Science (CA NGSS) Standards
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ESS1.B: Earth and the Solar System
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ESS2.C: The Roles of Water in Earth's Surface Processes
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ESS2.D: Weather and Climate
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ESS3.A: Natural Resources
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ESS3.D: Global Climate Change
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LS1.D: Information Processing
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PS1.C: Nuclear Processes
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PS3.A: Definitions of Energy
Results
Showing 1 - 10 of 13 Standards
Standard Identifier: K-ESS2-1
Grade:
K
Disciplinary Core Idea:
ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: K-ESS2 Earth’s Systems
Performance Expectation: Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
Science & Engineering Practices: Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Connections to Nature of Science: Science Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
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 W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.3: Classify objects into given categories; count the number of objects in each category and sort the categories by count. K.CC.4-5: Count to tell the number of objects.
DCI Connections:
Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 2.ESS2.A; 3.ESS2.D; 4.ESS2.A
Performance Expectation: Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.]
Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time.
Science & Engineering Practices: Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. Connections to Nature of Science: Science Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
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 W.K.7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.MD.1: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. K.MD.3: Classify objects into given categories; count the number of objects in each category and sort the categories by count. K.CC.4-5: Count to tell the number of objects.
DCI Connections:
Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 2.ESS2.A; 3.ESS2.D; 4.ESS2.A
Standard Identifier: 1-ESS1-2
Grade:
1
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Earth and Space Science
Title: 1-ESS1 Earth’s Place in the Universe
Performance Expectation: Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 5.PS2.B; 5-ESS1.B
Performance Expectation: Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 5.PS2.B; 5-ESS1.B
Standard Identifier: 3-ESS2-1
Grade:
3
Disciplinary Core Idea:
ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: 3-ESS2 Earth’s Systems
Performance Expectation: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Patterns of change can be used to make predictions.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.ESS2.D; 4.ESS2.A; 5.ESS2.A; MS.ESS2.C; MS.ESS2.D
Performance Expectation: Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.]
Disciplinary Core Idea(s):
ESS2.D: Weather and Climate Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Patterns of change can be used to make predictions.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.MD.2: Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in bar graphs.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.ESS2.D; 4.ESS2.A; 5.ESS2.A; MS.ESS2.C; MS.ESS2.D
Standard Identifier: 4-PS3-2
Grade:
4
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.B: Conservation of Energy and Energy Transfer
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Physical Science
Title: 4-PS3 Energy
Performance Expectation: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. Light also transfers energy from place to place. Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy.
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A; MS.PS3.B; MS.PS4.B
Performance Expectation: Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Energy can be moved from place to place by moving objects or through sound, light, or electric currents. PS3.B: Conservation of Energy and Energy Transfer Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced. Light also transfers energy from place to place. Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy.
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A; MS.PS3.B; MS.PS4.B
Standard Identifier: 5-ESS1-2
Grade:
5
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: 5-ESS1 Earth’s Place in the Universe
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy 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. 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
Performance Expectation: Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky. [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.] [Assessment Boundary: Assessment does not include causes of seasons.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Science & Engineering Practices: Analyzing and Interpreting Data Represent data in graphical displays (bar graphs, pictographs and/or pie charts) to reveal patterns that indicate relationships.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy 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. 5.G.2: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 1.ESS1.A; 1.ESS1.B; 3.PS2.A; MS.ESS1.A; MS.ESS1.B
Standard Identifier: MS-ESS1-3
Grade Range:
6–8
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: MS-ESS1 Earth’s Place in the Universe
Performance Expectation: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings.
Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.
California Environmental Principles and Concepts:
N/A
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.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was one beak." "For every vote candidate A received, candidate C received nearly three votes." 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.A Articulation across grade-bands: 5.ESS1.B; HS.ESS1.B; HS.ESS2.A
Performance Expectation: Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to determine similarities and differences in findings.
Crosscutting Concepts: Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.
California Environmental Principles and Concepts:
N/A
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.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, "The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was one beak." "For every vote candidate A received, candidate C received nearly three votes." 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.A Articulation across grade-bands: 5.ESS1.B; HS.ESS1.B; HS.ESS2.A
Standard Identifier: MS-ESS2-5
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.C: The Roles of Water in Earth's Surface Processes, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.
Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
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 III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
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.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
Performance Expectation: Collect data to provide evidence for how the motions and complex interactions of air masses result in changes in weather conditions. [Clarification Statement: Emphasis is on how air masses flow from regions of high pressure to low pressure, causing weather (defined by temperature, pressure, humidity, precipitation, and wind) at a fixed location to change over time, and how sudden changes in weather can result when different air masses collide. Emphasis is on how weather can be predicted within probabilistic ranges. Examples of data can be provided to students (such as weather maps, diagrams, and visualizations) or obtained through laboratory experiments (such as with condensation).] [Assessment Boundary: Assessment does not include recalling the names of cloud types or weather symbols used on weather maps or the reported diagrams from weather stations.]
Disciplinary Core Idea(s):
ESS2.C: The Roles of Water in Earth’s Surface Processes The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate Because these patterns are so complex, weather can only be predicted probabilistically.
Science & Engineering Practices: Planning and Carrying Out Investigations Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
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 III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter.
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.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. Mathematics MP.2: Reason abstractly and quantitatively. 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values; use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS2.A; MS.PS3.A; MS.PS3.B Articulation across grade-bands: 3.ESS2.D; 5.ESS2.A; HS.ESS2.C; HS.ESS2.D
Standard Identifier: MS-PS3-1
Grade Range:
6–8
Disciplinary Core Idea:
PS3.A: Definitions of Energy
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Physical Science
Title: MS-PS3 Energy
Performance Expectation: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
Science & Engineering Practices: Analyzing and Interpreting Data Construct and interpret graphical displays of data to identify linear and nonlinear relationships.
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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 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.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.2: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A Articulation across grade-bands: 4.PS3.B; HS.PS3.A; HS.PS3.B
Performance Expectation: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object. [Clarification Statement: Emphasis is on descriptive relationships between kinetic energy and mass separately from kinetic energy and speed. Examples could include riding a bicycle at different speeds, rolling different sizes of rocks downhill, and getting hit by a whiffle ball versus a tennis ball.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.
Science & Engineering Practices: Analyzing and Interpreting Data Construct and interpret graphical displays of data to identify linear and nonlinear relationships.
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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 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.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.RP.2: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.EE.1: Know and apply the properties of integer exponents to generate equivalent numerical expressions. 8.EE.2: Use square root and cube root symbols to represent solutions to equations of the form x2 = p and x3 = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that √2 is irrational. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS2.A Articulation across grade-bands: 4.PS3.B; HS.PS3.A; 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: HS-ESS2-2
Grade Range:
9–12
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems, ESS2.D: Weather and Climate
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-ESS2 Earth’s Systems
Performance Expectation: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.D: Weather and Climate The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
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 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. 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.PS4.B; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.D; MS.PS4.B; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D
Performance Expectation: Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth’s surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.D: Weather and Climate The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.
Crosscutting Concepts: Stability and Change Feedback (negative or positive) can stabilize or destabilize a system. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.
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 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. 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.PS4.B; HS.LS2.B; HS.LS2.C; HS.LS4.D; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.D; MS.PS4.B; MS.LS2.B; MS.LS2.C; MS.LS4.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.D
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