Difference between revisions of "MS-LS3-2"
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| style="background-color:white;" | [[Questions:Variation and Corn#q3|Question 8]] | | style="background-color:white;" | [[Questions:Variation and Corn#q3|Question 8]] | ||
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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;"> | ||
| + | * allele | ||
| + | * argument | ||
| + | * asexual reproduction | ||
| + | * cause and effect relationship | ||
| + | * chromosome | ||
| + | * diagram | ||
| + | * gene | ||
| + | * gene transmission | ||
| + | * genetic difference | ||
| + | * genetic information | ||
| + | * genetic variation | ||
| + | * identical genetic information | ||
| + | * inherited trait | ||
| + | * merits and limitations | ||
| + | * model | ||
| + | * offspring | ||
| + | * parent | ||
| + | * reproduction | ||
| + | * sexual reproduction | ||
| + | * simulation | ||
| + | * subset of chromosomes | ||
| + | * trait | ||
| + | * variation | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|ancestor]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|behavior]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|body cell]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q4|carrier]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|cell]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|chromosome pair]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|descendant]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|environment]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q4|evidence]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|evolution]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q4|explanation]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q4|genetic outcome]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q4|genetic probability]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|genetically distinct]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|habitat]] – Spring 2025 | ||
| + | * [[Questions:Quaking Aspen#q3|inherited]] – Spring 2026 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|migration]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|natural habitat]] – Spring 2025 | ||
| + | * [[Questions:Quaking Aspen#q3|pollination]] – Spring 2026 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|predator]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q4|Punnett square]] – Spring 2025 | ||
| + | * [[Questions:Quaking Aspen#q3|root system]] – Spring 2026 | ||
| + | * [[Questions:Quaking Aspen#q3|seed]] – Spring 2026 | ||
| + | * [[Questions:Sickle Cell Anemia#q4|sickle cell anemia]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|species]] – Spring 2025 | ||
| + | * [[Questions:Behavior and Evolution of Guppies#q1|tropical forest]] – Spring 2025 | ||
| + | </div> | ||
{{PerformanceLevelMS}} | {{PerformanceLevelMS}} | ||
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| Level4 = 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. | | Level4 = 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. | ||
| Level3 = 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. | | Level3 = 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. | ||
| + | | Example3 = <span class="pld-chip pld-chip-ms">[[Questions:Quaking Aspen#q3|Spring 2026 · Q22]]</span> <span class="pld-chip pld-chip-ms">[[Questions:Sickle Cell Anemia#q4|Spring 2025 · Q40]]</span> | ||
| Level2 = 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. | | Level2 = 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. | ||
| + | | Example2 = <span class="pld-chip pld-chip-ms">[[Questions:Behavior and Evolution of Guppies#q1|Spring 2025 · Q47]]</span> <span class="pld-chip pld-chip-ms">[[Questions:Variation and Corn#q3|Spring 2024 · Q8]]</span> | ||
| Level1 = Given models, identify the processes of asexual reproduction and/or sexual reproduction. | | Level1 = Given models, identify the processes of asexual reproduction and/or sexual reproduction. | ||
}} | }} | ||
Latest revision as of 09:45, 18 October 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.
Grade 8 Science Test Questions
Released New York State Grade 8 science test questions that assess MS-LS3-2 are listed here by test and question cluster. Each link opens the question with its answer key.
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
- allele
- argument
- asexual reproduction
- cause and effect relationship
- chromosome
- diagram
- gene
- gene transmission
- genetic difference
- genetic information
- genetic variation
- identical genetic information
- inherited trait
- merits and limitations
- model
- offspring
- parent
- reproduction
- sexual reproduction
- simulation
- subset of chromosomes
- trait
- variation
From released test questions
- ancestor – Spring 2025
- behavior – Spring 2025
- body cell – Spring 2025
- carrier – Spring 2025
- cell – Spring 2025
- chromosome pair – Spring 2025
- descendant – Spring 2025
- environment – Spring 2025
- evidence – Spring 2025
- evolution – Spring 2025
- explanation – Spring 2025
- genetic outcome – Spring 2025
- genetic probability – Spring 2025
- genetically distinct – Spring 2025
- habitat – Spring 2025
- inherited – Spring 2026
- migration – Spring 2025
- natural habitat – Spring 2025
- pollination – Spring 2026
- predator – Spring 2025
- Punnett square – Spring 2025
- root system – Spring 2026
- seed – Spring 2026
- sickle cell anemia – Spring 2025
- species – Spring 2025
- tropical forest – Spring 2025
Performance Level Descriptions
Every Grade 8 Science Test question on MS-LS3-2 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Given models, identify the processes of asexual reproduction and/or sexual reproduction.
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. Spring 2025 · Q47 Spring 2024 · Q8
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. Spring 2026 · Q22 Spring 2025 · Q40
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.