Difference between revisions of "MS-LS2-5"
From NY Science Standards Wiki
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| − | {{learningstandard | + | {{DISPLAYTITLE:MS-LS2-5 {{!}} Protecting Ecosystems and Biodiversity}} |
| + | {{Navlinks|MS-LS2-2|MS-LS1-4|← MS-LS2-2|MS-LS1-4 →}}{{learningstandard | ||
| ls = Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability. | | ls = Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability. | ||
| cs = Examples of ecosystem protections could include water purification, waste management, nutrient recycling, prevention of soil erosion, and eradication of invasive species. Examples of design solution constraints could include scientific, economic, and social considerations. | | cs = Examples of ecosystem protections could include water purification, waste management, nutrient recycling, prevention of soil erosion, and eradication of invasive species. Examples of design solution constraints could include scientific, economic, and social considerations. | ||
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| − | {{ | + | == {{Assessmentheading}} == |
| + | {{assessmentmessage}} | ||
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| + | {| 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 | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Giraffe Adaptations and Population Changes|Giraffe Adaptations and Population Changes]] | ||
| + | | style="background-color:white;" | [[Questions:Giraffe Adaptations and Population Changes#q5|Question 48]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Spring 2025 Grade 8 Science Test|Spring 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Behavior and Evolution of Guppies|Behavior and Evolution of Guppies]] | ||
| + | | style="background-color:white;" | [[Questions:Behavior and Evolution of Guppies#q5|Question 51]] | ||
| + | |} | ||
| + | |||
| + | {{PerformanceLevelMS}} | ||
{{PLTable | {{PLTable | ||
| Level4 = Given criteria, evaluate competing design solutions, using empirical evidence, scientific reasoning, and design constraints, that maintain biodiversity and protect ecosystem stability. | | Level4 = Given criteria, evaluate competing design solutions, using empirical evidence, scientific reasoning, and design constraints, that maintain biodiversity and protect ecosystem stability. | ||
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| − | | SEP1 = | + | | SEP1 = Engaging in Argument from Evidence |
| − | | DCI1 = | + | * Evaluate competing design solutions based on jointly developed and agreed-upon design criteria. |
| − | | CC1 = | + | | DCI1 = LS2.C: Ecosystem Dynamics, Functioning, and Resilience |
| + | * (NYSED) Biodiversity describes the variety of species found in Earth’s ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. | ||
| + | | DCI2 = LS2.D: Social Interactions and Group Behavior | ||
| + | * Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size. | ||
| + | | DCI3 = LS4.D: Biodiversity and Humans | ||
| + | * Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on – for example, water purification and recycling. (secondary to MS-LS2-5) | ||
| + | * (NYSED) Humans impact biodiversity both positively and negatively. (secondary to MS-LS2-5) | ||
| + | | DCI4 = ETS1.B: Developing Possible Solutions | ||
| + | * A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5) | ||
| + | | CC1 = Stability and Change | ||
| + | * Small changes in one part of a system might cause large changes in another part. | ||
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{{connectionsmessage}} | {{connectionsmessage}} | ||
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{{Pagecontributors}} | {{Pagecontributors}} | ||
{{Bottomnav | {{Bottomnav | ||
| − | | SUBJECT = [[ | + | | SUBJECT = [[MS]] |
| TOPIC = MS. Interdependent Relationships in Ecosystems | | TOPIC = MS. Interdependent Relationships in Ecosystems | ||
}} | }} | ||
<metadesc>NYS Standard MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.</metadesc> | <metadesc>NYS Standard MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.</metadesc> | ||
Latest revision as of 22:37, 20 September 2026
Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.
Clarification statement: Examples of ecosystem protections could include water purification, waste management, nutrient recycling, prevention of soil erosion, and eradication of invasive species. Examples of design solution constraints could include scientific, economic, and social considerations.
Assessment
What assessment of MS-LS2-5 might look like on a NY state exam.
| Exam | Cluster | Question |
|---|---|---|
| Spring 2026 | Giraffe Adaptations and Population Changes | Question 48 |
| Spring 2025 | Behavior and Evolution of Guppies | Question 51 |
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 four levels.
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Level 1: Identify a given design solution, or possible solution, that addresses a problem to maintain biodiversity or that can protect the stability of an ecosystem.
☐
Level 2: Given criteria, evaluate or describe a design solution, or possible solution, that maintains biodiversity or can protect the stability of the ecosystem.
☐
Level 3: Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.
☐
Level 4: Given criteria, evaluate competing design solutions, using empirical evidence, scientific reasoning, and design constraints, that maintain biodiversity and protect ecosystem stability.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-LS2-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation MS-LS2-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Engaging in Argument from Evidence
- Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Disciplinary Core Ideas
- LS2.C: Ecosystem Dynamics, Functioning, and Resilience
- (NYSED) Biodiversity describes the variety of species found in Earth’s ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.
- LS2.D: Social Interactions and Group Behavior
- Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
- LS4.D: Biodiversity and Humans
- Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on – for example, water purification and recycling. (secondary to MS-LS2-5)
- (NYSED) Humans impact biodiversity both positively and negatively. (secondary to MS-LS2-5)
- ETS1.B: Developing Possible Solutions
- A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)
Crosscutting Concepts
- Stability and Change
- Small changes in one part of a system might cause large changes in another part.