Difference between revisions of "HS-LS2-2"
From NY Science Standards Wiki
(Assessment section: table of all tagged exam and sample-cluster questions, grouped by subject and exam (most recent first)) |
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| + | | rowspan="3" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Invasive Mussels|Invasive Mussels]] | ||
| + | | style="background-color:white;" | [[Questions:Invasive Mussels#q1|Question 35]] | ||
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| + | | style="background-color:white;" | [[Questions:Invasive Mussels|Invasive Mussels]] | ||
| + | | style="background-color:white;" | [[Questions:Invasive Mussels#q4|Question 38]] | ||
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| + | | style="background-color:white;" | [[Questions:Parrots and Biodiversity|Parrots and Biodiversity]] | ||
| + | | style="background-color:white;" | [[Questions:Parrots and Biodiversity#q4|Question 43]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Nitrogen: Friend or Foe?|Nitrogen: Friend or Foe?]] | ||
| + | | style="background-color:white;" | [[Questions:Nitrogen: Friend or Foe?#q1|Question 6]] | ||
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| + | | style="background-color:white;" | [[Questions:Mercury Rising|Mercury Rising]] | ||
| + | | style="background-color:white;" | [[Questions:Mercury Rising#q2|Question 47]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Space Invader|Space Invader]] | ||
| + | | style="background-color:white;" | [[Questions:Space Invader#q3|Question 8]] | ||
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| + | | style="background-color:white;" | [[Questions:Honeybee Behavior and Threats|Honeybee Behavior and Threats]] | ||
| + | | style="background-color:white;" | [[Questions:Honeybee Behavior and Threats#q3|Question 30]] | ||
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| + | | rowspan="3" style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Trees Have Organ Systems|Trees Have Organ Systems]] | ||
| + | | style="background-color:white;" | [[Questions:Trees Have Organ Systems#q3|Question 3]] | ||
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| + | | 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#q3|Question 7]] | ||
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| + | | style="background-color:white;" | [[Questions:Ivory and Elephants|Ivory and Elephants]] | ||
| + | | style="background-color:white;" | [[Questions:Ivory and Elephants#q1|Question 15]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Carbon! Where Does It Come From? Where Does It Go?|Carbon! Where Does It Come From? Where Does It Go?]] | ||
| + | | style="background-color:white;" | [[Questions:Carbon! Where Does It Come From? Where Does It Go?#q4|Question 4]] | ||
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| + | | style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Spring 2024) | ||
| + | | style="background-color:white;" | [[Questions:Coral Reefs Sample Cluster|Coral Reefs]] | ||
| + | | style="background-color:white;" | [[Questions:Coral Reefs Sample Cluster#q3|Question 3]] | ||
| + | |} | ||
Revision as of 22:22, 20 September 2026
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.
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Level 1: Use a mathematical representation to identify a factor, from those provided, that affects biodiversity or populations in an ecosystem.
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Level 2: Use a mathematical representation to support a given explanation by identifying evidence about factor(s) affecting biodiversity and/or population(s) in ecosystem(s).
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Level 3: 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.
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Level 4: Use a mathematical representation to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
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Level 5: 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.
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