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                 data-tippy-content="Oregon • Science • HS.LS4.3 • 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. [Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.] [Assessment Boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.]">
                HS.LS4.3
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                 data-tippy-content="Oregon • Science • HS.LS4.5 • 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.  [Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.]">
                HS.LS4.5
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                 data-tippy-content="Oregon • Science • HS.LS1.1 • Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]">
                HS.LS1.1
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            <div class="bg-blue-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Oregon • Science • HS.LS1.4 • Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote memorization of the steps of mitosis.]">
                HS.LS1.4
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                 data-tippy-content="Oregon • Science • 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. [Assessment Boundary: Assessment does not include the phases of meiosis or the biochemical mechanism of specific steps in the process.]">
                HS.LS3.1
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                 data-tippy-content="Oregon • Science • HS.ETS1.1 • Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. ^">
                HS.ETS1.1
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                 data-tippy-content="Oregon • Science • HS.ETS1.4 • Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.">
                HS.ETS1.4
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                 data-tippy-content="Deeper Learning Competencies • Critical Thinking &amp; Problem Solving  - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.">
                Critical Thinking &amp; Problem Solving
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                 data-tippy-content="Deeper Learning Competencies • Effective Communication  - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.">
                Effective Communication
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                 data-tippy-content="Deeper Learning Competencies • Collaboration  - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.">
                Collaboration
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                 data-tippy-content="Deeper Learning Competencies • Content Expertise  - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.">
                Content Expertise
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            <div class="bg-green-100 rounded-xl p-1 px-1.5 max-w-fit text-xs"
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                 data-tippy-content="Deeper Learning Competencies • Self Directed Learning  - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.">
                Self Directed Learning
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