Difference between revisions of "HS-LS4-5"
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{{Navlinks|HS-LS4-4|HS-ESS2-6|← HS-LS4-4|HS-ESS2-6 →}} | {{Navlinks|HS-LS4-4|HS-ESS2-6|← HS-LS4-4|HS-ESS2-6 →}} | ||
{{learningstandard | {{learningstandard | ||
| + | | topic = Environmental Change and Evolution | ||
| ls = Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and | | ls = Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and | ||
(3) the extinction of other species. | (3) the extinction of other species. | ||
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! style="padding: 0.5em 1.5em;" | Question | ! style="padding: 0.5em 1.5em;" | Question | ||
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| − | | rowspan="3" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]] | + | | rowspan="3" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026 Biology Regents]] |
| style="background-color:white;" | [[Questions:Colorful Guppies|Colorful Guppies]] | | style="background-color:white;" | [[Questions:Colorful Guppies|Colorful Guppies]] | ||
| style="background-color:white;" | [[Questions:Colorful Guppies#q4|Question 20]] | | style="background-color:white;" | [[Questions:Colorful Guppies#q4|Question 20]] | ||
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| style="background-color:white;" | [[Questions:A Tale of Two Squirrels#q3|Question 24]] | | style="background-color:white;" | [[Questions:A Tale of Two Squirrels#q3|Question 24]] | ||
|- | |- | ||
| − | | rowspan="2" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]] | + | | rowspan="2" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026 Biology Regents]] |
| style="background-color:white;" | [[Questions:Buzzy Bees|Buzzy Bees]] | | style="background-color:white;" | [[Questions:Buzzy Bees|Buzzy Bees]] | ||
| style="background-color:white;" | [[Questions:Buzzy Bees#q4|Question 31]] | | style="background-color:white;" | [[Questions:Buzzy Bees#q4|Question 31]] | ||
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| style="background-color:white;" | [[Questions:Australian Adaptations#q2|Question 43]] | | style="background-color:white;" | [[Questions:Australian Adaptations#q2|Question 43]] | ||
|- | |- | ||
| − | | style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]] | + | | style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025 Biology Regents]] |
| style="background-color:white;" | [[Questions:Driving the Florida Panther to Extinction|Driving the Florida Panther to Extinction]] | | style="background-color:white;" | [[Questions:Driving the Florida Panther to Extinction|Driving the Florida Panther to Extinction]] | ||
| style="background-color:white;" | [[Questions:Driving the Florida Panther to Extinction#q3|Question 44]] | | style="background-color:white;" | [[Questions:Driving the Florida Panther to Extinction#q3|Question 44]] | ||
|- | |- | ||
| − | | rowspan="2" style="background-color:white;" | [[Biology Sample Questions| | + | | rowspan="2" style="background-color:white;" | [[Biology Sample Questions|Biology sample clusters]] (Fall 2024) |
| style="background-color:white;" | [[Questions:Old Forest Sample Cluster|Old Forest]] | | style="background-color:white;" | [[Questions:Old Forest Sample Cluster|Old Forest]] | ||
| style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q2|Question 2]] | | style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q2|Question 2]] | ||
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| style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q4|Question 4]] | | style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q4|Question 4]] | ||
|- | |- | ||
| − | | rowspan="2" style="background-color:white;" | [[Biology Sample Questions| | + | | rowspan="2" style="background-color:white;" | [[Biology Sample Questions|Biology sample clusters]] (Spring 2024) |
| style="background-color:white;" | [[Questions:Dinosaurs Evolution Sample Cluster|Dinosaurs-Evolution]] | | style="background-color:white;" | [[Questions:Dinosaurs Evolution Sample Cluster|Dinosaurs-Evolution]] | ||
| style="background-color:white;" | [[Questions:Dinosaurs Evolution Sample Cluster#q2|Question 2]] | | style="background-color:white;" | [[Questions:Dinosaurs Evolution Sample Cluster#q2|Question 2]] | ||
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| style="background-color:white;" | [[Questions:Dinosaurs Evolution Sample Cluster#q5|Question 5]] | | style="background-color:white;" | [[Questions:Dinosaurs Evolution Sample Cluster#q5|Question 5]] | ||
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== Vocabulary == | == Vocabulary == | ||
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* [[Questions:Buzzy Bees#q4|variation]] – June 2026 | * [[Questions:Buzzy Bees#q4|variation]] – June 2026 | ||
</div> | </div> | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Evaluate the evidence and generate an argument defending/refuting a claim that changes in environmental conditions may cause situations which result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. | ||
| + | | Level4 = Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. | ||
| + | | Example4 = <span class="pld-chip pld-chip-bio">[[Questions:Dinosaurs Evolution Sample Cluster#q5|Aug 2025 · Q5]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Old Forest Sample Cluster#q4|Aug 2025 · Q4]]</span> | ||
| + | | Level3 = Explain how the provided evidence supports a claim that environmental conditions may cause a change in species such as (1) increases in the number of individuals, and/or (2) the emergence of new species over time, and/or (3) the extinction of species. | ||
| + | | Example3 = <span class="pld-chip pld-chip-bio">[[Questions:Dinosaurs Evolution Sample Cluster#q2|Aug 2025 · Q2]]</span> | ||
| + | | Level2 = Identify a claim supported by evidence that a change in an environmental condition may cause changes in a species or justify if the provided evidence supports or does not support a claim that conditions may cause changes in species. | ||
| + | | Example2 = <span class="pld-chip pld-chip-bio">[[Questions:A Tale of Two Squirrels#q1|Aug 2026 · Q22]]</span> <span class="pld-chip pld-chip-bio">[[Questions:A Tale of Two Squirrels#q3|Aug 2026 · Q24]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Australian Adaptations#q2|June 2026 · Q43]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Buzzy Bees#q4|June 2026 · Q31]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Old Forest Sample Cluster#q2|Aug 2025 · Q2]]</span> | ||
| + | | Level1 = Identify the evidence that supports that a change in an environmental condition may cause changes in species. | ||
| + | | Example1 = <span class="pld-chip pld-chip-bio">[[Questions:Colorful Guppies#q4|Aug 2026 · Q20]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Driving the Florida Panther to Extinction#q3|Aug 2025 · Q44]]</span> | ||
| + | }} | ||
== {{Resourcesheading}} == | == {{Resourcesheading}} == | ||
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| TOPIC = HS. Natural Selection and Evolution | | TOPIC = HS. Natural Selection and Evolution | ||
}} | }} | ||
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Latest revision as of 09:47, 18 October 2026
Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Clarification statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, introduction of invasive species, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-LS4-5 are listed here by exam and question cluster. Each link opens the question with its answer key.
Vocabulary
Terms from the Biology Glossary that come from this standard or from the released exam questions that assess it.
From this standard
- adaptation
- argument
- claim
- correlation (versus cause)
- deforestation
- diverge
- drought
- ecosystem disruption
- empirical evidence
- environmental change
- evolution
- extinction
- fertilizer
- fishing
- flood
- habitat loss
- invasive species
- population
- rate of change
- species
- species emergence
- trait
From released exam questions
- abiotic factors – Sample 2024
- amphibian – Sample 2024
- asteroid impact – Sample 2024
- Australia – June 2026
- biodiversity – Aug 2025
- carbon – Sample 2024
- climate – Aug 2026
- colony – June 2026
- Colorado – Aug 2026
- coloration – Aug 2026
- competition – Aug 2025
- Devonian period – Sample 2024
- extinction rate – Sample 2024
- food web – Sample 2024
- gene – Aug 2026
- generation – Aug 2026
- genetic combination – Aug 2026
- genetic diversity – June 2026
- genetic variation – Aug 2026, June 2026
- habitat – June 2026, Aug 2025
- habitat fragmentation – Aug 2025
- isolation (of populations) – June 2026
- K-T extinction – Sample 2024
- mammal – June 2026, Sample 2024
- marsupial – June 2026
- mass extinction – June 2026, Sample 2024
- mate preference – Aug 2026
- migration – Aug 2025
- mutation – Aug 2026
- New Mexico – Aug 2026
- niche – June 2026
- outcompete – Aug 2026
- oxygen – Sample 2024
- photosynthesis – Sample 2024
- placental mammal – June 2026
- population size – June 2026
- predator – Aug 2026
- range (of a population) – Aug 2026
- resources – Aug 2025
- spore – Sample 2024
- survival – Aug 2026
- taxonomic ranks (species, genus, family, order) – Sample 2024
- trend – Sample 2024
- urbanization – Aug 2025
- variability – Aug 2026
- variation – June 2026
Performance Level Descriptions
Every Regents exam question on HS-LS4-5 is written to match one of the performance level descriptions (PLDs) below.
Level 1: Identify the evidence that supports that a change in an environmental condition may cause changes in species. Aug 2026 · Q20 Aug 2025 · Q44
Level 2: Identify a claim supported by evidence that a change in an environmental condition may cause changes in a species or justify if the provided evidence supports or does not support a claim that conditions may cause changes in species. Aug 2026 · Q22 Aug 2026 · Q24 June 2026 · Q43 June 2026 · Q31 Aug 2025 · Q2
Level 3: Explain how the provided evidence supports a claim that environmental conditions may cause a change in species such as (1) increases in the number of individuals, and/or (2) the emergence of new species over time, and/or (3) the extinction of species. Aug 2025 · Q2
Level 4: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Aug 2025 · Q5 Aug 2025 · Q4
Level 5: Evaluate the evidence and generate an argument defending/refuting a claim that changes in environmental conditions may cause situations which result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS4-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS4-5 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 the evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Disciplinary Core Ideas
- LS4.C: Adaptation
- Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distict species as populations diverge under different conditions, and the decline – and sometimes the extinction – of some species.
- Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species' evolution is lost.
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