Difference between revisions of "3-LS1-1"
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| + | | rowspan="2" style="background-color:white;" | [[Spring 2025 Grade 5 Science Test|Spring 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Traits and Survival of Dogs|Traits and Survival of Dogs]] | ||
| + | | style="background-color:white;" | [[Questions:Traits and Survival of Dogs#q4|Question 4]] | ||
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| + | | style="background-color:white;" | [[Questions:The Albany Pine Bush Ecosystem|The Albany Pine Bush Ecosystem]] | ||
| + | | style="background-color:white;" | [[Questions:The Albany Pine Bush Ecosystem#q3|Question 23]] | ||
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Revision as of 22:24, 20 September 2026
Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Clarification statement: Changes organisms go through during their life form a pattern.
Assessment boundary: Assessment of plant life cycles is limited to those of flowering plants. Assessment does not include details of human reproduction.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of 3-LS1-1.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of 3-LS1-1 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2025 | Traits and Survival of Dogs | Question 4 |
| The Albany Pine Bush Ecosystem | Question 23 |
NGSS Dimensions
Performance expectation 3-LS1-1 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Connections to Other Standards
3-LS1-1 connections to ELA, math, and other science standards as outlined by the NYS Education Department: