Science (CA NGSS) Standards
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ESS1.A: The Universe and its Stars
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ESS1.B: Earth and the Solar System
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ESS3.A: Natural Resources
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ETS1.C: Optimizing the Design Solution
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LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
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LS3.B: Variation of Traits
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PS4.B: Electromagnetic Radiation
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Showing 1 - 10 of 51 Standards
Standard Identifier: K-2-ETS1-3
Grade:
K
Disciplinary Core Idea:
ETS1.C: Optimizing the Design Solution
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Engineering, Technology, and Applications of Science
Title: K–2-ETS1 Engineering, Technology, and Applications of Science
Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Disciplinary Core Idea(s):
ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: N/A
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.
DCI Connections:
Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Disciplinary Core Idea(s):
ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: N/A
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.
DCI Connections:
Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
Standard Identifier: K-ESS3-1
Grade:
K
Disciplinary Core Idea:
ESS3.A: Natural Resources
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: K-ESS3 Earth and Human Activity
Performance Expectation: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
Disciplinary Core Idea(s):
ESS3.A: Natural Resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
Science & Engineering Practices: Developing and Using Models Use a model to represent relationships in the natural world.
Crosscutting Concepts: Systems and System Models Systems in the natural and designed world have parts that work together.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7 :Compare numbers.
DCI Connections:
Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 5.LS2.A; 5.ESS2.A
Performance Expectation: Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
Disciplinary Core Idea(s):
ESS3.A: Natural Resources Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
Science & Engineering Practices: Developing and Using Models Use a model to represent relationships in the natural world.
Crosscutting Concepts: Systems and System Models Systems in the natural and designed world have parts that work together.
California Environmental Principles and Concepts:
Principle I The continuation and health of individual human lives and of human communities and societies depend on the health of the natural systems that provide essential goods and ecosystem services. Principle II The long-term functioning and health of terrestrial, freshwater, coastal and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy SL.K.5: Add drawings or other visual displays to descriptions as desired to provide additional detail. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. K.CC.1-3: Know number names and the count sequence. K.CC.4-5: Count to tell the number of objects. K.CC.6-7 :Compare numbers.
DCI Connections:
Connections to other DCIs in kindergarten: N/A Articulation across grade-levels: 1.LS1.A; 5.LS2.A; 5.ESS2.A
Standard Identifier: 1-ESS1-1
Grade:
1
Disciplinary Core Idea:
ESS1.A: The Universe and its Stars
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Earth and Space Science
Title: 1-ESS1 Earth’s Place in the Universe
Performance Expectation: Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.
Science & Engineering Practices: Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes natural events happen today as they happened in the past. Many events are repeated.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.PS2.A; 5.PS2.B; 5-ESS1.B
Performance Expectation: Use observations of the sun, moon, and stars to describe patterns that can be predicted. [Clarification Statement: Examples of patterns could include that the sun and moon appear to rise in one part of the sky, move across the sky, and set; and stars other than our sun are visible at night but not during the day.] [Assessment Boundary: Assessment of star patterns is limited to stars being seen at night and not during the day.]
Disciplinary Core Idea(s):
ESS1.A: The Universe and its Stars Patterns of the motion of the sun, moon, and stars in the sky can be observed, described, and predicted.
Science & Engineering Practices: Analyzing and Interpreting Data Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Connections to Nature of Science: Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes natural events happen today as they happened in the past. Many events are repeated.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.PS2.A; 5.PS2.B; 5-ESS1.B
Standard Identifier: 1-ESS1-2
Grade:
1
Disciplinary Core Idea:
ESS1.B: Earth and the Solar System
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-3: Planning and Carrying Out Investigations
Content Area:
Earth and Space Science
Title: 1-ESS1 Earth’s Place in the Universe
Performance Expectation: Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 5.PS2.B; 5-ESS1.B
Performance Expectation: Make observations at different times of year to relate the amount of daylight to the time of year. [Clarification Statement: Emphasis is on relative comparisons of the amount of daylight in the winter to the amount in the spring or fall.] [Assessment Boundary: Assessment is limited to relative amounts of daylight, not quantifying the hours or time of daylight.]
Disciplinary Core Idea(s):
ESS1.B: Earth and the Solar System Seasonal patterns of sunrise and sunset can be observed, described, and predicted.
Science & Engineering Practices: Planning and Carrying Out Investigations Make observations (firsthand or from media) to collect data that can be used to make comparisons.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 1.OA.1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations to represent the problem. 1.MD.4: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 5.PS2.B; 5-ESS1.B
Standard Identifier: 1-LS3-1
Grade:
1
Disciplinary Core Idea:
LS3.A: Inheritance of Traits, LS3.B: Variation of Traits
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: 1-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
Disciplinary Core Idea(s):
LS3.A: Inheritance of Traits Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. LS3.B: Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.1.1: Ask and answer questions about key details in a text. W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.5: Use appropriate tools strategically. 1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.LS3.A; 3.LS3.B
Performance Expectation: Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents. [Clarification Statement: Examples of patterns could include features plants or animals share. Examples of observations could include leaves from the same kind of plant are the same shape but can differ in size; and, a particular breed of dog looks like its parents but is not exactly the same.] [Assessment Boundary: Assessment does not include inheritance or animals that undergo metamorphosis or hybrids.]
Disciplinary Core Idea(s):
LS3.A: Inheritance of Traits Young animals are very much, but not exactly like, their parents. Plants also are very much, but not exactly, like their parents. LS3.B: Variation of Traits Individuals of the same kind of plant or animal are recognizable as similar but can also vary in many ways.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
Crosscutting Concepts: Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.1.1: Ask and answer questions about key details in a text. W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.5: Use appropriate tools strategically. 1.MD.1: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 3.LS3.A; 3.LS3.B
Standard Identifier: 1-PS4-2
Grade:
1
Disciplinary Core Idea:
PS4.B: Electromagnetic Radiation
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: 1-PS4 Waves and their Applications in Technologies for Information Transfer
Performance Expectation: Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]
Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.a–c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 4.PS4.B
Performance Expectation: Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]
Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation Objects can be seen if light is available to illuminate them or if they give off their own light.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena.
Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.a–c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 4.PS4.B
Standard Identifier: 1-PS4-3
Grade:
1
Disciplinary Core Idea:
PS4.B: Electromagnetic Radiation
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: 1-PS4 Waves and their Applications in Technologies for Information Transfer
Performance Expectation: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question.
Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.a–c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 2.PS1.A
Performance Expectation: Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. [Clarification Statement: Examples of materials could include those that are transparent (such as clear plastic), translucent (such as wax paper), opaque (such as cardboard), and reflective (such as a mirror).] [Assessment Boundary: Assessment does not include the speed of light.]
Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation Some materials allow light to pass through them, others allow only some light through and others block all the light and create a dark shadow on any surface beyond them, where the light cannot reach. Mirrors can be used to redirect a light beam. (Boundary: The idea that light travels from place to place is developed through experiences with light sources, mirrors, and shadows, but no attempt is made to discuss the speed of light.)
Science & Engineering Practices: Planning and Carrying Out Investigations Plan and conduct investigations collaboratively to produce data to serve as the basis for evidence to answer a question.
Crosscutting Concepts: Cause and Effect Simple tests can be designed to gather evidence to support or refute student ideas about causes.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. SL.1.1.a–c: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: 2.PS1.A
Standard Identifier: K-2-ETS1-3
Grade:
1
Disciplinary Core Idea:
ETS1.C: Optimizing the Design Solution
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Engineering, Technology, and Applications of Science
Title: K–2-ETS1 Engineering, Technology, and Applications of Science
Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Disciplinary Core Idea(s):
ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: N/A
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.
DCI Connections:
Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Disciplinary Core Idea(s):
ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: N/A
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically.
DCI Connections:
Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
Standard Identifier: 2-ESS2-1
Grade:
2
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems, ETS1.C: Optimizing the Design Solution
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Earth and Space Science
Title: 2-ESS2 Earth’s Systems
Performance Expectation: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Compare multiple solutions to a problem.
Crosscutting Concepts: Stability and Change Things may change slowly or rapidly. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Developing and using technology has impacts on the natural world. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientists study the natural and material world.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.B; 5.ESS2.C
Performance Expectation: Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.* [Clarification Statement: Examples of solutions could include different designs of dikes and windbreaks to hold back wind and water, and different designs for using shrubs, grass, and trees to hold back the land.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Wind and water can change the shape of the land. ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs. (secondary to 2-ESS2-1)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Compare multiple solutions to a problem.
Crosscutting Concepts: Stability and Change Things may change slowly or rapidly. Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Developing and using technology has impacts on the natural world. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientists study the natural and material world.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. RI.2.9: Compare and contrast the most important points presented by two texts on the same topic. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.5: Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.
DCI Connections:
Connections to other DCIs in second grade: N/A Articulation across grade-levels: 4.ESS2.B; 5.ESS2.C
Standard Identifier: K-2-ETS1-3
Grade:
2
Disciplinary Core Idea:
ETS1.C: Optimizing the Design Solution
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Engineering, Technology, and Applications of Science
Title: K–2-ETS1 Engineering, Technology, and Applications of Science
Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Disciplinary Core Idea(s):
ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: N/A
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
DCI Connections:
Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
Performance Expectation: Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
Disciplinary Core Idea(s):
ETS1.C: Optimizing the Design Solution Because there is always more than one possible solution to a problem, it is useful to compare and test designs.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze data from tests of an object or tool to determine if it works as intended.
Crosscutting Concepts: N/A
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.2.6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.8: Recall information from experiences or gather information from provided sources to answer a question. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 2.MD.10: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.
DCI Connections:
Connections to K-2-ETS1.C: Optimizing the Design Solution include: Second Grade: 2-ESS2-1 Articulation across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C
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