Clarification Statement - S.HS.LS.1.5.CS:
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 - S.HS.LS.1.5.AB:
Assessment does not include specific biochemical steps.

Science and Engineering Practices - 9-12.SEP2.3:
Use a model based on evidence to illustrate the relationships between systems or between components of a system.

Disciplinary Core Ideas - S.HS.LS.1.5.DCI:
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.

Crosscutting Concepts - CC5.12:
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.

Clarification Statement - S.HS.LS.1.6.CS:
Emphasis is on using evidence from models and simulations to support explanations for the synthesis of lipids, starches, proteins, and nucleic acids.

Assessment Boundary - S.HS.LS.1.6.AB:
Assessment does not include the details of the specific chemical reactions or identification of macromolecules.

Science and Engineering Practices - 9-12.SEP6.2:
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 na

Disciplinary Core Ideas - S.HS.LS.1.6.DCI:
LS1.C: Organization for Matter and Energy Flow in Organisms •As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. •(NYSED) Sugar molecules contain carbon, hydrogen, and oxygen. Their hydrocarbon backbones combine with other elements to make amino acids and other carbon-based molecules that can be assembled into larger molecules, such as proteins or DNA.

Crosscutting Concepts - CC5.12:
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.

Clarification Statement - S.HS.LS.1.7.CS:
Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.

Assessment Boundary - S.HS.LS.1.7.AB:
Assessment should not include identification of the steps or specific processes involved in cellular respiration.

Science and Engineering Practices - 9-12.SEP2.3:
Use a model based on evidence to illustrate the relationships between systems or between components of a system.

Disciplinary Core Ideas - S.HS.LS.1.7.DCI:
LS1.C: Organization for Matter and Energy Flow in Organisms •As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. •(NYSED) Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed. In this process ATP is produced, which is used to carry out life processes.

Crosscutting Concepts - CC5.13:
Energy can be transferred between one place and another place, between objects and/or fields, or between systems.

Clarification Statement - S.HS.LS.2.3.CS:
Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration and photosynthesis within ecosystems.

Assessment Boundary - S.HS.LS.2.3.AB:
Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration, and photosynthesis.

Science and Engineering Practices - 9-12.SEP6.2:
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 na

Disciplinary Core Ideas - S.HS.LS.2.3.DCI:
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.

Crosscutting Concepts - CC5.14:
Energy drives the cycling of matter within and between systems.

Clarification Statement - S.HS.LS.2.4.CS:
Emphasis is on using a mathematical model such as a pyramid of biomass/energy to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is

Assessment Boundary - S.HS.LS.2.4.AB:
Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.

Science and Engineering Practices - 9-12.SEP5.1:
Use mathematical representations of phenomena to support claims.

Disciplinary Core Ideas - S.HS.LS.2.4.DCI:
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems •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. 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. •(NYSED) When matter is cycled through organisms and ecosystems, some of the matter reacts to release energy for life functions, some is stored in newly made structures, and some is eliminated as waste.

Crosscutting Concepts - CC5.13:
Energy can be transferred between one place and another place, between objects and/or fields, or between systems.

Clarification Statement - S.HS.LS.2.5.CS:
Examples of models could include simulations, diagrams, and mathematical models of the carbon cycle (photosynthesis, respiration, decomposition, and combustion)

Assessment Boundary - S.HS.LS.2.5.AB:
Assessment does not include the specific chemical steps of photosynthesis and respiration.

Science and Engineering Practices - 9-12.SEP2.1:
Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

Disciplinary Core Ideas - S.HS.LS.2.5.DCI:
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems •(NYSED) Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, hydrosphere, and geosphere through chemical, physical, geological, and biological processes. 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. (secondary to HS-LS2-5)

Crosscutting Concepts - CC3.8:
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.