2.Interdependent Relationships in Ecosystems

2.   Interdependent Relationships in Ecosystems

Students who demonstrate understanding can:

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.]
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world. (2-LS4-1)

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

LS4.D: Biodiversity and Humans

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Cause and Effect

Structure and Function

Connections to other DCIs in second grade: N/A

Articulation of DCIs across grade-levels:

K.LS1.C (2-LS2-1); K.ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS1.C (2-LS2-1); 5.LS2.A (2-LS2-2),(2-LS4-1)

Common Core State Standards Connections:

ELA/Literacy —
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)
Mathematics —
MP.2 Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1)
MP.4 Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1)
MP.5 Use appropriate tools strategically. (2-LS2-1)
2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-LS2-2),(2-LS4-1)

2.   Interdependent Relationships in Ecosystems

Students who demonstrate understanding can:

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.]
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world. (2-LS4-1)

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

LS4.D: Biodiversity and Humans

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Cause and Effect

Structure and Function

Connections to other DCIs in second grade: N/A

Articulation of DCIs across grade-levels:

K.LS1.C (2-LS2-1); K.ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS1.C (2-LS2-1); 5.LS2.A (2-LS2-2),(2-LS4-1)

Common Core State Standards Connections:

ELA/Literacy —
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)
Mathematics —
MP.2 Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1)
MP.4 Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1)
MP.5 Use appropriate tools strategically. (2-LS2-1)
2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-LS2-2),(2-LS4-1)

2.   Interdependent Relationships in Ecosystems

Students who demonstrate understanding can:

2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. [Assessment Boundary: Assessment is limited to testing one variable at a time.]
2-LS2-2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions.

Planning and Carrying Out Investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

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

         Connections to Nature of Science

 

Scientific Knowledge is Based on Empirical Evidence

  • Scientists look for patterns and order when making observations about the world. (2-LS4-1)

Disciplinary Core Ideas

LS2.A: Interdependent Relationships in Ecosystems

LS4.D: Biodiversity and Humans

ETS1.B: Developing Possible Solutions

Crosscutting Concepts

Cause and Effect

Structure and Function

Connections to other DCIs in second grade: N/A

Articulation of DCIs across grade-levels:

K.LS1.C (2-LS2-1); K.ESS3.A (2-LS2-1); K.ETS1.A (2-LS2-2); 3.LS4.C (2-LS4-1); 3.LS4.D (2-LS4-1); 5.LS1.C (2-LS2-1); 5.LS2.A (2-LS2-2),(2-LS4-1)

Common Core State Standards Connections:

ELA/Literacy —
W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-LS2-1),(2-LS4-1)
W.2.8 Recall information from experiences or gather information from provided sources to answer a question. (2-LS2-1),(2-LS4-1)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (2-LS2-2)
Mathematics —
MP.2 Reason abstractly and quantitatively. (2-LS2-1),(2-LS4-1)
MP.4 Model with mathematics. (2-LS2-1),(2-LS2-2),(2-LS4-1)
MP.5 Use appropriate tools strategically. (2-LS2-1)
2.MD.D.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-LS2-2),(2-LS4-1)

* 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.