MS-LS4-4 Biological Evolution: Unity and Diversity

MS-LS4-4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
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.

Disciplinary Core Ideas

LS4.B: Natural Selection

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS3.A ; MS.LS3.B

Articulation of DCIs across grade-bands:

3.LS3.B ; 3.LS4.B ; HS.LS2.A ; HS.LS3.B ; HS.LS4.B ; HS.LS4.C

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-LS4-4)
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-LS4-4)
WHST.6-8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS4-4)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-4)
SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS4-4)
SL.8.4Present 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-LS4-4)
Mathematics -
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-4)
6.SP.B.5Summarize numerical data sets in relation to their context. (MS-LS4-4)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-LS4-4)

MS-LS4-4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
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.

Disciplinary Core Ideas

LS4.B: Natural Selection

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS3.A ; MS.LS3.B

Articulation of DCIs across grade-bands:

3.LS3.B ; 3.LS4.B ; HS.LS2.A ; HS.LS3.B ; HS.LS4.B ; HS.LS4.C

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-LS4-4)
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-LS4-4)
WHST.6-8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS4-4)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-4)
SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS4-4)
SL.8.4Present 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-LS4-4)
Mathematics -
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-4)
6.SP.B.5Summarize numerical data sets in relation to their context. (MS-LS4-4)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-LS4-4)

MS-LS4-4   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-4. Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
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.

Disciplinary Core Ideas

LS4.B: Natural Selection

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS3.A ; MS.LS3.B

Articulation of DCIs across grade-bands:

3.LS3.B ; 3.LS4.B ; HS.LS2.A ; HS.LS3.B ; HS.LS4.B ; HS.LS4.C

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-LS4-4)
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-LS4-4)
WHST.6-8.2Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (MS-LS4-4)
WHST.6-8.9Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-4)
SL.8.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS4-4)
SL.8.4Present 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-LS4-4)
Mathematics -
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-4)
6.SP.B.5Summarize numerical data sets in relation to their context. (MS-LS4-4)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-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.