Standards Map

Science and Technology/Engineering > Grade 8 > Life Science
Accessibility Mode: Note: You are viewing this information in accessibility mode. To view the map, enlarge your window or use a larger device.

Science and Technology/Engineering | Grade : 8

Discipline - Life Science

Core Idea - Heredity: Inheritance and Variation of Traits

[8.LS.3.1] - Develop and use a model to describe that structural changes to genes (mutations) may or may not result in changes to proteins, and if there are changes to proteins there may be harmful, beneficial, or neutral changes to traits. Clarification Statements: An example of a beneficial change to the organism may be a strain of bacteria becoming resistant to an antibiotic. A harmful change could be the development of cancer; a neutral change may change the hair color of an organism with no direct consequence. State Assessment Boundary: Specific changes at the molecular level (e.g., amino acid sequence change), mechanisms for protein synthesis, or specific types of mutations are not expected in state assessment.

Resources:

Predecessor Standards:

No Predecessor Standards found.

Successor Standards:

  • HS.LS.1.1
    Construct a model of transcription and translation to explain the roles of DNA and RNA that code for proteins that regulate and carry out essential functions of life. Clarification Statements: Proteins that regulate and carry out essential functions of life include enzymes (which speed up chemical reactions), structural proteins (which provide structure and enable movement), and hormones and receptors (which send and receive signals). The model should show the double-stranded structure of DNA, including genes as part of DNA’s transcribed strand, with complementary bases on the non-transcribed strand. State Assessment Boundaries: Specific names of proteins or specific steps of transcription and translation are not expected in state assessment. Cell structures included in transcription and translation will be limited to nucleus, nuclear membrane, and ribosomes for state assessment.
  • HS.LS.3.2
    Make and defend a claim based on evidence that genetic variations (alleles) may result from (a) new genetic combinations via the processes of crossing over and random segregation of chromosomes during meiosis, (b) mutations that occur during replication, and/or (c) mutations caused by environmental factors. Recognize that mutations that occur in gametes can be passed to offspring. Clarification Statement: Examples of evidence of genetic variation can include the work of McClintock in crossing over of maize chromosomes and the development of cancer due to DNA replication errors and UV ray exposure. State Assessment Boundary: Specific phases of meiosis or identification of specific types of mutations are not expected in state assessment.

Same Level Standards:

  • RCA-ST.6-8.7
    Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
  • 8.LS.3.3
    Communicate through writing and in diagrams that chromosomes contain many distinct genes and that each gene holds the instructions for the production of specific proteins, which in turn affects the traits of an individual. State Assessment Boundary: Specific changes at the molecular level or mechanisms for protein synthesis are not expected in state assessment.
  • 8.LS.4.4
    Use a model to describe the process of natural selection, in which genetic variations of some traits in a population increase some individuals’ likelihood of surviving and reproducing in a changing environment. Provide evidence that natural selection occurs over many generations. Clarification Statements: The model should include simple probability statements and proportional reasoning. Examples of evidence can include Darwin’s finches, necks of giraffes, and peppered moths. State Assessment Boundary: Specific conditions that lead to natural selection are not expected in state assessment.