Difference between revisions of "HS-LS2-8"
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| Level3 = 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. | | Level3 = 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. | ||
| Level2 = Describe the evidence that supports the role of group behavior on an individual's and the species' chance to survive and reproduce. | | Level2 = Describe the evidence that supports the role of group behavior on an individual's and the species' chance to survive and reproduce. | ||
| − | | Example2 = [[Questions:Parrots and Biodiversity#q2| | + | | Example2 = <span class="pld-chip pld-chip-bio">[[Questions:Parrots and Biodiversity#q2|Aug 2026 · Q41]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Baboon Evolution#q3|Jan 2026 · Q35]]</span> |
| 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. | ||
| − | | Example1 = [[Questions:Buzzy Bees#q3|June 2026 | + | | Example1 = <span class="pld-chip pld-chip-bio">[[Questions:Buzzy Bees#q3|June 2026 · Q30]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Honeybee Behavior and Threats#q2|Jan 2026 · Q29]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Keystone Species Rule#q4|Jan 2026 · Q13]]</span> <span class="pld-chip pld-chip-bio">[[Questions:Strategies for Survival in Different Animal Species#q1|Aug 2025 · Q5]]</span> |
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Latest revision as of 09:46, 18 October 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.
Regents Exam Questions
Released New York State Regents exam questions that assess HS-LS2-8 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
- 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
Performance Level Descriptions
Every Regents exam question on HS-LS2-8 is written to match one of the performance level descriptions (PLDs) below.
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. June 2026 · Q30 Jan 2026 · Q29 Jan 2026 · Q13 Aug 2025 · Q5
Level 2: Describe the evidence that supports the role of group behavior on an individual's and the species' chance to survive and reproduce. Aug 2026 · Q41 Jan 2026 · Q35
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.
Level 4: Evaluate the evidence for the role of group behavior on individuals and species' chances to survive and reproduce.
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.
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