Science (CA NGSS) Standards
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ESS3.B: Natural Hazards
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LS1.B: Growth and Development of Organisms
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PS1.B: Chemical Reactions
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PS2.B: Types of Interactions
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PS3.B: Conservation of Energy and Energy Transfer
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PS4.C: Information Technologies and Instrumentation
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Showing 11 - 20 of 51 Standards
Standard Identifier: 3-PS2-1
Grade:
3
Disciplinary Core Idea:
PS2.A: Forces and Motion, PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Physical Science
Title: 3-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) PS2.B: Types of Interactions Objects in contact exert forces on each other.
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations use a variety of methods, tools, and techniques.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. W.3.7: Conduct short research projects that build knowledge about a topic. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Mathematics MP.2: Reason abstractly and quantitatively. 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.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.PS2.A; K.PS2.B; K.PS3.C; 5.PS2.B; MS.PS2.A; MS.ESS1.B; MS.ESS2.C
Performance Expectation: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary: Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]
Disciplinary Core Idea(s):
PS2.A: Forces and Motion Each force acts on one particular object and has both strength and a direction. An object at rest typically has multiple forces acting on it, but they add to give zero net force on the object. Forces that do not sum to zero can cause changes in the object’s speed or direction of motion. (Boundary: Qualitative and conceptual, but not quantitative addition of forces are used at this level.) PS2.B: Types of Interactions Objects in contact exert forces on each other.
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations use a variety of methods, tools, and techniques.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. W.3.7: Conduct short research projects that build knowledge about a topic. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Mathematics MP.2: Reason abstractly and quantitatively. 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.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.PS2.A; K.PS2.B; K.PS3.C; 5.PS2.B; MS.PS2.A; MS.ESS1.B; MS.ESS2.C
Standard Identifier: 3-PS2-3
Grade:
3
Disciplinary Core Idea:
PS2.B: Types of Interactions
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Physical Science
Title: 3-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated based on patterns such as cause and effect relationships.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.PS2.B
Performance Expectation: Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. [Clarification Statement: Examples of an electric force could include the force on hair from an electrically charged balloon and the electrical forces between a charged rod and pieces of paper; examples of a magnetic force could include the force between two permanent magnets, the force between an electromagnet and steel paperclips, and the force exerted by one magnet versus the force exerted by two magnets. Examples of cause and effect relationships could include how the distance between objects affects strength of the force and how the orientation of magnets affects the direction of the magnetic force.] [Assessment Boundary: Assessment is limited to forces produced by objects that can be manipulated by students, and electrical interactions are limited to static electricity.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated based on patterns such as cause and effect relationships.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.8: Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). SL.3.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.PS2.B
Standard Identifier: 3-PS2-4
Grade:
3
Disciplinary Core Idea:
PS2.B: Types of Interactions
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Physical Science
Title: 3-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.
Science & Engineering Practices: Asking Questions and Defining Problems Define a simple problem that can be solved through the development of a new or improved object or tool.
Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the Engineering, Technology, and Applications of Science process.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
N/A
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.ETS1.A; 4.ETS1.A; MS.PS2.B
Performance Expectation: Define a simple design problem that can be solved by applying scientific ideas about magnets.* [Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and creating a device to keep two moving objects from touching each other.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Electric, and magnetic forces between a pair of objects do not require that the objects be in contact. The sizes of the forces in each situation depend on the properties of the objects and their distances apart and, for forces between two magnets, on their orientation relative to each other.
Science & Engineering Practices: Asking Questions and Defining Problems Define a simple problem that can be solved through the development of a new or improved object or tool.
Crosscutting Concepts: Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Scientific discoveries about the natural world can often lead to new and improved technologies, which are developed through the Engineering, Technology, and Applications of Science process.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
N/A
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: K.ETS1.A; 4.ETS1.A; MS.PS2.B
Standard Identifier: 4-ESS3-2
Grade:
4
Disciplinary Core Idea:
ESS3.B: Natural Hazards, ETS1.B: Developing Possible Solutions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Earth and Space Science
Title: 4-ESS3 Earth and Human Activity
Performance Expectation: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea can also be found in 3.WC.) ETS1.B: Designing Solutions to Engineering Problems Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.
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.
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.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.C Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; MS.ESS2.A; MS.ESS3.B; MS.ETS1.B
Performance Expectation: Generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.* [Clarification Statement: Examples of solutions could include designing an earthquake resistant building and improving monitoring of volcanic activity.] [Assessment Boundary: Assessment is limited to earthquakes, floods, tsunamis, and volcanic eruptions.]
Disciplinary Core Idea(s):
ESS3.B: Natural Hazards A variety of hazards result from natural processes (e.g., earthquakes, tsunamis, volcanic eruptions). Humans cannot eliminate the hazards but can take steps to reduce their impacts. (Note: This Disciplinary Core Idea can also be found in 3.WC.) ETS1.B: Designing Solutions to Engineering Problems Testing a solution involves investigating how well it performs under a range of likely conditions. (secondary to 4-ESS3-2)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits, to decrease known risks, and to meet societal demands.
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.
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.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.C Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; MS.ESS2.A; MS.ESS3.B; MS.ETS1.B
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: 4-PS3-3
Grade:
4
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.B: Conservation of Energy and Energy Transfer, PS3.C: Relationship between Energy and Forces
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Physical Science
Title: 4-PS3 Energy
Performance Expectation: Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [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. PS3.C: Relationship Between Energy and Forces When objects collide, the contact forces transfer energy so as to change the objects’ motions.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
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: K.PS2.B; 3.PS2.A; MS.PS2.A; MS.PS3.A; MS.PS3.B; MS.PS3.C
Performance Expectation: Ask questions and predict outcomes about the changes in energy that occur when objects collide. [Clarification Statement: Emphasis is on the change in the energy due to the change in speed, not on the forces, as objects interact.] [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. PS3.C: Relationship Between Energy and Forces When objects collide, the contact forces transfer energy so as to change the objects’ motions.
Science & Engineering Practices: Asking Questions and Defining Problems Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.
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: K.PS2.B; 3.PS2.A; MS.PS2.A; MS.PS3.A; MS.PS3.B; MS.PS3.C
Standard Identifier: 4-PS3-4
Grade:
4
Disciplinary Core Idea:
PS3.B: Conservation of Energy and Energy Transfer, PS3.D: Energy in Chemical Processes, ETS1.A: Defining and Delimiting Engineering Problems
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: 4-PS3 Energy
Performance Expectation: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
Disciplinary Core Idea(s):
PS3.B: Conservation of Energy and Energy Transfer 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. PS3.D: Energy in Chemical Processes The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve design problems.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones. Connections to Nature of Science: Science is a Human Endeavor Most scientists and engineers work in teams. Science affects everyday life.
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. Mathematics 4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 5.PS3.D; 5.LS1.C; MS.PS3.A; MS.PS3.B; MS.ETS1.B; MS.ETS1.C
Performance Expectation: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
Disciplinary Core Idea(s):
PS3.B: Conservation of Energy and Energy Transfer 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. PS3.D: Energy in Chemical Processes The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve design problems.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones. Connections to Nature of Science: Science is a Human Endeavor Most scientists and engineers work in teams. Science affects everyday life.
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. Mathematics 4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 5.PS3.D; 5.LS1.C; MS.PS3.A; MS.PS3.B; MS.ETS1.B; MS.ETS1.C
Standard Identifier: 4-PS4-3
Grade:
4
Disciplinary Core Idea:
PS4.C: Information Technologies and Instrumentation, ETS1.C: Optimizing the Design Solution
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer
Performance Expectation: Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
Disciplinary Core Idea(s):
PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify designed products. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; 3.PS2.A; MS.PS4.C; MS.ETS1.B
Performance Expectation: Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
Disciplinary Core Idea(s):
PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify designed products. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; 3.PS2.A; MS.PS4.C; MS.ETS1.B
Standard Identifier: 5-PS1-2
Grade:
5
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter, PS1.B: Chemical Reactions
Cross Cutting Concept:
CCC-3: Scale, Proportion, and Quantity
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Physical Science
Title: 5-PS1 Matter and Its Interactions
Performance Expectation: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. PS1.B: Chemical Reactions No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.)
Science & Engineering Practices: Using Mathematics and Computational Thinking Measure and graph quantities such as weight to address scientific and engineering questions and problems.
Crosscutting Concepts: Scale, Proportion, and Quantity Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes consistent patterns in natural systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.A; MS.PS1.A
Performance Expectation: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. [Clarification Statement: Examples of reactions or changes could include phase changes, dissolving, and mixing that form new substances.] [Assessment Boundary: Assessment does not include distinguishing mass and weight.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish. PS1.B: Chemical Reactions No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.)
Science & Engineering Practices: Using Mathematics and Computational Thinking Measure and graph quantities such as weight to address scientific and engineering questions and problems.
Crosscutting Concepts: Scale, Proportion, and Quantity Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes consistent patterns in natural systems.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 5.MD.1: Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real-world problems.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.A; MS.PS1.A
Standard Identifier: 5-PS1-4
Grade:
5
Disciplinary Core Idea:
PS1.B: Chemical Reactions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Physical Science
Title: 5-PS1 Matter and Its Interactions
Performance Expectation: Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [Clarification statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions When two or more different substances are mixed, a new substance with different properties may be formed.
Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.B; MS.PS1.A; MS.PS1.B
Performance Expectation: Conduct an investigation to determine whether the mixing of two or more substances results in new substances. [Clarification statement: Examples of combinations that do not produce new substances could include sand and water. Examples of combinations that do produce new substances could include baking soda and vinegar or milk and vinegar.]
Disciplinary Core Idea(s):
PS1.B: Chemical Reactions When two or more different substances are mixed, a new substance with different properties may be formed.
Science & Engineering Practices: Planning and Carrying Out Investigations Conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified, tested, and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research.
DCI Connections:
Connections to other DCIs in fifth grade: N/A Articulation across grade-levels: 2.PS1.B; MS.PS1.A; MS.PS1.B
Showing 11 - 20 of 51 Standards
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