3-LS4-4 Biological Evolution: Unity and Diversity

3-LS4-4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-4.Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
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

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS4.D: Biodiversity and Humans

Crosscutting Concepts

Systems and System Models

 

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

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in third grade:

3.ESS3.B

Articulation of DCIs across grade-levels:

K.ESS3.A ; K.ETS1.A ; 2.LS2.A ; 2.LS4.D ; 4.ESS3.B ; 4.ETS1.A ; MS.LS2.A ; MS.LS2.C ; MS.LS4.C ; MS.ESS1.C ; MS.ESS3.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-LS4-4)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-4)
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-LS4-4)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-4)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-4)
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-LS4-4)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-4)
MP.4 Model with mathematics. (3-LS4-4)

3-LS4-4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
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

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS4.D: Biodiversity and Humans

Crosscutting Concepts

Systems and System Models

 

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

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in third grade:

3.ESS3.B

Articulation of DCIs across grade-levels:

K.ESS3.A ; K.ETS1.A ; 2.LS2.A ; 2.LS4.D ; 4.ESS3.B ; 4.ETS1.A ; MS.LS2.A ; MS.LS2.C ; MS.LS4.C ; MS.ESS1.C ; MS.ESS3.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-LS4-4)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-4)
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-LS4-4)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-4)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-4)
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-LS4-4)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-4)
MP.4 Model with mathematics. (3-LS4-4)

3-LS4-4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

3-LS4-4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
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

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS4.D: Biodiversity and Humans

Crosscutting Concepts

Systems and System Models

 

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

  Connections to Engineering, Technology, and                      Applications of Science

 

Interdependence of Engineering, Technology, and Science on Society and the Natural World

Connections to other DCIs in third grade:

3.ESS3.B

Articulation of DCIs across grade-levels:

K.ESS3.A ; K.ETS1.A ; 2.LS2.A ; 2.LS4.D ; 4.ESS3.B ; 4.ETS1.A ; MS.LS2.A ; MS.LS2.C ; MS.LS4.C ; MS.ESS1.C ; MS.ESS3.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-LS4-4)
RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. (3-LS4-4)
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-LS4-4)
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. (3-LS4-4)
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (3-LS4-4)
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-LS4-4)
Mathematics —
MP.2 Reason abstractly and quantitatively. (3-LS4-4)
MP.4 Model with mathematics. (3-LS4-4)

* 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.