MS-LS2-2 Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:

MS-LS2-2.

[Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]

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 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.

Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

Crosscutting Concepts

Patterns

Patterns can be used to identify cause and effect relationships.

Connections to other DCIs in this grade-band:

MS.LS1.B

Articulation of DCIs across grade-bands:

1.LS1.B ; HS.LS2.A ; HS.LS2.B ; HS.LS2.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-2)
WHST.6-8.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS2-2)
WHST.6-8.9	Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2)
SL.8.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)
SL.8.4	Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS2-2)
Mathematics -
6.SP.B.5	Summarize numerical data sets in relation to their context. (MS-LS2-2)

Students who demonstrate understanding can:

MS-LS2-2.

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

Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

Crosscutting Concepts

Patterns

Patterns can be used to identify cause and effect relationships.

Connections to other DCIs in this grade-band:

MS.LS1.B

Articulation of DCIs across grade-bands:

1.LS1.B ; HS.LS2.A ; HS.LS2.B ; HS.LS2.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-2)
WHST.6-8.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS2-2)
WHST.6-8.9	Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2)
SL.8.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)
SL.8.4	Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS2-2)
Mathematics -
6.SP.B.5	Summarize numerical data sets in relation to their context. (MS-LS2-2)

Students who demonstrate understanding can:

MS-LS2-2.

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

Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

Crosscutting Concepts

Patterns

Patterns can be used to identify cause and effect relationships.

Connections to other DCIs in this grade-band:

MS.LS1.B

Articulation of DCIs across grade-bands:

1.LS1.B ; HS.LS2.A ; HS.LS2.B ; HS.LS2.D

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1	Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-2)
WHST.6-8.2	Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS2-2)
WHST.6-8.9	Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS2-2)
SL.8.1	Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)
SL.8.4	Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS2-2)
Mathematics -
6.SP.B.5	Summarize numerical data sets in relation to their context. (MS-LS2-2)

* 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.