Difference between revisions of "MS-LS1-4"
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{{Navlinks|MS-LS2-5|MS-LS1-5|← MS-LS2-5|MS-LS1-5 →}} | {{Navlinks|MS-LS2-5|MS-LS1-5|← MS-LS2-5|MS-LS1-5 →}} | ||
{{learningstandard | {{learningstandard | ||
| + | | topic = Adaptations for Reproduction | ||
| ls = 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 | | ls = 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. | reproduction of animals and plants, respectively. | ||
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! style="padding: 0.5em 1.5em;" | Question | ! style="padding: 0.5em 1.5em;" | Question | ||
|- | |- | ||
| − | | style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026]] | + | | style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026 Grade 8 Test]] |
| style="background-color:white;" | [[Questions:Quaking Aspen|Quaking Aspen]] | | style="background-color:white;" | [[Questions:Quaking Aspen|Quaking Aspen]] | ||
| style="background-color:white;" | [[Questions:Quaking Aspen#q2|Question 21]] | | style="background-color:white;" | [[Questions:Quaking Aspen#q2|Question 21]] | ||
|- | |- | ||
| − | | style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024]] | + | | style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024 Grade 8 Test]] |
| style="background-color:white;" | [[Questions:Evolutionary Relationships|Evolutionary Relationships]] | | style="background-color:white;" | [[Questions:Evolutionary Relationships|Evolutionary Relationships]] | ||
| style="background-color:white;" | [[Questions:Evolutionary Relationships#q4|Question 26]] | | style="background-color:white;" | [[Questions:Evolutionary Relationships#q4|Question 26]] | ||
|} | |} | ||
| + | |||
| + | == Vocabulary == | ||
| + | Terms from the [[Middle School Science Glossary]] that come from this standard or from the released Grade 8 Science Test questions that assess it. | ||
| + | |||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * animal | ||
| + | * animal behavior | ||
| + | * argument | ||
| + | * asexual reproduction | ||
| + | * breeding | ||
| + | * characteristic behavior | ||
| + | * empirical evidence | ||
| + | * explanation | ||
| + | * flower | ||
| + | * genetic information | ||
| + | * germination | ||
| + | * herding | ||
| + | * insect | ||
| + | * nectar | ||
| + | * nest building | ||
| + | * odor | ||
| + | * offspring | ||
| + | * plant | ||
| + | * plant structure | ||
| + | * plumage | ||
| + | * pollen | ||
| + | * predator | ||
| + | * probability | ||
| + | * reproduction | ||
| + | * scientific reasoning | ||
| + | * seed | ||
| + | * seed germination | ||
| + | * sexual reproduction | ||
| + | * specialized plant structure | ||
| + | * successful reproduction | ||
| + | * vocalization | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Evolutionary Relationships#q4|animal kingdom]] – Spring 2024 | ||
| + | * [[Questions:Evolutionary Relationships#q4|behavior]] – Spring 2024 | ||
| + | * [[Questions:Evolutionary Relationships#q4|brooding]] – Spring 2024 | ||
| + | * [[Questions:Quaking Aspen#q2|cell]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q2|chromosome]] – Spring 2026 | ||
| + | * [[Questions:Evolutionary Relationships#q4|colony]] – Spring 2024 | ||
| + | * [[Questions:Evolutionary Relationships#q4|dinosaur]] – Spring 2024 | ||
| + | * [[Questions:Quaking Aspen#q2|egg]] – Spring 2026, [[Questions:Evolutionary Relationships#q4|Spring 2024]] | ||
| + | * [[Questions:Evolutionary Relationships#q4|embryo]] – Spring 2024 | ||
| + | * [[Questions:Evolutionary Relationships#q4|embryological development]] – Spring 2024 | ||
| + | * [[Questions:Evolutionary Relationships#q4|hatchling]] – Spring 2024 | ||
| + | * [[Questions:Evolutionary Relationships#q4|incubate]] – Spring 2024 | ||
| + | * [[Questions:Evolutionary Relationships#q4|nest]] – Spring 2024 | ||
| + | * [[Questions:Evolutionary Relationships#q4|nesting behavior]] – Spring 2024 | ||
| + | * [[Questions:Quaking Aspen#q2|parent plant]] – Spring 2026 | ||
| + | * [[Questions:Evolutionary Relationships#q4|parental protection]] – Spring 2024 | ||
| + | * [[Questions:Quaking Aspen#q2|pollination]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q2|resource]] – Spring 2026, [[Questions:Evolutionary Relationships#q4|Spring 2024]] | ||
| + | * [[Questions:Quaking Aspen#q2|root]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q2|root outgrowth]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q2|root system]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q2|stem]] – Spring 2026 | ||
| + | </div> | ||
{{PerformanceLevelMS}} | {{PerformanceLevelMS}} | ||
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| Level3 = 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 the animals and plants, respectively. | | Level3 = 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 the animals and plants, respectively. | ||
| Level2 = Support a given argument by providing evidence of how animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants, respectively. | | Level2 = Support a given argument by providing evidence of how animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants, respectively. | ||
| + | | Example2 = <span class="pld-chip pld-chip-ms">[[Questions:Quaking Aspen#q2|Spring 2026 · Q21]]</span> <span class="pld-chip pld-chip-ms">[[Questions:Evolutionary Relationships#q4|Spring 2024 · Q26]]</span> | ||
| Level1 = Using the evidence provided, identify an animal behavior or a specialized plant structure that helps the organism increase the probability of successful reproduction. | | Level1 = Using the evidence provided, identify an animal behavior or a specialized plant structure that helps the organism increase the probability of successful reproduction. | ||
}} | }} | ||
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| TOPIC = MS. Growth, Development, and Reproduction of Organisms | | TOPIC = MS. Growth, Development, and Reproduction of Organisms | ||
}} | }} | ||
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Latest revision as of 09:45, 18 October 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.
Grade 8 Science Test Questions
Released New York State Grade 8 science test questions that assess MS-LS1-4 are listed here by test and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2026 Grade 8 Test | Quaking Aspen | Question 21 |
| Spring 2024 Grade 8 Test | Evolutionary Relationships | Question 26 |
Vocabulary
Terms from the Middle School Science Glossary that come from this standard or from the released Grade 8 Science Test questions that assess it.
From this standard
- animal
- animal behavior
- argument
- asexual reproduction
- breeding
- characteristic behavior
- empirical evidence
- explanation
- flower
- genetic information
- germination
- herding
- insect
- nectar
- nest building
- odor
- offspring
- plant
- plant structure
- plumage
- pollen
- predator
- probability
- reproduction
- scientific reasoning
- seed
- seed germination
- sexual reproduction
- specialized plant structure
- successful reproduction
- vocalization
From released test questions
- animal kingdom – Spring 2024
- behavior – Spring 2024
- brooding – Spring 2024
- cell – Spring 2026
- chromosome – Spring 2026
- colony – Spring 2024
- dinosaur – Spring 2024
- egg – Spring 2026, Spring 2024
- embryo – Spring 2024
- embryological development – Spring 2024
- hatchling – Spring 2024
- incubate – Spring 2024
- nest – Spring 2024
- nesting behavior – Spring 2024
- parent plant – Spring 2026
- parental protection – Spring 2024
- pollination – Spring 2026
- resource – Spring 2026, Spring 2024
- root – Spring 2026
- root outgrowth – Spring 2026
- root system – Spring 2026
- stem – Spring 2026
Performance Level Descriptions
Every Grade 8 Science Test question on MS-LS1-4 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Using the evidence provided, identify an animal behavior or a specialized plant structure that helps the organism increase the probability of successful reproduction.
Level 2: Support a given argument by providing evidence of how animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants, respectively. Spring 2026 · Q21 Spring 2024 · Q26
Level 3: 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 the animals and plants, respectively.
Level 4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how a specific animal behavior and a specialized plant structure directly interact to affect the probability of successful reproduction of the animal and plant.
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:
Science and Engineering Practices
- 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.
Disciplinary Core Ideas
- 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.
Crosscutting Concepts
- Cause and Effect
- Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.