3-LS2-1 Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

3-LS2-1. Construct an argument that some animals form groups that help members survive.
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

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).

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

RI.3.1 ELA/Literacy — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS2-1) 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-LS2-1) Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-1) Mathematics — Model with mathematics. (3-LS2-1) Number and Operations in Base Ten. (3-LS2-1)

3-LS2-1Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

3-LS2-1. Construct an argument that some animals form groups that help members survive.
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

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).

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

RI.3.1 ELA/Literacy — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS2-1) 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-LS2-1) Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-1) Mathematics — Model with mathematics. (3-LS2-1) Number and Operations in Base Ten. (3-LS2-1)

3-LS2-1Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

3-LS2-1. Construct an argument that some animals form groups that help members survive.
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

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).

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade: N/A

Common Core State Standards Connections:

RI.3.1 ELA/Literacy — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS2-1) 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-LS2-1) Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS2-1) Mathematics — Model with mathematics. (3-LS2-1) Number and Operations in Base Ten. (3-LS2-1)

* 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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