BIOLOGY - Michigan
-ICHIGAN -ERIT #URRICULUM-ICHIGAN -ERIT #URRICULUMCourse/Credit Requirements-ICHIGAN -ERIT #URRICULUMBIOLOGY1 Credit
Michigan State Board of EducationKathleen N. Straus, PresidentBloomfield TownshipJohn C. Austin, Vice PresidentAnn ArborCarolyn L. Curtin, SecretaryEvartMarianne Yared McGuire, TreasurerDetroitNancy Danhof, NASBE DelegateEast LansingElizabeth W. BauerBirminghamReginald M. TurnerDetroitEileen Lappin WeiserAnn ArborGovernor Jennifer M. GranholmEx OfficioMichael P. Flanagan, ChairmanSuperintendent of Public InstructionEx OfficioMDE StaffJeremy M. Hughes, Ph.D.Deputy Superintendent/Chief Academic OfficerDr. Yvonne Caamal Canul, DirectorOffice of School Improvement
WelcomeThis guide was developed to assist teachers in successfullyimplementing the Michigan Merit Curriculum. The identified contentexpectations and guidelines provide a useful framework for designingcurriculum, assessments and relevant learning experiences for students.Through the collaborative efforts of Governor Jennifer M. Granholm,the State Board of Education, and the State Legislature, these landmarkstate graduation requirements are being implemented to give Michiganstudents the knowledge and skills to succeed in the 21st Century anddrive Michigan’s economic success in the global economy. Workingtogether, teachers can explore varied pathways to help studentsdemonstrate proficiency in meeting the content expectations andguidelines. This guide should be used in conjunction with the HighSchool Content Expectations document for the discipline.Curriculum Unit DesignOne of the ultimate goals of teaching is for students to acquiretransferable knowledge. To accomplish this, learning needs toresult in a deep understanding of content and mastery level of skills.As educational designers, teachers must use both the art and thescience of teaching. In planning coherent, rigorous instructional unitsof study, it is best to begin with the end in mind.Engaging and effective units include appropriate content expectationsstudents setting goals and monitoring own progressa focus on big ideas that have great transfer valuefocus and essential questions that stimulate inquiry and connectionsidentified valid and relevant skills and processespurposeful real-world applicationsrelevant and worthy learning experiencesvaried flexible instruction for diverse learnersresearch-based instructional strategiesexplicit and systematic instructionadequate teacher modeling and guided practicesubstantial time to review or apply new knowledgeopportunities for revision of work based on feedbackstudent evaluation of the unit culminating celebrationsMICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS10.061
RelevanceInstruction that is clearly relevant to today’s rapidly changing world is atthe forefront of unit design. Content knowledge cannot by itself lead allstudents to academic achievement. Classes and projects that sparkstudent interest and provide a rationale for why the content is worthlearning, enable students to make connections between what they readand learn in school, their lives, and their futures. An engaging andeffective curriculum provides opportunities for exploration and exposureto new ideas. Real-world learning experiences provide students withopportunities to transfer and apply knowledge in new, diverse situations.Student AssessmentThe assessment process can be a powerful tool for learning whenstudents are actively involved in the process. Both assessment oflearning and assessment for learning are essential. Reliable formative andsummative assessments provide teachers with information they needto make informed instructional decisions that are more responsiveto students’ needs. Engagement empowers students to take ownershipof their learning and builds confidence over time.Sound assessments: 2align with learning goalsvary in type and formatuse authentic performance tasksuse criteria-scoring tools such as rubrics or exemplarsallow teachers and students to track growth over timevalidate the acquisition of transferable knowledgegive insight into students’ thinking processescause students to use higher level thinking skillsaddress guiding questions and identified skills and processesprovide informative feedback for teachers and studentsask students to reflect on their learning10.06MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS
Why Develop Content Standards andExpectations for High School?To prepare Michigan’s students with the knowledge and skills tosucceed in the 21st Century, the State of Michigan has enacteda rigorous new set of statewide graduation requirements thatare among the best in the nation. These requirements, called theMichigan Merit Curriculum, are the result of a collaborative effortbetween Governor Jennifer M. Granholm, the State Board ofEducation, and the State Legislature.In preparation for the implementation of the new high schoolgraduation requirements, the Michigan Department of Education’sOffice of School Improvement is leading the development of highschool content expectations. An Academic Work Group of scienceexperts chaired by nationally known scholars was commissionedto conduct a scholarly review and identify content standards andexpectations. The Michigan Department of Education conducted anextensive field review of the expectations by high school, university,and business and industry representatives.The Michigan High School Science Content Expectations (Science HSCE)establish what every student is expected to know and be able to doby the end of high school and define the expectations for high schoolscience credit in Earth Science, Biology, Physics, and Chemistry.An OverviewIn developing these expectations, the Academic Work Group dependedheavily on the Science Framework for the 2009 National Assessment ofEducational Progress (National Assessment Governing Board, 2006).In particular, the group adapted the structure of the NAEP framework,including Content Statements and Performance Expectations. Theseexpectations align closely with the NAEP framework, which is basedon Benchmarks for Science Literacy (AAAS Project 2061, 1993) and theNational Science Education Standards (National Research Council, 1996).The Academic Work Group carefully analyzed other documents,including the Michigan Curriculum Framework Science Benchmarks(2000 revision), the Standards for Success report UnderstandingUniversity Success, ACT’s College Readiness Standards, College Board’sAP Biology, AP Physics, AP Chemistry, and AP Environmental ScienceCourse Descriptions, ACT’s On Course for Success, South RegionalEducation Board’s Getting Ready for College-Preparatory/HonorsScience: What Middle Grades Students Need to Know and Be Able toDo, and standards documents from other states.MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS10.063
Organization of the Standardsand ExpectationsIn the Science credit requirement documents, the expectationsare organized by standard under content statement headings. Theorganization in no way implies an instructional sequence. Curriculumpersonnel and teachers are encouraged to organize these topics andexpectations in a manner that encourages connections betweenconcepts.Earth ScienceBiologySTANDARDS (and number of content statements in each standard)E1 Inquiry, Reflection, andSocial Implications (2)B1 Inquiry, Reflection, andSocial Implications (2)E2 Earth Systems (4)B2 Organization and Developmentof Living Systems (6)E3 Solid Earth (4)E4 Fluid Earth (3)B3 Interdependence of LivingSystems and the Environment (5)E5 The Earth in Space and Time (4)B4 Genetics (4)B5 Evolution and Biodiversity (3)PhysicsChemistrySTANDARDS (and number of content statements in each standard)P1 Inquiry, Reflection, andSocial Implications (2)C1 Inquiry, Reflection, andSocial Implications (2)P2 Motion of Objects (3)C2 Forms of Energy (5)P3 Forces and Motion (8)C3 Energy Transfer andConservation (5)P4 Forms of Energy and EnergyTransformations (12)C4 Properties of Matter (10)C5 Changes in Matter (7)410.06MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS
Useful and Connected Knowledge forAll StudentsThis document defines expectations for Michigan High Schoolgraduates, organized by discipline: Earth Science, Biology, Physics,and Chemistry. It defines useful and connected knowledgeat four levels: Prerequisite knowledgeUseful and connected knowledge that all students should bring as aprerequisite to high school science classes. Prerequisite expectationcodes include a “p” and an upper case letter (e.g., E3.p1A).Prerequisite content could be assessed through formative and/orlarge scale assessments. Essential knowledgeUseful and connected knowledge for all high school graduates,regardless of what courses they take in high school. Essentialexpectation codes include an upper case letter (e.g., E2.1A).Essential content knowledge and performance expectations arerequired for graduation and are assessable on the Michigan MeritExam (MME) and on future secondary credit assessments. Essentialknowledge can also be assessed with formative assessments. Core knowledgeUseful and connected knowledge for all high school graduateswho have completed a discipline-specific course. In general coreknowledge includes content and expectations that students needto be prepared for more advanced study in that discipline. Corecontent statement codes include an “x” and core expectationcodes include a lower case letter (e.g., B2.2x Proteins; B2.2f )to indicate that they are NOT assessable on existing largescale assessments (MME, NAEP), but will be assessed on futuresecondary credit assessments. Core knowledge can also beassessed with formative assessments. Recommended knowledgeUseful and connected knowledge that is desirable as preparationfor more advanced study in the discipline, but not requiredfor graduation credit. Content and expectations labeled asrecommended represent extensions of the core. Recommendedcontent statement codes include an “r” and an “x”; recommendedexpectations include an “r” and a lower case letter(e.g., P4.r9x Nature of Light; P4.r9a). They will not be assessed oneither the MME or secondary credit assessments.MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS10.065
Useful and connected knowledge is contrasted with proceduraldisplay—learning to manipulate words and symbols without fullyunderstanding their meaning. When expectations are excessive,procedural display is the kind of learning that takes place. Teachersand students “cover the content” instead of “uncovering” useful andconnected knowledge.Credit for high school Earth Science, Biology, Physics, and Chemistry willbe defined as meeting both essential and core subject area contentexpectations.Course / High School Graduation Credit(Essential and Core Knowledge and Skills)ChemistryCORECORECORECOREKnowledge and Skills Knowledge and Skills Knowledge and Skills Knowledge and e and Skills Knowledge and Skills Knowledge and Skills Knowledge and SkillsPrerequisite Knowledge and SkillsBasic Science KnowledgeOrientation Towards LearningReading, Writing, CommunicationBasic Mathematics Conventions, Probability, Statistics, MeasurementFormative AssessmentsPhysicsMMEBiologySecondary CreditAssessmentsEarth ScienceAssessmentNOTE: Basic mathematics and English language arts skills necessary formeeting the high school science content expectations will be included in acompanion document.Preparing Students for SuccessfulPost-Secondary EngagementStudents who have useful and connected knowledge should be ableto apply knowledge in new situations; to solve problems by generatingnew ideas; to make connections among what they read and hearin class, the world around them, and the future; and through theirwork, to develop leadership qualities while still in high school. Inparticular, high school graduates with useful and connected knowledgeare able to engage in four key practices of science literacy.610.06MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS
3UCCESSFUL 0OST 3ECONDARY %NGAGEMENT0RACTICES OF 3CIENCE ,ITERACY#OMMUNICATE ACCURATELY AND EFFECTIVELY )DENTIFYING3CIENCE0RINCIPLES3TATE IC)NQUIRY-ICHIGAN(IGH 3CHOOL 3CIENCE#ONTENT 3TANDARDSAND %XPECTATIONS2EFLECTIONAND 3OCIAL)MPLICATIONS-ODELS FOR ISTRICT!LIGNMENT -APPING%ARTH 3CIENCE"IOLOGY3TATE N OCUMENTS 0ROGRAMS %DUCATIONAL %XPERIENCE#ONTENT NOWLEDGEs %NGLISH ,ANGUAGE !RTSs -ATHEMATICSs 3CIENCEs 3OCIAL 3TUDIESs /THER,EARNING 0ROCESSESs 3TRATEGIES 3KILLSs 2EASONINGs !NALYTICAL 4HINKINGs #ONSTRUCTING .EW -EANINGs #OMMUNICATION4HE ABOVE CHART PROVIDES A STRUCTURAL OVERVIEW OF THE INFORMATION THAT FOLLOWS ONPAGES 4HE COMPLETE CHART IS PRINTED ON PAGE OF THE (3#% DOCUMENT MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS10.067
Practices of Science Literacy IdentifyingIdentifying performances generally have to do with statingmodels, theories, and patterns inside the triangle in Figure 1. UsingUsing performances generally have to do with the downwardarrow in Figure 1—using scientific models and patterns toexplain or describe specific observations. InquiryInquiry performances generally have to do with the upwardarrow in Figure 1—finding and explaining patterns in data. Reflection and Social ImplicationsReflecting and Social Implications performances generallyhave to do with the figure as a whole (reflecting) or thedownward arrow (technology as the application of models andtheories to practical problems).-ODELS4HEORIES)NQUIRY ,EARNINGFROM ATA0ATTERNS IN DATA LAWS GENERALIZATIONSGRAPHS TABLES5SINGKNOWLEDGE !PPLICATION/BSERVATIONS MEASUREMENTS DATAUSING ATTRIBUTE VALUE DESCRIPTIONSFigure 1: Knowledge and practices ofmodel-based reasoning810.06MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS
Identifying Science PrinciplesThis category focuses on students’ abilities to recall, define, relate,and represent basic science principles. The content statementsthemselves are often closely related to one another conceptually.Moreover, the science principles included in the content statementscan be represented in a variety of forms, such as words, pictures,graphs, tables, formulas, and diagrams (AAAS, 1993; NRC, 1996).Identifying practices include describing, measuring, or classifyingobservations; stating or recognizing principles included in thecontent statements; connecting closely related content statements;and relating different representations of science knowledge.Identifying Science Principles comprises thefollowing general types of practices: Describe, measure, or classify observations (e.g., describe theposition and motion of objects, measure temperature, classifyrelationships between organisms as being predator/prey, parasite/host, producer/consumer). State or recognize correct science principles (e.g., mass isconserved when substances undergo changes of state; allorganisms are composed of cells; the atmosphere is a mixture ofnitrogen, oxygen, and trace gases that include water vapor). Demonstrate relationships among closely related science principles(e.g., statements of Newton’s three laws of motion, energytransfer and the water cycle). Demonstrate relationships among different representations ofprinciples (e.g., verbal, symbolic, diagrammatic) and data patterns(e.g., tables, equations, graphs).Identifying Science Principles is integral to all of the other sciencepractices.MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS10.069
Using Science PrinciplesScientific knowledge is useful for making sense of the naturalworld. Both scientists and informed citizens can use patternsin observations and theoretical models to predict and explainobservations that they make now or that they will make in the future.Using Science Principles comprises the followinggeneral types of performance expectations: Explain observations of phenomena (using science principles fromthe content statements). Predict observations of phenomena (using science principles fromthe content statements, including quantitative predictions basedon science principles that specify quantitative relationships amongvariables). Suggest examples of observations that illustrate a science principle(e.g., identify examples where the net force on an object is zero;provide examples of observations explained by the movement oftectonic plates; given partial DNA sequences of organisms, identifylikely sequences of close relatives). Propose, analyze, and evaluate alternative explanations orpredictions.The first two categories—Identifying Science Principles andUsing Science Principles—both require students to correctlystate or recognize the science principles contained in the contentstatements. A difference between the categories is that Using SciencePrinciples focuses on what makes science knowledge valuable—thatis, its usefulness in making accurate predictions about phenomenaand in explaining observations of the natural world in coherentways (i.e., “knowing why”). Distinguishing between these twocategories draws attention to differences in depth and richnessof individuals’ knowledge of the content statements. Assuminga continuum from “just knowing the facts” to “using scienceprinciples,” there is considerable overlap at the boundaries. Theline between the Identifying and Using categories is not distinct.1010.06MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS
Scientific InquiryScientifically literate graduates make observations about the natural world,identify patterns in data, and propose explanations to account for thepatterns. Scientific inquiry involves the collection of relevant data, theuse of logical reasoning, and the application of imagination in devisinghypotheses to explain patterns in data. Scientific inquiry is a complexand time-intensive process that is iterative rather than linear. Habitsof mind—curiosity, openness to new ideas, informed skepticism—arepart of scientific inquiry. This includes the ability to read or listen criticallyto assertions in the media, deciding what evidence to pay attention toand what to dismiss, and distinguishing careful arguments from shoddyones. Thus, Scientific Inquiry depends on the practices describedabove—Identifying Science Principles and Using Science Principles.Scientific Inquiry comprises the following general types ofperformance expectations: Generate new questions that can be investigated in the laboratoryor field. Evaluate the uncertainties or validity of scientific conclusions using anunderstanding of sources of measurement error, the challenges ofcontrolling variables, accuracy of data analysis, logic of argument, logic ofexperimental design, and/or the dependence on underlying assumptions. Conduct scientific investigations using appropriate tools andtechniques (e.g., selecting an instrument that measures the desiredquantity—length, volume, weight, time interval, temperature—withthe appropriate level of precision). Identify patterns in data and relate them to theoretical models. Describe a reason for a given conclusion using evidence from aninvestigation. Predict what would happen if the variables, methods, or timing of aninvestigation were changed. Based on empirical evidence, explain and critique the reasoning usedto draw a scientific conclusion or explanation. Design and conduct a systematic scientific investigation that tests ahypothesis. Draw conclusions from data presented in charts or tables. Distinguish between scientific explanations that are regarded ascurrent scientific consensus and the emerging questions that activeresearchers investigate.MICHIGAN MERIT CURRICULUM COURSE/CREDIT REQUIREMENTS10.06 11
Scientific inquiry is more complex than simply making, summarizing,and explaining observations, and it is more flexible than the rigid setof steps often referred to as the “scientific method.” The Nation
Credit for high school Earth Science, Biology, Physics, and Chemistry will be defined as meeting both essential and core subject area content expectations. Assessment Prerequisite Knowledge and Skills Basic Science Knowledge Orientation Towards Learning Reading, Writing, Communication Basic Mathematics Conventions, Probability, Statistics .
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