HS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics

HS-LS2-2    Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [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.]
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

Using Mathematics and Computational Thinking

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.

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

         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.A: Interdependent Relationships in Ecosystems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band:

HS.ESS2.E ; HS.ESS3.A ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.ESS3.C

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-LS2-2)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS2-2)
MP.4 Model with mathematics. (HS-LS2-2)
HSN.Q.A.1Use 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-LS2-2)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-2)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-LS2-2)

HS-LS2-2    Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [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.]
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

Using Mathematics and Computational Thinking

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.

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

         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.A: Interdependent Relationships in Ecosystems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band:

HS.ESS2.E ; HS.ESS3.A ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.ESS3.C

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-LS2-2)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS2-2)
MP.4 Model with mathematics. (HS-LS2-2)
HSN.Q.A.1Use 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-LS2-2)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-2)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-LS2-2)

HS-LS2-2    Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. [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.]
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

Using Mathematics and Computational Thinking

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.

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

         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.A: Interdependent Relationships in Ecosystems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Crosscutting Concepts

Scale, Proportion, and Quantity

Connections to other DCIs in this grade-band:

HS.ESS2.E ; HS.ESS3.A ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.ESS3.C

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-LS2-2)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS2-2)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS2-2)
MP.4 Model with mathematics. (HS-LS2-2)
HSN.Q.A.1Use 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-LS2-2)
HSN.Q.A.2Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-2)
HSN.Q.A.3Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-LS2-2)

* 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.