4-LS1-1 From Molecules to Organisms: Structures and Processes

4-LS1-1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
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

LS1.A: Structure and Function

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

1.LS1.A ; 1.LS1.D ; 3.LS3.B ; MS.LS1.A

Common Core State Standards Connections:

ELA/Literacy -
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)
Mathematics -
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4-LS1-1)

4-LS1-1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
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

LS1.A: Structure and Function

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

1.LS1.A ; 1.LS1.D ; 3.LS3.B ; MS.LS1.A

Common Core State Standards Connections:

ELA/Literacy -
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)
Mathematics -
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4-LS1-1)

4-LS1-1   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]
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

LS1.A: Structure and Function

Crosscutting Concepts

Systems and System Models

Connections to other DCIs in fourth grade: N/A

Articulation of DCIs across grade-levels:

1.LS1.A ; 1.LS1.D ; 3.LS3.B ; MS.LS1.A

Common Core State Standards Connections:

ELA/Literacy -
W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (4-LS1-1)
Mathematics -
4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded across the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4-LS1-1)

* 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.