Difference between revisions of "3-LS1-1"
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| style="background-color:white;" | [[Questions:The Albany Pine Bush Ecosystem#q3|Question 23]] | | style="background-color:white;" | [[Questions:The Albany Pine Bush Ecosystem#q3|Question 23]] | ||
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| + | |||
| + | == Vocabulary == | ||
| + | Terms from the [[Elementary Science Glossary]] that come from this standard or from the released Grade 5 Science Test questions that assess it. | ||
| + | |||
| + | <div class="vocab-subhead">From this standard</div> | ||
| + | <div class="vocab-list" style="column-width:14em;"> | ||
| + | * birth | ||
| + | * death | ||
| + | * flowering plant | ||
| + | * growth | ||
| + | * human reproduction | ||
| + | * life cycle | ||
| + | * model | ||
| + | * organism | ||
| + | * plant life cycle | ||
| + | * predictable pattern | ||
| + | * reproduction | ||
| + | * species | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:The Albany Pine Bush Ecosystem#q3|claim]] – Spring 2025 | ||
| + | * [[Questions:The Albany Pine Bush Ecosystem#q3|growth rate]] – Spring 2025 | ||
| + | * [[Questions:The Albany Pine Bush Ecosystem#q3|habitat]] – Spring 2025 | ||
| + | * [[Questions:Traits and Survival of Dogs#q4|life cycle stage]] – Spring 2025 | ||
| + | * [[Questions:The Albany Pine Bush Ecosystem#q3|offspring]] – Spring 2025 | ||
| + | * [[Questions:The Albany Pine Bush Ecosystem#q3|survival]] – Spring 2025 | ||
| + | </div> | ||
| + | |||
| + | {{PerformanceLevelES}} | ||
| + | {{PLTable | ||
| + | | Level4 = Develop models to describe that organisms have unique and diverse life cycles, but all have predictable patterns and describe how reproduction is essential to the continued existence of a species. | ||
| + | | Level3 = Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death. | ||
| + | | Level2 = Use models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death. | ||
| + | | Example2 = <span class="pld-chip pld-chip-g5">[[Questions:The Albany Pine Bush Ecosystem#q3|Spring 2025 · Q23]]</span> | ||
| + | | Level1 = Use models to identify common stages that exist in all life cycles. | ||
| + | | Example1 = <span class="pld-chip pld-chip-g5">[[Questions:Traits and Survival of Dogs#q4|Spring 2025 · Q4]]</span> | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Latest revision as of 08:44, 18 October 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.
Grade 5 Science Test Questions
Released New York State Grade 5 science test questions that assess 3-LS1-1 are listed here by test and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2025 Grade 5 Test | Traits and Survival of Dogs | Question 4 |
| The Albany Pine Bush Ecosystem | Question 23 |
Vocabulary
Terms from the Elementary Science Glossary that come from this standard or from the released Grade 5 Science Test questions that assess it.
From this standard
- birth
- death
- flowering plant
- growth
- human reproduction
- life cycle
- model
- organism
- plant life cycle
- predictable pattern
- reproduction
- species
From released test questions
- claim – Spring 2025
- growth rate – Spring 2025
- habitat – Spring 2025
- life cycle stage – Spring 2025
- offspring – Spring 2025
- survival – Spring 2025
Performance Level Descriptions
Every Grade 5 Science Test question on 3-LS1-1 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Use models to identify common stages that exist in all life cycles. Spring 2025 · Q4
Level 2: Use models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death. Spring 2025 · Q23
Level 3: Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.
Level 4: Develop models to describe that organisms have unique and diverse life cycles, but all have predictable patterns and describe how reproduction is essential to the continued existence of a species.
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.
Page contributors: Conrad Richman