LS1.B: Growth and Development of Organisms (MS-LS1 From Molecules to Organisms: Structures and Processes)

Disciplinary Core Ideas

LS1.B: Growth and Development of Organisms
• Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)
• Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)
• Genetic factors as well as local conditions affect the growth of the adult plant. (MS-LS1-5)

Use the Template and Resource Links to Fulfill NGSS

l. Goals:

1. Understand that animals have characteristic behaviors to increase their success at reproduction (i.e. courtship behaviors, etc.).
2. Understand that plants reproduce in many ways - also to increase their reproductive success.
3. Understand that plant growth is affected by genetics and local conditions where it grows.

Essential Questions:

1. What are the characteristic behaviors that increase the success at reproduction?
2. What are the specialized features and ways that increase the success of plant reproduction?
   
3. How do genetic factors and local conditions affect the growth of adult plants?

NGSS Note: Think, question, entertain ideas.

V. Summarize Knowledge - Enduring Understandings

1. Animals have characteristic behaviors to increase their success at reproduction (i.e. courtship behaviors, etc.).
2. Plants reproduce in many ways - also to increase their reproductive success.
3. Plant growth is affected by genetics and local conditions where it grows.
   

Vl. Next Generation of Science Standards (NGSS) - Middle School Life Science

Disciplinary Core Ideas
LS1.C: Organization for Matter and Energy Flow in Organisms
• Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6)
• Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. (MS-LS1-7)

Science and Engineering Practices

Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s).
• Use an oral and written argument supported by evidence to support or refute an explanation or a model for a phenomenon. (MS-LS1-3)
• Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS1-4)

Crosscutting Concepts

Cause and Effect
• Cause and effect relationships may be used to predict phenomena in natural systems. (MS-LS1-8)
• Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability. (MS-LS1-4),(MS-LS1-5)

Performance Expectations

Students who demonstrate understanding can:
MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.]

MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. [Clarification Statement: Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds.] [Assessment Boundary: Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.]