Difference between revisions of "HS-LS4-1"
From NY Science Standards Wiki
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| 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 = | ||
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| + | {{PerformanceLevel}} | ||
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| + | | 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. | ||
| + | | Level3 = Describe the scientific information that is supported by empirical evidence for common ancestry and/or evolution. | ||
| + | | Level2 = Identify scientific information that is supported by empirical evidence for common ancestry and/or evolution. | ||
| + | | Level1 = Use information to identify the empirical evidence, from those provided, for common ancestry. | ||
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Revision as of 11:51, 16 April 2025
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.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
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.
Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Describe the scientific information that is supported by empirical evidence for common ancestry and/or evolution.
Identify scientific information that is supported by empirical evidence for common ancestry and/or evolution.
Use information to identify the empirical evidence, from those provided, for common ancestry.
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.
Assessment
What assessment of HS-LS4-1 might look like on a NY state exam.
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
- 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.
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