3-LS4 Biological Evolution: Unity and Diversity

3-LS4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-1.Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]
3-LS4-2.Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
3-LS4-3.Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
3-LS4-4.Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS4.A: Evidence of Common Ancestry and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

Crosscutting Concepts

Cause and Effect

Scale, Proportion, and Quantity

Systems and System Models

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Engineering, Technology, and Science on Society and the Natural World

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems. (3-LS4-1)

Connections to other DCIs in third grade:

3.ESS2.D (3-LS4-3); 3.ESS3.B (3-LS4-4)

Articulation of DCIs across grade-levels:

K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS3.B (3-LS4-2); 2.LS2.A (3-LS4-3),(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4); 4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS3.B (3-LS4-2); MS.LS4.A (3-LS4-1); MS.LS4.B (3-LS4-2),(3-LS4-3); MS.LS4.C (3-LS4-3),(3-LS4-4); MS.ESS1.C (3-LS4-1),(3-LS4-3),(3-LS4-4); MS.ESS2.B (3-LS4-1); MS.ESS3.C (3-LS4-4)

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-1),(3-LS4-3),(3-LS4-4)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1)
SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4-2),(3-LS4-3),(3-LS4-4)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
MP.4 Model with mathematics. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
MP.5 Use appropriate tools strategically. (3-LS4-1)
3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-2),(3-LS4-3)
3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)

3-LS4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS4.A: Evidence of Common Ancestry and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

Crosscutting Concepts

Cause and Effect

Scale, Proportion, and Quantity

Systems and System Models

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Engineering, Technology, and Science on Society and the Natural World

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems. (3-LS4-1)

Connections to other DCIs in third grade:

3.ESS2.D (3-LS4-3); 3.ESS3.B (3-LS4-4)

Articulation of DCIs across grade-levels:

K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS3.B (3-LS4-2); 2.LS2.A (3-LS4-3),(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4); 4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS3.B (3-LS4-2); MS.LS4.A (3-LS4-1); MS.LS4.B (3-LS4-2),(3-LS4-3); MS.LS4.C (3-LS4-3),(3-LS4-4); MS.ESS1.C (3-LS4-1),(3-LS4-3),(3-LS4-4); MS.ESS2.B (3-LS4-1); MS.ESS3.C (3-LS4-4)

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-1),(3-LS4-3),(3-LS4-4)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1)
SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4-2),(3-LS4-3),(3-LS4-4)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
MP.4 Model with mathematics. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
MP.5 Use appropriate tools strategically. (3-LS4-1)
3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-2),(3-LS4-3)
3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)

3-LS4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]
3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Engaging in Argument from Evidence

Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS4.A: Evidence of Common Ancestry and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

Crosscutting Concepts

Cause and Effect

Scale, Proportion, and Quantity

Systems and System Models

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Engineering, Technology, and Science on Society and the Natural World

 

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems. (3-LS4-1)

Connections to other DCIs in third grade:

3.ESS2.D (3-LS4-3); 3.ESS3.B (3-LS4-4)

Articulation of DCIs across grade-levels:

K.ESS3.A (3-LS4-3)(3-LS4-4); K.ETS1.A (3-LS4-4); 1.LS3.B (3-LS4-2); 2.LS2.A (3-LS4-3),(3-LS4-4); 2.LS4.D (3-LS4-3),(3-LS4-4); 4.ESS1.C (3-LS4-1); 4.ESS3.B (3-LS4-4); 4.ETS1.A (3-LS4-4); MS.LS2.A (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4); MS.LS2.C (3-LS4-4); MS.LS3.B (3-LS4-2); MS.LS4.A (3-LS4-1); MS.LS4.B (3-LS4-2),(3-LS4-3); MS.LS4.C (3-LS4-3),(3-LS4-4); MS.ESS1.C (3-LS4-1),(3-LS4-3),(3-LS4-4); MS.ESS2.B (3-LS4-1); MS.ESS3.C (3-LS4-4)

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-1),(3-LS4-3),(3-LS4-4)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1)
SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4-2),(3-LS4-3),(3-LS4-4)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
MP.4 Model with mathematics. (3-LS4-1),(3-LS4-2),(3-LS4-3),(3-LS4-4)
MP.5 Use appropriate tools strategically. (3-LS4-1)
3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-2),(3-LS4-3)
3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled “Disciplinary Core Ideas” is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.