3-LS1-1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science findings are based on recognizing patterns.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

MS.LS1.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-1)
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (3-LS1-1)
Mathematics —
MP.4Model with mathematics. (3-LS1-1)
3.NBT Number and Operations in Base Ten (3-LS1-1)
3.NF Number and Operations—Fractions (3-LS1-1)

3-LS1-1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science findings are based on recognizing patterns.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

MS.LS1.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-1)
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (3-LS1-1)
Mathematics —
MP.4Model with mathematics. (3-LS1-1)
3.NBT Number and Operations in Base Ten (3-LS1-1)
3.NF Number and Operations—Fractions (3-LS1-1)

3-LS1-1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. [Clarification Statement: Changes organisms go through during their life form a pattern.] [Assessment Boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science findings are based on recognizing patterns.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

MS.LS1.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-1)
SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (3-LS1-1)
Mathematics —
MP.4Model with mathematics. (3-LS1-1)
3.NBT Number and Operations in Base Ten (3-LS1-1)
3.NF Number and Operations—Fractions (3-LS1-1)

* 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.

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Related Evidence Statements
3-LS1-1-1 Evidence Statements
Related Example Bundles
3rd Grade Thematic Model: Bundle 2
3rd Grade Topic Model: Bundle 1

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...