Difference between revisions of "HS-LS2-8"
From NY Science Standards Wiki
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| Level1 = Identify the evidence that supports the role of group behavior on an individual's and/or species chance to survive and/or reproduce. | | Level1 = Identify the evidence that supports the role of group behavior on an individual's and/or species chance to survive and/or reproduce. | ||
}} | }} | ||
| + | |||
| + | == 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;"> | ||
| + | * argument | ||
| + | * behavior | ||
| + | * claim | ||
| + | * cooperative behaviors | ||
| + | * correlation (versus cause) | ||
| + | * empirical evidence | ||
| + | * flocking | ||
| + | * group behavior | ||
| + | * herding | ||
| + | * hunting | ||
| + | * individual behavior | ||
| + | * migration | ||
| + | * schooling | ||
| + | * species | ||
| + | * survival | ||
| + | * swarming | ||
| + | </div> | ||
| + | |||
| + | <div class="vocab-subhead">From released exam questions</div> | ||
| + | <div class="vocab-list" style="column-width:20em;"> | ||
| + | * [[Questions:Baboon Evolution#q3|average]] – Jan 2026 | ||
| + | * [[Questions:Baboon Evolution#q3|blood]] – Jan 2026 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|breeding]] – Aug 2025 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|cannibalism]] – Aug 2025 | ||
| + | * [[Questions:Buzzy Bees#q3|colony]] – June 2026 | ||
| + | * [[Questions:Honeybee Behavior and Threats#q2|communication]] – Jan 2026 | ||
| + | * [[Questions:Baboon Evolution#q3|disease]] – Jan 2026 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|egg (egg cell)]] – Aug 2025 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|fertilized egg]] – Aug 2025 | ||
| + | * [[Questions:Buzzy Bees#q3|foraging]] – June 2026 | ||
| + | * [[Questions:Baboon Evolution#q3|gene]] – Jan 2026 | ||
| + | * [[Questions:Keystone Species Rule#q4|grazing]] – Jan 2026 | ||
| + | * [[Questions:Parrots and Biodiversity#q2|huddling]] – Aug 2026 | ||
| + | * [[Questions:Baboon Evolution#q3|infectious disease]] – Jan 2026 | ||
| + | * [[Questions:Buzzy Bees#q3|instinct]] – June 2026 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|ocean]] – Aug 2025 | ||
| + | * [[Questions:Baboon Evolution#q3|oxygen]] – Jan 2026, [[Questions:Strategies for Survival in Different Animal Species#q1|Aug 2025]] | ||
| + | * [[Questions:Baboon Evolution#q3|parasite]] – Jan 2026 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|pathogen]] – Aug 2025 | ||
| + | * [[Questions:Buzzy Bees#q3|pheromone]] – June 2026 | ||
| + | * [[Questions:Keystone Species Rule#q4|population]] – Jan 2026 | ||
| + | * [[Questions:Parrots and Biodiversity#q2|predator]] – Aug 2026, [[Questions:Honeybee Behavior and Threats#q2|Jan 2026]] | ||
| + | * [[Questions:Parrots and Biodiversity#q2|rainforest]] – Aug 2026 | ||
| + | * [[Questions:Honeybee Behavior and Threats#q2|resources]] – Jan 2026 | ||
| + | * [[Questions:Baboon Evolution#q3|social behavior]] – Jan 2026 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|spawning]] – Aug 2025 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|sperm]] – Aug 2025 | ||
| + | * [[Questions:Keystone Species Rule#q4|survival rate]] – Jan 2026 | ||
| + | * [[Questions:Baboon Evolution#q3|trend]] – Jan 2026 | ||
| + | * [[Questions:Honeybee Behavior and Threats#q2|waggle dance]] – Jan 2026 | ||
| + | * [[Questions:Strategies for Survival in Different Animal Species#q1|waste]] – Aug 2025 | ||
| + | </div> | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
Latest revision as of 17:46, 27 September 2026
Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Clarification statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.
Assessment
What assessment of HS-LS2-8 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: Identify the evidence that supports the role of group behavior on an individual's and/or species chance to survive and/or reproduce.
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Level 2: Describe the evidence that supports the role of group behavior on an individual's and the species' chance to survive and reproduce.
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Level 3: Evaluate the evidence to make/support a claim regarding the role of group behavior on an individual's or species' chance to survive and/or reproduce.
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Level 4: Evaluate the evidence for the role of group behavior on individuals and species' chances to survive and reproduce.
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Level 5: Evaluate the evidence and develop an argument based on the cause-and-effect relationship of group behavior on individuals and species' chances to survive and reproduce.
Vocabulary
Terms from the Biology Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- argument
- behavior
- claim
- cooperative behaviors
- correlation (versus cause)
- empirical evidence
- flocking
- group behavior
- herding
- hunting
- individual behavior
- migration
- schooling
- species
- survival
- swarming
From released exam questions
- average – Jan 2026
- blood – Jan 2026
- breeding – Aug 2025
- cannibalism – Aug 2025
- colony – June 2026
- communication – Jan 2026
- disease – Jan 2026
- egg (egg cell) – Aug 2025
- fertilized egg – Aug 2025
- foraging – June 2026
- gene – Jan 2026
- grazing – Jan 2026
- huddling – Aug 2026
- infectious disease – Jan 2026
- instinct – June 2026
- ocean – Aug 2025
- oxygen – Jan 2026, Aug 2025
- parasite – Jan 2026
- pathogen – Aug 2025
- pheromone – June 2026
- population – Jan 2026
- predator – Aug 2026, Jan 2026
- rainforest – Aug 2026
- resources – Jan 2026
- social behavior – Jan 2026
- spawning – Aug 2025
- sperm – Aug 2025
- survival rate – Jan 2026
- trend – Jan 2026
- waggle dance – Jan 2026
- waste – Aug 2025
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS2-8.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS2-8 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 the evidence behind currently accepted explanations or solutions to determine the merits of arguments.
- Scientific Knowledge is Open to Revision in Light of New Evidence
- Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation.
Disciplinary Core Ideas
- LS2.D: Social Interactions and Group Behavior
- Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.
Crosscutting Concepts
- Cause and Effect
- Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Page contributors: Conrad Richman, Caroline Leonard