Difference between revisions of "HS-LS2-8"

From NY Science Standards Wiki
(Add Vocabulary section (Biology))
 
(8 intermediate revisions by 2 users not shown)
Line 1: Line 1:
 +
{{DISPLAYTITLE:HS-LS2-8 {{!}} Group Behavior and Survival}}
 +
{{Navlinks|HS-LS2-7|HS-LS2-3|← HS-LS2-7|HS-LS2-3 →}}
 
{{learningstandard
 
{{learningstandard
 
| ls = Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and
 
| ls = Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and
Line 5: Line 7:
 
| ab =  
 
| ab =  
 
}}
 
}}
 +
 +
== {{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
 +
|-
 +
| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
 +
| style="background-color:white;" | [[Questions:Parrots and Biodiversity|Parrots and Biodiversity]]
 +
| style="background-color:white;" | [[Questions:Parrots and Biodiversity#q2|Question 41]]
 +
|-
 +
| style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
 +
| style="background-color:white;" | [[Questions:Buzzy Bees|Buzzy Bees]]
 +
| style="background-color:white;" | [[Questions:Buzzy Bees#q3|Question 30]]
 +
|-
 +
| rowspan="3" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
 +
| style="background-color:white;" | [[Questions:Keystone Species Rule|Keystone Species Rule]]
 +
| style="background-color:white;" | [[Questions:Keystone Species Rule#q4|Question 13]]
 +
|-
 +
| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats|Honeybee Behavior and Threats]]
 +
| style="background-color:white;" | [[Questions:Honeybee Behavior and Threats#q2|Question 29]]
 +
|-
 +
| style="background-color:white;" | [[Questions:Baboon Evolution|Baboon Evolution]]
 +
| style="background-color:white;" | [[Questions:Baboon Evolution#q3|Question 35]]
 +
|-
 +
| 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#q1|Question 5]]
 +
|}
 +
 +
{{PerformanceLevel}}
 +
{{PLTable
 +
| Level5 = 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.
 +
| Level4 = Evaluate the evidence for the role of group behavior on individuals and species' chances to survive and 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.
 +
| 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}} ==
Line 10: Line 110:
  
 
{{expandthissection}} <!-- Remove this after this section has been expanded upon -->
 
{{expandthissection}} <!-- Remove this after this section has been expanded upon -->
−
 
−
== {{Assessmentheading}} ==
 
−
{{assessmentmessage}}
 
−
 
−
{{expandthissection2}} <!-- Remove this after this section has been expanded upon -->
 
  
 
== {{Dimensionsheading}} ==
 
== {{Dimensionsheading}} ==
Line 20: Line 115:
  
 
{{Dimensionstable
 
{{Dimensionstable
−
| SEP1 =  
+
| SEP1 = Engaging in Argument From Evidence
−
| DCI1 =  
+
* Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments.
−
| CC1 =  
+
| SEP2 = 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.
 +
| DCI1 = 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.
 +
| CC1 = Cause and Effect
 +
* Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
 
}}
 
}}
 
<!--
 
<!--
Line 40: Line 140:
 
| TOPIC = HS. Interdependent Relationships in Ecosystems
 
| TOPIC = HS. Interdependent Relationships in Ecosystems
 
}}
 
}}
 +
<metadesc>NYS Standard HS-LS2-8: Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.</metadesc>

Latest revision as of 17:46, 27 September 2026

← HS-LS2-7
HS-LS2-3 →

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.

Exam Cluster Question
August 2026 Parrots and Biodiversity Question 41
June 2026 Buzzy Bees Question 30
January 2026 Keystone Species Rule Question 13
Honeybee Behavior and Threats Question 29
Baboon Evolution Question 35
August 2025 Strategies for Survival in Different Animal Species Question 5

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.

☐
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.
☐
Level 2: Describe the evidence that supports the role of group behavior on an individual's and the species' chance to survive and reproduce.
☐
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.

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

Resources

Examples and discussion of resources for the learning, teaching, and assessment of HS-LS2-8.

Pixel beaver 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
Biology | HS. Interdependent Relationships in Ecosystems
Retrieved from "https://nyssls.info/index.php?title=HS-LS2-8&oldid=5714"

About Us • Privacy Policy • Contact Us • Terms of Use