HS-LS1    From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.]
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.]
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: 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: Assessment does not include specific biochemical steps.]
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.]
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 expectations above were 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.

Planning and Carrying Out Investigations

Planning and carrying out in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

  - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

  • Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. (HS-LS1-3)

Disciplinary Core Ideas

LS1.A: Structure and Function

LS1.B: Growth and Development of Organisms

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

Crosscutting Concepts

Systems and System Models

Energy and Matter

Structure and Function

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); HS.PS2.B (HS-LS1-7); HS.LS3.A (HS-LS1-1); HS.PS3.B (HS-LS1-5),(HS-LS1-7)

Articulation of DCIs across grade-bands:

MS.PS1.A (HS-LS1-6); MS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.PS3.D (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.LS1.A (HS-LS1-1),(HS-LS1-2),(HS-LS1-3),(HS-LS1-4); MS.LS1.B (HS-LS1-4); MS.LS1.C (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.LS2.B (HS-LS1-5),(HS-LS1-7); MS.ESS2.E (HS-LS1-6); MS.LS3.A (HS-LS1-1),(HS-LS1-4); MS.LS3.B (HS-LS1-1)

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-1),(HS-LS1-6)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-1),(HS-LS1-6)
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-LS1-6)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS1-3)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-LS1-3)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1),(HS-LS1-6)
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-LS1-2),(HS-LS1-4),(HS-LS1-5),(HS-LS1-7)
Mathematics -
MP.4 Model with mathematics. (HS-LS1-4)
HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (HS-LS1-4)
HSF-BF.A.1 Write a function that describes a relationship between two quantities. (HS-LS1-4)

HS-LS1 From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.]
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.]
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: 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: Assessment does not include specific biochemical steps.]
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.]
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 expectations above were 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.

Planning and Carrying Out Investigations

Planning and carrying out in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

  - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

  • Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. (HS-LS1-3)

Disciplinary Core Ideas

LS1.A: Structure and Function

LS1.B: Growth and Development of Organisms

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

Crosscutting Concepts

Systems and System Models

Energy and Matter

Structure and Function

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); HS.PS2.B (HS-LS1-7); HS.LS3.A (HS-LS1-1); HS.PS3.B (HS-LS1-5),(HS-LS1-7)

Articulation of DCIs across grade-bands:

MS.PS1.A (HS-LS1-6); MS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.PS3.D (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.LS1.A (HS-LS1-1),(HS-LS1-2),(HS-LS1-3),(HS-LS1-4); MS.LS1.B (HS-LS1-4); MS.LS1.C (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.LS2.B (HS-LS1-5),(HS-LS1-7); MS.ESS2.E (HS-LS1-6); MS.LS3.A (HS-LS1-1),(HS-LS1-4); MS.LS3.B (HS-LS1-1)

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-1),(HS-LS1-6)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-1),(HS-LS1-6)
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-LS1-6)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS1-3)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-LS1-3)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1),(HS-LS1-6)
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-LS1-2),(HS-LS1-4),(HS-LS1-5),(HS-LS1-7)
Mathematics -
MP.4 Model with mathematics. (HS-LS1-4)
HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (HS-LS1-4)
HSF-BF.A.1 Write a function that describes a relationship between two quantities. (HS-LS1-4)

HS-LS1 From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.]
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment does not include the cellular processes involved in the feedback mechanism.]
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.]
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: 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: Assessment does not include specific biochemical steps.]
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.]
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 expectations above were 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.

Planning and Carrying Out Investigations

Planning and carrying out in 9-12 builds on K-8 experiences and progresses to include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

  - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

         Connections to Nature of Science

 

Scientific Investigations Use a Variety of Methods

  • Scientific inquiry is characterized by a common set of values that include: logical thinking, precision, open-mindedness, objectivity, skepticism, replicability of results, and honest and ethical reporting of findings. (HS-LS1-3)

Disciplinary Core Ideas

LS1.A: Structure and Function

LS1.B: Growth and Development of Organisms

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

Crosscutting Concepts

Systems and System Models

Energy and Matter

Structure and Function

Stability and Change

Connections to other DCIs in this grade-band:

HS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); HS.PS2.B (HS-LS1-7); HS.LS3.A (HS-LS1-1); HS.PS3.B (HS-LS1-5),(HS-LS1-7)

Articulation of DCIs across grade-bands:

MS.PS1.A (HS-LS1-6); MS.PS1.B (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.PS3.D (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.LS1.A (HS-LS1-1),(HS-LS1-2),(HS-LS1-3),(HS-LS1-4); MS.LS1.B (HS-LS1-4); MS.LS1.C (HS-LS1-5),(HS-LS1-6),(HS-LS1-7); MS.LS2.B (HS-LS1-5),(HS-LS1-7); MS.ESS2.E (HS-LS1-6); MS.LS3.A (HS-LS1-1),(HS-LS1-4); MS.LS3.B (HS-LS1-1)

Common Core State Standards Connections:

ELA/Literacy -
RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-1),(HS-LS1-6)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-1),(HS-LS1-6)
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-LS1-6)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS1-3)
WHST.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (HS-LS1-3)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1),(HS-LS1-6)
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-LS1-2),(HS-LS1-4),(HS-LS1-5),(HS-LS1-7)
Mathematics -
MP.4 Model with mathematics. (HS-LS1-4)
HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. (HS-LS1-4)
HSF-BF.A.1 Write a function that describes a relationship between two quantities. (HS-LS1-4)

* 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.

Download PDF
Storyline

Viewing Options

Use browser zoom to increase text size (ctrl + on PC, command + on Mac)

 

Related Evidence Statements
HS-LS1-1 Evidence Statements
HS-LS1-2 Evidence Statements
HS-LS1-3 Evidence Statements
HS-LS1-4 Evidence Statements
HS-LS1-5 Evidence Statements
HS-LS1-6 Evidence Statements
HS-LS1-7 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: Evolution of Sick Humans
High School: Fred Hutchinson Cancer Center: Intro to Cancer
High School: OpenSciEd Unit B.3 Inheritance & Variation of Traits
High School: Relevant Classroom/Vivayic: How Can We Design Cattle to Better Meet Human Needs?
High School: New Visions for Public Schools: Marathon Runner: Unit 1 in Biology
High School: OpenSciEd Unit B.5 Common Ancestry & Speciation
High School: OpenSciEd Unit B.2 Ecosystems: Matter & Energy
High School: Interactions Unit 1 - Why do some clothes stick together when they come out of the dryer?
High School: Interactions Unit 2 - How does a small spark trigger a huge explosion?
Related Example Bundles
High School Conceptual Progression Model Course 1: Bundle 4
High School Conceptual Progression Model Course 2: Bundle 3
High School Conceptual Progression Model Course 2: Bundle 4
High School Conceptual Progression Model Course 2: Bundle 5
High School Domains Model Course 3: Life Sciences Bundle 2
High School Domains Model Course 3: Life Sciences: Bundle 3

How to Read the Standards

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