Science (CA NGSS) Standards
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ESS1.B: Earth and the Solar System
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ESS3.B: Natural Hazards
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ESS3.D: Global Climate Change
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ETS1.C: Optimizing the Design Solution
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LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
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PS3.A: Definitions of Energy
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Showing 1 - 4 of 4 Standards
Standard Identifier: 2-ESS2-1
Grade:
2
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems, ETS1.C: Optimizing the Design Solution
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Earth and Space Science
Title: 2-ESS2 Earth’s Systems
Performance Expectation: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Compare multiple solutions to a problem.
Crosscutting Concepts: Stability and Change Things may change slowly or rapidly. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Developing and using technology has impacts on the natural world. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientists study the natural and material world.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.B; 5.ESS2.C
Performance Expectation: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Compare multiple solutions to a problem.
Crosscutting Concepts: Stability and Change Things may change slowly or rapidly. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Developing and using technology has impacts on the natural world. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientists study the natural and material world.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.B; 5.ESS2.C
Standard Identifier: MS-ESS3-5
Grade Range:
6–8
Disciplinary Core Idea:
ESS3.D: Global Climate Change
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Earth and Space Science
Title: MS-ESS3 Earth and Human Activity
Performance Expectation: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions to identify and clarify evidence of an argument.
Crosscutting Concepts: Stability and Change Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.A Articulation across grade-bands: HS.PS3.B; HS.PS4.B; HS.ESS2.A; HS.ESS2.D; HS.ESS3.C; HS.ESS3.D
Performance Expectation: Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. [Clarification Statement: Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) and natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence can include tables, graphs, and maps of global and regional temperatures, atmospheric levels of gases such as carbon dioxide and methane, and the rates of human activities. Emphasis is on the major role that human activities play in causing the rise in global temperatures.]
Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions to identify and clarify evidence of an argument.
Crosscutting Concepts: Stability and Change Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. Mathematics MP.2: Reason abstractly and quantitatively. 6.EE.6: Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.A Articulation across grade-bands: HS.PS3.B; HS.PS4.B; HS.ESS2.A; HS.ESS2.D; HS.ESS3.C; HS.ESS3.D
Standard Identifier: HS-ESS3-5
Grade Range:
9–12
Disciplinary Core Idea:
ESS3.D: Global Climate Change
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: HS-ESS3 Earth and Human Activity
Performance Expectation: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using computational models in order to make valid and reliable scientific claims. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations use diverse methods and do not always use the same set of procedures to obtain data. New technologies advance scientific knowledge. Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS1.C; HS.ESS2.D Articulation across grade-bands: MS.PS3.B; MS.PS3.D; MS.ESS2.A; MS.ESS2.D; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D
Performance Expectation: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.]
Disciplinary Core Idea(s):
ESS3.D: Global Climate Change Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using computational models in order to make valid and reliable scientific claims. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations use diverse methods and do not always use the same set of procedures to obtain data. New technologies advance scientific knowledge. Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both. Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. RST.11-12.2: Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B; HS.PS3.D; HS.LS1.C; HS.ESS2.D Articulation across grade-bands: MS.PS3.B; MS.PS3.D; MS.ESS2.A; MS.ESS2.D; MS.ESS3.B; MS.ESS3.C; MS.ESS3.D
Standard Identifier: HS-PS1-6
Grade Range:
9–12
Disciplinary Core Idea:
PS1.B: Chemical Reactions, ETS1.C: Optimizing the Design Solution
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: HS-PS1 Matter and Its Interactions
Performance Expectation: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B Articulation across grade-bands: MS.PS1.B
Performance Expectation: Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on the application of Le Chatelier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions In many situations, a dynamic and condition-dependent balance between a reaction and the reverse reaction determines the numbers of all types of molecules present. ETS1.C: Optimizing the Design Solution Criteria may need to be broken down into simpler ones that can be approached systematically, and decisions about the priority of certain criteria over others (trade-offs) may be needed. (secondary to HS-PS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Crosscutting Concepts: Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.11-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.B Articulation across grade-bands: MS.PS1.B
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