Difference between revisions of "MS-LS1-6"
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| style="background-color:white;" | [[Questions:Quaking Aspen#q4|Question 23]] | | style="background-color:white;" | [[Questions:Quaking Aspen#q4|Question 23]] | ||
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| + | |||
| + | == 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;"> | ||
| + | * algae | ||
| + | * atmosphere | ||
| + | * biochemical mechanism | ||
| + | * carbon dioxide | ||
| + | * carbon-based organic molecule | ||
| + | * chemical reaction | ||
| + | * complex food molecule | ||
| + | * cycling of matter | ||
| + | * energy | ||
| + | * energy from light | ||
| + | * energy input | ||
| + | * evidence | ||
| + | * flow of energy | ||
| + | * food | ||
| + | * growth | ||
| + | * investigation | ||
| + | * matter | ||
| + | * microorganism | ||
| + | * organic molecule | ||
| + | * organism | ||
| + | * oxygen | ||
| + | * photosynthesis | ||
| + | * phytoplankton | ||
| + | * plant | ||
| + | * scientific explanation | ||
| + | * sugar | ||
| + | * sunlight | ||
| + | * water | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Quaking Aspen#q4|absorption]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|bark]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|cell]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|dissolved mineral]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|girdling]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|habitat]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|invasive species]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|leaf]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|mineral]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|natural resource]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|outcompete]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|resource]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|root]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|soil]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|species]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|stability]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|tissue]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|vegetation]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q4|wildfire]] – Spring 2026 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * glucose – implied by "make sugars (food) from carbon dioxide from the atmosphere and water" | ||
| + | </div> | ||
{{PerformanceLevelMS}} | {{PerformanceLevelMS}} | ||
| Line 26: | Line 89: | ||
| Level3 = Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | | Level3 = Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | ||
| Level2 = Identify the evidence that supports an explanation that organisms directly use photosynthesis to cycle matter and energy. | | Level2 = Identify the evidence that supports an explanation that organisms directly use photosynthesis to cycle matter and energy. | ||
| + | | Example2 = <span class="pld-chip pld-chip-ms">[[Questions:Quaking Aspen#q4|Spring 2026 · Q23]]</span> | ||
| Level1 = Identify the scientific explanation, based on evidence, for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | | Level1 = Identify the scientific explanation, based on evidence, for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. | ||
}} | }} | ||
Latest revision as of 09:45, 18 October 2026
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Clarification statement: Emphasis is on tracing movement of matter and flow of energy.
Assessment boundary: Assessment does not include the biochemical mechanisms of photosynthesis.
Grade 8 Science Test Questions
Released New York State Grade 8 science test questions that assess MS-LS1-6 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 23 |
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
- algae
- atmosphere
- biochemical mechanism
- carbon dioxide
- carbon-based organic molecule
- chemical reaction
- complex food molecule
- cycling of matter
- energy
- energy from light
- energy input
- evidence
- flow of energy
- food
- growth
- investigation
- matter
- microorganism
- organic molecule
- organism
- oxygen
- photosynthesis
- phytoplankton
- plant
- scientific explanation
- sugar
- sunlight
- water
From released test questions
- absorption – Spring 2026
- bark – Spring 2026
- cell – Spring 2026
- dissolved mineral – Spring 2026
- girdling – Spring 2026
- habitat – Spring 2026
- invasive species – Spring 2026
- leaf – Spring 2026
- mineral – Spring 2026
- natural resource – Spring 2026
- outcompete – Spring 2026
- resource – Spring 2026
- root – Spring 2026
- soil – Spring 2026
- species – Spring 2026
- stability – Spring 2026
- tissue – Spring 2026
- vegetation – Spring 2026
- wildfire – Spring 2026
Implied by this standard
- glucose – implied by "make sugars (food) from carbon dioxide from the atmosphere and water"
Performance Level Descriptions
Every Grade 8 Science Test question on MS-LS1-6 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Identify the scientific explanation, based on evidence, for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Level 2: Identify the evidence that supports an explanation that organisms directly use photosynthesis to cycle matter and energy. Spring 2026 · Q23
Level 3: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
Level 4: Plan and carry out an investigation to gather evidence to construct a scientific explanation for the role of photosynthesis in the cycling of matter and the flow of energy into and out of organisms.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-LS1-6.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-LS1-6 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing Explanations and Designing Solutions
- Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Disciplinary Core Ideas
- LS1.C: Organization for Matter and Energy Flow in Organisms
- Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
- PS3.D: Energy in Chemical Processes and Everyday Life
- The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)
Crosscutting Concepts