HS-LS4-1 Biological Evolution: Unity and Diversity

HS-LS4-1    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.

 

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

           Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

 

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

           Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.

Connections to other DCIs in this grade-band:

HS.LS3.A ; HS.LS3.B ; HS.ESS1.C

Articulation of DCIs across grade-bands:

LS3.A ; LS3.B ; MS.LS4.A ; MS.ESS1.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-LS4-1)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-1)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-1)
SL.11-12.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (HS-LS4-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-1)

HS-LS4-1    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.

 

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

           Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

 

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

           Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.

Connections to other DCIs in this grade-band:

HS.LS3.A ; HS.LS3.B ; HS.ESS1.C

Articulation of DCIs across grade-bands:

LS3.A ; LS3.B ; MS.LS4.A ; MS.ESS1.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-LS4-1)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.(HS-LS4-1)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research.(HS-LS4-1)
SL.11-12.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (HS-LS4-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-1)

HS-LS4-1    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. [Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.]
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

Obtaining, Evaluating, and Communicating Information

Obtaining, evaluating, and communicating information in 9–12 builds on K–8 experiences and progresses to evaluating the validity and reliability of the claims, methods, and designs.

 

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

           Connections to Nature of Science

 

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

  • A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

 

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

           Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.

Connections to other DCIs in this grade-band:

HS.LS3.A ; HS.LS3.B ; HS.ESS1.C

Articulation of DCIs across grade-bands:

LS3.A ; LS3.B ; MS.LS4.A ; MS.ESS1.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-LS4-1)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.(HS-LS4-1)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-1)
SL.11-12.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (HS-LS4-1)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-1)

* 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.