STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
Science High School Course Maps for Life Science: Biology Courses that will Culminate in a
Corresponding Regents Examination in Science
Background
The New York State P-12 Science Learning Standards are based on guiding documents (A Framework for K-12 Science Education
1
and the
Next Generation Science Standards
2
) grounded in the most current research in science and scientific learning. They reflect the importance of
every student’s engagement with natural scientific phenomena at the nexus of three dimensions of learning: Science and Engineering
Practices, Disciplinary Core Ideas, and Cross-Cutting Concepts. Performance expectations are the way to integrate the three dimensions
guiding student sense-making of science as discussed in the New York State P-12 Science Learning Standards Introduction.
Development Process
The four high school science course maps have been developed by the Department to assist school districts in developing specific courses at
the local level that align to the high school level (grades 9-12) performance expectations included in the New York State P-12 Science
Learning Standards. Each science course map (Life Science: Biology; Earth and Space Sciences; Physical Science: Chemistry; and Physical
Science: Physics), delineates specific performance expectations for courses that culminate in a corresponding Regents examination in science.
The course maps were developed using a four course model to similar what is included in the Next Generation Science Standards Appendix
K, Table 7. The first step in mapping performance expectations to courses was to examine the Science and Engineering Practices, Cross-
Cutting Concepts, and component idea level of the Disciplinary Core Ideas from the A Framework for K-12 Science Education. The course
the associated performance expectations (as noted in the foundation boxes of the New York State P-12 Science Learning Standards) align was
then decided. New York State subject area teacher experts provided input and feedback delineating the overlaps for each of the performance
expectations for proposed high school science Regent's exam courses. The decisions were made through a careful reading of the grade-band
endpoints for each component idea in the Framework and were reviewed by multiple committees made up of New York State teachers and
administrators.
1
National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National
Academies Press.
2
National Research Council. (2013). Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
Important Considerations
It is important to note the performance expectations do not dictate curriculum, which is locally decided by school districts; rather, they were
coherently developed to allow flexibility in classroom instruction. The New York State P-12 Science Learning Standards performance
expectations reflect what a student should know and be able to do—they do not dictate the manner or methods by which the performance
expectations are taught. The performance expectations are written in a way that expresses the concepts and skills to be performed by students.
For example: HS-ESS2-6. is listed in both Earth and Space Sciences and Life Science: Biology. For Life Science: Biology only the
biochemistry aspects of carbon cycling are eligible for testing on the Life Science: Biology exam. The remainder of HS-ESS2-6 concepts are
within the Earth and Space Sciences course.
Program choices, instructional decisions and pathways for students will vary across schools and school systems, and educators should make
every effort to meet the needs of individual students, based on their local curriculum and instruction should consider the variety of student learning
needs. The course maps presented are the guide for courses that culminate in a corresponding Regents examination in science. The options
presented do not preclude the offering of other courses or sequences of instruction.
Order of Performance Expectations
The order in which the performance expectations are presented in the course maps is not the order in which the performance expectations
need to be taught. As performance expectations from various domains are connected, educators will need to determine the best overall design
and approach, as well as the instructional strategies needed to support their learners to attain course expectations and the knowledge
articulated in the performance expectations. For the performance expectations that appear in more than one course, each map outlines the
context regarding the intent or specific concepts appropriate for the course.
It is recognized that the course maps will have different numbers of performance expectations. The focus was on associating performance
expectations with the high school courses where three-dimensional teaching and learning of the content was most appropriate. Educators are
encouraged to instruct beyond performance expectations where appropriate. For more information regarding the New York State P-12
Science Learning Standards and connections that can be made with diverse learner populations, such as English Language
Learners/Multilingual Learners and Students with Disabilities, refer to the New York State P-12 Science Learning Standards Introduction.
Key Notes: Diagram 1 provides visual representation
1. In order to eliminate potential redundancy, seek an appropriate grain size, and seek natural connections among the Disciplinary Core Ideas
(DCIs) identified within A Framework for K-12 Science Education. New York State arranged the performance expectations into topics.
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
2. Student performance expectations (PEs) may be taught in any sequence or grouping within a course.
3. The highlighted performance expectations are performance expectations that are unique to New York State.
4. An asterisk (*) indicates an engineering connection to a practice, core idea, or crosscutting concept.
5. The Clarification Statements are examples and additional guidance for the instructor. (NYSED) or a highlight indicates New York specific
statement/wording.
6. The Assessment Boundaries delineate content limits of concepts that may be assessed in large-scale assessments.
7. Within the standards, the section entitled “foundation boxes” is reproduced verbatim from A Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas, except for statements that contain (NYSED). The material is integrated and reprinted with
permission from the National Academy of Sciences.
8. Within the standards, Three Connection Boxes (not shown in the diagram), located below the Foundation Boxes, are designed to support a
coherent vision of the standards by showing how the performance expectations in each standard connect to other PEs in science, as well as to
Common Core State Standards. The three boxes include:
• Connections to other DCIs in this grade level. This box contains the names of science topics in other disciplines that have related
disciplinary core ideas at the same grade level. For example, both Physical Science and Life Science performance expectations contain
core ideas related to Photosynthesis and could be taught in relation to one another.
• Articulation of DCIs across grade levels. This box contains the names of other science topics that either 1) provide a foundation for
student understanding of the core ideas in this set of performance expectations (usually at prior grade levels); or 2) build on the
foundation provided by the core ideas in this set of PEs (usually at subsequent grade levels).
• Connections to the New York State Next Generation Learning Standards. This box contains the coding and names of New York State
Next Generation Mathematics Learning Standards (2017), and New York State Next Generation English Language Arts Learning
Standards (Revised 2017) that align to the performance expectations. An effort has been made to ensure that the mathematical skills
students need for science were taught in a previous year where possible.
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
Diagram 1: the New York State P-12 Science Learning Standards
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
Table I contains the recommended performance expectations for guiding curriculum, programming, and instruction within four high school
science courses aligned to Regents examinations. Please note: no course sequences have been assumed in this model and the map does not
preclude other performance expectations from being taught.
Table I
Life Science: Biology
-Instructional sequences are not assumed-
Topic
PE #
K-12 Science Education
Framework:
Scientific and Engineering
Practices
K-12 Science Education
Framework:
Crosscutting Concepts
For performance
expectations that
appear in more than
one course the specific
concepts for the
performance
expectation within this
course are outlined.
HS. Structure
and Function
HS-LS1-1.
Constructing Explanations
and Designing Solutions
Structure and Function
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
HS. Structure
and Function
HS-LS1-2.
Developing and Using
Models
Systems and System
Models
HS. Structure
and Function
HS-LS1-3.
Planning and Carrying Out
Investigations; Connections
to Nature of Science
Scientific Investigations Use
a Variety of Methods
Stability and Change
HS. Inheritance
and Variation of
Traits
HS-LS1-4.
Developing and Using
Models
Systems and System
Models
HS. Inheritance
and Variation of
Traits
HS-LS1-8
Developing and Using
Models
Systems and System
Models; Connections to
Nature of Science Science
is a Human Endeavor
HS. Matter and
Energy in
Organisms and
Ecosystems
HS-LS1-5.
Developing and Using
Models
Energy and Matter
HS. Matter and
Energy in
Organisms and
Ecosystems
HS-LS1-6.
Constructing Explanations
and Designing Solutions
Energy and Matter
HS. Matter and
Energy in
Organisms and
Ecosystems
HS-LS1-7.
Developing and Using
Models
Energy and Matter
HS.
Interdependent
Relationships in
Ecosystems
HS-LS2-1.
Using Mathematics and
Computational Thinking
Scale, Proportion,
Quantity
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
HS.
Interdependent
Relationships in
Ecosystems
HS-LS2-2.
Using Mathematics and
Computational Thinking;
Connections to Nature of
Science Scientific
Knowledge is Open to
Revision in Light of New
Evidence
Scale, Proportion,
Quantity
HS.
Interdependent
Relationships in
Ecosystems
HS-LS2-6.
Engaging in Argument from
Evidence; Connections to
Nature of Science Scientific
Knowledge is Open to
Revision in Light of New
Evidence
Stability and Change
HS.
Interdependent
Relationships in
Ecosystems
HS-LS2-7.
Using Mathematics and
Computational Thinking;
Constructing Explanations
and Designing Solutions
Cause and Effect; Stability
and Change
HS.
Interdependent
Relationships in
Ecosystems
HS-LS2-8.
Engaging in Argument from
Evidence; Connections to
Nature of Science Scientific
Knowledge is Open to
Revision in Light of New
Evidence
Cause and Effect
HS. Matter and
Energy in
Organisms and
Ecosystems
HS-LS2-3.
Constructing Explanations
and Designing Solutions;
Connections to Nature of
Science Scientific
Knowledge is Open to
Revision in Light of New
Evidence
Energy and Matter
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
HS. Matter and
Energy in
Organisms and
Ecosystems
HS-LS2-4.
Using Mathematics and
Computational Thinking
Energy and Matter
HS. Matter and
Energy in
Organisms and
Ecosystems
HS-LS2-5.
Developing and Using
Models
Systems and Systems
Models
HS. Inheritance
and Variation of
Traits
HS-LS3-1.
Asking Questions and
Defining Problems;
Cause and Effect
HS. Inheritance
and Variation of
Traits
HS-LS3-2.
Engaging in Argument from
Evidence
Cause and Effect;
Connections to Nature of
Science Science is a
Human Endeavor
HS. Inheritance
and Variation of
Traits
HS-LS3-3.
Analyzing and Interpreting
Data
Scale, Proportion and
Quantity; Connections to
Nature of Science Science
is a Human Endeavor
HS. Natural
Selection and
Evolution
HS-LS4-1.
Obtaining, Evaluating, and
Communicating
Information;
Connections to Nature of
Science Science Models,
Laws, Mechanisms, and
Theories Explain Natural
Phenomena
Patterns
HS. Natural
Selection and
Evolution
HS-LS4-2.
Constructing Explanations
and Designing Solutions;
Cause and Effect
HS. Natural
Selection and
Evolution
HS-LS4-3.
Analyzing and Interpreting
Data
Patterns
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
HS. Natural
Selection and
Evolution
HS-LS4-4.
Constructing Explanations
and Designing Solutions
Cause and Effect
HS. Natural
Selection and
Evolution
HS-LS4-5.
Engaging in Argument from
Evidence
Cause and Effect
HS. Earth
Systems
HS-ESS2-
6.
Developing and Using
Models
Energy and Matter
The biochemistry aspects
of carbon cycling.
HS. Earth’s
Systems
HS-ESS2-
7.
Engaging in Argument from
Evidence
Stability and Change
Changes in the
atmosphere from plants
and other organisms
related to carbon cycling
and feedback
mechanisms related to co-
evolution.
HS. Engineering
Design
HS-ETS1-
1.
Asking Questions and
Defining Problems
Connections to
Engineering,
Technology, and
Applications of Science
Influence of Science,
Engineering, and
Technology on Society
and the Natural World
HS. Engineering
Design
HS-ETS1-
2.
Constructing Explanations
and Designing Solutions
HS. Engineering
Design
HS-ETS1-
3.
Constructing Explanations
and Designing Solutions
Connections to
Engineering,
Technology, and
Applications of Science
Influence of Science,
Engineering, and
Technology on Society
and the Natural World
STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
OFFICE OF CURRICULUM AND INSTRUCTION
Room 860 EBA
Phone: (518) 474-5922
E-mail: [email protected]; Web: www.nysed.gov/curriculum-instruction
HS. Engineering
Design
HS-ETS1-
4.
Using Mathematics and
Computational Thinking
Systems and System
Models