3-LS4-1 Biological Evolution: Unity and Diversity

3-LS4-1   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-1.Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]
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 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Scale, Proportion, and Quantity

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems.

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

4.ESS1.C ; MS.LS2.A ; MS.LS4.A ; MS.ESS1.C ; MS.ESS2.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS4-1)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-1)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-1)
MP.4 Model with mathematics. (3-LS4-1)
MP.5 Use appropriate tools strategically. (3-LS4-1)
3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)

3-LS4-1   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]
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 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Scale, Proportion, and Quantity

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems.

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

4.ESS1.C ; MS.LS2.A ; MS.LS4.A ; MS.ESS1.C ; MS.ESS2.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS4-1)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-1)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-1)
MP.4 Model with mathematics. (3-LS4-1)
MP.5 Use appropriate tools strategically. (3-LS4-1)
3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)

3-LS4-1   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. [Clarification Statement: Examples of data could include type, size, and distributions of fossil organisms. Examples of fossils and environments could include marine fossils found on dry land, tropical plant fossils found in Arctic areas, and fossils of extinct organisms.] [Assessment Boundary: Assessment does not include identification of specific fossils or present plants and animals. Assessment is limited to major fossil types and relative ages.]
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 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Scale, Proportion, and Quantity

 

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

         Connections to Nature of Science

 

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

  • Science assumes consistent patterns in natural systems.

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

4.ESS1.C ; MS.LS2.A ; MS.LS4.A ; MS.ESS1.C ; MS.ESS2.B

Common Core State Standards Connections:

ELA/Literacy —
RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3-LS4-1)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-1)
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (3-LS4-1)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-1)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-1)
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. (3-LS4-1)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-1)
MP.4 Model with mathematics. (3-LS4-1)
MP.5 Use appropriate tools strategically. (3-LS4-1)
3.MD.B.4Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. (3-LS4-1)

* 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.