Difference between revisions of "HS-LS2-3"
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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#q2|Question 6]] | ||
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| + | | style="background-color:white;" | [[Questions:Homeostasis in Plants|Homeostasis in Plants]] | ||
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| + | | rowspan="3" 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#q1|Question 28]] | ||
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| + | | style="background-color:white;" | [[Questions:The Forest Gardener|The Forest Gardener]] | ||
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| + | | style="background-color:white;" | [[Questions:The Forest Gardener|The Forest Gardener]] | ||
| + | | style="background-color:white;" | [[Questions:The Forest Gardener#q5|Question 37]] | ||
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| + | | style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Purple Insect Eater|Purple Insect Eater]] | ||
| + | | style="background-color:white;" | [[Questions:Purple Insect Eater#q3|Question 39]] | ||
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| + | | style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Does It Matter?|Does It Matter?]] | ||
| + | | style="background-color:white;" | [[Questions:Does It Matter?#q2|Question 34]] | ||
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Latest revision as of 22:35, 20 September 2026
Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.
Clarification statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration and photosynthesis within ecosystems.
Assessment boundary: Assessment does not include the specific chemical processes of aerobic respiration, anaerobic respiration, and photosynthesis.
Assessment
What assessment of HS-LS2-3 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: Identify the explanation or evidence, from those provided, for the cycling of matter and/or flow of energy in ecosystems related to photosynthesis and/or cellular respiration.
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Level 2: Support a given explanation by providing/identifying evidence for the cycling of matter and/or flow of energy in ecosystems related to photosynthesis and/or cellular respiration.
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Level 3: Construct or revise an explanation based on evidence for the cycling of matter and/or flow of energy in ecosystems related to photosynthesis and/or cellular respiration.
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Level 4: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems.
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Level 5: Construct and revise an explanation, based on evidence obtained from a variety of reliable sources, for the cycling of matter and flow of energy in ecosystems.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS2-3.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS2-3 was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
- Constructing Explanations and Designing Solutions
- Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Disciplinary Core Ideas
- LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
- Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.
Crosscutting Concepts
- Energy and Matter
- Energy drives the circulation of matter within and between systems.
Page contributors: Conrad Richman, Caroline Leonard