HS-LS3    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.]
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]
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

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.

Analyzing and Interpreting Data

Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

Engaging in Argument from Evidence

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.

Disciplinary Core Ideas

LS1.A: Structure and Function

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Cause and Effect

 

 

Scale, Proportion, and Quantity

 

 

 

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

           Connections to Nature of Science

 

Science is a Human Endeavor

 

  • Technological advances have influenced the progress of science and science has influenced advances in technology. (HS-LS3-3)
  • Science and engineering are influenced by society and society is influenced by science and engineering. (HS-LS3-3)

 

Connections to other DCIs in this grade-band:

HS.LS2.A (HS-LS3-3); HS.LS2.C (HS-LS3-3); HS.LS4.B (HS-LS3-3); HS.LS4.C (HS-LS3-3)

Articulation of DCIs across grade-bands:

MS.LS2.A (HS-LS3-3); MS.LS3.A (HS-LS3-1),(HS-LS3-2); MS.LS3.B (HS-LS3-1),(HS-LS3-2),(HS-LS3-3); MS.LS4.C (HS-LS3-3)

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),(HS-LS3-2)
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)
WHST.9-12.1 Write arguments focused on discipline-specific content. (HS-LS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-3)

HS-LS3 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.]
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]
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

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.

Analyzing and Interpreting Data

Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

Engaging in Argument from Evidence

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.

Disciplinary Core Ideas

LS1.A: Structure and Function

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Cause and Effect

 

 

Scale, Proportion, and Quantity

 

 

 

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

           Connections to Nature of Science

 

Science is a Human Endeavor

 

  • Technological advances have influenced the progress of science and science has influenced advances in technology. (HS-LS3-3)
  • Science and engineering are influenced by society and society is influenced by science and engineering. (HS-LS3-3)

 

Connections to other DCIs in this grade-band:

HS.LS2.A (HS-LS3-3); HS.LS2.C (HS-LS3-3); HS.LS4.B (HS-LS3-3); HS.LS4.C (HS-LS3-3)

Articulation of DCIs across grade-bands:

MS.LS2.A (HS-LS3-3); MS.LS3.A (HS-LS3-1),(HS-LS3-2); MS.LS3.B (HS-LS3-1),(HS-LS3-2),(HS-LS3-3); MS.LS4.C (HS-LS3-3)

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),(HS-LS3-2)
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)
WHST.9-12.1 Write arguments focused on discipline-specific content. (HS-LS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-3)

HS-LS3 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.]
HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. [Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs.] [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]
HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. [Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.] [Assessment Boundary: Assessment does not include Hardy-Weinberg calculations.]
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

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.

Analyzing and Interpreting Data

Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

Engaging in Argument from Evidence

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.

Disciplinary Core Ideas

LS1.A: Structure and Function

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Cause and Effect

 

 

Scale, Proportion, and Quantity

 

 

 

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

           Connections to Nature of Science

 

Science is a Human Endeavor

 

  • Technological advances have influenced the progress of science and science has influenced advances in technology. (HS-LS3-3)
  • Science and engineering are influenced by society and society is influenced by science and engineering. (HS-LS3-3)

 

Connections to other DCIs in this grade-band:

HS.LS2.A (HS-LS3-3); HS.LS2.C (HS-LS3-3); HS.LS4.B (HS-LS3-3); HS.LS4.C (HS-LS3-3)

Articulation of DCIs across grade-bands:

MS.LS2.A (HS-LS3-3); MS.LS3.A (HS-LS3-1),(HS-LS3-2); MS.LS3.B (HS-LS3-1),(HS-LS3-2),(HS-LS3-3); MS.LS4.C (HS-LS3-3)

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),(HS-LS3-2)
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)
WHST.9-12.1 Write arguments focused on discipline-specific content. (HS-LS3-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS3-2),(HS-LS3-3)

* 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-LS3-1 Evidence Statements
HS-LS3-2 Evidence Statements
HS-LS3-3 Evidence Statements
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