Carolina Biological K-8 Curriculum – August 2024
 
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MS-LS2

Ecosystems: Interactions, Energy, and Dynamics

 

Students who demonstrate understanding can:

Performance Expectations
 

 

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. MS-LS2-1

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.

Assessment Boundary: none

 

Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. MS-LS2-2

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.

Assessment Boundary: none

 

Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. MS-LS2-3

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.

Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.

 

Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. MS-LS2-4

Clarification Statement and Assessment Boundary

Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.

Assessment Boundary: none

 

Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MS-LS2-5

Clarification Statement and Assessment Boundary

Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.

Assessment Boundary: none

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems.

Develop a model to describe phenomena. (MS-LS2-3)

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 and interpret data to provide evidence for phenomena. (MS-LS2-1)

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.

Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena. (MS-LS2-2)

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).

Construct 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-LS2-4)

Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. (MS-LS2-5)

Connections to Nature of Science

Science Knowledge Is Based on Empirical Evidence

Science disciplines share common rules of obtaining and evaluating empirical evidence. (MS-LS2-4)

Disciplinary Core Ideas

LS2.A:  Interdependent Relationships in Ecosystems

Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)

Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)

Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2)

LS2.B:  Cycles of Matter and Energy Transfer in Ecosystems

Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)

LS2.C:  Ecosystem Dynamics, Functioning, and Resilience

Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)

Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)

LS4.D:  Biodiversity and Humans

Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on— for example, water purification and recycling. (secondary to MS-LS2-5)

ETS1.B:  Developing Possible Solutions

There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)

Crosscutting Concepts

Patterns

Patterns can be used to identify cause-and-effect relationships. (MS-LS2-2)

Cause and Effect

Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1)

Energy and Matter

The transfer of energy can be tracked as energy flows through a natural system. (MS-LS2-3)

Stability and Change

Small changes in one part of a system might cause large changes in another part. (MS-LS2-4), (MS-LS2-5)

Connections to Nature of Science

Science Addresses Questions About the Natural and Material World

Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. (MS-LS2-5)

Common Core State Standards Connections

ELA/Literacy
  • RI.8.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. (MS-LS2-4), (MS-LS2-5)
  • RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-1), (MS-LS2-2), (MS-LS2-4)
  • 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-LS2-1)
  • RST.6-8.8 - Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5)
  • SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)
  • 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-LS2-2)
  • SL.8.5 - Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. (MS-LS2-3)
  • WHST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-4)
  • WHST.6-8.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (MS-LS2-2)
  • WHST.6-8.9 - Draw evidence from informational texts to support analysis reflection, and research. (MS-LS2-2)
Mathematics
  • 6.EE.C.9 - Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS2-3)
  • 6.RP.A.3 - Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. (MS-LS2-5)
  • 6.SP.B.5 - Summarize numerical data sets in relation to their context. (MS-LS2-2)
  • MP.4 - Model with mathematics. (MS-LS2-5)