HS-LS1-7    From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

HS-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.]
The performance expectation above was 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.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.PS2.B ; HS.PS3.B

Articulation of DCIs across grade-bands:

MS.PS1.B ; MS.PS3.D ; MS.LS1.C ; MS.LS2.B

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-LS1-7)

HS-LS1-7    From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

HS-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.]
The performance expectation above was 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.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.PS2.B ; HS.PS3.B

Articulation of DCIs across grade-bands:

MS.PS1.B ; MS.PS3.D ; MS.LS1.C ; MS.LS2.B

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-LS1-7)

HS-LS1-7    From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

HS-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.]
The performance expectation above was 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.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.PS2.B ; HS.PS3.B

Articulation of DCIs across grade-bands:

MS.PS1.B ; MS.PS3.D ; MS.LS1.C ; MS.LS2.B

Common Core State Standards Connections:

ELA/Literacy -
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (HS-LS1-7)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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Related Evidence Statements
HS-LS1-7-1 Evidence Statements
Related Quality Units
High School: Next Generation Science Storylines: How Can Science Be Used to Help Make Our Lives Better?
High School: New Visions for Public Schools: Marathon Runner: Unit 1 in Biology
High School: OpenSciEd Unit B.2 Ecosystems: Matter & Energy
Related Example Bundles
High School Conceptual Progression Model Course 2: Bundle 3
High School Domains Model Course 3: Life Sciences Bundle 2

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...