Difference between revisions of "HS-LS2-7"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-LS2-7 {{!}} Human Impacts on Biodiversity}} | ||
{{Navlinks|HS-LS2-6|HS-LS2-8|← HS-LS2-6|HS-LS2-8 →}} | {{Navlinks|HS-LS2-6|HS-LS2-8|← HS-LS2-6|HS-LS2-8 →}} | ||
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| − | | SEP1 = Using | + | | SEP1 = Using Mathematics and Computational Thinking |
| − | | SEP2 = Constructing | + | * Create or revise a simulation of a phenomenon, designed device, process, or system. |
| − | | DCI1 = Ecosystem | + | | SEP2 = Constructing Explanations and Designing Solutions: |
| − | | DCI2 = Biodiversity and | + | * 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. |
| − | | CC1 = Cause and | + | | DCI2 = LS4.D: Biodiversity and Humans |
| − | | CC2 = Much of science deals with constructing explanations of how things change and how they remain stable. | + | * 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. | ||
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Latest revision as of 10:01, 10 May 2025
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.
Performance Level Descriptions
PLDs communicate the knowledge and skills expected of students to demonstrate proficiency in each Learning Standard. NYS assessments classify student performance into one of five levels.
Design, evaluate, and refine solutions, including tradeoffs, for reducing the impacts of human activities on the environment and biodiversity.
Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Refine a design solution for reducing the impact(s) of a human activity on the environment and/or biodiversity.
Evaluate a given design solution for how well it reduces the impact(s) of a human activity on the environment and/or biodiversity.
Identify, from those provided, the best design solution for reducing the impact(s) of human activity on the environment and biodiversity.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS2-7.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-LS2-7 might look like on a NY state exam.
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