HS-LS1-1    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.]
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.

Disciplinary Core Ideas

LS1.A: Structure and Function

Crosscutting Concepts

Structure and Function

Connections to other DCIs in this grade-band:

HS.LS3.A

Articulation of DCIs across grade-bands:

MS.LS1.A ; MS.LS3.A ; MS.LS3.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-LS1-1)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-1)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1)

HS-LS1-1    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.]
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.

Disciplinary Core Ideas

LS1.A: Structure and Function

Crosscutting Concepts

Structure and Function

Connections to other DCIs in this grade-band:

HS.LS3.A

Articulation of DCIs across grade-bands:

MS.LS1.A ; MS.LS3.A ; MS.LS3.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-LS1-1)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-1)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1)

HS-LS1-1    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.]
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.

Disciplinary Core Ideas

LS1.A: Structure and Function

Crosscutting Concepts

Structure and Function

Connections to other DCIs in this grade-band:

HS.LS3.A

Articulation of DCIs across grade-bands:

MS.LS1.A ; MS.LS3.A ; MS.LS3.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-LS1-1)
WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS1-1)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS1-1)

* 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-LS1-1-1 Evidence Statements
Related Quality Units
High School: Next Generation Science Storylines: How Can Science Be Used to Help Make Our Lives Better?
High School: 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?
Related Example Bundles
High School Conceptual Progression Model Course 2: Bundle 5
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...