HS-LS2-3    Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [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.]
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

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 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.

Disciplinary Core Ideas

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.PS3.B ; HS.PS3.D ; HS.ESS2.A

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 -
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-LS2-3)
WHST.9-12.5Develop 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)

HS-LS2-3    Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [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.]
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

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 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.

Disciplinary Core Ideas

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.PS3.B ; HS.PS3.D ; HS.ESS2.A

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 -
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-LS2-3)
WHST.9-12.5Develop 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)

HS-LS2-3    Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [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.]
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

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 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.

Disciplinary Core Ideas

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

HS.PS1.B ; HS.PS3.B ; HS.PS3.D ; HS.ESS2.A

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 -
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-LS2-3)
WHST.9-12.5Develop 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)

* 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-LS2-3-1 Evidence Statements
Related Quality Units
High School: Next Generation Science Storylines: How Can Science Be Used to Help Make Our Lives Better?
High School: 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...