Difference between revisions of "MS-LS1-4"
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| + | ! style="padding: 0.5em 1.5em;" | Exam | ||
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| + | | style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Quaking Aspen|Quaking Aspen]] | ||
| + | | style="background-color:white;" | [[Questions:Quaking Aspen#q2|Question 21]] | ||
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| + | | style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024]] | ||
| + | | style="background-color:white;" | [[Questions:Evolutionary Relationships|Evolutionary Relationships]] | ||
| + | | style="background-color:white;" | [[Questions:Evolutionary Relationships#q4|Question 26]] | ||
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Latest revision as of 22:37, 20 September 2026
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.
Clarification statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth. Examples of plant structures could include bright flowers attracting butterflies that transfer pollen, flower nectar and odors that attract insects that transfer pollen, and hard shells on nuts that squirrels bury.
Assessment
What assessment of MS-LS1-4 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2026 | Quaking Aspen | Question 21 |
| Spring 2024 | Evolutionary Relationships | Question 26 |
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 four levels.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-LS1-4.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-LS1-4 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
- Engaging in Argument from Evidence
- Use an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
- LS1.B: Growth and Development of Organisms
- Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring. (secondary to MS-LS3-2)
- Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.
- Cause and Effect
- Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.