Science (CA NGSS) Standards
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ESS2.D: Weather and Climate
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ESS3.B: Natural Hazards
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ESS3.C: Human Impacts on Earth Systems
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ETS1.A: Defining and Delimiting Engineering Problems
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ETS1.B: Developing Possible Solutions
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LS1.D: Information Processing
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LS2.D: Social Interactions and Group Behavior
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LS4.A: Evidence of Common Ancestry and Diversity
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LS4.B: Natural Selection
Results
Showing 1 - 9 of 9 Standards
Standard Identifier: 1-LS1-1
Grade:
1
Disciplinary Core Idea:
LS1.A: Structure and Function, LS1.D: Information Processing
Cross Cutting Concept:
CCC-6: Structure and Function
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: 1-LS1 From Molecules to Organisms: Structures and Processes
Performance Expectation: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use materials to design a device that solves a specific problem or a solution to a specific problem.
Crosscutting Concepts: Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: K.ETS1.A; 4.LS1.A; 4.LS1.D; 4.ETS1.A
Performance Expectation: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]
Disciplinary Core Idea(s):
LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. LS1.D: Information Processing Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use materials to design a device that solves a specific problem or a solution to a specific problem.
Crosscutting Concepts: Structure and Function The shape and stability of structures of natural and designed objects are related to their function(s). Connections to Engineering, Technology, and Applications of Science: Influence of Engineering, Technology, and Science on Society and the Natural World Every human-made product is designed by applying some knowledge of the natural world and is built using materials derived from the natural world.
California Environmental Principles and Concepts:
Principle II The long-term functioning and health of terrestrial, freshwater, coastal, and marine ecosystems are influenced by their relationships with human societies.
California Common Core State Standards Connections:
ELA/Literacy W.1.7: Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
DCI Connections:
Connections to other DCIs in first grade: N/A Articulation across grade-levels: K.ETS1.A; 4.LS1.A; 4.LS1.D; 4.ETS1.A
Standard Identifier: 3-LS2-1
Grade:
3
Disciplinary Core Idea:
LS2.D: Social Interactions and Group Behavior
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: 3-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Construct an argument that some animals form groups that help members survive.
Disciplinary Core Idea(s):
LS2.D: Social Interactions and Group Behavior Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size (Note: Moved from K–2).
Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence, data, and/or a model.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Mathematics MP.4: Model with mathematics. 3.NBT.1-3: Use place value understanding and properties of operations to perform multi-digit arithmetic.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.LS1.B; MS.LS2.A
Performance Expectation: Construct an argument that some animals form groups that help members survive.
Disciplinary Core Idea(s):
LS2.D: Social Interactions and Group Behavior Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size (Note: Moved from K–2).
Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence, data, and/or a model.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.1.a–d: Write opinion pieces on topics or texts, supporting a point of view with reasons. W.3.8: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Mathematics MP.4: Model with mathematics. 3.NBT.1-3: Use place value understanding and properties of operations to perform multi-digit arithmetic.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.LS1.B; MS.LS2.A
Standard Identifier: 3-LS4-2
Grade:
3
Disciplinary Core Idea:
LS4.B: Natural Selection
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: 3-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
Disciplinary Core Idea(s):
LS4.B: Natural Selection Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., observations, patterns) to construct an explanation.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.
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 RI.3.1.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
DCI Connections:
Connections to other DCIs in third grade: 3.LS4.C Articulation across grade-levels: MS.LS2.A; MS.LS3.B; MS.LS4.B
Performance Expectation: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]
Disciplinary Core Idea(s):
LS4.B: Natural Selection Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., observations, patterns) to construct an explanation.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified and used to explain change.
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 RI.3.1.a–d: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2.a–d: Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. a. Plan and deliver an informative/explanatory presentation on a topic that: organizes ideas around major points of information, follows a logical sequence, includes supporting details, uses clear and specific vocabulary, and provides a strong conclusion. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. 3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.
DCI Connections:
Connections to other DCIs in third grade: 3.LS4.C Articulation across grade-levels: MS.LS2.A; MS.LS3.B; MS.LS4.B
Standard Identifier: MS-LS2-5
Grade Range:
6–8
Disciplinary Core Idea:
LS2.C: Ecosystem Dynamics, Functioning, and Resilience, LS4.D: Biodiversity and Humans, ETS1.B: Developing Possible Solutions
Cross Cutting Concept:
CCC-7: Stability and Change
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]
Disciplinary Core Idea(s):
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (secondary to MS-LS2-5) ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Crosscutting Concepts: Stability and Change Small changes in one part of a system might cause large changes in another part. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.
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 RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Mathematics MP.4: Model with mathematics. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS3.C Articulation across grade-bands: HS.LS2.A; HS.LS2.C; HS.LS4.D; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D
Performance Expectation: Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]
Disciplinary Core Idea(s):
LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (secondary to MS-LS2-5) ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.
Crosscutting Concepts: Stability and Change Small changes in one part of a system might cause large changes in another part. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering, and Technology on Society and the Natural World The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Connections to Nature of Science: Science Addresses Questions About the Natural and Material World Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes.
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 RST.6-8.8: Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. RI.8.8: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Mathematics MP.4: Model with mathematics. 6.RP.3.a-d: Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
DCI Connections:
Connections to other DCIs in this grade-band: MS.ESS3.C Articulation across grade-bands: HS.LS2.A; HS.LS2.C; HS.LS4.D; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D
Standard Identifier: MS-LS4-2
Grade Range:
6–8
Disciplinary Core Idea:
LS4.A: Evidence of Common Ancestry and Diversity
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: MS-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]
Disciplinary Core Idea(s):
LS4.A: Evidence of Common Ancestry and Diversity Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events.
Crosscutting Concepts: Patterns Patterns can be used to identify cause and effect relationships. 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 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.8.1.a–d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS3.A; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.A; HS.LS4.A; HS.ESS1.C
Performance Expectation: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships. [Clarification Statement: Emphasis is on explanations of the evolutionary relationships among organisms in terms of similarity or differences of the gross appearance of anatomical structures.]
Disciplinary Core Idea(s):
LS4.A: Evidence of Common Ancestry and Diversity Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to construct an explanation for real-world phenomena, examples, or events.
Crosscutting Concepts: Patterns Patterns can be used to identify cause and effect relationships. 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 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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.8.1.a–d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS3.A; MS.LS3.B; MS.ESS1.C Articulation across grade-bands: 3.LS4.A; HS.LS4.A; HS.ESS1.C
Standard Identifier: MS-LS4-4
Grade Range:
6–8
Disciplinary Core Idea:
LS4.B: Natural Selection
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: MS-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
Disciplinary Core Idea(s):
LS4.B: Natural Selection Natural selection leads to the predominance of certain traits in a population, and the suppression of others.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.8.1.a–d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Mathematics 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS3.A; MS.LS3.B Articulation across grade-bands: 3.LS3.B; 3.LS4.B; HS.LS2.A; HS.LS3.B; HS.LS4.B; HS.LS4.C
Performance Expectation: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]
Disciplinary Core Idea(s):
LS4.B: Natural Selection Natural selection leads to the predominance of certain traits in a population, and the suppression of others.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation that includes qualitative or quantitative relationships between variables that describe phenomena.
Crosscutting Concepts: Cause and Effect Phenomena may have more than one cause, and some cause and effect relationships in systems can only be described using probability.
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.6-8.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. RST.6-8.9: Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6–8.2.a–f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.8.1.a–d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. SL.8.4: Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. a. Plan and present a narrative that: establishes a context and point of view, presents a logical sequence, uses narrative techniques (e.g., dialogue, pacing, description, sensory language), uses a variety of transitions, and provides a conclusion that reflects the experience. Mathematics 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 6.SP.5.a-d: Summarize numerical data sets in relation to their context. 7.RP.2.a-d: Recognize and represent proportional relationships between quantities.
DCI Connections:
Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS3.A; MS.LS3.B Articulation across grade-bands: 3.LS3.B; 3.LS4.B; HS.LS2.A; HS.LS3.B; HS.LS4.B; HS.LS4.C
Standard Identifier: HS-LS2-8
Grade Range:
9–12
Disciplinary Core Idea:
LS2.D: Social Interactions and Group Behavior
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: HS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Performance Expectation: Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.]
Disciplinary Core Idea(s):
LS2.D: Social Interactions and Group Behavior Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate the evidence behind currently accepted explanations to determine the merits of arguments. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an 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 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. RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. RST.11-12.8.a–e: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.B
Performance Expectation: Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. [Clarification Statement: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include flocking, schooling, herding, and cooperative behaviors such as hunting, migrating, and swarming.]
Disciplinary Core Idea(s):
LS2.D: Social Interactions and Group Behavior Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives.
Science & Engineering Practices: Engaging in Argument from Evidence Evaluate the evidence behind currently accepted explanations to determine the merits of arguments. Connections to Nature of Science: Scientific Knowledge is Open to Revision in Light of New Evidence Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an 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 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. RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. RST.11-12.8.a–e: Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
DCI Connections:
Connections to other DCIs in this grade-band: N/A Articulation across grade-bands: MS.LS1.B
Standard Identifier: HS-LS4-2
Grade Range:
9–12
Disciplinary Core Idea:
LS4.B: Natural Selection, LS4.C: Adaptation
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Life Science
Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
Disciplinary Core Idea(s):
LS4.B: Natural Selection Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. LS4.C: Adaptation Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Crosscutting Concepts: 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 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 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.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B; HS.ESS2.E; HS.ESS3.A Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.B; MS.LS4.C
Performance Expectation: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. [Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs and proportional reasoning.] [Assessment Boundary: Assessment does not include other mechanisms of evolution, such as genetic drift, gene flow through migration, and co-evolution.]
Disciplinary Core Idea(s):
LS4.B: Natural Selection Natural selection occurs only if there is both (1) variation in the genetic information between organisms in a population and (2) variation in the expression of that genetic information—that is, trait variation—that leads to differences in performance among individuals. LS4.C: Adaptation Evolution is a consequence of the interaction of four factors: (1) the potential for a species to increase in number, (2) the genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for an environment’s limited supply of the resources that individuals need in order to survive and reproduce, and (4) the ensuing proliferation of those organisms that are better able to survive and reproduce in that environment.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Crosscutting Concepts: 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 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 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.9-10.2.a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.2.a-e: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.9-12.9: Draw evidence from informational texts to support analysis, reflection, and research. SL.11-12.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics.
DCI Connections:
Connections to other DCIs in this grade-band: HS.LS2.A; HS.LS2.D; HS.LS3.B; HS.ESS2.E; HS.ESS3.A Articulation across grade-bands: MS.LS2.A; MS.LS3.B; MS.LS4.B; MS.LS4.C
Standard Identifier: HS-LS4-6
Grade Range:
9–12
Disciplinary Core Idea:
LS4.C: Adaptation, LS4.D: Biodiversity and Humans, ETS1.B: Developing Possible Solutions
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-5: Using Mathematics and Computational Thinking
Content Area:
Life Science
Title: HS-LS4 HS-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.]
Disciplinary Core Idea(s):
LS4.C: Adaptation Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. LS4.D: Biodiversity and Humans Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (Note: This Disciplinary Core Idea is also addressed by HS-LS2-7.) ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS4-6) Both physical models and computers can be used in various ways to aid in the Engineering, Technology, and Applications of Science process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (secondary to HS-LS4-6)
Science & Engineering Practices: Using Mathematics and Computational Thinking Create or revise a simulation of a phenomenon, designed device, process, or system.
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 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 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. 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.
DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS2.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.LS2.C; MS.ESS3.C
Performance Expectation: Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* [Clarification Statement: Emphasis is on testing solutions for a proposed problem related to threatened or endangered species, or to genetic variation of organisms for multiple species.]
Disciplinary Core Idea(s):
LS4.C: Adaptation Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species. LS4.D: Biodiversity and Humans Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (Note: This Disciplinary Core Idea is also addressed by HS-LS2-7.) ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS4-6) Both physical models and computers can be used in various ways to aid in the Engineering, Technology, and Applications of Science process. Computers are useful for a variety of purposes, such as running simulations to test different ways of solving a problem or to see which one is most efficient or economical; and in making a persuasive presentation to a client about how a given design will meet his or her needs. (secondary to HS-LS4-6)
Science & Engineering Practices: Using Mathematics and Computational Thinking Create or revise a simulation of a phenomenon, designed device, process, or system.
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 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 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. 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.
DCI Connections:
Connections to other DCIs in this grade-band: HS.ESS2.D; HS.ESS2.E; HS.ESS3.A; HS.ESS3.C; HS.ESS3.D Articulation across grade-bands: MS.LS2.C; MS.ESS3.C
Questions: Curriculum Frameworks and Instructional Resources Division |
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