Difference between revisions of "HS-LS2-5"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-LS2-5 {{!}} The Carbon Cycle}} | ||
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| + | == {{Assessmentheading}} == | ||
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| + | {| 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 | ||
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| + | | rowspan="2" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Deep-Sea Dilemmas|Deep-Sea Dilemmas]] | ||
| + | | style="background-color:white;" | [[Questions:Deep-Sea Dilemmas#q1|Question 5]] | ||
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| + | | style="background-color:white;" | [[Questions:The Permafrost Problem|The Permafrost Problem]] | ||
| + | | style="background-color:white;" | [[Questions:The Permafrost Problem#q1|Question 45]] | ||
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| + | | style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind|Fossil Fuels: Out of Sight, but Not Out of Mind]] | ||
| + | | style="background-color:white;" | [[Questions:Fossil Fuels: Out of Sight, but Not Out of Mind#q1|Question 23]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[August 2025 Life Science: Biology Exam|August 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth|Carbon Cycle Supports Life on Earth]] | ||
| + | | style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth#q1|Question 20]] | ||
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| + | | style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth|Carbon Cycle Supports Life on Earth]] | ||
| + | | style="background-color:white;" | [[Questions:Carbon Cycle Supports Life on Earth#q2|Question 21]] | ||
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| + | | 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?#q2|Question 2]] | ||
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| + | | style="background-color:white;" | [[Biology Sample Questions|Sample clusters]] (Fall 2024) | ||
| + | | style="background-color:white;" | [[Questions:Old Forest Sample Cluster|Old Forest]] | ||
| + | | style="background-color:white;" | [[Questions:Old Forest Sample Cluster#q1|Question 1]] | ||
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Latest revision as of 22:35, 20 September 2026
Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Clarification statement: Examples of models could include simulations, diagrams, and mathematical models of the carbon cycle (photosynthesis, respiration, decomposition, and combustion).
Assessment boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.
Assessment
What assessment of HS-LS2-5 might look like on a NY state exam.
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 model to identify one process involved in the cycling of carbon between two of Earths spheres.
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Level 2: Use a model to describe the role of one process involved in the cycling of carbon between two of Earths spheres.
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Level 3: Complete or use a model to provide evidence that supports the cycling of carbon between at least two spheres (biosphere, atmosphere, hydrosphere, and/or geosphere.)
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Level 4: Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
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Level 5: Develop and revise a model to predict the impact of changing a particular characteristic of a system on the various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS2-5.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS2-5 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Developing and Using Models
- Develop a model based on evidence to illustrate the relationships between systems or components of a system.
Disciplinary Core Ideas
- LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
- (NYSED) Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, hydrosphere, and geosphere through chemical, physical, geological, and biological processes.
- PS3.D: Energy in Chemical Processes
- The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis
Crosscutting Concepts
- Systems and System Model
- Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions – including energy, matter, and information flows – within and between systems at different scales.
Page contributors: Conrad Richman, Caroline Leonard