MS-LS4-6 Biological Evolution: Unity and Diversity

MS-LS4-6   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 6–8 builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS2.C ; MS.LS3.B ; MS.ESS1.C

Articulation of DCIs across grade-bands:

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

Common Core State Standards Connections:

Mathematics -
MP.4Model with mathematics. (MS-LS4-6)
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-6)
6.SP.B.5Summarize numerical data sets in relation to their context. (MS-LS4-6)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-LS4-6)

MS-LS4-6   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 6–8 builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS2.C ; MS.LS3.B ; MS.ESS1.C

Articulation of DCIs across grade-bands:

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

Common Core State Standards Connections:

Mathematics -
MP.4Model with mathematics. (MS-LS4-6)
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-6)
6.SP.B.5Summarize numerical data sets in relation to their context. (MS-LS4-6)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-LS4-6)

MS-LS4-6   Biological Evolution: Unity and Diversity

Students who demonstrate understanding can:

MS-LS4-6. Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. [Clarification Statement: Emphasis is on using mathematical models, probability statements, and proportional reasoning to support explanations of trends in changes to populations over time.] [Assessment Boundary: Assessment does not include Hardy Weinberg calculations.]
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

Using Mathematics and Computational Thinking

Mathematical and computational thinking in 6–8 builds on K–5 experiences and progresses to identifying patterns in large data sets and using mathematical concepts to support explanations and arguments.

Disciplinary Core Ideas

LS4.C: Adaptation

Crosscutting Concepts

Cause and Effect

Connections to other DCIs in this grade-band:

MS.LS2.A ; MS.LS2.C ; MS.LS3.B ; MS.ESS1.C

Articulation of DCIs across grade-bands:

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

Common Core State Standards Connections:

Mathematics -
MP.4Model with mathematics. (MS-LS4-6)
6.RP.A.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-6)
6.SP.B.5Summarize numerical data sets in relation to their context. (MS-LS4-6)
7.RP.A.2Recognize and represent proportional relationships between quantities. (MS-LS4-6)

* 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.