1-LS3-1   Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.  [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Disciplinary Core Ideas

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.LS3.A ; 3.LS3.B

Common Core State Standards Connections:

ELA/Literacy -
1.RI.1 Ask and answer questions about key details in a text. (1-LS3-1)
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS3-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (1-LS3-1)
MP.5Use appropriate tools strategically. (1-LS3-1)
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-LS3-1)

1-LS3-1   Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.  [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Disciplinary Core Ideas

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.LS3.A ; 3.LS3.B

Common Core State Standards Connections:

ELA/Literacy -
1.RI.1 Ask and answer questions about key details in a text. (1-LS3-1)
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS3-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (1-LS3-1)
MP.5Use appropriate tools strategically. (1-LS3-1)
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-LS3-1)

1-LS3-1   Heredity: Inheritance and Variation of Traits

Students who demonstrate understanding can:

1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.  [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Constructing Explanations and Designing Solutions

Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-based accounts of natural phenomena and designing solutions.

Disciplinary Core Ideas

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

Crosscutting Concepts

Patterns

Connections to other DCIs in first grade: N/A

Articulation of DCIs across grade-levels:

3.LS3.A ; 3.LS3.B

Common Core State Standards Connections:

ELA/Literacy -
1.RI.1 Ask and answer questions about key details in a text. (1-LS3-1)
W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (1-LS3-1)
W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (1-LS3-1)
Mathematics -
MP.2Reason abstractly and quantitatively. (1-LS3-1)
MP.5Use appropriate tools strategically. (1-LS3-1)
1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object. (1-LS3-1)

* 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.

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Related Evidence Statements
1-LS3-1-1 Evidence Statements
Related Example Bundles
1st Grade Thematic Model: Bundle 4
1st Grade Topic Model: Bundle 3

How to Read the Standards

The standards integrate three dimensions within each standard and have intentional connections across standards. More...