Science (CA NGSS) Standards
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ETS1.A: Defining and Delimiting Engineering Problems
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LS3.B: Variation of Traits
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LS4.C: Adaptation
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LS4.D: Biodiversity and Humans
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PS4.B: Electromagnetic Radiation
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PS4.C: Information Technologies and Instrumentation
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Showing 11 - 20 of 43 Standards
Standard Identifier: 3-5-ETS1-1
Grade:
3
Disciplinary Core Idea:
ETS1.A: Defining and Delimiting Engineering Problems
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Engineering, Technology, and Applications of Science
Title: 3–5-ETS1 Engineering, Technology, and Applications of Science
Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Disciplinary Core Idea(s):
ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved technologies.
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a,b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships.
DCI Connections:
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Disciplinary Core Idea(s):
ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved technologies.
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a,b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships.
DCI Connections:
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
Standard Identifier: 3-LS3-1
Grade:
3
Disciplinary Core Idea:
LS3.A: Inheritance of Traits, LS3.B: Variation of Traits
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-4: Analyzing and Interpreting Data
Content Area:
Life Science
Title: 3-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
Disciplinary Core Idea(s):
LS3.A: Inheritance of Traits Many characteristics of organisms are inherited from their parents. LS3.B: Variation of Traits Different organisms vary in how they look and function because they have different inherited information.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to make sense of phenomena using logical reasoning.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena.
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: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: 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.a–d: 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.4: Model with mathematics. MP.2: Reason abstractly and quantitatively. 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.LS3.A; 1.LS3.B; MS.LS3.A; MS.LS3.B
Performance Expectation: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.]
Disciplinary Core Idea(s):
LS3.A: Inheritance of Traits Many characteristics of organisms are inherited from their parents. LS3.B: Variation of Traits Different organisms vary in how they look and function because they have different inherited information.
Science & Engineering Practices: Analyzing and Interpreting Data Analyze and interpret data to make sense of phenomena using logical reasoning.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify natural phenomena.
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: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: 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.a–d: 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.4: Model with mathematics. MP.2: Reason abstractly and quantitatively. 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: 1.LS3.A; 1.LS3.B; MS.LS3.A; MS.LS3.B
Standard Identifier: 3-LS3-2
Grade:
3
Disciplinary Core Idea:
LS3.A: Inheritance of Traits, LS3.B: Variation of Traits
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-LS3 Heredity: Inheritance and Variation of Traits
Performance Expectation: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]
Disciplinary Core Idea(s):
LS3.A: Inheritance of Traits Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. LS3.B: Variation of Traits The environment also affects the traits that an organism develops.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., observations, patterns) to support 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: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: 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.a–d: 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.4: Model with mathematics. MP.2: Reason abstractly and quantitatively. 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.LS1.B
Performance Expectation: Use evidence to support the explanation that traits can be influenced by the environment. [Clarification Statement: Examples of the environment affecting a trait could include normally tall plants grown with insufficient water are stunted; and, a pet dog that is given too much food and little exercise may become overweight.]
Disciplinary Core Idea(s):
LS3.A: Inheritance of Traits Other characteristics result from individuals’ interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. LS3.B: Variation of Traits The environment also affects the traits that an organism develops.
Science & Engineering Practices: Constructing Explanations and Designing Solutions Use evidence (e.g., observations, patterns) to support 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: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.2: 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.a–d: 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.4: Model with mathematics. MP.2: Reason abstractly and quantitatively. 3.MD.4: Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters.
DCI Connections:
Connections to other DCIs in third grade: N/A Articulation across grade-levels: MS.LS1.B
Standard Identifier: 3-LS4-3
Grade:
3
Disciplinary Core Idea:
LS4.C: Adaptation
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-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
Disciplinary Core Idea(s):
LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence.
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.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. 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.ESS2.D Articulation across grade-levels: K.ESS3.A; 2.LS2.A; 2.LS4.D; MS.LS2.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C
Performance Expectation: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]
Disciplinary Core Idea(s):
LS4.C: Adaptation For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
Science & Engineering Practices: Engaging in Argument from Evidence Construct an argument with evidence.
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.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. 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.ESS2.D Articulation across grade-levels: K.ESS3.A; 2.LS2.A; 2.LS4.D; MS.LS2.A; MS.LS4.B; MS.LS4.C; MS.ESS1.C
Standard Identifier: 3-LS4-4
Grade:
3
Disciplinary Core Idea:
LS4.D: Biodiversity and Humans
Cross Cutting Concept:
CCC-4: Systems and Systems Models
Science & Engineering Practice:
SEP-7: Engaging in Argument From Science
Content Area:
Life Science
Title: 3-LS4 Biological Evolution: Unity and Diversity
Performance Expectation: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
Disciplinary Core Idea(s):
LS4.D: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
Science & Engineering Practices: Engaging in Argument from Evidence Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering.
California Environmental Principles and Concepts:
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.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. 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.
DCI Connections:
Connections to other DCIs in third grade: 3.ESS3.B Articulation across grade-levels: K.ESS3.A; K.ETS1.A; 2.LS2.A; 2.LS4.D; 4.ESS3.B; 4.ETS1.A; MS.LS2.A; MS.LS2.C; MS.LS4.C; MS.ESS1.C; MS.ESS3.C
Performance Expectation: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.]
Disciplinary Core Idea(s):
LS4.D: Biodiversity and Humans Populations live in a variety of habitats, and change in those habitats affects the organisms living there.
Science & Engineering Practices: Engaging in Argument from Evidence Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem.
Crosscutting Concepts: Systems and System Models A system can be described in terms of its components and their interactions. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering.
California Environmental Principles and Concepts:
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.3.1: Write opinion pieces on topics or texts, supporting a point of view with reasons. 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.
DCI Connections:
Connections to other DCIs in third grade: 3.ESS3.B Articulation across grade-levels: K.ESS3.A; K.ETS1.A; 2.LS2.A; 2.LS4.D; 4.ESS3.B; 4.ETS1.A; MS.LS2.A; MS.LS2.C; MS.LS4.C; MS.ESS1.C; MS.ESS3.C
Standard Identifier: 3-5-ETS1-1
Grade:
4
Disciplinary Core Idea:
ETS1.A: Defining and Delimiting Engineering Problems
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Engineering, Technology, and Applications of Science
Title: 3–5-ETS1 Engineering, Technology, and Applications of Science
Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Disciplinary Core Idea(s):
ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved technologies.
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships.
DCI Connections:
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Disciplinary Core Idea(s):
ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved technologies.
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships.
DCI Connections:
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
Standard Identifier: 4-PS3-4
Grade:
4
Disciplinary Core Idea:
PS3.B: Conservation of Energy and Energy Transfer, PS3.D: Energy in Chemical Processes, ETS1.A: Defining and Delimiting Engineering Problems
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: 4-PS3 Energy
Performance Expectation: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
Disciplinary Core Idea(s):
PS3.B: Conservation of Energy and Energy Transfer Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. PS3.D: Energy in Chemical Processes The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve design problems.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones. Connections to Nature of Science: Science is a Human Endeavor Most scientists and engineers work in teams. Science affects everyday life.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. Mathematics 4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 5.PS3.D; 5.LS1.C; MS.PS3.A; MS.PS3.B; MS.ETS1.B; MS.ETS1.C
Performance Expectation: Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* [Clarification Statement: Examples of devices could include electric circuits that convert electrical energy into motion energy of a vehicle, light, or sound; and, a passive solar heater that converts light into heat. Examples of constraints could include the materials, cost, or time to design the device.] [Assessment Boundary: Devices should be limited to those that convert motion energy to electric energy or use stored energy to cause motion or produce light or sound.]
Disciplinary Core Idea(s):
PS3.B: Conservation of Energy and Energy Transfer Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. PS3.D: Energy in Chemical Processes The expression “produce energy” typically refers to the conversion of stored energy into a desired form for practical use. ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (secondary to 4-PS3-4)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Apply scientific ideas to solve design problems.
Crosscutting Concepts: Energy and Matter Energy can be transferred in various ways and between objects. Connections to Engineering, Technology, and Applications of Science: Influence of Science, Engineering and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones. Connections to Nature of Science: Science is a Human Endeavor Most scientists and engineers work in teams. Science affects everyday life.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, paraphrase, and categorize information, and provide a list of sources. Mathematics 4.OA.3: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
DCI Connections:
Connections to other DCIs in fourth grade: N/A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 5.PS3.D; 5.LS1.C; MS.PS3.A; MS.PS3.B; MS.ETS1.B; MS.ETS1.C
Standard Identifier: 4-PS4-2
Grade:
4
Disciplinary Core Idea:
PS4.B: Electromagnetic Radiation
Cross Cutting Concept:
CCC-2: Cause and Effect: Mechanism and Explanation
Science & Engineering Practice:
SEP-2: Developing and Using Models
Content Area:
Physical Science
Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer
Performance Expectation: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]
Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation An object can be seen when light reflected from its surface enters the eyes.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy 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: N/A Articulation across grade-levels: 1.PS4.B; MS.PS4.B; MS.LS1.D
Performance Expectation: Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]
Disciplinary Core Idea(s):
PS4.B: Electromagnetic Radiation An object can be seen when light reflected from its surface enters the eyes.
Science & Engineering Practices: Developing and Using Models Develop a model to describe phenomena.
Crosscutting Concepts: Cause and Effect Cause and effect relationships are routinely identified.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy 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: N/A Articulation across grade-levels: 1.PS4.B; MS.PS4.B; MS.LS1.D
Standard Identifier: 4-PS4-3
Grade:
4
Disciplinary Core Idea:
PS4.C: Information Technologies and Instrumentation, ETS1.C: Optimizing the Design Solution
Cross Cutting Concept:
CCC-1: Patterns
Science & Engineering Practice:
SEP-6: Constructing Explanations and Designing Solutions
Content Area:
Physical Science
Title: 4-PS4 Waves and Their Applications in Technologies for Information Transfer
Performance Expectation: Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
Disciplinary Core Idea(s):
PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify designed products. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; 3.PS2.A; MS.PS4.C; MS.ETS1.B
Performance Expectation: Generate and compare multiple solutions that use patterns to transfer information.* [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]
Disciplinary Core Idea(s):
PS4.C: Information Technologies and Instrumentation Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
Science & Engineering Practices: Constructing Explanations and Designing Solutions Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Crosscutting Concepts: Patterns Similarities and differences in patterns can be used to sort and classify designed products. Connections to Engineering, Technology, and Applications of Science: Interdependence of Science, Engineering, and Technology Knowledge of relevant scientific concepts and research findings is important in engineering.
California Environmental Principles and Concepts:
N/A
California Common Core State Standards Connections:
ELA/Literacy RI.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. RI.4.9: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
DCI Connections:
Connections to other DCIs in fourth grade: 4.ETS1.A Articulation across grade-levels: K.ETS1.A; 2.ETS1.B; 2.ETS1.C; 3.PS2.A; MS.PS4.C; MS.ETS1.B
Standard Identifier: 3-5-ETS1-1
Grade:
5
Disciplinary Core Idea:
ETS1.A: Defining and Delimiting Engineering Problems
Science & Engineering Practice:
SEP-1: Asking Questions and Defining Problems
Content Area:
Engineering, Technology, and Applications of Science
Title: 3–5-ETS1 Engineering, Technology, and Applications of Science
Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Disciplinary Core Idea(s):
ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved technologies.
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships.
DCI Connections:
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
Performance Expectation: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
Disciplinary Core Idea(s):
ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.
Science & Engineering Practices: Asking Questions and Defining Problems Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.
Crosscutting Concepts: Influence of Engineering, Technology, and Science on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved technologies.
California Environmental Principles and Concepts:
Principle V Decisions affecting resources and natural systems are based on a wide range of considerations and decision-making processes.
California Common Core State Standards Connections:
ELA/Literacy W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9.a-b: Draw evidence from literary or informational texts to support analysis, reflection, and research. Mathematics MP.2: Reason abstractly and quantitatively. MP.4: Model with mathematics. MP.5: Use appropriate tools strategically. 3.OA.1-4: Represent and solve problems involving multiplication and division. 3.OA.5-6: Understand properties of multiplication and the relationship between multiplication and division. 3.OA.7: Multiply and divide within 100. 3.OA.8-9: Solve problems involving the four operations, and identify and explain patterns in arithmetic. 4.OA.1-3: Use the four operations with whole numbers to solve problems. 4.OA.4: Gain familiarity with factors and multiples. 4.OA.5: Generate and analyze patterns. 5.OA.1-2.1: Write and interpret numerical expressions. 5.OA.3: Analyze patterns and relationships.
DCI Connections:
Connections to 3-5-ETS1.A: Defining and Delimiting Engineering Problems include: Fourth Grade: 4-PS3-4 Articulation across grade-bands: K-2.ETS1.A; MS.ETS1.A; MS.ETS1.B
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