Biological Evolution: Unity and Diversity
The performance expectations in LS4: Biological Evolution: Unity and Diversity help students formulate an answer to the question, What evidence shows that different species are related? The LS4 Disciplinary Core Idea involves four sub-ideas: Evidence of Common Ancestry and Diversity, Natural Selection, Adaptation, and Biodiversity and Humans Students can construct explanations [SEP-6] for the processes of natural selection and evolution and communicate [SEP-8] how multiple lines of evidence support these explanations. Students can evaluate evidence [SEP-8] of the conditions that may result in new species and understand the role of genetic variation in natural selection. Additionally, students can apply concepts of probability to explain trends in populations as those trends relate to advantageous heritable traits in a specific environment. The crosscutting concepts of cause and effect [CCC-2] and systems and system models [CCC-4] play an important role in students’ understanding of the evolution of life on Earth. (NGSS Lead States 2013e).
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1069.
Big Idea Success Criteria
The categories and their related standards below unpack the success criteria of this big idea.
Guiding Questions
• What evidence shows that different species are related?
• How did modern-day humans evolve?
Primary Standards
HS-LS4-1. 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.]
Guiding Questions
• What processes influence natural selection?
• What evidence did Darwin provide that became the foundation for the study of evolution?
Primary Standards
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable
genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
[Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
Guiding Questions
• How does natural selection lead to adaptation in populations?
• How do changes in ecosystems influence populations?
Primary Standards
HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable
genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning ] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
Note: This Performance Expectation is also addressed in IS 11
HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
[Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations. ] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]
Note: This Performance Expectation is also addressed in IS 11
HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. [Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms)
contribute to a change in gene frequency over time, leading to adaptation of populations.]
HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of
new species over time, and (3) the extinction of other species. [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as
deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species ]
HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity. * [Clarification Statement: Emphasis is on designing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.] *The performance expectations marked with an asterisk integrate traditional science content with engineering through a practice or disciplinary core idea.
California Department of Education. 2018. 2016 California Science Framework Chapter 8. Sacramento, CA: California Department of Education, 1075.
Alternative Means of Expression
This big idea does not have created or curated examples of alternative means of expression due to the project scope and timeline. If you have example options you would like to share with the initiative team, please use the BYOT option.
Sample Coursework
Bring Your Own Task (BYOT)
A Call to IEP Teams
We want students’ IEP team members to share their ideas regarding viable alternative means of expression pertaining to this big idea for students with disabilities, including those eligible for the CAA, these teams serve. IEP teams can define viable alternative means of expression for an individual student with an IEP, as long as these mediums meet the local requirements of the coursework.
A Call to Content-based Educators
In addition to IEP teams, we know secondary teachers and district curriculum leads have a wealth of experience and ideas related to innovative ways to assess students’ understanding of this content. We are interested in sample alternative means of expression this community sees as viable assessments of this big idea.
Please use the entry boxes below to share these ideas.
Important Note —These assessment tools will not be shared outside the review of the initiative team and will remain the intellectual property of the users who have made this submission. Furthermore, feedback or comments from the initiative team will not be given to uploaded content, nor does uploading materials imply that the alternative means of expression strategy is a viable option for this big idea.
"*" indicates required fields
