Difference between revisions of "MS-LS3-1"
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| style="background-color:white;" | [[Questions:Variation and Corn#q5|Question 10]] | | style="background-color:white;" | [[Questions:Variation and Corn#q5|Question 10]] | ||
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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;"> | ||
| + | * beneficial effect (of a mutation) | ||
| + | * body cell | ||
| + | * chromosome | ||
| + | * chromosome pair | ||
| + | * distinct gene | ||
| + | * gene | ||
| + | * genetic information | ||
| + | * genetic material | ||
| + | * harmful effect (of a mutation) | ||
| + | * inherited | ||
| + | * model | ||
| + | * molecular level | ||
| + | * mutation | ||
| + | * natural selection | ||
| + | * neutral effect (of a mutation) | ||
| + | * organism | ||
| + | * production of proteins | ||
| + | * protein | ||
| + | * protein synthesis | ||
| + | * sexual reproduction | ||
| + | * structural change to a gene | ||
| + | * structure and function of the organism | ||
| + | * trait | ||
| + | * variant | ||
| + | * variation | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released test questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Sickle Cell Anemia#q3|allele]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q3|carrier]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q1|cell]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q1|disease]] – Spring 2025 | ||
| + | * [[Questions:Variation and Corn#q5|generation]] – Spring 2024 | ||
| + | * [[Questions:Sickle Cell Anemia#q1|genetic disease]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q3|genetic outcome]] – Spring 2025 | ||
| + | * [[Questions:Variation and Corn#q5|leaf]] – Spring 2024 | ||
| + | * [[Questions:Sickle Cell Anemia#q1|molecule]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q3|mutated gene]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q3|offspring]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q3|parent]] – Spring 2025 | ||
| + | * [[Questions:Variation and Corn#q5|pollen]] – Spring 2024 | ||
| + | * [[Questions:Sickle Cell Anemia#q1|red blood cell]] – Spring 2025 | ||
| + | * [[Questions:Variation and Corn#q5|seed]] – Spring 2024 | ||
| + | * [[Questions:Variation and Corn#q5|sex cell]] – Spring 2024 | ||
| + | * [[Questions:Sickle Cell Anemia#q1|sickle cell anemia]] – Spring 2025 | ||
| + | * [[Questions:Sickle Cell Anemia#q1|symptom]] – Spring 2025 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * DNA – implied by "changes in genetic material" and "Genes are located in the chromosomes of cells" | ||
| + | </div> | ||
{{PerformanceLevelMS}} | {{PerformanceLevelMS}} | ||
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| Level4 = Develop and use a model, through the lens of natural selection, to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | | Level4 = Develop and use a model, through the lens of natural selection, to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | ||
| Level3 = Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | | Level3 = Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. | ||
| + | | Example3 = [[Questions:Sickle Cell Anemia#q2|Spring 2025 Question 38]] | ||
| Level2 = Given a model that shows a structural change to genes (mutations) located on chromosomes, describe how the change would result in harmful, beneficial, or neutral effects to the structure and/or function of the organism. | | Level2 = Given a model that shows a structural change to genes (mutations) located on chromosomes, describe how the change would result in harmful, beneficial, or neutral effects to the structure and/or function of the organism. | ||
| + | | Example2 = [[Questions:Sickle Cell Anemia#q1|Spring 2025 Question 37]] | ||
| Level1 = Given a model that shows a structural change to a gene (mutations) located on chromosomes, identify if the change would be harmful or beneficial to the structure and/or function of the organism. | | Level1 = Given a model that shows a structural change to a gene (mutations) located on chromosomes, identify if the change would be harmful or beneficial to the structure and/or function of the organism. | ||
| + | | Example1 = [[Questions:Sickle Cell Anemia#q3|Spring 2025 Question 39]] | ||
}} | }} | ||
Revision as of 09:54, 17 October 2026
Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Clarification statement: Mutations in body cells are not inherited. Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.
Assessment boundary: Assessment does not include specific changes at the molecular level, mechanisms for protein synthesis, or specific types of mutations.
Grade 8 Science Test Questions
Released New York State Grade 8 science test questions that assess MS-LS3-1 are listed here by test and question cluster. Each link opens the question with its answer key.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2025 Grade 8 Test | Sickle Cell Anemia | Question 37 |
| Sickle Cell Anemia | Question 38 | |
| Sickle Cell Anemia | Question 39 | |
| Spring 2024 Grade 8 Test | Variation and Corn | Question 10 |
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
- beneficial effect (of a mutation)
- body cell
- chromosome
- chromosome pair
- distinct gene
- gene
- genetic information
- genetic material
- harmful effect (of a mutation)
- inherited
- model
- molecular level
- mutation
- natural selection
- neutral effect (of a mutation)
- organism
- production of proteins
- protein
- protein synthesis
- sexual reproduction
- structural change to a gene
- structure and function of the organism
- trait
- variant
- variation
From released test questions
- allele – Spring 2025
- carrier – Spring 2025
- cell – Spring 2025
- disease – Spring 2025
- generation – Spring 2024
- genetic disease – Spring 2025
- genetic outcome – Spring 2025
- leaf – Spring 2024
- molecule – Spring 2025
- mutated gene – Spring 2025
- offspring – Spring 2025
- parent – Spring 2025
- pollen – Spring 2024
- red blood cell – Spring 2025
- seed – Spring 2024
- sex cell – Spring 2024
- sickle cell anemia – Spring 2025
- symptom – Spring 2025
Implied by this standard
- DNA – implied by "changes in genetic material" and "Genes are located in the chromosomes of cells"
Performance Level Descriptions
Every Grade 8 Science Test question on MS-LS3-1 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Given a model that shows a structural change to a gene (mutations) located on chromosomes, identify if the change would be harmful or beneficial to the structure and/or function of the organism. Spring 2025 Question 39
Level 2: Given a model that shows a structural change to genes (mutations) located on chromosomes, describe how the change would result in harmful, beneficial, or neutral effects to the structure and/or function of the organism. Spring 2025 Question 37
Level 3: Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. Spring 2025 Question 38
Level 4: Develop and use a model, through the lens of natural selection, to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-LS3-1.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-LS3-1 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
- Genes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organisms and thereby change traits.
- LS3.B: Variation of Traits
- In addition to variations that arise from sexual reproduction, genetic information can be altered due to mutations. Some changes are beneficial, others harmful, and some neutral to the organism.
- (NYSED) Mutations may result in changes to the structure and function of proteins.
Crosscutting Concepts
- Structure and Function
- Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts.