HS-LS4-3    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
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

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.

Disciplinary Core Ideas

LS4.B: Natural Selection

LS4.C: Adaptation

Crosscutting Concepts

Patterns

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.D ; HS.LS3.B

Articulation of DCIs across grade-bands:

MS.LS2.A ; LS3.B ; MS.LS4.B ; MS.LS4.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-LS4-3)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-3)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-3)

HS-LS4-3    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
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

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.

Disciplinary Core Ideas

LS4.B: Natural Selection

LS4.C: Adaptation

Crosscutting Concepts

Patterns

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.D ; HS.LS3.B

Articulation of DCIs across grade-bands:

MS.LS2.A ; LS3.B ; MS.LS4.B ; MS.LS4.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-LS4-3)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-3)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-3)

HS-LS4-3    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
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

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.

Disciplinary Core Ideas

LS4.B: Natural Selection

LS4.C: Adaptation

Crosscutting Concepts

Patterns

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.D ; HS.LS3.B

Articulation of DCIs across grade-bands:

MS.LS2.A ; LS3.B ; MS.LS4.B ; MS.LS4.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-LS4-3)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-3)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-3)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-3)

* 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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How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...