NGSS The Living Earth: Integrating Biology and Earth Science
Kognity’s digital curriculum for high school Biology, integrated with Earth and Space Science, uses a phenomena-based approach to make science instruction more engaging and accessible, aligning with the Next Generation Science Standards (NGSS) and state-specific science standards.
NGSS-aligned Curriculum for High School Biology
Kognity’s NGSS The Living Earth course is made up of 6 Biology units, with integrated Earth and Space Science. Each unit begins with an anchoring phenomenon that is then investigated in a number of modules that provide opportunities for students to observe, collaborate and explore.
Units include: Ecosystem interactions and energy; History of Earth’s atmosphere; Evidence of Common Ancestry and Diversity; Inheritance of Traits; Structure, Function, and Growth; Ecosystem Stability and the Response to Climate Change.
Get a glimpse inside a Kognity lesson
Explore The Living Earth Module 3.2: What can physical features tell us about relatedness?
Anchoring phenomenon
In this module, students first observe cases in which people have found mammoth skeletons in unexpected places. Next, students observe several fossils that look similar to both the mammoth skeleton and modern-day elephants. Students share what they observe and wonder about the similarities and differences in the fossils.
Engaging with the question
Introducing the module question: “How are the modern-day species of elephants related to extinct mammoths and other extinct elephant-like species? Why did all the elephant-like species go extinct?” students begin by sharing observations of what they see, without making connections to meaning. Next, students can build on their observations to make connections to meaning.
Creating and sharing initial ideas
Students view the images of these species and notice similarities and differences in their physical features and living environments. Students group the organisms by how closely they think they are related to one another. Students use whatever criteria they think are most appropriate for grouping the organisms. Students will gather evidence across the module to refine their initial ideas of how closely these organisms are related to one another.
Returning to the Driving Question Board
This is where students are provided the time to reflect on what they have learned and to record new questions they can add to the Driving Question Board.
Students are prompted to generate at least one new question based on their observations of how closely the organisms are related to one another, using a think-pair-share or whole-class discussion.
Assessment
Students will submit a summative assessment in the form of a Performance Task, either by group, partner or solo submission. This will require them to use patterns, evidence, and pictures within data tables.
