Science (CA NGSS) Standards
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ESS3.B: Natural Hazards
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LS2.A: Interdependent Relationships in Ecosystems
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PS1.C: Nuclear Processes
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PS3.B: Conservation of Energy and Energy Transfer
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Showing 11 - 20 of 25 Standards
Standard Identifier: 5-LS2-1
Grade:
5
Disciplinary Core Idea:
LS2.A: Interdependent Relationships in Ecosystems, LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Life Science
Title: 5-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events.
Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions.
California Environmental Principles and Concepts:
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.
California Common Core State Standards Connections:
ELA/Literacy RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in fifth grade: 5.PS1.A; 5.ESS2.A Articulation across grade-levels: 2.PS1.A; 2.LS4.D; 4.ESS2.E; MS.LS1.C; MS.LS2.A; MS.LS2.B; MS.PS3.D
Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events.
Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions.
California Environmental Principles and Concepts:
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.
California Common Core State Standards Connections:
ELA/Literacy RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in fifth grade: 5.PS1.A; 5.ESS2.A Articulation across grade-levels: 2.PS1.A; 2.LS4.D; 4.ESS2.E; MS.LS1.C; MS.LS2.A; MS.LS2.B; MS.PS3.D
Standard Identifier: MS-ESS3-2
Grade Range:
6–8
Disciplinary Core Idea:
ESS3.B: Natural Hazards
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: MS-ESS3 Earth and Human Activity
Performance Expectation: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings.
Crosscutting Concepts: Patterns Graphs, charts, and images can be used to identify patterns in data. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and 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. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 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. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.C Articulation across grade-bands: 3.ESS3.B; 4.ESS3.B; HS.ESS2.B; HS.ESS2.D; HS.ESS3.B; HS.ESS3.D
Performance Expectation: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings.
Crosscutting Concepts: Patterns Graphs, charts, and images can be used to identify patterns in data. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and 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. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). 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. 7.EE.4.a-b: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS3.C Articulation across grade-bands: 3.ESS3.B; 4.ESS3.B; HS.ESS2.B; HS.ESS2.D; HS.ESS3.B; HS.ESS3.D
Standard Identifier: MS-LS2-1
Grade Range:
6–8
Disciplinary Core Idea:
LS2.A: Interdependent Relationships in Ecosystems
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Life Science
Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to provide evidence for phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.LS2.A; HS.LS2.A; HS.LS4.C; HS.LS4.D; HS.ESS3.A
Performance Expectation: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to provide evidence for phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: 3.LS2.C; 3.LS4.D; 5.LS2.A; HS.LS2.A; HS.LS4.C; HS.LS4.D; HS.ESS3.A
Standard Identifier: MS-LS2-2
Grade Range:
6–8
Disciplinary Core Idea:
LS2.A: Interdependent Relationships in Ecosystems
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.
Crosscutting Concepts: Patterns Patterns can be used to identify cause and effect relationships.
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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.8.1.a–d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Mathematics 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.B Articulation across grade-bands: 1.LS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.D
Performance Expectation: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.
Crosscutting Concepts: Patterns Patterns can be used to identify cause and effect relationships.
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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.8.1.a–d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Mathematics 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.B Articulation across grade-bands: 1.LS1.B; HS.LS2.A; HS.LS2.B; HS.LS2.D
Standard Identifier: MS-PS3-3
Grade Range:
6–8
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.B: Conservation of Energy and Energy Transfer, ETS1.A: Defining and Delimiting Engineering Problems, ETS1.B: Developing Possible Solutions
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: MS-PS3 Energy
Performance Expectation: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B: Conservation of Energy and Energy Transfer Energy is spontaneously transferred out of hotter regions or objects and into colder ones. ETS1.A: Defining and Delimiting Engineering Problems The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3) ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.
Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a designed or natural system.
California Environmental Principles and Concepts:
Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D Articulation across grade-bands: 4.PS3.B; HS.PS3.B
Performance Expectation: Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B: Conservation of Energy and Energy Transfer Energy is spontaneously transferred out of hotter regions or objects and into colder ones. ETS1.A: Defining and Delimiting Engineering Problems The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions. (secondary to MS-PS3-3) ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem. (secondary to MS-PS3-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas or principles to design, construct, and test a design of an object, tool, process or system.
Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a designed or natural system.
California Environmental Principles and Concepts:
Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A; MS.ESS2.C; MS.ESS2.D Articulation across grade-bands: 4.PS3.B; HS.PS3.B
Standard Identifier: MS-PS3-4.
Grade Range:
6–8
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.B: Conservation of Energy and Energy Transfer
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Physical Science
Title: MS-PS3 Energy
Performance Expectation: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B: Conservation of Energy and Energy Transfer The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.
Science & Engineering Practices: Planning and Carrying Out Investigations Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.
California Environmental Principles and Concepts:
Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D Articulation across grade-bands: 4.PS3.C; HS.PS1.B; HS.PS3.A; HS.PS3.B
Performance Expectation: Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample. [Clarification Statement: Examples of experiments could include comparing final water temperatures after different masses of ice melted in the same volume of water with the same initial temperature, the temperature change of samples of different materials with the same mass as they cool or heat in the environment, or the same material with different masses when a specific amount of energy is added.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. PS3.B: Conservation of Energy and Energy Transfer The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment.
Science & Engineering Practices: Planning and Carrying Out Investigations Plan an investigation individually and collaboratively, and in the design: identify independent and dependent variables and controls, what tools are needed to do the gathering, how measurements will be recorded, and how many data are needed to support a claim. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Scale, Proportion, and Quantity Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes.
California Environmental Principles and Concepts:
Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.3: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics MP.2: Reason abstractly and quantitatively. 6.SP.5.a-d: Summarize numerical data sets in relation to their context.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D Articulation across grade-bands: 4.PS3.C; HS.PS1.B; HS.PS3.A; HS.PS3.B
Standard Identifier: MS-PS3-5
Grade Range:
6–8
Disciplinary Core Idea:
PS3.B: Conservation of Energy and Energy Transfer
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Physical Science
Title: MS-PS3 Energy
Performance Expectation: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]
Disciplinary Core Idea(s):
PS3.B: Conservation of Energy and Energy Transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
Science & Engineering Practices: Engaging in Argument from Evidence Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Energy and Matter Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
California Environmental Principles and Concepts:
Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6–8.1.a–e: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.1: Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A Articulation across grade-bands: 4.PS3.C; HS.PS3.A; HS.PS3.B
Performance Expectation: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. [Clarification Statement: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.] [Assessment Boundary: Assessment does not include calculations of energy.]
Disciplinary Core Idea(s):
PS3.B: Conservation of Energy and Energy Transfer When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
Science & Engineering Practices: Engaging in Argument from Evidence Construct, use, and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Energy and Matter Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
California Environmental Principles and Concepts:
Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6–8.1.a–e: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively. 6.RP.1: Understand the concept of ratio and use ratio language to describe a ratio relationship between two quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A Articulation across grade-bands: 4.PS3.C; HS.PS3.A; HS.PS3.B
Standard Identifier: HS-ESS1-5
Grade Range:
9–12
Disciplinary Core Idea:
ESS1.C: The History of Planet Earth, ESS2.B: Plate Tectonics and Large-Scale System Interactions, PS1.C: Nuclear Processes
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Earth and Space Science
Title: HS-ESS1 Earth’s Place in the Universe
Performance Expectation: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5) PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-5)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Crosscutting Concepts: Patterns Empirical evidence is needed to identify patterns.
California Environmental Principles and Concepts:
N/A
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.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 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.ESS2.A Articulation across grade-bands: MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Performance Expectation: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. (ESS2.B Grade 8 GBE) (secondary to HS-ESS1-5) PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-5)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Crosscutting Concepts: Patterns Empirical evidence is needed to identify patterns.
California Environmental Principles and Concepts:
N/A
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.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. WHST.9-10.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 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.ESS2.A Articulation across grade-bands: MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Standard Identifier: HS-ESS1-6
Grade Range:
9–12
Disciplinary Core Idea:
ESS1.C: The History of Planet Earth, PS1.C: Nuclear Processes
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: HS-ESS1 Earth’s Place in the Universe
Performance Expectation: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.
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 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.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. WHST.9-12.1: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. F-IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. S-ID.6.a-c: Represent data on two quantitative variables on a scatter plot, and describe how those variables are related.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS2.A; HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.ESS1.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Performance Expectation: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.]
Disciplinary Core Idea(s):
ESS1.C: The History of Planet Earth Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most of the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history. PS1.C: Nuclear Processes Spontaneous radioactive decays follow a characteristic exponential decay law. Nuclear lifetimes allow radiometric dating to be used to determine the ages of rocks and other materials. (secondary to HS-ESS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific reasoning to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena A scientific theory is a substantiated explanation of some aspect of the natural world, based on a body of facts that have been repeatedly confirmed through observation and experiment and the science community validates each theory before it is accepted. If new evidence is discovered that the theory does not accommodate, the theory is generally modified in light of this new evidence. Models, mechanisms, and explanations collectively serve as tools in the development of a scientific theory.
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 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.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. WHST.9-12.1: Write arguments focused on discipline-specific content. Mathematics MP.2: Reason abstractly and quantitatively. N-Q.1-3: Reason quantitatively and use units to solve problems. F-IF.5: Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. S-ID.6.a-c: Represent data on two quantitative variables on a scatter plot, and describe how those variables are related.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS2.A; HS.PS2.B Articulation across grade-bands: MS.PS2.B; MS.ESS1.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B
Standard Identifier: HS-ESS3-1
Grade Range:
9–12
Disciplinary Core Idea:
ESS3.A: Natural Resources, ESS3.B: Natural Hazards
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Earth and Space Science
Title: HS-ESS3 Earth and Human Activity
Performance Expectation: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
Disciplinary Core Idea(s):
ESS3.A: Natural Resources Resource availability has guided the development of human society. ESS3.B: Natural Hazards Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct 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.
Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems.
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. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 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: N/A Articulation across grade-bands: MS.LS2.A; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.B
Performance Expectation: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.]
Disciplinary Core Idea(s):
ESS3.A: Natural Resources Resource availability has guided the development of human society. ESS3.B: Natural Hazards Natural hazards and other geologic events have shaped the course of human history; [they] have significantly altered the sizes of human populations and have driven human migrations.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct 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.
Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Modern civilization depends on major technological systems.
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. WHST.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. 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: N/A Articulation across grade-bands: MS.LS2.A; MS.LS4.D; MS.ESS2.A; MS.ESS3.A; MS.ESS3.B
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