High School Science
(PS) Physical Science
[HS-PS1]Matter
and Its
Interactions
[HS-PS2]
Motion and Stability:
Forces and Interactions
[HS-PS3]
Energy
[HS-PS4]
Waves and
Their Applications
in Technologies for
Information Transfer.
[HS-LS4] |
SCI-HS.LS4.01High School (SCI) Life Science Standards SCI-HS.LS4.01 Analyze and interpret scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidenceClarification Statement: Biological evolution is defined as changes in the traits of populations of organisms over time. Emphasis
is on a conceptual understanding of the role each line of evidence (e.g., similarities in DNA sequences,
order of appearance of structure during embryological development, cladograms, homologous and
vestigial structures, fossil records) demonstrates as related to common ancestry and biological
evolution. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-HS.LS4.02High School (SCI) Life Science Standards
Construct an explanation based on evidence that the process of biological
evolution primarily results from four factors:
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SCI-HS.LS4.03High School (SCI) Life Science Standards SCI-HS.LS4.03 Use mathematical models 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-HS.LS4.04High School (SCI) Life Science Standards SCI-HS.LS4.04 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-HS.LS4.05High School (SCI) Life Science Standards SCI-HS.LS4.05 Evaluate the evidence supporting claims that changes in environmental conditions may result in increases in the number of individuals of some species, the emergence of new species over time, and 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. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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SCI-HS.LS4.06High School (SCI) Life Science Standards SCI-HS.LS4.06 Design and revise a solution to mitigate adverse impacts of human activity on biodiversity.Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered
species, or to genetic variation of organisms for multiple species. Student Learning Targets:Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency ScaleThe Student can ...1 Beginning... with help, demonstrate a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
2 Developing... demonstrate no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
3 Proficient“The Standard.”... demonstrate no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
4 Advanced... demonstrate in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
ResourcesVocabulary
Websites
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