Difference between revisions of "HS-LS3-1"

From NY Science Standards Wiki
(Assessment section: table of all tagged exam and sample-cluster questions, grouped by subject and exam (most recent first))
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* [[Questions:Prostaglandins Sample Cluster#q4|Prostaglandins Q4]]
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{| class="wikitable" style="width:100%; text-align:center"
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! style="padding: 0.5em 1.5em;" | Exam
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! style="padding: 0.5em 1.5em;" | Cluster
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|-
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| rowspan="2" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
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| style="background-color:white;" | [[Questions:Human Variations in Eye Color|Human Variations in Eye Color]]
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| style="background-color:white;" | [[Questions:Human Variations in Eye Color#q4|Question 12]]
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|-
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| style="background-color:white;" | [[Questions:Colorful Guppies|Colorful Guppies]]
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| style="background-color:white;" | [[Questions:Colorful Guppies#q1|Question 17]]
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|-
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| rowspan="3" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
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| style="background-color:white;" | [[Questions:Green and Black Frogs|Green and Black Frogs]]
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| style="background-color:white;" | [[Questions:Green and Black Frogs#q1|Question 10]]
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|-
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| style="background-color:white;" | [[Questions:Tailless Humans|Tailless Humans]]
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| style="background-color:white;" | [[Questions:Tailless Humans#q3|Question 21]]
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|-
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| style="background-color:white;" | [[Questions:Caffeine’s Effect on the Body|Caffeine’s Effect on the Body]]
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| style="background-color:white;" | [[Questions:Caffeine’s Effect on the Body#q4|Question 41]]
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|-
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| rowspan="4" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
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| style="background-color:white;" | [[Questions:Two Kinds of Twins|Two Kinds of Twins]]
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| style="background-color:white;" | [[Questions:Two Kinds of Twins#q4|Question 4]]
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|-
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| style="background-color:white;" | [[Questions:Space Invader|Space Invader]]
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| style="background-color:white;" | [[Questions:Space Invader#q1|Question 6]]
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|-
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| style="background-color:white;" | [[Questions:A Hard Pest to Manage|A Hard Pest to Manage]]
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| style="background-color:white;" | [[Questions:A Hard Pest to Manage#q2|Question 20]]
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|-
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| style="background-color:white;" | [[Questions:Zebra Coat Patterns|Zebra Coat Patterns]]
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| style="background-color:white;" | [[Questions:Zebra Coat Patterns#q1|Question 41]]
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|-
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| rowspan="3" style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]]
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| style="background-color:white;" | [[Questions:Heads or Tails?|Heads or Tails?]]
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| style="background-color:white;" | [[Questions:Heads or Tails?#q1|Question 11]]
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|-
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| style="background-color:white;" | [[Questions:Heads or Tails?|Heads or Tails?]]
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| style="background-color:white;" | [[Questions:Heads or Tails?#q4|Question 14]]
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|-
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| style="background-color:white;" | [[Questions:Nature or Nurture?|Nature or Nurture?]]
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| style="background-color:white;" | [[Questions:Nature or Nurture?#q1|Question 43]]
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|-
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| style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Spring 2024)
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| style="background-color:white;" | [[Questions:Prostaglandins Sample Cluster|Prostaglandins]]
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| style="background-color:white;" | [[Questions:Prostaglandins Sample Cluster#q4|Question 4]]
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|}
  
  

Revision as of 22:22, 20 September 2026

← HS-LS2-5
HS-LS3-2 →

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Clarification statement: Emphasis should be on the distinction between coding and non-coding regions of DNA.

Note: this is a NYSED-specific performance expectation that is different from the Next Generation Science Standards.

Performance Level Descriptions

PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.

☐
Level 1: Identify a question, from those provided, about the role of DNA and/or chromosomes in the passing of traits from parents to offspring.
☐
Level 2: Identify a question, from those provided, about the role of DNA and/or chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
☐
Level 3: Ask a question to clarify the role of DNA and/or chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
☐
Level 4: Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.
☐
Level 5: Ask questions to clarify relationships about the role of non-coding and coding regions of DNA, and chromosomes that pass the instructions for characteristic traits from parents to offspring.

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-LS3-1.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


Assessment

What assessment of HS-LS3-1 might look like on a NY state exam.

Exam Cluster Question
August 2026 Human Variations in Eye Color Question 12
Colorful Guppies Question 17
June 2026 Green and Black Frogs Question 10
Tailless Humans Question 21
Caffeine’s Effect on the Body Question 41
January 2026 Two Kinds of Twins Question 4
Space Invader Question 6
A Hard Pest to Manage Question 20
Zebra Coat Patterns Question 41
June 2025 Heads or Tails? Question 11
Heads or Tails? Question 14
Nature or Nurture? Question 43
Sample clusters (Spring 2024) Prostaglandins Question 4


NGSS Dimensions

Performance expectation HS-LS3-1 was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
  • Asking Questions and Defining Problems
    • Ask questions that arise from examining models or a theory to clarify relationships.
Disciplinary Core Ideas
  • LS1.A: Structure and Function
    • All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code of the formation of proteins.
  • LS3.A: Inheritance of Traits
    • Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.
Crosscutting Concepts
  • Cause and Effect
    • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Page contributors: Conrad Richman, Caroline Leonard
Biology | HS. Inheritance and Variation of Traits
Retrieved from "https://nyssls.info/index.php?title=HS-LS3-1&oldid=5157"

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