Students who demonstrate understanding can:
MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]
MS-LS4-2. Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]
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.]
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.]
MS-LS4-5. Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. [Clarification Statement: Emphasis is on synthesizing information from reliable sources about the influence of humans on genetic outcomes in artificial selection (such as genetic modification, animal husbandry, gene therapy); and, on the impacts these technologies have on society as well as the technologies leading to these scientific discoveries.]
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 expectations above were 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.
Analyze displays of data to identify linear and nonlinear
relationships. (MS-LS4-3)
Analyze and interpret data to determine similarities and
differences in findings. (MS-LS4-1)
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.
Use mathematical representations to support scientific
conclusions and design solutions. (MS-LS4-6)
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.
Apply scientific ideas to construct an explanation for realworld phenomena, examples, or events. (MS-LS4-2)
Construct an explanation that includes qualitative or
quantitative relationships between variables that describe
phenomena. (MS-LS4-4)
Obtaining, Evaluating, and Communicating Information
Obtaining, evaluating, and communicating information in 6–8
builds on K–5 experiences and progresses to evaluating the
merit and validity of ideas and methods.
Gather, read, and synthesize information from multiple
appropriate sources and assess the credibility, accuracy,
and possible bias of each publication and methods used,
and describe how they are supported or not supported by
evidence. (MS-LS4-5)
----------------------------------------------
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
Science knowledge is based upon logical and conceptual
connections between evidence and explanations. (MS-LS4-
1)
Disciplinary Core Ideas
LS4.A: Evidence of Common Ancestry and Diversity
The collection of fossils and their placement in
chronological order (e.g., through the location of the
sedimentary layers in which they are found or through
radioactive dating) is known as the fossil record. It
documents the existence, diversity, extinction, and
change of many life forms throughout the history of life
on Earth. (MS-LS4-1)
Anatomical similarities and differences between various
organisms living today and between them and
organisms in the fossil record, enable the reconstruction
of evolutionary history and the inference of lines of
evolutionary descent. (MS-LS4-2)
Comparison of the embryological development of
different species also reveals similarities that show
relationships not evident in the fully-formed anatomy.
(MS-LS4-3)
LS4.B: Natural Selection
Natural selection leads to the predominance of certain
traits in a population, and the suppression of others.
(MS-LS4-4)
In artificial selection, humans have the capacity to
influence certain characteristics of organisms by
selective breeding. One can choose desired parental
traits determined by genes, which are then passed on
to offspring. (MS-LS4-5)
LS4.C: Adaptation
Adaptation by natural selection acting over generations
is one important process by which species change over
time in response to changes in environmental
conditions. Traits that support successful survival and
reproduction in the new environment become more
common; those that do not become less common.
Thus, the distribution of traits in a population changes.
(MS-LS4-6)
Crosscutting Concepts
Patterns
Patterns can be used to identify cause and
effect relationships. (MS-LS4-2)
Graphs, charts, and images can be used to
identify patterns in data. (MS-LS4-1),(MS-LS4-
3)
Cause and Effect
Phenomena may have more than one cause,
and some cause and effect relationships in
systems can only be described using
probability. (MS-LS4-4),(MS-LS4-5),(MS-LS4-6)
-------------------------------------------------
Connections to Engineering, Technology,
and Applications of Science
Interdependence of Science, Engineering,
and Technology
Engineering advances have led to important
discoveries in virtually every field of science,
and scientific discoveries have led to the
development of entire industries and
engineered systems. (MS-LS4-5)
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Connections to Nature of Science
Scientific Knowledge Assumes an Order and
Consistency in Natural Systems
Science assumes that objects and events in
natural systems occur in consistent patterns
that are understandable through measurement
and observation. (MS-LS4-1),(MS-LS4-2)
Science Addresses Questions About the
Natural and Material World
Science knowledge can describe consequences
of actions but does not make the decisions that
society takes. (MS-LS4-5)
Connections to other DCIs in this grade-band: MS.LS2.A (MS-LS4-4),(MS-LS4-6); MS.LS2.C (MS-LS4-6); MS.LS3.A (MS-LS4-2),(MS-LS4-4); MS.LS3.B (MS-LS4-2),(MS-LS4-4),(MSLS4-6); MS.ESS1.C (MS-LS4-1),(MS-LS4-2),(MS-LS4-6); MS.ESS2.B (MS-LS4-1)
Articulation across grade-bands: 3.LS3.B (MS-LS4-4); 3.LS4.A (MS-LS4-1),(MS-LS4-2); 3. LS4.B (MS-LS4-4); 3.LS4.C (MS-LS4-6); HS.LS2.A (MS-LS4-4),(MS-LS4-6); HS.LS2.C
(MS-LS4-6); HS.LS3.B (MS-LS4-4),(MS-LS4-5),(MS-LS4-6); HS.LS4.A (MS-LS4-1),(MS-LS4-2),(MS-LS4-3); HS.LS4.B (MS-LS4-4),(MS-LS4-6); HS.LS4.C (MS-LS4-4),(MS-LS4-
May 2013 ©2013 Achieve, Inc. All rights reserved 8
MS-LS4 Biological Evolution: Unity and Diversity
*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.
5),(MS-LS4-6); HS.ESS1.C (MS-LS4-1),(MS-LS4-2)
Common Core State Standards Connections:
ELA/Literacy –
RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (MS-LS4-1),(MSLS4-2),(MS-LS4-3),(MS-LS4-4),(MS-LS4-5)
RST.6-8.7 Integrate 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-LS4-1),(MS-LS4-3)
RST.6-8.9 Compare 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-LS4-4)
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-LS4-2),(MS-LS4-4)
WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic bibliographic information for sources. (MS-LS4-5)
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. (MS-LS4-2),(MS-LS4-4)
SL.8.1 Engage 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-LS4-2),(MS-LS4-4)
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-LS4-2),(MS-LS4-4)
Mathematics –
MP.4 Model with mathematics. (MS-LS4-6)
6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. (MS-LS4-4),(MS-LS4-6)
6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS4-4),(MS-LS4-6)
6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an
unknown number, or, depending on the purpose at hand, any number in a specified set. (MS-LS4-1),(MS-LS4-2)
7.RP.A.2 Recognize and represent proportional relationships between quantities. (MS-LS4-4),(MS-LS4-6)