3-LS4-2 Biological Evolution: Unity and Diversity

3-LS4-2   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-2.Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
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 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

LS4.B: Natural Selection

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

MS.LS2.A ; MS.LS3.B ; MS.LS4.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-LS4-2)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-2)
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-LS4-2)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-2)
SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4-2)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-2)
MP.4 Model with mathematics. (3-LS4-2)
3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-2)

3-LS4-2   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
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 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

LS4.B: Natural Selection

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

MS.LS2.A ; MS.LS3.B ; MS.LS4.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-LS4-2)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-2)
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-LS4-2)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-2)
SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4-2)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-2)
MP.4 Model with mathematics. (3-LS4-2)
3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-LS4-2)

3-LS4-2   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
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 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.

Disciplinary Core Ideas

LS4.B: Natural Selection

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade: N/A

Articulation of DCIs across grade-levels:

MS.LS2.A ; MS.LS3.B ; MS.LS4.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-LS4-2)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-2)
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-LS4-2)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-2)
SL.3.4Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (3-LS4-2)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-2)
MP.4 Model with mathematics. (3-LS4-2)
3.MD.B.3Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (3-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.