HS-LS4-4 Biological Evolution: Unity and Diversity

HS-LS4-4    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

 

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

           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.LS2.A ; HS.LS2.D

Articulation of DCIs across grade-bands:

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-LS4-4)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-4)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-4)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-4)

HS-LS4-4    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

 

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

           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.LS2.A ; HS.LS2.D

Articulation of DCIs across grade-bands:

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-LS4-4)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-4)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-4)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-4)

HS-LS4-4    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

 

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

           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.LS2.A ; HS.LS2.D

Articulation of DCIs across grade-bands:

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-LS4-4)
WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-4)
WHST.9-12.9Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-4)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-4)

* 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.