NGSS MS-LS1-4

ScienceGrades 6–8From Molecules to Organisms: Structures and Processes

The Standard

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.

Next Generation Science Standards

Teacher's field guide

What This Standard Means

What Students Need to Do: Students explain how an animal behavior or plant structure can raise the chance of producing offspring. They build an argument using observations, data, and scientific reasoning.
What Mastery Looks Like: Students make a clear claim about how a specific behavior or structure affects reproductive success. They cite relevant observations or data and explain the link without claiming guaranteed results.
Common Misconceptions: Students may think a behavior or structure guarantees reproduction rather than changing its likelihood. They may confuse pollination with seed dispersal or describe survival benefits without linking them to offspring. Some claim organisms develop traits because they choose or need them.
How to Assess It: Exit ticket: In 20 bird pairs, 14 nest-building pairs raised chicks, while 5 pairs without nests did. Make a claim and support it with data and reasoning.

Lesson moves

Ways to Teach It

Use chalk powder as pollen and cotton swabs as insects, then record how flower shape affects transfer between paper flowers.
Ask students to write which better supports chick survival, nesting or flocking, using evidence from a provided data table.
Play a card-matching game linking behaviors and structures to outcomes, such as courtship calls, bright petals, buried nuts, and protected young.
Observe flowers, fruits, nests, or seed carriers outdoors, then sketch one example and explain its likely effect on reproduction.

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