HS-LS4-5    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]
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 or historical episodes in science.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

 

 

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.D ; HS.LS3.B ; HS.ESS2.E ; HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.LS4.C ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST-11.12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-LS4-5)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-5)

HS-LS4-5    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]
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 or historical episodes in science.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

 

 

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.D ; HS.LS3.B ; HS.ESS2.E ; HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.LS4.C ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST-11.12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-LS4-5)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-5)

HS-LS4-5    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]
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 or historical episodes in science.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

 

 

Connections to other DCIs in this grade-band:

HS.LS2.A ; HS.LS2.D ; HS.LS3.B ; HS.ESS2.E ; HS.ESS3.A

Articulation of DCIs across grade-bands:

MS.LS2.A ; MS.LS2.C ; MS.LS4.C ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST-11.12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-LS4-5)
WHST.9-12.9 Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-5)
Mathematics -
MP.2 Reason abstractly and quantitatively. (HS-LS4-5)

* 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-LS4-5-1 Evidence Statements
Related Quality Units
High School: InquiryHub: Why Don't Antibiotics Work Like They Used To? (v3.1)
High School: Next Generation Science Storylines: How Can Science Be Used to Help Make Our Lives Better?
High School: OpenSciEd Unit B.4 Natural Selection & Evolution of Populations
High School: OpenSciEd Unit B.5 Common Ancestry & Speciation
Related Example Bundles
High School Conceptual Progression Model Course 3: Bundle 2
High School Domains Model Course 3: Life Sciences: Bundle 4
High School Domains Model Course 3: Life Sciences: Bundle 5

How to Read the Standards

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