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

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