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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ESS3.D: Global Climate Change
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LS1.A: Structure and Function
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LS1.C: Organization for Matter and Energy Flow in Organisms
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PS3.A: Definitions of Energy
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Showing 1 - 8 of 8 Standards
Standard Identifier: 1-LS1-1
Grade:
1
Disciplinary Core Idea:
LS1.A: Structure and Function, LS1.D: Information Processing
Cross Cutting Concept:
CCC-6: Structure and Function
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: 1-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use materials to design a device that solves a specific problem or a solution to a specific problem.
Crosscutting Concepts: Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.
California Environmental Principles and Concepts:
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.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).
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: K.ETS1.A; 4.LS1.A; 4.LS1.D; 4.ETS1.A
Performance Expectation: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use materials to design a device that solves a specific problem or a solution to a specific problem.
Crosscutting Concepts: Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.
California Environmental Principles and Concepts:
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.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).
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: K.ETS1.A; 4.LS1.A; 4.LS1.D; 4.ETS1.A
Standard Identifier: 4-PS3-1
Grade:
4
Disciplinary Core Idea:
PS3.A: Definitions of Energy
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: 4-PS3 Energy
Performance Expectation: Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy The faster a given object is moving, the more energy it possesses.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., measurements, observations, patterns) to construct an explanation.
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 RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2.a–d: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A
Performance Expectation: Use evidence to construct an explanation relating the speed of an object to the energy of that object. [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy The faster a given object is moving, the more energy it possesses.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., measurements, observations, patterns) to construct an explanation.
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 RI.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. W.4.2.a–d: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. 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. W.4.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: MS.PS3.A
Standard Identifier: MS-ESS2-2
Grade Range:
6–8
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems, ESS2.C: The Roles of Water in Earth's Surface Processes
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Earth and Space Science
Title: MS-ESS2 Earth’s Systems
Performance Expectation: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.C: The Roles of Water in Earth’s Surface Processes Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.
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.
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. WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 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.PS1.B; MS.LS2.B Articulation across grade-bands: 4.ESS1.C; 4.ESS2.A; 4.ESS2.E; 5.ESS2.A; HS.PS3.D; HS.LS2.B; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E; HS.ESS3.D
Performance Expectation: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales. [Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems The planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future. ESS2.C: The Roles of Water in Earth’s Surface Processes Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe nature operate today as they did in the past and will continue to do so in the future.
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.
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. WHST.6-8.2.a-f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. 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.PS1.B; MS.LS2.B Articulation across grade-bands: 4.ESS1.C; 4.ESS2.A; 4.ESS2.E; 5.ESS2.A; HS.PS3.D; HS.LS2.B; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E; HS.ESS3.D
Standard Identifier: MS-LS1-6
Grade Range:
6–8
Disciplinary Core Idea:
LS1.C: Organization for Matter and Energy Flow in Organisms, PS3.D: Energy in Chemical Processes
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: MS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D: Energy in Chemical Processes The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) 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. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations.
Crosscutting Concepts: Energy and Matter Within a natural system, the transfer of energy drives the motion and/or cycling of matter.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. 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. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 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 informational texts to support analysis, reflection, and research. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.A; 5.LS2.B; HS.PS1.B; HS.LS1.C; HS.LS2.B; HS.ESS2.D
Performance Expectation: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D: Energy in Chemical Processes The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) 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. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations.
Crosscutting Concepts: Energy and Matter Within a natural system, the transfer of energy drives the motion and/or cycling of matter.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. 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. RST.6-8.2: Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. 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 informational texts to support analysis, reflection, and research. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.A; 5.LS2.B; HS.PS1.B; HS.LS1.C; HS.LS2.B; HS.ESS2.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: HS-LS1-1
Grade Range:
9–12
Disciplinary Core Idea:
LS1.A: Structure and Function
Cross Cutting Concept:
CCC-6: Structure and Function
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: HS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function Systems of specialized cells within organisms help them perform the essential functions of life. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.
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: Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.
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. WHST.9–12.2.a–e: 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, or technical processes. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS3.A Articulation across grade-bands: MS.LS1.A; MS.LS3.A; MS.LS3.B
Performance Expectation: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function Systems of specialized cells within organisms help them perform the essential functions of life. All cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.
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: Structure and Function Investigating or designing new systems or structures requires a detailed examination of the properties of different materials, the structures of different components, and connections of components to reveal its function and/or solve a problem.
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. WHST.9–12.2.a–e: 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, or technical processes. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS3.A Articulation across grade-bands: MS.LS1.A; MS.LS3.A; MS.LS3.B
Standard Identifier: HS-LS1-6
Grade Range:
9–12
Disciplinary Core Idea:
LS1.C: Organization for Matter and Energy Flow in Organisms
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: HS-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct and revise 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: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
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. WHST.9–12.2.a–e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9–12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.ESS2.E
Performance Expectation: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. [Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.] [Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of macromolecules.]
Disciplinary Core Idea(s):
LS1.C: Organization for Matter and Energy Flow in Organisms The sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells. As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct and revise 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: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.
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. WHST.9–12.2.a–e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9–12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.ESS2.E
Standard Identifier: HS-PS3-3
Grade Range:
9–12
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.D: Energy in Chemical Processes, ETS1.A: Defining and Delimiting Engineering Problems
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: HS-PS3 Energy
Performance Expectation: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS3-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Crosscutting Concepts: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS3.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A
Performance Expectation: Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.* [Clarification Statement: Emphasis is on both qualitative and quantitative evaluations of devices. Examples of devices could include Rube Goldberg devices, wind turbines, solar cells, solar ovens, and generators. Examples of constraints could include use of renewable energy forms and efficiency.] [Assessment Boundary: Assessment for quantitative evaluations is limited to total output for a given input. Assessment is limited to devices constructed with materials provided to students.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy At the macroscopic scale, energy manifests itself in multiple ways, such as in motion, sound, light, and thermal energy. PS3.D: Energy in Chemical Processes Although energy cannot be destroyed, it can be converted to less useful forms—for example, to thermal energy in the surrounding environment. ETS1.A: Defining and Delimiting Engineering Problems Criteria and constraints also include satisfying any requirements set by society, such as taking issues of risk mitigation into account, and they should be quantified to the extent possible and stated in such a way that one can tell if a given design meets them. (secondary to HS-PS3-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Design, evaluate, and/or refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations.
Crosscutting Concepts: Energy and Matter Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World Modern civilization depends on major technological systems. Engineers continuously modify these technological systems by applying scientific knowledge and Engineering, Technology, and Applications of Science practices to increase benefits while decreasing costs and risks.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy WHST.9-12.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS3.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A
Questions: Curriculum Frameworks and Instructional Resources Division |
CFIRD@cde.ca.gov | 916-319-0881