MS-LS1-5 From Molecules to Organisms: Structures and Processes

MS-LS1-5   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A

Articulation of DCIs across grade-bands:

3.LS1.B ; 3.LS3.A ; HS.LS2.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-5)
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-5)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS1-5)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-5)
Mathematics -
6.SP.A.2Understand 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-LS1-5)
6.SP.B.4Summarize numerical data sets in relation to their context. (MS-LS1-5)

MS-LS1-5   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A

Articulation of DCIs across grade-bands:

3.LS1.B ; 3.LS3.A ; HS.LS2.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-5)
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-5)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS1-5)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-5)
Mathematics -
6.SP.A.2Understand 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-LS1-5)
6.SP.B.4Summarize numerical data sets in relation to their context. (MS-LS1-5)

MS-LS1-5   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]
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

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories.

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A

Articulation of DCIs across grade-bands:

3.LS1.B ; 3.LS3.A ; HS.LS2.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-5)
RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. (MS-LS1-5)
WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS1-5)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-5)
Mathematics -
6.SP.A.2Understand 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-LS1-5)
6.SP.B.4Summarize numerical data sets in relation to their context. (MS-LS1-5)

* 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.