The Standards

Middle School

Ecosystems: Interactions, Energy, and Dynamics

Students who demonstrate understanding can:



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

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).

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)

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)

Common Core State Standards Connections

  • 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)
  • RST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-4)
  • WHST.6-8.1 - Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-4)

Model Course Mapping

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