Biology

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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. 

SC.HS.6 Structure and Function 

SC.HS.6.1 Gather, analyze, and communicate evidence of the relationship between structure and function in living things.

SC.HS.6.1.a Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

• Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis. 

SC.HS.6.1.b Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

• Assessment does not include interactions and functions at the molecular or chemical reaction level. 

SC.HS.6.1.c Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. 

• Assessment does not include the cellular processes involved in the feedback mechanism.  

SC.HS.6.1.d Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. 

• Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis. 

SC.HS.7 Interdependent Relationships in Ecosystems 

SC.HS.7.2 Gather, analyze, and communicate evidence of interdependent relationships in ecosystems. 

SC.HS.7.2.a Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 

• Assessment does not include deriving mathematical equations to make comparisons.

SC.HS.7.2.b Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 

• Assessment is limited to provided data. 

SC.HS.7.2.c Evaluate the claims, evidence, and reasoning that the interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

SC.HS.7.2.d Evaluate the evidence for how group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.

SC.HS.7.2.e Design, evaluate, and refine a solution for increasing the positive impacts of human activities on the environment and biodiversity. 

SC.HS.7.2.f Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. 

• Assessment is limited to testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species. 

SC.HS.8 Matter and Energy in Organisms and Ecosystems 

SC.HS.8.3 Gather, analyze, and communicate evidence of the flow of energy and cycling of matter in organisms and ecosystems. 

SC.HS.8.3.a Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. 

• Assessment does not include specific biochemical steps. 

SC.HS.8.3.b Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other molecules to form the four basic macromolecules. 

• Assessment does not include the details of the specific chemical reactions or identification of macromolecules. 

SC.HS.8.3.c Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules are broken and bonds in new compounds are formed resulting in a net transfer of energy. 

• Assessment should not include identification of the steps or specific processes involved in cellular respiration.

SC.HS.8.3.d Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. 

• Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration. 

SC.HS.8.3.e Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 

• Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy. 

SC.HS.8.3.f Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. 

• Assessment does not include the specific chemical steps of photosynthesis and respiration. 

SC.HS.9 Heredity: Inheritance and Variation of Traits 

SC.HS.9.4 Gather, analyze, and communicate evidence of the inheritance and variation of traits. 

SC.HS.9.4.a Develop and use a model to explain the relationships between the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process. 

SC.HS.9.4.b Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

• Assessment does not include the phases of meiosis or the molecular mechanism of specific steps in the process.

SC.HS.9.4.c Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. 

• Assessment does not include Hardy-Weinberg calculations. 

SC.HS.10 Biological Evolution NE plants and animals 

SC.HS.10.5 Gather, analyze, and communicate evidence of biological evolution. 

SC.HS.10.5.a Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. 

SC.HS.10.5.b Construct an explanation based on evidence that natural selection 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 reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. 

• Assessment does not include other mechanisms of evolution, such as genetic drift, gene f low through migration, and co-evolution. 

SC.HS.10.5.c 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. 

• Assessment is limited to basic statistical and graphical analysis. 

• Assessment does not include allele frequency calculations. 

SC.HS.10.5.d Construct an explanation based on evidence for how natural selection leads to adaptation of populations. 

SC.HS.10.5.e 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.