Title: 7th Grade Life Science Standards Glossary
Course: BPSS (SCI) Science Standards > Section: Shared Workspace > Forum: Science Standards Discussions ...

The 7th Grade Life Science Standards Glossary has been updated to the ND Science Content Standards March 2018 1st Draft for Public Release. One Standards Not listed with no major changes except for verbiage changes (noted in comments) to 5 standard listed below:

- SCI-MS.LS1.01 VERBIAGE Change
NEW Conduct an investigation to provide evidence that living things are unicellular or multicellular and may have different cell types.
OLD Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

- SCI-MS.LS1.02 VERBIAGE Addition (organelles)
NEW Develop and use a model to describe the function of a cell as a whole and ways cell parts (organelles) contribute to the cell functions.
OLD Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

- SCI-MS.LS1.03 VERBIAGE CHANGE
NEW Use evidence to model how the body is a system of interacting subsystems composed of groups of cells.
OLD Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

- SCI-MS.LS1.04 VERBIAGE CHANGE
NEW Use evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction.
OLD 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.

- SCI-MS.LS1.07 VERBIAGE Change (this matter -> it)
NEW Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as it moves through an organism.
OLD Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

- SCI-MS.LS1.08 NOT Listed in the March 2017 ND Science Draft Release
Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.

Other changes is updating the glossaries proficiency scales from a table to a responsive grid to be accessibility compliant. Plus the new format also matches the new Visual Progress Report going from left to right.

The BPS District Science Standards Book will be updated later once all the glossaries are completed.

The state released the ND Science Standards Second Draft , which had some minor changes/corrections.

Below is a list of those edits done in 7th Grade Life Science Standards Glossary: Below is a list of those edits:

2nd Draft

- SCI-MS.LS4.03 VERBIAGE Addition (and differences)
OLD: Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
NEW: Analyze displays of pictorial data to compare patterns of similarities and differences in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.

BPS-S Addition of sub-standards

- SCI-MS.LS3.02.mm
Develop and use a model to describe why asexual reproduction ends with offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (mitosis and meiosis).
- SCI-MS.LS3.02.ps
Develop and use a Punnett square to show that sexual reproduction ends with offspring with genetic variation. Model how genes are transmitted from parents to offspring.

Overview of all the changes with the 7th Grade Life Science Standards.

Bismarck has been using the NGSS for two years in anticipation of the state adopting these as the new science standards. Of the 291 overall standards the state keep 223 the same, while making verbiage changes to 55. Plus the state dropped 7 standards while adding 6 new standards.

For 7th Grade Life Science those were 21 the same with 5 verbiage changes and 1 dropped.

Below is a table showing the all the standards: So if you click on the Identifiers in the first column of the chart below, the Standards Glossary Term will display in a pop-up. The last column will list the type of change to the standard. You will notice a change to the Proficiency Scales to be a colored responsive grid that corresponds with the new Visual Graphics Standards Progress Report that uses dots with a target range. So there may need to be discussions on how those could populated with your new scales.

Science Standards Changes
IDENTIFIER | 17-18 BPS SCI Standards from NGSS | 18-19 BPS SCI Standards from New ND State | STATUS
SCI-MS.LS1 | - LS1: From Molecules to Organisms: Structures and Processes | From Molecules to Organisms: Structure and Processes | SAME
SCI-MS.LS1.01 | Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. | Conduct an investigation to provide evidence that living things are unicellular or multicellular and may have different cell types. | SAME
SCI-MS.LS1.02 | Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. | Develop and use a model to describe the function of a cell as a whole and ways cell parts (organelles) contribute to the cell functions. | VERBIAGE
SCI-MS.LS1.03 | Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. | Use evidence to model how the body is a system of interacting subsystems composed of groups of cells. | VERBIAGE
SCI-MS.LS1.04 | 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. | Use evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction. | VERBIAGE
SCI-MS.LS1.05 | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. | SAME
SCI-MS.LS1.06 | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | SAME
SCI-MS.LS1.07 | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. | Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as it moves through an organism. | VERBIAGE
SCI-MS.LS1.08 | Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. | State Dropped from NGSS | DROPPED
SCI-MS.LS2 | - LS2: Interactions, Energy, and Dynamics Relationships in Ecosystems | Ecosystems: Interactions, Energy, and Dynamics | SAME
SCI-MS.LS2.01 | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. | SAME
SCI-MS.LS2.02 | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. | SAME
SCI-MS.LS2.03 | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. | SAME
SCI-MS.LS2.04 | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. | SAME
SCI-MS.LS2.05 | Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* | Evaluate competing design solutions for maintaining biodiversity and ecosystem services. | SAME
SCI-MS.LS3 | - LS3: Heredity: Inheritance and Variation of Traits | Heredity: Inheritance and Variation of Traits | SAME
SCI-MS.LS3.01 | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | SAME
SCI-MS.LS3.02 | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. | Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. | SAME
SCI-MS.LS3.02.a | Develop and use a model to describe why asexual reproduction ends with offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (mitosis and meiosis) | Develop and use a model to describe why asexual reproduction ends with offspring with identical genetic information and sexual reproduction results in offspring with genetic variation (mitosis and meiosis) | SAME
SCI-MS.LS3.02.b | Develop and use a Punnett square to show that sexual reproduction ends with offspring with genetic variation.  Model how genes are transmitted from parents to offspring. | Develop and use a Punnett square to show that sexual reproduction ends with offspring with genetic variation.  Model how genes are transmitted from parents to offspring. | SAME
SCI-MS.LS4 | - LS4: Biological Evolution: Unity and Diversity | Natural Selection and Adaptations | VERBIAGE
SCI-MS.LS4.01 | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. | SAME
SCI-MS.LS4.02 | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. | SAME
SCI-MS.LS4.03 | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy. | SAME
SCI-MS.LS4.04 | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. | Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. | SAME
SCI-MS.LS4.05 | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms. | SAME
SCI-MS.LS4.06 | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time. | SAME