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Students who demonstrate understanding can:
| HS-LS2-1. |
[Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.] [Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.] |
| HS-LS2-2. |
[Clarification Statement: Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.] [Assessment Boundary: Assessment is limited to provided data.] |
| HS-LS2-3. |
[Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.] |
| HS-LS2-4. |
[Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass 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 on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.] |
| HS-LS2-5. |
[Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.] |
| HS-LS2-6. |
[Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption or sea level rise.] |
| HS-LS2-7. |
[Clarification Statement: Examples of human activities can include urbanization, building dams, and dissemination of invasive species.] |
| HS-LS2-8. |
[Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.] |
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| 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
Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show how relationships among variables between systems and their components in the natural and designed worlds.
Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.
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.
- 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 natural world operate today as they did in the past and will continue to do so in the future. (HS-LS2-3)
- Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-LS2-7)
Engaging in argument from evidence in 9–12 builds on K–8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.
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Connections to Nature of Science
Scientific Knowledge is Open to Revision in Light of New Evidence
- Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. (HS-LS2-2),(HS-LS2-3)
- Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation. (HS-LS2-6),(HS-LS2-8)
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Disciplinary Core Ideas
- Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes. (HS-LS2-3)
- 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. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. 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. (HS-LS2-4)
- Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. (HS-LS2-5)
- A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6)
- Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7)
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Crosscutting Concepts
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Connections to other DCIs in this grade-band:
HS.PS1.B (HS-LS2-3),(HS-LS2-5); HS.PS3.B (HS-LS2-3),(HS-LS2-4); HS.PS3.D (HS-LS2-3),(HS-LS2-4); HS.ESS2.A (HS-LS2-3); HS.ESS2.D (HS-LS2-5),(HS-LS2-7); HS.ESS2.E (HS-LS2-2),(HS-LS2-6),(HS-LS2-7); HS.ESS3.A (HS-LS2-2),(HS-LS2-7); HS.ESS3.C (HS-LS2-2),(HS-LS2-7); HS.ESS3.D (HS-LS2-2) |
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Articulation of DCIs across grade-bands:
MS.PS1.B (HS-LS2-3); MS.PS3.D (HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS1.B (MS-LS2-8), (HS-LS2-8); MS.LS1.C (HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS2.A (HS-LS2-1),(HS-LS2-2),(HS-LS2-6); MS.LS2.B (HS-LS2-3),(HS-LS2-4),(HS-LS2-5); MS.LS2.C(HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7); MS.ESS2.A (HS-LS2-5); MS.ESS3.A (HS-LS2-1); MS.ESS3.C (HS-LS2-1),(HS-LS2-2),(HS-LS2-6),(HS-LS2-7); MS.ESS3.D (HS-LS2-7) |
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Common Core State Standards Connections:
| ELA/Literacy - |
| RST.9-10.8 |
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8) |
| 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-LS2-1),(HS-LS2-2),(HS-LS2-3),(HS-LS2-6),(HS-LS2-8) |
| RST.11-12.7 |
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8) |
| RST.11-12.8 |
Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-LS2-6),(HS-LS2-7),(HS-LS2-8) |
| WHST.9-12.2 |
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS2-1),(HS-LS2-2),(HS-LS2-3) |
| 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-LS2-3) |
| 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-LS2-7) |
| Mathematics - |
| MP.2 |
Reason abstractly and quantitatively. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-6),(HS-LS2-7) |
| MP.4 |
Model with mathematics. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4) |
| HSN.Q.A.1 |
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-7) |
| HSN.Q.A.2 |
Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-7) |
| HSN.Q.A.3 |
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-LS2-1),(HS-LS2-2),(HS-LS2-4),(HS-LS2-7) |
| HSS-ID.A.1 |
Represent data with plots on the real number line. (HS-LS2-6) |
| HSS-IC.A.1 |
Understand statistics as a process for making inferences about population parameters based on a random sample from that population. (HS-LS2-6) |
| HSS-IC.B.6 |
Evaluate reports based on data. (HS-LS2-6) |
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