BioEYES Standards Alignment
— 2nd/3rd Grades

Next Generation Science Standards*

The Next Generation Science Standards were developed by a consortium of 26 states and by the National Science Teachers Association, the American Association for the Advancement of Science, the National Research Council, and Achieve with the intent of helping students understand the scientific process of developing and testing ideas while evaluating scientific evidence. [Source]


2-LS4 Biological Evolution: Unity and Diversity

Students who demonstrate an understanding can:

  • 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.

Science and Engineering Practices:

  • 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.
    • Make observations (firsthand or from media) to collect data which can be used to make comparisons. (2-LS4-1)

Disciplinary Core Ideas:

  • LS4.D: Biodiversity and Humans
    • There are many different kinds of living things in any area, and they exist in different places on land and in water. (2-LS4-1)

3-LS1 From Molecules to Organisms: Structures and Processes

Students who demonstrate an understanding can:

  • 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.

Science and Engineering Practices:

  • Developing and Using Models
  • Modeling in 3-5 builds on K-2 experiences and progresses to building and revising simple models to represent events and design solutions.
    • Develop models to describe phenomena. (3-LS1-1)

Disciplinary Core Ideas:

  • LS1.B: Growth and Development of Organisms
    • Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. (3-LS1-1)

Crosscutting Concepts:

  • Patterns
    • Patterns of change can be used to make predictions. (3-LS1-1)

3-LS2 Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate an understanding can:

  • 3-LS2-1. Construct an argument that some animals form groups that help members survive.

Science and Engineering Practices:

  • Engaging in Argument from Evidence
  • Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
    • Construct an argument with evidence, data, and/or a model. (3-LS2-1)

Disciplinary Core Ideas:

  • LS2.D: Social Interaction and Group Behavior
    • Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size (Note: Moved from K-2). (3-LS2-1)

Crosscutting Concepts:

  • Cause and Effect
    • Cause and effect relationships are routinely identified and used to explain things. (3-LS2-1)

3-LS3 Heredity: Inheritance and Variation of Traits

Students who demonstrate an understanding can:

  • 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

  • 3-LS3-2. Use evidence to support the exxplanation that traits can be influenced by the environment.

Science and Engineering Practices:

  • Analyzing and Interpreting Data
  • Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
    • Analyze and interpret data to make sense of phenomena using logical reasoning. (3-LS3-1)

Disciplinary Core Ideas:

  • LS3.A: Inheritance of Traits
    • Many characteristics of organisms are inherited from their parents. (3-LS3-1)
    • Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. (3-LS3-2)

Crosscutting Concepts:

  • Patterns
    • Similarities and differences in patterns can be used to sort and classify natural phenomena. (3-LS3-1)

  • Cause and Effect
    • Cause and effect relationships are routinely identified and used to explain things. (3-LS3-1)

3-LS4 Biological Evolution: Unity and Diversity

Students who demonstrate an understanding can:

  • 3-LS4-2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

  • 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms survive well, some survive less well, and some cannot survive at all.

Science and Engineering Practices:

  • Constructing Explanations and Designing Solutions
  • Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
    • Use evidence (e.g., observations, patterns) to construct an explanation. (3-LS4-2)

  • Engaging in Argument from Evidence
  • Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s).
    • Construct an argument with evidence. (3-LS4-3)

Disciplinary Core Ideas:

  • LS4.B: Natural Selection
    • Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing. (3-LS4-2)

  • LS4.C: Adaptation
    • For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all. (3-LS4-3)

Crosscutting Concepts:

  • Cause and Effect
    • Cause and effect relationships are routinely identified and used to explain things. (3-LS4-2),(3-LS4-3)

*“Next Generation Science Standards” is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product. [Return]

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