3-LS3-1   Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
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

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.

Disciplinary Core Ideas

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

1.LS3.A ; 1.LS3.B ; MS.LS3.A ; MS.LS3.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS3-1)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS3-1)
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-LS3-1)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS3-1)
SL.3.4 Report 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-LS3-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS3-1)
MP.4 Model with mathematics. (3-LS3-1)
3.MD.B.4 Generate 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-LS3-1)

3-LS3-1   Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
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

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.

Disciplinary Core Ideas

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

1.LS3.A ; 1.LS3.B ; MS.LS3.A ; MS.LS3.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS3-1)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS3-1)
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-LS3-1)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS3-1)
SL.3.4 Report 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-LS3-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS3-1)
MP.4 Model with mathematics. (3-LS3-1)
3.MD.B.4 Generate 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-LS3-1)

3-LS3-1   Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
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

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.

Disciplinary Core Ideas

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Patterns

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

1.LS3.A ; 1.LS3.B ; MS.LS3.A ; MS.LS3.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS3-1)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS3-1)
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-LS3-1)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS3-1)
SL.3.4 Report 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-LS3-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS3-1)
MP.4 Model with mathematics. (3-LS3-1)
3.MD.B.4 Generate 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-LS3-1)

* 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-LS3-1-1 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...