Difference between revisions of "HS-LS2-7"

From NY Science Standards Wiki
(Created page with "{{learningstandard | ls = Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity. | cs = Examples of human ac...")
 
(PLD table: tag each question chip with its exam discipline for color coding)
 
(16 intermediate revisions by 3 users not shown)
Line 1: Line 1:
 +
{{Navlinks|HS-LS2-6|HS-LS2-8|← HS-LS2-6|HS-LS2-8 →}}
 
{{learningstandard
 
{{learningstandard
 +
| topic = Human Impacts on Biodiversity
 
| ls = Design, evaluate, and refine a solution for reducing the impacts of human activities on the
 
| ls = Design, evaluate, and refine a solution for reducing the impacts of human activities on the
 
environment and biodiversity.
 
environment and biodiversity.
 
| cs = Examples of human activities could include urbanization, building dams, and dissemination of invasive species. Examples of solutions could include simulations, product development, technological innovations, and/or legislation.
 
| cs = Examples of human activities could include urbanization, building dams, and dissemination of invasive species. Examples of solutions could include simulations, product development, technological innovations, and/or legislation.
 
| ab =  
 
| ab =  
 +
}}
 +
 +
== {{Assessmentheading}} ==
 +
{{assessmentmessage}}
 +
 +
{| class="wikitable" style="width:100%; text-align:center"
 +
! style="padding: 0.5em 1.5em;" | Exam
 +
! style="padding: 0.5em 1.5em;" | Cluster
 +
! style="padding: 0.5em 1.5em;" | Question
 +
|-
 +
| rowspan="2" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026 Biology Regents]]
 +
| style="background-color:white;" | [[Questions:Star of the Tide Pool|Star of the Tide Pool]]
 +
| style="background-color:white;" | [[Questions:Star of the Tide Pool#q4|Question 4]]
 +
|-
 +
| style="background-color:white;" | [[Questions:A Tale of Two Squirrels|A Tale of Two Squirrels]]
 +
| style="background-color:white;" | [[Questions:A Tale of Two Squirrels#q4|Question 25]]
 +
|-
 +
| rowspan="3" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026 Biology Regents]]
 +
| style="background-color:white;" | [[Questions:The Forest Gardener|The Forest Gardener]]
 +
| style="background-color:white;" | [[Questions:The Forest Gardener#q2|Question 34]]
 +
|-
 +
| style="background-color:white;" | [[Questions:Mercury Rising|Mercury Rising]]
 +
| style="background-color:white;" | [[Questions:Mercury Rising#q1|Question 46]]
 +
|-
 +
| style="background-color:white;" | [[Questions:Mercury Rising|Mercury Rising]]
 +
| style="background-color:white;" | [[Questions:Mercury Rising#q4|Question 49]]
 +
|-
 +
| rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026 Biology Regents]]
 +
| style="background-color:white;" | [[Questions:Keystone Species Rule|Keystone Species Rule]]
 +
| style="background-color:white;" | [[Questions:Keystone Species Rule#q3|Question 12]]
 +
|-
 +
| style="background-color:white;" | [[Questions:Zebra Coat Patterns|Zebra Coat Patterns]]
 +
| style="background-color:white;" | [[Questions:Zebra Coat Patterns#q5|Question 45]]
 +
|}
 +
 +
== Vocabulary ==
 +
Terms from the [[Biology Glossary]] that come from this standard or from the released exam questions that assess it.
 +
 +
<div class="vocab-subhead">From this standard</div>
 +
<div class="vocab-list" style="column-width:14em;">
 +
* anthropogenic changes
 +
* biodiversity
 +
* claim
 +
* climate change
 +
* constraint
 +
* correlation (versus cause)
 +
* cost, safety, reliability and aesthetics
 +
* criteria
 +
* cultural impacts
 +
* dam
 +
* design solution
 +
* ecosystem
 +
* empirical evidence
 +
* environmental impacts
 +
* environmental sustainability
 +
* extinction
 +
* habitat destruction
 +
* human activity
 +
* human impact
 +
* invasive species
 +
* legislation
 +
* overexploitation
 +
* overpopulation
 +
* pollution
 +
* productivity
 +
* resources
 +
* social impacts
 +
* speciation
 +
* species
 +
* stability and change
 +
* survival
 +
* sustaining biodiversity
 +
* trade-off
 +
* urbanization
 +
</div>
 +
 +
<div class="vocab-subhead">From released exam questions</div>
 +
<div class="vocab-list" style="column-width:20em;">
 +
* [[Questions:Mercury Rising#q1|atmosphere]] – June 2026
 +
* [[Questions:A Tale of Two Squirrels#q4|breeding]] – Aug 2026
 +
* [[Questions:Keystone Species Rule#q3|colony]] – Jan 2026
 +
* [[Questions:Mercury Rising#q1|compound]] – June 2026
 +
* [[Questions:Zebra Coat Patterns#q5|conservation]] – Jan 2026
 +
* [[Questions:Mercury Rising#q1|fertilizer]] – June 2026
 +
* [[Questions:Mercury Rising#q1|fishing]] – June 2026
 +
* [[Questions:Zebra Coat Patterns#q5|genetic diversity]] – Jan 2026
 +
* [[Questions:A Tale of Two Squirrels#q4|habitat]] – Aug 2026, [[Questions:Keystone Species Rule#q3|Jan 2026]]
 +
* [[Questions:A Tale of Two Squirrels#q4|habitat fragmentation]] – Aug 2026, [[Questions:Zebra Coat Patterns#q5|Jan 2026]]
 +
* [[Questions:A Tale of Two Squirrels#q4|hunting]] – Aug 2026
 +
* [[Questions:Keystone Species Rule#q3|keystone species]] – Jan 2026
 +
* [[Questions:Zebra Coat Patterns#q5|land use]] – Jan 2026
 +
* [[Questions:A Tale of Two Squirrels#q4|leaf]] – Aug 2026
 +
* [[Questions:Keystone Species Rule#q3|mammal]] – Jan 2026
 +
* [[Questions:Star of the Tide Pool#q4|ocean]] – Aug 2026
 +
* [[Questions:Star of the Tide Pool#q4|population]] – Aug 2026, [[Questions:The Forest Gardener#q2|June 2026]], [[Questions:Keystone Species Rule#q3|Jan 2026]]
 +
* [[Questions:A Tale of Two Squirrels#q4|population size]] – Aug 2026, [[Questions:The Forest Gardener#q2|June 2026]]
 +
* [[Questions:Keystone Species Rule#q3|predation]] – Jan 2026
 +
* [[Questions:Keystone Species Rule#q3|predator]] – Jan 2026
 +
* [[Questions:Star of the Tide Pool#q4|prey]] – Aug 2026
 +
* [[Questions:Zebra Coat Patterns#q5|protected area]] – Jan 2026
 +
* [[Questions:Star of the Tide Pool#q4|regeneration]] – Aug 2026
 +
* [[Questions:The Forest Gardener#q2|reintroduction]] – June 2026, [[Questions:Keystone Species Rule#q3|Jan 2026]]
 +
* [[Questions:Mercury Rising#q1|remediation]] – June 2026
 +
* [[Questions:Mercury Rising#q1|restoration]] – June 2026
 +
* [[Questions:Mercury Rising#q1|runoff]] – June 2026
 +
* [[Questions:Mercury Rising#q1|soil]] – June 2026, [[Questions:Keystone Species Rule#q3|Jan 2026]]
 +
* [[Questions:A Tale of Two Squirrels#q4|trend]] – Aug 2026
 +
* [[Questions:Mercury Rising#q1|waste]] – June 2026
 +
* [[Questions:A Tale of Two Squirrels#q4|wildlife corridor (wildlife bridge)]] – Aug 2026, [[Questions:Zebra Coat Patterns#q5|Jan 2026]]
 +
</div>
 +
 +
{{PerformanceLevel}}
 +
{{PLTable
 +
| Level5 = Design, evaluate, and refine solutions, including tradeoffs, for reducing the impacts of human activities on the environment and biodiversity.
 +
| Level4 = Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
 +
| Level3 = Refine a design solution for reducing the impact(s) of a human activity on the environment and/or biodiversity.
 +
| Example3 = <span class="pld-chip pld-chip-bio">[[Questions:A Tale of Two Squirrels#q4|Aug 2026 · Q25]]</span>
 +
| Level2 = Evaluate a given design solution for how well it reduces the impact(s) of a human activity on the environment and/or biodiversity.
 +
| Example2 = <span class="pld-chip pld-chip-bio">[[Questions:Star of the Tide Pool#q4|Aug 2026 · Q4]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Mercury Rising#q4|June 2026 · Q49]]</span> <span class="pld-chip pld-chip-bio">[[Questions:The Forest Gardener#q2|June 2026 · Q34]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Keystone Species Rule#q3|Jan 2026 · Q12]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Zebra Coat Patterns#q5|Jan 2026 · Q45]]</span>
 +
| Level1 = Identify, from those provided, the best design solution for reducing the impact(s) of human activity on the environment and biodiversity.
 +
| Example1 = <span class="pld-chip pld-chip-bio">[[Questions:Mercury Rising#q1|June 2026 · Q46]]</span>
 
}}
 
}}
  
Line 10: Line 133:
  
 
{{expandthissection}} <!-- Remove this after this section has been expanded upon -->
 
{{expandthissection}} <!-- Remove this after this section has been expanded upon -->
−
 
−
== {{Assessmentheading}} ==
 
−
{{assessmentmessage}}
 
−
 
−
{{expandthissection2}} <!-- Remove this after this section has been expanded upon -->
 
  
 
== {{Dimensionsheading}} ==
 
== {{Dimensionsheading}} ==
Line 20: Line 138:
  
 
{{Dimensionstable
 
{{Dimensionstable
−
| SEP1 =  
+
| SEP1 = Using Mathematics and Computational Thinking
−
| DCI1 =  
+
* Create or revise a simulation of a phenomenon, designed device, process, or system.
−
| CC1 =  
+
| SEP2 = Constructing Explanations and Designing Solutions:
 +
* Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
 +
| DCI1 = LS2.C: Ecosystem Dynamics, Functioning, and Resilience
 +
* Moreover, anthropogenic changes (induced by human activity) in the environment – including habitat destruction, pollution, introduction of invasive species, overexplotation, and climate change – can distrupt an ecosystem and threaten the survival of some species.
 +
| DCI2 = LS4.D: Biodiversity and Humans
 +
* Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7)
 +
* Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7)
 +
| DCI3 = ETS1.B: Developing Possible Solutions
 +
* When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS2-7)
 +
| CC1 = Cause and Effect
 +
* Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
 +
| CC2 = Stability and Change
 +
* Much of science deals with constructing explanations of how things change and how they remain stable.
 
}}
 
}}
−
 
+
<!--
 
== {{Connectionsheading}} ==
 
== {{Connectionsheading}} ==
 
{{connectionsmessage}}
 
{{connectionsmessage}}
Line 33: Line 163:
 
| MATH1 =  
 
| MATH1 =  
 
}}
 
}}
−
 
+
-->
 
{{Pagecontributors}}
 
{{Pagecontributors}}
  
 
{{Bottomnav
 
{{Bottomnav
−
| SUBJECT = [[Biology]]
+
| SUBJECT = [[Biology|{{#fas:dna}} Biology]]
 
| TOPIC = HS. Interdependent Relationships in Ecosystems
 
| TOPIC = HS. Interdependent Relationships in Ecosystems
 
}}
 
}}

Latest revision as of 09:46, 18 October 2026

← HS-LS2-6
HS-LS2-8 →

Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Clarification statement: Examples of human activities could include urbanization, building dams, and dissemination of invasive species. Examples of solutions could include simulations, product development, technological innovations, and/or legislation.

Regents Exam Questions

Released New York State Regents exam questions that assess HS-LS2-7 are listed here by exam and question cluster. Each link opens the question with its answer key.

Exam Cluster Question
August 2026 Biology Regents Star of the Tide Pool Question 4
A Tale of Two Squirrels Question 25
June 2026 Biology Regents The Forest Gardener Question 34
Mercury Rising Question 46
Mercury Rising Question 49
January 2026 Biology Regents Keystone Species Rule Question 12
Zebra Coat Patterns Question 45

Vocabulary

Terms from the Biology Glossary that come from this standard or from the released exam questions that assess it.

From this standard
  • anthropogenic changes
  • biodiversity
  • claim
  • climate change
  • constraint
  • correlation (versus cause)
  • cost, safety, reliability and aesthetics
  • criteria
  • cultural impacts
  • dam
  • design solution
  • ecosystem
  • empirical evidence
  • environmental impacts
  • environmental sustainability
  • extinction
  • habitat destruction
  • human activity
  • human impact
  • invasive species
  • legislation
  • overexploitation
  • overpopulation
  • pollution
  • productivity
  • resources
  • social impacts
  • speciation
  • species
  • stability and change
  • survival
  • sustaining biodiversity
  • trade-off
  • urbanization
From released exam questions

Performance Level Descriptions

Every Regents exam question on HS-LS2-7 is written to match one of the performance level descriptions (PLDs) below.

Level 1: Identify, from those provided, the best design solution for reducing the impact(s) of human activity on the environment and biodiversity. June 2026 · Q46
Level 2: Evaluate a given design solution for how well it reduces the impact(s) of a human activity on the environment and/or biodiversity. Aug 2026 · Q4 June 2026 · Q49 June 2026 · Q34 Jan 2026 · Q12 Jan 2026 · Q45
Level 3: Refine a design solution for reducing the impact(s) of a human activity on the environment and/or biodiversity. Aug 2026 · Q25
Level 4: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Level 5: Design, evaluate, and refine solutions, including tradeoffs, for reducing the impacts of human activities on the environment and biodiversity.
Notice: PLD levels!

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-LS2-7.

Pixel beaver This section could be expanded upon. You can help out by adding to this section.


NGSS Dimensions

Performance expectation HS-LS2-7 was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
  • Using Mathematics and Computational Thinking
    • Create or revise a simulation of a phenomenon, designed device, process, or system.
  • Constructing Explanations and Designing Solutions:
    • Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Disciplinary Core Ideas
  • LS2.C: Ecosystem Dynamics, Functioning, and Resilience
    • Moreover, anthropogenic changes (induced by human activity) in the environment – including habitat destruction, pollution, introduction of invasive species, overexplotation, and climate change – can distrupt an ecosystem and threaten the survival of some species.
  • LS4.D: Biodiversity and Humans
    • Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7)
    • Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7)
  • ETS1.B: Developing Possible Solutions
    • When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS2-7)
Crosscutting Concepts
  • Cause and Effect
    • Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
  • Stability and Change
    • Much of science deals with constructing explanations of how things change and how they remain stable.
Page contributors: Conrad Richman, Caroline Leonard
Biology | HS. Interdependent Relationships in Ecosystems
Retrieved from "https://nyssls.info/index.php?title=HS-LS2-7&oldid=7230"

About Us • Privacy Policy • Contact Us • Terms of Use