HS-LS4-1 - Revision history

Carolineleonard at 14:16, 10 May 2025

2025-05-10T14:16:08Z

Conradrichman at 01:11, 29 April 2025

2025-04-29T01:11:55Z

Carolineleonard at 15:51, 16 April 2025

2025-04-16T15:51:23Z

Conradrichman at 14:29, 14 April 2025

2025-04-14T14:29:14Z

Conradrichman at 14:28, 11 April 2025

2025-04-11T14:28:20Z

Conradrichman at 15:55, 9 April 2025

2025-04-09T15:55:16Z

Conrad at 15:26, 1 April 2025

2025-04-01T15:26:08Z

Conrad at 00:35, 30 August 2023

2023-08-30T00:35:03Z

Conrad: Created page with "{{learningstandard | ls = Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. | cs = Emphas..."

2023-07-30T14:51:14Z

Created page with "{{learningstandard | ls = Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. | cs = Emphas..."

New page

{{learningstandard
| ls = Communicate scientific information that common ancestry and biological evolution are supported by
multiple lines of empirical evidence.
| cs = Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.
| ab =
}}

== {{Resourcesheading}} ==
{{resourcesmessage}}

{{expandthissection}} 

== {{Assessmentheading}} ==
{{assessmentmessage}}

{{expandthissection2}} 

== {{Dimensionsheading}} ==
{{dimensionsmessage}}

{{Dimensionstable
| SEP1 =
| DCI1 =
| CC1 =
}}

== {{Connectionsheading}} ==
{{connectionsmessage}}

{{Connections
| SCI1 =
| LANG1 =
| MATH1 =
}}

{{Pagecontributors}}

{{Bottomnav
| SUBJECT = [[Biology]]
| TOPIC = HS. Natural Selection and Evolution
}}

@@ Line 31: / Line 31: @@
 {{Dimensionstable
-| SEP1 = Obtaining, Evaluating, and Communicating Information: Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
+| SEP1 = Obtaining, Evaluating, and Communicating Information:
-| SEP2 = Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena: A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
+* Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
-| DCI1 = Evidence of Common Ancestry and Diversity: Genetic information provides evidence of evolution. 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.
+| SEP2 = Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena
-| CC1 = 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.
+* A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
-| CC2 = Scientific Knowledge Assumes an Order and Consistency in Natural Systems: Scientific knowledge is based on the assumption that natural laws operate today as they did in the past and they will continue to do so in the future.
+| DCI1 = LS4.A: Evidence of Common Ancestry and Diversity
 }}
 <!--

← Older revision		Revision as of 01:11, 29 April 2025
Line 1:		Line 1:
		+	{{DISPLAYTITLE:HS-LS4-1 {{!}} Evidence for Evolution}}
	{{Navlinks\|HS-LS3-3\|HS-LS4-2\|← HS-LS3-3\|HS-LS4-2 →}}		{{Navlinks\|HS-LS3-3\|HS-LS4-2\|← HS-LS3-3\|HS-LS4-2 →}}
	{{learningstandard		{{learningstandard

← Older revision		Revision as of 14:29, 14 April 2025
Line 1:		Line 1:
		+	{{Navlinks\|HS-LS3-3\|HS-LS4-2\|← HS-LS3-3\|HS-LS4-2 →}}
	{{learningstandard		{{learningstandard
	\| ls = Communicate scientific information that common ancestry and biological evolution are supported by		\| ls = Communicate scientific information that common ancestry and biological evolution are supported by

← Older revision		Revision as of 14:28, 11 April 2025
Line 42:		Line 42:
	\| TOPIC = HS. Natural Selection and Evolution		\| TOPIC = HS. Natural Selection and Evolution
	}}		}}
		+	<metadesc>NYS Standard HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by
		+	multiple lines of empirical evidence.</metadesc>

@@ Line 20: / Line 20: @@
 {{Dimensionstable
-| SEP1 =
+| SEP1 = Obtaining, Evaluating, and Communicating Information: Communicate scientific information (e.g., about phenomena and/or the process of development and the design and performance of a proposed process or system) in multiple formats (including orally, graphically, textually, and mathematically).
-| DCI1 =
+| SEP2 = Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena: A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence.
-| CC1 =
+| DCI1 = Evidence of Common Ancestry and Diversity: Genetic information provides evidence of evolution. 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.
 }}
 <!--

@@ Line 5: / Line 5: @@
 | cs = Emphasis is on a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution. Examples of evidence could include similarities in DNA sequences, anatomical structures, and order of appearance of structures in embryological development.
 | ab =
 }}

@@ Line 24: / Line 24: @@
 | CC1 =
 }}
+<!--
 == {{Connectionsheading}} ==
 {{connectionsmessage}}
@@ Line 33: / Line 33: @@
 | MATH1 =
 }}
+-->
 {{Pagecontributors}}

@@ Line 37: / Line 37: @@
 {{Bottomnav
-| SUBJECT = [[Biology]]
+| SUBJECT = [[Biology|{{#fas:dna}} Biology]]
 | TOPIC = HS. Natural Selection and Evolution
 }}