Difference between revisions of "HS-LS4-1"
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| + | {{Navlinks|HS-LS3-3|HS-LS4-2|← HS-LS3-3|HS-LS4-2 →}} | ||
{{learningstandard | {{learningstandard | ||
| + | | topic = Evidence for Evolution | ||
| 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 | ||
multiple lines of empirical evidence. | 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. | | 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 = | | ab = | ||
| + | }} | ||
| + | |||
| + | == {{Assessmentheading}} == | ||
| + | {{assessmentmessage}} | ||
| + | |||
| + | {| class="wikitable" style="width:100%; text-align:center" | ||
| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
| + | ! style="padding: 0.5em 1.5em;" | Cluster | ||
| + | ! style="padding: 0.5em 1.5em;" | Question | ||
| + | |- | ||
| + | | style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026 Biology Regents]] | ||
| + | | style="background-color:white;" | [[Questions:A Tale of Two Squirrels|A Tale of Two Squirrels]] | ||
| + | | style="background-color:white;" | [[Questions:A Tale of Two Squirrels#q2|Question 23]] | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026 Biology Regents]] | ||
| + | | style="background-color:white;" | [[Questions:Tailless Humans|Tailless Humans]] | ||
| + | | style="background-color:white;" | [[Questions:Tailless Humans#q1|Question 19]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Australian Adaptations|Australian Adaptations]] | ||
| + | | style="background-color:white;" | [[Questions:Australian Adaptations#q1|Question 42]] | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026 Biology Regents]] | ||
| + | | style="background-color:white;" | [[Questions:A Hard Pest to Manage|A Hard Pest to Manage]] | ||
| + | | style="background-color:white;" | [[Questions:A Hard Pest to Manage#q4|Question 22]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Baboon Evolution|Baboon Evolution]] | ||
| + | | style="background-color:white;" | [[Questions:Baboon Evolution#q1|Question 33]] | ||
| + | |- | ||
| + | | rowspan="3" style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025 Biology Regents]] | ||
| + | | style="background-color:white;" | [[Questions:Evolutionary Relationships Biology|Evolutionary Relationships]] | ||
| + | | style="background-color:white;" | [[Questions:Evolutionary Relationships Biology#q1|Question 33]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Evolutionary Relationships Biology|Evolutionary Relationships]] | ||
| + | | style="background-color:white;" | [[Questions:Evolutionary Relationships Biology#q3|Question 35]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Evolutionary Relationships Biology|Evolutionary Relationships]] | ||
| + | | style="background-color:white;" | [[Questions:Evolutionary Relationships Biology#q4|Question 36]] | ||
| + | |- | ||
| + | | rowspan="4" style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025 Biology Regents]] | ||
| + | | style="background-color:white;" | [[Questions:Heads or Tails?|Heads or Tails?]] | ||
| + | | style="background-color:white;" | [[Questions:Heads or Tails?#q5|Question 15]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Limb Evolution|Limb Evolution]] | ||
| + | | style="background-color:white;" | [[Questions:Limb Evolution#q1|Question 28]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Limb Evolution|Limb Evolution]] | ||
| + | | style="background-color:white;" | [[Questions:Limb Evolution#q2|Question 29]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Limb Evolution|Limb Evolution]] | ||
| + | | style="background-color:white;" | [[Questions:Limb Evolution#q4|Question 31]] | ||
| + | |} | ||
| + | |||
| + | == Vocabulary == | ||
| + | Terms from the [[Biology Glossary]] that come from this standard or from the released exam questions that assess it. | ||
| + | |||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * amino acid sequence | ||
| + | * anatomical structure | ||
| + | * common ancestry | ||
| + | * DNA sequence | ||
| + | * embryology | ||
| + | * empirical evidence | ||
| + | * evolution | ||
| + | * genetic information | ||
| + | * lines of descent | ||
| + | * scientific theory | ||
| + | * species | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Australian Adaptations#q1|adaptation]] – June 2026 | ||
| + | * [[Questions:Evolutionary Relationships Biology#q1|aquatic]] – Aug 2025 | ||
| + | * [[Questions:Heads or Tails?#q5|arthropod]] – June 2025 | ||
| + | * [[Questions:Australian Adaptations#q1|Australia]] – June 2026 | ||
| + | * [[Questions:Limb Evolution#q1|backbone]] – June 2025 | ||
| + | * [[Questions:Baboon Evolution#q1|behavior]] – Jan 2026, [[Questions:Evolutionary Relationships Biology#q1|Aug 2025]] | ||
| + | * [[Questions:Baboon Evolution#q1|biodiversity]] – Jan 2026 | ||
| + | * [[Questions:Baboon Evolution#q1|biome (desert, savannah, deciduous woodland, tropical rainforest)]] – Jan 2026 | ||
| + | * [[Questions:Heads or Tails?#q5|body plan]] – June 2025 | ||
| + | * [[Questions:Heads or Tails?#q5|body segmentation]] – June 2025 | ||
| + | * [[Questions:Evolutionary Relationships Biology#q1|bone]] – Aug 2025, [[Questions:Limb Evolution#q1|June 2025]] | ||
| + | * [[Questions:A Hard Pest to Manage#q4|cell membrane]] – Jan 2026 | ||
| + | * [[Questions:A Tale of Two Squirrels#q2|claim]] – Aug 2026, [[Questions:A Hard Pest to Manage#q4|Jan 2026]], [[Questions:Heads or Tails?#q5|June 2025]] | ||
| + | * [[Questions:Evolutionary Relationships Biology#q4|coloration]] – Aug 2025 | ||
| + | * [[Questions:Limb Evolution#q1|digits (fingers and toes)]] – June 2025 | ||
| + | * [[Questions:Tailless Humans#q1|DNA]] – June 2026, [[Questions:A Hard Pest to Manage#q4|Jan 2026]], [[Questions:Evolutionary Relationships Biology#q3|Aug 2025]] | ||
| + | * [[Questions:Australian Adaptations#q1|ecosystem]] – June 2026 | ||
| + | * [[Questions:Heads or Tails?#q5|embryo]] – June 2025 | ||
| + | * [[Questions:Tailless Humans#q1|embryonic development]] – June 2026, [[Questions:Evolutionary Relationships Biology#q4|Aug 2025]] | ||
| + | * [[Questions:Baboon Evolution#q1|evolutionary relationships]] – Jan 2026, [[Questions:Evolutionary Relationships Biology#q1|Aug 2025]], [[Questions:Limb Evolution#q1|June 2025]] | ||
| + | * [[Questions:Tailless Humans#q1|evolutionary tree]] – June 2026, [[Questions:Evolutionary Relationships Biology#q3|Aug 2025]] | ||
| + | * [[Questions:Limb Evolution#q2|forelimb]] – June 2025 | ||
| + | * [[Questions:Tailless Humans#q1|fossil record]] – June 2026, [[Questions:Evolutionary Relationships Biology#q4|Aug 2025]] | ||
| + | * [[Questions:A Tale of Two Squirrels#q2|gene]] – Aug 2026, [[Questions:Tailless Humans#q1|June 2026]], [[Questions:Heads or Tails?#q5|June 2025]] | ||
| + | * [[Questions:Baboon Evolution#q1|generation]] – Jan 2026, [[Questions:Evolutionary Relationships Biology#q3|Aug 2025]] | ||
| + | * [[Questions:Australian Adaptations#q1|genome]] – June 2026, [[Questions:Evolutionary Relationships Biology#q3|Aug 2025]] | ||
| + | * [[Questions:Tailless Humans#q1|habitat]] – June 2026, [[Questions:Baboon Evolution#q1|Jan 2026]], [[Questions:Evolutionary Relationships Biology#q4|Aug 2025]], [[Questions:Limb Evolution#q1|June 2025]] | ||
| + | * [[Questions:Heads or Tails?#q5|head, thorax and abdomen]] – June 2025 | ||
| + | * [[Questions:Australian Adaptations#q1|insertion (mutation)]] – June 2026 | ||
| + | * [[Questions:Baboon Evolution#q1|interbreeding]] – Jan 2026 | ||
| + | * [[Questions:Australian Adaptations#q1|mammal]] – June 2026, [[Questions:Evolutionary Relationships Biology#q1|Aug 2025]] | ||
| + | * [[Questions:Australian Adaptations#q1|marsupial]] – June 2026 | ||
| + | * [[Questions:Australian Adaptations#q1|mass extinction]] – June 2026 | ||
| + | * [[Questions:Baboon Evolution#q1|mitochondria]] – Jan 2026 | ||
| + | * [[Questions:Baboon Evolution#q1|mitochondrial DNA]] – Jan 2026 | ||
| + | * [[Questions:Baboon Evolution#q1|nuclear DNA]] – Jan 2026 | ||
| + | * [[Questions:Limb Evolution#q1|pectoral fin]] – June 2025 | ||
| + | * [[Questions:Evolutionary Relationships Biology#q1|pelvis]] – Aug 2025 | ||
| + | * [[Questions:Australian Adaptations#q1|placental mammal]] – June 2026 | ||
| + | * [[Questions:A Tale of Two Squirrels#q2|population]] – Aug 2026 | ||
| + | * [[Questions:Baboon Evolution#q1|predator]] – Jan 2026 | ||
| + | * [[Questions:Limb Evolution#q4|prey]] – June 2025 | ||
| + | * [[Questions:Tailless Humans#q1|primate]] – June 2026 | ||
| + | * [[Questions:Tailless Humans#q1|protein]] – June 2026, [[Questions:A Hard Pest to Manage#q4|Jan 2026]] | ||
| + | * [[Questions:Baboon Evolution#q1|rainforest]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q4|resistance (to a pesticide or treatment)]] – Jan 2026 | ||
| + | * [[Questions:A Tale of Two Squirrels#q2|subspecies]] – Aug 2026 | ||
| + | * [[Questions:Evolutionary Relationships Biology#q1|terrestrial]] – Aug 2025 | ||
| + | * [[Questions:Limb Evolution#q1|tetrapod]] – June 2025 | ||
| + | * [[Questions:A Hard Pest to Manage#q4|toxin]] – Jan 2026 | ||
| + | * [[Questions:Tailless Humans#q1|transcription factor]] – June 2026 | ||
| + | * [[Questions:Limb Evolution#q4|transitional fossil]] – June 2025 | ||
| + | * [[Questions:A Hard Pest to Manage#q4|transport across the cell membrane]] – Jan 2026 | ||
| + | * [[Questions:Evolutionary Relationships Biology#q3|transposon]] – Aug 2025 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * homologous structure – implied by "anatomical structures" | ||
| + | * vestigial structure – [[Questions:Evolutionary Relationships Biology#q1|Aug 2025 Evolutionary Relationships]] shows the non-functional pelvis and hind-limb bones of extinct whale ancestors without naming the idea. | ||
| + | </div> | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Compare and evaluate sources of information illustrating patterns showing that common ancestry and biological evolution are supported by multiple lines of empirical evidence and communicate findings. | ||
| + | | Level4 = Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. | ||
| + | | Example4 = <span class="pld-chip pld-chip-bio">[[Questions:Heads or Tails?#q5|June 2025 · Q15]]</span> | ||
| + | | Level3 = Describe the scientific information that is supported by empirical evidence for common ancestry and/or evolution. | ||
| + | | Example3 = <span class="pld-chip pld-chip-bio">[[Questions:A Tale of Two Squirrels#q2|Aug 2026 · Q23]]</span> <span class="pld-chip pld-chip-bio">[[Questions:A Hard Pest to Manage#q4|Jan 2026 · Q22]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Evolutionary Relationships Biology#q3|Aug 2025 · Q35]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Limb Evolution#q4|June 2025 · Q31]]</span> | ||
| + | | Level2 = Identify scientific information that is supported by empirical evidence for common ancestry and/or evolution. | ||
| + | | Example2 = <span class="pld-chip pld-chip-bio">[[Questions:Evolutionary Relationships Biology#q1|Aug 2025 · Q33]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Limb Evolution#q2|June 2025 · Q29]]</span> | ||
| + | | Level1 = Use information to identify the empirical evidence, from those provided, for common ancestry. | ||
| + | | Example1 = <span class="pld-chip pld-chip-bio">[[Questions:Australian Adaptations#q1|June 2026 · Q42]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Tailless Humans#q1|June 2026 · Q19]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Baboon Evolution#q1|Jan 2026 · Q33]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Evolutionary Relationships Biology#q4|Aug 2025 · Q36]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Limb Evolution#q1|June 2025 · Q28]]</span> | ||
}} | }} | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Obtaining, Evaluating, and Communicating Information: |
| − | | DCI1 = | + | * 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). |
| − | | CC1 = | + | | 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. | ||
| + | | DCI1 = LS4.A: 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 anatomical evidence. | ||
| + | | 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. | ||
| + | | 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. | ||
}} | }} | ||
<!-- | <!-- | ||
Latest revision as of 09:46, 18 October 2026
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Clarification statement: 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.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-LS4-1 are listed here by exam and question cluster. Each link opens the question with its answer key.
Vocabulary
Terms from the Biology Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- amino acid sequence
- anatomical structure
- common ancestry
- DNA sequence
- embryology
- empirical evidence
- evolution
- genetic information
- lines of descent
- scientific theory
- species
From released exam questions
- adaptation – June 2026
- aquatic – Aug 2025
- arthropod – June 2025
- Australia – June 2026
- backbone – June 2025
- behavior – Jan 2026, Aug 2025
- biodiversity – Jan 2026
- biome (desert, savannah, deciduous woodland, tropical rainforest) – Jan 2026
- body plan – June 2025
- body segmentation – June 2025
- bone – Aug 2025, June 2025
- cell membrane – Jan 2026
- claim – Aug 2026, Jan 2026, June 2025
- coloration – Aug 2025
- digits (fingers and toes) – June 2025
- DNA – June 2026, Jan 2026, Aug 2025
- ecosystem – June 2026
- embryo – June 2025
- embryonic development – June 2026, Aug 2025
- evolutionary relationships – Jan 2026, Aug 2025, June 2025
- evolutionary tree – June 2026, Aug 2025
- forelimb – June 2025
- fossil record – June 2026, Aug 2025
- gene – Aug 2026, June 2026, June 2025
- generation – Jan 2026, Aug 2025
- genome – June 2026, Aug 2025
- habitat – June 2026, Jan 2026, Aug 2025, June 2025
- head, thorax and abdomen – June 2025
- insertion (mutation) – June 2026
- interbreeding – Jan 2026
- mammal – June 2026, Aug 2025
- marsupial – June 2026
- mass extinction – June 2026
- mitochondria – Jan 2026
- mitochondrial DNA – Jan 2026
- nuclear DNA – Jan 2026
- pectoral fin – June 2025
- pelvis – Aug 2025
- placental mammal – June 2026
- population – Aug 2026
- predator – Jan 2026
- prey – June 2025
- primate – June 2026
- protein – June 2026, Jan 2026
- rainforest – Jan 2026
- resistance (to a pesticide or treatment) – Jan 2026
- subspecies – Aug 2026
- terrestrial – Aug 2025
- tetrapod – June 2025
- toxin – Jan 2026
- transcription factor – June 2026
- transitional fossil – June 2025
- transport across the cell membrane – Jan 2026
- transposon – Aug 2025
Implied by this standard
- homologous structure – implied by "anatomical structures"
- vestigial structure – Aug 2025 Evolutionary Relationships shows the non-functional pelvis and hind-limb bones of extinct whale ancestors without naming the idea.
Performance Level Descriptions
Every Regents exam question on HS-LS4-1 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Use information to identify the empirical evidence, from those provided, for common ancestry. June 2026 · Q42 June 2026 · Q19 Jan 2026 · Q33 Aug 2025 · Q36 June 2025 · Q28
Level 2: Identify scientific information that is supported by empirical evidence for common ancestry and/or evolution. Aug 2025 · Q33 June 2025 · Q29
Level 3: Describe the scientific information that is supported by empirical evidence for common ancestry and/or evolution. Aug 2026 · Q23 Jan 2026 · Q22 Aug 2025 · Q35 June 2025 · Q31
Level 4: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. June 2025 · Q15
Level 5: Compare and evaluate sources of information illustrating patterns showing that common ancestry and biological evolution are supported by multiple lines of empirical evidence and communicate findings.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS4-1.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS4-1 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- 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).
- 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.
Disciplinary Core Ideas
- LS4.A: 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 anatomical evidence.
Crosscutting Concepts
- 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.
- 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.
Page contributors: Conrad Richman, Caroline Leonard