Difference between revisions of "HS-LS2-8"
From NY Science Standards Wiki
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| + | {{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 | ||
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| cs = 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. | | cs = 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. | ||
| ab = | | ab = | ||
| + | }} | ||
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| + | {{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. | ||
}} | }} | ||
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{{Dimensionstable | {{Dimensionstable | ||
| − | | SEP1 = Engaging in | + | | SEP1 = Engaging in Argument From Evidence |
| − | | SEP2 = Scientific Knowledge is Open to Revision in Light of New Evidence | + | * Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments. |
| − | | DCI1 = Social | + | | SEP2 = Scientific Knowledge is Open to Revision in Light of New Evidence |
| − | | CC1 = Cause and | + | * 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. | ||
}} | }} | ||
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| 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 10:04, 10 May 2025
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.
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.
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.
Evaluate the evidence for the role of group behavior on individuals and species' chances to survive and reproduce.
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.
Describe the evidence that supports the role of group behavior on an individual's and the species' chance to survive and reproduce.
Identify the evidence that supports the role of group behavior on an individual's and/or species chance to survive and/or 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.
Assessment
What assessment of HS-LS2-8 might look like on a NY state exam.
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