MS-LS4-3   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.]
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

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

Articulation of DCIs across grade-bands:

HS.LS4.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-LS4-3)
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-LS4-3)

MS-LS4-3   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.]
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

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

Articulation of DCIs across grade-bands:

HS.LS4.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-LS4-3)
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-LS4-3)

MS-LS4-3   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-3. Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. [Clarification Statement: Emphasis is on inferring general patterns of relatedness among embryos of different organisms by comparing the macroscopic appearance of diagrams or pictures.] [Assessment Boundary: Assessment of comparisons is limited to gross appearance of anatomical structures in embryological development.]
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

Analyzing and Interpreting Data

Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Disciplinary Core Ideas

LS4.A: Evidence of Common Ancestry and Diversity

Crosscutting Concepts

Patterns

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

Articulation of DCIs across grade-bands:

HS.LS4.A

Common Core State Standards Connections:

ELA/Literacy -
RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-LS4-3)
RST.6-8.7Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS4-3)
RST.6-8.9Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. (MS-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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Related Evidence Statements
MS-LS4-3-1 Evidence Statements
Related Quality Units
Middle School: OpenSciEd Unit 8.6: How Could Things Living Today Be Connected to the Things That Lived Long Ago?
Related Example Bundles
Middle School Phenomenon Model Course 3: Bundle 1
Middle School Topic Model Course 3: Bundle 3

How to Read the Standards

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