Difference between revisions of "HS-LS2-2"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-LS2-2 {{!}} Biodiversity and Populations}} | ||
| + | {{Navlinks|HS-LS2-1|HS-LS2-6|← HS-LS2-1|HS-LS2-6 →}} | ||
{{learningstandard | {{learningstandard | ||
| ls = Use mathematical representations to support and revise explanations based on evidence about factors | | ls = Use mathematical representations to support and revise explanations based on evidence about factors | ||
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| cs = Examples of mathematical representations could include finding the average, determining trends, and using graphical comparisons of multiple sets of data. | | cs = Examples of mathematical representations could include finding the average, determining trends, and using graphical comparisons of multiple sets of data. | ||
| ab = Assessment is limited to provided data. | | ab = Assessment is limited to provided data. | ||
| + | }} | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Use a mathematical representation to analyze, and/or apply mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. | ||
| + | | Level4 = Use a mathematical representation to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. | ||
| + | | Level3 = Use a mathematical representation to revise an explanation based on evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s) of different scales. | ||
| + | | Level2 = Use a mathematical representation to support a given explanation by identifying evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s). | ||
| + | | Level1 = Use a mathematical representation to identify a factor, from those provided, that affects biodiversity or populations in an ecosystem. | ||
}} | }} | ||
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{{assessmentmessage}} | {{assessmentmessage}} | ||
| − | + | * [[Questions:Coral Reefs Sample Cluster#q3|Coral Reefs Q3]] | |
| + | |||
== {{Dimensionsheading}} == | == {{Dimensionsheading}} == | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = | + | | SEP1 = Using Mathematics and Computational Thinking |
| − | | DCI1 = | + | * Use mathematical representations of phenomena or design solutions to support and revise explanations. |
| − | | CC1 = | + | | SEP2 = Scientific knowledge is open to revision in light of new evidence: Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence. |
| + | | DCI1 = LS2.A: Interdependent Relationships in Ecosystems | ||
| + | * Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. Organisms would have the capacity to produce populations of great size were it not for the fact that enviroments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem. | ||
| + | * (NYSED) Carrying capacity results from the availability of biotic and abiotic factors and from challenges such as predation, competition, and disease. | ||
| + | | DCI2 = LS2.C: Ecosystem Dynamics, Functioning, and Resilience | ||
| + | * A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. | ||
| + | | CC1 = Scale, Proportion, and Quantity | ||
| + | * Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. | ||
}} | }} | ||
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== {{Connectionsheading}} == | == {{Connectionsheading}} == | ||
{{connectionsmessage}} | {{connectionsmessage}} | ||
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| MATH1 = | | MATH1 = | ||
}} | }} | ||
| − | + | --> | |
{{Pagecontributors}} | {{Pagecontributors}} | ||
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| TOPIC = HS. Interdependent Relationships in Ecosystems | | TOPIC = HS. Interdependent Relationships in Ecosystems | ||
}} | }} | ||
| + | <metadesc>NYS Standard HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors | ||
| + | affecting biodiversity and populations in ecosystems of different scales.</metadesc> | ||
Latest revision as of 09:58, 10 May 2025
Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Clarification statement: Examples of mathematical representations could include finding the average, determining trends, and using graphical comparisons of multiple sets of data.
Assessment boundary: Assessment is limited to provided data.
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.
Use a mathematical representation to analyze, and/or apply mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Use a mathematical representation to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Use a mathematical representation to revise an explanation based on evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s) of different scales.
Use a mathematical representation to support a given explanation by identifying evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s).
Use a mathematical representation to identify a factor, from those provided, that affects biodiversity or populations in an ecosystem.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS2-2.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of HS-LS2-2 might look like on a NY state exam.
NGSS Dimensions
Performance expectation HS-LS2-2 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
- Use mathematical representations of phenomena or design solutions to support and revise explanations.
- Scientific knowledge is open to revision in light of new evidence: Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence.
Disciplinary Core Ideas
- LS2.A: Interdependent Relationships in Ecosystems
- Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. Organisms would have the capacity to produce populations of great size were it not for the fact that enviroments and resources are finite. This fundamental tension affects the abundance (number of individuals) of species in any given ecosystem.
- (NYSED) Carrying capacity results from the availability of biotic and abiotic factors and from challenges such as predation, competition, and disease.
- LS2.C: Ecosystem Dynamics, Functioning, and Resilience
- A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability.
Crosscutting Concepts
- Scale, Proportion, and Quantity
- Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale.
Page contributors: Conrad Richman, Caroline Leonard