BI-LS4-2, BI-LS4-3, BI-LS4-4, BI-LS4-5, BI-ESS2-7);

BI.LS2.C (BI-ESS2-7); BI.LS2.D (BI-LS4-2, BI-LS4-3, BI-LS4-4, BI-LS4-5); BI.LS3.A (BI-LS4-1); BI.LS3.B

(BI-LS4-1, BI-LS4-2, BI-LS4-3, BI-LS4-5); BI.LS4.A (BI-ESS2-7); BI.LS4.B (BI-ESS2-7); BI.LS4.C (BI-ESS2-7);

BI.LS4.D (B-ESS2-7); BI.ESS3.A (BI-LS4-2, BI-LS4-5)

Connections across grade-bands: 7.LS2.A (BI-LS4-2, BI-LS4-3, BI-LS4-5, BI-ESS2-7); 7.LS2.C (BI-LS4-5,

BI-ESS2-7);8.LS3.A (BI-LS4-1); 6.LS3.B (BI-LS4-1, BI-LS4-2, BI-LS4-3); 8.LS4.A (BI-LS4-1, BI-ESS2-7);

8.LS4.B (BI-LS4-2, BI-LS4-3, BI-LS4-4, BI-ESS2-7); 8.LS4.C (BI-LS4-2, BI-LS4-3, BI-LS4-4, BI-LS4-5,

BI-ESS2-7); 8.ESS1.C (BI-LS4-1); 7.ESS2.A (BI-ESS2-7); 6.ESS2.C (BI-ESS2-7); 6.ESS3.C (BI-LS4-5,

BI-ESS2-7)

Connections to the Arkansas Disciplinary Literacy Standards:

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

(BI-LS4-1, BI-LS4-2, BI-LS4-3, BI-LS4-4)

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying

the data when possible and corroborating or challenging conclusions with other sources of

information. (BI-LS4-5)

WHST.9-12.1 Write arguments focused on discipline-specific content. (BI-ESS2-7)

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. (BI-LS4-1), BI-LS4-2, BI-LS4-3, BI-LS4-4)

WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

(BI-LS4-1, BI-LS4-2, BI-LS4-3, BI-LS4-4, BI-LS4-5)

Connections to the Arkansas English Language Arts Standards:

SL.11-12.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective,

such that listeners can follow the line of reasoning, alternative or opposing perspectives are

addressed, and the organization, development, substance, and style are appropriate to purpose,

audience, and a range of formal and informal tasks. (BI-LS4-1, BI-LS4-2)

Biology - Integrated: Evolution by Natural Selection

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Connections to the Arkansas Mathematics Standards:

MP.2 Reason abstractly and quantitatively. (BI-LS4-1, BI-LS4-2, BI-LS4-3, BI-LS4-4, BI-LS4-5)

MP.4 Model with mathematics. (BI-LS4-2)

HSS.IC.A.1 Recognize statistics as a process for making inferences about population parameters based on a

random sample from that population.(BI-LS4-3)

Biology - Integrated: Life and Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated

Topic 6: Life and Earth’s Systems

Students who demonstrate understanding can:

BI-ESS2-2 Analyze geoscience data to make the claim that one change to Earth’s surface can create

feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples could

include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global

temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s

surface, increasing surface temperatures and further reducing the amount of ice. Examples could also

be taken from other system interactions, such as how the loss of ground vegetation causes an

increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge,

decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a

decrease in local humidity that further reduces the wetland extent.]

BI-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems

result in changes in climate. [Clarification Statement: Examples of the causes of climate change

differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years:

changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to

Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in

atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is

limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and

biosphere distribution.]

BI-ESS2-5 Plan and conduct an investigation of the properties of water and its effects on Earth materials

and surface processes. [AR Clarification Statement: This PE is partially addressed in this course.

Emphasis is on the properties of water and the water cycle.]

BI-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-

based forecast of the current rate of global or regional climate change and associated future

impacts to Earth systems. [AR Clarification Statement: Examples of evidence (precipitation and

temperature) for both data and climate models and the associated impacts (sea level changes, glacial

ice volumes, and atmosphere and ocean composition) could be found at National Oceanic and

Atmospheric Administration, National Weather Service, and United States Geological Survey.]

[Assessment Boundary: Assessment is limited to one example of a climate change and its associated

impacts.]

BI6-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more

manageable problems that can be solved through engineering. [AR Clarification Statement:

Proposed problems could include increases in pollution, greenhouse gases, water runoff and soil

erosion, coastal erosion, and loss of wetlands.]

BI6-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-

offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as

well as possible social, cultural, and environmental impacts. [AR Clarification Statement:

Solutions could include those designed by students or identified from scientific studies.]

The performance expectations above were developed using the following elements from the NRC document A

Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 9–12 builds on K–8

experiences and progresses to

using, synthesizing, and developing

models to predict and show

relationships among variables

between systems and their

components in the natural and

designed world(s).

Disciplinary Core Ideas

ESS1.B: Earth and the Solar System

Cyclical changes in the shape of Earth’s

orbit around the sun, together with

changes in the tilt of the planet’s axis of

rotation, both occurring over hundreds of

thousands of years, have altered the

intensity and distribution of sunlight falling

on the earth. These phenomena cause a

cycle of ice ages and other gradual

climate changes.(BI-ESS2-4)

Crosscutting Concepts

Cause and Effect

Empirical evidence is

required to differentiate

between cause and

correlation and make claims

about specific causes and

effects. (BI-ESS2-4)

Biology - Integrated: Life and Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

 Use a model to provide

mechanistic accounts of

phenomena. (BI-ESS2-4)

Planning and Carrying Out

Investigations

Planning and carrying out

investigations 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.

(BI-ESS2-5)

Analyzing and Interpreting Data

Analyzing data in 9–12 builds on K–8

experiences and progresses to

introducing more detailed statistical

analysis, the comparison of data sets

for consistency, and the use of

models to generate and analyze

data.

 Analyze data using tools,

technologies, and/or models (e.g.,

computational, mathematical) in

order to make valid and reliable

scientific claims or determine an

optimal design solution.

(BI-ESS2-2)

 Analyze data using computational

models in order to make valid and

reliable scientific claims.

(BI-ESS3-5)

Constructing Explanations and

Designing Solutions

Constructing explanations and

designing solutions in 9–12 builds on

K–8 experiences and progresses to

explanations and designs that are

supported by multiple and

independent student-generated

sources of evidence consistent with

scientific ideas, principles and

theories.

ESS2.A: Earth Materials and Systems

 Earth’s systems, being dynamic and

interacting, cause feedback effects that

can increase or decrease the original

changes. (BI-ESS2-2)

 The geological record shows that

changes to global and regional climate

can be caused by interactions among

changes in the sun’s energy output or

Earth’s orbit, tectonic events, ocean

circulation, volcanic activity, glaciers,

vegetation, and human activities. These

changes can occur on a variety of time

scales from sudden (e.g., volcanic ash

clouds) to intermediate (ice ages) to very

long-term tectonic cycles. (BI-ESS2-4)

ESS2.C: The Roles of Water in Earth’s

Surface Processes

 The abundance of liquid water on Earth’s

surface and its unique combination of

physical and chemical properties are

central to the planet’s dynamics. These

properties include water’s exceptional

capacity to absorb, store, and release

large amounts of energy, transmit

sunlight, expand upon freezing, dissolve

and transport materials, and lower the

viscosities and melting points of rocks.

BI-ESS2-5)

ESS2.D: Weather and Climate

 The foundation for Earth’s global climate

systems is the electromagnetic radiation

from the sun, as well as its reflection,

absorption, storage, and redistribution

among the atmosphere, ocean, and land

systems, and this energy’s re-radiation

into space. (BI-ESS2-2, BI-ESS2-4)

 Changes in the atmosphere due to

human activity have increased carbon

dioxide concentrations and thus affect

climate. (BI-ESS2-4)

ESS3.D: Global Climate Change

 Though the magnitudes of human

impacts are greater than they have ever

been, so too are human abilities to

model, predict, and manage current and

future impacts. (BI-ESS3-5)

ETS1.B: Developing Possible Solutions

 When evaluating solutions, it is important

to take into account a range of

constraints, including cost, safety,

reliability, and aesthetics, and to

consider social, cultural, and

environmental impacts. (BI6-ETS1-3)

Structure and Function

 The functions and

properties of natural and

designed objects and

systems can be inferred

from their overall structure,

the way their components

are shaped and used, and

the molecular

substructures of its various

materials. (BI-ESS2-5)

Stability and Change

 Feedback (negative or

positive) can stabilize or

destabilize a system.

(BI-ESS2-2)

 Change and rates of

change can be quantified

and modeled over very

short or very long periods

of time. Some system

changes are irreversible.

(BI-ESS3-5)

----------------------------------------

Connections to Engineering,

Technology,

and Applications of Science

Influence of Engineering,

Technology, and Science

on Society and the Natural

World

 New technologies can

have deep impacts on

society and the

environment, including

some that were not

anticipated. Analysis of

costs and benefits is a

critical aspect of decisions

about technology.

(BI-ESS2-2, BI6-ETS1-3)

Biology - Integrated: Life and Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016



Design a solution to a complex

real-world problem, based on

scientific knowledge, student-

generated sources of evidence,

prioritized criteria, and tradeoff

considerations. (BI6-ETS1-2)

 Evaluate a solution to a complex

real-world problem, based on

scientific knowledge, student-

generated sources of evidence,

prioritized criteria, and tradeoff

considerations. (BI6-ETS1-3)

-------------------------------------------------

Connections to Nature of Science

Scientific Investigations Use a

Variety of Methods

 Science investigations use diverse

methods and do not always use

the same set of procedures to

obtain data. (BI-ESS3-5)

 New technologies advance

scientific knowledge. (BI-ESS3-5)

Scientific Knowledge is Based on

Empirical Evidence

 Science knowledge is based on

empirical evidence. (BI-ESS3-5)

 Science arguments are

strengthened by multiple lines of

evidence supporting a single

explanation.

(BI-ESS2-4, BI-ESS3-5)

ETS1.C: Optimizing the Design Solution

 Criteria may need to be broken down

into simpler ones that can be

approached systematically, and

decisions about the priority of certain

criteria over others (trade-offs) may be

needed. (BI6-ETS1-2)

Connections to other DCIs in this course: BI.LS1.C (BI-ESS3-5); BI.LS2.B (BI-ESS2-2); BI.LS2.C (BI-ESS2-2,

BI-ESS2-4); BI.LS4.D (BI-ESS2-2); BI.ESS3.C (BI-ESS2-2, BI-ESS2-4, BI-ESS2-5); BI.ESS3.D (BI-ESS2-2,

BI-ESS2-4)

Connections of DCIs across grade-bands: 7.PS1.A (BI-ESS2-5); 8.PS3.A (BI-ESS2-4); 8.PS3.B (BI-ESS2-4,

BI-ESS3-5); 6.PS3.D (BI-ESS2-2, BI-ESS2-4, BI-ESS3-5); 8.PS4.B (BI-ESS2-2, BI-ESS2-4, BI-ESS2-5); 6.LS1.C

(BI-ESS2-4); 7.LS2.B (BI-ESS2-2, BI-ESS2-4); 7.LS2.C (BI-ESS2-2, BI-ESS2-4); 8.LS4.C (BI-ESS2-2);

7.ESS2.A (BI-ESS2-2, BI-ESS2-4, BI-ESS2-5, BI-ESS3-5); 7.ESS2.B (BI-ESS2-2, BI-ESS2-4);

6.ESS2.C (BI-ESS2-2, BI-ESS2-4, BI-ESS2-5); 6.ESS2.D (BI-ESS2-2, BI-ESS2-4, BI-ESS2-5, BI-ESS3-5);

7.ESS3.B (BI-ESS3-5); 6.ESS3.C (BI-ESS2-2, BI-ESS2-4, BI-ESS3-5); 6.ESS3.D (BI-ESS2-2, BI-ESS2-4,

BI-ESS3-5); 6-8.ETS1.A (BI6-ETS1-2, BI6-ETS1-3); 6-8.ETS1.B (BI6-ETS1-2, BI6-ETS1-3); 6-8.ETS1.C

(BI6-ETS1-2)

Connections to the Arkansas Disciplinary Literacy Standards:

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

(BI-ESS2-2, BI-ESS3-5)

RST.11-12.2 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.

(BI-ESS2-2, BI-ESS3-5)

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media

(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

(BI-ESS3-5, BI6-ETS1-3)

Biology - Integrated: Life and Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying

the data when possible and corroborating or challenging conclusions with other sources of

information. (BI6-ETS1-3)

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a

coherent understanding of a process, phenomenon, or concept, resolving conflicting information

when possible. (BI6-ETS1-3)

WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation.

(BI-ESS2-5)

Connections to the Arkansas English Language Arts Standards:

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, auditory, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and to

add interest. (BI-ESS2-4)

Connections to the Arkansas Mathematics Standards:

MP.2 Reason abstractly and quantitatively. (BI-ESS2-2, BI-ESS2-4, BI-ESS3-5. BI6-ETS1-3)

MP.4 Model with mathematics. (BI-ESS2-4, BI6-ETS1-2, BI6-ETS1-3)

HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the origin in

graphs and data displays. (BI-ESS2-2, BI-ESS2-4, BI-ESS3-5)

HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (BI-ESS2-4, BI-ESS3-5)

HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

(BI-ESS2-2, BI-ESS2-4, BI-ESS2-5, BI-ESS3-5)

Biology - Integrated: Human Impacts on Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Biology - Integrated

Topic 7: Human Impacts on Earth’s Systems

Students who demonstrate understanding can:

BI-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources,

occurrence of natural hazards, and changes in climate have influenced human activity. [AR

Clarification Statement: This PE is fully addressed in this course. Emphasis is on the way climate

change has impacted human populations and how natural resources and natural hazards impact

human societies. Examples of climate change results which affect populations or drive mass

migrations could include changes to sea level, regional patterns of temperature and precipitation, and

types of crops and livestock available. Examples of the dependence of human populations on

technology to acquire natural resources and to avoid natural hazards could include damming rivers,

natural gas fracking, thunderstorm sirens, and severe weather text alerts.]

BI-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and

mineral resources based on cost-benefit ratios.* [AR Clarification Statement: This PE is fully

addressed in this course. Emphasis is on the designs of possible solutions. Emphasis is on the

conservation, recycling, and reuse of resources (minerals and metals), and on minimizing impacts.

Examples could include developing best practices for agricultural soil use, mining (coal, tar sands, and

oil shales), and pumping (petroleum and natural gas).]

BI-ESS3-3 Create a computational simulation to illustrate the relationships among management of natural

resources, the sustainability of human populations, and biodiversity. [Clarification Statement:

Examples of factors that affect the management of natural resources include costs of resource

extraction and waste management, per-capita consumption, and the development of new

technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels

of conservation, and urban planning.] [Assessment Boundary: Assessment for computational

simulations is limited to using provided multi-parameter programs or constructing simplified

spreadsheet calculations.]

BI-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural

systems.* [AR Clarification Statement: This PE is partially addressed in this course. Examples of data

on the impacts of human activities could include the quantities and types of pollutants released,

changes to biomass and species diversity, and changes in land surface (urban development,

agriculture or livestock, and surface mining). Examples for limiting future impacts could

range from local efforts (reducing, reusing, and recycling resources) to large-scale

bioengineering design solutions (altering global temperatures by making large changes to the

atmosphere or ocean).]

BI-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and

how those relationships are being modified due to human activity. [AR Clarification Statement:

Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere,

geosphere, and biosphere. Examples of far-reaching impacts related to human activity, include how

increases in one or more atmospheric gasses (COx, NOx, Sox), and volatile organic compounds), and

particulate matter could impact other Earth systems. For example, an increase in carbon dioxide

results in an increase in photosynthetic biomass and ocean acidification with resulting impacts on

marine populations.] [Assessment Boundary: Assessment does not include running computational

representations but is limited to using the published results of scientific computational models.]

BI7-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints

for solutions that account for societal needs and wants. [AR Clarification Statement: Examples

could include recycling, increased atmospheric carbon dioxide, ocean acidification, impacts on marine

populations, increased wildfire occurrence, deforestation, and overfishing.]

BI7-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world

problem with numerous criteria and constraints on interactions within and between systems

relevant to the problem. [AR Clarification Statement: Simulations could include management of

natural resources for sustainable yields, agricultural efficiency to feed a growing world population, and

urban planning to maximize green space.]

The performance expectations above were developed using the following elements from the NRC document A

Framework for K-12 Science Education:

Biology - Integrated: Human Impacts on Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Science and Engineering Practices

Using Mathematics 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.

 Create a computational model or

simulation of a phenomenon,

designed device, process, or system.

(BI-ESS3-3)

 Use a computational representation of

phenomena or design solutions to

describe and/or support claims and/or

explanations. (BI-ESS3-6)

 Use mathematical models and/or

computer simulations to predict the

effects of a design solution on systems

and/or the interactions between

systems.

(BI7-ETS1-4)

Constructing Explanations and

Designing Solutions

Constructing explanations and designing

solutions in 9–12 builds on K–8

experiences and progresses to

explanations and designs that are

supported by multiple and independent

student-generated sources of evidence

consistent with scientific knowledge,

principles, and theories.

 Construct an explanation based on

valid and reliable evidence obtained

from a variety of sources (including

students’ own investigations, models,

theories, simulations, peer review)

and the assumption that theories and

laws that describe the natural world

operate today as they did in the past

and will continue to do so in the future.

(BI-ESS3-1)

 Design or refine a solution to a

complex real-world problem, based on

scientific knowledge, student-

generated sources of evidence,

Disciplinary Core Ideas

ESS2.D: Weather and Climate

 Current models predict that, although

future regional climate changes will be

complex and varied, average global

temperatures will continue to rise. The

outcomes predicted by global climate

models strongly depend on the

amounts of human-generated

greenhouse gases added to the

atmosphere each year and by the

ways in which these gases are

absorbed by the ocean and biosphere.

(BI-ESS3-6)

ESS3.A: Natural Resources

 Resource availability has guided the

development of human society.

(BI-ESS3-1)

 All forms of energy production and

other resource extraction have

associated economic, social,

environmental, and geopolitical costs

and risks as well as benefits. New

technologies and social regulations

can change the balance of these

factors. (BI-ESS3-2)

ESS3.B: Natural Hazards

 Natural hazards and other geologic

events have shaped the course of

human history; [they] have significantly

altered the sizes of human populations

and have driven human migrations.

(BI-ESS3-1)

ESS3.C: Human Impacts on Earth

Systems

 The sustainability of human societies

and the biodiversity that supports them

requires responsible management of

natural resources. (B-ESS3-3)

 Scientists and engineers can make

major contributions by developing

technologies that produce less

pollution and waste and that preclude

ecosystem degradation. (BI-ESS3-4)

ESS3.D: Global Climate Change

 Through computer simulations and

other studies, important discoveries

are still being made about how the

ocean, the atmosphere, and the

biosphere interact and are modified in

response to human activities.

(BI-ESS3-6)

Crosscutting Concepts

Cause and Effect

 Empirical evidence is

required to differentiate

between cause and

correlation and make

claims about specific

causes and effects.

(BI-ESS3-1)

Systems and System

Models

 When investigating or

describing a system, the

boundaries and initial

conditions of the system

need to be defined and

their inputs and outputs

analyzed and described

using models.

(BI-ESS3-6)

 Models (e.g., physical,

mathematical, computer

models) can be used to

simulate systems and

interactions—including

energy, matter, and

information flows—

within and between

systems at different

scales.

(BI7-ETS1-4)

Stability and Change

 Change and rates of

change can be quantified

and modeled over very

short or very long

periods of time. Some

system changes are

irreversible. (BI-ESS3-3)

 Feedback (negative or

positive) can stabilize or

destabilize a system.

(BI-ESS3-4)

--------------------------------------

Connections to

Engineering, Technology,

and Applications of

Science

Influence of Engineering,

Technology, and Science

Biology - Integrated: Human Impacts on Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

prioritized criteria, and tradeoff

considerations. (BI-ESS3-4)

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 natural and

designed world(s). Arguments may also

come from current scientific or historical

episodes in science.

 Evaluate competing design solutions

to a real-world problem based on

scientific ideas and principles,

empirical evidence, and logical

arguments regarding relevant factors

(e.g. economic, societal,

environmental, ethical considerations).

(BI-ESS3-2)

Asking Questions and Defining

Problems

Asking questions and defining problems

in 9–12 builds on K–8 experiences and

progresses to formulating, refining, and

evaluating empirically testable questions

and design problems using models and

simulations.

 Analyze complex real-world problems

by specifying criteria and constraints

for successful solutions. (BI7-ETS1-1)

ETS1.A: Defining and Delimiting

Engineering Problems

 Criteria and constraints also include

satisfying any requirements set by

society, such as taking issues of risk

mitigation into account, and they

should be quantified to the extent

possible and stated in such a way that

one can tell if a given design meets

them. (BI7-ETS1-1)

 Humanity faces major global

challenges today, such as the need for

supplies of clean water and food or for

energy sources that minimize pollution,

which can be addressed through

engineering. These global challenges

also may have manifestations in local

communities. (BI7-ETS1-1)

ETS1.B: Developing Possible

Solutions

 When evaluating solutions, it is

important to take into account a range

of constraints, including cost, safety,

reliability, and aesthetics, and to

consider social, cultural, and

environmental impacts.

(BI-ESS3-2, BI-ESS3-4)

 Both physical models and computers

can be used in various ways to aid in

the engineering design process.

Computers are useful for a variety of

purposes, such as running simulations

to test different ways of solving a

problem or to see which one is most

efficient or economical; and in making

a persuasive presentation to a client

about how a given design will meet his

or her needs. (BI7-ETS1-4)

on Society and the

Natural World

 Modern civilization

depends on major

technological systems.

(BI-ESS3-1, BI-ESS3-3)

 Engineers continuously

modify these

technological systems by

applying scientific

knowledge and

engineering design

practices to increase

benefits while

decreasing costs and

risks. (BI-ESS3-2,

BI-ESS3-4)

 New technologies can

have deep impacts on

society and the

environment, including

some that were not

anticipated. (BI-ESS3-3)

 Analysis of costs and

benefits is a critical

aspect of decisions

about technology. (BI-

ESS3-2)

 New technologies can

have deep impacts on

society and the

environment, including

some that were not

anticipated. Analysis of

costs and benefits is a

critical aspect of

decisions about

technology.

(BI7-ETS1-1)

------------------------------------

Connections to Nature of

Science

Science is a Human

Endeavor

 Science is a result of

human endeavors,

imagination, and

creativity. (BI-ESS3-3)

Science Addresses

Questions About the

Natural and Material

World

Biology - Integrated: Human Impacts on Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

 Science and technology

may raise ethical issues

for which science, by

itself, does not provide

answers and solutions.

(BI-ESS3-2)

 Science knowledge

indicates what can

happen in natural

systems—not what

should happen. The

latter involves ethics,

values, and human

decisions about the use

of knowledge.

(BI-ESS3-2)

 Many decisions are not

made using science

alone, but rely on social

and cultural contexts to

resolve issues.

(BI-ESS3-2)

Connections to other DCIs in this course: BI.LS2.A (BI-ESS3-2, BI-ESS3-3); BI.LS2.B (BI-ESS3-2, BI-ESS3-3,

BI-ESS3-6); BI.LS2.C (BI-ESS3-3, BI-ESS3-4, BI-ESS3-6); BI.LS4.D (BI-ESS3-2, BI-ESS3-3, BI-ESS3-4,

BI-ESS3-6); BI.ESS2.A (BI-ESS3-2, BI-ESS3-3, BI-ESS3-6); BI.ESS2.E (BI-ESS3-3)

Connections of DCIs across grade-bands: 7.PS1.B (BI-ESS3-3); 6.PS3.D (BI-ESS3-2); 7.LS2.A (BI-ESS3-1,

BI-ESS3-2, BI-ESS3-3); 8.LS2.B (BI-ESS3-2, BI-ESS3-3); 7.LS2.C (BI-ESS3-3, BI-ESS3-4, BI-ESS3-6); 8.LS4.C

(BI-ESS3-3); 8.LS4.D (BI-ESS3-1, BI-ESS3-2, BI-ESS3-3); 7.ESS2.A (BI-ESS3-1, BI-ESS3-3, BI-ESS3-4,

BI-ESS3-6); 6.ESS2.C (BI-ESS3-6); 7.ESS3.A (BI-ESS3-1, BI-ESS3-2, BI-ESS3-3); 6.ESS3.B (BI-ESS3-1,

BI-ESS3-4); 6.ESS3.C (B-ESS3-2 B-ESS3-3, B-ESS3-4, B-ESS3-6); 6.ESS3.D (B-ESS3-4, B-ESS3-6)

6-8.ETS1.A (BI7-ETS1-1, BI7-ETS1-4); 6-8.ETS1.B (BI7-ETS1-4); 6-8.ETS1.C (BI7-ETS1-4)

Connections to the Arkansas Disciplinary Literacy Standards:

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to

important distinctions the author makes and to any gaps or inconsistencies in the account.

(BI-ESS3-1, BI-ESS3-2, BI-ESS3-4)

RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media

(e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (BI7-

ETS1-1)

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying

the data when possible and corroborating or challenging conclusions with other sources of

information. (BI-ESS3-2, BI-ESS3-4, BI7-ETS1-1)

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a

coherent understanding of a process, phenomenon, or concept, resolving conflicting information

when possible. (BI7-ETS1-1)

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific

procedures/ experiments, or technical processes. (BI-ESS3-1)

Connections to the Arkansas Mathematics Standards:

MP.2 Reason abstractly and quantitatively. (BI-ESS3-1, BI-ESS3-2, BI-ESS3-3, BI-ESS3-4),

BI-ESS3-6, BI7-ETS1-1)

MP.4 Model with mathematics. (BI-ESS3-3, BI-ESS3-6, BI7-ETS1-1)

HSN.Q.A.1 Use units as a way to understand problems and to guide the solution of multi-step problems;

choose and interpret units consistently in formulas; choose and interpret the scale and the origin in

graphs and data displays. (BI-ESS3-1, BI-ESS3-4, BI-ESS3-6)

Biology - Integrated: Human Impacts on Earth’s Systems

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

HSN.Q.A.2 Define appropriate quantities for the purpose of descriptive modeling. (BI-ESS3-1, BI-ESS3-4,

BI-ESS3-6)

HSN.Q.A.3 Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

(BI-ESS3-1, BI-ESS3-4, BI-ESS3-6)

Biology - Integrated: Contributors

Arkansas K-12 Science Standards

Arkansas Department of Education

2016

Contributors

The following educators contributed to the development of this course:

Susan Allison – Benton School District

Steven Long – Rogers School District

Angela Bassham – Salem School District

Brandon Lucius – Osceola School District

Allison Belcher – Little Rock School District

Matt Martin – Centerpoint School District

Debbie Bilyeu – Arkansas AIMS

Patti Meeks – Hamburg School District

Tami Blair – Texarkana School District

Melissa Miller – Farmington School District

Stephen Brodie – University of Arkansas at Fort Smith

STEM Center

Jim Musser – Arkansas Tech University

Stephanie Brown – Quitman School District

Nanette Nichols – Wilbur D. Mills AR Education

Cooperative

Sarah Croswell – Virtual Arkansas

John Nilz – North Little Rock School District

Tami Eggensperger – Cabot School District

Dennis Pevey – eSTEM Public Charter School

Jenna Gill – Siloam Springs School District

Tami Philyaw – Smackover – Norphlet School District

Douglas Hammon – Little Rock School District

Kathy Prophet – Springdale School District

Keith Harris – University of Arkansas at Little Rock

Partnership for STEM Education

Carrie Shell – Highland School District

Lynne Hehr – University of Arkansas at Fayetteville

STEM Center for Math and Science Education –

Will Squires – Caddo Hills School District

Leonda Holthoff – Star City School District

Eddie Tucker – Hamburg School District

Courtney Jones – Lincoln Consolidated School District

Jon White – Harding University

Rebecca Koelling – Highland School District

Andrew Williams – University of Arkansas at

Monticello

Karen Ladd – Nettleton School District

Wendi J.W. Williams – Northwest Arkansas

Community College

John Levy – North Arkansas College

Cathy Wissehr – University of Arkansas at Fayetteville