# MS-LS1-4 From Molecules to Organisms: Structures and Processes

MS-LS1-4   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

## Crosscutting Concepts

### Cause and Effect

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

RST.6-8.1 ELA/Literacy - Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-4) Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (MS-LS1-4) Write arguments focused on discipline content. (MS-LS1-4) Mathematics - Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. (MS-LS1-4) Summarize numerical data sets in relation to their context. (MS-LS1-4)

MS-LS1-4   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

## Crosscutting Concepts

### Cause and Effect

Connections to other DCIs in this grade-band:

Common Core State Standards Connections:

RST.6-8.1 ELA/Literacy - Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-4) Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (MS-LS1-4) Write arguments focused on discipline content. (MS-LS1-4) Mathematics - Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. (MS-LS1-4) Summarize numerical data sets in relation to their context. (MS-LS1-4)

MS-LS1-4   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]
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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

## Crosscutting Concepts

### Cause and Effect

Connections to other DCIs in this grade-band: