MS-LS4-2   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]
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 ideas, principles, and theories.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Connections to other DCIs in this grade-band:

MS.LS3.A ; MS.LS3.B ; MS.ESS1.C

Articulation of DCIs across grade-bands:

3.LS4.A ; HS.LS4.A ; HS.ESS1.C

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-LS4-2)
WHST.6-8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS4-2)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2)
SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS4-2)
SL.8.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS4-2)
Mathematics -
6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-LS4-2)

MS-LS4-2   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]
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 ideas, principles, and theories.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Connections to other DCIs in this grade-band:

MS.LS3.A ; MS.LS3.B ; MS.ESS1.C

Articulation of DCIs across grade-bands:

3.LS4.A ; HS.LS4.A ; HS.ESS1.C

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-LS4-2)
WHST.6-8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS4-2)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2)
SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS4-2)
SL.8.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS4-2)
Mathematics -
6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-LS4-2)

MS-LS4-2   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]
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 ideas, principles, and theories.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Connections to other DCIs in this grade-band:

MS.LS3.A ; MS.LS3.B ; MS.ESS1.C

Articulation of DCIs across grade-bands:

3.LS4.A ; HS.LS4.A ; HS.ESS1.C

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-LS4-2)
WHST.6-8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS4-2)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2)
SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS4-2)
SL.8.4Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS4-2)
Mathematics -
6.EE.B.6Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-LS4-2)

* 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-LS4-2-1 Evidence Statements
Related Quality Units
Middle School: OpenSciEd Unit 8.6: How Could Things Living Today Be Connected to the Things That Lived Long Ago?
Related Example Bundles
Middle School Phenomenon Model Course 3: Bundle 1
Middle School Topic Model Course 3: Bundle 3
Middle School Topic Model Course 3: Bundle 4

How to Read the Standards

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