Title: High School Life Science Standards Glossary Updates
Course: BPSS (SCI) Science Standards > Section: Shared Workspace > Forum: Science Standards Discussions ...

The state released the ND Science Standards Second Draft , which had some minor changes/corrections.

Below is a list of those edits done in the High School Science Standards Glossary: Below is a list of those edits:

Life Science

- SCI-HS.LS1.06 - VERBIAGE Change
OLD: 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.
NEW: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen may combine with other elements to form large carbon-based molecules.

- SCI-HS.LS2.01 VERBIAGE Dropped (representations)
OLD: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
NEW: Use mathematical and/or computational models to support explanations of factors that affect carrying capacity of ecosystems at different scales.

- SCI-HS.LS2.02 - VERBIAGE Change
OLD: Use evidence from mathematical representations to explain factors that affect population dynamics and biodiversity.
NEW: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

- SCI-HS.LS3.01 - VERBIAGE Change
OLD: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
NEW: Construct an explanation to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

- SCI-HS.LS3.02 - VERBIAGE Change
OLD: 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.
NEW: Make and defend a claim based on evidence that inheritable genetic variations result from various factors.

- SCI-HS.LS4.01 - VERBIAGE Change
OLD: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
NEW: Analyze and interpret scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence

- SCI-HS.LS4.03 - VERBIAGE Addition
OLD: 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.
NEW: Use mathematical models to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

- SCI-HS.LS4.06 - VERBIAGE Change
OLD: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
NEW: Design and revise a solution to mitigate adverse impacts of human activity on biodiversity.

Other changes is updating the glossaries proficiency scales from a table to a responsive grid to be accessibility compliant. Plus the new format also matches the new Visual Progress Report going from left to right. The BPS District Science Standards Book will be updated later once all the glossaries are completed.

Overview of all the changes with the High School Science Standards.

Bismarck has been using the NGSS for two years in anticipation of the state adopting these as the new science standards. Of the 291 overall standards the state keep 223 the same, while making verbiage changes to 55. Plus the state dropped 7 standards while adding 6 new standards.

For High School Science those were 19 the same with 9 verbiage changes.

Below is a table showing the all the standards: So if you click on the Identifiers in the first column of the chart below, the Standards Glossary Term will display in a pop-up. The last column will list the type of change to the standard. You will notice a change to the Proficiency Scales to be a colored responsive grid that corresponds with the new Visual Graphics Standards Progress Report that uses dots with a target range. So there may need to be discussions on how those could populated with your new scales.

HS Life Science Standard Changes
IDENTIFIER | 17-18 BPS SCI Standards from NGSS | 18-19 BPS SCI Standards from New ND State | STATUS
SCI-HS.LS1 | [LS1] From Molecules to Organisms: Structure and Processes | From Molecules to Organisms: Structure and Processes | SAME
SCI-HS.LS1.01 | 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. | 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. | SAME
SCI-HS.LS1.02 | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. | Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. | SAME
SCI-HS.LS1.03 | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. | Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. | SAME
SCI-HS.LS1.04 | Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. | Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. | SAME
SCI-HS.LS1.05 | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. | Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. | SAME
SCI-HS.LS1.06 | 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. | Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen may combine with other elements to form large carbon-based molecules. | VERBIAGE
SCI-HS.LS1.07 | 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. | 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. | SAME
SCI-HS.LS2 | [LS2] Ecosystems: Interactions, Energy, and Dynamics | Ecosystems: Interactions, Energy, and Dynamics | SAME
SCI-HS.LS2.01 | Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. | Use mathematical and/or computational models to support explanations of factors that affect carrying capacity of ecosystems at different scales. | VERBIAGE
SCI-HS.LS2.02 | Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. | Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. | SAME
SCI-HS.LS2.03 | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. | Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. | SAME
SCI-HS.LS2.04 | Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. | Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. | SAME
SCI-HS.LS2.05 | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. | Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. | SAME
SCI-HS.LS2.06 | 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. | 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. | SAME
SCI-HS.LS2.07 | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* | Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. | SAME
SCI-HS.LS2.08 | Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce. | Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce | SAME
SCI-HS.LS3 | [LS3] Heredity: Inheritance and Variation of Traits | Heredity: Inheritance and Variation of Traits | SAME
SCI-HS.LS3.01 | Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. | Construct an explanation to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. | VERBIAGE
SCI-HS.LS3.02 | 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. | Make and defend a claim based on evidence that inheritable genetic variations result from various factors. | VERBIAGE
SCI-HS.LS3.03 | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. | Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. | SAME
SCI-HS.LS4 | [LS4] Biological Evolution: Unity and Diversity | Biological Evolution: Unity and Diversity | SAME
SCI-HS.LS4.01 | Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. | Analyze and interpret scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. | VERBIAGE
SCI-HS.LS4.02 | Construct explanation based on evidence that the process of evolution primarily results from 4 factors: (1)potential for a species to increase in number, (2)heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4)proliferation of those organisms that are better able to survive and reproduce in the environment. | Construct an explanation based on evidence that the process of biological evolution primarily results from four factors: | VERBIAGE
SCI-HS.LS4.03 | 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. | Use mathematical models to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. | VERBIAGE
SCI-HS.LS4.04 | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. | Construct an explanation based on evidence for how natural selection leads to adaptation of populations. | SAME
SCI-HS.LS4.05 | 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. | Evaluate the evidence supporting claims that changes in environmental conditions may result in increases in the number of individuals of some species, the emergence of new species over time, and the extinction of other species. | VERBIAGE
SCI-HS.LS4.06 | Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* | Design and revise a solution to mitigate adverse impacts of human activity on biodiversity. | VERBIAGE