MS-LS1-3   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous 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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

Disciplinary Core Ideas

LS1.A: Structure and Function

Crosscutting Concepts

Systems and System Models

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

         Connections to Nature of Science

 

Science is a Human Endeavor

  • Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

HS.LS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (MS-LS1-3)
WHST.6-8.1Write arguments focused on discipline content. (MS-LS1-3)
Mathematics -
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-3)

MS-LS1-3   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous 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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

Disciplinary Core Ideas

LS1.A: Structure and Function

Crosscutting Concepts

Systems and System Models

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

         Connections to Nature of Science

 

Science is a Human Endeavor

  • Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

HS.LS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (MS-LS1-3)
WHST.6-8.1Write arguments focused on discipline content. (MS-LS1-3)
Mathematics -
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-3)

MS-LS1-3   From Molecules to Organisms: Structures and Processes

Students who demonstrate understanding can:

MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. [Clarification Statement: Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems.] [Assessment Boundary: Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous 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 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).

Disciplinary Core Ideas

LS1.A: Structure and Function

Crosscutting Concepts

Systems and System Models

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

         Connections to Nature of Science

 

Science is a Human Endeavor

  • Scientists and engineers are guided by habits of mind such as intellectual honesty, tolerance of ambiguity, skepticism, and openness to new ideas.

Connections to other DCIs in this grade-band: N/A

Articulation of DCIs across grade-bands:

HS.LS1.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS1-3)
RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (MS-LS1-3)
WHST.6-8.1Write arguments focused on discipline content. (MS-LS1-3)
Mathematics -
6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS1-3)

* 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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Related Evidence Statements
MS-LS1-3-1 Evidence Statements
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Middle School: OpenSciEd Unit 6.6: How Do Living Things Heal?
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Middle School Phenomenon Model Course 2: Bundle 4
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Middle School Topic Model Course 1: Bundle 2

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...