HS-LS3-2    Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

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.]
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

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

LS3.B: Variation of Traits

Crosscutting Concepts

Cause and Effect

 

 

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-LS3-2)
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-LS3-2    Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

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.]
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

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

LS3.B: Variation of Traits

Crosscutting Concepts

Cause and Effect

 

 

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-LS3-2)
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-LS3-2    Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

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.]
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

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

LS3.B: Variation of Traits

Crosscutting Concepts

Cause and Effect

 

 

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

* 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.

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Related Evidence Statements
HS-LS3-2-1 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: 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...