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New York
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HS-LS1-4 - Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.
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- I can use a simple model to name that mitosis makes new cells and that differentiation helps cells take on different roles in the body, and I can describe this as part of how complex organisms are maintained (HS-LS1-4).
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- I can use a model to explain how mitosis and cell differentiation work together to produce and maintain complex organisms, using scientific vocabulary with support, and I can ask at least one clarifying question about the model (HS-LS1-4; Academically Prepared).
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- I can use an accurate, detailed model to illustrate how mitosis and differentiation contribute to growth, repair, and maintenance of complex organisms, and I can justify my explanation by pointing to parts of the model (HS-LS1-4; Academically Prepared).
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- I can refine and defend a model that clearly illustrates the role of mitosis and differentiation in producing and maintaining complex organisms, including how changes to these processes could affect organism development and health, while reflecting on how my communication choices support different audiences (HS-LS1-4; Reflective and Future Focused, Global Citizen).
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New York
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HS-LS1-8 - Use models to illustrate how human reproduction and development maintains continuity of life.
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- I can use a simple model to explain how human reproduction and development maintain continuity of life, identifying basic roles of cell division and differentiation
- I can use evidence from the kit/case to describe in my own words how DNA in cells relates to growth and development.
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- I can use a clear model to illustrate how cell division (mitosis) and differentiation help an organism grow, repair, and maintain complex systems during human development
- I can explain, using specific examples from the clinic scenario, how continuity of life depends on processes that keep producing the right cell types over time.
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- I can create and refine a patient-friendly model showing the relationship between human reproduction, cell division, differentiation, and continuity of life
- I can justify my model with accurate reasoning and explain how misunderstandings (like confusing DNA, chromosomes, or what cells become) could interfere with families’ comprehension in a clinic setting.
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- I can use models and communication strategies to teach continuity of life in human reproduction and development clearly across different health-literacy levels
- I can defend how my model and counseling prompts accurately connect cell division and differentiation to maintaining complex organisms, and I can revise my kit based on feedback to improve understanding and responsible decision-making.
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New York
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HS-LS3-1 - Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
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- I can ask basic questions to connect DNA and chromosomes to inherited traits and point to a simple example (like eye color) that shows how traits pass from parents to offspring.
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- I can ask focused questions that clarify how DNA is organized into chromosomes and how that structure connects to instructions for traits, using a model or diagram from our genetics activities.
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- I can ask precise, evidence-based questions about relationships among DNA, chromosomes, and trait outcomes in families, and I can explain how different inheritance scenarios could change what a counselor might tell a patient.
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- I can generate high-quality questions that distinguish competing explanations for trait patterns (e.g., ordinary inheritance vs
- mutation effects) and I can use those questions to improve patient communication for families with different health-literacy needs.
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New York
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HS-LS3-2 - 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.
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- I can identify and describe, using my own words, how genetic variation can come from meiosis, replication errors, and mutations
- I can point to evidence from the kit/model examples to support that these processes can change inherited traits, with guidance and sentence starters.
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- I can make a preliminary claim about how inherited genetic variation results from meiosis, replication errors, and/or environmental mutations
- I can use provided evidence (e.g., examples, diagrams, or simplified data) to explain the connection between each process and trait outcomes, and I can revise my claim when feedback shows gaps in reasoning.
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- I can make and defend a clear claim that inherited genetic variations may arise from new genetic combinations through meiosis, viable replication errors, and/or environment-caused mutations
- I can select and explain evidence for each source of variation, address at least one alternative explanation, and justify my reasoning using specific details and more than one piece of evidence.
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- I can make and defend a sophisticated, well-supported claim about how inherited genetic variation can be driven by meiosis, viable replication errors, and environment-caused mutations, distinguishing among them
- I can use strong, relevant evidence (including examples and data) to predict how different sources of variation affect trait outcomes, communicate the reasoning in patient-friendly language, and reflect on how my interpretation improved based on clinic-style feedback.
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New York
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HS-LS3-3 - Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.
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- I can recognize that trait differences in a population are not always identical and that probability helps explain why offspring traits vary, even among similar families
- I can use a simple probability statement (e.g., likely/unlikely) to describe how variation in expressed traits may show up in a group.
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- I can use probability concepts to describe patterns in expressed traits across a population, using basic data displays (such as frequency counts or simple charts)
- I can explain, in my own words, that different inheritance outcomes lead to different probabilities for how traits will appear.
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- I can apply probability and statistics to analyze how expressed traits vary and distribute in a population, using evidence from provided data or examples
- I can justify predictions about trait likelihood and describe how inheritance-related processes (like genetic combinations) can contribute to the observed distribution of traits.
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- I can construct and defend a probability-based explanation for how variation and distribution of expressed traits emerge in a population, using appropriate statistical reasoning and clear references to evidence
- I can communicate my reasoning to others (considering health-literacy needs) and revise my explanation based on feedback to improve accuracy, clarity, and confidence for real clinic-like decisions.
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