MS-LS2-4   Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]
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).

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science disciplines share common rules of obtaining and evaluating empirical evidence.

Disciplinary Core Ideas

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

MS.LS4.C ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C

Articulation of DCIs across grade-bands:

3.LS2.C ; 3.LS4.D ; HS.LS2.C ; HS.LS4.C ; HS.LS4.D ; HS.ESS2.E ; HS.ESS3.B ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-4)
RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-4)
WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4)
WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-4)

MS-LS2-4   Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]
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).

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science disciplines share common rules of obtaining and evaluating empirical evidence.

Disciplinary Core Ideas

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

MS.LS4.C ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C

Articulation of DCIs across grade-bands:

3.LS2.C ; 3.LS4.D ; HS.LS2.C ; HS.LS4.C ; HS.LS4.D ; HS.ESS2.E ; HS.ESS3.B ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-4)
RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-4)
WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4)
WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-4)

MS-LS2-4   Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]
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).

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Science disciplines share common rules of obtaining and evaluating empirical evidence.

Disciplinary Core Ideas

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

Crosscutting Concepts

Stability and Change

Connections to other DCIs in this grade-band:

MS.LS4.C ; MS.LS4.D ; MS.ESS2.A ; MS.ESS3.A ; MS.ESS3.C

Articulation of DCIs across grade-bands:

3.LS2.C ; 3.LS4.D ; HS.LS2.C ; HS.LS4.C ; HS.LS4.D ; HS.ESS2.E ; HS.ESS3.B ; HS.ESS3.C

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-4)
RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. (MS-LS2-4)
WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4)
WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-4)

* 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-LS2-4-1 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?
Middle School: Stile: The Importance of Biodiversity
Related Example Bundles
Middle School Phenomenon Model Course 3: Bundle 2
Middle School Topic Model Course 2: Bundle 2

How to Read the Standards

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