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Science and Technology/Engineering > Grade High School > Biology
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Science and Technology/Engineering | Grade : High School

Discipline - Biology

Core Idea - Ecosystems: Interactions, Energy, and Dynamics

[HS.LS.2.2] - Use mathematical representations to support explanations that biotic and abiotic factors affect biodiversity, including genetic diversity within a population and species diversity within an ecosystem. Clarification Statements: Examples of biotic factors could include relationships among individuals (feeding relationships, symbiosis, competition) and disease. Examples of abiotic factors could include climate and weather conditions, natural disasters, and availability of resources. Examples of mathematical representations include finding the average, determining trends, and using graphical comparisons of multiple sets of data.

Resources:

Predecessor Standards:

  • 7.LS.2.4
    Analyze data to provide evidence that disruptions (natural or human-made) to any physical or biological component of an ecosystem can lead to shifts in all its populations. Clarification Statement: Focus should be on ecosystem characteristics varying over time, including disruptions such as hurricanes, floods, wildfires, oil spills, and construction.
  • 7.LS.2.6
    Explain how changes to the biodiversity of an ecosystem—the variety of species found in the ecosystem—may limit the availability of resources humans use. Clarification Statement: Examples of resources can include food, energy, medicine, and clean water.

Successor Standards:

No Successor Standards found.

Same Level Standards:

  • RCA-ST.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.
  • WCA.11-12.2
    Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
  • AI.N-Q.A.1
    Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*
  • AI.N-Q.A.2
    Define appropriate quantities for the purpose of descriptive modeling.*
  • AI.N-Q.A.3
    Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*
  • AI.S-ID.A.2
    Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.*
  • AI.S-ID.A.3
    Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).*
  • AII.S-IC.B.6
    Evaluate reports based on data.*
  • HS.LS.2.6
    Analyze data to show ecosystems tend to maintain relatively consistent numbers and types of organisms even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new ecosystem. Construct an argument supported by evidence that ecosystems with greater biodiversity tend to have greater resistance to change and resilience. Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and extreme changes, such as volcanic eruption, fires, the decline or loss of a keystone species, climate changes, ocean acidification, or sea level rise.