Difference between revisions of "MS-LS2-4"
From NY Science Standards Wiki
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| + | | rowspan="2" style="background-color:white;" | [[Spring 2026 Grade 8 Science Test|Spring 2026]] | ||
| + | | style="background-color:white;" | [[Questions:Ammonia and the Nitrogen Cycle|Ammonia and the Nitrogen Cycle]] | ||
| + | | style="background-color:white;" | [[Questions:Ammonia and the Nitrogen Cycle#q4|Question 28]] | ||
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| + | | style="background-color:white;" | [[Questions:Giraffe Adaptations and Population Changes|Giraffe Adaptations and Population Changes]] | ||
| + | | style="background-color:white;" | [[Questions:Giraffe Adaptations and Population Changes#q4|Question 47]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[Spring 2025 Grade 8 Science Test|Spring 2025]] | ||
| + | | style="background-color:white;" | [[Questions:The Lake Erie Ecosystem|The Lake Erie Ecosystem]] | ||
| + | | style="background-color:white;" | [[Questions:The Lake Erie Ecosystem#q2|Question 11]] | ||
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| + | | style="background-color:white;" | [[Questions:Behavior and Evolution of Guppies|Behavior and Evolution of Guppies]] | ||
| + | | style="background-color:white;" | [[Questions:Behavior and Evolution of Guppies#q4|Question 50]] | ||
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| + | | rowspan="2" style="background-color:white;" | [[Spring 2024 Grade 8 Science Test|Spring 2024]] | ||
| + | | style="background-color:white;" | [[Questions:Respiration|Respiration]] | ||
| + | | style="background-color:white;" | [[Questions:Respiration#q4|Question 42]] | ||
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| + | | style="background-color:white;" | [[Questions:Ecosystem of the Eastern Bluebird|Ecosystem of the Eastern Bluebird]] | ||
| + | | style="background-color:white;" | [[Questions:Ecosystem of the Eastern Bluebird#q4|Question 47]] | ||
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Revision as of 22:23, 20 September 2026
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Clarification statement: Emphasis is on recognizing patterns in data and making warranted inferences about shifts in populations due to changes in the ecosystem.
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 four levels.
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Level 1: Identify an argument that describes how a change in a physical or biological component of an ecosystem will have an effect on a population.
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Level 2: Identify the empirical evidence that supports the argument that changes to physical or biological components of an ecosystem affect populations.
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Level 3: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
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Level 4: Construct an argument, supported by empirical evidence, that supports the claim that human activities cause changes to physical and biological components of an ecosystem, which affect populations.
Resources
Examples and discussion of resources for the learning, teaching, and assessment of MS-LS2-4.
This section could be expanded upon. You can help out by adding to this section.
Assessment
What assessment of MS-LS2-4 might look like on a NY state exam.
NGSS Dimensions
Performance expectation MS-LS2-4 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
- Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Disciplinary Core Ideas
- LS2.C: Ecosystem Dynamics, Functioning, and Resilience
- Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.
Crosscutting Concepts
- Stability and Change
- Small changes in one part of a system might cause large changes in another part.