The Standards

High School

Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:



Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-1

Clarification Statement and Assessment Boundary

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.

Assessment Boundary: none

Common Core State Standards Connections

  • 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-LS4-1)
  • SL.11-12.4 - Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. (HS-LS4-1)
  • WHST.11-12.9 - Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-1)
  • WHST.9-12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-1)
  • MP.2 - Reason abstractly and quantitatively. (HS-LS4-1)

Model Course Mapping

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