MS-LS1-6   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based upon logical connections between evidence and explanations.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

PS3.D: Energy in Chemical Processes and Everyday Life

  • The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary)

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B ; MS.ESS2.A

Articulation of DCIs across grade-bands:

5.PS3.D ; 5.LS1.C ; 5.LS2.A ; 5.LS2.B ; HS.PS1.B ; HS.LS1.C ; HS.LS2.B ; HS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-6)
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-LS1-6)
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-LS1-6)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-6)
Mathematics -
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-6)

MS-LS1-6   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based upon logical connections between evidence and explanations.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

PS3.D: Energy in Chemical Processes and Everyday Life

  • The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary)

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B ; MS.ESS2.A

Articulation of DCIs across grade-bands:

5.PS3.D ; 5.LS1.C ; 5.LS2.A ; 5.LS2.B ; HS.PS1.B ; HS.LS1.C ; HS.LS2.B ; HS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-6)
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-LS1-6)
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-LS1-6)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-6)
Mathematics -
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-6)

MS-LS1-6   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
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.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science knowledge is based upon logical connections between evidence and explanations.

Disciplinary Core Ideas

LS1.C: Organization for Matter and Energy Flow in Organisms

PS3.D: Energy in Chemical Processes and Everyday Life

  • The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary)

Crosscutting Concepts

Energy and Matter

Connections to other DCIs in this grade-band:

MS.PS1.B ; MS.ESS2.A

Articulation of DCIs across grade-bands:

5.PS3.D ; 5.LS1.C ; 5.LS2.A ; 5.LS2.B ; HS.PS1.B ; HS.LS1.C ; HS.LS2.B ; HS.ESS2.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-6)
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-LS1-6)
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-LS1-6)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS1-6)
Mathematics -
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-6)

* 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
MS-LS1-6-1 Evidence Statements
Related Quality Units
Middle School: Clark County School District: Investigating Life on the Third Rock
Middle School: OpenSciEd Unit 7.4: Where Does Food Come from and Where Does It Go Next?
Middle School: K-12 Alliance: Tree Mass
Related Example Bundles
Middle School Phenomenon Model Course 2: Bundle 1
Middle School Topic Model Course 2: Bundle 2

How to Read the Standards

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