Science (CA NGSS) Standards
Results
Showing 1 - 10 of 14 Standards
Standard Identifier: 1-PS4-1
Grade:
1
Disciplinary Core Idea:
PS4.A: Wave Properties
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 investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties Sound can make matter vibrate, and vibrating matter can make sound.
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. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations begin with a question. Scientists use different ways to study the world.
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: N/A
Performance Expectation: Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. [Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and plucking a stretched string. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties Sound can make matter vibrate, and vibrating matter can make sound.
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. Connections to Nature of Science: Scientific Investigations Use a Variety of Methods Science investigations begin with a question. Scientists use different ways to study the world.
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: N/A
Standard Identifier: 4-PS4-1
Grade:
4
Disciplinary Core Idea:
PS4.A: Wave Properties
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer
Performance Expectation: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This grade band endpoint was moved from K–2.) Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).
Science & Engineering Practices: Developing and Using Models Develop a model using an analogy, example, or abstract representation to describe a scientific principle. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.4: Model with mathematics. 4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
DCI Connections:
Connections to other DCIs in fourth grade: 4.PS3.A ; 4.PS3.B Articulation across grade-levels: MS.PS4.A
Performance Expectation: Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. [Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.] [Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties Waves, which are regular patterns of motion, can be made in water by disturbing the surface. When waves move across the surface of deep water, the water goes up and down in place; there is no net motion in the direction of the wave except when the water meets a beach. (Note: This grade band endpoint was moved from K–2.) Waves of the same type can differ in amplitude (height of the wave) and wavelength (spacing between wave peaks).
Science & Engineering Practices: Developing and Using Models Develop a model using an analogy, example, or abstract representation to describe a scientific principle. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science findings are based on recognizing patterns.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.4: Model with mathematics. 4.G.1: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
DCI Connections:
Connections to other DCIs in fourth grade: 4.PS3.A ; 4.PS3.B Articulation across grade-levels: MS.PS4.A
Standard Identifier: 5-LS2-1
Grade:
5
Disciplinary Core Idea:
LS2.A: Interdependent Relationships in Ecosystems, LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Life Science
Title: 5-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events.
Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions.
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 RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in fifth grade: 5.PS1.A; 5.ESS2.A Articulation across grade-levels: 2.PS1.A; 2.LS4.D; 4.ESS2.E; MS.LS1.C; MS.LS2.A; MS.LS2.B; MS.PS3.D
Performance Expectation: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.]
Disciplinary Core Idea(s):
LS2.A: Interdependent Relationships in Ecosystems The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem. LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Matter cycles between the air and soil and among plants, animals, and microbes as these organisms live and die. Organisms obtain gases, and water, from the environment, and release waste matter (gas, liquid, or solid) back into the environment.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena. Connections to Nature of Science: Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Science explanations describe the mechanisms for natural events.
Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions.
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 RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in fifth grade: 5.PS1.A; 5.ESS2.A Articulation across grade-levels: 2.PS1.A; 2.LS4.D; 4.ESS2.E; MS.LS1.C; MS.LS2.A; MS.LS2.B; MS.PS3.D
Standard Identifier: MS-LS2-3
Grade Range:
6–8
Disciplinary Core Idea:
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Life Science
Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena.
Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a natural system. 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:
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. 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. 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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.LS2.A; 5.LS2.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A
Performance Expectation: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena.
Crosscutting Concepts: Energy and Matter The transfer of energy can be tracked as energy flows through a natural system. 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:
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. 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. 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 SL.8.5: Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics 6.EE.9: Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
DCI Connections:
Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.LS2.A; 5.LS2.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A
Standard Identifier: MS-PS4-1
Grade Range:
6–8
Disciplinary Core Idea:
PS4.A: Wave Properties
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Physical Science
Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Performance Expectation: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to describe and/or support scientific conclusions and design solutions. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Patterns Graphs and charts can be used to identify patterns in data.
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.2: Reason abstractly and quantitatively. 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. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.PS3.A; 4.PS3.B; 4.PS4.A; HS.PS4.A; HS.PS4.B
Performance Expectation: Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties A simple wave has a repeating pattern with a specific wavelength, frequency, and amplitude.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations to describe and/or support scientific conclusions and design solutions. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical and conceptual connections between evidence and explanations.
Crosscutting Concepts: Patterns Graphs and charts can be used to identify patterns in data.
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.2: Reason abstractly and quantitatively. 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. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities. 8.F.3: Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: 4.PS3.A; 4.PS3.B; 4.PS4.A; HS.PS4.A; HS.PS4.B
Standard Identifier: MS-PS4-2
Grade Range:
6–8
Disciplinary Core Idea:
PS4.A: Wave Properties, PS4.B: Electromagnetic Radiation
Cross Cutting Concept:
CCC-6: Structure and Function
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
Title: MS-PS4 Waves and Their Applications in Technologies for Information Transfer
Performance Expectation: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties A sound wave needs a medium through which it is transmitted. PS4.B: Electromagnetic Radiation When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. However, because light can travel through space, it cannot be a matter wave, like sound or water waves.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
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.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.D Articulation across grade-bands: 4.PS4.B; HS.PS4.A; HS.PS4.B; HS.ESS1.A; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D
Performance Expectation: Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]
Disciplinary Core Idea(s):
PS4.A: Wave Properties A sound wave needs a medium through which it is transmitted. PS4.B: Electromagnetic Radiation When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light. The path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends. A wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. However, because light can travel through space, it cannot be a matter wave, like sound or water waves.
Science & Engineering Practices: Developing and Using Models Develop and use a model to describe phenomena.
Crosscutting Concepts: Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used.
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.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS1.D Articulation across grade-bands: 4.PS4.B; HS.PS4.A; HS.PS4.B; HS.ESS1.A; HS.ESS2.A; HS.ESS2.C; HS.ESS2.D
Standard Identifier: HS-ESS2-3
Grade Range:
9–12
Disciplinary Core Idea:
ESS2.A: Earth Materials and Systems, ESS2.B: Plate Tectonics and Large-Scale System Interactions, PS4.A: Wave Properties
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
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 based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. ESS2.B: Plate Tectonics and Large-Scale System Interactions The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. PS4.A: Wave Properties Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. (secondary to HS-ESS2-3)
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. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science disciplines share common rules of evidence used to evaluate explanations about natural systems. Science includes the process of coordinating patterns of evidence with current theory.
Crosscutting Concepts: Energy and Matter Energy drives the cycling of matter within and between systems. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 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; HS.PS3.B; HS.PS3.D; Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.A; MS.PS3.B; MS.ESS2.A; MS.ESS2.B
Performance Expectation: Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.]
Disciplinary Core Idea(s):
ESS2.A: Earth Materials and Systems Evidence from deep probes and seismic waves, reconstructions of historical changes in Earth’s surface and its magnetic field, and an understanding of physical and chemical processes lead to a model of Earth with a hot but solid inner core, a liquid outer core, a solid mantle and crust. Motions of the mantle and its plates occur primarily through thermal convection, which involves the cycling of matter due to the outward flow of energy from Earth’s interior and gravitational movement of denser materials toward the interior. ESS2.B: Plate Tectonics and Large-Scale System Interactions The radioactive decay of unstable isotopes continually generates new energy within Earth’s crust and mantle, providing the primary source of the heat that drives mantle convection. Plate tectonics can be viewed as the surface expression of mantle convection. PS4.A: Wave Properties Geologists use seismic waves and their reflection at interfaces between layers to probe structures deep in the planet. (secondary to HS-ESS2-3)
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. Connections to Nature of Science: Scientific Knowledge is Based on Empirical Evidence Science knowledge is based on empirical evidence. Science disciplines share common rules of evidence used to evaluate explanations about natural systems. Science includes the process of coordinating patterns of evidence with current theory.
Crosscutting Concepts: Energy and Matter Energy drives the cycling of matter within and between systems. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Science and engineering complement each other in the cycle known as research and development (R&D). Many R&D projects may involve scientists, engineers, and others with wide ranges of expertise.
California Environmental Principles and Concepts:
Principle III Natural systems proceed through cycles that humans depend upon, benefit from, and can alter. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. 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; HS.PS3.B; HS.PS3.D; Articulation across grade-bands: MS.PS1.A; MS.PS1.B; MS.PS2.B; MS.PS3.A; MS.PS3.B; MS.ESS2.A; MS.ESS2.B
Standard Identifier: HS-LS2-3
Grade Range:
9–12
Disciplinary Core Idea:
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence.
Crosscutting Concepts: Energy and Matter Energy drives the cycling of matter within and between 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. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9–12.2.a–e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.PS3.B; HS.PS3.D; HS.ESS2.A Articulation across grade-bands: MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.LS2.B
Performance Expectation: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence and/or reinterpretation of existing evidence.
Crosscutting Concepts: Energy and Matter Energy drives the cycling of matter within and between 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. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
ELA/Literacy RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST.9–12.2.a–e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.PS3.B; HS.PS3.D; HS.ESS2.A Articulation across grade-bands: MS.PS1.B; MS.PS3.D; MS.LS1.C; MS.LS2.B
Standard Identifier: HS-LS2-4
Grade Range:
9–12
Disciplinary Core Idea:
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
Cross Cutting Concept:
CCC-5: Energy and Matter: Flows, Cycles, and Conservation
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Life Science
Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to support claims.
Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between 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. 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:
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.B; HS.PS3.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B
Performance Expectation: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.
Science & Engineering Practices: Using Mathematics and Computational Thinking Use mathematical representations of phenomena or design solutions to support claims.
Crosscutting Concepts: Energy and Matter Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between 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. 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:
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.B; HS.PS3.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B
Standard Identifier: HS-LS2-5
Grade Range:
9–12
Disciplinary Core Idea:
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems, PS3.D: Energy in Chemical Processes
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Life Science
Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. PS3.D: Energy in Chemical Processes The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (secondary to HS-LS2-5)
Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or components of a system.
Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
N/A
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.ESS2.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B; MS.ESS2.A
Performance Expectation: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.]
Disciplinary Core Idea(s):
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. PS3.D: Energy in Chemical Processes The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (secondary to HS-LS2-5)
Science & Engineering Practices: Developing and Using Models Develop a model based on evidence to illustrate the relationships between systems or components of a system.
Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies. Principle IV The exchange of matter between natural systems and human societies affects the long-term functioning of both.
California Common Core State Standards Connections:
N/A
DCI Connections:
Connections to other DCIs in this grade-band: HS.PS1.B; HS.ESS2.D Articulation across grade-bands: MS.PS3.D; MS.LS1.C; MS.LS2.B; MS.ESS2.A
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