Biology: Grades 9, 10, 11, 12

Other Indiana Science sets

• Disciplinary Core Ideas: Grades K, 1, 2
• Grade K
• Kindergarten
• Science and Engineering Practices: Grades K, 1, 2
• Grade 1
• Grade 1
• Grade 2
• Grade 2
• Disciplinary Core Ideas: Grades 3, 4, 5
• Grade 3
• Grade 3
• Science and Engineering Practices: Grades 3, 4, 5
• Grade 4
• Grade 4
• Grade 5
• Grade 5
• Disciplinary Core Ideas: Grades 6, 7, 8
• Grade 6
• Grade 6
• Science and Engineering Practices: Grades 6, 7, 8
• Grade 7
• Grade 7
• Grade 8
• Grade 8
• Anatomy and Physiology: Grades 9, 10, 11, 12
• Chemistry: Grades 9, 10, 11, 12
• Disciplinary Core Ideas: Grades 9, 10, 11, 12
• Earth and Space Science: Grades 9, 10, 11, 12
• Environmental Science: Grades 9, 10, 11, 12
• Integrated Chemistry & Physics: Grades 9, 10, 11, 12
• Physics I: Grades 9, 10, 11, 12
• Physics II: Grades 9, 10, 11, 12
• Science and Engineering Practices: Grades 9, 10, 11, 12

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

Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.HS-LS2-2

Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.HS-LS2-3

Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.HS-LS2-4

Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.HS-LS2-5

Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.HS-LS2-6

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.HS-LS2-7

Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce.HS-LS2-8

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.HS-LS3-1

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.HS-LS3-2

Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.HS-LS3-3

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

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.HS-LS4-2

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.HS-LS4-3

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

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.HS-LS4-5

Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.HS-LS4-6