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HS-LS4-1

Page history last edited by Megan Cannon 4 years, 6 months ago

HS-LS4-1 Biological Unity & Diversity
Students who demonstrate understanding can: Analyze and evaluate how evidence such as similarities in DNA sequences, anatomical structures, and order of appearance of structures during embryological development contribute to the scientific explanation of biological diversity.
Clarification Statement: Clarification Statement: Emphasis is on identifying sources of scientific evidence.
Assessment Boundary: The assessment should provide evidence of students’ abilities to evaluate and analyze evidence (e.g. cladograms, analogous/homologous structures, and fossil records).
Crosscutting Concepts	Science & Engineering Practices	Disciplinary Core Ideas
Patterns: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.	Analyzing and interpreting data: Analyzing data in 9-12 builds on K-8 experiences and progress to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. Analyze and interpret data to determine similarities and differences in findings.	Evidence of Common Ancestry and Diversity: Genetic information provides evidence of common ancestry and diversity. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence.