HS-LS4-6 Biological Evolution: Unity and Diversity

HS-LS4-6    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple 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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Cause and Effect

 

 

Connections to other DCIs in this grade-band:

HS.ESS2.D ; HS.ESS2.E ; HS.ESS3.A ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.LS2.C ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-LS4-6)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS4-6)

HS-LS4-6    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple 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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Cause and Effect

 

 

Connections to other DCIs in this grade-band:

HS.ESS2.D ; HS.ESS2.E ; HS.ESS3.A ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.LS2.C ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-LS4-6)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS4-6)

HS-LS4-6    Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple 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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Disciplinary Core Ideas

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Cause and Effect

 

 

Connections to other DCIs in this grade-band:

HS.ESS2.D ; HS.ESS2.E ; HS.ESS3.A ; HS.ESS3.C ; HS.ESS3.D

Articulation of DCIs across grade-bands:

MS.LS2.C ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
WHST.9-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (HS-LS4-6)
WHST.9-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (HS-LS4-6)

* 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.