HS-LS3-1 Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

HS-LS3-1.	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]

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

Asking Questions and Defining Problems

Asking questions and defining problems in 9-12 builds on K-8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

Ask questions that arise from examining models or a theory to clarify relationships.

Disciplinary Core Ideas

LS1.A: Structure and Function

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.)

LS3.A: Inheritance of Traits

Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

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-LS3-1)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-LS3-1)

Students who demonstrate understanding can:

HS-LS3-1.	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]

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

Asking Questions and Defining Problems

Ask questions that arise from examining models or a theory to clarify relationships.

Disciplinary Core Ideas

LS1.A: Structure and Function

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.)

LS3.A: Inheritance of Traits

Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

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-LS3-1)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-LS3-1)

Students who demonstrate understanding can:

HS-LS3-1.	Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]

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

Asking Questions and Defining Problems

Ask questions that arise from examining models or a theory to clarify relationships.

Disciplinary Core Ideas

LS1.A: Structure and Function

All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins. (secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS1-1.)

LS3.A: Inheritance of Traits

Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species’ characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.

Crosscutting Concepts

Cause and Effect

Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

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-LS3-1)
RST.11-12.9	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. (HS-LS3-1)

HS-LS3-1 Heredity: Inheritance and Variation of Traits

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

LS1.A: Structure and Function

LS3.A: Inheritance of Traits

Crosscutting Concepts

Cause and Effect

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

LS1.A: Structure and Function

LS3.A: Inheritance of Traits

Crosscutting Concepts

Cause and Effect

Science and Engineering Practices

Asking Questions and Defining Problems

Disciplinary Core Ideas

LS1.A: Structure and Function

LS3.A: Inheritance of Traits

Crosscutting Concepts

Cause and Effect

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