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

Students who demonstrate understanding can:

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
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 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

  • Analyze and interpret data to provide evidence for phenomena.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

Crosscutting Concepts

Cause and Effect

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Connections to other DCIs in this grade-band:

MS.ESS3.A ; MS.ESS3.C

Articulation of DCIs across grade-bands:

3.LS2.C ; 3.LS4.D ; 5.LS2.A ; HS.LS2.A ; HS.LS4.C ; HS.LS4.D ; HS.ESS3.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-LS2-1)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1)

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

Students who demonstrate understanding can:

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
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 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

  • Analyze and interpret data to provide evidence for phenomena.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

Crosscutting Concepts

Cause and Effect

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Connections to other DCIs in this grade-band:

MS.ESS3.A ; MS.ESS3.C

Articulation of DCIs across grade-bands:

3.LS2.C ; 3.LS4.D ; 5.LS2.A ; HS.LS2.A ; HS.LS4.C ; HS.LS4.D ; HS.ESS3.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-LS2-1)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1)

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

Students who demonstrate understanding can:

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
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 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

  • Analyze and interpret data to provide evidence for phenomena.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

Crosscutting Concepts

Cause and Effect

  • Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Connections to other DCIs in this grade-band:

MS.ESS3.A ; MS.ESS3.C

Articulation of DCIs across grade-bands:

3.LS2.C ; 3.LS4.D ; 5.LS2.A ; HS.LS2.A ; HS.LS4.C ; HS.LS4.D ; HS.ESS3.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-LS2-1)
RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-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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Related Evidence Statements
MS-LS2-1-1 Evidence Statements
Related Quality Units
Middle School: Disruptions in Ecosystems
Middle School: Aspire Public Schools: An Ocean of Plastics
Middle School: OpenSciEd Unit 7.5: How Does Changing an Ecosystem Affect What Lives There?
Related Example Bundles
Middle School Phenomenon Model Course 1: 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...