Difference between revisions of "HS-LS1-2"
From NY Science Standards Wiki
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| + | {{DISPLAYTITLE:HS-LS1-2 {{!}} Body Systems and Functions}} | ||
| + | {{Navlinks|HS-LS1-1|HS-LS1-3|← HS-LS1-1|HS-LS1-3 →}} | ||
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| ls = Develop and use a model to illustrate the hierarchical organization of interacting systems that provide | | ls = Develop and use a model to illustrate the hierarchical organization of interacting systems that provide | ||
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| cs = Emphasis is on functions at the organism’s system level such as nutrient uptake, water delivery, immune response, and organism response to stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system. | | cs = Emphasis is on functions at the organism’s system level such as nutrient uptake, water delivery, immune response, and organism response to stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system. | ||
| ab = Assessment does not include interactions and functions at the molecular or chemical reaction level. | | ab = Assessment does not include interactions and functions at the molecular or chemical reaction level. | ||
| + | }} | ||
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| + | == {{Assessmentheading}} == | ||
| + | {{assessmentmessage}} | ||
| + | |||
| + | {| 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 | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[August 2026 Life Science: Biology Exam|August 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Star of the Tide Pool|Star of the Tide Pool]] | ||
| + | | style="background-color:white;" | [[Questions:Star of the Tide Pool#q2|Question 2]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Homeostasis in Plants|Homeostasis in Plants]] | ||
| + | | style="background-color:white;" | [[Questions:Homeostasis in Plants#q1|Question 30]] | ||
| + | |- | ||
| + | | rowspan="2" style="background-color:white;" | [[June 2026 Life Science: Biology Exam|June 2026]] | ||
| + | | style="background-color:white;" | [[Questions:A Seasonal Strategy for Survival|A Seasonal Strategy for Survival]] | ||
| + | | style="background-color:white;" | [[Questions:A Seasonal Strategy for Survival#q1|Question 1]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Caffeine’s Effect on the Body|Caffeine’s Effect on the Body]] | ||
| + | | style="background-color:white;" | [[Questions:Caffeine’s Effect on the Body#q1|Question 38]] | ||
| + | |- | ||
| + | | rowspan="3" style="background-color:white;" | [[January 2026 Life Science: Biology Exam|January 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies|Solving the Problem of Cat Allergies]] | ||
| + | | style="background-color:white;" | [[Questions:Solving the Problem of Cat Allergies#q2|Question 15]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Diabetes|Diabetes]] | ||
| + | | style="background-color:white;" | [[Questions:Diabetes#q2|Question 24]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:Purple Insect Eater|Purple Insect Eater]] | ||
| + | | style="background-color:white;" | [[Questions:Purple Insect Eater#q4|Question 40]] | ||
| + | |- | ||
| + | | rowspan="4" 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#q1|Question 1]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:A Unique Relationship: Mulberries and Silk|A Unique Relationship: Mulberries and Silk]] | ||
| + | | style="background-color:white;" | [[Questions:A Unique Relationship: Mulberries and Silk#q3|Question 13]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:How Do Kangaroo Rats Survive in the Desert?|How Do Kangaroo Rats Survive in the Desert?]] | ||
| + | | style="background-color:white;" | [[Questions:How Do Kangaroo Rats Survive in the Desert?#q1|Question 29]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[Questions:How Do Kangaroo Rats Survive in the Desert?|How Do Kangaroo Rats Survive in the Desert?]] | ||
| + | | style="background-color:white;" | [[Questions:How Do Kangaroo Rats Survive in the Desert?#q3|Question 31]] | ||
| + | |- | ||
| + | | style="background-color:white;" | [[June 2025 Life Science: Biology Exam|June 2025]] | ||
| + | | style="background-color:white;" | [[Questions:Drinking Water Is Just The Beginning!|Drinking Water Is Just The Beginning!]] | ||
| + | | style="background-color:white;" | [[Questions:Drinking Water Is Just The Beginning!#q1|Question 6]] | ||
| + | |} | ||
| + | |||
| + | {{PerformanceLevel}} | ||
| + | {{PLTable | ||
| + | | Level5 = Develop and revise a model based on evidence to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. | ||
| + | | Level4 = Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. | ||
| + | | Level3 = Complete a model to illustrate that the hierarchical organization of interacting systems provides specific functions within multicellular organisms. | ||
| + | | Level2 = Given a model, describe the organization of at least two systems and the interactions of those systems within an organism. | ||
| + | | Level1 = Given a model, identify components that show interactions of two systems within an organism. | ||
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| − | | SEP1 = | + | | SEP1 = Developing and Using Models |
| − | | DCI1 = | + | * Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. |
| − | | CC1 = | + | | DCI1 = LS1.A: Structure and Function |
| + | * Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts, and is itself a component of the next level. | ||
| + | * (NYSED) Disease is a failure of homeostasis. Organisms have a variety of mechanisms to prevent and combat disease. Technological advances including vaccinations and antibiotics have contributed to the prevention and treatment of disease. | ||
| + | | CC1 = Systems and System Models | ||
| + | * 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. | ||
}} | }} | ||
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{{Connections | {{Connections | ||
| − | | SCI1 = | + | | SCI1 = |
| LANG1 = | | LANG1 = | ||
| MATH1 = | | MATH1 = | ||
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{{Bottomnav | {{Bottomnav | ||
| − | | SUBJECT = [[Biology]] | + | | SUBJECT = [[Biology|{{#fas:dna}} Biology]] |
| TOPIC = HS. Structure and Function | | TOPIC = HS. Structure and Function | ||
}} | }} | ||
| + | <metadesc>NYS Standard HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.</metadesc> | ||
Latest revision as of 22:35, 20 September 2026
Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Clarification statement: Emphasis is on functions at the organism’s system level such as nutrient uptake, water delivery, immune response, and organism response to stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.
Assessment boundary: Assessment does not include interactions and functions at the molecular or chemical reaction level.
Assessment
What assessment of HS-LS1-2 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: Given a model, identify components that show interactions of two systems within an organism.
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Level 2: Given a model, describe the organization of at least two systems and the interactions of those systems within an organism.
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Level 3: Complete a model to illustrate that the hierarchical organization of interacting systems provides specific functions within multicellular organisms.
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Level 4: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
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Level 5: Develop and revise a model based on evidence to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of HS-LS1-2.
This section could be expanded upon. You can help out by adding to this section.
NGSS Dimensions
Performance expectation HS-LS1-2 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 and use a model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas
- LS1.A: Structure and Function
- Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts, and is itself a component of the next level.
- (NYSED) Disease is a failure of homeostasis. Organisms have a variety of mechanisms to prevent and combat disease. Technological advances including vaccinations and antibiotics have contributed to the prevention and treatment of disease.
Crosscutting Concepts
- Systems and System Models
- 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