Difference between revisions of "MS-LS3-2"
From NY Science Standards Wiki
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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#q3|Question 22]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[Spring 2025 Grade 8 Science Test|Spring 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Sickle Cell Anemia|Sickle Cell Anemia]] | ||
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| + | | style="background-color:white;" | [[Questions:Behavior and Evolution of Guppies|Behavior and Evolution of Guppies]] | ||
| + | | style="background-color:white;" | [[Questions:Behavior and Evolution of Guppies#q1|Question 47]] | ||
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| + | | style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024]] | ||
| + | | style="background-color:white;" | [[Questions:Variation and Corn|Variation and Corn]] | ||
| + | | style="background-color:white;" | [[Questions:Variation and Corn#q3|Question 8]] | ||
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Latest revision as of 22:37, 20 September 2026
Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Clarification statement: Emphasis is on using models such as diagrams and simulations to describe the cause and effect relationship of gene transmission from parent(s) to offspring.
Assessment
What assessment of MS-LS3-2 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2026 | Quaking Aspen | Question 22 |
| Spring 2025 | Sickle Cell Anemia | Question 40 |
| Behavior and Evolution of Guppies | Question 47 | |
| Spring 2024 | Variation and Corn | Question 8 |
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.
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Level 1: Given models, identify the processes of asexual reproduction and/or sexual reproduction.
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Level 2: Given models, identify the genetic evidence that asexual reproduction results in offspring with identical genetic information and/or sexual reproduction results in offspring with genetic variation.
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Level 3: Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
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Level 4: Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Construct an argument about the merits and limitations of each type of reproduction.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-LS3-2.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-LS3-2 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Developing and Using Models
- Develop and use a model to describe phenomena.
Disciplinary Core Ideas
- LS3.A: Inheritance of Traits
- Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.
- LS3.B: Variation of Traits
- In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
Crosscutting Concepts
- Cause and Effect
- Cause and effect relationships may be used to predict phenomena in natural systems.