Difference between revisions of "HS-LS4-3"
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| ab = Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations. | | ab = Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations. | ||
}} | }} | ||
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| + | == {{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]] | ||
| + | | style="background-color:white;" | [[Questions:Colorful Guppies|Colorful Guppies]] | ||
| + | | style="background-color:white;" | [[Questions:Colorful Guppies#q3|Question 19]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Colorful Guppies|Colorful Guppies]] | ||
| + | | style="background-color:white;" | [[Questions:Colorful Guppies#q5|Question 21]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]] | ||
| + | | style="background-color:white;" | [[Questions:A Hard Pest to Manage|A Hard Pest to Manage]] | ||
| + | | style="background-color:white;" | [[Questions:A Hard Pest to Manage#q1|Question 19]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Strategies for Survival in Different Animal Species|Strategies for Survival in Different Animal Species]] | ||
| + | | style="background-color:white;" | [[Questions:Strategies for Survival in Different Animal Species#q4|Question 8]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Keystone Species: Black-Tailed Prairie Dogs|Keystone Species: Black-Tailed Prairie Dogs]] | ||
| + | | style="background-color:white;" | [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q3|Question 40]] | ||
| + | |} | ||
{{PerformanceLevel}} | {{PerformanceLevel}} | ||
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| Level1 = Use a given mathematical representation, from those provided, to identify a pattern in a trait in a population over time. | | Level1 = Use a given mathematical representation, from those provided, to identify a pattern in a trait in a population over time. | ||
}} | }} | ||
| + | |||
| + | == 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;"> | ||
| + | * adaptation | ||
| + | * advantageous heritable trait | ||
| + | * allele | ||
| + | * correlation (versus cause) | ||
| + | * differential survival and reproduction | ||
| + | * environmental factor | ||
| + | * frequency | ||
| + | * generation | ||
| + | * genetic information | ||
| + | * heritable trait | ||
| + | * natural selection | ||
| + | * population | ||
| + | * population shift | ||
| + | * probability | ||
| + | * proportion | ||
| + | * statistics | ||
| + | * survival | ||
| + | * trait | ||
| + | * trend | ||
| + | * variation | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:A Hard Pest to Manage#q1|breeding]] – Jan 2026 | ||
| + | * [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q3|claim]] – June 2025 | ||
| + | * [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q3|Colorado]] – June 2025 | ||
| + | * [[Questions:Colorful Guppies#q5|coloration]] – Aug 2026 | ||
| + | * [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q3|disease]] – June 2025 | ||
| + | * [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q3|fluctuation]] – June 2025 | ||
| + | * [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q3|infection]] – June 2025 | ||
| + | * [[Questions:A Hard Pest to Manage#q1|invasive species]] – Jan 2026 | ||
| + | * [[Questions:Colorful Guppies#q3|investigation]] – Aug 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q1|larva]] – Jan 2026 | ||
| + | * [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q3|mammal]] – June 2025 | ||
| + | * [[Questions:A Hard Pest to Manage#q1|pest]] – Jan 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q1|pesticide]] – Jan 2026 | ||
| + | * [[Questions:Keystone Species: Black-Tailed Prairie Dogs#q3|plague (Sylvatic Plague)]] – June 2025 | ||
| + | * [[Questions:Colorful Guppies#q3|predation]] – Aug 2026 | ||
| + | * [[Questions:Colorful Guppies#q3|predator]] – Aug 2026 | ||
| + | * [[Questions:A Hard Pest to Manage#q1|resistance (to a pesticide or treatment)]] – Jan 2026 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q4|survivorship curve]] – Aug 2025 | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">Implied by this standard</div> | ||
| + | <div class="vocab-list"> | ||
| + | * fitness – implied by "anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment" | ||
| + | </div> | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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Latest revision as of 17:48, 27 September 2026
Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Clarification statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations.
Assessment boundary: Assessment is limited to basic statistical and graphical analysis. Assessment does not include allele frequency calculations.
Assessment
What assessment of HS-LS4-3 might look like on a NY state exam.
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.
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Level 1: Use a given mathematical representation, from those provided, to identify a pattern in a trait in a population over time.
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Level 2: Use a given mathematical representation to describe a pattern and/or describe a trend in a trait in a population over time.
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Level 3: Apply mathematical concepts to support an explanation and/or identify a pattern to describe a trend in a trait in a population over time (based on environmental factors).
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Level 4: Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
☐
Level 5: Apply concepts of statistics and probability to support explanations and predict patterns that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Vocabulary
Terms from the Biology Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- adaptation
- advantageous heritable trait
- allele
- correlation (versus cause)
- differential survival and reproduction
- environmental factor
- frequency
- generation
- genetic information
- heritable trait
- natural selection
- population
- population shift
- probability
- proportion
- statistics
- survival
- trait
- trend
- variation
From released exam questions
- breeding – Jan 2026
- claim – June 2025
- Colorado – June 2025
- coloration – Aug 2026
- disease – June 2025
- fluctuation – June 2025
- infection – June 2025
- invasive species – Jan 2026
- investigation – Aug 2026
- larva – Jan 2026
- mammal – June 2025
- pest – Jan 2026
- pesticide – Jan 2026
- plague (Sylvatic Plague) – June 2025
- predation – Aug 2026
- predator – Aug 2026
- resistance (to a pesticide or treatment) – Jan 2026
- survivorship curve – Aug 2025
Implied by this standard
- fitness – implied by "anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment"
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS4-3.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS4-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Analyzing and Interpreting Data
- Apply concepts of statistics and probability (including determining function fits to data, slope, intercept, and correlation coefficient for linear fits) to scientific and engineering questions and problems, using digital tools when feasible.
Disciplinary Core Ideas
- LS4.B: Natural Selection
- Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information – that is, trait variation – that leads to differences in performance among individuals.
- The traits that positively affect survival are more likely to be reproduced and thus are more common in the population.
- LS4.C: Adaptation
- Natural selection leads to adaptation that is, to a population dominated by organisms that are anatomically, behaviorally, and physiologically well suited to survive and reproduce in a specific environment. That is, the differential survival and reproduction of organisms in a population that have an advantageous heritable trait leads to an increase in the proportion of individuals in future generations that have the trait and to a decrease in the proportion of individuals that do not.
- Adaptation also means that the distribution of traits in a population can change when conditions change.
Crosscutting Concepts
- Patterns
- Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Page contributors: Conrad Richman, Caroline Leonard