Science (CA NGSS) Standards
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ESS1.B: Earth and the Solar System
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ESS2.B: Plate Tectonics and Large-Scale System Interactions
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LS1.C: Organization for Matter and Energy Flow in Organisms
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LS4.A: Evidence of Common Ancestry and Diversity
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PS3.A: Definitions of Energy
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Showing 1 - 7 of 7 Standards
Standard Identifier: MS-ESS1-2
Grade Range:
6–8
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars, ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: MS-ESS1 Earth’s Place in the Universe
Performance Expectation: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 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-d: 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.PS2.A; MS.PS2.B; Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.A; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.A; HS.ESS1.B
Performance Expectation: Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system. [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as students’ school or state).] [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Earth and its solar system are part of the Milky Way galaxy, which is one of many galaxies in the universe. ESS1.B: Earth and the Solar System The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics MP.4: Model with mathematics. 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 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-d: 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.PS2.A; MS.PS2.B; Articulation across grade-bands: 3.PS2.A; 5.PS2.B; 5.ESS1.A; 5.ESS1.B; HS.PS2.A; HS.PS2.B; HS.ESS1.A; HS.ESS1.B
Standard Identifier: MS-PS1-4
Grade Range:
6–8
Disciplinary Core Idea:
PS1.A: Structure and Properties of Matter, PS3.A: Definitions of Energy
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
Title: MS-PS1 Matter and Its Interactions
Performance Expectation: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. PS3.A: Definitions of Energy The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4) The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4)
Science & Engineering Practices: Developing and Using Models Develop a model to predict and/or describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A
Performance Expectation: Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.]
Disciplinary Core Idea(s):
PS1.A: Structure and Properties of Matter Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. PS3.A: Definitions of Energy The term “heat” as used in everyday language refers both to thermal energy (the motion of atoms or molecules within a substance) and the transfer of that thermal energy from one object to another. In science, heat is used only for this second meaning; it refers to the energy transferred due to the temperature difference between two objects. (secondary to MS-PS1-4) The temperature of a system is proportional to the average internal kinetic energy and potential energy per atom or molecule (whichever is the appropriate building block for the system’s material). The details of that relationship depend on the type of atom or molecule and the interactions among the atoms in the material. Temperature is not a direct measure of a system's total thermal energy. The total thermal energy (sometimes called the total internal energy) of a system depends jointly on the temperature, the total number of atoms in the system, and the state of the material. (secondary to MS-PS1-4)
Science & Engineering Practices: Developing and Using Models Develop a model to predict and/or describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy RST.6-8.7: Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics 6.NS.5: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: HS.PS1.A; HS.PS1.B; HS.PS3.A
Standard Identifier: MS-PS3-2
Grade Range:
6–8
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.C: Relationship between Energy and Forces
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
Title: MS-PS3 Energy
Performance Expectation: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy A system of objects may also contain stored (potential) energy, depending on their relative positions. PS3.C: Relationship Between Energy and Forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.
Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy and matter flows within systems.
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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.PS2.B; HS.PS3.B; HS.PS3.C
Performance Expectation: Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. [Clarification Statement: Emphasis is on relative amounts of potential energy, not on calculations of potential energy. Examples of objects within systems interacting at varying distances could include: the Earth and either a roller coaster cart at varying positions on a hill or objects at varying heights on shelves, changing the direction/orientation of a magnet, and a balloon with static electrical charge being brought closer to a classmate’s hair. Examples of models could include representations, diagrams, pictures, and written descriptions of systems.] [Assessment Boundary: Assessment is limited to two objects and electric, magnetic, and gravitational interactions.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy A system of objects may also contain stored (potential) energy, depending on their relative positions. PS3.C: Relationship Between Energy and Forces When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.
Science & Engineering Practices: Developing and Using Models Develop a model to describe unobservable mechanisms.
Crosscutting Concepts: Systems and System Models Models can be used to represent systems and their interactions—such as inputs, processes, and outputs—and energy and matter flows within systems.
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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: HS.PS2.B; HS.PS3.B; HS.PS3.C
Standard Identifier: HS-ESS2-1
Grade Range:
9–12
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems, ESS2.B: Plate Tectonics and Large-Scale System Interactions
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: HS-ESS2 Earth’s Systems
Performance Expectation: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust. (ESS2.B Grade 8 GBE)
Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.PS2.B Articulation across grade-bands: MS.PS2.B; MS.LS2.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D
Performance Expectation: Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes. ESS2.B: Plate Tectonics and Large-Scale System Interactions Plate tectonics is the unifying theory that explains the past and current movements of the rocks at Earth’s surface and provides a framework for understanding its geologic history. Plate movements are responsible for most continental and ocean-floor features and for the distribution of most rocks and minerals within Earth’s crust. (ESS2.B Grade 8 GBE)
Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
Crosscutting Concepts: Stability and Change Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.PS2.B Articulation across grade-bands: MS.PS2.B; MS.LS2.B; MS.ESS1.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D
Standard Identifier: HS-ESS2-4
Grade Range:
9–12
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System, ESS2.A: Earth Materials and Systems, ESS2.D: Weather and Climate
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Earth and Space Science
Title: HS-ESS2 Earth’s Systems
Performance Expectation: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4) ESS2.A: Earth Materials and Systems The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. ESS2.D: Weather and Climate The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
Science & Engineering Practices: Developing and Using Models Use a model to provide mechanistic accounts of phenomena. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.PS3.A; HS.PS3.B; HS.LS2.C; HS.ESS1.C; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.LS2.B; MS.LS2.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.C; MS.ESS3.D
Performance Expectation: Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System Cyclical changes in the shape of Earth’s orbit around the sun, together with changes in the tilt of the planet’s axis of rotation, both occurring over hundreds of thousands of years, have altered the intensity and distribution of sunlight falling on the earth. These phenomena cause a cycle of ice ages and other gradual climate changes. (secondary to HS-ESS2-4) ESS2.A: Earth Materials and Systems The geological record shows that changes to global and regional climate can be caused by interactions among changes in the sun’s energy output or Earth’s orbit, tectonic events, ocean circulation, volcanic activity, glaciers, vegetation, and human activities. These changes can occur on a variety of time scales from sudden (e.g., volcanic ash clouds) to intermediate (ice ages) to very long-term tectonic cycles. ESS2.D: Weather and Climate The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.
Science & Engineering Practices: Developing and Using Models Use a model to provide mechanistic accounts of phenomena. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science arguments are strengthened by multiple lines of evidence supporting a single explanation.
Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.PS3.A; HS.PS3.B; HS.LS2.C; HS.ESS1.C; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.PS3.D; MS.PS4.B; MS.LS1.C; MS.LS2.B; MS.LS2.C; MS.ESS2.A; MS.ESS2.B; MS.ESS2.C; MS.ESS2.D; MS.ESS3.C; MS.ESS3.D
Standard Identifier: HS-PS2-5
Grade Range:
9–12
Disciplinary Core Idea:
PS2.B: Types of Interactions, PS3.A: Definitions of Energy
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: HS-PS2 Motion and Stability: Forces and Interactions
Performance Expectation: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. PS3.A: Definitions of Energy “Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5)
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
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. 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. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS4.B; HS.ESS2.A; HS.ESS3.A Articulation across grade-bands: MS.PS2.B; MS.ESS1.B
Performance Expectation: Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. [Assessment Boundary: Assessment is limited to designing and conducting investigations with provided materials and tools.]
Disciplinary Core Idea(s):
PS2.B: Types of Interactions Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields. PS3.A: Definitions of Energy “Electrical energy” may mean energy stored in a battery or energy transmitted by electric currents. (secondary to HS-PS2-5)
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials, cost, risk, time), and refine the design accordingly.
Crosscutting Concepts: Cause and Effect Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
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. 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. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. Mathematics N-Q.1-3: Reason quantitatively and use units to solve problems.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS3.A; HS.PS4.B; HS.ESS2.A; HS.ESS3.A Articulation across grade-bands: MS.PS2.B; MS.ESS1.B
Standard Identifier: HS-PS3-1
Grade Range:
9–12
Disciplinary Core Idea:
PS3.A: Definitions of Energy, PS3.B: Conservation of Energy and Energy Transfer
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Physical Science
Title: HS-PS3 Energy
Performance Expectation: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. PS3.B: Conservation of Energy and Energy Transfer Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system.
Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system.
Crosscutting Concepts: Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes the universe is a vast single system in which basic laws are consistent.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.PS1.B; HS.LS2.B; HS.ESS1.A; HS.ESS2.A Articulation across grade-bands: MS.PS3.A; MS.PS3.B; MS.ESS2.A
Performance Expectation: Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.]
Disciplinary Core Idea(s):
PS3.A: Definitions of Energy Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system’s total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. PS3.B: Conservation of Energy and Energy Transfer Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. The availability of energy limits what can occur in any system.
Science & Engineering Practices: Using Mathematics and Computational Thinking Create a computational model or simulation of a phenomenon, designed device, process, or system.
Crosscutting Concepts: Systems and System Models Models can be used to predict the behavior of a system, but these predictions have limited precision and reliability due to the assumptions and approximations inherent in models. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes the universe is a vast single system in which basic laws are consistent.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. 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.PS1.B; HS.LS2.B; HS.ESS1.A; HS.ESS2.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