Difference between revisions of "3-LS4-2"
From NY Science Standards Wiki
(SEO: topic in title, description, exam names in link text, standard template now sets the title, empty sections hidden) |
(Vocabulary section (terms from the Elementary Science Glossary) and performance level descriptions with example questions) |
||
| Line 23: | Line 23: | ||
| style="background-color:white;" | [[Questions:Meerkats#q3|Question 26]] | | style="background-color:white;" | [[Questions:Meerkats#q3|Question 26]] | ||
|} | |} | ||
| + | |||
| + | == 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;"> | ||
| + | * advantage | ||
| + | * camouflage | ||
| + | * cause and effect relationship | ||
| + | * coloration | ||
| + | * evidence | ||
| + | * explanation | ||
| + | * finding mates | ||
| + | * offspring | ||
| + | * predator | ||
| + | * reproduction | ||
| + | * species | ||
| + | * survival | ||
| + | * thorn | ||
| + | * variation | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|disease]] – Spring 2026 | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|environment]] – Spring 2026 | ||
| + | * [[Questions:Meerkats#q3|graph]] – Spring 2024 | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|growth]] – Spring 2026 | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|inherited]] – Spring 2026 | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|internal structure]] – Spring 2026 | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|litter size]] – Spring 2026 | ||
| + | * [[Questions:Meerkats#q3|mass]] – Spring 2024 | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|pack]] – Spring 2026 | ||
| + | * [[Questions:Meerkats#q3|physical characteristic]] – Spring 2024 | ||
| + | * [[Questions:Meerkats#q3|population]] – Spring 2024 | ||
| + | * [[Questions:Meerkats#q3|prey]] – Spring 2024 | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|survival rate]] – Spring 2026 | ||
| + | * [[Questions:Wolves in Yellowstone National Park#q2|trait]] – Spring 2026 | ||
| + | * [[Questions:Meerkats#q3|weight]] – Spring 2024 | ||
| + | </div> | ||
| + | |||
| + | {{PerformanceLevelES}} | ||
| + | {{PLTable | ||
| + | | Level4 = Use evidence from multiple sources to construct a scientific explanation, using cause and effect relationships, for how the variations in characteristics among individuals of the same species and may provide advantages. | ||
| + | | Level3 = Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. | ||
| + | | Level2 = Identify the evidence from a given explanation that supports how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, or reproducing. | ||
| + | | Example2 = [[Questions:Wolves in Yellowstone National Park#q2|Spring 2026 Question 11]] | ||
| + | | Level1 = Using evidence from an explanation, identify one characteristic among individuals of the same species that may provide an advantage in surviving, or finding mates, or reproducing. | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Revision as of 11:15, 17 October 2026
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Clarification statement: Examples of cause and effect relationships could include plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to produce offspring.
Grade 5 Science Test Questions
Released New York State Grade 5 science test questions that assess 3-LS4-2 are listed here by test and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2026 Grade 5 Test | Wolves in Yellowstone National Park | Question 11 |
| Spring 2024 Grade 5 Test | Meerkats | Question 26 |
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
- advantage
- camouflage
- cause and effect relationship
- coloration
- evidence
- explanation
- finding mates
- offspring
- predator
- reproduction
- species
- survival
- thorn
- variation
From released test questions
- disease – Spring 2026
- environment – Spring 2026
- graph – Spring 2024
- growth – Spring 2026
- inherited – Spring 2026
- internal structure – Spring 2026
- litter size – Spring 2026
- mass – Spring 2024
- pack – Spring 2026
- physical characteristic – Spring 2024
- population – Spring 2024
- prey – Spring 2024
- survival rate – Spring 2026
- trait – Spring 2026
- weight – Spring 2024
Performance Level Descriptions
Every Grade 5 Science Test question on 3-LS4-2 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Using evidence from an explanation, identify one characteristic among individuals of the same species that may provide an advantage in surviving, or finding mates, or reproducing.
Level 2: Identify the evidence from a given explanation that supports how variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, or reproducing. Spring 2026 Question 11
Level 3: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Level 4: Use evidence from multiple sources to construct a scientific explanation, using cause and effect relationships, for how the variations in characteristics among individuals of the same species and may provide advantages.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of 3-LS4-2.
This section could be expanded upon. You can help out by adding to this section.
Page contributors: Conrad Richman