What is the NGSS & 3 Dimensional Science Learning and Why is it Important?

Science Practices  -  Disciplinary Core Ideas  -  Crosscutting Concepts

Chapter 17: Darwin's Theory of Evolution & Chapter 19: Biodiversity and Classification

HS-LS4-1: Evidence of Common Ancestry and Diversity

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. (Patterns)

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.

Boundary Statement: none

HS-LS4-2: Four Factors of Natural Selection

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. (Cause and Effect)

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.

Boundary Statement: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.

HS-LS4-4: Natural Selection Leads to Adaptation

Construct an explanation based on evidence for how natural selection leads to adaptation of populations. (Cause and Effect)

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.

Boundary Statement: none

HS-LS4-5: Environmental Change - Speciation and Extinction

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. (Cause and Effect)

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.

Boundary Statement: none

Chapter 18: Evolution of Populations

HS-LS3-3: Variation and Distribution of Traits

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (Scale, Proportion, and Quantity)

Clarification Statement: Emphasis is on the use of mathematics to describe the probability of traits as it relates to genetic and environmental factors in the expression of traits.

Boundary Statement: Assessment does not include Hardy-Weinberg calculations.

HS-LS4-3: Adaptation of Populations

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. (Patterns)

Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.

Boundary Statement: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.

Chapter 20: History of Life

HS-ESS1-5: Evidence of Plate Tectonics

Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. (Patterns)

Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust decreasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).

Boundary Statement: none

HS-ESS1-6: Evidence of the Earth's History

Apply scientific reasoning and evidence from ancient earth materials, meteorites, and other planetary surfaces to construct an account of earth’s formation and early history. (Stability and Change)

Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.

Boundary Statement: none

HS-ESS2-7: Coevolution of Life and Earth's Systems

Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. (Stability and Change)

Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.

Boundary Statement: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.

Crosscutting Concepts appear throughout this unit in scales that are both micro and macro. Following is an overview of how the major crosscutting concepts for Evolution are woven throughout the unit.

Patterns -
Students explore how the patterns in species bio-geography that Darwin saw on his voyage shaped his thinking about evolution. They also explore how scientists classify species based on patterns of similarities and differences using a cladogram.

Cause and Effect - Students will demonstrate understanding regarding the relationships between environmental factors and natural selection and how a changing environment can lead to changes in populations. 

Connections to Nature of Science - Students will appreciate how the principles of evolution affect society on a daily basis, such as the emergence of antibiotic-resistant bacteria and herbicide-resistant weeds.

Stability and Change 
- Species may remain stable in form for long periods of time punctuated by periods of sudden change. Students will learn that extinction rates and natural selection both provide stability over time, but they also foment change over time.