3-LS4-3   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-3.Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
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 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade:

3.ESS2.D

Articulation of DCIs across grade-levels:

K.ESS3.A ; 2.LS2.A ; 2.LS4.D ; MS.LS2.A ; MS.LS4.B ; MS.LS4.C ; MS.ESS1.C

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-LS4-3)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-3)
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-LS4-3)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-3)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-3)
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-LS4-3)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-3)
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-LS4-3)

3-LS4-3   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
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 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade:

3.ESS2.D

Articulation of DCIs across grade-levels:

K.ESS3.A ; 2.LS2.A ; 2.LS4.D ; MS.LS2.A ; MS.LS4.B ; MS.LS4.C ; MS.ESS1.C

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-LS4-3)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-3)
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-LS4-3)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-3)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-3)
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-LS4-3)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-3)
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-LS4-3)

3-LS4-3   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
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 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in third grade:

3.ESS2.D

Articulation of DCIs across grade-levels:

K.ESS3.A ; 2.LS2.A ; 2.LS4.D ; MS.LS2.A ; MS.LS4.B ; MS.LS4.C ; MS.ESS1.C

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-LS4-3)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-3)
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-LS4-3)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-3)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-3)
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-LS4-3)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-3)
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-LS4-3)

* 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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3-LS4-3-1 Evidence Statements
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How to Read the Standards

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