The Standards

High School

Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

 

 

Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales HS-LS2-1

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate, and competition. Examples of mathematical comparisons could include graphs, charts, histograms, and population changes gathered from simulations or historical data sets.

Assessment Boundary: Assessment does not include deriving mathematical equations to make comparisons.

Science and Engineering Practices

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 9–12 builds on K–8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

Use mathematical and/or computational representations of phenomena or design solutions to support explanations. (HS-LS2-1)

Common Core State Standards Connections

ELA/Literacy
  • RST.11-12.1 - Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS2-1)
  • WHST.9-12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS2-1)
Mathematics
  • HSN-Q.A.1 - Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. (HS-LS2-1)
  • HSN-Q.A.2 - Define appropriate quantities for the purpose of descriptive modeling. (HS-LS2-1)
  • HSN-Q.A.3 - Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. (HS-LS2-1)
  • MP.2 - Reason abstractly and quantitatively. (HS-LS2-1)
  • MP.4 - Model with mathematics. (HS-LS2-1)

Model Course Mapping

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