Difference between revisions of "HS-LS2-8"

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{{DISPLAYTITLE:HS-LS2-8 {{!}} Group Behavior and Survival}}
 
 
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| topic = Group Behavior and Survival
 
| 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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reproduce.
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| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]]
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| style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026 Biology Regents]]
 
| style="background-color:white;" | [[Questions:Parrots and Biodiversity|Parrots and Biodiversity]]
 
| 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;" | [[Questions:Parrots and Biodiversity#q2|Question 41]]
 
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| style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]]
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| style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026 Biology Regents]]
 
| style="background-color:white;" | [[Questions:Buzzy Bees|Buzzy Bees]]
 
| style="background-color:white;" | [[Questions:Buzzy Bees|Buzzy Bees]]
 
| style="background-color:white;" | [[Questions:Buzzy Bees#q3|Question 30]]
 
| style="background-color:white;" | [[Questions:Buzzy Bees#q3|Question 30]]
 
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| rowspan="3" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]]
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| rowspan="3" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026 Biology Regents]]
 
| style="background-color:white;" | [[Questions:Keystone Species Rule|Keystone Species Rule]]
 
| 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:Keystone Species Rule#q4|Question 13]]
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| style="background-color:white;" | [[Questions:Baboon Evolution#q3|Question 35]]
 
| style="background-color:white;" | [[Questions:Baboon Evolution#q3|Question 35]]
 
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| style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]]
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| style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025 Biology Regents]]
 
| 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|Strategies for Survival in Different Animal Species]]
 
| style="background-color:white;" | [[Questions:Strategies for Survival in Different Animal Species#q1|Question 5]]
 
| style="background-color:white;" | [[Questions:Strategies for Survival in Different Animal Species#q1|Question 5]]
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| TOPIC = HS. Interdependent Relationships in Ecosystems
 
| TOPIC = HS. Interdependent Relationships in Ecosystems
 
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<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>
 

Revision as of 13:00, 13 October 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.

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.

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

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.
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
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