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Science and Technology/Engineering > Grade High School > Biology
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Science and Technology/Engineering | Grade : High School

Discipline - Biology

Core Idea - Biological Evolution: Unity and Diversity

[HS.LS.4.2] - Construct an explanation based on evidence that Darwin’s theory of evolution by natural selection occurs in a population when the following conditions are met: (a) more offspring are produced than can be supported by the environment, (b) there is heritable variation among individuals, and (c) some of these variations lead to differential fitness among individuals as some individuals are better able to compete for limited resources than others. Clarification Statement: Emphasis is on the overall result of an increase in the proportion of those individuals with advantageous heritable traits that are better able to survive and reproduce in the environment.

Resources:

Predecessor Standards:

  • 7.RP.A.2
    Recognize and represent proportional relationships between quantities.
  • 3.LS.4.2
    Use evidence to construct an explanation for how the variations in characteristics among individuals within the same species may provide advantages to these individuals in their survival and reproduction. Clarification Statements: Examples can include rose bushes of the same species, one with slightly longer thorns than the other which may prevent its predation by deer, and color variation within a species that may provide advantages so one organism may be more likely to survive and therefore more likely to produce offspring; Examples of evidence could include needs and characteristics of the organisms and habitats involved.
  • 7.LS.2.4
    Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. Clarification Statement: Focus should be on ecosystem characteristics varying over time, including disruptions such as hurricanes, floods, wildfires, oil spills, and construction.
  • 8.LS.4.4
    Use a model to describe the process of natural selection, in which genetic variations of some traits in a population increase some individuals’ likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations. Clarification Statements: The model should include simple probability statements and proportional reasoning. Examples of evidence can include Darwin’s finches, necks of giraffes, and peppered moths. State Assessment Boundary: Specific conditions that lead to natural selection are not expected in state assessment.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • WCA.9-10.2
    Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  • WCA.9-10.9
    Draw evidence from informational texts to support analysis, interpretation, reflection, and research. (See grades 9-10 Reading Standard 1 for more on the use of textual evidence.)
  • SLCA.9-10.4
    Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, vocabulary, substance, and style are appropriate to purpose, audience, and task.
  • HS.LS.3.3
    Apply concepts of probability to represent possible genotype and phenotype combinations in offspring caused by different types of Mendelian inheritance patterns. Clarification Statements: Representations can include Punnett squares, diagrams, pedigree charts, and simulations. Inheritance patterns include dominant-recessive, codominance, incomplete dominance, and sex-linked.
  • HS.LS.4.1
    Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence, including molecular, anatomical, and developmental similarities inherited from a common ancestor (homologies), seen through fossils and laboratory and field observations. Clarification Statement: Examples of evidence can include the work of Margulis on endosymbiosis, examination of genomes, and analyses of vestigial or skeletal structures.
  • HS.LS.4.4
    Research and communicate information about key features of viruses and bacteria to explain their ability to adapt and reproduce in a wide variety of environments. Clarification Statement: Key features include high rate of mutations and the speed of reproduction which produces many generations with high variability in a short time, allowing for rapid adaptation. State Assessment Boundary: Specific types of viral reproduction (e.g., lytic and lysogenic) are not expected in state assessment.
  • HS.LS.4.5
    Evaluate models that demonstrate how changes in an environment may result in the evolution of a population of a given species, the emergence of new species over generations, or the extinction of other species due to the processes of genetic drift, gene flow, mutation, and natural selection.