The Standards

High School

Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:



Construct an explanation based on evidence for how natural selection leads to adaptation of populations. HS-LS4-4

Clarification Statement and Assessment Boundary

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.

Assessment Boundary: none

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (HS-LS4-4)

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-LS4-4)
  • WHST.11-12.9 - Draw evidence from informational texts to support analysis, reflection, and research. (HS-LS4-4)
  • WHST.9-12.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (HS-LS4-4)
  • MP.2 - Reason abstractly and quantitatively. (HS-LS4-4)

Model Course Mapping

First Time Visitors